to observe the pictures (textbook) and make a list of what they could do to save energy (water/ electricity)... + turn off the faucet before leaving the bathroom + take a shower instead [r]
(1)- Week: - Form: 4, 7, 9
- Period: 42, 43, 44, 45, 46 - Date of teaching: /01/2018 -> /02 /2018 UNIT 7: SAVING ENERGY
PERIOD 42: GETTING STARTED – LISTEN READ
I- OBJECTIVES:
- Developing sts' listening and reading skill
- After studying the lesson, sts will understand the importance of energy
- Sts realize that it's necessary to save energy and they know how to save water and electricity at home
II- LANGUAGE CONTENTS:
1 Grammar : + Present perfect tense ( review); + suggest + V-ing (review);
+ Causative form: get S.O + to V … / have S.O + V…
2 Vocabulary : plumber, pipe, bill, enormous, tool, faucet, drip, waste, …
III- METHOD AND TEACHING AIDS:
1 Method: Audio-lingual method, communicative approach
2 Teaching aids: tape and cassette, textbook, pictures, …
IV- TEACHING PROCEDURES: 1-Warm up: (Getting started)
- Let sts to observe the pictures (textbook) and make a list of what they could to save energy (water/ electricity)
+ turn off the faucet before leaving the bathroom + take a shower instead of a bath
+ turn off lights, TV, cassette player , … when no one is in the room …
2-Pre-reading (Listen and read )
- Set the scene: Mrs Ha is talking to her neighbor, Mrs Mi And Mrs Ha looks very worried - Now listen to the tape to know what they are talking about.
- Let sts listen to the tape -> explain new words
* Vocabulary
+ bill (n) -> water bill/ electricity bill + enormous (a)
+ plumber (n) + pipe (n) + crack (n)
+ faucet (n) + drip (v) + waste (v) + tool (n) Structures : Causative form
*S + get + S.O + to V … * S + have + S.O + V…
-> Passive: S + have + O(things) + V(p.p)
- Let sts listen to the tape again to answer the question : What are they talking about?
3-While reading
(2)- Hanging the poster of statements on the board, T ask Sts to read the dia on page 57 in silence then work in pairs to decide whether these statements are true or false – correct false statements
* Answer: 1 T 2 T
F -> Mrs Ha hasn’t checked the pipes in her house.
F -> Mrs Ha doesn’t suggest getting some tool to check cracks in the pipes. T
b) Comprehension questions
- Have sts work in pairs to answer the questions:
1 Why is Mrs Ha worried?
2 How much does Mrs Ha pay for her water bill? 3 What does Mrs Mi advice Mrs Ha to do?
4 How much water can be wasted a month by a dripping faucet?
- Call on some sts to answer the questions -> Give feedback
* Answer
1 Because her recent water bill is enormous. 2 200.000 dongs
3 She advises Mrs Ha to get a plumber to check the pipes, to take showers and to turn off faucets after use to save water
4 A dripping faucet can waste 500 liters of water a month.
4- Post reading (speaking)
- Ask sts to work in groups, discussing the topic: “What you to save energy at home and at school?”
* Possible answers
- taking a shower instead of a bath - turning off the faucets after use
- making sure there are no cracks in the water pipes - turning off the lights and fans before leaving rooms
- turning off the TV, radio when no one watches or listens…
5-Homework:
- Write activities you should to save energy at home and at school
V TEACHING EXPERIENCE:
UNIT 7: SAVING ENERGY
1- Mrs Ha is worried about her water bill.
2- Mrs Mi gives Mrs Ha advice on how to save water.
