- Go around and provide help if necessary. - Call on some pairs to practice the dialogue -T: Give feedback and suggested answers: - Ask Ss to work in group and find the[r]
(1)Date of teaching:
Period 39
Unit 6: THE ENVIRONMENT Getting started & listen and read I Objects
By the end of the lesson, Ss will be able to:
+ Use new words about environments in the correct way
+ Read the text for general and specific information through Matching exercises and answering questions
II Language contents:
+Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing, water pollution, spraying pesticides
+ Grammar: Conditional sentences: type 1
+ Language skills:Practice reading and speaking skills III Teaching aids
Teaching plan, Cassette, pictures, extra – board IV Procedure
1 Checking up: 2 New lesson
Teacher & Students’ activities Contents
1 Warm up:
- Ask Ss to discuss and make a list of people’s activities that destroy the environment
- Work in groups of to
- May use Vietnamese when discussing - Call some groups to talk about their lists - Give English equivalences
- Give suggested answers
- Ask Ss to match these above environmental problems to the pictures in the textbook 2 Presentation:
- Explain the meaning of the new words - Listen and repeat the new words
- Individual work and pair work
- Help Ss to read new words and ask them to read
* Check Vocab: R & R 3 Practice:
Set the scene
Mr.Brown is talking to some voluteer
conservationists Guess the place where they are going to work
-Give Ss minute to guess
- Listen and read the passage I Listen and read Mr Brown is talking to some volunteer conservationists
- Ask Ss to look at “Listen and read”; play
* Getting started
+ Throw garbage in the street + Cut down trees
+ Leave the light on when unnecessary * Matching
a) air pollution
b) spraying pesticides c) garbage dump d) water pollution e) deforestation f) dynamite fishing 1 New words:
+ Garbage dump: bãi đổ rác + Deforestation (n): nạn phá rừng + Air pollution (n): Ơ nhiễm khơng khí + Dynamite fishing (n) đánh bắt cá thuốc nổ
+ Water pollution (n) « nhiƠm níc
+ Spraying pesticides (n) phun thu«c trõ s©u
2 Prediction * Answers:
The coservationists are going to clean the beach
3 Matching a) Answers:
(2)the tape times
- Ask Ss to match the names in column A with the tasks in column B then write the full sentences
- Call on some Ss to read the full sentences - Give correct answers
- Have Ss read the passage again and answer the questions in b)
- Go around the class and provide necessary corrections
- Give correct answers
Groups 2: e, check the sand
Groups 3: b, check among the rocks Mr Jones: a, collect all the bags …… Mrs Smith: c, provide a picnic lunch for Mr Brown: d, give out the bags
4 Comprehension questions b) Answers:
1 The speaker is Mr Brown
2 The listeners are members of volunteer conservationists.
3 They are on the beach.
4 If they work hard, they will make the beach clean and beautiful again soon. 5.Grammar
Example:
If we work hard, we will make this beach clean
Form:
S+will/can IF+S+V(HT§) I/have/money/I/buy/a book
If I have money, I will buy a book 2.The beach/be/polluted/We/ not/clean The beach will be polluted If we don't clean it
3.If/you/not/do/homework/ you/get/bad marks
If you don't your homework, you will get bad marks
4 Drill:
- Repeat the vocabularies and structures
+Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing, water pollution, spraying pesticides + Grammar: Conditional sentences: type
5 Homework:
- Summarize main points
(3)Date of teaching:
Period 40
Unit 6: THE ENVIRONMENT Speak & listen
I Objects
By the end of the lesson, Ss will be able to: + Persuade other people by using give expression:
I think you should … ; Why not ? Why don’t you ?
+ Complete the information notes about ocean pollution through a report
+ Use new word in the right context by playing word games and engaging in different class activities
II.Language contents:
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill Language skills:Practice speaking and listening skills
III Teaching aids
Teaching plan, Cassette, pictures, extra – board IV Procedure
1 Checking up:
+ Write new words 2 New lesson
Teacher & Students’ activities Contents
1 Warm up:
- Ask Ss question: What can you to protect the environment?
