Giáo án Tiếng Anh 9 tiết 42 đến 48 - Unit 7: Saving Energy

ng to listen and read about a dialogue between Mrs. Mi and Mrs. Ha. Here, I have some statements. These may true or false. Please, predict.
I. New words:
water bill:
a plumber:
a crack:
a pipe:
a faucet (= a tap):
(to) drip:
(to) suggest:
hãa ®¬n tiÒn n­íc
thî n­íc
vÕt nøt, vÕt r¹n
èng n­íc
vßi n­íc 
nhá giät, rØ n­íc
gîi ý
II. True / False prediction:
1. Mrs. Ha is worried about her water bill.
2. Mrs. Mi gives Mrs. Ha advice on how to save water.
3. Mrs. Ha has checked the pipes in her house and found no cracks.
4. Mrs. Ha suggests getting some tool to check cracks in the pipes.
5. Mrs. Mi suggests taking showers to save water.
PRACTICE
(20 minutes)
* Listen and read:
- Students read the dialogue as they are listening to the dialogue, then check their prediction.
- Students practice the dialogue in pair.
- Teacher elicits the model sentences
- Concept checking:
+ What do these sentences mean in Vietnamese?
+ When do we use these sentences?
+ What is the form of the sentence when we suggest something? 
- Students look at the pictures again and practice about the things the family / the students could do to save energy
III. Listen and read P. 57
1. Checking T/F prediction:
* Key:
1. T 2. T 3. F
4. F 5. T
2. Model sentences:
- You should reduce the amount of water your family uses.
- I suggest taking showers.
* Note: Suggestions:
- (I think) you should + V.........
- I suggest + V- ing................
- I suggest + clause (S + should + V +O) 
3. Practice:
E.g: - We should turn off the faucets when we don't need water.
 - We should.............................................
 - I think we should turn off the light when we have a break.
 - Yes, I agree. And we should also turn off the lights and fans when we go out to have Physical Education.
FURTHER PRACITE
(7 minutes)
* Language focus 3. P.64
- Students work in group of four to give suggestions about the things they should do to help the poor in the neighbourhood in their school and suggest things that their friend should do to improve his / her English
IV. Language focus 3. P.64:
Suggestions:
- (I) suggest + V-ing
- (I) suggest that + clause
* Key:
+I suggest collecting unused clothes.
+ I suggest organizing a show to raise money.
........................................................................
+ I suggest that you shouldwrite sentences with new words.
4. Homework: (2 minutes)
- Learn by heart the new words and model sentences + Read the dialogue again.
- Do exercise: 5. P49 - 50 (WB)
- Prepare 
* Teacher guides students to do the exercise:
§äc t×nh huèng cho tr­íc sau ®ã viÕt c©u gîi ý nªn lµm g×.
Period 43. Unit 7: saving energy
Lesson 2: speak + language focus 2
I. Aims:
- To help students persuade people to protect the enironment.
- To develop students' speaking skill.
II. Objectives: By the end of the lesson, students wil be able to persuade peple to do things to protect the environment.
III. Ways of working: T - WC, team work, pair work, group work, individual work.
IV. Materials: Textbook, pictures on page 59, 63, posters.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (4 minutes) Brainstorming
- Students write something that make our environment polluted.
Environment problems
air polution
deforestation
3. New lesson:u
STAGES
ACTIVITIES
ON BOARD
Pre
speaking
(13 minutes)
* Preteach vocabulary:
- T. uses techniques to teach students new words.
* Introduce the expressions and the responses to make suggestions about how to save energy.
I. New words:
(to) turn on: bËt lªn
(to) turn off: t¾t ®i.
II. Expressions:
Suggestions
Responses
I suggest + Ving
I think we should...
Shall we...?
Why don’t we...?
How about + Ving ....?
What about + Ving
Let's.................
OK
That's a good idia.
All right
No. I don't want to.
I prefer to.....
Let's 
WHILE SPEAKING
(15 minutes)
* Speak:
- Students look at the pictures on page 59 and speak in pair.
+ T. can give students some words to help students practice more easily:
lid: vung
cooking pot: nåi, xoong
gas fire: bÕp ga
air conditioner: ®iÒu hßa nhiÖt ®é
* Key:
A: I think we should turn off the faucet. (I suggets fixxing the faucet)
B. Why don't we turn down the gas fire?
C. I suggest turning off the fan.
D. Shall we turn off the air coditioner?
E. I think we should turn off all the lights and the television.
F. Le's turn off all the faucets before going out.
G. How about travelling by bikes instead of motorbikes?
H. Why don't we use the public transport instead of private one?
- Students work in group of four to make plan to save energy for their class. (write on posters)
- T. call students to say about their plans.
