Date of planning: Period 45: Unit 7 Saving energy

Date of teaching: Lesson 3: Listen

A / Aims and Objectives:

By the end of the lesson , Ss 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:
A. Class organization
B. New lesson
5 min I / Warm up: Chatting
1. Is the sun important to our life ?
2. In what way is it important to us ? Work in the whole
3. Can it provide us with energy ? class.
4. Do you know how we can receive its energy ?
5. Do you know anything about solar energy ?
-> Lead in the new lesson.
10 min II / Pre- listening: Introduce the topic of the listening Listen and copy.
and some new words to students.
1. Pre – teach vocabulary:
- Solar (a): belongs to the sun.
- Solar energy (n): energy like electricity received
from the sun. Listen and repeat
- Nuclear power (n): power derived from nuclear chorally ,
energy. individually.
- Solar panel (n): device like walls or doors for Guess its meaning
receiving solar radiation and copy.
- Advanced (a): ahead of time / high level
- Roof (n): upper covering of a house
- Effective (a) - > effectively (adv)
* Checking vocabulary: Rub out remember Play game
2. True false statements predictions
- Let Ss read the statements in a) carefully and give Work in group
their predictions , then write them on the board.
III / While - listening:
20 min 1. Prediction check:
- Play the tape two times and ask Ss to check their Work individually.
predictions.
- Ask them to compare the answers with a friends.
 - Feedback and give the correct answers:
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 Copy down.
- Have them copy down
2. Gap filling: Work in group
- Ask Ss to read the statements carefully and guess
the missing words. Read their
- Call on some Ss to read their predictions aloud and predictions
write on the board .
- Ask them to listen to the tape to fill in each blank Listen to check their
with one word to check their predictions. predictions.
- Call on some Ss to read the completed sentences Read the completed
aloud. sentences aloud.
- Feedback:
1. effective 2. pollution 3. countries
4. store 5. roof 6. instead Copy.
- Have them copy and read them again.
IV / Post - listening: Discussion
7 min - Have Ss work in group of 4 Ss to discuss these
questions: Work in group of 4
1. What kind of energy can be used today ? Ss.
2. What are the benefits of solar energy ?
3. How can people get solar energy ? Demonstrate in front
- Call on some volunteers from each group to of class.
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
3 min words) about their knowledge, s solar energy. Listen and copy.
2. Do the exercises (4,5) in the work books.
 Date of planning: Period 46 Unit 7 Saving energy
Date of teaching: 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 , board
C / Procedure:
A. Class organization
- Greeting
- Check the attendance :
B. New lesson

10 min I / Warm up: Brainstorming

The benefits of
using solar energy
Work in group

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 in the new lesson.

10 min II / Pre- reading: Introduce the topic of the passage

reading and some new words to Students. Write their ideas on
1. Pre- teach vocabulary: the board.
- Luxury >< Necessity (n)
- Consumer (n): user of product or service
 - Household (n): family. Listen and copy.
- Account for (v): represent
- Labeling scheme (n): campaign that gives labels to
products.
- Tumble dryer (n): machine that dries things usually Repeat chorally ,
hair or clothes. individually and
- Innovation (n): bringing in new ideas , making guess its meaning ,
changes. then copy down.
- to conserve -> conservation (n)
- category (n) (translation)
* Checking vocabulary: What and where

15 min 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 ? Play games.
2. Are electricity , gas and water luxuries or
necessities ?
- Call on some Ss to answer the questions. Read the passage
- Give feedback: quickly and answer
1. America and Europe the questions.
2. They are necessities
2. Choosing the best summary:
+ Which of the following is the best summary of the Practice in pairs
passage ?
- Have Ss 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 Ss 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 Work in groups
specific. They only cover part of the passage)
3. Answering questions:
- Have Ss read the passage again and answer the - Demonstrate in
questions. front o class.
- 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 Work in pairs
consumer how energy efficient each model is ,
compared with other appliances in the same category.
- Have them copy.

7 min IV / Post - reading: Discussion

- Have Ss work in group of 4 Ss to find out the
answers.
1. What should we save energy ? Copy down.
2. What should we do to save money and natural
resources ?
- Call on the representative from each group to
present in front of class. Work in group
- Give feedback:
1. Because we want to save money and natural
resources. Present their ideas in
2. - Use solar energy instead of coal , gas and oil. front of class.
- 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 do
not use them.

3 min V / Homework:
1. Summarize main points. Listen and copy.
2. Let Ss do the exercises (5 ,6) in the workbook
3. Prepare the next lesson.