Giáo án tiếng anh lớp 9 - học kỳ 2

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UNIT 6: THE ENVIRONMENTLesson 1: Section: - Getting started

- Listen and read

I Objectives: After finishing the lesson, students ( Ss) will be able to know more about the environmental problems and solutions At the same time, they can read the text for general and specific information

II Language contents:

- Structures: Suggestions

- Vocabulary: On environmental problems.

III Techniques: Matching, network, discussing.

IV Teaching aids: a cassette player - pictures of activities in class-text book

V Procedures:

1 Warm up: ( 7ms) Brainstorming

-Ask Ss to think of the environmental problem

in their city

-Call Ss to write as much as possible

-Suggested answer: trash on the streets; Cutting

down trees; Smoke

2 Pre-reading: ( 15ms)

-Give the pictures Ask Ss to read the words

given

-Ask Ss to work individually and match the word

with the suitable picture

-Give the key

-Use the pictures of means to get information and

teach some vocabularies

Vocabulary:

-Think about environmental problem

-Look at the pictures and read the words given

-Look at the pictures and match these words with the each picture

-Copy the new words

-Read the new words in chorus

Environmental problems in our city

rubbish garbage

smoke from cars, motorbike

smoke from factory

Week 20 (1)

Date: Jan, 09 th to Jan, 14 th 2012

Period : 37

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Teacher’s activities Students’ activities

1 deforestation (n) (picture)

2 garbage dump: (n) (Translation)

3 dynamite fishing (adj) (Translation)

4.spraying pesticides (adj) (examples)

5 disappointed ( by / about / at) (v)

(Translation)

6 rock (n) (Translation)

7 spoil (v) (Translation)

8 first of all = firstly

9.among (prep) (Translation)

10.sand (n) ( real object )

11.kindly (a) ( translation)

- Set the scene: ”Mr Brown is talking to some

volunteer conservation.”

- Guess the place where they are going to work

- Give the tape

3 While - Reading : (10ms)

- Match the names in column A with the tasks in

column B Then write the full sentences

- Ask Ss to give the choose and write the whole

sentences

Give the key

Group 1: -f walk along the shore

Group 2: -e check the sand

Group 3: -b check among the rock

Mr Jones - a

Mrs Smith - c

Mr Brown - d

- Ask Ss to read the text and check their

pronunciation

4 Post- Reading: (10ms)

- Read the text once and ask Ss to work in pairs to

answer the questions

- Call on some pairs of students to ask and answer

the questions

- Correct and give the key

1 The speaker is Mr Brown

2 The listeners are members of the volunteer

conservationists

3 They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will make the

-Listen to the teacher’s introduction

-Guess the place they are going to work

-Listen to the tape

-Read the passage and match the names in column A and the tasks in the column B

-Write the whole sentences individually

-Present in front of the class

Group 1:

Group 2:

Group 3:

Mr Jones :

Mrs Smith :

Mr Brown : Read the text

- Read the text and work in pars to ask and answer the questions

- Present in front of the class

- Present the answer on the extra board

- Compare and correct

- Comprehension Questions 1.Who is the speaker ? 2.Who are the listeners?

3.Wher are they?

4.What are they going to do?

5.What do they have if they work hard today?

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beach clean and beautiful again soon

6 Yes, I have We clean our school / the

park / street We collected the rubbish and

take them to the garbage dump

7 If the pollution continues, the environment

around us won’t be good and it will be

harmful to our health our life

5 Homework: ( 3ms)

- Write a short paragraph about what they should

do to protect the environment around them

- Copy the key

- Ask and answer in pairs

- Copy and remember how to do

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UNIT 6: THE ENVIRONMENT Lesson 2: Section: Speak + Listen

I Objectives : After finishing the lesson , students( Sts) will be able to persuade their friends to protect the environment, to listen to complete the notes about ocean pollution through a report

VI Language contents:

- Structures: I think I should + V

Why not +V

Why don’t you +V ?

- Vocabulary: on environmental problems VII Techniques: Jumbled words, discussion VIII Teaching aids: A cassette player - pictures of activities in class-text book IX Procedures: Teacher’ s activities Students’ activities * SPEAKING 1 Warm up: ( 3ms) Jumbled words -Give the jumbled words Call Ss to rewrite 1 uaderpse = persuade 2 bearagg = garbage 3 rodespvi = provide 4 lupotilon = pollution 5 duproce = produce 6 paispoidednt = disappointed 2 Pre-Speaking: (7 ms) -Give meanings of some words or phrases Vocabulary: 1 prevent (v): (Translation) 2 reduce (v) (translation) 3 wrap ( v) ( Action) 4 leaf  leaves (n) ( Picture) 5 trash (n) = garbage 6 energy (n) =Power 7 dissolve (v) ( translation) 8 harm (n) (translation) -Call Ss to repeat in chorus -Checking vocabulary : Rubout and remember -Rewrite the jumbled words 1.uaderpse =

2.bearagg =

3.rodespvi =

4.lupotilon =

5.duproce =

6.paispoidednt =

-Correct and remark -Look at the pictures and action to give the meanings of the words -Copy new words -Read new words in chorus -Look at the Vietnamese and read the words in English aloud -Write the English on the board Week 20 (2) Date: Jan, 09 th to Jan, 14 th 2012 Period : 38

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Teacher’ s activities Students’ activities

-Ask Ss to read the request on page 49 and

then read the persuading expressions and the

idea cues given

 It would be better if you

 Can I persuade you to

 Why don’t you

 Why not ?

 What / How about + V-ing.

-Explain how to do Give examples.