- Discuss in small groups and find the answers
2 Speak:
* Pre - speaking:
- Write all new words on the board in both English and Vietnamese
* Check Vocab: What & where
a) Try to persuade your partner to the following things to protect the environment. - Work in pairs, persuade your partners to things to protect the environment Follow the example
- Ask Ss to look at the structures and sentences in part a)
- Explain them
* While - speaking:
1 Newwords:
- Wrap (v): gói, bọc lại - Dissolve (v): hoà tan
- Traffic jam (n): tắc nghẽn giao thông - Exhaust fume (n): khãi th¶i tõ xe cé - Trash = garbage
+ raw sewage (n): nớc thải (cha đợc xử lý) + oil spills (n): giếng dầu
+ marine life (n): sinh vËt biÓn + Regulation (n): th«ng lƯ 2 Practice
2.1 Form
I think you shoud Won't you
It would be better if you Can I persuade you to Why don't you
Why not
What/how about + V-ing *Use: Express persuasion * Example: (textbook)
A: I think it would be better if we reuse and recycle bottles and cans
B: Why? How come?
A: Because reusing and recycling bottles can reduce garbage and save natural resources
(4)- Ask Ss to read the persuading expressions and the idea cues give in the textbook carefully Make sure Ss understand all of the ideas suggested
- Go around and provide help if necessary - Call on some pairs to practice the dialogue -T: Give feedback and suggested answers: - Ask Ss to work in group and find the answers to the questionnaire
- Divide class in groups
- Call on some Ss from groups to present in front of class
- Call on some representatives to present in front of
- Give feedback and suggested answers 3 Listen:
- Guessing game
- divide class into small groups
- Ask Ss to have guesses on how the ocean is polluted
- Call some Ss to explain their ideas in front of class
- Provide some necessary words in the tape - Listen to the tape more than once and complete the notes
- Compare the answers with their partners
a) Suggested answers:
A: I think it would be better if we go to work by bike
B: Why? How come?
A: Because going to work by bike can save energy and at the same time it can keep the air cleaner
b) Find possible answers to the questionnaire.
* Example: Save papers by
Recycling and reusing paper.
Using tree leaves to wrap food and other things
c) Now discuss with a partner the best way to protect the environment
( Student’s answers) 3 Listening.
* Answers:
How the ocean polluted
- Firstly: raw sewage is pumped directly into the sea.
- Secondly: Garbage is dropped into the sea
- Thirdly: oil spills come from ships at sea. - Next: Waste materials come from factories.
- Finally: oil is washed from the land. 4 Drill:
- Repeat the vocabulary and structures
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill 5 Homework:
- Summarize main points
- Learn by heart some new words and practice talking about the problem to protect the environment
(5)Date of teaching:
Period 41
Unit 6: THE ENVIRONMENT Read
I Objects
By the end of the lesson, Ss will be able to understand the poem with some old English by doing Matching exercise and Answering questions
II Language contents:
Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk Structures: conditional sentence type
Language skills: Practice reading skill III Teaching aids
Teaching plan, pictures, extra – board IV Procedure
1 Checking up:
What is the name for each one? a) dump
b) trash
c)water matter d) pesticide e) dynamite
1 You can put your rubbish in it: You must put it in a rubbish bin: Factories produce it:
4 crops are spayed with it: It is a powerful explosive 2 New lesson
Teacher’s activities Students’ activities
1 Warm up:
- Ask Ss to work in pairs, ask and answer the following questions about poetry
+ Do you like poetry?
+ Do you often read poetry? + Who is your favorite poet?
+ Have you ever read a poem in English? + What is it? Do you understand it?
2 Pre – reading:
- Ask Ss to look at the poem in the book - Read the poem
- Give some new words and explains the meaning
- Help Ss to read the new words * Check Vocab: Slap the board
Prediction
Have Ss work in groups
Get them to close the books and guess the answers for te pre-questions provided -Call on Ss to give the answers
3 While- Reading:
T: Set the scene “You are going to read a poem about environment Please scan the poem and answer the following questions
1 New words:
+ End up (v): cạn kiệt, sử dụng hết, kết thúc + Second – hand (a) qua sử dụng
+ Junk – yard (n): b·i phế thải + Treasure (n): kho báu, châu báu + Foam (n): bọt khí
+ Nonsense (n): Đều vô nghÜa 2 Pre-questions
a Who are the people in the poem? b Where are they?
c What's the problem of the environment mentioned in the poem?
