Giáo án tiếng anh lớp 9 cả năm_bộ 9

Date of planning: 07/1/2012 Date of teaching: 10/01/2012 9b c d UNIT 6: THE ENVIRONMENT Period 37: - Getting started - Listen and read I.Aims and Objectives: Help students read about

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Date of planning: 07/1/2012

Date of teaching: 10/01/2012 9b c d

UNIT 6: THE ENVIRONMENT

Period 37: - Getting started

- Listen and read I.Aims and Objectives:

Help students read about the work of a group of conservationists and listening for

details to complete

Vocabulary: - deforestation (n): - Disappointed (by/about/at something) (adj):

- garbage dump (n): - dynamite fishing (n)- spraying pesticides (n) Sewage (n):

+ Other skill: Listening, speaking, writing

- Main teaching point: Grammar: Adj + that clause

- By the end of the lesson, students will know more about the environment problems and the solutions

II Teaching aids.

Textbook, disc, poster …

* Possible answers:

- The destruction of the forests

- Rubbish/ garbage/ trash

- smote from cars, motorbikes…

- smote from factories

* Checking vocabulary:

what and where Write the words on the board, put one word on each circle

Air pollution dirty street

- spraying pesticides (n): viÖc phun thuèc s©u

- disappointed (by/with/at something) (adj): thÊt väng, buån rÇu

- Sewage (n): níc th¶i, níc cèng

Environmental problems in our

city

pesticides

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Set the scene

- Go on until all the words are rubble out

- Point to each circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

- Ask students to look at the six pictures on page 47 in their text books

- Ask them to match the words in the box with the correct picture

- Ask students to keep the books closed

* Set the scene: Mr Brown

is talking to some volunteer conservationists Guess the place where they are going

- Let students check their prediction

* Answer keys:

- Ask students to match the names in column a with the activities in column B (exercise 2a on page 48)

- Ask them to read the text again and work in pairs to match

- Ask students to work in pair to answer the question

- Picture a: air pollution

- Picture b: spraying pesticides

- Picture c: garbage dump

- Picture d: water pollution

Mr Jones: - a collects all the bags and takes them to the dump

Mrs Smith - c Provide the picnic lunch for everyone

Mr Brown - d give out the bags

3 Questions and answer:

- Who is the speaker?

(The speaker is Mr Brown)

- Who are the listeners?

(The listeners are (members of) the volunteer conservationists)

- Where are they?

( They are on the beach)

- What are they going to do?

( They are going to lean the beach)

- What will they achieve if they work hard today?( If they work hard today, they will make the beach clean and beautiful again soon)

- Have you ever done anything similar? If yes, what did you do?

Where did you do it?

(Yes, I have We clean our school/the pair/street We collected the rubbish and take them to the garbage dump)

- If the pollution continues, what might happen?

(If the pollution continues, the environment around

us won’t be good and it will be harmful to our health,

Disappointed

Dynamite fishing

Sewage

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New target

items

(7 )’

questions

- Give feedback

- Ask students to work in closed pairs

our life)

III Grammar.

1.Examples

a If you can’t find your place, I will help you get there with this map

b I’m disappointed that people have spoiled this erea

Forms:

a, Conditional sentence type I To express a condition happened in the present or future.

If clause ( present simple) , Main clause( future siple)

b Adj + that clause: To express someone s opinion, ’

idea and thought about a problem or situation

S + be+ Adj + that clause

4 Summary: Sum upthe main content of the lesson

5 Homework: Write fives sentences uding the conditional sentence typeI and 5 about Adj + that clause

Prepair the new lesson U 6 Lesson 2 : Speak

*Self evaluation:–

………

UNIT 6: THE EMVIRONMENT

Periods 38: - Speak I.Aims and Objectives:

Help students Practice speaking (to persuade people to protect the environment)

Vocabulary: - Prevent (v): - Reduce (v): - wrap (v): bao bäc (mine)

- fauce (n):- leaf (n): leaves (pl.)

+ Other skill: Listening, Reading, writing

- Main teaching point: Grammar: Expression to persuade the other

- By the end of the lesson, students will be able to persuade their friends to protect

environment

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Textbook, disc, poster.

III Procedure

1 Check up Have two ss do exercise 1 page 54

2 Lead in Are there any pollution in your village? How do you do with this matter? How

do you persuade other to prevent pollution?

- The team which writes more correct words fists wins the game

an equal distance from the blackboard

- Teacher calls out some of the new words on

Vietnamese in a loud voice; the two students must run forward and slap the word on the

blackboard The one who slap the right word first is the winner

- Ask 2 more students to come forward, etc until all the words are slapped

- Ask students to complete the expressions in column

A by using one of the lines

in column B (page 49) then compare with their

partners

- Have students match the

I Pre-teach vocabulary

- Prevent (v): ng¨n chÆn , phßng ngõa

- Reduce (v): gi¶m , lµm gi¶m

- wrap (v): bao bäc, gãi

- fauce (n): c¸i vßi níc

- leaf (n): leaves (pl.) l¸ c©y

II Speaking

1 Expression using to presuade the other

I think you shouldWon’t you

It would be better

if youCan I persuade you to

Why don’t youWhy not

+ INFINITIVE

Prevent

ReduceLeaf

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* Use: Express persuasion

III Practice speaking

- Each student’s calls out one of their sentences unstill all sentences are finished

