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+ get general idea for the reading through choosing the best summary and answering questions and know how to save energy.. Skills: reading Attitude: Students know how to save energy.[r]
(1)UNIT LESSON 4: READ Period 46 A OBJECTIVES: - By the end of the lesson, students will be able to understand the content of the text about the ways to save energy for both general and specific information - Ss know more how North American and European countries save money & natural resources Knowledge: + read a passage of 150-180 words about saving energy for specific information + get general idea for the reading through choosing the best summary and answering questions and know how to save energy Skills: reading Attitude: Students know how to save energy B.TEACHING AIDS: Lesson plans, Tieng Anh 9, chalk, pictures, projector, computer speaker C METHODS: Network, pre-questions, D CONTENTS I Organization Class Absent Ss 9D1 9D2 9D3 Teacher & Ss’ activities II Warm-up: (5’) – brainstorm - Work in group - Write their ideas on the board Date of teaching 6/3/2021 5/3/2021 24/2/2021 Content The benefits of using solar energy - Chatting What are you interested in when you buy electrical appliances? ~ price, quality, size, style, power, … => lead in the new lesson Step Pre-reading (12m) - Introduce the topic of the - 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 (2) passage reading and some new words to students Act Pre- teach vocabulary: - Repeat chorally, individually and guess its meaning, then copy down - Luxury >< Necessity (n) - Consumer (n): user of product or service - Household (n): family - Account for (v): represent - Labeling scheme (n): campaign that gives labels to products - Tumble dryer (n): machine that dries things usually hair or clothes - Innovation (n): bringing in new ideas, making changes - to conserve -> conservation (n) - category (n) (translation) Check: W-W - Have students repeat the words in chorus then rub out word by word but leave the circle Remember to let sutdents repeat before and after rubbing out each word - Go on until students can remember the words - Get students to write the words again in the correct circles Act Pre- questions: - Give students two questions and ask them to discuss with their partners to predict the answers What continents are mentioned in the text? Are electricity, gas and water luxuries or necessities? Step 2: While-reading (17’) Act 1.Checking: - Ask Ss to read the passage very quickly and answer the following questions: - Read the passage quickly and answer the questions Vocab - Luxury (n) xa xỉ - Consumer (n): người tiêu dung/ ng tiêu thụ - Household (n): hộ gia đình - Account for (v): chiếm/ là ng nhân cua - Tumble dryer (n): máy sấy quần áo - Innovation (n): đổi mới, cách tân - category (n) loại, hạng Reading America and Europe They are necessities What are Western consumers interested in? What can they to spend less on lighting? Mrs Jones uses only two ordinary bulbs (3) - Call on some Ss to answer the questions - Give feedback: America and Europe They are necessities Act 2- Comprehension questions - Ss read the passage again to find the information to answer the questions in section b-P.61 (pairwork) -read their answers aloud in front of class Act Choosing the best summary: + Which of the following is the best summary of the passage? - Have Ss read the passage more carefully and choose the best summary for it among four following options - Ask them to work in groups to find out the best answer - Call on some Ss to give explanation for their choice - T: asks Ss to give explanations for their choice - T: gives correct answers and she pays US$ for lighting How much will she pay if she uses two energy saving bulbs instead? What is the purpose of the labeling scheme? Why should we save energy? Western consumers/They are interested in products that will not only work effectively but also save money We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend lesson lighting She will pay US$ for lighting if she uses energy-saving bulbs instead 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 We should save energy because by saving energy we can conserve the Earth’s resources Which of the following is the best summary of the passage? Energy saving bulb should be used to save electricity In Western countries, electricity, gas, and water are necessities North American and European countries are interested in saving money and natural resources Labeling schemes help saving energy North American and European countries are interested in saving money and natural resources Step 3: Post-reading (8’) Discussion: Have Ss work in group of Ss to Because we want to save money and natural resources There are many ways to save energy: (4) find out the answers What should we save energy? What should we to save money and natural resources? - Call on the representative from each group to present in front of class - Give feedback: IV: Summary: (2’) How to save energy? V.Homework (1’) -Learn by heart new words - Write a short text telling about how you to save electricity - Do the exercises ( 6,7 ) in the workbook - Prepare for the next lesson Unit 7- Write + Use solar energy instead of coal, gas and oil + Use energy – saving house hold 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 not use them (5)