Giáo án Tiếng Anh 9 ( Bài 6 , 7 )

Date of preparation:
Date of teaching:
Period 39
Unit 6: THE ENVIRONMENT
Getting started & listen and read
I. Objects
By the end of the lesson, Ss will be able to:
+ Use new words about environments in the correct way.
+ Read the text for general and specific information through Matching exercises and
answering questions.
II. Language contents:
+Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing,
water pollution, spraying pesticides
+ Grammar: Conditional sentences: type 1
+ Language skills: Practice reading and speaking skills.
III. Teaching aids
Teaching plan, Cassette, pictures, extra – board.
IV. Procedure
1. Checking up:
2. New lesson
Teacher & Students’ activities Contents
1. Warm up:
- Ask Ss to discuss and make a list of
people’s activities that destroy the
environment.
- Work in groups of 3 to 4.
- May use Vietnamese when discussing.
- Call some groups to talk about their lists.
- Give English equivalences.
- Give suggested answers .
- Ask Ss to match these above environmental

problems to the pictures in the textbook.
2. Presentation:
- Explain the meaning of the new words.
- Listen and repeat the new words.
- Individual work and pair work.
- Help Ss to read new words and ask them to
read.
* Check Vocab: R & R
*. Getting started
+ Throw garbage in the street
+ Cut down trees
+ Leave the light on when unnecessary
* Matching
a) air pollution
b) spraying pesticides
c) garbage dump
d) water pollution
e) deforestation
f) dynamite fishing
1. New words:
+ Garbage dump: b·i ®æ r¸c
+ Deforestation (n): n¹n ph¸ rõng
+ Air pollution (n): ¤ nhiÔm kh«ng khÝ
+ Dynamite fishing (n) ®¸nh b¾t c¸ b»ng
thuèc næ
+ Water pollution (n) « nhiÔm níc
3. Practice:
 Set the scene
Mr.Brown is talking to some voluteer
conservationists. Guess the place where they

are going to work.
-Give Ss 1 minute to guess.
- Listen and read the passage I Listen and
read Mr. Brown is talking to some
volunteer conservationists
- Ask Ss to look at “Listen and read”; play
the tape 2 times.
- Ask Ss to match the names in column A
with the tasks in column B. then write the
full sentences.
- Call on some Ss to read the full sentences.
- Give correct answers
- Have Ss read the passage again and answer
the questions in b).
- Go around the class and provide necessary
corrections.
- Give correct answers
+ Spraying pesticides (n) phun thu«c trõ
s©u.
2. Prediction
* Answers:
The coservationists are going to clean the
beach.
3. Matching
a) Answers:
Groups 1: f, walk along the shore.
Groups 2: e, check the sand.
Groups 3: b, check among the rocks
Mr. Jones: a, collect all the bags ……
Mrs. Smith: c, provide a picnic lunch for

Mr. Brown: d, give out the bags.
4. Comprehension questions
b). Answers:
1. The speaker is Mr. Brown
2. The listeners are members of volunteer
conservationists.
3. They are on the beach.
4. If they work hard, they will make the
beach clean and beautiful again soon.
5.Grammar
 Example:
If we work hard, we will make this beach
clean.
Form:
S+will/can IF+S+V
(HT§)

1. I/have/money/I/buy/a book
 If I have money, I will buy a book.
2.The beach/be/polluted/We/ not/clean.
The beach will be polluted If we don't
clean it.
3.If/you/not/do/homework/ you/get/bad
marks
If you don't do your homework, you will
get bad marks.
4. Drill:
- Repeat the vocabularies and structures
+Vocabulary: garbage dump, deforestation, air pollution,
dynamite fishing, water pollution, spraying pesticides