IV Questionnaire

- Let students work in pair

to answer to the questions

in the questionnaire

- Give feedback, teacher can write some possible answer on the board so that weak students can follow

- Ask students to practice asking and answering

- Ask the whole class to work in pairs

* Possible answer:

* Exhibition:

- Divide the class into 4 groups, each group has a secretary Ask them to discuss the question:

“What you do to protect the environment”

- The students in groups have opinions, the secretary writes down

- Gets students to use the ideas in exercise 3a, b

- After finishing, the students stick the 4 posters

on the wall They can go around the class and read 4 posters

S8: What about using public buses instead of motorbike?

S9: ………

Questionaire: Protecting th environment

1 How can we save paper?

* I think you should recycle used paper, newspapers

* Why don’t you use banana leaves for wrapping?

* Won’t you write on both sides of plastic bags?

2 How can we use fever plastic bags?

* How about cleaning and reusing them?

* Why not use paper bags instead of plastic bags?

3 How can we reduce water pollution?

* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean

4 How can we prevent littering?

* I think we should put garbage bins around the school yard

* Why don’t you throw all garbage in waster bins?

5 How can we reduce air pollution?

* Can I persuade you to go to school by bike?

* Why not use private vehicles less?

6 How can we reduce the amount of garbage we produce?

* Won’t you try to reuse and recycle things?

4 Summary: Sum up the expression using to persuade the other

5 Homework: Write a passage about 100 words to persuade the other to protect the

environment

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………

Period 39: Listen I.Aims and Objectives:

- Helpinng students listen to the report on how our oceans are polluted Then complete the

notes

Developing the listening skill

- Vocabulary: to pump, to drop, raw sewage, oil, a vessel, to wash,

+ Other skill:, Reading, speaking, writing

- Main teaching point: Grammar: Listen for specific information

- By the end of the lesson , students will be able to listen to the report on how our oceans are polluted Then complete the notes

Textbook, disc, poster

III Procedure

1 Check up Have two students to read their passage before the class

2 Lead in Have your heard about the pollution in the ocean? How are Oceans polluted? Today we ‘ll listen to the report and find out how tey are polluted

3 New lesson.(40minutes)

Pre-Listening

(20 )’

Warm up: have ss 5 minutes

to find out how the environment is polluted and how to protect it from

pollution

Present some new vocabulary

Examle Mime

I Vocabulary.

to pump, b¬m (níc)

to drop, th¶ ,nÐm raw sewage, níc th¶i sèng( cha qua sö lÝ) oil, dÇu má

a vessel, tµu chë dÇu

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While-Listening

(10 )’

Post-Listening

(10 )’

Translation Realia

- Have students work in pairs

to foind out how our oceans are polluted

- Ask some to speak out before the class

- TWC and ive feedback

- Have students listen to the tape twice to check their guess

- Listen again to check the answers

- Work in pairs to discuss to find out how to solve this matter

- TWc and check

to wash, röa

II Listening

1 Guessing.(Fill in the blanhks)

How the ocean is polluted Firstly: raw sewagew is pumped directly into the sea

Scendly: _(1) dropped into the sea Thirly: oil spills (2)

Next: (3) _-Finally: _(4)

Keys* Listening:

* Answer keys:

1 Garbage is dumped into the ocean

2 Oil spills come from ships at sea 3.Waste materials come from factories

4 Oil is washed from land

4 Summary: Sum up the main way to pollute the oceans

5 Homework: Write a passage about 100 words about the sollution of oceans p[olluted Prepair the new lesson Unit 6 Lesson 4 Read

………

Period 40: Read I.Aims and Objectives:

- Helpinng students read a poem about the environment Developing the reading skill.

Vocabulary: - Junk yard (n): - treasure (n): - Hedge (n): - nonsense (n): - Foam (n):

+ Other skill:, Listening, speaking, writing

- Main teaching point: read for details

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- By the end of the lesson, students will be to understand a poem about the environment

III Procedure

1 Check up Have two students to read their passage before the class

2 Lead in Have your evar read a poem about the environment? Can you read now? Today we ‘ll red a poem about the environment

+ Do you like poetry?

+ Which poetry do you like best?

+ Name some poems that are your favorite?

+ Do you think it is easy understand a poem?

+ Have you ever read an English poem? Do you understand it? Do you like it?

* Checking vocabulary: Rub out and Remember

- Get students to copy the work in their books

- Ask students to repeat the words chorally

- Rub out the words one at a time

Each time you rub out an English word, point to the Vietnamese translation and ask “what’s this in English?” (the whole class answer chorally)

- When all the English words are rubbed out, go through the

Vietnamese list and get students to call out the English equivalent

- If there’s time; get students to come to the board and write the English words again

- Give students two questions and

ask them to answer before reading the poem

* Set the scene:

Two people are going on the picnic They are talking about the pollution

- Have students work impairs to

I Vocabulary

- Junk yard (n): b·i phÕ th¶i

- treasure (n): kho b¸u

a) Who are the people in the poem?

b) Where are they?

