Giáo án cả năm môn tiếng anh

The second term
week:20
Period:37

Preparing date:
Teaching date:
UNIT 6: THE ENVIRONMENT
Lesson 1: - Getting started
- Listen and read
I./. Objectives
1. Knowledge: By the end of the lesson, students can: know more about the enviroment
problems and the solutions.
2. Skills: Speaking, listening, reading
3. Attitude: - Positive about the environment.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.Procedure
TEACHER’S AND STUDENTS’
CONTENT
ACTIVITIES
- T says “ Today we’ll learn about the
environment. Now you look at the pictures

in book on page 47 and match with words
in box”
- T explains new words
- Ss guess meaning of new words.
- T reads new words twice.
- Ss listen carefully and repeat.
- Ss take note.
- T checks new words by playing “ Slap the
board”
- Ask Ss to match these environmental
problems to the pictures in the textbook.
- Ss do individually and then Ss give the
answer on the board.
- T corrects and Ss take note

1. Warmer:GETTING STARTED
* New words :
- Garbage dump (n) : a place where the
garbage is stored : bãi rác
- Deforestation (n): cutting down the trees in
the forest for some purposes such as : farming
, selling . . .: sự tàn phá rừng
- Dynamite (n): ( translate): thuốc nổ
- Spray (v) : ( action): phun
- Pesticide (n): (translate)
Slap the board
Matching: (environmental problems to the
pictures on page 47)
Key:
a - Air pollution.

b - Spraying pesticides.
c - Garbage dump.
d - Water pollution.
1


e - Deforestation.
f - Dynamite fishing.
Networks:
- T says “The environment is becoming
pollution, so what should we do in order to
save environment”.
- Ss discuss with a partner.
- Then Ss give some ways to save the
environment by playing “ Networks”

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- T says “ Mr. Brown and some volunteer
conservationists are going to clear the
beach. Can you guess what they do there.”
.
- T gives new words on the board
- Ss guess the meaning of words.
- T reads new words twice and Ss repeat.
- Ss take note
- T checks new words by playing “what and
where”.

- T explains the grammar.
- Ss take note.

- T gives 4 sentences on the board and asks
Ss guess.
- Ss work in groups to answer the questions.
- Ss give the keys on the board.
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

Cleaning
up the
streets

Save the
environmen
t

planting
trees, . . .
collecting the trash
2. LISTEN AND READ
* New words :
- Shore = beach : bãi biển
- Sand (n) : cát
- Rock (n) : (real object) : đá, hòn đá,
tảng đá
- Disappointed (adj.) ( situation): thất vọng

- Spoil = destroy:tàn phá, phá huỷ
- Pollute (v)( translate) : làm ô nhiễm,
gây ô nhiễm
- Pollution (n)( translation): Sự ô nhiễm
What and where
* Grammar : Conditional type 1
If – clause
Main - clause
- simple present
- will + V-infinitive
Ex :
- If we work hard, We will make this beach a
clean and beautiful place again.
- If I have more time, I will visit old friends.
* GUESSING ( OPEN PREDITION)
1. What is Mr. Brown going to do?
2. What is Mrs. Smith going to do?
3. What is Mr. Jones going to do?
4. How many groups does Mr. brown
devide volunteer conservationists?
3. PRACTICE :
The answer
1. Mr. Brown is going to give the bags for
the volunteer conservationists.
2. Mrs. Smith is going to cook a picnic
2


- T opens the tape twice.
- Ss listen carefully .

- Ss answer the questions
- T checks and helps Ss correct
- Ss take note.

- T asks Ss to read the text individually.
- T asks Ss to read the passage again, and
ask Ss to match the names in column A with
the tasks in column B. Then write the full
sentences.
- Ss work in group and give the keys on the
board.
- T calls on some Ss to read the full
sentences.
- T corrects and gives correct answer.
- Ss take note
- T has Ss read the passage again and
answer the questions in b).
- T asks Ss to compare their answer with
friend.
- T goes around the class and provides
necessary correction.
- Ss give the answer on the board.
- T corrects and gives correct answer and
marks.
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- T lets Ss work in group of three or four
and discuss questions 6 & 7 in the book.

- Then, T calls on some Ss to answer the
questions loud in front of the class.
- T helps if possiple.

lunch for them.
3. Mr. Jones is going to collect all the
bags.
4. Mr. Brown divides volunteer
conservationists into three groups.
a) Match the names in column A with the
tasks in column B.
* The answer:
1) Group 1 : (f) walk along the shore.
2) Group 2 : (e) check the sand.
3) Group 3 : ( b) check among the rocks
4) Mr. Jones : (a) collect all the bags and take
them to the garbage dump.
5) Mrs. Smith : (c) provide a picnic lunch
for everyone.
6) Mr. brown: (d) give out the bags.
b) Answer/ P.48
Marks
Key:
1. The speaker is Mr. Brown.
2. The listeners are members of volunteer
conservationists.
3. They are on the beach.
4. They are going to the beach.
5. If they work hard, they will make the beach
clean and beautiful again soon.

