Anh 9 mới 2011

Date of preparing:04 /01/2011 Date of teaching:05/01/2011( class 9B)
Tuần 20: 05/01/2011( class 9E)

Period: 37 Unit 6:
THE ENVIRONMENT
Lesson 1: Getting started - listen and read
1. The aims:
a. Kiến thức:
- Học sinh nắm được từ vựng về vấn đề môi trường để hỏi về lí do và trả lời nêu
lí do của một sự việc.
- Vocabularies: deforestation, dump, dynamite, pestiside, spray
- Grammar: Adjective and adverb, adj + that clause
b. Kĩ năng:
- Học sinh luyện kĩ năng đọc thực hành và matching.
c. Thái độ:
- Học sinh hiểu thêm về vấn đề môi trường, nâng cao ý thức bảo vệ môi
trường.
2. Preparation:
a. Teacher: Textbook, lesson plan, pictures, tape, cassette.
b. Students: Book, pen, textbook, workbook, prepare new lesson, .…
3. Procedures:
a. Checking the old lesson:(2’)
- Ss can find the cause of environment, practice speaking, reading, and writing
skills.
* Do you know how polluted our environment is ?
What do you do to protect environment ?
This lesson will help you
b. New lesson:
Teacher’s activities Students’ activities Content
- T asks Ss to look at
the pictures.

- T introduces about
- Ss look at the picture
1
pollution
- T asks Ss to match
the words with the
picture
- T presents
vocabularies
- T guides Ss to play
game: What and
Where
- T presents the text
- T presents grammar
- T turns on the radio
- Ss listen
- Ss match
- Ss write on notebook
.
- Ss play game: What
and Where
- Ss listen
Example exchange:
a , airpollution
b , spraying pesticide
c , garbage dump
d , water pollution
e , deforestation
f , dynamite fishing
* Presentation:(10’)

Vocabularies:
+ deforestation (n): sự tàn phá rừng
+ dump (n): bãi đổ, nơi chứa
+ dynamite (n): thuốc nổ
+ pesticide (n): thuốc trừ sâu
+ spray (v): phun
+ divide (v): phân chia
+ hedge (n): hàng rào
+ disapointed (adj): thất vọng
Game:
What and Where
Modal sentence:
I'm disapointed that people have
spoiled this erea.
* Practice: (20’)
2
deforestatio
n
dynamite
dump
……………
.
- T asks Ss to read the
text
- T asks Ss to match
the names in column
A with the tasks in
column B.
- T asks Ss to give the
answers and questions

- T corrects
- T asks Ss to read the
text again then answer
the questions.
- T asks Ss to ask and
- Ss read
- Ss match
Example exchange:
Group 1 : Walk along
the shore
Group 2 : Check the
sand
Group 3 : check along
the rocks
Mr Johns: colleck all
the bags and take them
to the garbage dump.
Mrs Johns: Provide a
picnic lunch for
everyone
Mr Brown: gives out
the bags
- Ss give the answers
- Ss answer the
questions.
Example exchange:
1, The speaker is Mr
Brown
2, The learners are the
volunteer

conversationists
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
- Ss ask and answer in
Example exchange:
Group 1 : Walk along the shore
Group 2 : Check the sand
Group 3 : check along the rocks
Mr Johns: colleck all the bags and
take them to the garbage dump.
Mrs Johns: Provide a picnic lunch for
everyone
Mr Brown: gives out the bags
Answer the questions:
Example exchange:
1, The speaker is Mr Brown
2, The learners are the volunteer
conversationists
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

3
answer in pair in class
- T corrects
- T asks Ss to work in
groups to answer the
questions.
- T asks Ss to give the
answer
- T corrects
pair in class.
- Ss work in group
- Ss give the answer
Example exchange:
6, Yes, I have
- We collected the
garbage at school
- We planted trees in
my town.
- We protected the
forest.
7, I think:
-The environment will
be distroy.
- The people will be
die out.
- The people will be
weakly.
* Production: (8’)
Example exchange:
6, Yes, I have

- We collected the garbage at school
- We planted trees in my town.
- We protected the forest.
7, I think:
-The environment will be distroy.
- The people will be die out.
- The people will be weakly.
c. Consolidation: (3’)
- T summarizes knowledges in period:
- Vocabulary:
+ deforestation (n):
+ dump (n):
+ dynamite (n):
+ pesticide (n):
+ spray (v):
+ divide (v):
+ hedge (n):
+ disapointed (adj):
- Grammar: Adjective and adverb, adj + that clause
d. Home work: (2’)
- T demands sts to:
4
+ Learn Learn by heart all new words.
+ Practice reading the text
+ Learn old lesson
+ Do the exercise 6 page 40 workbook
+Prepare for the next lesson.
****************************************
5
Date of preparing:05 /01/2011 Date of teaching:06/01/2011( class 9B)

Tuần 20: 08/01/2011( class 9E)

Period: 38 Unit 6:
THE ENVIRONMENT
Lesson 2 : Speak and listen
1. The aims:
a. Kiến thức:
- Học sinh mở rộng chủ điểm về vấn đề môi trường để thuyết phục người khác
thực hiện một hành động nào đó.
- Hoàn thành bản điều tra qua hỏi đáp.
- Vocabularies: disolve, reduce, garbage, trash, wrap, prevent
- Grammar: making suggestion
b. Kĩ năng:
- Học sinh luyện kĩ năng nghe và thực hành nói.
c. Thái độ:
- Học sinh hiểu thêm về vấn đề môi trường, nâng cao ý thức bảo vệ môi
trường.
2. Preparation:
a. Teacher: Textbook, lesson plan, pictures, tape, cassette.
b. Students: Book, pen, textbook, workbook, prepare new lesson, .…
3. Procedures:
a. Checking the old lesson:(4’)
? question: - T asks Ss to talk about what they did to protect the environment.
Example exchange:
- We usually collect the garbage at school
- We plant trees
- We protect the forest
- We collect trash on the river
* Today we continue to learn Unit 6 – Talk about the thing we do to protect
envoronment

6
b. New lesson:
Teacher’s activities Students’ activities Content
- T asks Ss some
questions
? If the pollution
continues what might
happen ?
- T asks Ss to read the
text again then answer
the questions.
- T asks Ss to get their
idea about protection
the environment.
- T presents the action
to protect environment
- T presents
vocabularies.

- T asks Ss to persuade
their partner to do the
following things to
protect environment
- Ss answer
> The marth might
distroy.
> The people might
be die out
> I will protect the
environment

- Ss give the idea

- Ss look at the board
- Ss look at the table
Modal sentences:
- I think you
should

Won't you
- It would be better if
you
Why don't you /
Why not ?
What / How about
?
- Ss persuade their
partner.
Example exchange:
A . I think you should
reuse and recycle
* Presentation: (2’)
Answer:
> The marth might distroy.
> The people might be die out
> I will protect the environment
* Practice: (32’)
Pre- speaking
Modal sentences:
- I think you should
Won't you

- It would be better if you
why don't you / Why not ?
What / How about ?
While- speaking:
Ss persuade their partner.
Example exchange:
A . I think you should reuse and
7
- T asks Ss to practice
in pair in class.
- T corrects
- T asks Ss to discuss
then answer the
questions.
- T asks Ss to give the
answer.
- T asks Ss to practice
in pairs.
bottles and cans.
B . Why ?
A . Because reusing
and recycling can help
us reduce the
garbageand save
natural resources.
B . What about going
to school by bike ?
A . If we go to school
by bike we will save
energy and keep the air

cleaner
Ss practice in pair in
class.
- Ss answer the
questions
Example exchange:
- We can write on both
sides of the paper and
recycle used paper.
- We can save plastic
bags clean and reuse
them.
- We can collect
garbage in the
streams, lakes, rivers,
oceans.
- We can use fewer
private vehicles and
don't release
pollutiants in the air.
- We try to reuse and
recycle things.
- Ss talk about their
idea.
Example exchange:
A . I think we should
recycle bottles and cans.
B . Why ?
A . Because reusing and recycling can
help us reduce the garbageand save

natural resources.
B . What about going to school by
bike ?
A . If we go to school by bike we will
save energy and keep the air cleaner…

Example exchange:
- We can write on both sides of the
paper and recycle used paper.
- We can save plastic bags clean and
reuse them.
- We can collect garbage in the
streams, lakes, rivers, oceans.
- We can use fewer private vehicles
and don't release pollutiants in the air.
- We try to reuse and recycle things.
Post- speaking:
Example exchange:
8

- T presents the note.
- T presents
vocabulaies.
- T guides Ss to play
game: Rub out and
Remember
- T asks Ss to listen the
tape then complete the
notes.
- T turn on the radio.

TAPE
Our oceans are
becoming extremely
polluted. Most of this
pollution comes from
the land, which means
protect the air.
B . That's good idea.
But, how do we do to
protect the air ?
A . We should plant
trees and protect the
forest.
B . Why don't we talk
to the factories
about the
problem ?
A . Yes, I think we can
save energy,
we can walk to school
or go by bike…
- Ss write in the
notebook
- Ss play game: Rub
out and Remember
- Ss listen then
complete the notes.
Example exchange:
Firstly, raw sewage is
pumped derectly into

the sea.
A . I think we should protect the air.
B . That's good idea. But, how do we
do to protect the air ?
A . We should plant trees and protect
the forest.
B . Why don't we talk to the factories
about the problem ?
A . Yes, I think we can save energy,
we can walk to school or go by bike…
Pre- listening:
Vocabulaies:
+ raw (adj ): còn sống, Ko có kinh
nghiệm
+ sewage (n ): nước thải , nước cống.
+ drop (n): giọt, thả
+ spill ( v): làm tràn, đổ
+ vessel (n): tàu lớn, cái cốc
Game:
Rub out and Remember
While –listening:
9
it comes from 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 million tons of
garbage into the sea
each year. Thirdly,
there are oil leaks from
the vessel. This not
only pullutes the
water, but it also kills
marine life. Next,
There are waste
materials from
factories. Without
proper regulations,
factory 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.
- T asks Ss to give the
answer:
What are the cause of
ocean pollution ?
Secondly, garbage is
dropped into the sea.

thirdly, Oid spills
come from ships at
sea.
Next, Waste materials
come from
factories.
finally, Oil is washed
from the land.
Example exchange:
Firstly, raw sewage is pumped
derectly into the sea.
Secondly, garbage is dropped into the
sea.
thirdly, Oid spills come from ships at
sea.
Next, Waste materials come from
factories.
finally, Oil is washed from the land.
Post- listening:
The cause of ocean pollution are raw
sewage is pumped derectly into the
sea, garbage is dropped into the sea,
oil spills come from ships at sea, waste
materials come from factories and oil
is washed from the land.
Ss discuss then give their idea
10
- T asks Ss to discuss
how to protect the sea
- T asks Ss to give

- T repeats how to
persure others
- Ss discuss how to
protect the sea
- Ss give the answer.
- Ss listen and
remember
Production: ( 5’)
Example exchange:
- Protect the forest
- reduce the garbage
- plant trees
- pic up the garbage from the water .
c. Consolidation: (3’)
- T summarizes knowledges in period:
- vocabularies: disolve, reduce, garbage, trash, wrap, prevent
- Grammar : making suggestion
d. Home work: (2’)
- T demands sts to:
+ Learn Learn by heart all new words.
+ Practice speaking and listening
+ Learn old lesson
+ Do the exercise 3 page 41 workbook
+ Prepare for the next lesson.
****************************************


11
12
Date of preparing:11 /01/2011 Date of teaching:12/01/2011( class 9B)

Tuần 21:

Period: 39 Unit 6:
THE ENVIRONMENT
Lesson 3 : Read
1. The aims:
a. Kiến thức:
- Học sinh mở rộng chủ điểm về vấn đề môi trường để thuyết phục người khác
thực hiện một hành động nào đó, giới thiệu cho học sinh một số từ vựng có liên
quan trong bài như: junk-yard, foam, hedge, silly, folk, treasure,…
- Hoàn thành bản điều tra qua hỏi đáp.
- Grammar: conditional type 1
b. Kĩ năng:
- Học sinh rèn luyện kĩ năng đọc hiểu một bài thơ,
- Rèn cho học sinh làm việc theo nhóm
- Nâng cao kĩ năng đọc, nói cho học sinh
c. Thái độ:
- Giúp cho học sinh biết cách giữ cho môi trường không bị ô nhiễm và thêm
yêu môi trường.
2. Preparation:
a. Teacher: Textbook, lesson plan, pictures, tape, cassette, posters.
b. Students: Book, pen, textbook, workbook, prepare new lesson, .…
3. Procedures:
a. Checking the old lesson:(5’)
? question: T asks Ss to answer the questions."what is the reason of pollution
ocean ?"
+ Example exchange:
The season of pollution ocean are raw sewage. Which is pumped directly
into the sea, the second is garbage dropped into the sea and oil spills come from the
ships. The third is there are waste materials come from factories run directly in to

the rivers and finally oil is washed from the land.
Or:
13
- T guides sts to play a game: “Net works”
don’t throw trash
How to protect
the environment

* Today we continue to learn Unit 6 We ear going to read the poem about the
environment
b. New lesson:
Teacher’s activities Students’ activities Content
- T introduces a picture
about the pollution of
the earth.
- T asks Ss some
questions.
? What will happen if
the pollution goes on ?
- T presents the poem.
-T presents vocabulies.
- T guides Ss to play
game: What and
Where
- Ss look at the picture
- Ss answer
? What will happen if
the pollution goes on ?
- Ss listen
- Ss write on the

notebook
- Ss play game: What
and Where


Answer:
? What will happen if the pollution
goes on ?
? What will happen if the pollution
goes on ?
* Practice:( 30’)
Pre- reading:
Vocabulies:
+ junk yard(n): bãi chứa đồ phế thải
+ foam (n): bọt
+ treasure (n): thứ quý gia
+ silly (adj): ngớ ngẩn, khờ dại
+ folk (n): người
+ end up (v): cạn kiệt
Game:
What and Where
14
junk yard
foam
- T asks Ss to match a
words in colunm A
with an approprivate
explain action in B.

- T asks Ss to give the

answer
- T corrects

- T asks Ss to read the
foam.
- T asks Ss to answer
the questions.
- Ss match
Example exchange:
1, junk yard +C. a
piece of land full of
rubbish
2, end up + G. reach a
state of
3, treasure + F.
valuable of previous
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
- Ss give the answer
- Ss read the foam
- Ss answer
Example exchange:
1, If the polllution
goes on, the world will

end up like second
hand junk yard.
2, The mother thinks
other folk pollute ( are
reason for the
pollution of ) the
Example exchange:
1, junk yard +C. a piece of land full
of rubbish
2, end up + G. reach a state of
3, treasure + F. valuable of previous
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
While – reading:
Example exchange:
1, If the polllution goes on, the world
will end up like second hand junk
yard.
2, The mother thinks other folk
pollute ( are reason for the pollution
of ) the environment but not her and
her aon.
3, If the boy keeps on asking such
15
treasure

……………
.
- T ask Ss to ask and
answer the question in
pair in class.
- T corretcs.
- T asks Ss to discuss
about the work they do
to protect the
environment.
- T asks Ss to review
the adjective + that
clause
- T asks Ss to read the
poem and translate
into Vietnamese
environment but not
her and her aon.
3, If the boy keeps on
asking such questions,
his mother will take
him home right way.
4, No, because he is
right. if he throws the
bottle 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.
- Ss ask and answer in
pair in class.
- Ss discuss then
answer.
Example exchange:
6, At school we put the
bins around the school
yard we pick up the
garbage and throw it
into a trash bin.
Sometime we hold
clean up campaigns
around the school or
plant trees around
school.
- Ss review the
adjective + that clause
- Ss write in the
notebook
questions, his mother will take him
home right way.
4, No, because he is right. if he
throws the bottle 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:
Example exchange:
6, At school we put the bins around
the school yard we pick up the
garbage and throw it into a trash bin.
Sometime we hold clean up
campaigns around the school or plant
trees around school.
* Production:(5’)
I am disappointed that people
throw trash everywhere…………
16
I am disappointed
that people throw trash
everywhere………….
- Ss practice reading
the poem
c. Consolidation: (3’)
- T summarizes knowledges in period:
+ Vocabularies: junk-yard, foam, hedge, silly, folk, treasure
+ Grammar: conditional type 1
d. Home work: (2’)
- T demands sts to:
+ Learn Learn by heart all new words.
+ Practice reading the poem
+ Do exercise 6, 7 page 43
+ Prepare for the next lesson.
****************************************
17

Date of preparing:12 /01/2011 Date of teaching:13/01/2011( class 9B)
Tuần 21:

Period: 40 Unit 6:
THE ENVIRONMENT
Lesson 4 : Write
1. The aims:
a. Kiến thức:
- Học sinh mở rộng chủ điểm về vấn đề môi trường để thuyết phục người khác
thực hiện một hành động nào đó.
- Học sinh có thể viết được các câu hoàn chỉnh thành một đoạn văndưới hình
thức của một bức thư than phiền, khiếu nại dựa trên ý và ngữ liệu cho trước
- Vocabularies: refeshment, cover, electricshok, frog, toad
b. Kĩ năng:
- Học sinh nâng cao kĩ năng viết.
c. Thái độ:
- Học sinh hiểu thêm về vấn đề môi trường, học sinh chăm chỉ luyện tập viết và
học tập nghiêm túc.
2. Preparation:
a. Teacher: Textbook, lesson plan, pictures.
b. Students: Book, pen, textbook, workbook, prepare new lesson, .…
3. Procedures:
a. Checking the old lesson:(5’)
? question: Ss answer the question." What are the reason of the pollution ? "
- Example exchange: There are some reasons: Firstly, the garbage comes from
people and factories. Secondly, people use a lot of energy and produce a lot of
exhaust fume. Thirdly, people distroy forest.
* today we continue to learn Unit 6 – How to write a complain letter
b. New lesson:
18

Teacher’s activities Students’ activities Content
- T asks Ss some
questions.
? Do you think people
make pollution ?
? What do you do if
people make
pollution?
- T introduces the
letter
- T presents form of
the letter.
- T asks Ss to read the
letter from Mr Nhat
- T asks Ss to put the
sections into correct
order refreshment
cover.
- Ss answer.
> Yes, I do
> I write a letter for
chairman.
- Ss listen
Form:
- Situation: States the
reason for writing.
- compluation:
mentions the problem
- Resolution: Make the
suggestion.

- action: Talk about
future action.
- politeness: Ends the
letter politely.
- Ss read.
- Ss read and put the
sections into correct
order.
1, S. I am to the
North
2, C. When the trucks
and flies.
3, R. I would…………
before leaving.
4, A. I look forward….
Answer:
? Do you think people make
pollution ?
> Yes, I do
? What do you do if people make
pollution?
> I write a letter for chairman.
* Practice: ( 30’)
Pre- writing:
Form:
- Situation: States the reason for
writing.
- compluation: mentions the problem
- Resolution: Make the suggestion.
- action: Talk about future action.

- politeness: Ends the letter politely.
1, S. I am to the North
2, C. When the trucks and
flies.
3, R. I would before leaving.
4, A. I look forward you
company.
5, P. Faithfully
19
- T asks Ss to give the
answer
- T corrects.
- T introduces the
situation "people catch
fish in the lake behind
your house they use
electicity to catch fish"
- T asks Ss to make
plan.
- T asks Ss to write a
letter
you company.
5, P. Faithfully
- Ss give the answer.
- Ss make plan.
- Ss write
Example exchange:
- I am writing to you
about the problem of
fish catching in the

lake behind my house.
- I am very worried
because people use
electricity to catch fish
. After a short time
they left the lake a lot
of small fish died and
floated on the water
surface. Other animals
such as: toads and
even birds also died
from electric shock
waves
- I would suggest the
local authorities should
prohibit and fine
heavily anyone using
the way of catching
fish.
- I look forward to
hearing from you and

While- Writing:


Example exchange:
- I am writing to you about the
problem of fish catching in the lake
behind my house.
- I am very worried because people

use electricity to catch fish . After a
short time
they left the lake a lot of small fish
died and floated on the water
surface. Other animals such as: toads
and even birds also died from
electric shock waves
- I would suggest the local
authorities should prohibit and fine
heavily anyone using the way of
catching fish.
- I look forward to hearing from you
and seeing the protection of
environment from local authority
Sincerely
Nam
Nguyen Van Nam
20
- T asks Ss to check
the letter
- T asks Ss to read the
letter
- T asks Ss to repeat
the form of
complained letter
seeing the protection
of environment from
local authority
Sincerely
Nam

Nguyen Van Nam
- Ss check the letter
- Ss read the letter
- Ss repeat the form of
complained letter
Post- writing:
* Production: (5’)
1. Situation: States the reason for
writing.
2. Compluation: mentions the
problem
3. Resolution: Make the suggestion.
4. Action: Talk about future action.
5. Politeness: Ends the letter politely
c. Consolidation: (3’)
- T summarizes knowledges in period:
+ Vocabularies: refeshment, cover, electricshok, frog, toad
+ Grammar: conditional type 1
d. Home work: (2’)
- T demands sts to:
+ Learn Learn by heart all new words.
+ Do the exercise 5 in workbook
+ Prepare for the next lesson.
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Date of preparing:18 /01/2011 Date of teaching:19/01/2011( class 9B)
Tuần 22:

Period: 41 UNIT 6:

THE ENVIRONMENT
LANGUAGE FOCUS
1. The aims:
a. Kiến thức:
- Học sinh luyện tập với mẫu câu điều kiện loại I và mệnh đề trạng từ chỉ
nguyên nhân, lí do với từ: because, as, since.
- Vocabularies: Extreme, amazed, serious
- Grammar : + Adj and Adv
+ Adverb clause of reason
+ Adj + that clause
+ conditional type 1
b. Kĩ năng:
- Học sinh sử dụng được câu điều kiện loại I, luyện được kĩ năng làm bài tập
c. Thái độ:
- Học sinh có thái độ nghiêm túc trong giờ học và hăng hái phát biểu xây dựng
bài
2. Preparation:
a. Teacher: Textbook, teacher’s book, poster
b. Students: Book, pen and prepare new lesson at home
3. Procedures:
a. Check the old lesson: (5’)
Question: T asks Ss to read the letter they wrote
Example exchange:
Dear Mr Nam,
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I am writing to you about the problem of fish catching in the lake behind my
house. I am very worried because people use electricity to catch fish. After the short
time they left the lake a lot of small fish died and floated on the water surface. Other
animals such as frogs, toads, and even birds also died from electric shock waves. I
would suggest the local authorities should prohibit and fine heavily anyone using this

way of catching fish.
(82)
I look forward to hearing from you and seeing the protection of environment
from thr local authority.
b. New lesson:
Teacher’s activities Students’ activities Content
- guides sts to play a
game
- introduces some
new words
- Ss play game
" : careless
$ : amazed, late,
sorry
! : pleased
< : polluted
9 : disappointed

* Wordsquare : (5’)
C A R E L E S S
M M O P A Q O M
D A N L T V R N
I Z O T E S R A
S E D T P U Y B
A D E S A E L P
P D T U L L O P
P O I N T E D C
* Presentation: (32’)
* Pre-teach vocabulary:
+ exhaust fume (n): khói xe của xe cộ

(visual)
+ cope (v) (translation ): đối phó
+ respiratory (a) (translation) : thuốc về
hô hấp
+ ideal (a) (synonym) : lý tưởng, hoàn
hảo
+ pesticide (n) (realia ): thuốc trừ sâu
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- checks vocabularies
- Gets Ss to complete
the sentences using
the adv
- calls some sts to
complete
- check to play
- listen and write
- Pair work
- do on board
- check
- listen and write
+ inedible (a) ( example ): không ăn
được
+ poisonous (a) (translation): có độc, độc
hại
+ sea creatures (n): sinh vật biển
*Checking vocabulary:
What and Where
* Language focus 1.
Form of adverbs:
Adjective + ly = Adverb

Extreme extremely
Good well
Happy happily
- sigh (v) : thở dài
- amazed (a) : ngạc nhiên
b. slowly
c. sadly
d. happily
e. well
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respiratory
poisonous
sea creatures
………………
.
- T gets Ss to do
exercise 3 on page 55
- calls some sts to do
- checks
- T explains again
- T calls Ss to do
exercise 2 on page
54,55
- T gets Ss to correct
their doings.
- Ss listen and do ex3
P55
- check and write
- listen and write
- do

- check and write
Review:
+Adjs: - before a noun
- after the verbs: look, be,
appear, smell, seem, feel, sound, taste
+Advs : go after the direct object, the
ordinary verbs ( go, learn , play, read,
drive )
*Language focus 3.
S + be + Adj + that – clause
Eg: I’m excited that I’m going to Dalat
Adj that-clause
b, I’m excited that I can go to Da Lat this
time
c, I’m sorry that I broke your bicycle
yesterday
d, I’m disappointed that you didnot
phone me about it
e, I’m amazed that I could win the first
prize
3. Revision of adverb clauses of reason
with because, since, as
Eg: Ba is tired
He stayed up late watching T.V
Ba is tired because he stayed up late
watchingTV
since / as
b, Nam has because/ as/ since he
c, Lan is because/ as/ since
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