Unit 7 / TA 9 Period 42-46

Wednesday, January 21, 2009UNIT 7: SAVING ENERGY Period 42 - Lesson 1: Getting started - Listen and read A/ Aims and Objectives: By the end of the lesson, Students will be able to use t

Wednesday, January 21, 2009

UNIT 7: SAVING ENERGY Period 42 - Lesson 1: Getting started - Listen and read

A/ Aims and Objectives:

By the end of the lesson, Students will be able to use the words and phrases relating to energy saving and understand the dialogue, the ways to save energy

B/ Teaching aids: Textbook, cassette, boards, pictures, posters

C/ Procedure:

I/ Warm up: Brainstorming

- Ask students to look at the picture (Getting started)

- Have them work in pairs and make a list of things the family could do to

save energy

- Call on some students to read the list aloud

* 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

Work in pairs

II/ Pre reading: Introduce the topic of the passage and some new words

to Ss.

1.Pre- teach vocabulary:

- a water bill (n): hóa đơn tiền nớc

- enormous (a): to lớn, nhiều

- (to) crack (v)/ (n): rạn nứt, vỡ, gãy/ vết nứt gãy

- a pipe (n): ống nớc

- a plumber (n): thợ sửa ống nớc

- a dripping faucet (n): vòi nớc bị rò rỉ

*Checking vocabulary: Matching

1 Water bill

2 Enormous

3 Crack

4 Pipe

5 Plumber

6 Dripping faucet

a Thợ sửa ống nớc

b Hoá đơn tiền nớc

c Vòi nớc bị nhỏ rọt

d To, lớn

e ống nớn

f Vết nứt, gãy

- Ask students to match the words in A with the meanings in B

- Give feedback:

1-b 2-d 3-f 4-e 5-a 6-c

- Ask Students to answer:

Does Mrs Mi advise Mrs Ha to take showers? What does she say?

Model:

I suggest taking showers

Word cue – drill: Making sentences with suggest + Ving

1 turn off/ lights/ before/ leave/ room

Listen and repeat chorally, individually Copy down

Work in groups

Listen and answer the questions

- Read their answers aloud

2 get a plumber/ make sure there/ no cracks in the pipes

3 repair dripping faucets

4 take/ showers/ instead/ have/ baths

- Call on Students to read their sentences aloud

Copy down

III/ While - reading

*Set the scene: “Mrs Mi is talking to her neighbor, Mrs Ha about the

water bill this month.”

- Ask Students to practice the dialogue with a partner

- Call some pairs to practice in front of class, feedback on Ss,

pronunciation and intonation, then correct the mistakes if any

- Have Students read the dialogue and decide the statements in the book

T/F

- Correct the false ones

- Get them to compare the answers with a friend

- Call on some Students to read their answers in class and explain their

choice

Answers:

1.True

2 True

3 False  Mrs Ha has not checked the pipes

4 False  sMrs Ha suggests taking showers

5 True

- Have them copy

- Read the dialogue and

do the exercise

- Work in pairs

- Practice in class

IV/ Post – reading: Mapped dialogue

- Write some words in the dialogue on the board

Matter

Worried…… water bill ……

Reduce……

Plumber …… cracks

………

- Ask Students to close the book and recall the dialogue base on the words

given

- Call on some pairs to practice the conversation in class

- Practice the dialogue (pair work)

- Work in pairs

- Practice the dialogue in class

V/ Homework:

1 Summarize main point and copy in their notebooks

2 Do the exercises (1, 2) in the workbook

- Listen and copy

Tuesday, February 10, 2009

UNIT 7: SAVING ENERGY

Period 43 - Lesson 2: Speak + Language focus 3 A/ Aims and Objectives:

By the end of the lesson, Students will be able to use suggestions to suggest ways to save energy through group discussion

B/ Teaching aids: Textbook, Posters, pictures and boards …

C/ Procedure:

I/ Warm up: Revision

- Expressions of making and responding to suggestions

- Lead in the new lesson

II/ Pre speaking: Introduce the topic of the speaking:

1 Review the ways to make suggestions

 I suggest + V- ing

 I think we should

 Shall we?

 Why do not we?

 How about + V- ing?

 What about + V- ing?

 Let , s

 Ok

 That is a good idea

 All right

 no I do not want to

 I prefer to

- Ask Students to make some sentences with the structures above

2 Description:

- Have Students look at the pictures (A – H) and describe the pictures

in class

- Call on Students to practice in class

A The faucet is on but nobody uses it

B Too much gas is use

C The fan is on, but nobody is in the room

D The air conditioner is on, but nobody is in he room

E The lights are on, but nobody is in the room

F The bath is overflowing

G They should not go to work by motorbike

H They should go by bus

III/ While speaking: 1 Picture cue drill Speak a)

- Have Students look at expressions in the above tables and pictures

in the book to make suggestions about how to save energy

+ Example:

A: I think we should turn off the faucet

I suggest fixing the faucet

- Call on some Students to read the suggestions aloud

- Feedback and give suggested Answers:

B I suggest turning down the gas

C I suggest turning off the fan

D I think we should turn off the air conditioner when no one is in

E Why do not we turn off the TV when no one watches it

F I think we should turn off the faucets

G I think we should not go to school by motorbike

H I suggest going to school by bus

2 Speak b):

(Work out an Action Plan to save energy for your class.)