+ Grammar: Conditional sentences: type 1
5. Homework:
- Summarize main points.
- Learn by heart new words and do homework at workbook (1, 2, 3)
- Prepare “SPEAK + LISTEN”
Date of preparation:
Date of teaching:
Period 40
Unit 6: THE ENVIRONMENT
Speak & listen
I. Objects
By the end of the lesson, Ss will be able to:
+ Persuade other people by using give expression:
I think you should ; Why not ? Why dont you ?
+ Complete the information notes about ocean pollution through a report.
+ Use new word in the right context by playing word games and engaging in different class
activities.
II.Language contents:
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
Language skills: Practice speaking and listening skills.
III. Teaching aids
Teaching plan, Cassette, pictures, extra board
IV. Procedure
1. Checking up:
+ Write new words
2. New lesson
Teacher & Students activities Contents
1. Warm up:
- Ask Ss question: What can you do to
protect the environment?

- Discuss in small groups and find the
answers.
2. Speak:
* Pre - speaking:
- Write all new words on the board in both
English and Vietnamese.
* Check Vocab: What & where
a) Try to persuade your partner to do the
following things to protect the environment.
- Work in pairs, persuade your partners to do
things to protect the environment. Follow the
example.
- Ask Ss to look at the structures and
1. Newwords:
- Wrap (v): gói, bọc lại
- Dissolve (v): hoà tan
- Traffic jam (n): tắc nghẽn giao thông
- Exhaust fume (n): khói thải từ xe cộ
- Trash = garbage
+ raw sewage (n): nớc thải (cha đợc xử lý)
+ oil spills (n): giếng dầu
+ marine life (n): sinh vật biển.
+ Regulation (n): thông lệ
2. Practice
2.1. Form
I think you shoud
Won't you
It would be better if you
Can I persuade you to
Why don't you

V
(inf)
sentences in part a)
- Explain them.
* While - speaking:
- Ask Ss to read the persuading expressions
and the idea cues give in the textbook
carefully. Make sure Ss understand all of the
ideas suggested.
- Go around and provide help if necessary.
- Call on some pairs to practice the dialogue
-T: Give feedback and suggested answers:
- Ask Ss to work in group and find the
answers to the questionnaire
- Divide class in 6 groups.
- Call on some Ss from groups to present in
front of class.
- Call on some representatives to present in
front of
- Give feedback and suggested answers
3. Listen:
- Guessing game
- divide class into small groups.
- Ask Ss to have guesses on how the ocean is
polluted.
- Call some Ss to explain their ideas in front
of class.
- Provide some necessary words in the tape
- Listen to the tape more than once and
complete the notes.

- Compare the answers with their partners.
Why not
What/how about + V-ing
*Use: Express persuasion
* Example: (textbook)
A: I think it would be better if we reuse and
recycle bottles and cans.
B: Why? How come?
A: Because reusing and recycling bottles
can reduce garbage and save natural
resources.
a) Suggested answers:
A: I think it would be better if we go to
work by bike.
B: Why? How come?
A: Because going to work by bike can save
energy and at the same time it can keep the
air cleaner.
b) Find possible answers to the
questionnaire.
* Example:
Save papers by
Recycling and reusing paper.
Using tree leaves to wrap food and other
things
c) Now discuss with a partner the best way
to protect the environment.
( Student’s answers)
3. Listening.
* Answers:

How the ocean polluted
- Firstly: raw sewage is pumped directly
into the sea.
- Secondly: Garbage is dropped into the
sea
- Thirdly: oil spills come from ships at sea.
- Next: Waste materials come from
factories.
- Finally: oil is washed from the land.
4. Drill:
- Repeat the vocabulary and structures
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
5. Homework:
- Summarize main points.
- Learn by heart some new words and practice talking about the problem to protect the
environment.
- Prepare “Read”
Date of preparation:
Date of teaching:

Period 41
Unit 6: THE ENVIRONMENT
Read
I. Objects
By the end of the lesson, Ss will be able to understand the poem with some old
English by doing Matching exercise and Answering questions
II. Language contents:
Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk.
Structures: conditional sentence type 1
Language skills: Practice reading skill.