* Answer key:

a) The mother and her son

b) They are in the park/woods

f valuable or precious things

g reaches of state of

* Answer key:

1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b

3 Comprehension questions

* Answer key:

1 According to the mother, what will happen

of the pollution goes on?

- If the pollution goes on, the world will end

up like a second hand junk yard

2 Who does the mother think pollute the environment?

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Post

reading

(10 )’

guess the answers

- Give feeback

- Have students read the poem and check their answers

- Ask students to practice asking and answering the questions in pairs

- Have students practice guessing the meaning if the words by matching each word in column A with an appropriate explanation in column B

- Show 5 questions (from 1-5) on page 51

- Get students to work in pairs to answer the questions

* Discussion:

- Divide the class into four groups

- Have students discuss the question:

“What could you do in your house

to minimize pollution?”

- The mother thinks other folk pollute (are responsible for the pollution of) the

environment but not her or her son

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

- His mother will talk him home right away

4 Do you think the boy’s question is silly (line 9-10)? Why not?

- No Because he is right; if he throws the bottles that will be polluting the woods

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

- The poet wants us to learn that everyone is responsible for keeping the environment from

pollution

4 Summary: Sum up the main content of the poem.

5 Home work- Ask students to write 5 things that they have to do to keep the environment

unpolluted

- Prepair the new lesson Unit 6 lesson 5 Write

………

Date of planning: 28/1/2012 Date of teaching: 31/01/2012 9b c d UNIT 6: THE ENVIRONMENT Period 41: Write I.Aims and Objectives: - Helpinng students Write a letter of complaint Developing the writing skill. - Vocabulary: - complain (v): complication (n)- resolution (n)- float (v):- prohibit (v): - Skill: + Target skill : Writing + Other skill:, Reading, speaking, Listening - Main teaching point: Write a letter - By the end of the lesson, students will be able to write a complaint letter

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II Teaching aids.

III Procedure

1 Check up Have 5 students to write things to protect the environment

2 Lead in Have your write a letter? How did you write? Today we ‘ll deal with this matter

- Divide the class into groups

- Give four, five letters at the same time, students are to find out four/five verbs beginning with four/five letters given

- The team which finish first gets one mark

Rub out the new words one at

a time Each time you rub out the word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubble out,

go thought the Vietnamese list and get students to call out the English words (If there’s time, get students to come to the board and write the English words again.)

- Ask them to keep their books closed

- Provide students five section

of a complaint letter (with their definitions) in random order

- Get them to put the sections

in a correct order

- Have students read the letter

TWrites:SWrites:TWrites:SWrites:

aaddsstudymmeet

bborrowt

talknnod

ccutuuseoopen

ddrivevvaluepput

I Pre-teach vocabulary

- complain (v): phµn nµn complication (n): ®iÒu g©y r¾c rèi

a Action: talks about future action

b Situation: states the reason for writing

c Politeness: ends the letter politely

d Complication: mention the problem

e Resolution: makes a suggestion

* Answer key:

1-b2-d3-e 4-a

5-c

2 Reading and matching

R I would suggest your company to tell your drives to clear up all the trash

on the ground before leaving

S I am writing to you about the short stop of your trucks around my house

on their way to the North

A I look forward to hearing from you and seeing good response from your

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* Set the scene:

Mr Nhat wrote a letter to the director of L & P Company in

Ho Chi Minh City The five sections of the letter are not

in the right order Label each section with the appropriate letter: S, C, R, A or P

- Ask students to work in pairs

- - Give feedback: call on a student to read aloud the letter (in the correct order)

Teacher gives ideas if necessary

- Ask students to write the letter individually

- Get students to share with their partners and correct if possible

- Move around the class and help students

- Call on some students to read aloud their letter

- Give feedback, correct some letters before the class T can write the mistakes (spelling;

grammar ) on the board.…

company

C When the trucks of your company have a short break on the streets around my house, the drives have left lots of garbage on the ground after their refreshment When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies

P Sincerely,Tran Vu Nhat

3 Questions:

a What do people do in the lake behind your house these days?

( They begin to catch fish)

b What makes 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 any one using electricity to catch fish)

e Any future plant you want to make?

( We look forward to seeing the protection of environment from the local authorities)

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

Sincerely,

4 Summary: Sum up th five sections of the complaint letter

5 Homework- Ask students to write their letter in their notebooks.

- Prepair the new lesson unit 6 lesson 6 Language focus

………

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UNIT 6: THE ENVIROMENT

Period 42: Language focus I.Aims and Objectives:

- Helping students further practice in Adjectives and adverbs , Adverbs clauses of reason,

Adjective + that clause and Conditional sentences type 1

- Vocabulary: Revised

+ Other skill:, Reading, speaking, Listening

- Main teaching point: Adjective + that clause and Conditional sentences type 1

- - By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clause

-Prepare twelve cards with

numbers on one side and the

adjectives (6 cards), adverbs (6)

on the other side

- Make sure the adjectives are

I Adjectives and adverbs

Adj  Adv

Adj + ly  Adv

Adj _y  i + ly = Adv

Irregular.