III. Speak:
1. Part a. P.58 - 59: How to save energy?
2. Part b. P.59: Plan to save energy
E.g:
- Turn off all the fans when it's not hot.
- Turn off all the lights when we go out to have break, Physical Education.
- Turn off all the faucets when we don't need water.
- Fix all the dripping faucets. 
POST SPEAKING
(10 minutes)
* Language focus 2. P.63
- Students look at the pictures on page 63 and answer the T's questions:
+ Where are the people? What are they doing?
- Students work in pair and then T. corrests.
IV. Language focus 2. P.63:
* Answer key:
a. look after
b. go on
c. Turn on
d. looked for
e. turn off
4. Homework: (2 minutes)
- Learn by heart all the new words
- Do exercise: 4. P.49 (WB)
- Prepare: Listen + Language focus 1.
* Teacher guides students to do the exercise:
Chän tõ, côm tõ cho trong khung ®iÒn vµo chç trèng ®Ó hoµn thµnh c©u.
Period 44. Unit 7: saving energy
Lesson 3: listen + language focus 1
I. Aims: To help students listen to the news on solar energy for detail and practice using some connectives (and, but, because....)
- To develop students' skills.
II. Objectives: By the end of the listen, students will be able to understand the listening and do all the task. 
III. Ways of working: T - WC, team work, individual work.
IV. Materials: Textbook, tape, cassette player.
V. Anticipated problems: Listening may be difficult for some students.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (5 minutes) Brainstorming
Natural resources
water
oil
coal
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
LISTENING
(12 minutes)
* Preteach:
- Teacher uses techniques to teach students new words.
- Checking understanding:
Rubout and remember.
* Set the scene:
- True / false statements open prediction:
I. New words:
 Solar energy:
 nuclear power:
 solar panels:
 effective (adj):
(to) install:
n¨ng l­îng mÆt trêi
n¨ng l­îng h¹t nh©n
« (kÝnh) hÊp thu n¨ng l­îng mÆt trêi
hiÖu qu¶
cµi ®Æt
II. True / false 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 slar energy in 2005.
WHILE LISTENING
(15 minutes)
*. Listen. P.60.
- Students listen and check their prediction.
- Students listen again and correct the false sentences.
- Students listen and fill in the blank in part b. P.60
* Tapescript:
Are you looking for a cheap, clea, 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, oil, or nuclear power. This power could be provided by the sun. One percent of the solar energy that reaches the Earth id enough to provide power for the total population.
Many countries are already using solar energy. Solar penels are placed on the roof of a house and the sun's energy is used to heat the water. The energy can be stored for a number of days, so on cloudy days you can use solar energy too.
Sweden has an advanced solar energy program. There, all buildings will be heated by solar power instead of gas by the year 2015.
III. Listen. P.60
1. Checking the true / false prediction:
1. T 2. F 3. F 4. T 5. F.
2. Correct the false statements:
2. Most of our electricity now comes from the use of coal, gas, oil or nuclear power.
3. 1% of the solar energy that gets to the Earth can provide enough power for the world's population.
5. All buildings in Sweden will be heated by solar energy in 2015.
3. Gap fill: Part b. P.60
1. The sun can be an effective source of power.
2. 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 fr a number of days.
5. Solar penels are installed on the roof of a house to receive the energy from the sun.
6. We can save natural resources by using solar energy instead of coal, gas and oil.
POST LISTENING
(8 minutes)
* Language focus 1. P.62 - 63:
- Students complete the sentences, using the correct connectives:
Note: "And": Dïng ®Ó nèi hai vÕ cã nghÜa t­¬ng ®­¬ng nhau.
"But", "However": Dïng ®Ó nèi hai vÕ tr¸i ng­îc nghÜa nhau
"So", "therefore": Dïng trong M§ chØ kÕt qu¶.
"Because": M§ tr¹ng ng÷ chØ nguyªn nh©n.
"Or": M§ chän lùa.
IV. Language focus 1. P.62 - 63:
* Key:
1. Mrs. Quyen bought corn, potatoes and cabbages at the market.
2. I'd love to play volleyball but I have to complete an assignment.
3. Nam got wet because he forgot his umbrella.
4. Hoa failed her math test. Therefore, she has to do the test again.
5. Do you want Vietnamese tea or milk tea?
6. It's raining, so I can't go to the beach.
7. Ba's hobbies are playing football and collecting stamps.
8. Na is very tired. However, she has to finish he homework before she goes to bed.
4. Homework: (3 minutes)
- Learn by heart all the new words.
- Do exercise:1, 2. P.47,48 (workbook)
T. guides students to do the exercises:
Bµi tËp 1: Dïng and, but, because vµ so ®Ó nèi nöa c©u ë cét A víi nöa c©u ë cét B.
Bµi tËp 2: Dïng and, but ®Ó kÕt hîp 2 c©u thµnh 1 c©u.
Period 45. Unit 7: saving energy
Lesson 4: read
I. Aims:
- To help students read the text about saving energy for details.
- To develop students' skills.
II. Objectives: - By the end of the lesson, students will be able to understand the text for details.
- Students know more how North American and European countries save money and natural resources.
III. Ways of working: T - WC, individual work.
IV. Materials: Textbook, pictures, posters, color chalk.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (6 minutes)- Students do the exercises 1, 2 (workbook)
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
READING
(9 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
- Checking understanding: 
Rubout and remember.
* Prequestions:
I. New words:
- a bulb:
- (to) label:
- scheme /ski:m/
- a category:
- ultimately:
- innovation:
bãng ®Ìn trßn
d¸n nh·n
kÕ ho¹ch
lo¹i, h¹ng
cuèi cïng, xÐt vÒ l©u dµi
sù ®æi míi
* Prequestions:
1. Do people in western countries think electricity, gas, and water are luxury?
2. Do they want to save electricity? What do they do to spend less on lighting?
WHILE
READING
(20 minutes)
* Read. P.60:
- Students read for the first time and check their prediciton.
- Students read the text for the second time and do the multiple choice on page 61 (Part a)
- Students read the text for the third time and answer the questions on page 61 (part b) 
II. Read. P.60:
1. Checking the predictions:
* Answer key:
1. No, they don't. They think electricity, gas, water are not luxury but necessities.
2. Yes, they do. They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently.
2. Multiple choice: Part a. P.61
 * Answer key:
3. North American and Europe countries are interested in saving money and natural resources.
3. Answer the questions: Part b. P.61
* 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 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. (Suggested answer:
We should save energy because by saving energy we can conserve the Earth's resources.
POST READING
(7 minutes)
* Write it up:
- Teacher gets students to make a list of how to save electricity / spend less on lighting.
III. Write:
How to save electricity / spend less on lighting?
Example:
1. Use energy- saving bulbs instead of ordinary 100 watt-lighting bulbs.
2. Use household appliances properly.
3. Keep the refrigerator door closed.
4. Ect.
4. Homework: (2 minutes)
- Learn by heart all the new words.
- Do exercise: 7. P.51 (WB)
* T. guides students to do the execise:
§äc ®o¹n v¨n sau ®ã ®iÒn 1 tõ vµo mçi chç trèng ®Ó hoµn thµnh ®o¹n v¨n.
 Period 46. Unit 7: saving energy
Lesson 5: write.
I. Aims:
- To help students write a speech about saving energy.
- To develop students' writing skill.
II. Objectives: By the end of the lesson, students will be able to write a simple speech about saving money.
III. Ways of working: T - WC, group work, individual work.
IV. Materials: textbook, posters.
V. Anticipated problems: Some students in class 9A and 9B may have difficulty in writing.
VI. Teaching steps:
1. Warm up: (1 minutes) Greet and check the students' attendance.
2. Revision: (5 minutes) - Students present their list of the way to save energy.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE WRITING
(12 minutes)
* Presentation:
Matching: Write. Part a. P.61:
- Students match each part of a speech in column A to a suitable function in column B.
Ordering: Write. Part b. P.61-62
- Students put the section in part B on page 61-62 in the correct order to complete the speech.
I. Matching:
A
B
Part of speech
Function
1. Introduction
2. Body
3. Conclusion
A. summing up what you have said
B. getting people's attendance and telling them what you are going to talk about.
C. giving details in easy-to-understand language.
* Key: 1B; 2C; 3A
II. Ordering: Part b. P.61-62
* Answer key:
3. Good evening, ladies and gentlemen. I'm professor Roberts and tonight I'm going to tell you how to save money.
2. Most of us use too much gas. You can reduce this amount by:
traveling by bicycle or public transport
having a mechanic check your motorcycle regulary.
1. If you follow these simple rules, not only will you save money, but also the environment will be cleaner.
WHILE WRITING
(15 minutes)
* Write. P.62
- Teacher divides class into 3 groups. Each group prepare a speech about one of three topics:
Reduce garbage, reusing paper and saving energy in the kitchen.
- Students write on posters.
III. Write. P.61-62:
Example speech1:
Good morning , ladies and gentlemen. I'm Thuy and today I'm going to tell you how to save energy in the kitchen.
Most of us often waste energy in the kitchen. You can save energy in the kitchen by taking some advice:
First. turn off the lights.
Second, prepare food carefully before turning on the stove
Third, keep the refrigerator door closed.
If you follow these simple rules, you can reduce the amount of energy in the kitchen and save a lot of money. 
Example speech2:
Good morning, my classmates. My name is Tuan and today I'm going to tell you how to reduce garbage.
We produce a large amount of garbage every day. We can reduce this amount by:
Collectin plastic bags and try to reuse them.
Putting different kinds of waste in different places in order to recycle or reuse them, for instance, food waste for pigs, wastepaper for wrapping, old clothes for cleaning, bottles and cans for recycling, etc.
If we follow these simple rules, we'll reduce the amount of garbage we produce every day. 
POST WRITING
(10 minutes)
* Exhibition:
- Students show their posters.
- Students go round and correct other group' work.
- Give feedback.
IV. Correction:
4. Home work: (2 minutes)
- Write all three speeches in the exercise book.
 Period 47. kiÓm tra 1 tiÕt
A. Aims:
- To check students knowledge from unit 6 to unit 7.
- To help students appropriate their knowledge.
- To develop students' skills.
B. Test:
I/ Listen and choose the best answers. (1pts)
In Western (1)______, electricity, gas and water are not luxuries but necessities. Companies now realize that (2)_____ want products that will not only work effectively, but also save money.
For most North American households, (3)_____ accounts for 10 percent to 15 percent of the electricity bill. However, this amount can be reduced by replacing an ordinary 100 watt light bulb (4)_____ an energy saving bulb. These bulbs use a quarter of the electricity of standard bulbs and last eight times longer. Therefore consumers can save about US$7 to US$ 21 per bulb. 
II/ There is a mistake in the four underlined parts of each sentence. Find the mistakes (A, B, C, or D).2pts
1. Nam studies very hardly, so he always gets good marks.
	 A	B	C	D
2. I can’t go with you because I have to see after my younger sister.
 A	 B	C	 D
3. Baths use twice as much water as shower, so I suggest to take showers.
	A B C D
4.She suggest that we can go to school early
 A B C D
 III/ Choose the best answer for each of the following sentences.
1. We must  the amount of water our family use every day.
 A. lower	B. reduce	C. lessen	D.cut down
2. I suggest getting a .. to check cracks in the water pipes.
 A. chemist	B. builder	C. mechenic	D. plumber
3.You should .. an ordinary 100-watt light bulb with an energy-saving one. 
 A. replace	B. change	C. select	D. consume
4. In many countries electricity, gas and water are .
 A.sales	B. necessities	C. consumers	D. appliances
5. Energy-saving bulbs should be used to  electricity.
 A. spend	B. buy	C. waste	D. save
6. I’d love to go to the party  I have to finish my homework.
 A. and	B. but	C. or	D. so
7. I’ve . my glasses everywhere but I can’t find then anywhere.
 A. looked after	B. looked at	C. looked for	D. looked into
8. In my family lighting  for 30 percent of the electricity bill.
 A. looks	B. accounts	C. takes	D. chooses
9. I suggest that we .. use banana leaves to wrap food. 
 A. must	B. should	C. can	D. ought
10.We can save natural .. by using solar energy.
 A. products	B. forests	C. wildlives	D. resources
11. Can you turn  the light? It’s too dark.
A. on	B. off	C. in	D. for
12. I’m going to swim ______ Monday with Tom.
 A.at B.on C.for D.of 
IV/. Read the passage below and answer the questions. (3 pts)
In the United States, people celebrate Mother’s Day . Mother’s day is celebrated in May. On this occasion, mother usually receives greeting cards and gifts from her husband and children. The best gift of all for an American Mom is a day of leisure. The majority of American mothers have outside jobs as well as housework, so their working days are often very hard. The working mother enjoys the traditional Mother’s Day custom of breakfast (or brunch) cooked by her family and served to her on a tray in bed. Later in the day, it’s also traditional for the extended family group to get together for dinner, either in a restaurant or in one of their homes.Flowers are an important part of Mother’s Day. 
1.When do American people celebrate Mother’s day?
 2.What kinds of gifts does the mother often get from her family members?
3.What kinds of gift does she love