GIÁO ÁN TIẾNG ANH 9 CV 5512 HK2

ENGLISH 9 _____________________1______________________ 2021-2022

Date of preparation:

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Date of presentation: :
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PERIOD 37: UNIT 6: THE ENVIRONMENT
Lesson 1: Getting started & Listen and read
I. THE AIMS OF THE LESSON.
1. Knowledge.
- Students learn about the topic of the unit and elicite some urgent matter and the
vocabulary about the environment.
*Vocabulary: garbage dump, (to) spoil, deforestation, achirve,dynamite fishing,
spraying pesticide …
2. Ability:
- Students are able to read and understand of main content, detailed content of
the reading; can guess the meaning of new words based on the context and
inference; recognize the organization of the reading.
- Students are able to talk about the topic of the unit and elicite some urgent
matter and the vocabulary about the environment.
- Students form and develop the competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
3. Quality:
- Students have a general understanding of the environment issues; has a serious

and positive attitude toward subject and learning English. energetically and
actively participate in learning activities.
- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect the environment, have a sense of self-training, take
responsibility for the environmental protection, their family and the country
associated with the content of the lesson.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6’)
a) Objective: To create students' excitement to take part in the new the lesson.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to listen, answer and do as the teacher's
requirements. Then, present in the class and join in the new lesson.
c) Products: Students have the excitement and be ready to participate in
discovering the content of the new lesson.
d) Organization of implementation:
Teacher's activities
Students' activities
- Let students play the game guessing - Students play the guessing game in 4
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in 4 groups: Answer the question:
groups to answer the question:
"What word id it?"

"What word id it?"
- Teacher elicites.
+ It is about things around us like air,
water, land, trees, forests.
Key: Environment
+ It is being polluted now. And when it
is polluted it affects our lives.
2. Activities 2: (10’)
a) Objective: Students identify, understand the situation and language materials.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to learn and use language materials simply:
match the words to the correct pictures.
c) Products: Students know how to use the knowledge they’ve learned.
d) Organization of implementation:
Teacher's activities
Students' activities
- Introduce new words using the
pictures.

1. Getting Started
- Students guess and learn new words.
+ dump
+ deforestation
+ dynamite
+ pesticide
- Ask Ss to read the words in the
- Students read the words in the
chorus.
chorus.
- Hang 6 pictures of the textbook on - Students match the word to the

page 47 and ask Ss to match the word correct picture.
to the correct picture.
- Check the answer.
- Students check and correct the
matching.
3. Activities 3: (20’)
a) Objective: Help students use the knowledge they have learned to practice
in the situation of the lesson: do conservation on the beach.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to listen, read and write; apply knowledge to
complete the exercise, experience in the situations.
c) Products: Students know how to use the knowledge they’ve learned; read
and find out what each of them is going to do.
d) Organization of implementation:
Teacher's activities
Students' activities
2. Listen and read
- Ask:
- Discuss to answer.
�They want us to know that our
+ Why do the writers of this book
show us these pictures?
environment is being polluted and we
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+ What should you do to save the
environment?

should do something to save it
� We clean the school yard
the road
plant trees and flowers collect
waste paper.
- Listen to the teacher's introduction
and the tapcript the first time.

- Introduce the situation of the lesson:
"Mr brown and some volunteer
convervationists are going to clean the
beach. Read and find out what each of
them is going to do? "
- Play the tapcript the first time.
- Listen and look at the text in
textbook to list what people have been
required to do.
- Ask students to show their answers
- Show the answers:
1. Walk along the shore
2. Check the sand
3. Check among the rocks
- Give comment and the correct
- Listn and write.
answers.
* Matching
- Play the tapcript the second time.
- Listen and look at the text in
textbook to do excercise 2a.

- Ask Ss to compare and cross-check
- Compare and cross-check the
the answers with a partner.
answers in pairs.
- Ask Ss to read their answers
- Read their answers.
- Give comments and answers.
- Listen and write the answers.
Group 1: walk along the shore
Group 2: check the sand
Group 3: check among the rocks
Mr Jones: collect all the bags and take
them to the garbagedung
Mrs Smith: Provide a picnic…
Mr Brown: give out the bag
- Elicite students to show the form of - Show the form of the conditional
the conditional sentences: type 1. (Mr sentences: type
Brown required what to make the
"If they work hard today, they will
beach clean and beautiful again)
make the beach…."
- Explain about the form of the
- Listen to the explaination.
conditional sentences: type 1
* Answer
- Ask students to work in pairs to read - Read the text again and complete
the text again and complete the
the exercise in pairs.
exercise.
- Call students to show the answer.

- Show the answer in class.
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- Listen, give comments and the
correct answers.

- Listen and write the correct
answers.
1. The question is Mr Brown
2. The listeners are the volunteer
con…
3. They’re going to clean the beach
5. If they work hard, they’ll make…

4. Activities 4:(6’)
a) Objective: Students use the knowledge to practice with the requirements of
the lesson or the teacher's requirements: discuss the question:
"What should we do to keep our environment clean and green?"
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to discuss the questions: "What should we do
to keep our environment clean and green?" as the requirements of the lesson or
the teacher's requirements, then present in the class.
c) Products: Students know how to use the knowledge they’ve learned to talk
about what we should do to keep our environment clean and green.
d) Organization of implementation:
Teacher's activities
Students' activities

- Devide the class into groups to
- Discuss the question in groups.
discuss the question:
� Don’t throw waste in the public
"What should we do to keep our
environment clean and green?"
Don’t cut down
burn the forest
use dynamite to catch fish
Plant more trees
Reduce the amount of pesticide
Take part in socid activities to save
our environment
* Guide students to learn by themselves. (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.
- Students: learn the lesson, do exercises and get ready for the next lesson.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥
Date of preparation:

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/2021

Date of presentation: :
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PERIOD 38: UNIT 6 – THE ENVIRONMENT.
LESSON 2: SPEAKING + LISTENING
I. THE AIMS OF THE LESSON.

1. Knowledge.
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- Students learn how to persuade the others people to protect the environment
and listen to the reasons of the environment polluted.
* Vocabulary: wrap (v ), dissolve ( v), prevent (v), avoid ( v), harm (v), exhaust
fume (n), raw sewage (n), pumb (v ), drop (v), oil spills (n), waste material (n),
sea (n), ocean (n), marine life (n)…
* Model sentences:
+ I think you should +V-inf
+ Why don’t you + V-inf ?
+ What about + V-ing ?
+ How about + V- ing?...
2. Ability:
- Students pronounce clearly, relatively accurately the sound, stress, intonation,
rhythm of phrases and sentences.
- Then, students participate in short, simple conversations about the
environmental issues related to the topic of the speaking.
- After that, students present briefly, with preparation in advance projects on the
environmental issues; Give the reason and briefly explain their point of view;
exchange ideas and information on the environmental issues with simple
discourse.
- Student listen to understand simple phrases, instructions and expressions
related to the listening; understand the main and the detailed content of the

listening; identify the main ideas of the listening.
- Students have a general understanding of the listening. Then, students are able
to persuade the others people to do something to protect the environment and
understand the reasons of the environment polluted.
- Students form and develop competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
- Students form and develop the competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
3. Quality:
- Students have a general understanding of the environment issues; has a serious
and positive attitude toward subject and learning English. energetically and
actively participate in learning activities.
- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect the environment, have a sense of self-training, take
responsibility for the environmental protection, their family and the country
associated with the content of the lesson.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6’)
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a) Objective: To create students' excitement to participate in the new the
lesson.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to listen, answer and do as the teacher's
requirements. Then, present in the class and join in the new lesson.

c) Products: Students have the excitement to join in the new lesson.
d) Organization of implementation:
Teacher's activities
Students' activities
Let students play a game - Students match the English words with
“Matching”
their meanings in groups.
Environment
đạt được
deforestation
thất vọng
garbage dump
cung cấp
be disappointed
phá rừng
(to) provide
bãi rác
(to) spoil
làm hư hại
T Check up and correct.
(to) achieve
môi trường
2. Activities 2: (10’)
a) Objective: Help students identify, understand the situation and language
materials.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to learn and use language materials simply.
c) Products: Students know how to use the knowledge they’ve learned.
d) Organization of implementation:
Teacher’s activities

Students' activities
T introduces some vocabularies.
- Ss listen and take note.
1, Vocabularies
wrap (v ) : gói, bọc
dissolve ( v) phân hủy
reduce (v) : giảm, làm giảm
prevent (v) : ngăn ngừa, đề phòng
avoid ( v) : tránh khỏi
harm (v) : làm hại, sự có hại
exhaust fume (n) : khói, khí thải
raw sewage (n): chất thải thơ
(to) pumb (v ): bơm, đổ
(to) drop : đánh rơi
oil spills (n): dầu tràn
waste material (n) : rác thải tươi
sea (n) : biển
ocean (n) : đại dương
marine life (n): sinh vật biển
T guides Ss read vocabulary: repeat the - Ss repeat in chorus
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words chorally.

- Ss copy down

T explains some structures to persuade

someone to do something.

Model sentences
I think you should +V-inf
Why don’t you + V-inf ?
What about + V-ing ?
How about + V- ing?
Use:to persuade someone to do
something.
Eg : I think you should use banana
leaves to wrap food.

T gives an example.

3. Activities 3: (16’)
a) Objective: Help students use the knowledge they have learn to practice in the
situation of the lesson.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, work in pairs or in groups to listen, speak; apply knowledge to
practice the topics, experience in the situations.
c) Products: Students know how to use the knowledge they’ve learned to work
in pairs to answer the questions in the questionaire; work in 3 groups to discuss
the question “what do you do to protect the environment?".
d) Organization of implementation:
Teacher’s activities
Students' activities
2- Practice speaking
T asks Ss to persuade their partners to Ss do Ex a page 49
do the following things to protect the Each Ss give their sentences in the
environment.

class.
T gets each Ss to call out one of their Ss listen and remember.
sentences are finished.
*Ex a P49
T corrects and remarks.
Eg: S1: I think we/ you should use
banana leaves to wrap food.
S2: Won’t you use banana leaves to
wrap food?
S3……………………….
Ss work in pairs to answer the
question in the questionaire.
T lets Ss to work in pairs to and answer Some pairs to give their answers .
the question in the questionaire.
Ss listen and remember.
T calls some pairs to give their answers *Ex b P49
.
Eg : 1. How can we save paper?
T corrects and gives the remarks.
-> I think we should recycle used
paper, newspaper and write on both
sides of the paper.
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T divides the class into 3 groups , each
group has a secrectary. Ask them to
discuss the question “What do you do

to protect the environment. The Ss in
groups have opinions, the secrectary
write down.

Ss work in 3 groups to discuss the
question “what do you do to protect
the environment?

*Ex c . P50
Discussion:
“ What do you do to protect the
environment?”
T calls the secrectary present their Ss present.
answers.
T checks and remarks.
Ss listen and remenber.
4. Activities 4:(10’)
a) Objective: Students use the knowledge to practice with the requirements of
the lesson or the teacher's requirements.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, work in pairs or in groups to listen and fill in each blank with a
suitable word; experience in the situations then present in the class.
c) Products: Students can listen and fill in each blank with a suitable word.
d) Organization of implementation:
Teacher’s activities
Students' activities
3, Listen.
T introduces the main content of part Ss listen and have guess.
listen: you are going to listen to a + oil spills
report on how our oceans are polluted. + raw sewage

First you guess the reason cause the + garbage
pollution on our ocean.
+ waste material……
T hangs the second board, demands Ss Ss look at the second board and read
read scan it then listen and fill in the scan.
missing words.
* Listen and fill in each blank with a
suitable word.
How the ocean is polluted?
Firstly: raw sewage is pumped
directly into the sea.
Secondly: (1)_______is dropped into
the sea.
Thirdly : oil spills come from
(2)_________ at the sea.
Next
:
Waste
materials
(3)________from (4)_______
Finally: (5)________ is washed from
the land.
Ss listen.
T plays the tape 3 times.
Ss write their answer.
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T calls some Ss to go to the board and
write their answer in class.
T corrects and gives the key.

* Answer:
3. come
1. garbage
4. factories
2. ships
5. oil
Ss take note
* Guide students to learn by themselves. (3')
- Teacher guides and asks students how to learn and prepare the lesson at home.
- Students: learn the lesson, do exercises and get ready for the next lesson.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥
Date of preparation:

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Date of presentation: :
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/ /2021

PERIOD 39: UNIT 6 – THE ENVIRONMENT.
LESSON 3: READ.
I. THE AIMS OF THE LESSON.

1. Knowledge.
- Students learn to read and understand the poem to get the information about
protecting the environment.
* Vocabulary: end up (v), second – hand (adj), junk-yard(n), treasure (n ), litter
(v), tin (n), foam(n), hedge (n)= fence (n), nonsense(n), silly (adj), folk (n) =
people, …
* Conditional sentences, type 1.
2. Ability:
- Students are able to read and understand of main content, detailed content of
the reading; can guess the meaning of new words based on the context and
inference; recognize the organization of the reading.
- Students are able to talk about about protecting the environment.
- Students form and develop the competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
3. Quality:
- Students have a general understanding of the environment issues; has a serious
and positive attitude toward subject and learning English. energetically and
actively participate in learning activities.
- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect the environment, have a sense of self-training, take
responsibility for the environmental protection, their family and the country
associated with the content of the lesson.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6’)
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a) Objective: To create students' excitement to take part in the new the lesson.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to answer and do as the teacher's requirements.
Then, present in the class and join in the new lesson.
c) Products: Students have the excitement and be ready to participate in
discovering the content of the new lesson.
d) Organization of implementation:
Teacher's activities
Students' activities
- Let students * Chatting:
- Students answer.
+ Do you like poetry?
+ Do you often read poetry?
+ Who is your favorite poet?
+ Have you ever read a poem in
English?
+ What is it? Do you understand it?
- In today's lesson, we will read a poem - Students join in the new lesson.
in English about the environment.
2. Activities 2: (10’)
a) Objective: Help students identify, understand the situation and language
materials.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to learn and use language materials simply.
c) Products: Students know how to use the knowledge they’ve learned.
d) Organization of implementation:
Teacher's activities
Students' activities

Pre –reading
T set the scene: In this lesson, you are - Students listen and take note.
going to read a poem in which there is
a mother and her son. They are having
a picnic in a park. The son sees the
place is polluted. He asks his mother
about the problems of pollution.
Before reading, I want to introduce
some new words in this poem.
T explains some new words.
1, New words.
+ (to) end up: đạt tới.
+ second – hand (adj): cũ, dùng rồi
+ junk-yard(n): bãi phế thải
+ treasure (n ): châu báu,bạc vàng
+ (to) litter: vứt bừa bãi
+ tin (n): thiếc, đồ hộp
+ foam(n): chất bọt
+ hedge (n): hàng rào = fence
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+ nonsense(n): lời nói vơ nghĩa
+ silly (adj): ngu ngốc, khờ dại
+ folk (n) = people
Ss read in chorus.

T guides Ss read the new words.

3. Activities 3: (16’)
a) Objective: Help students use the knowledge they have learn to practice in the
situation of the lesson.
b) Content: Teacher transfers the learning tasks to students. Students listen,
read the poem again and match the word in A to an appropriate explanation in B;
experience in the situations and present in the class.
c) Products: Students know how to use the knowledge they’ve learned.
d) Organization of implementation:
Teacher's activities
Students' activities
T plays the tape the poem. (2 times)
T asks Ss to read the poem again and
match the word in A to an appropriate
explanation in B.
T gets Ss to compare with their
partners.
T calls some Ss to give their answer in
the class.
T corrects and gives the answer key.

T asks Ss to read the poem more
carefully and answer the questions
1,2,3,4,5 (work in pair).
T calls some pairs to read their
answers aloud in front of class.
T corrects and gives the answer key.

11

2, Practice.

- Students listen.
- Ss to read the poem again and match
the word in A to an appropriate
explanation in B.
Ss to compare with their partners.
Ss to give their answer in the class.
Ss write down.
a. Matching.
1. c
2. g
3. f
4. e
5. d
6. a
7. b
Ss read the poem more carefully and
answer the questions 1,2,3,4,5 (work
in pair).
Some pairs to read their answers
aloud in front of class.
Ss listen and take note.
b. Answer.
1.If the pollution goes on, the world
will end up like a
second hand junk - yard.
2.The mother thinks other folk pollute
the environment
but not her and her son.
3.If the boy keeps on asking such
questions, his mother will take him

home right away.
4. No. Because he is right: if he
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polluting the woods.
5. The poet wants us to learn that
everyone is responsible for keeping
the environment from pollution.
4. Activities 4:(10’)
a) Objective: Students use the knowledge to practice with the requirements of
the lesson or the teacher's requirements.
b) Content: Teacher transfers the learning tasks to students. Students work in
groups of three to discuss the question 6 as the teacher's requirements;
experience in the situations then present in the class.
c) Products: Students show their ideas in the class.
d) Organization of implementation:
Teacher's activities
Students' activities
Post –reading
T asks Ss to work in 3 groups to
discuss the question 6.
T calls each groups to give their ideas
in the class.

- Students work in 3 groups to discuss
the question 6.
- Each groups show their ideas in the

class.
* Possible answers:
- Put the garbage bins around the
school yard.
- Pick up the rubbish/ garbage and
throw it into the trash bins.
- Don’t throw the garbage on the
ground.
- Clean the house/ the school yard/
the classroom everyday.
T corrects and remarks.
Ss listen.
* Guide students to learn by themselves. (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.
- Students: learn the lesson, do exercises and get ready for the next lesson.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥
Date of preparation:

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/2021

Date of presentation: :
:

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/ /2021

PERIOD 40: UNIT 6 – THE ENVIRONMENT.

LESSON 4: WRITE.
I. THE AIMS OF THE LESSON.
1. Knowledge.
- Students study of the form and learn how to write a complaint letter about the
environment.
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2. Ability:
- Students are able to use the same text and sequence as in the original text to
write a complaint letter about the environment.
- Students form and develop the competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
3. Quality:
- Students have a general understanding of the environment issues; has a serious
and positive attitude toward subject and learning English. energetically and
actively participate in learning activities.
- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect the environment, have a sense of self-training, take
responsibility for the environmental protection, their family and the country
associated with the content of the lesson.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6’)
a) Objective: To create students' excitement to participate in the new the
lesson.

b) Content: Teacher transfers the learning tasks to students. Students work in
individuals; answer and do as the teacher's requirements. Then, present in the
class and join in the new lesson.
c) Products: Students have the excitement to join in the new lesson.
d) Organization of implementation:
Teacher's activities
Students' activities
? How many part of a letter? what are - Students answer.
they?
There are 4 part of a letter:
+ Heading
+ Opening
+ Body of the letter
+ Closing
In today's lesson, we will know about
complaint letter by practicing to write
a complaint letter.
2. Activities 2: (10’)
a) Objective: Help students identify, understand the situation and language
materials of form of a complaint letter, new words.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals, in pairs or in groups to learn and use language materials; reorder the
letter.
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c) Products: Students know how to use the knowledge they’ve learned and
show their answer in the class.

d) Organization of implementation:
Teacher’s activities
Students’s activities
Pre – writing
T asks Ss look at the box page 52 and Ss look at, liten and take note.
T introduces: this is five parts of a
I. Form of a complaint letter.
complaint letter.
1. Situation : state the reasons for
writing.
2. Complication : mentions the
problem.
3. Resolution : makes a suggestion.
4. Action : talks about future action.
5. Politeness : ends the letter politely
T explains some new words in the
Ss take note.
lesson.
II. New words.
+ complain (v ) -> complaint (n )
+(to) float (v): trôi nổi
+frog (n) : ếch.
+toad (n) : nhái
+local authorities(n):c.quyền địa
phư¬ng
+(to) prohibit (v) : ngăn cấm
+(to) fine (v) : phạt tiền
+ electric shock (n ) : cú điện giật
T introduces: Mr Nhat wrote a
Ss listen and order the letter.

complain letter to the director of
III . Sections of the letter.
L&P Transport Company about some 1.S: I am writing…..to the north.
drivers of this company have left the 2.C: When the trucks…and flies.
garbage on the ground near his house 3.R: I would suggest ….before
on the way to the north. But the letter leaving.
isnot in order as the five sections you 4.A: I look forward to
have learnt, so you must discuss with hearing….company
your groups to label them in order of 5.P: Your faithfully,…
a complain letter : SCRAP
Tran Vu Nhat
T calls some Ss to give their answer
Ss give their answer in the class.
in the class.
T checks and corrects.
Ss take note.
3. Activities 3: (16’)
a) Objective: Help students use the knowledge they have learn to practice
writing a complaint letter.
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b) Content: Teacher transfers the learning tasks to students. Students work in
work individual to write a letter to the head, of local authorities to complaint
about the way of catching fish in the lake behind your house.
c) Products: Students know how to use the knowledge they’ve learned to write
the letter.
d) Organization of implementation:

Teacher’s activities
Students’s activities
While – writing
IV. Practice
- Ask Ss to read the situation in the
- Read the situation and the ideas cues
text book and the ideas cues given .
given.
- Gets Ss to work individual write a
Dear Mr President,
letter to the head, of local authorities I am writing / you / the catching / fish/
to complaint about the way of
many people/ the lake / behind/ house.
catching fish in the lake behind your I/ very worried / because /they/ use
house. follow SCRAP format while
/electricity/ catch /fish. After a short
are writing.
time/ they/ leaves /lake/ a lot of/ small
- T moves around the classroom and fish die / float/ water surface.
help Ss if necessary.
Other animals/ fogs/ toads/ even birds/
also die/ electric shock way.
I/ suggest /local authorities/ prohibit/
fine heavily anyone/ this way / catching
fish./ I/ look /forward to hearing /from
you/ seeing the protection /environment
from / local authorities.
- Write a letter individual.
4. Activities 4:(10’)
a) Objective: Impress on how to write a complait letter as the requirements of

the lesson.
b) Content: Teacher transfers the learning tasks to students. Students read aloud
their letters. Other Ss remarks and correct the mistakes.
c) Products: Students read aloud their letters and correct the mistakes.
d) Organization of implementation:
Teacher’s activities
Students’s activities

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Post – writing
- Calls on some Ss to read aloud
their letters.
- Ask for comments from other Ss.

- Some Ss to read aloud their letters.
Other Ss remarks and correct the
mistakes if they can.
- Listen and remember.
- Corrects and remarks.
- Write down.
- Gives the suggested writing.
* Suggested writing:
Dear Mr President,
I am writing to you about the catching
of fish of many people in the lake
behind my house.

I am very worried because they use
electricity to catch fish. After a short
time, they leaves the lake, a lot of
small fish die and float on the water
surface.
Other animals such as fogs, 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.
Sincerely,
* Guide students to learn by themselves. (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.
- Students:
+ Rewrite their letter on the exercise notebooks
+ Do exercises: learn by heart vocabulary,
+ get ready for the next lesson: Language focus.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥
Date of preparation: / /2021
Date of presentation: : / /2021
: / /2021
PERIOD 41: UNIT 6: THE ENVIRONMENT
LANGUAGE FOCUS
I. THE AIMS OF THE LESSON.
1. Knowledge.

- Students review and practice with:
+ Adjectives and adverbs
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+ Adverb clauses of reason.
+ Adj + that clause.
+ Conditional sentence type 1
2. Ability:
- Students are able to use knowledge to complete the exercises, practice
language skills in communicative situations.
- Students form and develop competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
3. Quality:
- Students have serious learning attitude; love learning English, energetically
and actively participate in learning tasks.
- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect the environment, have a sense of self-training, take
responsibility for the environmental protection, their family and the country
associated with the content of the lesson.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…
- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.
1. Activity 1: Warm up: (6’)
a) Objective: To create students' excitement to take part in the new the lesson.
b) Content: Teacher transfers the learning tasks to students. Students play
game: “Jumbled words” in groups of 4 reordering the letters to make the

meaningful words and do as the teacher's requirements. Then, present in the
class and join in the new lesson.
c) Products: Students have the excitement and be ready to participate in
discovering the content of the new lesson.
d) Organization of implementation:
Teacher’s activities
Students’ activities
- Guide students to play game: “Jumbled - Students play game: “Jumbled
words”
words” in groups of 4 reordering
� slow
wols
the letters to make the meaningful
words.
� sad
asd
� good
dogo
pahapy � happy
termexe � extreme
- Check students' answers and decide the - Students show the answers.
winner.
2. Activities 2: (10’)
a) Objective: Help students identify, understand the situation and language
materials of changing adjectives into adverbs.
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b) Content: Teacher transfers the learning tasks to students. Students learn and
use language materials.
c) Products: Students know how to change and use the adjectives into advers.
d) Organization of implementation:
Teacher’s activities
Students’ activities
* Presentation and practice 1
- Teacher guides and asks students to 1. Change the adj /53
review about adv.
- Students listen and repeat in
chorus.
- Students listen to the questions
and answer
+ How are adverbs formed?
+ Adv = Adj + “ly”
+ What do we use adv for?
Adv used to supplied the meaning
for the verb, normally standing
after the main verb.
- Teacher asks students to do exercise 1 - Students do exercise 1 on page 53.
on page 53.
- Students show the answers on
- Teacher calls students to show their board. Compare and self- correct
answers to check.
the answwers.
- Teacher asks students to do exercise - Students do exercise page 54.
page 54.
- Teacher asks students to compare and - Students compare and cross-check
cross-check the answers.
the answers with a partner.

- Teacher calls a student to show the - Student show the answer and
answer.
correct themselves.
3. Activities 3: (16’)
a) Objective: Help students use the knowledge they have learn to practice in the
situation of the lesson.
b) Content: Teacher transfers the learning tasks to students. Students join the
pairs of sentences; work in groups to practice using the the adverb clauses of
reason and adjective + that clause to complete the exercises; experience in the
situations.
c) Products: Students present the answers in class.
d) Organization of implementation:
Teacher’s activities
Students’ activities
* Presentation and Practice 2
- Teacher asks students to recall the
* Adverb clauses of reason.
adverb clauses of reason.
- Students join the pairs of
sentences on page 54
- Teacher shows 2 adverb clauses of
- Students answer: the reason
reason.
He failed the exam. He is too lazy
- Teacher asks students to explain the
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relation between the 2 sentences.
- Teacher explains: adverb clauses of
reason indicate the reason.
- Teacher asks students to do exercise
2/54 “Matching the pairs of sentences
using "because” (because = as = since)

- Students listen and write down on
the notebook.

* Adj + that clause.
- Teacher asks students to recall the
- Students listen and write down on
adjective + that clause.
the notebook.
S + be + adj + that + clause
eg: I’m pleased that you’re working
hard.
- Teacher asks students to work in groups - Students work in groups to
to practice using the the adverb clauses
practice using the the adverb
of reason to complete the exercise 2,
clauses of reason and adjective +
page 54 and 3, page 55.
that clause to complete the
- Teacher calls students to present in
exercises 2 and 3.
class.
- Students present the answers in
class.

- Teacher comments and correct if it's
- Students correct the answers
necessay.
themselves if it's necessay.
4. Activities 4:(10’)
a) Objective: Students use the knowledge to practice with the requirements of
the lesson or the teacher's requirements.
b) Content: Teacher transfers the learning tasks to students. Students work in
individuals then in pairs to practice using the structure of the conditional
sentence, type 1 by completing the exercises; experience in the situations then
present in the class.
c) Products: Students know how to use the conditional sentence, type 1 to
complete the exercises and show their answers.
d) Organization of implementation:
Teacher’s activities
Students’ activities
* Presentation and practice 3
- Teacher explains the tructure of the
* The conditional sentence, type 1.
conditional sentence, type 1.
If S + V(present simple)…, S +
V(future simple)
- Teacher gives example:
eg: If the rice paddies are polluted,
the rice plants will die.
- Teacher asks students to practice using - Students complete the exercises
the structure of the conditional sentence, 4,5, page 56.
type 1 by completing the exercises 4,5,
page 56.
- Teacher asks students to show the

- Students show the answers to
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answers to check and correct if it's
check and correct if it's necessay.
necessay.
* Guide students to learn by themselves. (3')
- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.
- Students:
+ learn the lesson and do exercises: 2, 3, 4 ,5/p 54, p 55, p 56 .
+ get ready for the next lesson.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥

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