UNIT 7 SAVING ENERGY

Listen & Language focus 2 P 9: Lesson 4: Read P 10: Lesson 5: Write Date: January 24th 2011 Period: 6 Lesson 1: GETTING STARTED, LISTEN & READ, LANGUAGE FOCUS 1 I- Aim: By the end of th

Unit 7 SAVING ENERGY

Division of lessons

P 6: Lesson 1: Getting started- listen

& read- language focus 1

P 7: Lesson 2: Speak, language focus

3

P 8: Lesson 3: Listen & Language focus 2

P 9: Lesson 4: Read

P 10: Lesson 5: Write

Date: January 24th 2011

Period: 6 Lesson 1: GETTING STARTED, LISTEN & READ, LANGUAGE FOCUS 1

I- Aim: By the end of the lesson, students will be able to understand the

dialogue and about the ways to save energy

II- Language content :

 Grammar: connectives, phrasal verbs

 Vocabulary: water bill, enormous, reduce, plumber, crack, dripping faucet

III- Techniques: chatting, rubout and remember, T-F statements prediction…

IV- Teaching aids : CD player, pictures, sub boards…

Students look at the

pictures on page 57

Teacher asks some

questions so that students

can understand the pictures

and topic of the lesson

Teacher uses pictures to

introduce some new words

Students are checked by

technique “ Rubout &

remember”

Teacher can give students

marks

Teacher sets the scene

“Mrs Mi is talking to her

neighbor, Mrs Ha Why

does she look worried?”

Teacher hangs the sub

board, students guess

which statements are true

and which are false

individually

1 Warm – up:

Chatting

- Is the TV on?

- Who is watching TV?

- Is the light still burning?

- What happens to the faucets?

- Should we turn the TV off?

- What should we do to save energy?

2 Pre- reading :

Pre- teach vocabulary:

Water bill Enormous (a)

To reduce

A plumber Crack (n) Dripping faucet (n)

T / F statements prediction:

a Mrs Ha is worried about his water bill

b Mrs Mi gives Mrs Ha advice on how to save water

c Mrs Ha has checked the pipes in her house and found no cracks

d A plumber is a person who repairs electric appliances

e Mr Robinson suggests taking shower

Students read the dialogue

on page 57 and check their

prediction, they correct

false statements Teacher

gives the feedback

Teacher writes the

questions on the sub board

Students work in pairs to

find out the answers of

these questions Teacher

checks the answers and

corrects if necessary

Students work in groups to

discuss the question

Teacher can gives marks if

any students show enough

ideas

Students think of

connectives that they’ve

learnt They write down the

connectives, give

Vietnamese meanings They

work individually to do the

exercise language focus 1

on page 63 They have to

complete the sentences by

using correct connectives

because they can save water

3 While- reading :

Reading and checking prediction:

a- T, b- T, c- F: has hasn’t, d- F: electric appliances  water pipes, e- T

Comprehension questions:

a Why is Mrs Ha worried ?

- Because her recent water bill is enormous

b How much money does Mrs Ha pay for her water bill?

- He pays 200.000 dongs

c What does Mrs Mi advise Mrs Ha to do ?

- She advises Mrs Ha to get a plumber to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after using

d How much water can be wasted a month by

a dripping faucet ?

- A dripping faucet can waste 500 liters of water a month

e What do you do to save energy at home and

at school?

- Turning off lights before leaving Turning off TV, radio when none watch or listen Taking a shower instead of a bath Turning off faucets after using

4 Post- reading : Language focus 1 a-And, b-But, c-Because, d-Therefore, e-Or,

f-So, g-And, h-However

5 Homework:

Write 5 things you should do to save at home and at school Prepare Speak page 58

COMMENTS:

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Date: February 11th, 2011 Unit 7 ( cont )

Period: 7 Lesson: 2 SPEAK- LANGUAGE FOCUS 3

I Aim: By the end of the lesson, students will be able to make and respond

to suggestions

II Language content:

 Vocabulary : gas fire, electric fan, air conditioner,

 Grammar: Suggestion: Let’s, What about + V-ing…? How about + V-ing…? Why don’t we…? Shall we…? I think we should…, I suggest + V-ing…

III Techniques: Kim’s game, discussion…

IV Teaching aids : Pictures, sub boards…

Students look at the poster

of things dealing with

activities in free time for 20

seconds and try to

remember as possible They

practice in two groups

Teacher elicits from

students to draw the

exchange Then teacher

asks students to find out

other ways of making

suggestions

Teacher writes suggestions

on the board Students

write into notebooks

Teacher explains some

expressions

Students practice speaking

exercise 3 (pages 58-59)

They look at the pictures on

page 59 and the table on

page 58 and make

suggestions Students work

1 Warm- up :

Kim’s Game

- go to the movies / play badminton

- watch TV /play chess

- do homework /read books

- go skiing /play games

2 Presentation :

- I suggest taking a shower

- Ok I’ll do that

- I think you should take a shower

- Why don’t you take a shower?

