- What shoul we do in the house and in class to save energy? *Home work: - Practice speaking & writing what’s learned. Objectives: After finishing the lesson Sts will be able toF. [r]
(1)Week: 21 Date of preparation: 15/01/2018 Period: 42 Date of teaching: 20/01/ 2018
UNIT 7
SAVING ENERGY
Lesson 1: Getting Started + Listen and Read I
Objectives: After finishing the lesson Sts will be able to
- discuss and get acquainted with saving of energy
- listen and read the conversation about how to save water in house - master new items of saving energy
II Language contents:
Grammar: connectives, phrasal verbs
Vocabulary: bill, enormous, reduce, plumber, crack, dripping faucet III.Teachniques: chatting, pair work, rub out and remember, group work III.Teaching aids: pictures, cassette, a water bill,
IV Procedures:
Teacher and student’s activities Contents
*Oral test: - Students *Today’s lesson:
Presenting the topic of the lesson: exploiting Sts’ knowledge about the saving energy
- Have Sts look at the pictures of the waste of energy and the activity as the lesson requires
- Ask questions about the pictures to make clear the situation
- Have Sts supply more ideas about saving energy at home and even at school
PRESENTATION
- Present the content situation of the conversation and exploit the items and the new structure of the topic
+ Listen and answer the questions - Explain some new words and phrases + Listen, speak, read and write after guessing the meaning of each
- Give sts statements and get them to predict if each one is true or false + Work in pairs Read through and guess
- Play the tape once
+ Listen the tape and check their
A Checking up:
Do exercise and in language focus B New lesson:
WARM UP: Getting started *Suggested questions
- Is the TV/ radio on? - Who’s watching TV?
- Who’s listening to the radio?
→ Should we turn on TV / radio when nobody watches it? / listens it?
→What should we to save energy?
LISTEN AND READ: *Suggested presentation
- Listen and find out who are talking in the conversation - Where are they?
“Mrs Ha was worried about her water bill It was so big She is talking to Mrs Mi, her neighborabout it”
*New words and phrases: (see more vocabulary for reference) - water bill: →visual: Hóa đơn tiền nước
- Enormous (a.): very big or very great
- Plumber (n.): a person whose job is to put in or repair water pipes, baths, toilets, etc
- Crack (n.): →visual: vết rạn, vết nứt - Faucet (n.): →visual: vòi nước *New structure: Suggestion
Model sentence: I suggest taking showers
Form: S + suggest + Verb – ing + …
True or False prediction.
1 Mrs Ha is worried about her water bill
2 Mrs Mi gives Mrs Ha advice on how to save water
(2)prediction - Give feedback PRACTICE
- Let sts listen to the dialogue once again
- Practice the conversation with a good student as model Then have Sts practice them in pairs
-Some Sts reproduce the conversation in front of class Encourage Sts practice by heart Correct what's ever wrong
* Comprehension questions. - Give questions
- Have sts practice asking and answering with a partner - Call on sts’ answers
- Give feedback and the correct answers
*Consolidation:
Have Sts report the dialogue in a paragraph
+Work in groups first Then in front of the class
PRODUCTION
- Have sts work in groups to discuss about energy saving in the house/class
4 Mrs Ha suggests getting some tool to check cracks in the pipes
5 Mrs Mi suggests taking showers to save water KEY
1 True (Mrs Said: I’m worried about most recent water It’s enormous
2 True (Mrs said: “You should reduce the amount of water your family uses.”
3 False (Mrs Mi advices her to have a plumber to it.) False (Mrs Mi does it, not Mrs Ha)
5 True (Mrs said so I suggest taking showers)
* Answer the questions:
a What does Mrs Ha worry about?
b How much money did Mrs Ha pay for her water bill? c What does Mrs Mi advise Mrs Ha to do?