-Call Ss to read the cues carefully

-Make sure they understand all the ides

suggested

-Let Ss work in pairs to persuade their friend

-Go around the class and help

-Call on some pairs to present in front of the

class

-Remark and correct

-Read the request b

Questionnaire

-Call C s to read the cues in the box on page

49 Guide Ss to use the ideas in section a to

answer the question:

“what do you do to protect the environment?’

-Read the request on page 49 and then read the persuading expressions and the idea cuesgiven

-Remark the expressions

-Copy the expressions

-Read the expression aloud

-Look at the section a and read the request

-Read the content of the section a

-Observe the examples

-Copy

-Read the examples aloud

-Read the cues carefully

-Translate all the ides suggested

-Work in pairs to persuade their friend

-Some pairs present in front of the class

-Listen the request b

- Read the cues in the box on page 49 Answerthe questions:

-1.How can we save paper?

2.How can we use fewer plastic 3.bags?+ V

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1) How can we save paper?

- I think you should recycle used paper,

newspaper

- Won’t you write on both side of the paper

2) How can we use fewer plastic bags?

- How about cleaning and reusing them?

- Why not use paper bags instead of plastic

bags?

3) How can we prevent littering ?

- I think we should put garbage bins around

the school yard

4) How can we reduce air pollution?

-We can go to school by bike

-Ask Ss to try to persuade your partner to do

-Ask Ss to discuss with a partner the best way

to protect the environment

-Guide s to join the answers in section b and

the expressions in section a

-Give the model

S1: I think we should burn trash to reduce

the amount of garbage we produce the

environment

S2:No, we shouldn’t do that Burning trash

will pollute the air I think the best way to

reduce garbage is to reuse and recycle

things

S1:How can we do that ? I think only the

factory can

S2:What about collecting used paper,

bottles and cans every day? It’s not difficult

S1:That is a good idea! Let’s do that.

- Call Ss to practice in pairs.

Call some pairs to present in front of the class.

4.How can we prevent littering ?5.How can we reduce air pollution?

Give the answer

-Write the answer on the board

-Copy the correct answers

-Work in pairs to answer the questions in the questionnaire

-Ask And answer

-Practice asking and answering in front of the class

-Discuss with a partner the best way to protectthe environment

-Look at the model

-Read the model

-Practice in pairs.

-Some pairs present in front of the class.

- Work in group to discuss

- Do their task

* LISTENING

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1 Pre-listening: ( 5 ms)

- Sets the scene

- Listen to report on how our oceans are

4 guilty (adj) lỗi, tội lỗi

5 oil spill (n) Xả dầu ra ngoài

6.- vessel (n) =ship

7 marine life (n) sinh vật biển

8 carelessness (n) sự bất cẩn

9.deliberate (a) có chủ ý,có chủ

tâm

- Read the new words in chorus

- Checking vocabulary by using technique “

Rubout and remember”

- Divide Ss into six groups Ask them to guess

how the ocean is polluted

Write their guesses on the board

2 While – Listening: (9 ms)

- Ask Ss to look at the box on page 50 and

listen to the tape carefully then complete

the notes about the reason why ocean is

polluted

- Give the tape three times or more

- Ask Ss to work in groups to complete the

box

- Call Ss to give the answer

- Give the tape to check

- Give feedback and correct

- Keys:

3 Post- Listening : (5 ms)

- Listen to the teacher

- Copy new words

- Look at the Vietnamese and read aloud the English

- Write the English on the board with the Vietnamese

- Do their task

- Guess how the ocean is polluted

- Look at the box on page 50 and listen to the tape carefully then complete the notes aboutthe reason why ocean is polluted

- Work in groups to complete the box

- Listen to the tape twice and check their answer

- Give the answer

- Compare their friend’s answer and correct

- Listen to the tape and check

- Copy

- Discuss in groups to present the reason for

1) Firstly: Raw sewage is pumped directly into

the sea.

2) Secondly :garbage dropped into the sea.

3) Thirdly : Oil spills come from ships

4) Next : Waste materials come from factories

5) Finally : Oil is washed form the land

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- Call Ss to discuss in groups to present the

reason for ocean pollution using the key

- Call Ss to present

- Summarize the main points how the ocean is

polluted

The content of the tape: Our oceans are

becoming extremely polluted Most of this

pollution comes from the land, which means it

comes people Firstly, there is raw sewage,

which is pumped directly into the sea Many

countries both developed and developing are

guilty of doing this Secondly, ships drop about 6

millions tons of garbage into the sea each year.

Thirdly, there are oil spills from ships A ship

has an accident and oil leaks from the vessels.

This not only pollutes the water but also kills

marine life Next, there are waste materials from

the factories Without proper regulations,

factories owners let the waste run directly into

the rivers, which then leads to the sea And

finally, oil is washed from the land This can be

the result of carelessness or a deliberate

dumping of waste

4 Homework: (1 ms)

- Give exercise Call Ss to write an essay on

how the ocean is polluted

- Rewrite what they have discussed to make a

short paragraph

- Ask Ss to prepare the part READ

ocean pollution using the key

- Listen to the summary from the teacher

- Copy the task and remember to do

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UNIT 6: THE ENVIRONMENT

I Objectives : After finishing the lesson, students (Sts) will be able to understand a poem about the environment by doing matching exercise and answering questions

X Language contents:

- Vocabulary : On environmental problems.

XI Techniques: Rub out and remember, matching

XII Teaching aids: a cassette player

 Do you like poetry?

 Which poet do you like best?