III. Teaching aids
Teaching plan, pictures, extra board
IV. Procedure
1. Checking up:
What is the name for each one?
a) dump
b) trash
c)water matter
d) pesticide
e) dynamite
1. You can put your rubbish in it:
2. You must put it in a rubbish bin:
3. Factories produce it:
4. crops are spayed with it:
5. It is a powerful explosive
2. New lesson
Teachers activities Students activities
1. Warm up:
- Ask Ss to work in pairs, ask and answer the
following questions about poetry.
+ 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?
2. Pre reading:
- Ask Ss to look at the poem in the book.
- Read the poem.
- Give some new words and explains the
meaning

- Help Ss to read the new words.
* Check Vocab: Slap the board
1. New words:
+ End up (v): cạn kiệt, sử dụng hết, kết thúc
+ Second hand (a) đã qua sử dụng.
+ Junk yard (n): bãi phế thải
+ Treasure (n): kho báu, châu báu
+ Foam (n): bọt khí
+ Nonsense (n): Đều vô nghĩa.
2. Pre-questions
a. Who are the people in the poem?
b. Where are they?
c. What's the problem of the environment
mentioned in the poem?
*Answer keys:
a. The mother and her son
b. They are in the park/wood.
c. The wood is polluted.
Prediction
Have Ss work in groups
Get them to close the books and guess the
answers for te pre-questions provided.
-Call on Ss to give the answers.
3. While- Reading:
T: Set the scene “You are going to read a
poem about environment. Please scan the
poem and answer the following questions
- Have Ss work in groups.
-Get them to read the poem and check the
predictions.

- Ask Ss to read the poem again and match
the word in A to an appropriate in B
encourage Ss to guess the meaning of the
word if they don’t know some words.
- Call some Ss to read the answers aloud.
- Give the correct answers
- Ask Ss to read the poem more carefully and
answer the questions. This task can be done
in pairs
- Call on some Ss to read their answers aloud
in class.
- Give the answers.
- Calls on some Ss to read the passage aloud
in front of class.
- Checks Ss’ pronunciation and intonation.
3.4. Post - reading:
What- if
- Divide the class into two or four groups
namely A, B, C, D. each group gets 5
sentences with only IF half.
- Student A read its half and B has to
complete the sentence with the idea on the
board to protect our environment.
- Help Ss to complete and correct the
mistakes
4. Drill:
3. Matching (Match each word in A to an
appropriate explanation in B)
* Answers:
A B

1. junk-yard c. a piece of land full of
rubbish
2. end up g. reach a state if
3. treasure f. valuable or precious
things
4. foam e. mass of bubbles of air
or gas
5. stream d. a flow of water
6. hedge a. a row of things forming
a fence
7. folk b. people
4. Comprehension questions
* Answers:
1. If the pollution goes on, the world will
end up like a second hand junk yard.
2. The mother think other folk pollute (are
responsible for the pollution of) 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 throws the
bottles that will be polluting the woods.
5. The poet wants us to learn that everyone
is responsible for keeping the environment
form pollution.
6. (Student’s answers) eg: put the bin
around the school yard. Pick up the
rubbish/garbage and throw it into a trash
bin. Should not litter/spit on the ground/

5. Production
A: If you throw rubbish into street,
B: it will pollute the environment.
Ex:
A.
1. If I see somebody throwing an empty
packet on the street, I will
2. If I meet the Minister for the
- Vocabulary: end up, second hand, junk
yard, treasure, foam, nonsense, folk.
- Structures: conditional sentence type 1
5. Homework:
- Summarize main points.
- Do homework at workbook
- Prepare the next period 42 “WRITE”
environment, I will
3. If I live on an island, I will
4. If I live in a jungle, I will
5. If I catch an injured species, I would
B.
1. I will collect and put it in the trash bin.
2, I will plant some trees.
Date of preparation:
Date of teaching:

Period 42
Unit 6: THE ENVIRONMENT
Write
I. Objectives
- By the end of the lesson, students will be able to write a complaint letter with the right

format and language.
II. Language contents:
Vocabulary: complaint, refreshment, fly, response
Language skills: Practice writing skill.
III. Teaching aids
Teaching plan, extra – board
IV. Procedure
1. Checking up:
Write 2 conditional sentences type 1
2. New lesson
Teacher’s activities Students ’ activities
1. Warm up
- Guides Sts to play game “Jumble words”
+ edn up =
+ secndo – hand =
+ Jnuk – yard =
+ Treaseru = ….
+ foma = ….
+ nonnesse
2. Pre - Writing
T: Explain the meaning of new words
T: Help Ss to read
T: Introduce the formal complaint letter
T: Set the scene
“ Mr. Nhat wrote a complaint letter to the
director of L & P company in HCM 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.”
- Play follow teacher’s guides

+ Answers
+ End up
+ Second – hand
+ Junk – yard
+ Treasure
+ Foam
+ Nonsense
1. New words
- complaint (n) than phiÒn
- fly (n): con ruåi
- refreshment (n): sù khoan kho¸i
- response (v): tr¶ lêi, ®¸p l¹i
- situation (n): tinh huèng
- complication (n): sù phøc t¹p
- resolution (n): quyÕt ®Þnh
- action (n): ho¹t ®éng
- politeness (n): lÔ phÐp
Ss: Read and write down into notebook
Ss: Work in pairs and do the labeling and
ordering.
T: Read the letter once
T: Call on some pairs read the aloud the letter
with the correct order. Each pair reads aloud
one part.
T: Give feedback and answer key
3. While -writing
T: Implicit the writing task by asking
questions:
Are there any lakes behind your house?
What do people do in the lake? Which

problems remain
T: Ask Ss to read the situation in the textbook
of local authorities to complain about the way
of catching fish in the lake behind your house.
Following S-C-R-A-P format
Ss: Work individual, write a letter to the head
T: Ask Ss to compare the writing and gives
feed back and suggested writing.
2. Ordering
Answer key:
Dear sir/madam
R: I would suggest that your company
should tell your drivers 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 form your company.
C: When the truck of your company has a
short break on the streets around my
house, the drivers have left lots of garbage
on the ground after their refreshment.
When the truck leave the place, the
ground is covered with trash and a few
minutes later there is smell flies
P: Faithfully,
Hoang Binh
3. Writing
Dear Mr. president

I am writing to you about the problem of
fish catching in the lake behind my house.
I am very worried because they don't use
fishing rod or not net but use electricity to
catch fish.
After a short time they leave the lake, a lot
of small fish die and float on the water
surface. Other animals such as frogs,
toads and even birds have also died from
electric shock waves.
I would suggest the local authorities
should prohibit and fine heavily anyone
using this way of catching fish.
I am looking forward to hearing from you
and seeing the actions taken to protect the
environment from the local authority.
Sincerely
4. Drill
T: Ask Ss to read their writing aloud
- Ask for comments from other Ss
5. Homework
- Summarize the main points
- Prepare " Language focus”
Date of preparation
Date of teaching:

Period 43
Unit 6: THE ENVIRONMENT
Language focus
I. Objectives

- By the end of the lesson, students will be able to use the adverbs correctly.
II. Language contents:
Vocabulary: assignment, sigh
Grammar: + Adjectives and adverbs + Adverb clauses of reason (as, because, since)
+ Adjectives + that clause+ Conditional sentences type 1
Language skills: Practice writing skill.
III. Teaching aids Teaching plan, extra – board
IV. Procedure
1. Checking up: No
2. New lesson
Teacher & Ss’s activiti es Content
1. Warm up
T: Ask Ss to arrange the letter to make complete
words
1. wols =
2. asd =
3. dogo =
4. pahapy =
2. Presentation and practice 1:
T: Explain vocabulary
- Help the Ss to review the formation and the use
of adverbs of manner through questions
+ How are adverbs formed?
+ What do we use adverbs for?
T: Ask Ss to go on with exercise 1, use the
adverbs to complete the sentences
Answers:
1. slow
2. sad
3. good