*Answer keys:
a The mother and her son b They are in the park/wood c The wood is polluted
3 Matching (Match each word in A to an appropriate explanation in B)
* Answers:
A B
1 junk-yard c a piece of land full of rubbish
2 end up g reach a state if
(6)- Have Ss work in groups
-Get them to read the poem and check the predictions
- Ask Ss to read the poem again and match the word in A to an appropriate in B encourage Ss to guess the meaning of the word if they don’t know some words
- Call some Ss to read the answers aloud - Give the correct answers
- Ask Ss to read the poem more carefully and answer the questions This task can be done in pairs
- Call on some Ss to read their answers aloud in class
- Give the answers
- Calls on some Ss to read the passage aloud in front of class
- Checks Ss’ pronunciation and intonation 3.4 Post - reading:
What- if
- Divide the class into two or four groups namely A, B, C, D each group gets sentences with only IF half
- Student A read its half and B has to complete the sentence with the idea on the board to protect our environment
- Help Ss to complete and correct the mistakes
4 Drill:
- Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk - Structures: conditional sentence type 5 Homework:
- Summarize main points - Do homework at workbook
- Prepare the next period 42 “WRITE”
4 foam e mass of bubbles of air or gas
5 stream d a flow of water
6 hedge a a row of things forming a fence
7 folk b people 4 Comprehension questions * Answers:
1 If the pollution goes on, the world will end up like a second hand junk yard
2 The mother think other folk pollute (are responsible for the pollution of) the environment but not her and her son
3 If the boy keeps on asking such questions, his mother will take him home right away
4 No, because he is right: if he throws the bottles that will be polluting the woods The poet wants us to learn that everyone is responsible for keeping the environment form pollution
6 (Student’s answers) eg: put the bin around the school yard Pick up the rubbish/garbage and throw it into a trash bin Should not litter/spit on the ground/ 5 Production
A: If you throw rubbish into street, B: it will pollute the environment Ex:
A
1 If I see somebody throwing an empty packet on the street, I will
2 If I meet the Minister for the environment, I will
3 If I live on an island, I will 4 If I live in a jungle, I will
5 If I catch an injured species, I would B.
(7)Date of teaching:
Period 42
Unit 6: THE ENVIRONMENT
Write
I Objectives
- By the end of the lesson, students will be able to write a complaint letter with the right format and language
II Language contents:
Vocabulary: complaint, refreshment, fly, response Language skills: Practice writing skill
III Teaching aids
Teaching plan, extra – board IV Procedure
1 Checking up:
Write conditional sentences type 2 New lesson
Teacher’s activities Students’ activities
1 Warm up
- Guides Sts to play game “Jumble words” + edn up =
+ secndo – hand = + Jnuk – yard = + Treaseru = … + foma = … + nonnesse
2 Pre - Writing
T: Explain the meaning of new words T: Help Ss to read
T: Introduce the formal complaint letter T: Set the scene
“ Mr Nhat wrote a complaint letter to the director of L & P company in HCM city The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A or P.”
Ss: Read and write down into notebook Ss: Work in pairs and the labeling and ordering
T: Read the letter once
T: Call on some pairs read the aloud the letter with the correct order Each pair reads aloud one part
- Play follow teacher’s guides + Answers
+ End up
+ Second – hand + Junk – yard + Treasure + Foam + Nonsense 1 New words
- complaint (n) than phiÒn - fly (n): ruåi
- refreshment (n): khoan khoái - response (v): trả lời, đáp lại - situation (n): tinh - complication (n): phức tạp - resolution (n): định - action (n): hoạt động - politeness (n): lễ phép 2 Ordering
Answer key: Dear sir/madam
R: I would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving
(8)T: Give feedback and answer key
3 While -writing
T: Implicit the writing task by asking questions:
Are there any lakes behind your house? What people in the lake? Which problems remain
T: Ask Ss to read the situation in the textbook of local authorities to complain about the way of catching fish in the lake behind your house Following S-C-R-A-P format
Ss: Work individual, write a letter to the head T: Ask Ss to compare the writing and gives feed back and suggested writing
A: I look forward to hearing from you and seeing good response form your company C: When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment When the truck leave the place, the ground is covered with trash and a few minutes later there is smell flies
P: Faithfully, Hoang Binh 3 Writing
Dear Mr president
I am writing to you about the problem of fish catching in the lake behind my house I am very worried because they don't use fishing rod or not net but use electricity to catch fish
After a short time they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads and even birds have also died from electric shock waves
I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish
I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority Sincerely
4 Drill
T: Ask Ss to read their writing aloud - Ask for comments from other Ss 5 Homework
(9)Date of teaching:
Period 43
Unit 6: THE ENVIRONMENT
Language focus
I Objectives
- By the end of the lesson, students will be able to use the adverbs correctly II Language contents:
Vocabulary: assignment, sigh
Grammar: + Adjectives and adverbs + Adverb clauses of reason (as, because, since) + Adjectives + that clause+ Conditional sentences type
Language skills: Practice writing skill
III Teaching aids Teaching plan, extra – board IV Procedure
1 Checking up: No 2 New lesson
Teacher & Ss’s activities Content
1 Warm up
T: Ask Ss to arrange the letter to make complete words
1 wols = asd = dogo = pahapy =
2 Presentation and practice 1: T: Explain vocabulary
- Help the Ss to review the formation and the use of adverbs of manner through questions
+ How are adverbs formed? + What we use adverbs for?
