G.A Anh 9 Ky II (10-11)- Nghe An PPCT moi

The second semester
UNIT 6
LESSON 1: GETTING STARTED – LISTEN AND READ
I Aims: At the end of the lesson, students will be able to : Persuade everyone
and reading about the work of a group of conservationists and listening for details
to complete the notes.
- Educate students about the environment.
- Develop reading and listening skills.
II. Language contents
1. Grammar: Adjectives and adverbs.
2. Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides;
sewage; rock. (adj) disappointed.
III Techniques: Eliciting; guessing; scan; pairs work, practical.
IV. Teaching aids: Pictures; textbook; chalk; tape; cassette.
V. Time: 45 minutes
VI. Procedures:
Methods Contents
Introducing the topic.
Students look at the pictures and match
these environmental problems to the
pictures.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Sts answer about the environment in
their countryside.
Teacher introduces the situation of the
text and introduce some new words.
Students give some new words.
Teacher read words and sts repeat
Students listen to the text again. Then

reread before the class.
Students find down some sentences
Warm - up
Please, tell me some activities of a
environment in your countryside.
Presentation
1.Getting started:
a. air pollution b. spraying
pesticides
c. garbage dump d. water pollution
e. deforestation f. dynamite fishing
2. Listen and read:
-checking vocabulary about the
environment in their countryside
* New words
- deforestation(n)
- garbage dump(n)
- dynamite fishing(n)
- spaying pesticides(n)
- sewage(n)
- disappointed.(adj)
* practice.
*Grammar:
1
used by the adjectives and adverbs.

Teacher explains the exercise a) and ask
them match the names in column A with
the tasks in column B.
Students ask and answer these

questions.
Teacher asks students these questions.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.
Teacher asks students these questions.
Students give answers.
Teacher correct errors if necessary.
-Adjectives and adverbs.
* ex: Don't worry I'm disappointed
that people have spoiled this area.
a) Match the names in column A with
the tasks in column B.
1-f 2-e 3-b 4-a 5-c 6-d
b) Answer:
1.The speaker is Mr.Brown.
2. The listeners are 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 beach clean and beautiful
again soon.
6 and 7. (students’ answer)
Consolidation
Saying the content of the text.
Educate students to love protect environment activities in the countryside.
* Homework:

- Read the passage.
- Complete the exercise 1 on page 20 in the exercise book.
UNIT 6:
2
LESSON 3: SPEAK & LF 2;4
I Aims: At the end of the lesson, students will be able to practice speaking to persuade
People or their friends to protect the environment.
- Educate students to protect the environment in their countryside.
- Develop reading and speaking skills.
II. Language contents
1. Grammar: Structure.

I think you should….
Won’t you ….
It would be better if you…. (+ V.infi…)
Can I persuade you to….
Why don’t you…
Why not….
What / How about + V.ing
2. Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume.
III.Techniques: Guessing; matching; brainstorming; eliciting.
IV. Teaching aids: Pictures; textbook; chalk.
V. Time: 45 minutes
VI. Procedures:
Methods Contents
Teacher explains the task and introduce
the situation by asking some questions.
Students listen and give answers.

Teacher explains the task.

Students find out some new words and
guess the meaning of them.
Students repeat vocabulary after the
teacher in chorus and in individual.
Teacher explains the task.
Students practice with their partner.
I. Pre- speaking
Questions:
- Can you tell us about your village ?
- Are there any places to travel ?
- Does your village have rivers/lakes…?
II. While – speaking:
a. Try to persuade your partner to do the
following things protect the
environment.
* checking vocabulary.
- wrap, dissolve, trash onto, harm,
instead, exhaust, fume.
* Practice:
3
Then give the keys.
Teacher corrects errors if necessary.
Teacher explains the task, and have
them the example.
Students listen and practice with their
partners.
Teacher elicits and have them the
example.
Sts listen and practice with a partner.
Teacher corrects errors if necessary.