4. PRODUCTION:
Discussion:
6. Have you ever done anything similar? If
yes, what did you do? Where did you do?
7. If the polluttion continutes, what might
happen?

5. Production
- Learn new words and the grammar by heart.
3


- Do: exercise 2/P. 41- 42 (WB)
- Prepare Unit 6 - Speak
-------------------0@0-------------------week:20
Period:38

Preparing date:
Teaching date:
UNIT 6: THE ENVIRONMENT

Lesson 2: Speak +Listen
I./. Objectives
1. Knowledge: By the end of the lesson, students can: practice persuading their friends to
protect the environment and know more about the environment problems and the solutions.
2. Skills: Speaking, listening
3. Attitude: - Positive about the environment.
- Students know how to learn English in right way.
4. Competence and quality:

4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.Procedure
1. Warmer:
Jumbled words
1. opnitilulo = pollution
2. mpud = dump
3. iar = air
4. sptesecidi = pesticides
5. psary = spray
TEACHER’S AND STUDENTS’
ACTIVITIES
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- T asks Ss work in pairs, then Ss give the
answer on the board

CONTENT
2 . PRE – SPEAKING :
* Model sentences :
- I think you should. . .:

- Won’t you . . .?
- It would be better if you ….
- Why don’t you . . .?
4


- T gives the correct words
- T says “ in order to try to persuade
someone to do something to protect the
environment. We can use the following
sentences.”
- T gives model sentences on the board
- T explains the way to use model sentences
and reads them twice
- Ss take note and repeat.
- T reads the ideas cue given in the box and
find new words.

- Why not . . .? - What/ How about . . .?
* New words :
- Banana leave (n) ( real object ): lá chuối
- lotu leave (n) ( real object): lá sen
- Wrap (v) ( action ): gói
- Dissolve (v): change something from soild
and liquid condition: tiêu huỷ
- Trash = garbage (n): rác
- Garbage bin (n) (picture): thùng rác
- Exhaust fume (n) : (situation): khói thải
Rub out and remember

3.WHILE – SPEAKING :
-TM: Play game, practising, discussion
a) Try to presuade your partner to do the
group, technical present….
following things to protect the environment.
-C: Co-operation, communication,…
Ex:
-Q: Love family, friends and country
A : I think it would be better if we use banana
leaves instead of paper or plastic bags to wrap
- T gives new words on the board.
food.
- Ss guess meaning of new words and take B : Why ? How come ?
note.
A : Because plastic bags are very hard to
- T reads new words twice.
dissolve, they will cause pollution. And if we
- Ss listen and repeat.
use less paper, we can save trees in the forests.
- T checks new words by playing “ Rub out That’s how we can save the invironment.
and remember”.
* Suggestion:
- T writes all the new words on the board in 1)
both English and Vietnamese. Rub out all
A : I think it would be better if we reuse and
English words and ask Ss to go to the
recycle bottles and cans.
board, write these words again according to B : Why ? How come ?
equivalences.
A : Because reusing and recycling bottles can

reduce garbage and save natural resources.
- T asks Ss to read the persuading
2)
expressions and the ideas cues given in the A : Why don’t we put garbage bins around the
textbook carefully. Make sure Ss
school yard ?
understand all of the ideas suggested.
B : What for ?
- T lets Ss work in pairs, persuade their
A : To prevent lazy students from throwing
partner to do things to protect the
trash. That’s how we can keep the school yard
environment as example.
clean and protect the environment.
- T goes around and provide help if
necessary.
b) Find possible answer to the questionnaire.
- T calls on some pairs to practice the
LUCKY NUMBERS
dialogue before the class.
- T corrects
2
3
1
4
- Ss take note
5

8

5

T asks Ss to do individually to find the
answers to the questionnaire.
- T checks by playing “ Lucky members “.
The answer
1. write on both sides of the paper,
recycle used paper.
2. Lucky number.
3. save plastic bags, clean and reuse.
4. don’t throw waste and garbage into
the streams, lakes, even oceans.
5. Lucky number.
6. throw garbage into the waste bins.
7. use less private vehicles and don’t
release pollutants into the air.
8. try to use and recycle things

- Ask Ss to work in close pairs.
- Ss pairs practice the dialogue before the
class.
- T corrects
- Ss take note

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

1.
2.
3.
4.
5.
6.
7.
8.

6

7

How can we save paper ?
Lucky number.
How can we use fewer plastic bags ?
How can we reduce water pollution?
Lucky number.
How can we prevent littering ?
How can we reduce air pollution ?
How can we reduce the amount of
gabage we produce ?

c) Now discuss with a partner the best way to
protect the environment.
Suggestion:
1)
A : I think it would be better if we recycle used
paper.
B : How can we do that? I think only factory

can.
A : What about writing on sides of the paper?
Everyone can do that.
B : Good idea! Let’s do that.
2)
A :Why not save plastic bags by using banana
leaves to wrap food?
B : But not all food can be wrapped with
banana leaves !
A : How about saving plastic bags, cleaning
them and reusing them.
B : That’s a good idea. Let’s do that.
4.POST – SPEAKING :
Discussion:
should
shouldn’t
- use banana leaves - throw waste or
instead of plastic
garbage onto water.
bags.
. . . . . . . ..
- put garbage bins
around the school
yard.
.........
6


4.1. PRE – LISTENING :
T asks Ss to work in group discussing what * New words

they should or shouldn’t do.
- Raw sewing (n): untreated waste water: nùc
thải chưa qua xử lí.
- Oil spill (n) ( translate): dầu thải/ đỗ.
- Pump (v): ( tranlate): bơm
- regulation(n) = rule: quy luật, nội quy
- marine life(n):plants and animals of the
occean:sinh vật biển
Slap the board
T provides some necessary words
- Ss guess meaning of new words.
- T reads new words twice and Ss take note.
- T reviews new words by playing “slap the
board”
- T divides class into small groups and asks
them to guess how the ocean is polluted.
- T calls some Ss to explain their ideas in
front of class.
- T says “ you are going to listen to a report
on how our oceans are polluted. Study the
notes carefully then listen to the tape and
complete the notes”.

- T plays the tape more than once if
necessary.
- T gets Ss to listen to the tape and
complete the notes.
- Ask Ss to compare the answers with their
partners.
- Call on some Ss to read aloud the answer.

* Guessing:
How the ocean is polluted
Firstly : raw sewing is pumped directly into
the sea.
Second : ………………… dropped into the
sea.
Thirdly : oil spill
………………………………… .
Next :
…………………………………………… .
Finally :
………………………………………… .
4.2.WHILE – LISTENING :
* The answer
How the ocean is polluted
Firstly : raw sewing is pumped directly
into the sea.
Secondly : garbage is dropped into the
sea.
Thirdly : oil spill come from ships at sea.
Next : waste materials coem from
factories.
Finally : oil is washed from the land
4.3. POST – LISTENING :
Noughts and crosses
Garbage
Pollution
Recycle
Paper

Trash
Reuse
Banana
Raw sewing Exhaust
leaves
fume
Ex:
- We should put garbage in the garbage bin
7


- T corrects
-Ss take note.
- T divides class into two teams. Each team
gives one sentence to have words in the
box. Which team do the best sentences is
the winner.
- T guides her Ss to do Production.
5. Production:
- Leanr model sentences and new words by heart.
- Do exercise 3/P.42 (WB)- Prepare Unit 6 - Read
-------------------0@0-------------------Kiểm tra ngày tháng

năm

2019
………………………………………
……………………………………….
……………………………………….

week:21
Period:39

Preparing date:
Teaching date:
UNIT 6: THE ENVIRONMENT

Lesson 3 : Read
I./. Objectives
1. Knowledge: By the end of the lesson, students can understand the poem with some old
English about the environment about the environment problems
2. Skills: Reading.
3. Attitude: - Positive about the environment.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
8


III./.Procedure
TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENT
1. WARM UP :

- T has Ss work in groups, ask and answer
the following questions about poetry.

Questions:
- Do you like poetry?
- Do you often read poetry?
T says “ today we’ll learn the poem about - Who is your favorite poet?
the environment. Before reading the poem, - Have you ever read a poem in English?
we discuss to some new words in order to - What is it? Do you understand it?
understend the lesson easily”
2. PRE – READING :
* New words
-TM: Play game, practising, discussion
-Junk- yard = dump (n): nơi chứa đồ phế thải
group, technical present….
thaûi.
-C: Co-operation, communication,…
- Treasure (n): a place put many money, gold,
-Q: Love family, friends and country
silver: kho báu
- Tin (n): (real object): thiếc
- Foam (n) ( picture): bọt
- T gives new words on the board.
- Hedge (n) = fence: hàng rào
- Ss guess meaning of new words.
- Nonsense (n) (translate): vô lý

- T reads new words twice and Ss listen
- Silly (adj) : ( translate ): ngớ ngẩn
carefully and then repeat.
* Rub out and remember
- T corrects new words by playing “Rub
out and remember”
Reviews: conditional sentence type 1
- Ss take note.
Ex:
- If the pollution goes on, the world will end up
like a second hand junk yard.
- If we throw trash into the street, it will polllute
- T gives examples to review the
the environment.
conditional sentence type 1
- Ss take note
* Guessing
1. How many people are there in the poem ?
- T says “In this poem, a mother and her
What is their relationship ?
son are having a picnic in a park. The son
2. Where are they ?
sees that the place is polluted. He asks his 3. What problem of the environment is
mother the problems of pollution. You
mentioned in the poem ?
listen carefully and answer the question”.
4. What did his mother think about pollution?
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…

-Q: Love family, friends and country
- Ss read the poem and answer the
questions.

3. WHILE – READING :
* The answer
1. there are two ( mum and son )
2. probably in the forest or park.
3. pollution.
4. His mother thinks the world will end up like a
9


second – hand junk – yard.
- T says “ Now you read a poem about
environment again. Please scan the poem
and answer the following questions.”
- Ss work in pairs. And then Ss practice
the answer before the class.
- T corrects.
a. Match each word in A to an appropriate
- Ss read the poem silent and try to
explanation B .
understand meaning of the poem.
MATCHING
- T can divide the poem into the following
A
B
phrases ( 1-2; 3-4-5-6 ; 7-8 ; 9 –10 ; 11-121. junk – yard
a. a row of things

13-14-15-16; )
forming a fence.
- T encourages Ss to guess the meaning of
2. end –up
b. people
the word if they don’t know some words.
3. treasure
c. a piece of land
- Ss work in group
full of rubbish.
- T gets Ss to compare their answer with a
4. foam
d. a flow of water
friend.
5. stream
e. mass of dubbles
- T calls on some Ss to answer the
of air or gas.
questions.
6. hedge
f. valuable or
- T corrects.
precious things
- Ss take note
7. folk
g. reach a state of
- T asks Ss to read the poem more
carefully and answer the questions. This
task can be done in pairs.
- T calls on some Ss to read their answers

aloud in class.
- T corrects
- Ss take note

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

The answer
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 end
up like a second hand junk yard.
2. The mother thinks orthe folk pollute the
environment but not her and 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 from
pollution.
6. Ss’ own answer.

4. POST – READING :
WHAT . . . IF ?
Ex:
Team A: - If you throw rubbish into street,
10


- T divides the class into two teams (team Team B : - it will pollute the environment.
A and B)
- Each group gets 5 sentences with only
“ If” half.
- Team A read its half and team B have to
complete the sentence with the iead on the
to protect our environment.
5 .PRODUCTION:
- Learn by heart new words, conditional sentence type 1.
- Do exercise 8 /P.45 (WB)
- Preapare Unit 6 - WRITE
+ review a complaint letter
Question : How many parts does a complaint letter have? What are they
-------------------0@0-------------------week:21
Period:40

Preparing date:
Teaching date:

UNIT 6: THE ENVIRONMENT

Lesson 4: Write
I./. Objectives

1. Knowledge: By the end of the lesson, students can write a complaint letter with the
right format and language
2. Skills: Writing
3. Attitude: - Positive about the environment.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.Procedure
TEACHER’S AND STUDENTS’ ACTIVITIES

- T checks two Ss .
- Ss give the answer on the board.
- T corrects and gives marks

CONTENT

1. WARM UP:
Brainstorming:
( What is a formal letter ? )
* Answer:
1. Sender’s address.
2. Receiver’s address.

1. Situation
2. Body .
11


3. Signature.
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- Divide class into four small groups. Give
them an A 4 size paper. Ask them to write the
main parts of a formal letter on the paper in a
good position.
- The team which has enough necessary
details and finish in the shortest time is the
winner.

2. PRE- WRITING:
Matching:
1. Situation
problem.
2. Complication
politely.
3. Resolution
suggestion
4. Action
writing
5. Politeness
action.

a) mentions the
b) ends the letter
c) makes a
d) states the season for
e) talk about future

- T says “ Today we will learn to write a
* Answer :
complaint letter. A letter has five sections.
1. d) 2. a) 3. c) 4. e)
5. b)
Now you match what five section are .”
- Ss work in pairs, then Ss give the answer on
the board.
26 Tran Phu Street.
- T corrects.
Ha Noi.
- Ss take note.
Octorber 9, 2003
The director
L& P Transport Company.
431 Le Loi Boulevard.
Dear Sir/ Madam.
- T says “ Mr Nhat wrote a complaint letter to
the director of L & P company in HCM. The
five sections of the letter are not in the right
order. Label each section with appropriate
letter S, C, R, A, or P”.
- Ss work in group.

- T corrects.
- T asks Ss to read the aloud the letter with
the correct order.
- T asks Ss.
- Ss answer freely.
- T gives new words and reads .
- Ss take note and repeat. Then do slap the
board.

R

S
A
C

12

I would suggest that your company
should tell your drivers to clean up all
the trash on the ground before
leaving.
I am writing to you about the short
stop of your trucks around my house
on their way to the north.
I look forward to hearing from you
and seeing good response from your
company.
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 and flies.


P
- Have Ss to work in group, write a letter to
the head of local authorities to complain
about the way of catching fish in the lake
behind your house. Follow S, C, R , A, P
format.
- Ss work in group. Each group writes one
part.
- Ss give the answer on the board.
- T corrects .
- Ss take note.
-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

Faithfully
Tran Vu Nhat.

- “ Have you ever seen people use electricity
to catch fish?” where? “.
* New words:
- Float (v) ( situation) : nồi, trôi nổi

- Frog (n) ( picture) : ếch, nhái
- Toad ( n) ( picture) : con cóc
Slap the board
3. WHILE – WRITING :
Suggestion:
12 Hong Ha street.
Tan Chau town, Tay Ninh
province
February, 3rd, 2009

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- T gives some statements.
- Ss work in 4 groups to put the statements in
the correct order.
- Ss give the answer on the board.

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 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.
Your faithfully.
4. POST -WRITING :
Ordering statements:
1) Sincerely, Tom Baker.
2) I suggest they should lower the volume
after 9 pm.
3) I am writing the noise caused by Karaoke
shop near my house.
4) I am looking forward to hearing from you
and seeing how you can solve this problem.
5) Dear Mr President.
13


- T corrects.

6) They play music very loudly, so I can not
study in the evening and sleep at night.
* Answer :
5 -3 -6 -2 -4 -1

5.Production :
- Learn the format of a complain letter and new words by heart.
- Do exercises 5, 6, 7 pages 43, 44 (WB)
- Prepare Unit 6 - Language focus /P.53-56

+ Adj & Adv .
+ As/ Because/ Since.
+ Adj + Clause.
+ Conditional sentence type 1
-------------------0@0-------------------Kiểm tra ngày tháng

năm

2019
………………………………………
……………………………………….
……………………………………….

14


week:22
Period:41

Preparing date:
Teaching date:

UNIT 6: THE ENVIRONMENT

Lesson 5 :Language Focus

I./. Objectives
1. Knowledge: By the end of the lesson, students can use of adjectives and adverbs, adverb of
clause and the conditional sentence type 1.
2. Skills: Use of English

3. Attitude: - Positive about the environment.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.Procedure
1.TEST 15'
Write about the environmental problems and our solution. Use from 100 to 150 words
2- New lesson
TEACHER’S AND
STUDENTS’ ACTIVITIES
-TM: Play game, practising,
discussion group, technical
present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

- T explains the use of adjectives and
adverbs.
- Ss follow and take note.

CONTENT
1. Activity 1: Change the adjective

into adverbs.
+ Adjectives ( “adj” or “a”): bổ nghĩa cho danh từ
và đại từ
Ex: He is a good teacher.
Adj
N
Ex: She is beautiful.
S
Adj
+ Adverbs ( adv): bổ nghĩa cho bất cứ loại từ
gì trừ danh từ và đại từ
Ex: My teacher teaches English well.
V
adv
Ex: It is a very beatiful house.
Adv adj
Ex: Newpapers are widely read all over the world.
V adv
+ Formation of adverbs from adjectives :
15


Adj + ly = Adv
+ Use : We use adverbs of manner to modify the
verb. It usually goes after the main verb.

- T lets Ss know how to change the
adjectives into adverbs.
- Ss do as T guides, then they do the
exercise to apply.

-TM: Play game, practising,
discussion group, technical
present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

-TM: Play game, practising,
discussion group, technical
present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
- T introduces the adverb clauses of
reason and explains by examples.

Adjective
Extreme
Good
Happy
Sad
Slow

Adverbs
Extremely
Well
Happily
Sadly
Slowly

Key:

a. extremely b. slowly
c. sadly
d. happily e. well
2. Activity 2:Join the pairs of sentences together.
Use because, as, or since
Adverb clauses of reason
As
Because
+ clause
Since
EX:
1. It’s very hot. We can’t sleep well.
F Bacause/ As/ Since it’s very hot, we can’t sleep
well.
2. He failed the exams. He is too lazy.
F He failed the exams because/ as/ since he is too
lazy.
* Answer:
a) Ba is tired because/as/since he stayed up late
watching Tv.
b) I have a broken leg because I fell over while I
was playing basketball.
c) I’m going to be late for school because/as/since
the bus is late.
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/as/since I haven’t eaten all
day.
3. Activity 3: Complete the dialogue. Use the
words in brackets

Adj + that – clause
Form:
S + Be + Adj + that- clause
Ex: I am pleased that you are working hard.
Ex: She is happy that her son gets 10 marks.
16


- Ss follow, take note and do the
exercise to apply.

1.
2.
3.
4.
5.
6.
7.

Afraid
Disappoited
Glad
Happy
Helpful
Hopeful
Sorry

- lucky
- pleased
- sure

- sad
- excited
- amazed

b)
Mrs Quyen : When are you going on vacation with
your family, Sally?
Mrs Robinson: Tomorrow, I’m excited that I can
go to Da Lat this time.
c)
Lan: I’m sorry that I broke your bicycle
yesterday.
Tien: Don’t worry. I can fix it.
d)
Liz: I forgot to tell you I was going to Lan’s place.
Mr Robison: I’m disappointed that you did not
phone me about it.
e)
Miss Lien: Congratulations!
Nga: I’m amazed that I could win first prize
- T explains the structure and lets Ss
practice in pairs the struture by
completing the dialogue in the book.
- Some pairs are called on to read the
completed dialogues aloud.
- T gives the correct answer.

- T helps Ss remember the
condictional sentences – type1
- Ss do the exercise to apply.

4. Activity 4: Match each half- sentence in
column A with a suitable one in column B
+ Conditional sentences - type 1:
If - clause
Main – clause
- Simple present
- Will + V-inf
- Be ( is, are, am)
- Simple present
Ex:1) If she studies hard, she (pass) the first exam.
F If she studies hard, she will pass the first exam
2) They will visit Hue if they ( have) more time.
F They will visit Hue if they have more time.
* Answer:
1. e
2.a
3.c
4.d
5.b
Exercise 5: Complete the sentences:
Key:
b. -----, the environment will become seriously
polluted.
c. -----, we will have more shade and fresh air.
d. -----, the vegetable will become poisonous and
inedible.
e. ----, we will live happier and healthier life.
17

5. Production
- Learn the grammar by heart.
- Do exercises 9,10 page 46 in ex.book.
- Prepare Unit 7 - Getting started & Listen and read.
* answer: What should we do to reduce/ save energy
-------------------0@0-------------------week:22
Period:42

Preparing date:
Teaching date:

UNIT 7: SAVING ENERGY
Lesson 1: - Getting started
- Listen and read
I./. Objectives
1. Knowledge: By the end of the lesson, students can understand the dialogue and the ways
to save energy.
2. Skills: Speaking, listening, reading
3. Attitude: - Positive about energy.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks
III./.Procedure
TEACHER’S AND STUDENTS’ACTIVITIES

CONTENT

1. WARM UP: GETTING STARTED
Brainstorming
( save energy )
* New words:
- T introduces new lesson by asking Ss
- Turn off (v) (action):
look at pictures in part 1 in Getting started ( - Faucet (n) (picture):
30 seconds).
Ex:
- Ss work in group and make a list of things - We should turn off the lights when
the family could do to save energy.
unnecessary.
- We should turn off the TV and radio when
noboby watches or listens.
18


- T opens the pictures and corrects.

- We should turn off the foucet when there is
enough water supply.
2. LISTEN AND READ
-TM: Play game, practising, discussion
* New words:

group, technical present….
- Bill (n) ( real object):
-C: Co-operation, communication,…
- Crack (n) ( situation):
-Q: Love family, friends and country
- Plumber (n)( situation):
- Drip (v) (action):
- Faucet (n) (picture):
- T says “ Now we will learn about the
- Enormous (adj) = big :
dialogue, Mrs Vui is talking with her
Rub out and remember
neighbor, Mrs Ha about her water bill. You * The grammar:
will listen to the tape once and fine the
S + suggest + Vnew words”.
ing
- Ss listen to the tape and find new words.
Ex: - She suggests playing table tennis.
- T gives the words on th board.
- They suggest ( go) to Hue.
- T reads the words twice and Ss repeat.
They suggest going to Hue
- Ss take note.
True-False prediction:
- T checks the words by playing “ Rub out 1. Mrs. Ha is worried about her water bill.
and remember”.
2. Mrs. Mi gives Mrs. Ha advice on how to
- Then T explains the grammar.
save water.
- Ss listen and take note.

3. Mrs. Ha has checked the pipes in her house
and found no cracks.
- T hang the poster of statements on the
4. Mrs. Ha suggests getting some tool to check
board and asks Ss to guess which
cracks in the pipes.
statements are true or false.
5. Mrs. Mi suggests taking shower to save
- Ss work in pairs and guess.
water.
-TM: Play game, practising, discussion
3. PRACTICE:
group, technical present….
a. Practice the dialogue with a partner:
-C: Co-operation, communication,…
b. True or False? Check the boxes. Then
-Q: Love family, friends and country
correct the false statements:
- T plays the tape once and Ss listen
Key:
carefully.
1-T
2-T
- Ss work in pairs to practice the dialogue
3- F (Mrs. Ha hasn’t checked the pipes yet)
aloud (3 pairs).
4- F (Mrs. Mi suggests getting a plumber to
check cracks in the pipes)
- T asks Ss to read the dialogue again and
5- T

decide the statements in the boxes are True
or False. Then Ss correct the false ones.
- Ss work in pairs, then Ss give the answer
on the board.
- T corrects .
- Ss take note.
4.Further practice:
-TM: Play game, practising, discussion
Word cue-drill:
group, technical present….
1. turn off/ lights/ before/ leave/ room.
19


-C: Co-operation, communication,…
-Q: Love family, friends and country
- T gives cued words on the board.
- Ss work in pairs to make suggestions
about saving energy. Some pairs present
their work.
- T corrects and marks.
5. Production
- Learn new words and the grammar by heart.
- Do exercise 3 page 48 in ex.book.-

2. get a plumber/ make sure there/ no cracks in
the pipes.
3. repair dripping faucets.
4. take/ shower/ instead/ having/ baths.

Kiểm tra ngày tháng

năm

2019
………………………………………
……………………………………….
……………………………………….
week:23
Period:43

Preparing date:
Teaching date:

UNIT 7: SAVING ENERGY

Lesson 2: Speak, listen
I./. Objectives
1. Knowledge: By the end of the lesson, students can make suggestions to suggest ways to
save energy and listen know more about solar energy
2. Skills: Speaking, listening,
3. Attitude: - Positive about energy.
- Students know how to learn English in right way.
4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…

II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./.Procedure
1.Warmer: Revision: 4'
T reads some English words: Crack, drip, faucet, plumber, enormous, pile, water bill
ss listen and write
TEACHER’S AND STUDENTS’ ACTIVITIES

-TM: Play game, practising,
discussion group, technical present….

CONTENT

2. PRE- SPEAKING :
Suggestions
20

Response


-C: Co-operation, communication,…
-Q: Love family, friends and country

I think + V(ing)
Ok.
I think we should . . . That’s a good idea.
Shall we . . .?
All right.
- T explains the model sentences.

Why don’t we+
No, I don’t want to
- Ss listen and take note.
V(inf)?
I prefer to . . .
- T asks Ss to make sentences with the How about+ V(ing) ?
Let’s . . . .
model sentences.
What abou + V(ing) ?
- Ss work in pairs.
Let’s + V( inf) . . ?
-TM: Play game, practising,
3. WHILE – SPEAKING :
discussion group, technical present…. a) Make suggestions about how to save energy:
-C: Co-operation, communication,… A)- I suggest fixing the faucet.
-Q: Love family, friends and country
- I think we should should turn off the faucet.
B) – I think we should turn off the gas fire/ gas
- T uses the pictures page 59 and asks cooker.
Ss to make suggestions.
C) I suggest turning off the fan.
- Ss give the answer on the board.
D) I think we should turn off the air conditioner.
- T corrects .
E) Why don’t we turn off the TV when no one
- Ss take note.
watches it.
F) I think we should turn off the faucet.
G) I suggest going by bike instead of motorbike.
H) I suggest going to school by bus / Let’s go to

school by bus.
b) Work in group of four. Work out an action plan
to save energy for your class.
Possible answer:
1) A: I sugges going toschool by bike instead of
- Ss work in group of four. Practice
going by motorbike to save energy.
the dialogue( example) page 59.
B: That’s a good idea.
- Then Ss make the plan to save
C: How about making posters on energy saving
energy.
and hanging them around our school?
D) Great ! Let’s do that.
2) A: I think we should turn off all the lights before
the class.
B: That’s a good idea.
C: What about going school by bus?
D: Great! Let’s take bus to school every day.
4. POST – SPEAKING:
-TM: Play game, practising,
Discussion : Make suggestions about how to study
discussion group, technical present…. English better/ help poor people/ be a good
-C: Co-operation, communication,… students…
-Q: Love family, friends and country 4.1. PRE-LISTENING:
Pre-teach:
- Solar (a): thuéc vÒ mÆt trêi
- Ss work in group and use the
- Panel(n):tÊm kim läai
structures in the table to make

- nuclear power(n): n¨ng lîng h¹t nh©n
suggestions.
- effective(adj): hiÖu qu¶
21


T: explains the lesson and gives the
words
Ss: take note
T: guides Ss to read and then she lets
them do rub out and remember.
- T asks Ss to look at the statements
on page 60 and has they work in pairs
and guess which statements are true
and which one are false.
-Ss give feedback

- install(v): cµi ®Æt
Rub out and remember
a. True/False prediction/ P.60
4.2. WHILE-LISTENING:
Keys:
1. T
2. F - Most of our electricity comes from the use
of coal, gas, oil, nuclear power.
3. F 1% of solar energy………………….
4. T
5. F 2015
b. Listen again and fill in each blank with one
word you hear.

Key:
1. effective 2. pollution 3. countries
4. store
5. roof
6. instead
4.3.POST-LISTENING:
Correct mistakes:
1. I suggest turn off the lights.
2. I think we should taking shower
3. What about go to school by bike?
Keys:
1. turning 2, Take 3. going

-T has Ss listen to the tape twice and
check their prediction.
-T gets Ss to correct the false
sentences and call some for the
answers.
- T gives Ss the key
- T has Ss look at ex 4b on page 60
and work in pairs to guess the words
in the blanks
-Ss give feedback
-T has Ss listen to the tape again and
fill in the gaps. If Ss can’t finish, let
them listen once more.
-T calls some Ss for the answer
-T gives Ss the key.
T: gives tasks
5. PRODUCTION:

- Learn suggestions and response by heart.
- Do exercises 5,6 pages 49/ 50 in ex.book.
- Prepare "Read"
------------------------------------------------------week:23
Period:44

Preparing date:
Teaching date:

UNIT 7: SAVING ENERGY
Lesson 3: Read
I./. Objectives
1. Knowledge: By the end of the lesson, students can know more about how North America,
European countries saves energy.
2. Skills: Reading
3. Attitude: - Positive about energy.
- Students know how to learn English in right way.
22


4. Competence and quality:
4.1. Competence:
- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Love family and country, willing to participate in social activities, live
humanty, cooperate with people around,…
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks

III./.Procedure
TEACHER’S AND STUDENTS’ ACTIVITIES

T: asks Ss question
Ss: practice in groups

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
T: gives and explains
Ss: guess the meaning
T: guides Ss to read

CONTENT

1. WARM UP:
Chatting
How can we do to save electricity?
Suggested answers
- Turning of the lights when we do not use
them.
- Using ordinary bulb instead of one.
- ……………………..
2. PRE-READING:
* New words:
- scheme(n): kế hoạch
- consumer(n): khách hàng
- innovation(n):sự đổi mới
- ultimately(adv): cuối cúng, tóm lại

Matching

-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country

3. WHILE-READING:
a. Multiple choice:
Key:
3. North America and European countries are
interested in saving money and natural
T: lets Ss read the text and then choose the
resources.
best summary.
b. Answer the questions:
Ss: practice individually and give the key
keys
T: corrects
1. They are interested in products that will
not only work effectively but also save
energy.
T: asks Ss to read the passage again and then
2. To spend less on lighting we replace an
answer the questions
ordinary 100 watt-light bulbs by using
Ss: practice in pairs and then write the
energy saving bulbs.
answers on the board
3. She will pay US $ 2.

T: corrects
4. The purpose of the labeling scheme is to
tell the consumers how energy efficient
each model is, compare with the other
23


-TM: Play game, practising, discussion
group, technical present….
-C: Co-operation, communication,…
-Q: Love family, friends and country
T: gives questions and asks Ss to discuss
Ss: practice in pairs
T: corrects and gives marks

T: gives the tasks

appliances in the same category.
4. POST- READING:
Discuss
- Why should we save energy?
- What should we do to save money and natural
resources?
* Suggested answers
- Because we can save money as well as natural
resources.
- Use solar energy instead of coal, gas, oil.
- Turn off the faucets, TV, radio when we do not
use them.
- Reduce the amount of water and electricity we

use.
- ……………………………..

5. Production:
- Answer the questions again
- Prepare: unit 7 lesson 4 write

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