 Name some poems that are your favorite

- - Sets the scene

Two people are going on picnic they are

talking about the pollution

- Give meaning of some key words before

reading

Vocabulary:

1.end up = use up = finish

2.junkyard = garbage dump

3.trasure(n) ( Translation)

4.stream(n) = a very small river

5.foam(n)( translation)

6.nonsense =yù kieán voâ nghóa

- Call Ss to read the new words in chorus

- Give the tape

- Give the Pre-Questions and ask Ss to answer

a) Who are in the poem?

b) Where are they?

Key:

Answer the question “How the ocean is polluted?

- Answer the guiding questions

 Do you like poetry?

 Which poet do you like best?

 Name some poems that are your favorite

- Listen to the scene

- Copy the new words

Look at Pre-Questions and answer

a, Who are in the poem?

b Where are they?

- Read the poem

- Listen the tape

Week 21 (1)

Date: Jan, 30 th to Feb, 04 th 2012

Period : 39

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a) The mother and her son

b) They are in the park / wood

- Ask Ss to read the poem

Matching

- Ask Ss to practice guessing the meaning of

the words by matching each word in column

A with an appropriate explanation in column

B

- Call Ss to work in pairs

- Ask Ss to give the answer

Correct and give the key

1.junkyard=a piece of land full of rubbish

2.endup=each a state of

3.treasure = valuable or precious things

4.foam= mass of bubbles of gas or air

5.stream = a flow of water

6.hedge = a row of things forming a fence

- Ask Ss to give the answer on the board

- Call Ss to compare the answer and correct

- Get Ss to work in pairs, practicing asking and

answering the questions

- Call on some Ss to present in front of the

class

- Control and correct the mistakes

- Give the key

1 If the pollution goes on, the world will end

up like a junkyard

2 The mother thinks other folk pollute the

environment

3 If he keeps on asking such questions his

mother will take him home away

4 No, because he is right; if he throw the

bottles, it will be polluting the woods

5 The poet wants us to learn that everyone is

responsible for keeping the environment

from pollution

- Practice guessing the meaning of the words

by matching each word in column A with an appropriate explanation in column B

- Give the matching

- Read the definitions of the words given after corrected

- Read the poem carefully and answer

- Read the text again and answer the questions

- Answer the question:

1.According to the mother, what will happen

if the pollution go on?

2.Who does the mother think pollute the environment?

3.What will happen to the boy if he keeps on asking his mother such questions?

4.Do you think the boy’s question is silly? Why Not?

5.What does the poet want us to learn about keeping the environment unpolluted?

Give the answer on the board Compare the answers and correct

- Work in pairs, practicing asking and answering the questions

- Discuss the question 6

“What could you do in your school / house to minimize pollution”

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4 Post- Reading: (8ms) Discussion

- Give them the question 6 and ask them to

discuss in groups

- Guide how to do

- Remind the ways they learn in the park

SPEAK

5 Homework: (2ms)

- Write a small paragraph to answer the

question6 into their notebooks

- Do their task

- Copy the task

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UNIT 6: THE ENVIRONMENT

I Objectives : After finishing the lesson ,students( Sts) will be able to write a complaint letter on environment

XIV Language contents:

- Structures: Writing a complaint letter.

- Vocabulary: Environment.

XV Techniques: Matching and reordering

XVI Teaching aids: An extra board with the letter on page 52

XVII Procedures:

1 Warm up: (5ms)Categories

- Ask Sts to find out the words in the poem

learned beginning with the letter that teacher

6 float (v)troâi noåi

* Checking vocabulary ( Rub out and

remember)

- Set the scene :” Mr Nhat wrote a letter to the

director of L and P company in HCM City

There are five parts in the letter, but they are

not in the right order Label each section with

the appropriate letter S,C.R,A or P”

- Give format of a letter

S : States the reason for writing

C: Mentions the problem

- Write the word with the beginning letter given

P  St1: pollution

E  St2: end up

T  St3: treasure

H  St4: hedge S St5 : stream J St6 : junkyard F St7 : foam

- Read the request and translate the request into Vietnamese

- Look at the Vietnamese and read aloud the English

- Write the English on the board

- Listen to the scene

- Copy the format of a letter

- Read aloud the format

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R :, make a suggestion

A : Talks about future action

P: Ends the letter politely

3 While – Writing: (15ms)

- Provide Ss 5 sections of a complaint letter

with their definitions in random order

- Have Ss read the letter on page 52

- Ask Ss to work in pairs to match each part in

the letter with the section A.S,C,P,R

- Call Ss to give their answer

- A complaint letter comprises five parts

 Ordering:

- Call Ss to do reordering in groups

- Get them to put the sections in a correction

order

- The whole letter

key:

Dear Sir / Madam,

I am writing to you about the short stop of your

trucks around my house on their way to the

north

When the truck of your company have a short

break on the street around my house, the drivers

have left a lots of garbage on the ground after

their refreshment When the trucks leave the

place, the ground is cover with trash and a few

minutes later there is smell and flies

I would suggest your company to tell your

drivers to clear up all the trash on the ground

before leaving

I look forward to hearing from you and seeing

good response from your company

- Give the answer

- Compare and check

- Read the whole letter aloud

- Read the part b on page 53

- Give the content to complain

- Give the reason to write this letter

- -Read the request to find the suggestion

Answer the questions:

a What do people do in the lake behind

S : I am writing to you about .

C: “When the trucks of

company there is smell and flies.”

R : I would suggest

A : I look forward to hearing from .