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mixed up.

- Stick the cards on the board so

students can only see the number

- Divide the students into two

teams and ask them to choose two

Adjective + that clause

Ba: Dad! I got mark 9 on my textFather: That’s wonderful I’m pleased that you are working hard

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Eg: happy – happily, give them

on mark If not, tune the cards

obvert again and ask the next

team to choose numbers

- Continue until all the cards are

finished

EXERCISE 1:

* From the result of the game, sts

give the formation of adv of

manner

Adj + LY Adverb of manner–

- T asks sts to do the exercise (p

51-1) in groups

- T gives the answer keys

- T asks sts to tell the positions of

adj – adv

EXERCISE 2:

* Revision of adverb clauses of

reason with because, since, as:

Give two sentences and ask

students to combine them into

one

Example: a) Nam goes to school

late

b) He missed the bus

 Nam goes to school late

- Let students work in park and

join the pair of sentences together

using, Because, Since or As

- T: call on some students to read

aloud their sentences

- T: correct the sentences

Give feedback

 adjective + that clause

To express some one thought, feeling, emotion, about a problem

or a situation.

Ex: Complete sentences

1.That’s wonderful I’m (pleased /work hard)

Adverb clauses reason

- Begin with Because/Since /As to point out the reason why some one

or thing happened

Exercise Join the pairs of the sentences together Use because/since/as

1 I have a broken leg I fell over while I was playing basketball

2 She’s going to be late for school The bus is late

3 I broke the cup I was careless

4 I want to go home I feel sick

5 Nga is hungry She hasn’t eaten all day

III Conditional sentences type 1

If we pollute the water, we will have

no fresh water to use

If + main clause, subordinate

clause

(Simple present tense) (will / infinitive)

* Matching:( Page 56 Exercise 4)

4 Summary: Sum up the language items

5 Homework: - Write – it – up

- Prepare the new lesson unit 7 lesson 1

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- Help students understand the content of the text and know how to say energy

and give and respond to suggestions

- Vocabulary: - the water bill, a plumber, a crack, a dripping faucet, to turn off:

+ Other skill:, , speaking, Listening Writing

- Main teaching point: make suggestions

- By the end of the lesson, students will be able to understand the dialogue and know how to make suggestions

III Procedure

- Teacher shows the pictures and asks Ss to tell about these 2 rooms:

+ Is there any one in the room/ living-room?

bath-+ Is the TV on?

+ Who is watching TV/ listening

to the radio?

+ Who is using water?

+ How about the lights/ the water

in the bath-room?

- SS answer

- Teachers says: Wasting energy+ What should we do?

+ Should we turn the TV off then

we go out of the room?

+ What should we to do save energy?

- T introduces section “listen and read”

- T explains a few new words that

Ss need for the dialogue

4=> Mrs Mi suggests…….a plumber…

b Answer.

1/ What is Mrs Ha worried about?

- Her most recent water bill2/ Why is Mrs Ha worried?

Because It’s enormous3/ Which sentences tell you that Mrs Mi advises Mrs Ha to save money?

Get a plumber to make sure that there are no cracks n the pipes

4/ What does Mrs Mi advise Mrs Ha to do?

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+ Enormous (adj): very big + Turn on (phr.v) # Turn off (phr.v)

Waste (v) # Save (v)

- Ss listen to tape (books closed)

- Ss listen to tape (books opened)

- Ss practice the dialogue in pairs

* True- False statements (group work)

- Ss reread the dialogue & do the

Taking shower

Comprehen

sion

10’

Grammar

8’

exercise

- Ss exchange their works with a parser

- Feedback: T asks, Ss answer For the False statements, T asks Ss

to give the correct ones

* Comprehension:

- Ss work in pair to answer the question:

- Fill in the blanks with correct words (group work)

- Free practice: about saving energy (pairs)

Write 5 sentences about saving energy

III.Grammar.

1 I suggest taking shower

2 Remember to turn off the faucets

= > Making suggestions

S + suggest + V ing.

= > Phrase verbs

V + adv prep

To turn off

To turn on

To look after

4 Summary: Sum up the new target item

5 Homework: Do exercise 1& 2 in the work book

Learn by heart Vocab

Prepare the new lesson Unit 7 Lesson 2

………

Date of planning: 7/2/2012 Date of teaching: 10/02/2011 9b c

UNIT 7: SAVING ENERGY Period 44: Lesson 2: SPEAK I.Aims and Objectives:

- Helpinng students make suggestions about how to save energy

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- Vocabulary: instead of, to turn down, to hang, to turn off,

+ Other skill:, Reading, Listening & Writing

- Main teaching point: Make suggestions

- By the end of the lesson, students will be able to make suggestions and responses about how

to save energy

II Teaching aids

III Procedure

- Asking students to give on the suggestions Mrs Mi gives to Mr Ha in the previous lesson

I Vocabulary

instead of, thay v×

to turn down, gi¶m, vÆn nhá

about…/ Why don’t we…/ Let’s…/)

- Asking students to open the textbooks Page

58, part 2 – Speak and to add some mores structures, paying more attention on the two structures using “should”

- Asking students how to response a suggestion (Agree and Disagree)

+ Agree: OK/ That’s a good idea/All right+ Disagree: No I don’t want to/ I prefer to/

- Checking before the class

* Pair work: Giving suggestions and responses

out if these activities

- Checking before the class

How about + Ving…… ?What about + Ving…… ?Let’s………

I suggest that we/ you should……

ResponseOk!