4. happy
1. Change the adjectives into adverbs:
New words
Assignment (n): exercise
Sigh (n): long deep breath
• Formation
Adjective + ly = adverb
Adjective Adverb
Extreme Extremely
Good Well
Happy Happily
Sad Sadly
Slow Slowly
Ss: Do exercise 1, change the adjectives
into adverbs
• Usage: we use adverbs of manner to
modify the verb. It usually goes
3. Presentation and practice 2.
T: Give out 2 clauses
He failed the exams. He is too lazy.
T: Ask Ss about the relation between 2 clause. ->
reason.
T: Introduce the words expressing clause of
reason: because = as = since
T: Ask Ss to do exercise 2
- Explain the example.
T: Give feedback and the correct answers
4. Presentation and practice 3
T: Explain the structure
T: Let Ss practice the structure by completing the

dialogue in the book.
T: Call some pairs to practice the dialogues
aloud.
T: Feedback and give correct answers
- Help the Ss to revise the conditional sentences
type 1
"If + main clause, subordinate clause"
(simple present tense) (will infinitive)
T: Have Ss do exercise 4. Match each half
sentence in column A with suitable one un
column B, if it is ok, this activity can be done
orally through the game watching
T: Feedback and give correct answers
after the main verb.
Answers
b. slowly
c. sadly
d. happily
e. well
2. Join the pairs of sentences together
use "because; as; since"
Eg: Ba is tired because/as/since he stayed
up late watching TV
Ss: Compare the answers with a friend.
* Answers
b. I have a broken led because/as/since I
fell over while I was playing volleyball
c. I am going to be late for school
because/as/since the bus is late.
d. I broke the cup because/since/as I was

careless
e. I want to go home because/as/since I
feel sick
f. I am hungry because/as/since I haven't
eaten all day.
3. Complete the dialogues
* Structures:
S + be + adj + that clause
Eg: I am pleased that you are working
hard
Ss: Compare the answers with their
partners
* Answers:
b. excited that I can go to Da lat this time
c. I am sorry that I broke your bicycle
yesterday
d. I am disappointed that you did not
phone me about it
e. I am amazed that I could win the first
price
4. Match each half sentence
* Answers
1. e 2. a3. c4. d5. b
4. Drill
- Repeat the forms and structures:
+ Adjectives and adverbs
+ Adverb clauses of reason (as, because, since)
+ Adjectives + that clause
+ Conditional sentences type 1
5. Homework

T: Summary the main points
- Prepare "Unit 7 – getting started + listen and read”
Date of preparation:
Date of teaching:
Period 44
Unit 7: Saving energy
getting started & listen and read
I. Objectives
- By the end of the lesson, students will be able to use the words and phrases relating to
energy saving. Understand the dialogue and the ways to save energy.
II. Language contents:
Vocabulary: water bill, enormous, crack, pipe, dripping faucet
Language skills: Practice Listing and reading skill.
III. Teaching aids
Teaching plan, cassette, textbook, sub-board, poster
IV. Procedure
1. Checking up:
Write 5 sentences, using conditional sentence type 1
2. New lesson
Teacher & Sss activiti es Content
1. Warm up
- Talk about the name of energy
+ water, wind, oil, wood, sun, nuclear,
- How do we can save that energy?
2. Presentation
T: Ask Ss to loot at picture in part 1 "Getting
started" have them work in pairs and make a list
of thing the family could do to save energy.
T: Call on some Ss to read the list aloud
T: Give suggested answers