(3)Period 43: SPEAK – LISTEN
I- OBJECTIVES:
- Developing sts’ speaking and listening skills
- Sts can make suggestions and responses about saving energy
- After studying the lesson, sts are aware that they must be responsible in saving energy
- Sts know more about solar energy
II- LANGUAGE CONTENTS:
1 Grammar : Making suggestions with expressions ( review – textbook/p58)
2 Vocabulary : The words relating to saving energy
III- METHOD AND TEACHING AIDS:
1 Method: Communicative approach; teaching listening …
2 Teaching aids: Textbook, cardboard, pictures, tape, cassette player …
IV- TEACHING PROCEDURES: A/ SPEAK
1- Warm up (Kim’s game)
- Have sts look at the poster of things (sticked on the board) dealing with activities in free time and try to remember as many activities as possible
- Divide the class into groups
- Put away the posters and ask sts to go to the board and the names of the activities they’ve just seen from memory The group having more right English words is the winner
Answer:
1 go to the movie 2 play badminton
3 watch TV 4 play chess 5 read books
2/ Pre - speaking
- Remind sts of expressions used to make suggestions: + Elicit from sts to draw the exchange
I suggest taking a shower. OK I’ll that
+ Ask sts to find out other ways of making suggestions:
I think you should take a shower Why don’t you take a shower? How about taking a shower? What about taking a shower?
Suggestion Response
I suggest + V-ing
I think you/we should …… Shall we …… ?
Why don’t you/we …… ? How about + V-ing …… ? What about + V-ing …… ? Let’s + V( inf) ….
OK
That’s a good idea. All right.
Let’s…
(4)3/ While speaking:
a) Ask sts to look at the pictures (textbook/p59) and practice in pairs, making suggestions and responses about saving energy
Possible answers
B I suggest turning down the fire.
C Let’s turn off the fan when nobody stays in the room.
D What about turning off the air conditioner when nobody stays in the room. E I think we should turn off the light when nobody stays in the room.
F How about taking a shower instead of a bath. G Why don’t we ride bicycles instead of motorcycles?
H Shall we go to school by bus?/ Shall we catch a bus to school?
b) Have sts exercise 3b/p59 in groups of four, giving an action plan to save energy for the class.(using suggestions and responses)
4/ Post speaking
- Some groups present their task in front of class -> T corrects
B/ LISTEN 1 Warm up
- Divide class into teams
- Choose volunteers stand in lines The teacher show the first st in each line a sentence
- The first st whispers the whole sentence to the second st in his line - The second st whispers to the third and so on
- The last st shouts out the sentence if it is the same as the sentence teacher shows, that team wins the game
Sentence 1: I suggest going to school by bike.
Sentence 2: I think we should turn off the lights before leaving classroom.
2 Pre- listening:
- Introduce the text that the sts are going to listen -> explain new words
Vocabulary
- solar (a)-> solar energy - coal (n)
- solar panel - store(v)
- nuclear power - hot (a)
- install (v)-> installation (n) -> heat (n, v) * True - False statement prediction
- Ask sts to look at the statements on page 60 (4a)
- Have sts work in pairs and guess which statements are true and which ones are false - Give feedback
3 While listening
a) Listening and checking
- Ask sts to listen to the tape twice and check their prediction - Ask sts to correct the false sentences
* Answer key: 1 T
2 F ->Most of electricity comes from the use of coal, gas, oil or nuclear power. 3 F ->1 % of the solar energy that gets to the earth can provide enough power
(5)4 T
5 F -> All building in Sweden will be heated by solar energy in 2015. b) Gap - filling
- Ask sts to read the sentences at the exercise 4b /p60 and work in pairs to guess the words in the blanks
- Give feedback
- Let sts listen to the tape again and fill in the gaps
* Answer keys
1 effective, pollution, countries, store, roof, instead
4- Post listening
- Ask sts to work in groups, writing a passage (5 sentences) about solar energy, using the information in the two exercises above
5- Homework:
- Rewrite down all the exercises on notebooks - Prepare “READ”
V TEACHING EXPERIENCE:
UNIT 7: SAVING ENERGY
Period 44 : READ
I OBJECTIVES:
- Developing sts’ reading skill
- Sts can know more how North American and European countries save money and natural resources
- Sts realize why they have to save electricity / energy
II LANGUAGE CONTENTS:
1 Grammar : Wh- questions in S present
2 Vocabulary : words relating to saving electricity (textbook / p105)
III- METHOD AND TEACHING AIDS:
1 Method: - Audio- lingual method, Teaching vocabulary
2 Teaching aids: text book, pictures
IV-TEACHING PROCEDURES: 1-Warm up: (chatting)
- Use an electricity bill and water bill to chat to sts
1 What's this? (It's water bill)
2 How much does your family pay for the electricity bill every month? 3 How about the water bill?
(6)5 Are your parents worried about that?