That’s a good ideaAll right

No, I don’t want to

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8’ * Group work: Students workings in groups of 4, playing the roles of A, B, C and D

- Some groups forming before the class

- Explaining the task of this activity

- Students working in groups of 4 again, working out a similar exchange to save energy foot their class, using the expressions and ideas

in the previous activities

Some groups performing the class then checking

4 Summary: Sum up the expression to make suggestion

5 Homework:- Asking students to compare the two sources of power: “solar energy and

nuclear energy”, which is better, more convenient, easier to exploit, etc

- Prepare the new lesson Unit 7 lesson 3

………

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Date of teaching: 4/02/2013 - 9A 05/02-9B

UNIT 7: SAYING ENERGYPeriod 45:Lesson 3: -Listen I.Aims and Objectives:

- Helping students listen to the news on solar energy

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- Vocabulary: solar energy, nuclear power, to provide, to heat, a solar panel

+ Other skill:, Reading, speaking, Writing

- Main teaching point: Listen for details

- By the end of the lesson, students will be able to know more about solar energy by listening

III Procedure

- Divide class into two teams

- Choose six volunteers from each team

- The volunteers stand in two lines The teacher shows the first student in each line a sentence

- The first students whisper the whole sentences to the second students in his / her line

- The second student whispers

to the third and so on

- The last students shout out the sentence, (or write it on the board) if it is the same as the sentence teacher shows, that team wins the match

* Sentence 1: I suggest collecting waste paper

* Sentences 2: I suggest practicing English every day

- Call on two students or 2 teams of students to the front of the class

- Make sure they stand at an equal distance from the board

- Call out one word in Vietnamese, the 2 students much run forward and slap the correct word on the board The one who slaps first is the

A True False statements 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 solar energy in 2050

2 F  Most of our electricity

comes from the use of coal, gas, oil or nuclear power

3 F  1% of the solar energy that

gets to the Each can provide enough power for the world’s population

5 F  They will be heated by

solar energy in 2015

B Answer keys:

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

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students to come forward.

- Go to until students have slapped all the words

- Ask students to look at the statements on page 60 (4a)

- Have they work in pairs and guess which statements are true and which one are false

- Get students to correct the false statement

* Answer keys:

- Give feedback

- Have students listen to the tape again and fill in the gaps If students can’t finish, let them listen once more

* Write it up:

- Have students write passage (about 100 words) about solar energy, using the information in the two exercises above

using solar energy

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

5 Solar panels 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 coat, gas and oil

* Sample:

Most of our electricity now comes from coal, gas, oil, or nuclear power The sun could provide this power so many countries are already using energy Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources

There’s an advanced solar energy program in Sweden It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too

We hope that there is such a program in Vietnam We can save natural resources such

as coal, oil, gas by using solar energy And…every house hold in Vietnam has hot water in

Winter without paying money

4 Summary: Sum up the information about solar energy,

5 Homework: write – it – up

Prepare the new lesson Unit 7 Lesson 4

* Tape transcript:

“Are you using looking for cheep, clean, effective source 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 and gas, oil or nuclear power This power could

be provide by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population

Many countries are already using solar energy Solar panels are placed on the roof of a house and the Sun’s energy is used to heat 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 energy and cars will use solar power instead of gas by the year 2015”

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UNIT 7: SAVING ENERGY Period 46 ; Lesson 4 : Read I.Aims and Objectives:

- Helping students read the text about energy saving

- Vocabulary: a consumer, a label, a bulb, efficient(adj), (to)conserve, a scheme

+ Other skill:, , speaking, Listening Writing

- Main teaching point: Read for details

- By the end of the lesson, students will be able to know how European countries save energy

III Procedure

1 Check up Have 5 students to write things to save energy

2 Lead in Have you ever do things to save energy ? How did you do? Today we ‘ll deal with this matter

Sts read and copy

T sets the scene

T asks sts to read and guess T/F

in Western countries

b Western consumers are interested in

the products that will work effectively and save money

c.Using an ordinary can help them spend

less on lighting.

d,The labeling scheme helps the consumers use household appliances efficiently.

e,We’ll save money and conserve the Earth’s resources if we save energy.

2 Answer.

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- Have some sts read the text loudly

- Ask sts to choose the best summary

of the passage

- Have sts work in pairs to find out the

answers of questions page 61 (text

book)

- Ask sts to make questions and answer

 give feedback

- Ask sts to work in groups, discussing

the ways to spend less on lighting then

write these ideas on the poster

- Have sts exchange posters and choose

the best poster

=>1 They are interested in products that will not only work effectively, but also save money

=>2 We can replace an ordinary watt bulb with an energy-saving bulb

100-=> 3 She will only pay US$ 2 for lighting

=> 4 It tells the consumers how much energy efficiency each model has

=> 5 Because we can conserve the Earth’s resources

3 Which is the best summary of the passage.

=> 3 North America and European countries are interested in saving money and natural resources

4.Discussion:

What should (not) we do to save electricity?