T: Introduce the new words
*Check Vocab: R & R
T: Play the tape once
T: Divide class into group 4
T: Give group a piece of consisting columns: A
(new words) and B (Vietnamese meanings)
T: Ask Ss to match the words in A with the
- Talk about the name of energy
- Answer the questions
* Getting started
Suggested answers:
- Save water by turning off the faucet
when there is enough water supply
- Turn off the lights when unnecessary
- Turn off TV and radio when nobody
watches or listens
Ss: May use sentences with modal verbs
such as "must, should"
1. New words:
Water bill: hoá đơn trả tiền nớc
Enormous (a): lớn, nhiều
Crack(v): rạn, nứt, rò rỉ
Pipe (n): ống dẫn nớc
Plumber (n): thợ lắp đặt, sửa ống nớc
Dripping faucet (n): vòi nớc chẩy nhỏ giọt
2. Matching
New words Meaning
meaning in B.
T: Call on Ss to read the answers
- Give answers

3. Practice
T: Set the scene " Mrs. Mi is talking to her
neighbor, Mrs. Ha about the water bill this
month"
T: Ask Ss to practice the dialogue with a partner
- Call on some pairs to practice aloud
- Feedback on Ss' pronunciation and intonation.
Correct the mistakes if any.
T: Ask Ss to read the dialogue again and decide
the statements in the book true of false. Correct
the false one.
Ss: Compare the answers with a friend
T: Call some Ss to read the answers
T: Ask them to explain their choice.
1. water bill a. thợ sửa ống nớc
2. enormous b. Hoá đơn tiền nớc
3. crack c. vòi nớc bị chảy nhỏ
giọt
4. pipe d. to, lớp
5. plumber e. ống nớc
6.dripping
faucet
f. vết nứt, gãy
3. T/F statements
Answers:
1. True
2. True
3. False (Mrs. Ha hasn't check the
pipes yet)
4. False (Mrs. Ha suggest taking

showers)
5. True
4. Drill
T: Call on some Ss to translate the dialogue into Vietnamese
T: Help Ss to revise the new vocabulary
5. Homework
- Review the lesson, copy the answers
- Prepare "speak"
Date of preparation:
Date of teaching:
Period 45
Unit 7: Saving energy
Speak + LF3
I. Objectives
- By the end of the lesson, students will be able to:
+ Use suggestions to suggest ways to save energy through group discussion
II.Language contents:
Vocabulary: solar, nuclear power, solar panel, advance
Grammar: Making suggestions
Language skills: Practice speaking and listening skill.
III. Teaching aids
Teaching plan, textbook, sub-board, poster, tap, cassettes
IV. Procedure
1. Checking up:
Ss: Make a list of things the family could do to save energy.
2. New lesson
Teacher & Ss’s activiti es Content
1. Warm up
- Guides Sts to play the game “Jumble
words” with the words

- Play the game follow the teacher’s
guide
Example:
2. Presentation
-T: Help Ss to review the way to make
suggestions
T: Ask Ss to make some sentences with
the structures above.
- Look at the expressions in the tables
and pictures. Make suggestions about
how to save energy.
3. Practice
T: Have Ss looked at the expressions in
+ awter llbi = Water bill
+ suomrone = Enormous
+ kcrac = Crack
+ ippe = Pipe
+ rebmulp = Plumber
+ facetu = faucet
1. Model Sentences
A. I think we should turn off the faucet
I suggest fixing the faucet
2. Grammar
Suggestion Response
I suggest + V-ing
I think we should…
Shall we …?
Why don't we…?
How about + V-ing…?
What about + V-ing…?

Let's…
OK
That's a good idea
All right
No. I don't want to.
I prefer to…
Let's
3. Practice
the above tables and pictures in the book
to make suggestions about how to save
energy. Follow the example
T: Call some Ss to read the suggestions
aloud.
Ss: Individual work
T: Correct and give suggested answers
4. further practice
T: Ask Ss to work in group of four.
Work out an ACTION PLAN to save
energy for your class.
T: Explain the example in the book
T: Go around class and provide help if
necessary
Ss: Work in group
T: Call on some groups act out the
discussion.
- Correct and give suggested answers
-Making sentences, get ready to give the
answers to the whole class.
*Language Focus 3 (p.64)
Have Ss work in pairs.