T: Ask Ss to go on with exercise 1, use the adverbs to complete the sentences
3 Presentation and practice 2. T: Give out clauses
He failed the exams He is too lazy
T: Ask Ss about the relation between clause -> reason
T: Introduce the words expressing clause of reason: because = as = since
T: Ask Ss to exercise - Explain the example
Answers: slow sad good happy
1 Change the adjectives into adverbs: New words
Assignment (n): exercise Sigh (n): long deep breath
Formation Adjective + ly = adverb
Adjective Adverb
Extreme Extremely
Good Well
Happy Happily
Sad Sadly
Slow Slowly
Ss: Do exercise 1, change the adjectives into adverbs
Usage: we use adverbs of manner to modify the verb It usually goes after the main verb
Answers b slowly c sadly d happily e well
2 Join the pairs of sentences together use "because; as; since"
Eg: Ba is tired because/as/since he stayed up late watching TV
(10)T: Give feedback and the correct answers
4 Presentation and practice 3 T: Explain the structure
T: Let Ss practice the structure by completing the dialogue in the book
T: Call some pairs to practice the dialogues aloud
T: Feedback and give correct answers
- Help the Ss to revise the conditional sentences type
"If + main clause, subordinate clause" (simple present tense) (will infinitive)
T: Have Ss exercise Match each half sentence in column A with suitable one un column B, if it is ok, this activity can be done orally through the game watching
T: Feedback and give correct answers
* Answers
b I have a broken led because/as/since I fell over while I was playing volleyball c I am going to be late for school because/as/since the bus is late
d I broke the cup because/since/as I was careless
e I want to go home because/as/since I feel sick
f I am hungry because/as/since I haven't eaten all day
3 Complete the dialogues * Structures:
S + be + adj + that clause
Eg: I am pleased that you are working hard
Ss: Compare the answers with their partners
* Answers:
b excited that I can go to Da lat this time c I am sorry that I broke your bicycle yesterday
d I am disappointed that you did not phone me about it
e I am amazed that I could win the first price
4 Match each half sentence * Answers
1 e a3 c4 d5 b 4 Drill
- Repeat the forms and structures: + Adjectives and adverbs
+ Adverb clauses of reason (as, because, since) + Adjectives + that clause
+ Conditional sentences type 5 Homework
T: Summary the main points
(11)Date of teaching:
Period 44
Unit 7: Saving energy
getting started & listen and read
I Objectives
- By the end of the lesson, students will be able to use the words and phrases relating to energy – saving Understand the dialogue and the ways to save energy
II Language contents:
Vocabulary: water bill, enormous, crack, pipe, dripping faucet Language skills: Practice Listing and reading skill
III Teaching aids
Teaching plan, cassette, textbook, sub-board, poster IV Procedure
1 Checking up:
Write sentences, using conditional sentence type 2 New lesson
Teacher & Ss’s activities Content
1 Warm up
- Talk about the name of energy
+ water, wind, oil, wood, sun, nuclear, - How we can save that energy? 2 Presentation
T: Ask Ss to loot at picture in part "Getting started" have them work in pairs and make a list of thing the family could to save energy T: Call on some Ss to read the list aloud
T: Give suggested answers T: Introduce the new words *Check Vocab: R & R T: Play the tape once
T: Divide class into group
T: Give group a piece of consisting columns: A (new words) and B (Vietnamese meanings)
T: Ask Ss to match the words in A with the meaning in B
T: Call on Ss to read the answers - Give answers
- Talk about the name of energy - Answer the questions
* Getting started Suggested answers:
- Save water by turning off the faucet when there is enough water supply
- Turn off the lights when unnecessary - Turn off TV and radio when nobody watches or listens