- Ask Students to work in groups of 4 Students, using the suggestions

in Speak a)

- Go around class and provide help if necessary

Example:

S1: I think we should turn off all the lights before leaving the class

S2: That is a good idea

S 3: What about going to school by bus?

S 4: Great ! Let’s take the bus to school every day

- Call on some groups to act out the discussion

- Give feedback

IV/ Post - speaking Language focus 3: Making suggestions

- Review some structures to make suggestions

Suggest + V- ing…

Suggest + that + S + should + V- infinitive …

- Ask Students to work in pairs to make suggestions, using the ideas

in the textbook

Example:

A: What should we do to help poor people in the neighborhood?

B: + I suggest collecting unused clothes + I suggest that we should collect unused clothes and give them to the poor people in the neighborhood

- Call on some Students to read aloud their suggestions

Write

- Ask Students to write some sentences about saving energy in their houses

Example:

- I think we should turn off the TV set when we do not watch it

- Why do not we go to school by bus

V/ Homework: 1 Copy the completed sentences in their notebooks

2 Let Students do the exercises (3,4) in their workbook

Tuesday, February 10, 2009

UNIT 7: SAVING ENERGY

Period 44 - Lesson 3: Listen + Language focus 1, 2

A/ Aims and Objectives:

By the end of the lesson, Students will be able to understand and know how to do 2 common listening tasks: True or False and Gap filling, Get general knowledge about one kind of alternative energy: solar energy

B/ Teaching aids: Textbook, cassette, boards …

C/ Procedure:

I/ Warm up: Chatting

1 Is the sun important to our life?

2 In what way is it important to us?

3 Can it provide us with energy?

4 Do you know how we can receive its energy?

5 Do you know anything about solar energy?

- Lead to the new lesson

II/ Pre listening: - Introduce the topic of the listening and some new words to students

1 Pre – teach vocabulary:

- Solar (a): thuéc vÒ mÆt trêi

- Solar energy (n): n¨ng lîng mÆt trêi

- Nuclear power (n): n¨ng lîng h¹t nh©n

- Solar panel (n): tÊm kim lo¹i tiÕp nhËn n¨ng lîng mÆt trêi

- advanced (a): tiªn tiÕn, tiÕn bé

- roof (n): m¸I nhµ

- effective (a): cã hiÖu qu¶

* Checking vocabulary: Rub out and remember

2 True false statements predictions

- Let students read the statements in a) carefully and give their predictions, then write them on the board

III/ While listening 1 Prediction check:

- Play the tape two times and ask Students to check their predictions

- Ask them to compare the answers with a friends

- Feedback and give the correct answers:

Answer:

1 True

2 False  Most of our electricity comes from the use of coal, gas, oil or nuclear power

2 False  It is enough to provide power for total population

4 True

5 False  in 2015

- Have them copy down

2 Gap filling:

- Ask Students to read the statements carefully and guess the missing words

- Call on some Students to read their predictions aloud and write on the board

- Ask them to listen to the tape to fill in each blank with one word to check their predictions

- Call on some Students to read the completed sentences aloud

- Feedback

Answer:

1 effective 2 pollution 3 countries

4 store 5 roof 6 instead

- Have them copy and read them again

1 Connectives: (LF1)

- Explain functions of the 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

Example:

John is old and thin However, he ha to work 7 hours a day

- Lan did not do all his homework last week Therefore, he got bad mark for the written test yesterday

- Call on some students to give examples to demonstrate the use of the connectives

* Exercise1: Complete the sentences with connectives

- Ask Students to work in group and exchange their answers with a friend

- Feedback and give correct

Answers:

a) and b) but c) because d) Therefore e) or f) so g) and h) however

2 Phrasal verbs

- Ask Students the meanings of the phrasal verbs through examples:

+ It is dark here Can you turn on the light?

+ Please turn off TV when you finish watching

+ It is important to look for a job after graduation

+ My sister looks after the pet when I am away

+ He goes on talking about himself

 The meanings of the phrasal verbs:

- Turn on = switch on/ start

- Turn off = switch off/ stop

- Look for = try to find

- Look after = take care of

- Go on = continue

Exercise 2: Complete the sentences, using the right tense form of the

phrasal verbs in the box and the pictures

- Get Students to compare their answers with a friend

- Correct and necessary mistakes

- Give the correct

Answers:

1 look after 2 go on

3 turn on 4 looked for 5 turn off

IV/ Post - listening: Discussion

- Have Students work in group of 4 Students to discuss these questions:

1 What kind of energy can be used today?

2 What are the benefits of solar energy?

3 How can people get solar energy?

- Call on some volunteers from each group to demonstrate in front of class

- Correct and give suggested answers

1 Coal, gas, oil, nuclear power and solar energy can be used today

2 Solar energy is cheap, clean, effective and it does not cause pollution or waste natural resources

3 Solar panels are installed on the roof of a house to receive the solar energy from the sun

V/ Homework: 1 Write a short passage (40-50 words) about their knowledgeof

solar energy

2 Do the exercises (4,5) in the work books

Tuesday, February 10, 2009

UNIT 7: SAVING ENERGY

Period 45 - Lesson 4: Read

A/ Aims and Objectives:

By the end of the lesson, Ss will be able to get general idea for the reading through choosing the best summary and answering questions and know how to save energy.