-Get them to make suggestions from the
phrases provided.
- Go around and give help.
- Call on Ss to give the answers.
- Give feedback and correct answers.
a.
• Suggested answers:
b. I think we should turn off the gas fire
c. I suggest turning off the fan
d. I think we should turn off the air conditioner
when no one is in.
e. Why don't we turn off the TV when no one
watches it.
f. I think we shouldn't go to school by motorbike.
g. Let's go to school by bus or bicycle.
b. Answers:
A: I think we should turn off all the lights before
leaving the class.
B: That is a good idea
C: What about going to school by bus?
D: Great! Let's take the bus to school every day.

A: I suggest collecting used paper to recycle
things.
B: All right.
C: Why don't we reduce the amount of water we
use every day?
D: OK
4. further practice
Making suggestions:

+ …suggest(s) Doing S.th
+ …suggest(s) that + S + should
/ shouldn’t Do S.th.
*Language Focus 3
* Examples:
1. I suggest collecting some
Money.
2. I suggest giving lessons to
poor children.
3. I suggest that you should
work harder on your
pronunciation.
…………………………
8. Drill
- Repeat the content of the lesson
9. Homework
- Review the lesson, make sentences with these structures above
- Prepare "Listen + LF12
Date of preparation:
Date of teaching:
Period 46
Unit 7: Saving energy
Listen + LF1,2
I. Objectives
- By the end of the lesson, students will be able to:
+ Understand and know how to do 2 common listening tasks: TRUE or FALSE and gap
filling.
+ Get general knowledge about one kind of alternative energy: solar energy.
+Students will be able to further improve their understanding about common connectives,
phrasal verbs

II. Language contents:
Vocabulary: solar, nuclear power, solar panel, advance
Language skills: Practice speaking and listening skill.
Grammar:Connectives: and, but, because, or, so, therefore, however
phrasal verbs: turn off, turn on, look for, look after, go on
III. Teaching aids
Teaching plan, textbook, sub-board, poster, tap, cassettes
IV. Procedure
1. Checking up:
Ss: Make a list of things the family could do to save energy.
2. New lesson
Teacher’s activities Students’ activities
1. Warm up
Chatting:
T: Give some questions to ask Ss about solar
energy.
- What is solar energy?
- What are advantages of solar energy?
- Is solar energy operated in VN?
2. Pre - listening
-T: Explain some newwords
-Check Vocab: R & R
-True/False prediction
- Ss guess T or F
3. While -listening
1. New words
-Solar (a): thuéc mÆt trêi
-Solar energy (n): n¨ng lîng mÆt trêi
-Nuclear power (n): n¨ng lîng nguyªn tö
-Solar panel (n): tÊm pin mÆt trêi

-Advance (a): møc ®é cao, tiªn tiÕn
-Roof (n): m¸i, tÊm
2. True/False prediction
Answer key:
Ss: Ss: Listen to the tape 3 times and check their
predictions.
T: Call on Ss to give answers
T: Give correct answers
T: Ask Ss to read the sentences in b) and guess
the missing words
T: Call on some Ss to read the completed
sentences aloud
T: Give correct answers
Ss: Look at the sentences, listen to the tape again
and complete them.
Ss: Compare the answers with partners
4. Post -Listening
* Presentation 1:
T: Explain function of the connectives
T: Ask Ss to give some examples to demonstrate
the use of the connectives
* Practice1.
T: Tell Ss to do exercise 1. Complete the
sentences use the correct connectives.
T: Ask Ss to compare the answers with a friend
T: Feedback and gives correct answers
*Presentation 2
T: Implicit the meanings of the phrases verbs
through examples "Now, can you guess the
meaning of those of phrasal verbs in the

following context?"
+ It is dark here. Can you turn on the light?
+ Please. Turn off TV when you finish
watching.
+ It's important to look for a job after
graduation.
+ My sister looks after the pet when I am away
+ She goes on taking about himself.
* Practice 2
T: Have Ss do exercise 2. complete the sentences
use the right tense form of the phrasal verbs in
the box and the pictures
T: Have Ss compare their answers with a friend
T: Correct any necessary mistakes
T: Give the correct answers
1. true
2. false (most of our electricity comes
from the use
of coal, gas, oil or nuclear power.
3. False (it is enough to provide power for
total population
4. true
5. false (in 2015)
3. Filling
Answers:
1. effective 2. pollution
3. countries 4. store
5. roof 6. instead
5. Grammar
a.Connectives.