Teacher elicits if students have some
troubles and corrects errors if necessary.
Teacher explains the task.
Students practice with their partners in
front of the class.
Teacher elicits if students have some
troubles and corrects errors if necessary.
*LF 2
T: Repeat about the adverb clause of
reason
Sts: Listen to the teacher repeat.
T: Explain the example and ask sts
practice do the exercise.
T: Note for how to use adverb clause of
season, “ because, since or as.”
* Ex: A- I think it would be better if we
reuse and recycle bottles and cans.
B- Why ?
A- Because bottles and can are
hard to dissolve, they will cause
pollution. And if we reuse and recycle
bottles and cans, we reduce garbage.
That’s how we protect the environment.
b. Find possible answers to the ……… .
* Example: - How can we save paper ?
- Write on both sides of the
paper.
- Recycle used paper.
c. Now discuss with a partner the best
way to protect the environment.

* Ex: +I think it would be better if we
recycle used paper.
- How can we do that ? I think only
factory cans.
+ What about writing on both sides of
the paper ? Everyone can do this.
- Good idea! Let’s do that.

III. Post – speaking
2. Join the pairs of sentences together.
Use because , as or since.
* Example: b. Ba is tied because/ as /
since he stayed up late watching TV.
b. I have broken leg because / as / since
I fell over while I was playing
basketball.
c. I’m going to be late for school
because/ since/ as the bus is late.
4
Sts: Work in pairs to do exercise and
crosscheck then give keys.
T: Correct if necessary.
* LF 4
T: Explain grammar.
- Give example.
Sts: Do exercise in pairs; cross check;
and give answers.
T: Feedback & correction
d. I broke the cup because/ as/ since I
was careless.

e. I want to go home because/ as/ since I
feel sick.
f. I’m hungry because/ since/ as I
haven’t eaten all day.
4. Match each half-sentence in column
A with a suitable one in column B.
- Conditional type 1. If + main clause,
+ subordinate clause
* Example: If we pollute the water, We
will have no fresh water to use.
1- e 2- a 3- c 4- d 5- b
* Consolidation
Remind languages to introduction.
Teacher repeats the lesson.
*. Homework:
- Complete the exercise again.
- Learn new languages to introduction by heart.
- prepare ‘ listen’.
- Do more the exercises in work book.
VII. Marks/ Remarks:

UNIT 6:
LESSON 3: LISTEN & LF 1,3,5
5
I. Aims: At the end of the lesson, students will be able to
- Develop litening skill.
II. Language contents
Grammar: Conditional type 1.
III. Techniques: matching; questions and answers; discussion; work in pair/ group.
III Teaching aids: Cassette; textbook and colorful chalk.

V. Time: 45 minutes
VI. Pr ocedures :
Methods Contents
UNIT 6:THE ENVIRONMENT
Lesson 3: LISTEN
I. Lead -in:
* Play the game “Nought And Crosses”
_Divides the students into two groups and
has them play the game.
Wrap Dissolve Throw
Reduce Reuse Buses
Go Water
pollution
Recycle
_Says :”We are going to listen a report
how the ocean is polluted.Before the new
lesson I would like to introduce some new
words ”
II. Pre-Listening:
* Teaches some new words appearing in
the tape:
+ Raw sewage (n) [Translation]
+ Oil spill (n) [Picture]
+ Marine life (n) [Example]
+ Waste materials (n) [Example]
+ Regulation(n) [Translation]
_Checks the students’ understanding of
new words by using technique “Slap
The board”
* Prediction questions:

_Play the game
_Listen and guess the lesson
_Listen and
repeat
_Copy down
_Do as directed
_Read and guess
_Read their guessing
_Listen and check
_Listen and do
_Listen and do the rest
_Compare
6
_Has the students read the chart on page
50 in the book and guess the missing
information .
_Calls some students to read their
guessing.
III. While-Listening:
_Plays the tape and asks the students to
listen to and checks their guessing
_Plays the tape again and asks the students
to fill in the missing information
_Lets the students listen to once more and
do the rest ones which they can’t do.
_Asks the students to exchange their
answers.
_Calls some students to go to the board
and write their answers.
_Checks the students’ answers by playing

the tape sentence by sentence.
_Gives the feedback.
*Answers:
a) raw sewage
b) ships
c) oil spills
d) waste materials
e)Oil is washed from the land.
IV. Post-Listening:
* Play the Chain Game
_Asks the students to play the game to
summarize how the ocean is polluted.
St1 :Firstly,….secondly….
St2 : Firstly,….secondly,….thirdly,…
St3 : Firstly,….secondly,….thirdly,…
next,…
St4 : Firstly,….secondly,….thirdly,…
next,… Finally,…
_Asks one student to tell the content of the
lesson before class.
* LF 1
T: Introduce the exercise and explain the
example.
_Write their answers
_Listen and check
_Copy down
_Work in groups
_Tell the content of the lesson
_Listen and copy down
_Listen

1. Change the adjectives into adverbs.
Adj Adv
- extreme - extremely
- good - well
- happy - happily
- sad - sadly
7
Sts: Listen to the teacher introduce and
change the adj into the adv.
T: Ask some sts answer before the class.
- Then complete the sentences.
Sts: Answer before the class and complete
the sentences
T: Correct the answer.
* LF 3,5
T: Explain the exercise.
- Give example:
Sts: Listen to the teacher explain
T: Ask sts practice in groups and do the
exercise.
Sts: Practice in groups and complete the
exercise then answers before the class
T: Check the answers an correct if
necessary.
.
- slow - slowly
a. extremely d. happily
b. slowly e. well
c. sadly
3. Complete the dialogues.

a. Mr. Ha: … That’s wonderful. I’m
pleased that you are working hard.
b. Mrs. Robinson: … excited that I can go
to Da Lat this time.
c. Lan: … sorry that I broke your bicycle
yesterday.
d. Mrs. Robinson: … disappointed that
you did not phone me about it.
e. Nga: … amazed that I could win the
first prize.
5. Complete the sentences.
* Example: a) If the rice paddies are
polluted, the rice plants will die.
b. If we go on littering, the environment
will become seriously polluted.
c. If we plant more trees along the streets,
we will have more shade and fresh air.
d. If we use much pesticide on vegetables
will become poisonous and inedible.
e. If we keep our environment clean, we
will live a happier and healthier life.
* Consolidation
Remind languages to introduction.
Teacher repeats the lesson.
*. Homework:
- Complete the exercise again.
- Learn new languages to introduction by heart.
- prepare ‘ listen’.
- Do more the exercises in work book.

UNIT 6:
LESSON 4: READ
8
I. Aims: At the end of the lesson, students will be able to understand a poem about the
environment.
- Develop reading comprehension skills.
II. Language contents
1. Grammar: Conditional type 1.
2. Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam.
III. Techniques: matching; questions and answers; discussion; work in pair/ group.
III Teaching aids: Cassette; textbook and colorful chalk.
V. Time: 45 minutes
VI. Pr ocedures :
Methods Contents
T: Set the scene. Two people are going on
the picnic. They are talking about the
pollution.
- Have sts practice in pairs to guess.
* Answer:
a. Who are the people in the poem?
- The mother and her son.
b. Where are they? – They are … .
T: have sts listen to the cassette, find some
new words and explain the meaning of
new words
Sts: listen and find some new words and
explaining the meaning.
T: ask them read words.
Sts: listen and repeat.
T: have sts practice guessing the meaning

of the words in column A with an
appropriate explanation in column B.
Sts practice with their partners and
answer.
T: call some sts answer before the class
and check if necessary.
Pre- Reading
* Vocabulary :
- junk yard (n)
- treasure(n)
- hedge(n)
- nonsense(n)
- foam(n)
While – Reading
a. Match each word in column A to an
appropriate explanation in B.
* Answer keys.
- 1.c 2.g 3.f 4.e
5.d 6.a 7. b
b. Answer:
- 1. If the pollution goes on, the world will
9
Students read the poem again in silence
and find out the information to answer the
questions.
Students practice with their partners.
Students give the answer.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners and

complete.
sts listen and answer the question.
Teacher corrects errors if necessary.
end up like a second-hand junk yard.
- 2. The mother thinks 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
question, 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 from pollution / stopping
pollution.
Post – Reading
Questions:
- What could you do in your school /
house to minimize pollution.
*Consolidation.
- Remind language contents.
* Homework:
- Read the poem and do the exercises again.
- Learn new languages by heart, and do exercise 5 on page 44.
VII.Markand remark:


UNIT 6:

LESSON 5: WRITE
10
I Aims: At the end of the lesson, students will be able to:
- Write a letter of complaint.
- Educate students know how to protect the environment.
- Develop writing and reading skill.
II. Language contents
1. Grammar: conditional type 1.
2. Vocabulary: (v) complain; float; prohibit.
(n) complaint; complication; resolution.
III. Techniques: elicit; practical; pair work.
IV. Teaching aids: Extra - board; picture; textbook; colorful chalk.
V. Time: 45 minutes
VI. Pr ocedures :
Methods Contents
T: Introduce the letter and have sts read.
Sts: read the letter and find some
vocabulary.
T: Pre- teach vocabulary.
T: Checking vocabulary: Rub at and
remember.
Ask sts to keep their books closed.
Provide sts five sections of a complaint
letter in random order.
Get them to put the sections in a correct
order.
Sts practice in pair.
T: have sts read the letter on page 58.
Sts: practice in pairs.
- Set the scene: Mr. Nhat wrote a letter

to the director of L & P company in Ho
Chi Minh city. The five sections of the
letter are not in the right order label
each section with the appropriate: S, C,
R, A, or P.
Pre- Writing:
* Vocabulary.

- complain (v)
- float (v)
- prohibit (v)
- complaint (n)
- complication (n)
- resolution (n)
1. Ordering.
a. Action, talks about future action.
b. Situation states the reasons for
writing.
c. Politeness: end the letter politely.
d. Complication: mention the problem.
e. resolution: makes a suggestion.
* Answer key:
1 – b 2 – d 3 – e
4 – a 5 – c
2. Reading and matching.
* Answer key.
Dear Sir / Madam.
- R – I would suggest ……
- S – I am writing to you about ……….
- A – I look forward ………

11
- Ask sts to work in pairs.
- Give feedback: Call on a sts to read
aloud the letter ( in the correct order )
T: give ideas if necessary.
T: Let sts read the production 6b/ on
p.53.
Sts: Individual work.
T: Ask some questions to make sure the
sts know what they have to write.
T: Ask sts write the letter individually.
- Get sts to share with their partners and
correct if possible.
- More around the class and help sts.
- Call on some sts to read aloud their
letter.
- Give feedback, correct some letters
before the class.
-T can write the mistakes ( spelling,
grammar …) on the board.
- C – When the struck …………
- P – Sincerely
Tran Vu Nhat.
While – writing:
* Questions:
a. What do people do in the lake behind
your house there 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 suggest do you want to make?
- We suggest the local authorities should
prohibit and fine heavily anyone using
electricity to catch fish.
e. Any future plan you want to make?
We looking forward to seeing the
protection of environment from the local
authorities.
Post – Writing

*Homework:
- Learn new languages by heart.
- Prepare “Language focus”.
- Do exercise 6,7 on pages 44 & 45 in the exercise book.
UNIT 7
LESSON 1: GETTING STARTED – LISTEN AND READ
1. Aims: At the end of the lesson, students will be able to: understand the dialogue and
about the ways to save energy.
12
- Educate students about the saving energy.
- Develop reading and listening skills.
2. Language contents
a. Grammar: - Connectives.
- Phrase verbs.
b. Vocabulary: (n) crack, plumber, pipe, faucet.
(v) drip. (adj) enormous.
3. Techniques: Eliciting; guessing; scan; pairs work, practical.

4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
Methods Contents
T: Introducing the topic.
Sts: Listen to the teacher introduce.
T: Ask sts look at the pictures and make
a list of things the family could do to
save energy.
Sts: Look at the pictures and make a list
then answer.
T: Can ask some questions.
Sts: Listen and answer the questions.
T: Introduce the new lesson.
- Make some guiding questions.
Sts: Listen and find out answers.
T: introduces the situation of the text
and introduce some new words.
Sts: give some new words and explains
the meaning.
T: Read words and sts repeat.
Sts: Listen and read the new words
again.
T: Have sts listen to the dialogue and
practice in pairs.
I. Warm - up
Please, tell me some activities of about
saving energy.
II. Presentation
1.Getting started:

* Questions:
a. Who’s watching TV?
b. Who’s listening to the radio?
c. Should we turn the TV off?
d. What should we do to save energy?
2. Listen and read:
a. Who are talking in the conversation?
b. Where are they now?
c. What are they talking about?
* New words.
- crack (n)
- plumber (n)
- pipe (n)
- faucet (n)
- suggest (v)
- drip (v)
- enormous (adj)
a) practice the dialogue with a
partner.
13
Sts: Listen to the dialogue again, then
reread before the class.
T: Ask sts to read the dialogue on page
57 again and check their prediction.
Sts: Reread and check in the boxes.
T: Have them correct false statements
Sts: Correct the false
Teacher correct errors if necessary.
b) True or False? Check in the boxes.
Then correct the false statements.

1. True 2. True 3. False
4. False 5. True
* Consolidation
- Saying the content of the dialogue.
- Educate students to saving energy in their family.
* Homework:
- Read the dialogue again.
- Complete the exercise 1, 2 on page 47 in the exercise book.
- Prepare Unit 7 (cont’) section “speak”.
* Self – evaluation:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
UNIT 7: SAVING ENERGY
LESSON 2: SPEAK & LF 2;3
I. Aims: At the end of the lesson, students will be able to make and respond to
suggestion.
14
- Educate students to saving energy.
- Develop reading and speaking skills.
II. Language contents
1. Grammar: Structure. + I suggest + V- ing.
- I think we should … .
- Shall we … ?
+ How about …V- ing ?
* Response.
- Ok. - That’s a good idea!
2. Vocabulary:
IIITechniques: Guessing; matching; brainstorming; eliciting.
IV. Teaching aids: Pictures; textbook; chalk.

V. Time: 45 minutes
VI. Procedures:
methods Contents
T: Explain the exercise.
Sts: Listen to the teacher.
T: Explain the exercise and have make
suggestions about how to save energy.
Sts: Listen to the teacher explain.
T: Have sts example and ask them
practice with a partner.
Sts: Practice.
T: Introduce sts the form and practice
make suggestions.
Sts: Practice with a partner then answer
before the class.
Pre- speaking.
While – speaking:
a. Look at the expressions in the tables
and pictures. Make Suggestions … .
* Example.
A. I think we should turn off the faucet.
I suggest fixing the faucet.
* Practice:
* Form:
+ Suggestion.
- I suggest + V-ing …
- I think we should …
- Should …
- Shall we …?
- Why don’t we …?

- How about + V-ing …?
- What about + V-ing …?
- Let’s …
+ Response.
- Ok.
15
T: Have sts the example.
Sts: Write in the notebook.
T: Ask sts to do exercise 3.b) on page
59.
- Get sts look at the pictures on page 59
and make suggestion about how to save
energy at home.
Sts: Look at the pictures and practice
make suggestion.
T: Ask sts practice in front of the class.
Sts: Practice.
T: Correct if necessary.
3. 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
- That’s a good idea.
- All right.
- No. I don’t want to.
- I prefer to …
- Let’s …
* Ex: I suggest going to the movies.
No. I don’t want to. I prefer to
To watch TV.

b. Work in a group of four. Work out an
action plan to save energy for your
class.
* Ex:
A: I think we should take a shower
instead of a bath to save energy.
B: That’s a good idea.
A: How about making posters on energy
saving and hanging them around our
school?
B: Great! Let’s do that.
Post – speaking
2. Phrasal verbs
- Turn on: switch on/start
- Turn off: switch off/stop
- Look for: take care of
- Go on: continue

2. complete the sentences. Use the
right tense form of the phrasal verbs
16
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
in the box and the pictures
• Answers
a. Look after
b. Go on
c. Turn on
d. Looked for
e. Turn off
3. Make suggestions
(Student’s answers)
*Consolidation
Remind languages to introduction.
Teacher repeat the lesson.
*Homework:
- Complete the exercise again.
- Learn new languages to introduction by heart.
- prepare “listen”.
- Do more the exercises in work book.
VII. Marks/ Remarks
UNIT 7: SAVING ENERGY
LESSON 3: LIS TEN & LF 1
1. Aims: At the end of the lesson, students will be able to listen to a text for details and

know more about solar energy.
- Educate students how to saving energy.
- Develop reading and listening skills.
2. Language contents.
a. Grammar :
b. Vocabulary : (n) resource.
(adj) solar, nuclear.
(v) install.
3. Techniques: Guessing; brainstorming; eliciting.
4. Teaching aids: Extra-board; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
a. Warm up.
17
Methods + T: call some sts answer.
T: introduce the listen.
Sts: Listen to the teacher introduce.
T: Have them listen to the cassette and
give some new words.
Sts: Listen and find some new words.
T: Have sts listen to the cassette again,
check in the boxes and correct the false
statements.
Sts: Listen and check in the boxes and
correct the false statements.
T: Ask sts write the answer on the
black-boards.
Sts: Write the answer before the class.
T: Check the answers.
T: Have sts listen again and complete.

Sts: Listen and complete.
T: ask them answer before the class.
Sts: Answer before the class.
T: Correct if necessary.
T: Ask sts listen and complete the
exercise again.
Sts: Do the exercise again.
2. Presentation 1:
T: Explain function of the connectives
T: Ask Ss to give some examples to
demonstrate the use of the connectives
2.1. Practice1.
T: Tell Ss to do exercise 1. Complete
the
sentences use the correct connectives.
Pre- Listening:
* New words:
- resource (n)
- solar (adj)
- nuclear (adj)
- install (v)
While – Listening
a/ Listen to the news on solar energy…
1. True
2. False
3. False
4. True
5. False
b/ Listen again and fill in each blank
with one word you hear.

1. effective
2. pollution
3. countries
4. store
5. roof
6. instead
Post – listening
1. Complete the sentences use the
correct 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
18
T: Ask Ss to compare the answers with a
friend
T: Feedback and gives correct answers
*Consolidation.
- Have sts to make a list about the saving energy again.
*Homework:
- Learn new languages by heart.
- prepare “ Read”.
- Do exercises 3 page 48.
VI. Marks/ Remark

UNIT 7 : SAVING ENERGY
LESSON 4: READ
I. Aims: At the end of the lesson, students will be know more how North American and
European countries save money and natural resources.
- Develop reading comprehension skills.
II. Language contents
1. Grammar:
2. Vocabulary: (n) bulb, standard, label, tumble dryer.
(adj) western. (adv) effectively.
III. Techniques: matching; questions and answers; discussion; work in pair/ group.
IV Teaching aids: Cassette; textbook and colorful chalk.
V. Time: 45 minutes
VI. Pr ocedures :
Methods Contents
T: Ask sts to look at the pictures, give
guiding questions.
Sts: Look at the pictures and guiding
questions.
T: Have sts listen to the cassette and find
some new words.
Sts: Listen and give some new words.
T: Have them read the new words.
Sts: Listen to the teacher and repeat. Then
read again before the class.
. Pre- Reading.
- How much is your family’s electricity
bill ?
- How much is electricity does your TV
use ?
* Vocabulary :

- bulb (n)
- standard (n)
- label (n)
- tumble dryer.
- western.(adj)
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T: Let them listen to the cassette again
and practice the passages.
Sts: Listen again and practice the passage
in groups.
T: Call some sts read the passage before
the class.
Sts: Reread the passage before the class.
T: Correct if necessary.
T: Have sts choose the best summery of
the passage.
Sts: Practice and choose the best
summery.
T: Ask them answer in font of the class.
Sts: Answer in font of the class.
T: Have sts read the passage again and
answer the questions.
Sts: Practice, ask and answer the
questions in pairs or groups.
T: Call some sts practice ask and answer
before the class.
Sts: Ask and answer the questions before
the class.
T: Ask other sts in the class check and
correct.

Sts: Check and correct the answer.
T: Correct if necessary.
T: Ask sts questions about the save
money.
Sts: Listen and answer the question.
- effectively.(adv)
* Practice.
While – Reading
a) Which of the following is the best
summary of the passage?
* Answer:
3. North American and European
countries are interested in saving money
and natural resources.
b. Answer the questions.
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 USS2 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. (Student’s answer)
Post – Reading

Questions:
- Why should we save money?
*Consolidation.
- Remind language contents.
*Homework:
- Read the passage and do the exercises again.
- Learn new languages by heart, and do exercise 4 on page 49
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- Prepare Unit 7 ( count’) lesson “ Write ”
VII. Marks/Remarks:
UNIT 7 : SAVING ENERGY
LESSON 5 : WRITE
I. Aims: At the end of the lesson, students will be able to:
- Write a letter about the saving energy and complete a speech.
- Educate students know how to saving energy.
- Develop writing and reading skill.
II. Language contents
1. Grammar: ( Review)
2. Vocabulary: (Review)
III.Techniques: elicit; practical; pair work.
IV. Teaching aids: Extra - board; picture; textbook; colorful chalk.
V. Time: 45 minutes
VI. Pr ocedures :
Methods Contents
T: Introduce the lesson by ask sts the
question.
- How many part of the passage?
Sts: Listen and try answer.
T: Explain the exercise and ask them
match each past of a speech in column

A to a suitable function in column B.
Sts: Listen to the teacher explain the
Pre- Writing:
* Question.
- How many part of the passage?

While – writing:
a. Match each past of a speech in
column A to a suitable function in
column B.
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exercise and match each past of a
speech in column A to a suitable
function in column B.
T: Ask them practice and answer before
the class.
Sts: Practice and answer.
T: Corrects.
T: Have sts read the passage and
practice in pairs.
Sts: Practice in pairs and correct place
to complete a speech.
T: Ask some sts answer in font of the
class.
Sts: Answer.
T: Let them choose one of the following
topic and practice.
Sts: Practice with a partner.
T: Ask sts practice and tell about the
saving energy in the kitchen.

1. Introduction.
B: getting people’s attention and telling
them what you are going to talk about.
2. Body.
C: giving details in easy-to-understand
language.
3. Conclusion.
A: summing up what you have said.
b. Put the following sections in the
correct place to complete a speech.
1. Introduction. – 3: Good evening,
ladies and gentlemen. I’m
.
2. Body. – 2: Most of us use too much
gas. You can reduce this amount by:
3. Conclusion. – 1: If you follow these
simple rules, not only will you .
c. Choose one of the following topics
and prepare a speech for your
classmates.
( Students practice with a partner.)
Post – Writing
* Saving energy in the kitchen.
*Homework:
- Learn by heart all the lesson.
- Prepare “ Language focus”
- Do exercise 5 on page 50.
VII. Marks/ Remarks:

ONE PERIOD TEST

(The third test of English: 2010-2011)
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I/ Khoanh tròn đáp án đúng trong các câu A,B,C hoÆc D sau đây. (5.0 đ)
1. You shouldn’t eat . It’s not good for your health.
A. quick B. quickly C. very quick D. too quick
2. Hoa is studying for her exam.
A. hard B. to hard C. hardly D. harder
3. do you usually study before an exam?
A. What B. How C. Which D. Where
4. I think we should burn trash to reduce the amount of garbage we produce to
the environment.
A. protecting B. protected C. protection D. protect
5. We feel very to day.
A. too happy B. are happy C. happy D. happily
6. Solar energy cheap and clean.
A. can B. can be C. will D. will be
7. I surprised that no one stopped these people cutting down the trees.
A. be B. am C. was D. were
8. People are worried that the oil pollute the sea.
A. should B. will C. have D. never
9. I usually before an exam.
A. study more B. studying C. study hard D. studying hard
10. We swim in this part of the river because the water is highly polluted.
A. will B. should C. can D. can not
11. If it rains, he will stay at home watch TV.
A. and B. so C. or D. therefore
12.If we oil and coal pollution will increase.
A. use B. used C. using D. use more
13.We all like sticky rice cakes which are special food for the New Year.
A. Viet Nam B. Vietnamese C. for Viet Nam D. for Vietnamese

14. People in Israel are going to celebration their festival which is called .
A. Easter B. Passover C. Christmas D. Lunar New Year.
15. Today is the birthday of my friend used to live in my neighborhood some
years ago.
A. which B. what C. who D. whom
16. Paul is an Australian, he enjoys Vietnamese New Years.
A. Although B. Though C. Even though D. Therefore
17. He repairs water pipes. He is a .
A. carpenter B. brick-layer C. worker D. plumber
18. If he here tomorrow, I will you.
A. will come B. come C. comes D. came
19. Remember to the faucet when you leave for work.
A. turn on B. turn of C. look for D. go on
20. It’s very cold outside, you have to your coat.
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A. come on B. put on C. go on D. turn on
II/ Đọc và khoanh tròn ®¸p ¸n đúng A,B,C hoặc D. (2.5 đ)
Environment pollution is one of the most serious problems of mankind today.
Air, water and soil are necessary to all living things. Man operates machines and
vehicles that fill the air with noise. They also dirty the air with gases and smoke. Badly
polluted air can cause illness and even death. Man destroys natural beauty by littering
garbage on the land and in the water. They poison the water with chemical and other
waste materials. Polluted water kills fish and other marine life. They damage the soil
with too many fertilizers and pesticides. Pollution of soil reduces, the amount of land
that is available for growing food. Government should pass laws that require people and
factory owners to stop certain polluting activities.
1. What is mankind most serious problem now a day?
A. It is environment pollution. B. It is water pollution.
C. It is air pollution. D. It is soil pollution.
2. According to the writer, who makes the earth dirty?

A. Nobody. B. People do/ Man does. C. Government do. D. National do.
3. Why do fish and other marine life die?
A. Because of polluted water. B. Because of polluted air.
C. Because of polluted environment. D. Because of polluted soil.
4. Is it good using a lot of fertilizers and pesticides?
A. Yes, it is. B. No, it isn’t. C. Yes, it does. D. No, it doesn’t.
5. Does pollution of soil reduce the amount of land that is available for growing?
A. Yes, it does. B. No, it doesn’t. C. Yes, it is. D No, it isn’t.
III/ Hoàn thành câu dùng từ gợi ý. (2.5 đ)
* Make suggestions.
- suggest + v.ing
+ Ex: I suggest giving lessons to poor children.
1. correct unused books.
- .
2. organize a show to raise money.
- .
3. help elderly people.
- .
- suggest (that) + S + should
+ Ex: I suggest (that) you should learn grammar by heart.
4. learn to English song. - .
5. do some reading every day. - .

KEY
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I/ (5.0 ms)
1. B 2. A 3. B 4. D 5. C
6. A 7. C 8. B 9. C 10. D
11.A 12. D 13. B 14. B 15. C
16. A 17. D 18. C 19. B 20. B

II/ (2.5 ms)
1. A 2. B 3. A 4. B 5. A
III/ (2,5 ,ms)
1. I suggest correcting unused books.
2. I suggest organizing a show to raise money.
3. I suggest helping elderly people.
4. I suggest (that) you should learn to English song.
5. I suggest (that) you should do some reading everyday.
UNIT 8: CELEBRATIONS
LESSON 1: GETTING STARTED – LISTEN AND READ
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