P: Faithfully,

Tran Vu Nhat

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Sincerely,

Tran Vu Nhat

- Call on a student to read a loud the letter ( in

the correct order)

- Lets Ss read the part b on page 53

- Ask Ss to give the content to complain

- Ask Ss to give the reason to write this letter

- Ask Ss to read the request to find the

suggestion

- Write the content, the reason, the suggestions

on the board

- Ask Ss some questions to make sure the

students know what they have to write

- Give new words if they don’t know

4 Post- Writing: (10ms)

- Ask Ss to write in groups

- Ask each groups to present

- Ask some Ss to write the letter on the board

- Correct and remark

- Give the key

- Sample:

Dear Mr President,

I am writing to you about the catching of

fish of many people in the lake behind my

house

I am worried because they use electricity to

catch fish After a short time they leave the

lake with a lot of small fish die and float on

the water surface, other animal such as:

frogs, toads and even birds have also die

from electric shock waves

I would suggest the local authorities should

prohibit and fine heavily anyone using this

way of catching fish

I look forward to hearing from you and

seeing the protection of environment from

the local authorities

Your faithfully,

Le Van Anh

- Monitor Ss and help Ss with words or

your house these days?

 They begin to catch fish

b What make you worried?

 They use electricity to catch fish

c To whom do you write the letter to?

 We write to the head of the local authorities

d What suggestion do you want to make?

 We suggest the local authorities should prohibit and fine heavily anyone using the electricity to catch fish

e Any future plan do you want to make?

 We look forward to seeing the protection

of environment from the local authorities

- Write the letter individually

- Compare with their friend’s

- Some Ss read their passage aloud before the class

- Observe the suggested letter

- Do their task

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structures while they are writing

- After Ss finish, call on some Ss to read their

passage aloud before the class

- - Ask them to compare with their partner’s

and correct

- Ask Ss to rewrite the letter at home and

prepare Part Language focus

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UNIT 6: THE ENVIRONMENTLesson 6: Section: Language Focus

I Objectives : After finishing the lesson ,students( Sts) will be able to use the grammar

and do the exercises.

XVIII Language contents:

- Structures: Adverb clause of reason

Adjectives and adverbs

Conditional type one

- Vocabulary : Revision

XIX Techniques: Pelmanism

XX Teaching aids: pictures of activities in class-text book

XXI Procedures:

1 Warm up: (5ms) Pelmanism

- Prepare 12 cards with numbers on one side

and adjective (6 cards), adverb (6 cards) on

the other side

- Make sure the adjectives and adverbs are

mixed

- Stick the cards on the board so Ss can see

only the number

- Divide Ss into 2 teams and ask them to

choose two numbers

- Turn the card over and see they match

2 Activity 1- Language focus 1: (8ms)

a/Presentation:

- Revision of adjectives and adverbs

ADJ + LY  Adverb of manner.

-Give the usage of adverb and adjective

Adjective can come in two places in a sentence.

 Before a noun:

- Work in two teams

- Turn the card and match the word in the samemeaning

- Remark and compare the other team

Extreme / Extremely,Well /Good ,Slow /SlowlyHappy /Happily ;Sad /SadlyFast/ Fast

- Listen to the teacher’s explanation

- Copy the note

- Pay attention how to use adverb and adjective

- Observe the examples

- Give more examples

- Read the examples

Week 22 (1)

Date: Feb, 06 th to Feb, 11 th 2012

Period : 41

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Teacher’s activities Students’ activities Ex: a nice girl; a pair of new shoes.

 After the verb: be; look; seem; feel;

taste; sound; smell

- Give examples

Ex: The shoes are new

That soup smells good.

 Adverbs normally go after the direct

object.

Ex: I read the letter carefully.

 If there is no direct objective, the

adverb goes after the verb.

Ex: She walked slowly.

b/ Practice:

- Change the adjectives into adverbs: ( in

warm-up)

- Call Ss to read the adjectives and adverbs

from the cards on the board

- - Ask Ss to use the adverbs provided in “

pelmanism game” to complete the sentences

on page 53

- Call Ss to work in pairs

- Call Ss to read aloud the whole sentences

they have finished

- Give the key

Key:

b) The old man walked slowly to the park.

c) Tuan sighed sadly when he heard that he

failed the test

d) The baby laughed happily as he played

with her toys

e) Mrs Nga speaks English quite well.

3 Activity 2 -Language focus2 (10ms)

a /Presentation:

- Revision of adverb clauses of reason with:

Because; since; as.

- Show how to use

- Give two sentences and ask Ss to combine

them into one

(a) Ba is tired

- Compare the usage of adjective and adverbs

- -Give more examples

- Look at the adjectives and adverbs did in warm-up

- Complete the sentences on page 53

- Copy the key

- Observe the usage of adverb of reason

Join two pair of sentences together use “ Because; As;

- Do the exercise and read the whole sentences

- Write the whole sentences on the board

- Remark and correct

- Copy the key

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(b) He stayed up late watching TV

Ba is tired because he stayed up late watching TV

- Ask Ss to use other words such as as / since

b /Practice:

- Join two pair of sentences together use “

Because; As; Since “

- Call Ss to do the exercise and read the whole

a I’m going to be late for school because /

since the bus is late

b Nam has a broke leg because / since / as

he fell over while he was playing

basketball

c Lan is going to be late for school because

/ since the bus is late

d Hoa broke the cup because / as / since

she was careless

e Mai wants to go home because / as /

since she fells sick

f Nga is hungry because / since / as she

hasn’t eaten all day

- Get Ss to work in pair

- Give feedback

4 Activity 3-Language focus 3 (10ms)

a/ Presentation:

- Set the scene to introduce the structure

adjective + that clause

Form:

- Give the examples

I’m pleased You are working hard

I’m pleased that you Are working hard

- Look at the board and observe the examples

- Give the form

- Join two sentences into one by using that clause

- Do the exercise in LF3 on page 55

- Complete the dialogue use the words in brackets

- Use the words and finish the dialogue

- Give the words on the board and correct

- - Work in pairs to complete the dialogue.-Play the dialogue

- Observe the note

- Remember the exercise 4

- Give the form

- Give the examples

- Copy the note

S + be + adjective + that clause

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b /Practice: Complete the dialogue use the

words in brackets Ask Ss to do the exercise in

- Call some Sts to practice the dialogue

- Let all Ss to work in pairs

5 Activity 5 - Language focus 4.

- Guide Ss match each half-sentence in column

A with a suitable one in column B

- Cal Ss to do in pairs

- Call Ss to give the whole sentences

- Give the key 1-e, 2- a, 3-c, 4-d, 5b

6 Activity 6-Language focus 5 (10ms)

a / Presentation:

- Set the scene to introduce the structure of

conditional sentences type 1

If Clause Main Clause

Simple present tense

- Ask Ss to remember the exercise 4

- Work in pairs to complete sentences

- Read the whole sentences

- Copy the key

- Copy the task

- Listen to the guide

- Read the request and read the half-sentences given in column A and the other in column B

- Work in pairs to match

- Read aloud the whole sentences

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b /Practice : Complete the sentences:

- Ask Ss to work in pairs to complete

sentences

- Ask to read the whole sentences

a If we go on littering, the environment

will become seriously polluted

b We will have more shade and fresh air

c the vegetables will become poisonous

and inedible

d We will live happier and healthier life

- Do again the exercises and prepare unit 7

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UNIT 7: SAVING ENERGY Lesson 1: Section: - Getting started

I Objectives : After finishing the lesson, students( Sts) will be able to understand the dialogue about the ways to save energy

XXII Language contents:

- Structures: Suggestion

- Vocabulary: On saving energy.

XXIII Techniques: Chatting –network, discussion.

XXIV Teaching aids: a cassette player - pictures of activities in class-text book

XXV Procedures:

1 Warm up:(5ms)Chatting

- Have Ss look at the picture on page 57 and

ask them to finish the network about some

kinds of energy Then introduce the lesson

how to save energy

- water bill (n): (Translation)

- enormous (adj) (Picture)= very very

big

- reduce (v) (Translation)

- plumber (n) (Picture)

- crack (n) (Translation)

- dripping faucet (n) (Picture)

- Ask Ss to repeat the vocabulary in chorally

- Check and focus on the spelling

- Set the scene

- Finish the network

- Correct

- Listen the content of the lesson

- Copy new words

- Look at the questions and answer and give the meanings of the words by looking at the pictures

- Read the new words in chorus and individually

- Read aloud the English words while looking

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Teacher‘s activities Students’ activities

- Hang the poster of statement on the board

and ask Ss to guess which statement are True

or False

3 While - Reading :(15ms)

- Ask Ss to read the dialogue and check the

prediction

- Give the key

1 Reading and checking prediction

- Call each group to present and write the

answer on the board

- Give the key

a) Because his recent water bill is enormous

b) She pays 200.000 dong

c) She advises Mrs Ha to get a plumber to

check her water pipes and to reduce the

amount of water by taking shower

d) A dripping faucet can waste 500 liters of

water a month

- Have Ss work in pairs to answer the

questions

4 Post- Reading: (10ms)Discussion

- Ask Ss to work in groups and think how to

save energy The topic:” What do you do to

save energy at home and at school?”

- Ask Ss to look at the picture in Getting

started

- Ask group to present

- Give the key Possible answer

- taking a shower instead of bath

4.What happens to the faucets?

5.Should we turn the TV off?

- Listen to the tape

- Read the T/ F sentences and guess

True - False statement prediction.

a Mrs Ha is worried about her water bill

b Mrs Mi give Mrs Ha advice on how to save water

c Mrs Ha has checked the pipes in her house and found no cracks

d A plumber is a person who repair electric appliances

e Mr Robinson suggests talking shower because they can save water

- Read the dialogue in pairs

- Present the dialogue in pairs in front of the class

- Work in groups and answer the questions

- Each group presents and writes the answer

on the board

- Copy the corrected answers

- Ask and answer the questions

- Work in groups to answer the topic”

What do you do to save energy at home and

at school?”

- Present in front of the class Compare and remark

Trang 23

- turning off faucets after using

- making sure there are cracks in the water

pipes

- turning off lights before leaving

- turning off TV, radio when none watches or

listens

- Ask Ss to write 5 things that they should do to

save energy at home and at school And ask

them to prepare Part speak

Trang 24

UNIT 7: SAVING ENERGY

Lesson 2: Section: Speak + Listen

I Objectives : After finishing the lesson, students( Sts) will be able to make suggestions

on and how to save energy and respond, listen to specific information on solar energy through a report, and check true or false sentences

XXVI Language contents:

- Structures: Suggestions

- Vocabulary : on saving energy

XXVII Techniques: Network

XXVIII Teaching aids: pictures of activities in class-text book

- Write the sentences in the board

- Explain the sentences and give the form

- Copy the note

- Read the suggestions given

- Look at the pictures and give the suggestions

in pairs as a model

- Observe and remember

How to save energy

Trang 25

Teacher‘s activities Students’ activities +Agree : O.K / all right

That’s a good idea

+Disagree : No, I don’t want to

I prefer to inf

- Give meanings of some words or phrases

- Ask Ss to copy and repeat in chorus

- Give the situation and examples

“ Show the lights on” and say:

I think we should turn off the lights.