B/ Teaching aids: Textbook, cassette, boards …

C/ Procedure:

I/ Warm up: Brainstorming

Suggested answers:

- cheap and clean

- provides enough power for the world population

- does not cause pollution

- can be stored for a number of days

- can be received by the solar panels installed on the roof of a house

- can be used on cloudy days

- help save money as well as natural resources

- Lead to the new lesson

II/ Pre reading: - Introduce the topic of the passage reading and some new words to

students

1 Pre- teach vocabulary:

- luxury (n): xa xỉ phẩm

- necessity (n): sự cần thiết [ni'sesiti]

- consumer (n): ngời tiêu dùng

- household (n): hộ gia đình

- account for (v): chiếm số tiền

- saving energy: tiết kiệm điện

- bulb (n): bóng đèn

- ordinary (adj): thông thờng

- labeling scheme (n): chiến dịch dán nhãn cho sản phẩm

- tumble dryer (n): máy sấy

- energy efficiency (n): hiệu suất tiêu thụ điện

- innovation (n): sự đổi mới, sự cách tân /inou'vei∫n/

- (to) conserve: giữ gìn, bảo tồn

- ultimately (adv): cuối cùng là ['ʌltimətli]

- category (n): hạng, loại, phạm trù ['kổtigəri]

*Checking vocabulary: What and where

III/ While reading 1 Scanning and skimming

- Ask Ss to read the passage very quickly and answer the following questions:

1 What continents are mentioned in the text?

2 Are electricity, gas and water luxuries or necessities?

The benefits of using solar energy

- Call on some Ss to answer the questions

- Give feedback:

1 America and Europe

2 They are necessities

2 Choosing the best summary:

Which of the following is the best summary of the passage?

- Have students read the passage more carefully and choose the best summary for it among four following options

(In the text book )

- Ask them to work in groups to find out the best answer

- Call on some students to give explanation for their choice

=> North American and European countries are interested in saving

money and natural resources (It is the best answer because three others are too specific They only cover part of the passage)

3 Answering questions:

- Have Ss read the passage again and answer the questions

- Ask them to compare with a friend

- call on some Ss to read their answers aloud in front of class

- Give feedback:

1 They are interested in products that will not only work effectively but also save money

2 To spend less on lighting we replace an ordinary 100 watt light bulbs by using saving bulbs

3 She will pay US $ 2

4 The purpose of the labeling scheme is to tell the consumer how energy efficient each model is, compared with other appliances in the same category

- Have them copy

IV/ Post - reading Discussion

- Have Ss work in group of 4 students to find out the answers

1 Why should we save energy?

2 What should we do to save money and natural resources?

- Call on the representative from each group to present in front of class

- Give feedback:

1 Because we want to save money and natural resources

2 - Use solar energy instead of coal, gas and oil

- Use energy saving household appliances like bulbs, refrigerators, stoves, cookers …

- Reduce the amount of water and electricity we use

- Turn off the faucets, the TV or radio when we do not use them.

2 Let Ss do the exercises (5,6 ) in the workbook

3 Prepare the next lesson

Tuesday, February 10, 2009

UNIT 7: SAVING ENERGY

Period 46 - Lesson 5: Write

A/ Aims and Objectives:

By the end of the lesson, Ss will be able to write short, simple speech with clear

organization and present it in front of the whole class

B/ Teaching aids: Textbook, boards, chalks

C/ Procedure:

I/ Warm up: Jumbled words:

lecictreity = Electricity rezfere = Freezer

ecnsomur = consumer ags = Gas

ashwign acmhnei = Washing machine ehuoshdol = household

awtre = Water dyrre = Dryer ninoaviotn = Innovation

- Lead in the new lesson

II/ Pre writing - Introduce the topic of the writing and some definitions of speech

1 Definition of a speech:

It is the act of delivering a formal spoken communication to an

audience A speech usually had three parts: Introduction, Body

and conclusion

- Ask students some questions about the functions of each part

a What do you do in the Introduction of a speech?

b What do you do in the body of a speech?

c What do you do in the conclusion of a speech?

- Call on some Ss to answer the questions

- Give feedback:

a Get people’s attention and tell them what we are going to talk about

b Give details in easy to understand language

c Sum up what we have said

2 Matching:

- Ask Ss to work individually, match each part of speech in column A to a suitable function in column B

1 Introduction A summing up what you have said

2 Body B getting people’s attention and telling them what

you are going to talk about

3 Conclusion C Giving details in easy - to - understand language

- Give correct answers: 1- B 2- C 3- A

III/ While writing 1 Ordering:

- Ask students to work in pair, put the sections in the correct place to complete a speech