4 Summary: Sum up how North American and European countries to save energy

5 Homework: - Write 5 sentences on how to save electricity

- Prepare the new lesson Unit 7 Lesson 5 Write

- Helpinng students Write a speech Developing the writing skill.

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- Vocabulary: - a speech, to sum up, easy-to-understand, the solid garbage, separate(adj), to draft

- Main teaching point: Write a speech

- By the end of the lesson, students will be able to write a speech

III Procedure

1 Check up Have 5 students to write things to write a composition I Vietnamese

2 Lead in Do you have a speech before the class? How did you do? Today we ‘ll deal with this matter

Steps Teacher s activities’

- Discuss & answer:

+ “Speak fluently and clearly”

+ “What should we do in order to speak fluently and clearly?”

- Have students discuss and find out the three parts of a speech

- Ask students about the function of each part: introduction, body and conclusion

- Correct mistakes and give the answers:

I Vocabulary

- a speech, bµi ph¸t biÓu, diÔn thuyÕt

to sum up, tãm t¾teasy-to-understand, dÔ hiÓu the solid garbage, r¸c th¶I r¾n separate(adj), t¸ch rêi

- giving details in easy-to-understand language

- summing up what you have said

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- Answer the question by matching each

part speech in column B

- Some students read aloud the three

parts of a speech

- Discuss and put the following section

in the correct place complete a speech

- (part C, p.62) have some sts work on

groups Divide the class into 3 groups:

each group prepare a speech, write it on

the paper and stick it on the board

- Correct the mistakes and give remarks

- Choose one topic, discuss and write

down the speech on a paper and then

stick it on the board

- One person in each group makes

2 Choose one topic and prepare a speech

a Reducing garbage

- collect plastic bags

- not put the solid garbage with food waste

- put different kinds of waste in different places

c Saving energy in the kitchen

- turn off the lights

- prepare food carefully before turning

on the stove

- keep fridge door closed

3 Writing a speechGood morning , ladies and gentlemen I’m

4 Summary: Sum up the format of a speech

- Helping students Further practice in connectives and phrasal verbs

- Vocabulary: Revised

- Main teaching point: Phrase verbs

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- By the end of the lesson, students will be able to use connectives and phrasal verbs II

- Ask students to write

down in their notebook 5

verbs with prepositions

- Prepare a list of verbs +

preposition Then call out

each word in a loud voice

- Students listen to the

teacher carefully If anyone

has the same verb +

prepositions, they cross it

out

The first students crossing

out all 5 verbs +

prepositions shout “Bingo”

and win the game

- Provide students 5 verbs +

prepositions and then ask

them to match the verbs

with the pictures on page

64

Language Focus 2 exercise

on the page 63 They have

to use suitable verbs to

complete the sentences

- Ask students to thinks of

connectives that they’ve

learnt

- Have students go to the

board write down the

Language focuses 1 on page

63 They have to complete

the sentences by using

correct connectives

I Phase verbs.

* Suggest list of verbs + Prepositions

Look for Turn on Want for Depend on Listen to Dream about

Look after Turn off Belong to

Go on Talk to

* Answer keys:

- Picture 1: look after the baby

- Picture 2: go on (wasting paper)

- Picture 3: turn off TV

- Picture 4: look for

- Picture 5: turn off the faucet

- Have students work in pairs to do * Answer keys:1) Hanh can’t go to the movies with us tonight She will have to look after her little sister

2) If we go on watching water, there will be a shortage

of fresh water in a few decades

3) Turn on the TV for me, will you? I want to watch weather forecast

4) I think I’ve lost my new pen I’ve looked for it everywhere and I can’t find it anywhere

5) Mrs Yen forgot to turn off the faucet when she left for work

II Connectives

1.* Brainstorming:

therefore however and

so moreover

or but

because

Connective s

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- Ask students to work in

pairs to compare their

answers

- Give feedback Have some

students read aloud the

completes sentences, chalk

their pronunciation and the

meanings

Naught and Crosses:

- Divide the class into to

teams One team is Naught

(O) and the other is Cross

(X)

- Have two teams choose

the words in the boxes in

turns And make sentences

with the connectives given

If the sentences in correct,

they will get one mark

- The team which has 3

Nougats or 3 Crosses in a

line will win the game

- Draw this chart on the

board and the game begins

- Ask students to write 5

sentences with connectives

* Answer keys(ex 1 page 62):

a) Mrs Quyen bought com, potatoes and cabbage at the market

b) I’d love to play volleyball but I have to complete an assignment

c) Nam got was because he forgot his umbrella

d) Hoa failed her math test Therefore, she has to do the test again

e) Do you want Vietnamese tea or milk tea?

f) Its 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 bed

2 Practice

* Possible answers:

1) Do you want to take a bath or take a shower?