- Show the running faucets and say:

I suggest turning off the faucets

3 While - Speaking: (7 ms)

Role play: a)Make suggestions about how to

save energy :

- Have Ss look at the pictures on page59

- Ask Ss to read the expressions given and

work in pairs to ask and answer by using

suggestions

- Call goods students to do as the model:

A: I think we should turn off TV

B: O.K

A: I suggest fixing the faucets

B: That’s right

Help weak student

- Show the pictures and call some pairs to ask

and answer

- Give the key

b I think we should turn off the gas fire

c I suggest turning off the fan

d Let’s turn off the air conditioner

e Let’s turn off T.V when no one watches

f I suggest we should go by bike

g Let’s go to school by bus

4 Post- Speaking: (7 ms)

b) Work in groups of four to work out an action

plan to save energy for your class :

- Ask Ss to work in groups to work out a plan

to save energy for our school

- Ask Ss to make a lists first on the board

- Ask them to give their suggestions

- Ask some pairs to present

- Copy new words and read them in chorus

- Listen and observe the situations and the examples

- Copy the examples and repeat

- Look at the pictures on page 59 and work in pairs to give suggestions and respond

Good students present in front of the class

- Some pairs present

- Correct

- Write the suggestions on the board

- Correct and copy

- Work in groups to work out a plan how to saveenergy for our school

- Present

Trang 26

* LISTENING

1 Pre-listening: ( 6 ms)

Give the guiding question:

1.What is the solar energy ?

2 Is it cheap ? is it available?

3 What are the advantages of solar energy?

- Give new words

Vocabulary:

- solar (a) = belong to the sun

- solar electricity + energy like electricity

received from the sun

- nuclear power (n)

-solar panel (n) device like walls for

receiving solar radiation

-Roof (n)

-effective (a)

Rub out and remember.

- Ask Ss to look at the Vietnamese and read

aloud the English words

3 While – Listening : (7 ms)

- Ask Ss to read the T or F and predict

- Write their predictions on the board

- Ask Ss to read the passage and guess the

missing words and under stand the passage

- Give the tape

- Ask Ss to listen the tape and check their

predictions

- Give the tape again to check their choice

- Give the key.

1 T

2 F( Most of our electricity comes from the

use of coal, gas ,oil or nuclear power.)

3 False ( It is enough to provide power for

total population)

4 T

5 False ( In 2015)

- Asks Ss to listen and write the missing words

- Ask Ss to write the missing words on the

board

- Give the key.

- Listen to the questions

- Answer the questions

- Copy new words

- Repeat new words in chorus

- Give meanings

- Give examples

- Read the English aloud without looking at English words

- Read T /F statements and predict

- Give the predictions

- Listen to the tape and check the predictions

- Write the T/ F and explain

- Listen again and check the key

- Copy the key

- Read the sentences given on page

- And guess the missing words

- Give missing words

Trang 27

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 for a

number of days

5 Solar panels are stalled on the roof of

the house to receive the energy fro m the

sun

6 We can save natural resources by using

solar energy instead of coal, gas and oil.

4.Post- Listening : ( 6 ms)

- Ask Ss to read the sentences after they fill

the missing words

- Ask Ss to join the sentences in True

statements and the passage into a whole

passage about the solar energy

- Read aloud the passage

The tape: "Are you looking for a cheap,

clean, 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, or nuclear power

This power could be provided by the sun

One percent of the solar energy that reaches

the Earth is enough to provide power for

total population.

4 Homework: (2 ms)

- Ask Ss to write suggestions about to save

energy at home

- Ask Ss to rewrite the summary of the solar

energy from the listening and prepare part

READ

- Listen to the tape and write the missing words

1 The sun can be an source of power

2 Solar energy doesn’t cause

3 A lot of … in the world are already using solar energy

4 It is possible to … solar energy for a number of days

5 Solar panels are stalled on the of the house to receive the energy fro m the sun

6 We can save natural resources by using solar energy of coal, gas and oil

- Compare the missing words guessed

- Write the missing words on the board

- Read the whole sentences after filling

- Copy

- Read the sentences again and join the true sentences into a passage about solar energy

Many countries are already using solar energy Solar panels are placed on the roof of

a house and the sun’s energy can be stored for a number of days ,so on cloudy day you can use solar energy too.

Sweden has an advanced solar energy program There ,all buildings will be heated

by solar energy and cars will use solar energy instead of gas by the year 2015”

Copy and remember the task

Trang 28

I Objectives : After finishing the lesson, students (Ss) will be able to get the general

idea of the reading through choosing the best summary and answering questions

XXX Language contents:

- Vocabulary : on saving energy

XXXI Techniques: Rub out and remember

- Ask S to give the summary about solar energy

from the listening

2 Pre-reading: (13s)

- Give the guiding questions.

1.What do often do to save energy at home?

- Introduce the text which tells how to save

energy

- Give new words

1.luxury >< necessity

2 consumer (n) = user of product or service

3.house hold (n)=family

4.account for (v)= chiếm

5 labeling scheme(n) kế hoạch dán nhãn

6 tumble dryer (n) máy sấy

7.innovation(n) sự đổi mới

- Read the new words aloud

- Checking new words by rub out and

remember

- Rub the English and show the Vietnamese

and ask Ss to read aloud the English words

- Ask Ss to read the text very quickly and

then answer the questions

1.Which continents are mentioned in the

text?

- Present the summary

- Look at the questions and answer

- Listen to the instruction

- Copy new words

- Read new words in chorus

- Read aloud new words without looking the English words

- Read the text very quickly and then answer the questions

1.Which continents are mentioned in the text?

2.Are electricity, gas and water luxuries or

Week 23 (2)

Period : 44

Trang 29

2.Are electricity, gas and water luxuries or

necessities?

- Call on some Ss to answer

- Give the correct answer

1.America and Europe

2.They are necessities

* Choosing the summary.