d How much water can a dripping faucet waste a month? * Suggested ideas
Mrs Ha is worried about her water bill because it is Mrs Mi that Mrs Ha should the amount of water her family uses by doing three things Firstly, Mrs Ha should get a to check if there are any in the pipes Secondly, she should take instead of baths Finally, she should remember to turn off the Discussion:
- What shoul we in the house and in class to save energy? *Home work: - Practice speaking & writing what’s learned
- Do exercises & 2, WB pp.47& 48 * Comment
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Week: 22 Date of preparation: 15/01/2018 Period: 43 Date of teaching: 20/01/ 2018
UNIT 7:
SAVING ENERGY Lesson 2: Speak and Listen I
Objectives: After finishing the lesson Sts will be able to
- make suggestions about how to save energy and response to it
(3)II Language contents:
Grammar: connectives, phrasal verbs, suggest + V-ing Vocabulary: prefer, solar, solar panel, nuclear power
III.Teachniques: chatting, pair work, rub out and remember, group work
III.Teaching aids: pictures, cassette, extra boards of expressions of suggestion and response IV Procedures:
Teacher and student’s activities Contents
*Oral test: students
PRE-SPEAKING
a) Practicing speaking skill: making
suggestions about how to save energy and response to it
- Remind sts of expressions of making and responding to suggestions
+ Work in pairs Give the answers
Then open the books to compare with the expressions on page 58
- Present the contents and way of speaking activity - Have Sts study the table of expressions of suggestion and response and the example
- Describe a picture and have Sts guess which one he/ she is describing
WHILE-SPEAKING
- Have sts the task in pairs
+ Work in pairs Then in front of the class - Correct mistakes if any
b Working out an action plan to save energy for class
- Divide the class into groups of four and have them work out an action plan and discuss it
- Have Sts make suggestions and respond to them by speaking or write on the board
- Each group works out an action plan to save energy
POST-SPEAKING:
- Some pairs practice making suggestions in front of class
- Each group show their action plan in front of class - Correct what's ever wrong
*Consolidation: - Have Sts revise the expressions of persuading SO to Sth
*PRE-LISTENING - Explain new words
- Present the contents of the listening and explain the way to the listening activity
- Have Sts read the statements (a, b, c, d, e, f) in the book
*WHILE-LISTENING
+ Listen to the tape and the activity a) and b)
A Checking up:
Reproduce the dialogue and the T-F exercise B New lesson:
WARM UP:
1 onpitlulo → pollution sggeust → suggest
3 ira → air eergyn → energy
5 cetauf → faucet
PRE-SPEAKING
Suggestions Response
- I suggest + V- ing … - I think we should … - Shall we ….? - Why don’t we …? - How/What about …? - Let’s …
- Ok
- That’s a good idea - All right
- No I don’t want to …
- I prefer to … *Suggested speaking activity a)
A St1: - I think we should turn off the faucet - I suggest fixing the faucet
St2: - Ok
B St1: - Shall we use a lid when cooking St2: - All right
C - Why don’t we turn off the electric fan to save power
D How about turning off the air-condition? E Let’s turn off the lights
F - I think we should turn off the water
G - Shall we go by bike instead of by motorbike? H - Why don’t we take bus?
b Action plan model.
- How about making poster on energy saving and hanging them around our classroom?
- Great Let’s that
LISTEN: New words:
- Solar (adj): thuộc mặt trời
- Solar panel (n): kim loại để tiếp nhận lượng mặt trời
- Solar energy: - Nuclear power: - Install (v): lắp đặt
*Listening situation: “In this section, you will hear the passage on using solar energy You will have to catch these causes in the listening to the exercise as required”
- First, read the statements in your book to guess the answers
1 T
(4)- Play the tape again for Sts to check their task
*POST-LISTENING
- Have some pairs give their answers in front of class
- Correct what’s ever wrong
C: Home work:
- Practice speaking & writing what’s learned - Do exercises & 4– WB pp.42 & 43
coal, gas , oil or nuclear power
3 F → It is enough to provide power for total population
4 T
5 F → In 2015
b Listen again and fill in each blank with one word you hear
Key.
1 The sun can be an effective source of power Solar energy doesn’t cause pollution
3 A lot of countries in the world are already using solar energy
4 It is possible to store solar energy for a number of days
5 Solar panels are stalled on the roof of the house to receive the energy fro m the sun
6 We can save natural resources by using solar energy instead of coal, gas and oil
*Tape transcript:
Are you looking for a cheap, clean, effective source of power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun At present, most of our electricity comes from the use of coal, gas, or nuclear power This power could be provided by the sun One percent of the solar energy that reaches the Earth is enough to provide power for total population.
Many countries are already using solar energy Solar panels are placed on the roof of a house and the sun’s energy can be stored for a number of days, so on cloudy day you can use solar energy too. Sweden has an advanced solar energy program There, all buildings will be heated by solar energy and cars will use solar energy instead of gas by the year 2015.
