Giáo án Tiếng Anh 9 tuần 23 - Tiết 43, 44

Planning date : 23/ 01/ 2015
Period: 43
Teaching date: 
UNIT 7 : SAVING ENERGY
SPEAK + LISTEN
I. Objectives
1. Knowledge: By the end of this lesson, Ss make suggestions and response about how to save energy. Furthermore, know more about solar energy by listening to the news.
a. Vocabulary: Related to saving energy and solar energy.
b. Grammar: Making suggestion.	
2. Skills: listening, speaking, reading and writing
3. Attitude: Ss will be able to be educated about how to save energy.
II. Preparation
1. Teacher: lesson plane, book, color chalks, pictures, cassette and tape
2. Students: books, notebooks, pen, ruler 
III. Teaching methods
- Communication approach	
- Question and answer, eliciting
- Techniques: Ask and answer, Work in pairs/ groups, Discuss.
IV. Procedures:
1. Greeting and checking the attendance (1’)
2. Review of the previous lesson (4’)
T asks, S answers the questions:
a. Who is worried about her water bill? Why?
b. What does Mrs. Mi suggest Mrs. Ha doing?
c. How much is your water bill each month?
S writes some new words: pipe, faucet, suggest.
3. New lesson (35’)
Teacher’s and students’ activities
Content
- T asks Ss to play game “Chain game”
- S play the game ( share ideas )
 What can you do to save energy?
( Feed back and Correction )
----------------------
*Warm up: Play game “ Chain game”
We should take shower 
We should take shower and turn off the lights if not necessary
We should take shower , turn off the lights if not necessary , and go to school by bike.
- T explains the new words and new structures.
- Ss pay attention to teacher and take notes.
I. Speak 
* Pre – speaking 
Vocabulary:
- lid (n)
- cooking pot (n)
- gas fire (n)
* Structures 
I think you should
Won’t you .? 
It would be better if you
Why don’t we? 
Why not.? 
What/ How about? 
Shall we?
I suggest + V-ing.
Let’s
- T introduces the situations from the pictures -Ss look at the pictures and make the suggestions about how to save energy in pairs.
 - T calls some pairs to make suggestions and responses before the class.
- T corrects any mistakes if necessary.
- T explains the requirement and has Ss read the example in groups of 4.
- Ss make an action plan to save energy in groups of four.
- T calls some Ss to give their action plans to save energy before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
- T asks Ss to ask and answer about the ways how to save electricity.
- Ss share ideas. 
* While – speaking :
a. Make suggestions.
Ex: I think we should turn off the faucet.
 b. Find the action plan.
Action plan to save energy
- Go to school or work by bus instead of motorbike.
- Making some posters on energy saving and hanging them around schools or offices.
- Use energy saving – bulbs
- Go to school by bike. 
* Post – speaking 
- T asks Ss to name some sources of solar energy.
- T introduces and explains new words.
- Ss takes notes.
II. Listen
* Pre – Listening 
 Name some sources of energy. 
 Vocabulary:
- solar (a)
- nuclear (a)
- coal (n)
- power (n)
- install (v)
- panel (n)
- T explains the requirement.
- T plays the tape.
- Ss listen to the tape and do exercises.
- Ss compare the answers in pairs.
- T calls some Ss to give the answers before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
- T explains the requirement.
- T plays the tape.
- Ss listen to the tape and do exercises.
- Ss compare the answers in pairs.
- T calls some Ss to give the answers before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
* While – Listening :
a. Check True / False and correct the False statements.
Keys: 
1. T
2. F Most of our electricity now comes from the use of coal, gas, oil or nuclear power.
3. F The solar energy that gets to the Earth can provide enough power for the total world population.
4. T
5. F All the building in Sweden will be heated by solar energy in 2015. 
b. Fill in the blanks.
Keys : 
1. effective 
2. population
3. countries
4. use
5. roof
6. instead 
- T asks.
- Ss answer the questions.
* Post – Listening 
- Have you ever seen anyone used solar energy ?
- Is solar energy cheap and clean ?
4. Consolidation (4’)
T asks Ss make suggestions and responses about how to save energy at school and at home.
5. Homework (1’)
Ss learn by heart all new words and structure, practice speaking and listening at home and prepare lesson Read.
V. Experience:
Planning date : 24/ 01/ 2015
Period: 44
Teaching date: 
UNIT 7 : SAVING ENERGY
READ
I. Objectives
1. Knowledge: By the end of this lesson, Ss improve their reading skill, Ss can have a chance to study how to save energy (electricity).
a. Vocabulary: Related to saving energy.
b. Grammar: Present simple tense.
2. Skills: listening, speaking, reading and writing
3. Attitude: Ss will be educated about how to save energy.
II. Preparation
1. Teacher: lesson plane, book, color chalks.
2. Students: books, notebooks, pen, ruler 
III. Teaching methods
- Communication approach	
- Question and answer, eliciting
- Techniques: Ask and answer, Work in pairs/ groups, Discuss.
IV. Procedures:
1. Greeting and checking the attendance (1’)
2. Review of the previous lesson (4’)
T asks, Ss answer some questions:
a. What kind of energy is cheap and clean?
b. Where does most our electricity now come from?
c. Is solar energy enough power to provide the total population?
3. New lesson (35’)
Teacher’s and students’ activities
Content
- T asks Ss to ask and answer about the ways how to save electricity.
- Ss share ideas. 
- T has Ss look at the logo and asks them some questions.
- T introduces and explains new words.
- Ss give the meaning of new words and practice reading new words after teacher.
* Warm up: Chatting 
Reduce air conditioner 
Use neon instead of bulbs
Saving electricity
..,,,
Turn off lights before going out
* Pre – Reading 
Act 1: Guess the main contents.
- What is the logo about?
- What is the text about?
* Vocabulary:
- Bulb (n)
- Energy- saving bulb (n)
- T corrects students’ pronunciation if necessary.
- T has Ss guess the main content of the text.
- Scheme (n)
- Efficiency (n)
- Category (n)
- Innovation (n)
- Unfortunately (adv)
- Luxury (a)
- Effectively (adv)
* Not only..but also
- T plays the tape once.
- Ss read the text in silence and find out the main content of it.(choose the best summary)
- Ss compare the answers in pairs.
- T calls some Ss to give the answers before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
* While - Reading 
Act 2: Choose the best summary. 
Key: 3 – North American and European countries are interested in saving money and natural resources.
- T explains the requirement.
- Ss read the text again, then ask and answer the questions in pairs.
- T calls some pairs of Ss to ask and answer before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
Act 3: Answer the questions. 
Keys :
1. They are interested in products that will not only work effectively but also save money.
2. We can replace energy-saving bulbs in stead of ordinary 100-walt light bulbs.
3. She will pay US $2 if she uses energy-saving bulbs instead.
4. The purpose of labeling scheme is to help consumers to know how to 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 we can conserve the Earth’s resources.
- T asks, Ss answer the questions.
* Post – Reading.
- Have you used energy saving bulbs at home?
4. Consolidation (4’)
T calls students to tell something they can learn from the passage about saving electricity.
5. Homework (1’)
Ss learn by heart all new words, practice reading at home and prepare lesson Write.
V. Experience:
Signature of the Leader
Week 23: 24/ 01/ 2015
Nguyễn Bích Ngân