- Ask Ss to read the passage more carefully

and choose the best summary for it among

four options:

1 Energy-saving bulbs should be used to save

electricity

2 In Western countries, electricity, gas and

water are necessities

3 North American and European countries are

interested in saving money and natural

resources

4 Labeling schemes helps save energy

- Ask Ss to give explanation for their choice

- Give the correct answer:

3 North American and European countries

are interested in saving money and natural

resources.

- Answering the questions

- Ask Ss to read the passage again and answer

the questions in groups

- Call each group to present

Give the 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

necessities?

- Answer the questions

- Read the passage more carefully and choose the best summary for it among four options:

1 Energy-saving bulbs should be used to save electricity

2.In Western countries, electricity, gas and water are necessities

3.North American and European countries are interested in saving money and natural

resources

4.Labeling schemes helps save energy

Give the choice

- Read the passage again and answer the questions in groups

- Answer the questions in groups

- Compare and remark

- Read the answer

- Copy the answer

- Work in groups to answer 5

- Each group makes a list to explain why to save energy

- Present and remark

- Compare with the suggested answers

- Copy and remember the task

Trang 30

4 Post- Reading: (10ms)

- Ask Ss to work in groups to answer question

5 :

”Why should we save energy? “

- Call on some groups to write on the board

- Give suggested answer :

- Save money

-Conserve the Earth’s resource

-Protect the environment

-Prevent natural disasters

- Write the summary into their notebooks

- Copy and remember to do

Trang 31

I Objectives : After finishing the lesson, students( Ss) will be able to write a short, simple speech with clear organization and present it in front of the whole class

XXXIV Language contents:

- Structures: How to write a short speech

- Vocabulary : On saving energy

XXXV Techniques: Network ,matching

XXXVI Teaching aids: Extra board

- speech (n) bài diễn thuyết

- attention (v) Chú ý

- sum up (v) Tóm tắt

- Ask Ss to look at their book and answer the

questions:

1.How many part are there in a speech?

2.What are they?

Implicit the functions of each part by asking

questions:

3.What do we say in the introduction? in the

body? In conclusion?

- Ask Ss to read the functions given in the book

- Ask Ss to match the function and each part in a

speech

- Give correct answer: 1B , 2C , 3A

- Finish net work and remark

- Copy new words

- Read new words in chorus

- Look at their books and answerer the questions

1.How many part are there in a speech?

2.What are they?

3.What do we say in the introduction?/ in the body? In conclusion?

- Read the functions given in the book

- Match the function and each part in a speech

Week 24 (1)

Period : 45

Trang 32

A speech has three parts :

3 While – Writing : (15ms)

- Ask s to read the request and cues then work in

pairs to put the sections in the correct place to

complete a speech

- Ask Ss to order the speech

- Give the key

3.Good morning, 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 mechanic check your motorcycle

regularly.

1 If you follow these simple rules, not only

will you save money, but also the environment

will be cleaner.

- Preparing and delivering a speech:

- Ask Ss to choose one of the topics in the book:

Reducing garbage, Reusing paper and Saving

energy in the kitchen and then prepare a

speech for the class

- Ask them to compare with their partner’s and

correct if they are incorrect

4 Post- Writing : ( 10ms)

- Ask Ss to write the speech on the extra board

- Chose some writing to correct in class

- Give the suggested answer:

Good morning , ladies and gentlemen I’m

Thuy Today ,I’m going to tell you how to

reduce garbage As you know that reducing

garbage is necessary We can reduce garbage

- Copy the format of a speech

- Read the request and cues then work in pairs

to put the sections in the correct place to complete a speech

- Order the speech

- Read the whole speech aloud

- Copy the speech

- Prepare the speech

- Read the cues and choose a topic and write

- Compare with their friends’

- Write the topic on the extra board

- Read and correct

- Listen to the teacher’s remark

Introduction: Getting people’s attention and

telling them what you are going to talk about

Body : Giving details in easy-to understand

language

Conclusion: Summing-up what you have

said

Trang 33

by:

+ Collecting plastic bags

+Not keeping solid waste with food waste.

Putting different kinds of waste in different

places.

I hope that you will be able to find the most

suitable way to reduce the amount of garbage

we produce.

- Ask Ss to rewrite their speech at home and

prepare part language focus

- Compare with the suggested answer

Trang 34

Lesson 6: Section: Language Focus

I Objectives : After finishing the lesson, students( Ss) will be able to practice more

about common connectives , phrasal verbs and suggestions.

XXXVIII Language contents:

- Structures: Connectives, phrasal verbs, suggestions

- Vocabulary : On saving energy

XXXIX Techniques: Matching

XL Teaching aids: pictures of activities in class-text book

XLI Procedures:

1 Warm up: (7ms) Brainstorming

- Ask Ss to work in groups and review all the

ways to save energy which they have

learned in unit 7

- Gather ideas from groups and have some

final thoughts on ways to save energy

2 Activity 1 Language focus 1

Presentation: (6ms)

- Explain function 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.

- Ask Ss to give examples to demonstrate

- Give feedback

b/Practice: (8ms) Language focus 1 :

Complete sentences by using connectives.

- Ask Ss to write and compare with their

friends’

- Call Ss to read and to write the sentences on

the board

a) Mrs Quyen bought corn, potatoes and

cabbages at the market

b) I’d love to play volleyball but I have to

complete an assignment

- Work in groups and review all the ways to

save energy which they have learned in unit 7

- Copy the note

- Give examples to demonstrate the connectives

- Do language focus 1 : Complete sentences

by using connectives

- Write and compare with their friends’

- Read and to write the sentences on the board

- Copy and translate the sentences into Vietnamese

Week 24 (2)

Period : 46

Trang 35

Teacher‘s activities Students’ activities c) Nam got wet because he forgot his

umbrella

d) Hoa failed the Math test Therefore she

has to do the test again

e) Do you want Vietnamese tea or milk

tea?

f) It’s raining ,so I can’t go to the beach.

g) Ba’s hobbies are playing football and

collecting stamps

h) Na is very tired However, she has to

finish her homework before she goes to

- Now can you guess the meaning of those of

phrasal verbs in the following context?