- And: to add a similar or another idea.
- But, however: to add an opposite idea.
- Because: to give a cause (reason)
- So, therefore: to give an effect
- Or: to give an alternative
* Answers:
a. and b. but c. because
d. therefore e. or f. so
g. and h. however
b. Phrasal verbs
- Turn on: switch on/start
- Turn off: switch off/stop
- Look for: take care of
- Go on: continue
* Complete the sentences. Use the right
tense form of the phrasal verbs in the
box and the pictures
*Answers
a. Look after
b. Go on
c. Turn on
d. Looked for
e. Turn off
8. Drill
- Repeat the content of the lesson
9. Homework
- Review the lesson, make sentences with these structures above
- Prepare "READ
Date of preparation:
Date of teaching:

Period 45
Unit 7: Saving energy
read
I. Objectives
By the end of the lesson, students will be able to get general idea of the reading through
choosing the best summary and answering questions
II. Language contents:
Vocabulary: luxury, necessity, consumer, household,
Account for, tumble dryer, innovation
Language skills: Practice speaking and listening skill.
III. Teaching aids
textbook, white board markers
IV. Procedure
1. Checking up:
T: Asks Ss to talk about how to save energy in their house
2. New lesson
Teacher’s activities Students’ activities
1. Warm up
- Guides Sts to play the game “net words”
Water
2. Pre - reading
T: Read the text firstly
T: Explain the new words
Ss: write down new words
T: Ask Ss to work in pairs and make sentences
with new words they have learnt
T: Call on some Ss read their sentences aloud.
T: Give comment to make sure Ss understand
the use of the words.
- Play the game follow the teacher’s guide

1.New words
-Luxury (n): sù xa xØ >< necessity
-Consumer (n): ngêi tiªu ding
-Household (n): hé gia ®×nh
-Account for (v): chiÕm, chñ yÕu lµ
-Tumble drûe (n): m¸y xÊy
- Innovation (n): sù ®æi míi
2. Pre questions
+ Which continents are mentioned in the
text?
+ Are electricity, gas and water luxuries or
necessities?
* Answer
energ
y
3. While - reading
T: Ask Ss to read the passage very quickly and
check their prediction.
T: Call on some Ss to answer the questions
T: Give the correct answers
T: Have Ss read the passage more carefully and
choose the best summary for it among 4
following options
T: Ask Ss to give explanations for their choice.
- Give correct answers
- Tell Ss to read the passage again and answer
the question
T: Call on some Ss to read their answers aloud
in front of class.
- Make necessary corrections and gives correct

answers.

4. Post - reading
- Expand the topic by opening a discussion on
question:
T: Ask Ss to work in group to list the reasons
for saving energy.
T: Call on representative of some groups to
present in front of class.
- Give suggested answers:
+ America and Europe
+ They are necessities
3. The best summary
Answers:
3. North American and European countries
are interested in saving money and natural
resources.
4. Comprehension questions
Answers:
1. Western consumers are interested in
products that will not only work effectively
but also save money.
2. We can use energy saving bulbs instead
of ordinary 100 watt light bulbs to spend
less on lighting
3. She will pay US$2 for lighting if she uses
energy saving bulbs instead.
4. The purpose of the labeling scheme is to
help consumers to know how efficient each
model is, compared with other appliances in

the same category so that they can save
money and energy.
5. Discussion
Why should we save energy?
* Suggested answers:
- Save money
- Conserve the Earth's resources
- Protect environment
- Prevent natural disasters

5. Drill
- Asks Sts to read again, repeat some words and model of sentences
6. Homework
- Review the lesson
- Assign homework