Ss: May use sentences with modal verbs such as "must, should"
1 New words:
Water bill: hoá đơn trả tiền nớc Enormous (a): lớn, nhiều
Crack(v): rạn, nứt, rò rỉ Pipe (n): ống dẫn nớc
Plumber (n): thợ lắp đặt, sửa ống nớc Dripping faucet (n): vòi nớc chẩy nhỏ giọt Matching
New words Meaning
1 water bill a thợ sửa ống nớc enormous b Hoá đơn tiền nớc crack c vòi nớc bị chảy nhỏ
giät pipe d to, líp plumber e èng níc 6.dripping
(12)3 Practice
T: Set the scene " Mrs Mi is talking to her neighbor, Mrs Ha about the water bill this month"
T: Ask Ss to practice the dialogue with a partner - Call on some pairs to practice aloud
- Feedback on Ss' pronunciation and intonation Correct the mistakes if any
T: Ask Ss to read the dialogue again and decide the statements in the book true of false Correct the false one
Ss: Compare the answers with a friend T: Call some Ss to read the answers T: Ask them to explain their choice
3 T/F statements Answers: True
2 True
3 False (Mrs Ha hasn't check the pipes yet)
4 False (Mrs Ha suggest taking showers)
5 True
4 Drill
T: Call on some Ss to translate the dialogue into Vietnamese T: Help Ss to revise the new vocabulary
5 Homework
(13)Date of teaching:
Period 45
Unit 7: Saving energy
Speak + LF3
I Objectives
- By the end of the lesson, students will be able to:
+ Use suggestions to suggest ways to save energy through group discussion II.Language contents:
Vocabulary: solar, nuclear power, solar panel, advance Grammar: Making suggestions
Language skills: Practice speaking and listening skill III Teaching aids
Teaching plan, textbook, sub-board, poster, tap, cassettes IV Procedure
1 Checking up:
Ss: Make a list of things the family could to save energy 2 New lesson
Teacher & Ss’s activities Content
1 Warm up
- Guides Sts to play the game “Jumble words” with the words
- Play the game follow the teacher’s guide
Example:
2 Presentation
-T: Help Ss to review the way to make suggestions
T: Ask Ss to make some sentences with the structures above
- Look at the expressions in the tables and pictures Make suggestions about how to save energy
3 Practice
T: Have Ss looked at the expressions in the above tables and pictures in the book to make suggestions about how to save energy Follow the example
T: Call some Ss to read the suggestions aloud
Ss: Individual work
T: Correct and give suggested answers
+ awter llbi = Water bill + suomrone = Enormous + kcrac = Crack
+ ippe = Pipe
+ rebmulp = Plumber + facetu = faucet 1 Model Sentences
A I think we should turn off the faucet I suggest fixing the faucet
2 Grammar
Suggestion Response
I suggest + V-ing I think we should… Shall we …?
Why don't we…? How about + V-ing…? What about + V-ing…? Let's…
OK
That's a good idea All right
No I don't want to I prefer to…
Let's 3 Practice
a
Suggested answers:
b I think we should turn off the gas fire c I suggest turning off the fan
d I think we should turn off the air conditioner when no one is in
e Why don't we turn off the TV when no one watches it
(14)4 further practice
T: Ask Ss to work in group of four Work out an ACTION PLAN to save energy for your class
T: Explain the example in the book
T: Go around class and provide help if necessary
Ss: Work in group
T: Call on some groups act out the discussion
- Correct and give suggested answers -Making sentences, get ready to give the answers to the whole class
*Language Focus (p.64) Have Ss work in pairs
-Get them to make suggestions from the phrases provided
- Go around and give help - Call on Ss to give the answers - Give feedback and correct answers
b Answers:
A: I think we should turn off all the lights before leaving the class
B: That is a good idea
C: What about going to school by bus?
D: Great! Let's take the bus to school every day
-A: I suggest collecting used paper to recycle things
B: All right
C: Why don't we reduce the amount of water we use every day?