It’s dark Can you turn on the light?

Please turn off your shoes to come in the

house

- Give the meanings of verbs

1 turn on >< turn off ( action)

2 look for = find

3 look after = take care of

- Have Ss do language focus 2

Read the request :Complete the sentences Use

the right tense form of the phrasal verbs in the

box and the pictures.

- Ask Ss to fill the correct verbs

- Have Ss compare with their friends’

- Correct

- Give the key.

1.Look after 2.go on 3.turn on

4.looked for 5.turn off

- Look at the examples and guess the meanings of the phrasal verbs

- Give the meanings

- Give some phrasal verbs and the meanings

- Copy and give more examples

- Look at the pictures and match the verbs given with the right pictures

- Correct and read aloud the verbs

- Do language focus 2

- Show picture and read the verb Use the right tense form of the phrasal verbs in the box and the pictures to complete the sentences

- Compare with their friends’

- Read the whole sentences and write the whole sentences with the correct form of the verbs

Copy

- Remind some structures of suggestions

- Give examples

- Work in two teams

- Team 1 makes suggestions to help the poor

in the neighborhood

- Team2 makes suggestions to improve their English

- Copy and remember to do the task

Trang 36

4 Production : ( 8ms)

- Review some structure to make suggestions

- Divide the class into 2 teams:

- Team 1 makes suggestions to help the poor

in the neighborhood.Team2 makes

suggestions to improve their English

- Ask Ss to present and remark

- Correct

Language focus 3: Make suggestions:

- Ask Ss to read the cues aloud

- Ask them to read the request and translate

into Vietnamese

- Call Ss to write the suggestions on the board

Give the key

a) I suggest + V-ing

-I suggest collecting unused clothes.

-I suggest organizing a show to raise money.

b) I suggest that you should + bare infinitive

- I suggest that you should write

sentences with new words

-I suggest that you should speak English in

- Listen to the guide

- Write down the suggestions as directed

- Read aloud the suggestions done

- Read the request b

- Write the suggestions with the structure given

- Correct

Trang 37

ENGLISH TESTDuration: 45 minutes

I Objectives : After finishing the test, students( Ss) can review the knowledge and have

- Adjectives followed by an infinitive and a noun clause

- Conditional sentence type 1

Vocabulary: on saving energy and environment.

Skills: Reading ,writing

III Teaching aids: Text book exercise book, sheet of photocopied paper.

Trang 38

3 Homework :

Call Ss to prepare unit eight part LISTEN AND READ

Trang 39

UNIT 8: CELEBRATIONS.

Lesson 1: Section: - Getting started

I Objectives : After finishing the lesson, students( Ss) will be able to get information about celebrations in the world

XLII Language contents:

- Structures: Relative pronouns

- Vocabulary : On celebrations

XLIII Techniques: Chatting – network, matching

XLIV Teaching aids: A cassette player - pictures , pictures

XLV Procedures:

1 Warm up: (5ms)

- Ask Ss to write the dates of the holidays

- Give the key

Independent day: 2 September

New year day: the first lunar January

Christmas day: 25 December

Teacher’s day : 20 November

Women’s day : 8 March

- Introduce the lesson by using the pictures

2 Pre-Reading: (15ms)

- Ask Ss to look at the pictures and set the

scene

- Ask Ss to read the names of the celebrations

on page 65 and match the picture with correct

name

- Give the key :

1 Easter 2.Wedding 3.Birthday

4.Christmas 5.Mid-fall festival 6 Tet

- Introduce the passage :”

“We are going to learn some celebrations in the

world to know some activities and the time to

celebrate.”

- Call Ss to think over about the table on page

66 and give the new words

- Write the dates of the holidaysIndependent day:

New year day:

Christmas day:

Teacher’s day : Women’s day :

- Look at the pictures an listen to the scene

- Read the names of the celebrations on page

65 and match the picture with correct name

- Read aloud the date of holiday

- Look at the picture and listen to teacher’s introduction

- Think over about the table on page 66 and guess the information in it

- Read the new words

Week 25 (2)

Date: Feb, 27 th to Mar, 03 rd 2012

Period : 48

Trang 40

- Teach some vocabularies

Vocabulary:

1 Occur = happen (v)

2 Live apart = live far away

3 Sticky rice cake(n)( picture )

4 Israel(n) =name of a country

5 Passover (n) ( translation) lễ quá hải

6 freedom (n) slavery =nô lệ

7 joyful (a) =cheerful

8 parade (n) ( translation) cuộc diễu hành

- Read new words

- Explain the pronouns “ Who “ and “ Which “

- Give the tape

3.While-Reading : (12ms)

- Ask Ss to read the passage

- Ask Ss to answer some questions

1.How many celebrations are there in the

passage?

2.What are they?

- Get Ss to complete the table

- Give the key

Stickyrice cake Vietnam

Seder Israel

- Observe and remember how to use relative pronoun

- Copy and give examples

- Listen to the tape

- Read the passage

Answer some questions:

1.How many celebrations are there in the passage?

2.What are they?

- Read the passage and complete the table in groups

- Compare the information guessed

- Give the information

- Read aloud the table and copy the key

- Listen and remember

- Look at the tables and answer the questions

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