2) I’ll get a plumber to check the pipes and to repair the faucets

3) He got up late so he had to take a taxi to school.4) It’s raining but he is still going swimming

5) Her English is not good therefore she decides to practice more

6) Lan7) Baths use twice as much water, so I suggest talking showers

8) The water bill is enormous this month because there

is a crack in the pipes

9) I suggest taking showers and fixing the faucet,

4 Summary: Sum up the new language items

5 Homework: - Do all exercises in the language focus again and in the workbook

- Revise from unit 6 to unit 7

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Period 49 written test 45 minutes

I Aims and Objectives

To evaluate ss’ knowledge from unit 6 to unit 7

Classification of students according to marks

II Content of the test.

4

1

II/IV

Language focus Know the use of prep,

adv, vocabulary, present perfect,phrasal verbs

51,25

51.25

41.0

14 3.5III/V-Writing Give the correct form of

the verbs in the brackets Rewrite the following sentences so that they are nearest meaning to the sentence printed before using past

simple,conditional sentences,suggestion,connective

2 1.0

5 2.5

4 2,0

11 5,5

3.0

11

4.0

8

3.0

29 10

1.

(Chữ số phía trên bên trái trong mỗi ô là số lợng câu hỏi, chữ số góc phải phía dới là tổng số

điểm cho các câu ở ô đó TN = trắc nghiệm ,TL = tự luận

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THIRD TEST 45 MINUTES

Name:………Class…

I Choose the word that is pronounced different from others

2 A realize B organize C surprise D promise

II Choose the best answer to complete the sentences.

5 If she hard, she,ll break past records and set new ones

a try b tries c.will try

6 If her father doesn’t drink much wine, he so sick

a won’t be b doesn’t get c isn’t

7 Lan suggested to the zoo at weekend

a to go b going c.went

8 Let’s clean up the kitchen, Mom, ?

a shall we b shall I c will we

9 This movie is not interesting How about to the concert?

a to go b going c go

10 Her former leader suggested that she should harder to break her past records

a to train b.train c training

11 Her father smoking last month

a gave away b gave off c gave up

12 Lan often her younger sister when her mum is out of town

a look over b looks after c look into

13 Remember to the faucet after use

a turn off b turn on c turn down

III Put the words in the brackets in the correct forms

14 My mother (teach) in the morning, but now she( teach) at night

15 If she (hurry), she (catch) the next train

16 I suggest ( join) our club

17 Mrs Linda forgot (turn off ) the faucet when she (leave)for work

IV Find and correct the mistakes in the underlined parts.

18- Unfortunate, it started to rain heavily

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V Read the first sentences, then write the second one without changing the meaning.

23 Why don’t you paint these walls light blue instead of green?

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19-B

20.B

21.B

22.A

V Read the first sentences, then write the second one without changing the meaning

 I suggest painting these walls light blue instead of green?

24 Unless Nam studies hard ,Nam will pass the entrance exam

25.He seems a friendly person, but I didn’t like him

 He seems a friendly person ; however ,I didn’t like him

26.Hung has listened to music since 8 o’ clock

Name Class Test 45 No3

I.Choose the word that is pronounced different from others

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2 A realize B organize C surprise D promise

5 If she hard, she , ll break past records and set new ones

a try b tries c.will try

6 If her father doesn’t drink much wine, he so sick

a won , t be b doesn’t get c isn , t

7 Lan suggested to the zoo at weekend

a to go b going c.went

8 shall we clean up the kitchen, Mom?

a Yes, we do b OK c No, we don’t

9 This movie is not interesting How about to the concert?

a to go b going c go

10 Her former leader suggested that she should harder to break her past records

a to train b.train c training

a gave away b gave off c gave up

12 Lan often her younger sister when her mum is out of town

a look over b looks after c look into

13 Remember to the faucet after use

a turn off b turn on c turn down

III Put the words in the brackets in the correct forms

14.My mother (teach) in the morning, but now she (teach) at night.

15.If she (hurry), she (catch) the train.

16.I suggest ( join) our club.

17.Mrs Linda forgot (turn off ) the faucet when she (leave) for work.

IV Find and correct the mistakes in the underlined parts.

18- Unfortunate, it started to rain heavily

V Read the first sentences, then write the second one without changing the meaning.

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Period 50: The correction of test 03

I Aims and objectives

- Help ss check how they did the test and evaluate thier skill.

- Vocabulary: (review from the test)

- Skill: Target skill: Reading & Listening

- Other skills: Writing and Speaking

- Main teaching point: Check the language they have done.

- By the end of the lesson sts will be able to check how they did the test and find out their mistakes and know the full answers.

Teachers: word sheets.

Students: The paper of the test.

The content of the lesson

of the test

Have some minutes for students to check their test

I.Choose the word that is pronounced different from others

1.A thing2.D promise3.D.plough4.A.champagne

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Have two students do again on the board.

TWC and give feed back

Ask students

to compare the result with their test

V Read the first sentences, then write the second one without changing the meaning

 I suggest painting these walls light blue instead of green?