D: OK
4 further practice Making suggestions:
+ …suggest(s) Doing S.th + …suggest(s) that + S + should / shouldn’t Do S.th
*Language Focus * Examples:
1 I suggest collecting some Money
2 I suggest giving lessons to poor children
3 I suggest that you should work harder on your pronunciation
………
8 Drill
- Repeat the content of the lesson 9 Homework
(15)Date of teaching:
Period 46
Unit 7: Saving energy
Listen + LF1,2
I Objectives
- By the end of the lesson, students will be able to:
+ Understand and know how to common listening tasks: TRUE or FALSE and gap filling
+ Get general knowledge about one kind of alternative energy: solar energy
+Students will be able to further improve their understanding about common connectives, phrasal verbs
II Language contents:
Vocabulary: solar, nuclear power, solar panel, advance Language skills: Practice speaking and listening skill
Grammar:Connectives: and, but, because, or, so, therefore, however phrasal verbs: turn off, turn on, look for, look after, go on III Teaching aids
Teaching plan, textbook, sub-board, poster, tap, cassettes IV Procedure
1 Checking up:
Ss: Make a list of things the family could to save energy 2 New lesson
Teacher’s activities Students’ activities
1 Warm up Chatting:
T: Give some questions to ask Ss about solar energy
- What is solar energy?
- What are advantages of solar energy? - Is solar energy operated in VN? 2 Pre - listening
-T: Explain some newwords -Check Vocab: R & R
-True/False prediction - Ss guess T or F 3 While -listening
Ss: Ss: Listen to the tape times and check their predictions
T: Call on Ss to give answers T: Give correct answers
T: Ask Ss to read the sentences in b) and guess the missing words
T: Call on some Ss to read the completed sentences aloud
T: Give correct answers
Ss: Look at the sentences, listen to the tape again and complete them
1 New words
-Solar (a): thc mỈt trêi
-Solar energy (n): lợng mặt trời -Nuclear power (n): lợng nguyên tư -Solar panel (n): tÊm pin mỈt trêi
-Advance (a): mức độ cao, tiên tiến -Roof (n): mái,
2 True/False prediction Answer key:
1 true
2 false (most of our electricity comes from the use
of coal, gas, oil or nuclear power
3 False (it is enough to provide power for total population
4 true
5 false (in 2015) 3 Filling
Answers:
(16)Ss: Compare the answers with partners 4 Post -Listening
* Presentation 1:
T: Explain function of the connectives
T: Ask Ss to give some examples to demonstrate the use of the connectives
* Practice1.
T: Tell Ss to exercise Complete the sentences use the correct connectives
T: Ask Ss to compare the answers with a friend T: Feedback and gives correct answers
*Presentation 2
T: Implicit the meanings of the phrases verbs through examples "Now, can you guess the meaning of those of phrasal verbs in the following context?"
+ It is dark here Can you turn on the light? + Please Turn off TV when you finish watching.
+ It's important to look for a job after graduation.
+ My sister looks after the pet when I am away + She goes on taking about himself.
* Practice 2
T: Have Ss exercise complete the sentences use the right tense form of the phrasal verbs in the box and the pictures
T: Have Ss compare their answers with a friend T: Correct any necessary mistakes
T: Give the correct answers
3 countries store roof instead Grammar
a.Connectives
- And: to add a similar or another idea - But, however: to add an opposite idea - Because: to give a cause (reason) - So, therefore: to give an effect - Or: to give an alternative * Answers:
a and b but c because d therefore e or f so
g and h however b Phrasal verbs
- Turn on: switch on/start - Turn off: switch off/stop - Look for: take care of - Go on: continue
* Complete the sentences Use the right tense form of the phrasal verbs in the box and the pictures
*Answers
a Look after b Go on c Turn on d Looked for e Turn off
8 Drill
- Repeat the content of the lesson 9 Homework
(17)Date of teaching:
Period 45
Unit 7: Saving energy
read
I Objectives
By the end of the lesson, students will be able to get general idea of the reading through choosing the best summary and answering questions
II Language contents:
Vocabulary: luxury, necessity, consumer, household, Account for, tumble dryer, innovation Language skills: Practice speaking and listening skill III Teaching aids
textbook, white board markers IV Procedure
Checking up:
T: Asks Ss to talk about how to save energy in their house 2 New lesson
Teacher’s activities Students’ activities
1 Warm up
- Guides Sts to play the game “net words” Water
2 Pre - reading T: Read the text firstly T: Explain the new words Ss: write down new words
T: Ask Ss to work in pairs and make sentences with new words they have learnt
T: Call on some Ss read their sentences aloud T: Give comment to make sure Ss understand the use of the words
3 While - reading
T: Ask Ss to read the passage very quickly and check their prediction
T: Call on some Ss to answer the questions T: Give the correct answers
T: Have Ss read the passage more carefully and choose the best summary for it among
following options
- Play the game follow the teacher’s guide 1.New words
-Luxury (n): xa xỉ >< necessity -Consumer (n): ngời tiêu ding -Household (n): hộ gia đình
-Account for (v): chiÕm, chủ yếu -Tumble drỷe (n): máy xấy
- Innovation (n): đổi Pre questions
+ Which continents are mentioned in the text?