- How about taking a shower?

- What…

Form: Suggestion Reponses

I suggest + V-ing… - OK, That’s a good idea

I think we should…? - All right Let’s…

Why don’t we…? - No I don’t want to

Shall we…? / Let’s … - I prefer to…

How about + V-ing …?

What about + V-ing…?

3 Practice:

Example:

a I suggest going to the movies

- No, I don’t want to I prefer to watch TV

b I think we should play badminton – OK

c Why don’t we play chess? - That’s good idea

d Shall we go to the library? - All right

in pairs.

Students do exercise 3b on

page 59 They make

suggestion about how to

save energy at home

Students work in pairs and

write down as many as

possible Teacher gives

marks

Students work in groups to

discuss the topic

Teacher asks students to

write their idea down

e How about watching TV? – OK

f What about skiing? - No I don’t want to I prefer to play games

g I suggest doing our homework – No I don’t want to I prefer to read books

4 Further practice:

- I think we should turn off the faucets after use

- I suggest fixing the faucets

- Why don’t we turn off the light before leaving rooms?

- How about taking a shower instead of a bath?

- Let’s turn off the TV when none watches

5 Production : Discussion: Language focus 3

What you do to help the poor in the neighborhood: I suggest Ving…

- Collect some money /Collect unused clothes

- Give lessons to poor children

- Give poor children books, notebooks and school things

What you do to improve your English:

a I suggest that you should work harder

b I suggest that you should buy a good dictionary

c I suggest that you should write sentences with new words

d I suggest that you should pseak English in class

5 Homework:

Write what students have discussed in their notebooks Prepare Listen and language focus 1

COMMENTS:

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Date: February 14th 2011 Unit:7 (cont.)

Period: 8 Lesson 3: LISTEN- LANGUAGE FOCUS 2

I Aim: By the end of the lesson, students will know more about solar

energy by listening and practice phrasal verbs

II Language content :

 Vocabulary: solar, panels, nuclear power, install

 Grammar: phrasal verbs

III Techniques : Predictions, gap filling, write it up, information transmitting

IV Teaching aids : CD player, pictures, sub board

Teacher holds the game

“Bingo”, students use the

phrasal verbs they have

learnt

Teacher introduces new

words and checks students

by technique “Slap the

board”

Students look at the

statements on page 60

They work in pairs to guess

which one is true and one is

false Teacher explains

some ideas about using

energy

Students listen to the tape

twice and check their

prediction

Students correct the false

statements

Teacher gives feedback

1 Warm- up:

Bingo look for look after turn on turn off depend on give up listen to go on

2 Pre-listening :

Pre- teach vocabulary:

Solar (a) Panel (n) Nuclear power (n)

To install

True- false statements prediction: 1- Solar energy can be cheap and clean

2- Most of our electricity now comes from nuclear power

3- The solar energy that gets to the Earth cannot provide enough power for the world’s population

4- Solar energy can be used on cloudy days 5- All buildings in Sweden will be heated by solar energy in 2050

3 While- listening :

Listening and checking

Answer keys:

1- T 2- F: and the use of coal, gas, oil

Students look at exercise 4b

on page 60 and work in

pairs to find the words in

the blanks

Teacher gives feedback and

students listen to the CD

again and fill in the gap If

students can’t finish, let

them listen once more

Students work in groups to

write the passage about

solar energy, using the

information in the two

exercises below

Teacher corrects some

groups

Teacher provides students 5

verbs + prepositions and

then asks them to math the

verbs with the pictures on

page 64

Students work in pairs to do

language focus 2 on page

63 They have to use

suitable verbs to complete

the sentences

Teacher gives feedback

3- F: cannot  can 4- T

5- F: 2050  2015

Gap- filling:

1- Effective 2- Pollution 3- countries 4- store 5- roof 6- instead

4 Post- listening :

Answer key: language focus 2

- Picture 1: look after

- Picture 2: go on

- Picture 3: look for

- Picture 4: turn on

- Picture 5: turn off

Practice:

a Hanh can’t go to the movies with us tonight She will have to look after her little sister

b If we go on wasting water, there will be a shortage of fresh water in a few decades

c “Turn on the TV for me, will you? I want to watch the weather forecast.”

d “I think I’ve lost my pen I’ve look for it everywhere and I can’t find it anywhere.”

e Mrs Yen forgot to the faucet when she left for work

5 Homework:

Rewrite the passage about saving energy

Prepare read page 60

COMMENTS:

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Date: February 18th 2011 Unit: 7 (cont.)