6 Do you want to reduce the amount of electricity and water your family uses? 7 What should you do?
8 Do you want to know how people in other countries save energy?
2 Pre-reading * Vocabulary - luxury ( n)
- consume (v ) -> consumer (n) - bulb (n)
- appliance (n)
- compare s.th with s.th (v) - resource (n)
- scheme (n): plan
- efficient (a) -> efficiency (n) - category (n):
- ultimately (n): finally - innovation (n): - replace s.th with s.th - account for
* Guided questions
- Ask sts to discuss these questions with their partners:
1 Do people in Western countries think electricity, gas and water are luxuries? 2 Do they want to save electricity? What they to spend less on lighting?
3 While-reading
* Read and check prediction
- Have sts read the text (p60) to check their prediction
* Answer:
1 No, they don't They think electricity, gas, water are not luxuries but necessities. 2 Yes, they They use energy saving bulbs instead of ordinary bulbs and there is labeling scheme helping them use household appliances efficiently.
a) Reading for main idea
- Have sts read the text again, then exercise (a) in pairs to choose the best summary of the passage
* Answer key: North American and European countries are interested in saving money and natural resources.
b)Comprehension questions
- Have sts work in pairs to find out the answers for the questions - exercise (b)/p61 - Call on some sts to ask and answer the questions aloud
- Give feedback
* Answer key:
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 watts bulbs to spend less on lighting.
3- She will pay US $2 for lighting.
4- The labeling scheme helps the consumers to know how energy efficient each model is, compared with other appliances in the same category so that they can save money and energy.
5- We should save energy because by saving energy we can save money and conserve the earth's resources.
(7)- Ask sts to work in groups, discussing the way to spend less on lighting The secretary of each group has to write down the ideas on the cardboard
- Have sts stick their cardboard on the board -> T gives feedback
* Possible answers:
- use energy saving bulbs instead of ordinary 100 watt light bulbs - turn off the light before leaving the room
- use household appliances properly - keep refrigerator door closed…
5- Homework
- Have sts learn new words by heart, write down their ideas on how to save energy
V TEACHING EXPERIENCE:
UNIT 7: SAVING ENERGY Period 45: WRITE
I-OBJECTIVES:
- Developing sts’ writing skill
- Sts can write a speech about saving energy
II- LANGUAGE CONTENTS:
1 Grammar : Conditional sentence, S.present tense, Present continuous tense
2 Vocabulary : the words relating to reducing gas, garbage ; reusing paper and saving energy
III- METHOD AND TEACHING AIDS: 1 Method: Audio-lingual method
2 Teaching aids: text book, cardboard, …
IV- TEACHING PROCEDURES:
1 Warm up (Jumble words)
- Write the words whose letters are in a random order on the board
- Divide the class into teams Sts from each team go to the board and write down the correct words
- The team which write more correct words first win the game
1 usmpu = sum up 2 ioatnetnt = attention 3 aeidtl = detail 4 dislo = solid 5 fradt = draft
2 Pre-writing
- T explains the outline of a speech: 3 parts: Introduction, Body and Conclusion
(8)- Have sts read the table (p61) and match each part of a speech in column A to a suitable function in column B
Answer key:
1 Introduction: B 2 Body: C
3 Conclusion: A
* Ordering (b)
- Have sts work in pairs to put the sections in the exercise (b)/p62 in the correct order to make a speech
* Answer key:3,2,1
- Call on some sts to read aloud the speech
- Help sts to present the speech before class naturally
3 While-writing
- Divide the class into groups
- Ask each group to make a speech about one of these topics:
* Reducing garbage * Reusing paper
* Saving energy in the kitchen
- Sts write down their speech on the cardboard
4 Post writing
- Have a volunteer from each group present his group's speech in front of class - Correct their mistakes
- Give feedback
* Model: Reducing garbage
Good morning ladies and gentlemen, my name is and I'm going to tell you how to reduce garbage.