+ Are electricity, gas and water luxuries or necessities?
* Answer
+ America and Europe + They are necessities
3 The best summary Answers:
3 North American and European countries are interested in saving money and natural resources.
(18)T: Ask Ss to give explanations for their choice - Give correct answers
- Tell Ss to read the passage again and answer the question
T: Call on some Ss to read their answers aloud in front of class
- Make necessary corrections and gives correct answers
4 Post - reading
- Expand the topic by opening a discussion on question:
T: Ask Ss to work in group to list the reasons for saving energy
T: Call on representative of some groups to present in front of class
- Give suggested answers:
4 Comprehension questions Answers:
1 Western consumers are interested in products that will not only work effectively but also save money.
2 We can use energy saving bulbs instead of ordinary 100 watt light bulbs to spend less on lighting
3 She will pay US$2 for lighting if she uses energy saving bulbs instead.
4 The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy.
5 Discussion
Why should we save energy? * Suggested answers:
- Save money
- Conserve the Earth's resources - Protect environment
- Prevent natural disasters
5 Drill
- Asks Sts to read again, repeat some words and model of sentences 6 Homework
- Review the lesson - Assign homework
(19)Date of teaching:
Period 46
Unit 7: Saving energy
Write
I Objectives
By the end of the lesson, students will be able to write a short, simple speech with clear organization and present it in from of the whole class
1 Language focus:
Vocabulary: Review
2 Language skills: Practice writing skill II Teaching aids
textbook, white board markers III Procedure
1 Checking up:
Answer the question: Why should we save energy? 2 New lesson
Teacher’s activities Students’ activities
1 Warm up
- Introduces the way to write a speech
2 Presentation
T: Implicit the function of the parts a speech by questioning
What we in introduction? What is included in body?
………
T: Give correct answers
3 Practice
T: Ask Ss to work in pairs, put the sections in the correct place to complete a speech
- Call on some Ss to deliver the speech in front of class
- Comment and correct any necessary
6 Write
* Definition of a speech
It is the act of delivering a formal spoken communication to an audience A speech usually has three parts: Introduction, body and conclusion
* Matching
A B
Parts of speech Functions Introduction
2 Body
3 Conclusion
A summing up what you have said
B getting people's attention and telling them what you are going to talk about C giving details in easy-to-understand language
* Answers: 1.b 2.c 3.a b) Ordering
Suggested answers:
3 Good evening, ladies and gentleman I am professor Robert and tonight I am going to tell you how to save money
(20)mistakes
T: Give suggested answer:
T: Tell Ss to choose one of the topics in the book: reducing garbage, reusing paper and saving energy in the kitchen and then prepare a speech for the class
T: Ask Ss to compare the writing with a friend T: Introduce "peer correction" Have Ss check and comment on each other writing
- Go around class and offer help if necessary - Call on some Ss to deliver the speech they have written in front of class
T: Give comment on S's performance regarding pronunciation, body language, eye contact …
- Give suggested answers
reduce this amount by:
- Traveling by bicycle or public transport - Having mechanic check your motorcycle regularly
1 If you follow these simple rules, not only will you save money, but also the
environment will be clear
* Suggested answers: - Reducing garbage:
Good morning, ladies and gentlemen Thank you for coming here today I am professor Hung President of friends of the Earth I am going to tell you about the ways of reducing garbage
As we know that reducing garbage is necessary We can reduce garbage by: + Collecting plastic bags
+ Not keeping solid waste with food waste Putting different kinds of waste in different places
I hope that you will be able to find the most suitable way to reduce the amount of
garbage we produce - Reusing paper:
……
- Saving energy in the kitchen
…… 4 Drill
T: Summarize the main points 5 Homework
- Copy your writing in your exercise book - Review the lesson
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