Period: 9 Lesson: 4 READ

I Aim : By the end of the lesson, students will be able to know more how

North American and Europe countries save money and natural resources

II Language content :

 Vocabulary: a consumer, bulb, label, scheme, efficient, category, ultimately, innovation, conserve

 Grammar: not only…but also, however, therefore

III Techniques: chatting, what & where, comprehension questions…

IV Teaching aids : CD player, pictures, sub board

Teacher uses an electricity

bill and a water bill to chat

to students

Students answer the

questions freely

Teacher introduces some

new works

Students repeat the new

words in chorus

Teacher rubs out word by

word but leaves the circles

Students are checked by

technique “What & where”

Teacher gives 2 questions

1 Warm- up :

Chatting:

-What’s this? – It’s a water bill

-How much is your family’s water / electricity bill?

-Do you think it is enormous?

-Are your parents worried about that?

-Do you want to know how the people in other countries save energy?

2 Pre- reading :

Pre-teach vocabulary

A consumer (n)

A bulb (n)

To label Scheme (n) Efficient (n) Category (n) Ultimately (adv)

To conserve

and asks students to discuss

with their partners to predict

the answers

Students read the text on

pages 60, 61 to check their

prediction

Students read the text again

and do exercise 5a They

work in pairs to choose the

best summary

Students work in pairs to

find out the answers of

these questions Teacher

gives feedback and corrects

the answers on the board

Students work in groups to

discuss the ways to spend

less on lighting Teacher

remarks some groups

Pre-questions:

a Do people in Western countries think electricity, gas and water are luxury?

b Do they want to save electricity? What do they do to spend less on lighting?

3 While- reading :

Reading and checking: Answer keys

a No, they don’t They think electricity, gas, water are not luxuries but necessities

b Yes, they do They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently

Reading for main ideas:

3- North American and Europe countries are interested in saving money and natural resources

Comprehension questions

a Western consumers are interested in products that will not only work effectively but also save money

b They can use energy saving bulbs instead

of ordinary 100 watts bulbs to spend less

on lighting

c She will pay US $ 2 Because these bulbs use a quarter of the electricity of standard bulbs

d The labeling scheme helps the consumers know how energy efficient the household appliances are

e Because when we save energy, we’ll save money and conserve the Earth’s resources

4 Post- reading :

The ways to spend less on lighting:

- Use energy saving bulbs instead of ordinary

100 watt light bulbs

- Turn off the lights before leaving the rooms

5 Homework:

Write down the ideas on how to save money Prepare Write page 61

COMMENTS:

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Date: February 21st 2011 Unit: 7 (cont.)

Period: 10 Lesson: 5 WRITE

I Aim: By the end of the lesson, students will be able to write a simple

speech and present it in front of the class

II Language content :

Vocabulary: easy-to-understand, rule, gentleman, solid, drafting, sheet, to sum up

Grammar: if clause, not only…but also…

III Teaching aids : pictures, sub boards

IV Techniques : Jumble words, matching, ordering

Teacher hangs the sub

board, students write the

correct words from the sub

board in groups Teacher

explains the words if

necessary

Students match each part

of a speech in column A to a

suitable function in column

B They work in pairs

Teacher gives feedback

Students put the sections in

6b on page 62 in the correct

order to form a speech

Students read aloud the

speech

1 Warm- up:

Jumble words:

a usmpu = to sum up

b diosl = solid (n)

c fradt = to draft

d etehs = a sheet

e leanmgetn = a gentleman

f leur = rule (n)

2 Pre- writing :

Matching Part of a speech Functions

1 Introduction A Summing up that you

have said

2 Body B Getting people’s

attention and telling them what you are going to talk about

3 Conclusion C Giving the details in

easy to understand language

Answer key: 1 B, 2 C, and 3 A

3 While- writing :

Ordering A-3 Good evening, Ladies and gentlemen I’m Professor Roberts and tonight I’m going to tell you how to save money

B-2 Most of us use to much gas You can reduce this amount by:

- Traveling by bicycle or public transport

Students work in 6 groups

with 3 topics Each group

makes a speech about one

of these topics

Teacher guides the weak

students

Three students from each

group read their speeches

aloud Teacher gives

feedback and corrects their

mistakes

- Having a mechanic check your motorbike regularly

C-1 If you follow these simple rules, not only will you save money, but also the environment will be cleaner

Writing speeches

a Reduce garbage

Good morning, Ladies and gentlemen My name’s… and I’m going to tell you how to reduce garbage

Most of us use 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

b Reusing paper

c Saving energy in the kitchen

4 Post- writing : Correction

5 Homework:

- Copy down one of these speeches in the notebooks

- Prepare revision for test 45 minutes

COMMENTS:

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_ Date: February 25th 2011

Period: 11 REVISION – TEST 3

I Aim: By the end of the lesson, students will be able to revise unit 6 & 7 to

prepare test 45 minutes

II Content :

 Choose the word that has the underlined part pronounced

differently from the others: