Giáo án tiếng anh lớp 9 - học kỳ 2

UNIT 6: THE ENVIRONMENT
Lesson 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.
I. Procedures:
Teacher’s activities Students’ activities
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.
a. air pollution
b. spraying pesticides
c. garbage dump
d. water pollution
e. deforestation
f. dynamite fishing

- 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.
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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
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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Teacher’s activities Students’ activities
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.
V. Language contents:
- Structures: I think I should + V. . .
Why not +V . . . . .
Why don’t you +V. . . . . . . . . ?
- Vocabulary: on environmental problems.

VI. Techniques: Jumbled words, discussion.
VII. Teaching aids: A cassette player - pictures of activities in class-text book
II. 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.
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Week 20 (2)
Date: Jan, 09
th
to Jan, 14
th
2012
Period : 38
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.
- Call Ss to remark
- Write the expressions on the board.
Express Persuasion
• I think you should
• Won’t you

• 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.
Examples:
S
1
: I think you should use banana leaves to
wrap food.
S
2
: It would be better if you go to school or go
to work by bike
S
3
: Why not put garbage bins around the school
yard?
S
4
: What about using public buses instead of
motorbikes?
3. While - Speaking: (9 ms)
- 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 cues
given.
- 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 Answer
the questions:
- 1.How can we save paper?
2.How can we use fewer plastic 3.bags?
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+ V

Teacher’ s activities Students’ activities
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
something.
- Let Ss work in pairs to answer the questions
in the questionnaire.
- Ask Ss to practice asking and answering.
- Correct.
4. Post- Speaking: (6 ms)
- 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 protect
the 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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Teacher’ s activities Students’ activities
1. Pre-listening: ( 5 ms)
- Sets the scene.
- Listen to report on how our oceans are
polluted.
- Give new words.
Vocabulary:
-1.raw (adj): (Translation)
2. sewage (n) (Explanation)
3. pump (v) bơm
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 about
the 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
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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 .
Teacher’ s activities Students’ activities
- 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
Lesson 4: Section: - Read
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.
VIII. Language contents:
- Vocabulary : On environmental problems.
IX. Techniques: Rub out and remember, matching.
X. Teaching aids: a cassette player .
III. Procedures:
Teacher’s activities Students’ activities
1. Warm up: (5ms)
- Chatting : Ask Ss to present How the ocean is
polluted.
2. Pre-reading: (15ms)
- Give some questions for Ss to pay attention to
the lesson.
• 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.
- Read the new words in chorus .
Look at Pre-Questions and answer.
a, Who are in the poem?
b. Where are they?
- Read the poem.
- Listen the tape.
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Week 21 (1)

Date: Jan, 30
th
to Feb, 04
th
2012
Period : 39
Teacher’s activities Students’ activities
a) The mother and her son.
b) They are in the park / wood.
3. While - Reading : (15ms)
- 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 .
7.folk = people
- Ask Ss to read the poem carefully and
answer.
- Have Ss read the text again and answer the
questions.

- 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.
- Compare and correct.
- 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.
- Present in front of the class.
- Discuss the question 6.
“What could you do in your school / house to
minimize pollution”
- Copy the task and remember to do
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Teacher’s activities Students’ activities
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
Lesson 5: Section: Write
I. Objectives : After finishing the lesson ,students( Sts) will be able to write a complaint
letter on environment.
XI. Language contents:
- Structures: Writing a complaint letter.
- Vocabulary: Environment.
XII. Techniques: Matching and reordering.
XIII. Teaching aids: An extra board with the letter on page 52
IV. Procedures:
Teacher’s activities Students’ activities
1. Warm up: (5ms)Categories
- Ask Sts to find out the words in the poem
learned beginning with the letter that teacher
gives.
2. Pre-writing: (13ms)
- Call Ss to read the request and introduce the
lesson .
- Explain some new words.
New words
1. complaint (n)
2. complain (v) than phiền
3. complication (n)
4.resolution (n) Giải pháp
5.prohibit (v)cấm
6. float (v)trôi nổi
* 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.
- Copy the new words.
- Read the new words in chorus .
- 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 .
* Matching:
Which part in the letter show :
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Week 21 (2)
Date: Jan, 30
th
to Feb, 04
th
2012
Period : 40
Teacher’s activities Students’ activities
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.
- Correct and give the key.
- 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.
a. Action: (A). . . . . . .?
b. Situation :(S) . . . . . . . ?
c. Politeness: (P). . . . . . . .?
d. Complication : (C ). . . . ?
e. Resolution : (R ). . . . . . .?
Read the each section.

- Do reordering in groups.
- Read the letter on page 52 carefully and
reorder.
- 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

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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
Teacher’s activities Students’ activities
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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Teacher’s activities Students’ activities
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.
5. Homework: (2ms)
- Ask Ss to rewrite the letter at home and
prepare Part Language focus.
- Copy the task and remember to do.
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UNIT 6: THE ENVIRONMENT
Lesson 6: Section: Language Focus
I. Objectives : After finishing the lesson ,students( Sts) will be able to use the grammar
and do the exercises.
XIV. Language contents:
- Structures: Adverb clause of reason
Adjectives and adverbs
Conditional type one
- Vocabulary : Revision

XV. Techniques: Pelmanism
XVI. Teaching aids: pictures of activities in class-text book.
V. Procedures:
Teacher’s activities Students’ activities
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.
Extreme Sad Happy
Good Slow Sadly
Happily Fast Slowly
Extremely Fast well
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 same
meaning.
- Remark and compare the other team.
Extreme / Extremely,
Well /Good ,Slow /Slowly
Happy /Happily ;Sad /Sadly
Fast/ 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.
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Week 22 (1)
Date: Feb, 06
th
to Feb, 11
th
2012
Period : 41
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.
- Work in pairs.
- Read aloud the whole sentences they have
finished.
- Write them on the board.
- Correct.
- 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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Teacher’s activities Students’ activities
(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

sentences.
- Call Ss to write the whole sentences on the
board.
- Correct and give the key.
Key:
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.
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S + be + adjective + that clause
Main
Clause
Adverb clause of reason
Teacher’s activities Students’ activities
b /Practice: Complete the dialogue use the
words in brackets. Ask Ss to do the exercise in
LF3 on page 55.
- Call Ss to use the words and finish the
dialogue.
- Call SS to give the words on the board and
correct.
- Let Sts work in pair to complete the dialogue.
- Give feedback.
Key:

b. Tomorrow . I’m excited that I can go to
Dalat.
c. I’m sorry that I broke your bicycle
yesterday.
d. I’m disappointed that you didn’t phone me
about it.
e. I’m amazed that I could win the first
prize.
- 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
S + V / V(s/es)
Simple future tense
S + Will + V_inf.
Can/ may( modal
verbs)
- Give examples.
- 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 .
- Correct .
- Translate the whole sentences into
Vietnamese.
- Listen and copy the structures.
- Do exercises 4
Trang 19 - 19 -
Teacher’s activities Students’ activities
b /Practice : Complete the sentences:
- Ask Ss to work in pairs to complete
sentences.
- Ask to read the whole sentences .
- Correct and give the key.
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.
7. Homework: (2ms)
- Do again the exercises and prepare unit 7.
- Copy the task and remember to do.
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UNIT 7: SAVING ENERGY
Lesson 1: Section: - Getting started
- Listen and read
I. Objectives : After finishing the lesson, students( Sts) will be able to understand the
dialogue about the ways to save energy.
XVII. Language contents:
- Structures: Suggestion
- Vocabulary: On saving energy.
XVIII. Techniques: Chatting –network, discussion.
XIX. Teaching aids: a cassette player - pictures of activities in class-text book.
VI. Procedures:
Teacher‘s activities Students’ activities
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.
coal
2. Pre-reading: (12ms)
- Ask Sts to look at the pictures and answer the
questions.
- Present some vocabulary.
Vocabulary:
- 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
at the pictures.
- Answer the guiding questions.
1. the TV on?
2.Who is watching TV?
3. Is light still burning?
Trang 21 - 21 -
Energy
Energy
Week 22 (2)
Date: Feb, 06
th
to Feb, 11
th
2012
Period : 42
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
a. T
b. T
c. F ( Mrs. Ha hasn’t checked the pipes in
her house)
d. F ( a plumber is a person who repair water
pipes)
e. T
- Ask Ss to read the dialogue in pairs.
2. Comprehension Question.
- Ask Ss to work in groups and answer the
questions .
- 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.
- Compare and correct.

- 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 22 - 22 -
Teacher‘s activities Students’ activities
- 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
5. Homework: ( 3ms)
- 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.
- Copy the task and remember to do.
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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
XX. Language contents:
- Structures: Suggestions
- Vocabulary : on saving energy.

XXI. Techniques: Network
XXII. Teaching aids: pictures of activities in class-text book.
VII. Procedures
Teacher‘s activities Students’ activities
* SPEAKING
1. Warm up: (3ms) Play games
Net work .
- Ask Ss to finish tow network how to save
energy.
2. Pre-Speaking: (8 ms)
- Ask Ss to look at their books and read the
suggestion.
- Write the sentences in the board.
- Explain the sentences and give the form .
Suggestions:
I suggest + V-ing
How
What
I think + S + should + bare-inf.
Why don’t we
Shall We
Response:
- Look at their books and read the suggestions
sentences .
- Listen to the teacher’s explanation.
- Copy the note.
- Read the suggestions given.
- Look at the pictures and give the suggestions
in pairs as a model.
- Observe and remember.

Trang 24 - 24 -
How to save
energy
about + V-ing
+ Bare Inf ?
Week 23 (1)
Date: Feb, 13
th
to Feb, 18
th
2012
Period : 43
How to save
energy
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 save
energy for our school.
- Present .
- Remark and correct.
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