Most of us waste too much garbage everyday You can reduce garbage by: + Collecting plastic bags
+ Not keeping solid waste with food waste
+ Putting different kinds of waste in different places
If you follow those simple rules, you'll not only reduce garbage, but also keep the environment cleaner.
5- Homework
- T asks Sts to write down one of these speeches on their notebooks
V TEACHING EXPERIENCE:
(9)Period 46: LANGUAGE FOCUS
I- OBJECTIVES:
- Sts have skills in using connectives: and, but, because, or, so, therefore, however and some phrasal verbs
- Sts can make suggestions
II- LANGUAGE CONTENTS:
1 Grammar: connectives, phrasal verbs, suggestions
2 Vocabulary: (review)
III- METHOD AND TEACHING AIDS: 1 Method: Teaching grammar
2 Teaching aids: text book, pictures…
IV- TEACHING PROCEDURES:
* Warm up: (Bingo)
- Ask sts to write down on their notebooks phrasal verbs they have learnt - Prepare a list of phrasal verbs
- Then call out each word in a loud voice
- Sts listen to the teacher carefully If anyone has the same phrasal verb, they cross it out - The first st coming out phrasal verbs shouts "Bingo" and win the game
* Suggested list of phrasal verbs:
look for get off
look after get on
look up get away
look forward to cut down cut off
turn off put on
turn on put away
turn into put off
go on put out
go off
* LANGUAGE FOCUS 1:
CONNECTIVES: AND, BUT, BECAUSE, OR, SO, THEREFORE, HOWEVER
1/ Presentation: Brainstorming
- Ask sts to think of connectives that they've learned - Have sts go to the board and write down the connectives - Give feedback
- Remind sts of the meaning and how to use these connectives
2/ Practice:
- Ask sts to the exercise (1) individually They have to complete the sentences by using connectives
* Answer key
1 and, but, 3- because, 4- therefore, 5- or, 6- so, 7- and, 8- however however
so
because
CONNECTIVE
therefore and
(10)LANGUAGE FOCUS 2: PHRASAL VERBS 1/ Presentation:
- Provide sts verbs + prepositions and then ask them to match the verbs with the pictures on page 63
* Answer keys
Picture 1: look after the baby Picture 2: go on (wasting water) Picture 3: turn on TV
Picture 4: look for
Picture 5: turn off the faucets
2/ Practice:
- Have sts work in pairs to language focus on page 63 They have to use suitable verbs to complete the sentences
a look after b go on c turn on
d look for e turn off
LANGUAGE FOCUS 3: MAKE SUGGESTIONS 1/ Presentation:
- Remind sts of the structures and help them to give some examples
a Suggest + Ving Ex: He suggested going to the cinema tonight
b S + suggest + (that) + S + should + V(inf)
Ex: She suggests that we (should) help the poor people in the city
2/ Practice
- Have sts the language focus exercises a, b on page 64 - Give feedback
* Answer key:
Exercise a
1- I suggest collecting unused clothes.
2- I suggest organizing a show to raise money. 3- I suggest giving lesson to poor children.
4- I suggest helping elderly people and war invalids with their chores.
Exercise b
1- I suggest you should write sentences with new words. 2- I suggest speaking English in class.
3- I suggest buying a good dictionary. 4- I suggest doing some reading every day * Homework
Have sts write sentences with connectives therefore, because, however, or, so
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