24 Unless Nam studies hard ,Nam will pass the entrance exam.25.He seems a friendly person, but I didn’t like him

 He seems a friendly person ; however ,I didn’t like him 26.Hung has listened to music since 8 o’ clock

4 Summary: Sum up the grammars used in the test

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Date of planning01 /3/2013

UNIT 8: CELEBRATION

Period 51 GETTING STARTED & LISTEN AND READ

I.Aims & Objectives:

- Hep students understand the content of the text and know the holidays

- Vocabulary:

-Skill: + Target skill : Reading

+ Other skills: Speaking, Listening, Writing

- By the end of the lesson, students will be able to understand some celebrations

on VN & in other countries and respond to compliments

III Procedure

- Ask Ss to look the picture are the books and then have they read the names of the celebration

- Give Ss the corrects answers

- Ask Ss which celebrations they like best

Answer:

4

Christmas 5 Mid-Fall Festival 6 Lunar New Year

Listen and read:

- Introduce the subject matter of the text

- Introduce new words and then explain them

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- Ask Ss to give the answers.

- Get Ss to listen to the tape (books opened)

- Then have them find out the words or phrases which are concerted with celebrations

- Ask Ss to reread the new words on the board

- Explain new structure briefly: relative clauses ( Menh de quan he) – Who, whom, which, whose, that

- Get Ss to finish the table in the text

- Correct the mistakes if necessaryCelebrat

Tet In late

January

or early February

Cleaning and decorating homes, and enjoying special food

Sticky rice cakes Viet Nam

Passover Late in

March or early April

Not available Special meal

called the Seder

Israel

Easter Around

the same time as Passover

People crowd the streets to watch colorful parades

Chocolate and surge eggs

In many countries

- Give Ss some questions to check their comprehension

1 Can you tell me the names of some celebrations you know?

2 In what occasion do young children receive chocolate or sugar eggs?

3 Which celebration occurs in late January or early February?

4 Which festival is celebrated in many countries?

- Ask Ss to give some information about the other

Whole class

Group work

Whole class group individual

Teacher Ss–

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celebrations which they know (Ex: Mid-Fall Festival, Wedding, Lunar New Year, )…

Celebration When? Activities Food CountriesMid-Fall

FestivalChristmasHomework Rereading the text

Find more information about celebrations

• Practice giving and responding to compliments

• Filling the missing words by listening to a song

By the end the lesson, students will be able to complete a song and sing a song

- Have students review adjectives

- Get students to make sentences

I have + a/an adjective + friend

- The first students has to use the adjective beginning with the letter A The second students has to use the adjective beginning with the letter B The third with C…

* Ex:

S1: I have an active friendS2: I have a beautiful friendS3: I have a clear friendS4: I have a dirty friend

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Practice

Further

- active (adj)-activist (n): người hoạt động tích cực (translation)

- nominate (v): ghi danh, mệnh danh, chọnNomination (n) (translation)

- charity (n): lòng từ thiện, hội từ thiện(explanation: kindness in giving help to the poor)

* Checking vocabulary: What and Where

- Write the words on the board, put one word in each circle

- Have students repeat the words on chorus then rub out word by word but leave the circle

- Go on until the circle are empty

- Get students to rewrite the words in their correct circle

II Model sentences:

- Set the scene: Trang has just won the first prize in the English speaking contest What does Mai say to pay Trang

a compliment? And what does Trang respond?

Mai: Well done, TrangTrang: Thanks

- Ask students how to give and respond to compliments

- Thanks/ Thanks a lot

- It’s very nice/kind of you to say so

- That’s very kind of you

* Word-cue drill:

a Well done/thanks

b Congratulations/ thanks a lot

c Let/congratulate/ on passing the exam/kind

d Great report/ nice of you

- Have students practice giving and responding the compliments

- Have students works in open pairs then closed pairs

- Ask students to works in pairs, to read the situation on page 66 67 then give and respond to compliments

- Give feedback

T-whole class

T- whole class

Open pair Closed pair Pair work

Activist

Nomination

Active

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* Mother: Well done, Huyen

* Huyen: Thanks, Mom

b Tuan is an active student He has taken pair in different charity activities in his town Tuan has been the most nominated as the most effective activist in the town charity program

o Friend: Congratulation on your nomination, Tuan

o Tuan: It’s very nice of you to say so

c Hoa brings to class a new picture she has paintedYou: That’s an excellent drawing, Hoa

Hoa: That’s very kind of you to say so

- Divide the class into 4 teams: A, B, C and D

- Have students work in groups to think of situations in which they can give compliments

- Ask team A to give situation, team B, C, D to make up the dialogue

- Have the teams take turns giving the situations

- Give good marks for the teams which give good situations and make up suitable dialogue

* Suggested answers:

a Situation 1: Tam has just passed the graduation examination Friends: Congratulation!

Tam: Thanks a lot

b Situation 2: Hoa make an excellent report on saving energy

Hoa: It’s very kind you to say so

c Situation 3: Lan got high mark for Math

You: Well doneLan: It’s very nice of you to say so

d Situation 4: Ba has just won the school swimming championship

Friends: Congratulations on your great efforts, Ba

Ba: Thank you very much

- Ask students to write some situations with the compliments, the response to the compliments into their notebooks

Group work

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