Week: 22 Date of preparation: 20/01/2018 Period: 44 Date of teaching: 26/01/ 2018
UNIT 7
SAVING ENERGY Lesson 1: Read
I
Objectives: After finishing the lesson Sts will be able to - read in details about consuming energy - know ways to save energy
- master new items of saving energy II Language contents:
Grammar: connectives, phrasal verbs
Vocabulary: consumer, label, scheme, efficient, category, ultimately, innovation, conserve. III.Teachniques: chatting, rub out and remember, pair work
(5)Teacher and student’s activities Contents *Oral test: students
Today’s lesson:
Practice to develop reading skills: Reading in details about saving energy WARM UP: Chatting
- Give questions + Listen and answer
*PRE-READING:
- Present the content summary of the passage and the statements for the best summary and the questions
- Encourage Sts guess the meaning of NWP in the context
WHILE-READING:
- Set a situation and guide ss to predict + Discuss and answer
- Give feedback
- Guide sts read the text and choose the best summary of the passage
+ Read and their task - Correct, give the feedback
Comprehension questions.
- Have sts read the passage and find the answers to the questions
+ Do the task individually
- Get them to ask and answer the questions in pairs or groups
+ Call on some pairs to demonstrate in front of the class
- Give feedback and confirm the correct answers
POST-READING
- Guide ss to write some ways to save natural resources
Ss: discuss and work in groups T: comment and give marks if
A Checking up:
- Making suggestions about ways of saving enegy in the house/ school
- talking about bebefits of solar energy B New lesson:
WARM UP: chattting
- What’ this? (It’s a water bill …) - How much is your family’s water bill? - How much is your family’s electricity bill? - Do you think it is enormous?
- Are your parents worried about that? - What should you do?
- Do you want to know how the people in other countries save energy?
READ:
Suggested ideas
“Today we will read a passage about consuming energy not only effectively but also economically in Western, North American and European countries “
*New words and phrases (see more glossary) - Consumer (explanation)
- An energy-saving bulb (real thing-a compact bulb) - Save US$7 to US$ 21per bulb (Vietnamese meaning) - Ultimately: in the end (the same meaning)
- innovation (n): đổi mới, sang chế - category (n): loại, chủng loại
- efficient (adj): có hiệu quả, có suất cao - scheme (n): kế hoạch
*Check up: rub out and remember
1 Do people in Western countries think electricity, gas, and water are luxury?
2 Do they want to save electricity? What they to spend less on lighting?
* Reading:
1 Which of the following is the best summary of the passage?
3 North American and European countries are interested in saving money and natural resources
2 Answer the questions:
a Western consumers are interested in products that will not only work effectively but also save money
b We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting
c She will pay US$2 for lighting if she uses energy-saving bulbs instead
d 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
(6)C: Home work: - Practice speaking & writing what’s learned Do exercises & – WB p.45
* Comment
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Week: 23 Date of preparation: 24/01/2018 Period: 45 Date of teaching: 29/01/ 2018
UNIT 7
SAVING ENERGY Lesson 4: Write
I
Objectives: After finishing the lesson Sts will be able to write a speech about how to save energy. II Language contents:
Grammar: connectives, phrasal verbs Vocabulary: sum up, detail, solid, draft
III.Teachniques: chatting, rub out and remember, pair work
III.Teaching aids: Textbook, extra board of table (part of speech and functions) IV Procedures:
Teacher and student’s activities Contents
*Oral test: students Today’s lesson:
Practice to develop writing skills: Ask Ss to think what we should to save energy
+ Work individually Then give their ideas in front of the class
PRE-WRITING:
A Checking up:
St1: Give words to explanations from teacher - activity a St2: some answers to Qs – activity b
B New lesson:
WARM UP: Brainstorming
- Turn up all electrical appliances when we don’t need them - Replace an ordinary 100-watt light bulb with an energy saving bulb
(7)a) Match A to B
b) Correct order of the sections c) Write a speech
- Present the aim of the lesson + Study the table of rules of speech - Follow what the teacher supply, take notes and the activities
WHILE - WRITING : a Match A to B
+ Read the table and as the exercise required in individuals
b) Correct order of the sections
+ Read the sections and as the exercise required in pairs
c) Write a speech
- Have Sts read the instruction of the exercise and the callouts
- Ask Sts some questions to check their understanding the situation contents of the writing
Post-writing:
a Check Sts’ answers by asking some questions like this
b + Compare the answers with the others’
- Call some Sts read the speech aloud in front of class
- Call some Sts write the speech on the board or read it aloud in front of class - Correct what's ever wrong, and supply more suggestions
*Consolidation
_ Have Sts revise the form of speech
Suggested ideas - Have you ever listened to a speech? - How many parts are there in a speech?
“You are going to write a simple speech about one of
suggested topics First, let’s read the table of rules of speech and match each part of a speech in column A to a suitable function in column B”
1 Introduction: B Body: C Conclusion: A
II Put the sections in a correct order: 3- 2-
III Write a speech: + Reduce garbage + Reusing paper
+ Saving energy in the kitchen 1 Reducing garbage.
Good morning, ladies and gentlemen,
My name is……and I’m going to tell you how to reduce garbage
Most of us produce too much garbage every day, 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 these simple rules you’ll not only reduce garbage but also keep the environment clean
2 Reusing paper.
Good morning ladies and gentlemen, My name’s… , and I’m going to tell you how to reuse paper
Most of us use too much paper You can reuse paper by; -Having a separate wastebasket for waste paper -Keeping sheets with single printed page for drafting If you follow these rules, not only will you reduce garbage, but also you’ll save money
3 Saving energy in the kitchen
Good morning ladies and gentlemen, my’s name is … and today I’m going to tell you about how to save money
Most of us use too much gas / electricity, especially in the kitchen You can reduce this amount by :
-Turn off the lights before leaving
-Prepare food carefully before turning on the stove -Keeping refrigerator door closed
If you follow these simple rules, you’ll not only save money, but also you conserve the resources
C: Home work: - Practice making a speech of environment protect Do exercises & – WB p.45
* Comment
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Week: 23 Date of preparation: 28/01/2018 Period: 46 Date of teaching: 02/02/ 2018
UNIT 7
SAVING ENERGY Lesson 5: Language Focus
I Objectives: By the end of this lesson, Ss will be able to know how to use phrasal verbs and suggestions
II Language contents
1.Vocabulary: invalid, decade, go on, however, therefore Grammar: connectives, phrasal verbs
III.Techniques: pair work, group work, chatting
IV Teaching aids: Textbook, pictures of people for exercise V.Proceduces:
Teacher and student’s activities Contents
A Checking up: one student B New lesson:
1 Warm up
T: guide ss to answer some questions (use pictures)
Sts: answer
T: comment and give the feedback
2 Practice *Activity 1:
- Give examples then explain the structures: adverb clauses of reason
+ Make similar examples
T: let sts to work in pairs to this exercise Sts works in pairs
T: comment and give feedback
- Presents his/ her speech What should we do?
We should turn off the lights Why we turn them off?
We turn them off because there isn’t anyone in the sitting room (We turn off the lights to save energy)
3 Well, What can you suggest?
I suggest turning off the lights before going out - Let’s turn off the lights before going out - Please turn off the lights before going out/-… II Complete the sentences Use the right form of the phrasal verbs:
Ex: We should turn off the lights → Phrasal verb
(9)*Activity 2:
T: give examples and explain the structures Ss: make similar examples
T: guide ss how to complete the sentences Sts : listen and
T: check, comment and give the feedback
T: explicit the structure Sts: listen and copy down
T: comment and give the feedback T: explain the structure
T: give more examples Ss: make similar examples
Ss: the task in pairs Write on the board T: correct if and comment
T: give examples then introduce the structure
Sts: listen and copy down T: guide ss how to the task St: as directed
T: comment and give the feedback
3 Production
T: guide ss to give examples to each part Ss: give similar examples
T: comment 4 Homework
Rewrite all the exercises in the notebooks
I Complete the sentences Use the correct connectives: Ex: He is hungry and tired
2 Are you a student or a worker? I’m tired but he isn’t
4 I’m tired, so I want to go to bed
5 I’m tired; therefore, I want to go to bed I’m very tired; however, I still want to go out He is tired because he works very hard a and d therefore
b but e or c because f so g and h however
III Make suggestions: a Suggest + V-ing
Ex: I suggest turning off the faucet → S + suggest +V-ing
→ What you suggest helping the poor in the neighborhood?
+ I suggest organizing a show to raise money + I suggest giving lessons to poor children
+ I suggest helping elderly people and war invalids with their chores
b Suggest + that clause
Ex: I suggest that you should turn off the faucet → S + suggest + (that) + S + should + V_ infinitive + I suggest you should write sentences with new words + I suggest you should speak in English in class
+ I suggest you should buy a dictionary
* Comment
(10)