Giáo án anh 9 chương trình cũ soạn theo phát trển năng lực 5 hoạt động kì 2

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: Self-made and confident, be responsible for yourself and everyone,
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./. PROCEDURES:
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.

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.
1


- T corrects and Ss take note

d - Water pollution.
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”

Cleaning
up the
streets

Save the
environmen
t

planting
trees, . . .
collecting the trash
2. LISTEN AND READ

-TM: Play game, practising
-C: Capacity to use language
-Q: Self-made and confident
- 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.

* New words :
- Shore = beach : bãi biển
- Sand (n) : caùt
- 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 nhieãm
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?
2


3. PRACTICE :
-TM: Discussion group, technical present….
-C: Co-operation, communication,…
-Q: Be responsible for yourself and
everyone.Love country
The answer
- T opens the tape twice.
1. Mr. Brown is going to give the bags for
- Ss listen carefully .

the volunteer conservationists.
- Ss answer the questions
2. Mrs. Smith is going to cook a picnic
- T checks and helps Ss correct
lunch for them.
- Ss take note.
3. Mr. Jones is going to collect all the
bags.
4. Mr. Brown divides volunteer
conservationists into three groups.
- 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

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

- 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.

- T lets Ss work in group of three or four
and discuss questions 6 & 7 in the book.

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. FURTHER PRACTICE:
Discussion:
6. Have you ever done anything similar? If

3


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

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.
- 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 country, willing to participate in social activities, live humanty,
cooperate with people around, Self-made and confident, be responsible for yourself and
everyone.…
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. PROCEDURES:
1. Warmer:
Jumbled words
1. opnitilulo = pollution
2. mpud = dump
3. iar = air
4. sptesecidi = pesticides
5. psary = spray
TEACHER’S AND STUDENTS’

CONTENT
4


ACTIVITIES
-TM: Play game, technical present….
2 . PRE – SPEAKING :
-C: Capacity to use language
-Q: Self-made and be responsible for
yourself and everyone.

- T asks Ss work in pairs, then Ss give the
* Model sentences :
answer on the board
- I think you should. . .:
- T gives the correct words
- Won’t you . . .?
- It would be better if you ….
- T says “ in order to try to persuade
- Why don’t you . . .?
someone to do something to protect the
- Why not . . .? - What/ How about . . .?
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.
* New words :
- T gives new words on the board.
- Banana leave (n) ( real object ): lá chuối
- Ss guess meaning of new words and take - lotu leave (n) ( real object): lá sen
note.
- Wrap (v) ( action ): gói
- T reads new words twice.
- Dissolve (v): change something from soild
- Ss listen and repeat.
and liquid condition: tiêu huỷ
- T checks new words by playing “ Rub out - Trash = garbage (n): rác

and remember”.
- Garbage bin (n) (picture): thùng rác
- T writes all the new words on the board in - Exhaust fume (n) : (situation): khói thải
both English and Vietnamese. Rub out all
Rub out and remember
English words and ask Ss to go to the
board, write these words again according to
equivalences.
3.WHILE – SPEAKING :
-TM: Play game, practising, discussion
group
-C: Co-operation, communication,…
-Q: Confident, be responsible for yourself
and everyone. Love family, friends and
country
a) Try to presuade your partner to do the
- T asks Ss to read the persuading
following things to protect the environment.
expressions and the ideas cues given in the Ex:
textbook carefully. Make sure Ss
A : I think it would be better if we use banana
understand all of the ideas suggested.
leaves instead of paper or plastic bags to wrap
- T lets Ss work in pairs, persuade their
food.
5


partner to do things to protect the
environment as example.

- T goes around and provide help if
necessary.
- T calls on some pairs to practice the
dialogue before the class.
- T corrects
- Ss take note

B : Why ? How come ?
A : Because plastic bags are very hard to
dissolve, they will cause pollution. And if we
use less paper, we can save trees in the forests.
That’s how we can save the invironment.
* Suggestion:
1)
A : I think it would be better if we reuse and
recycle bottles and cans.
B : Why ? How come ?
A : Because reusing and recycling bottles can
reduce garbage and save natural resources.
2)
A : Why don’t we put garbage bins around the
school yard ?
B : What for ?
A : To prevent lazy students from throwing
trash. That’s how we can keep the school yard
clean and protect the environment.
b) Find possible answer to the questionnaire.
LUCKY NUMBERS

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

2

1

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

3

6

4

7

8

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:
6


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

T asks Ss to work in group discussing what
they should or shouldn’t do.

-TM: Play game, practising, discussion
group
-C: Co-operation, communication,…
-Q: Confident, be responsible for yourself
and everyone. 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”

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.
.........
4.1. PRE – LISTENING :

* New words
- 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 bieån
Slap the board
* Guessing:
7

- 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.
- 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.

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

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

……………………………………………………………………………….
8


……………………………………….

WEEK:21
Period:39

Preparing date:07/1/19
Teaching date:14/1/19
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 country, willing to participate in social activities, live humanty,
cooperate with people around, Self-made and confident, be responsible for yourself and
everyone.…
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. PROCEDURES:
TEACHER’S AND STUDENTS’
ACTIVITIES

CONTENT
1. WARM UP :
9


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

Questions:
- Do you like poetry?
- Do you often read poetry?
- Who is your favorite poet?
- Have you ever read a poem in English?
- What is it? Do you understand it?

T says “ today we’ll learn the poem about the

environment. Before reading the poem, we
discuss to some new words in order to
understend the lesson easily”

2. PRE – READING :
-TM: Play game, practising
-C: Capacity to use language
-Q: Self-made and confident
- T gives new words on the board.
- Ss guess meaning of new words.
- T reads new words twice and Ss listen
carefully and then repeat.
- T corrects new words by playing “Rub out
and remember”
- Ss take note.

* New words
-Junk- yard = dump (n): nơi chứa đồ phế
thải thaûi.
- Treasure (n): a place put many money,
gold, silver: kho báu
- Tin (n): (real object): thiếc
- Foam (n) ( picture): bọt
- Hedge (n) = fence: hàng rào
- Nonsense (n) (translate): vô lý
- Silly (adj) : ( translate ): ngớ ngẩn
* Rub out and remember

- T gives examples to review the conditional
sentence type 1

- Ss take note

Reviews: conditional sentence type 1
Ex:
- T says “In this poem, a mother and her son
- If the pollution goes on, the world will end
are having a picnic in a park. The son sees that up like a second hand junk yard.
the place is polluted. He asks his mother the
- If we throw trash into the street, it will
problems of pollution. You listen carefully and polllute the environment.
answer the question”.
* Guessing
1. How many people are there in the poem ?
What is their relationship ?
2. Where are they ?
3. What problem of the environment is
mentioned in the poem ?
4. What did his mother think about
pollution?
3. WHILE – READING :
-TM: Play game, practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Be responsible for yourself and everyone.
10


- Ss read the poem and answer the questions.
- 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.

* 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 second – hand junk – yard.

- Ss read the poem silent and try to understand
meaning of the poem.
- T can divide the poem into the following
phrases ( 1-2; 3-4-5-6 ; 7-8 ; 9 –10 ; 11-12-1314-15-16; )
- T encourages Ss to guess the meaning of the
word if they don’t know some words.
- Ss work in group
- T gets Ss to compare their answer with a
friend.
- T calls on some Ss to answer the questions.
- T corrects.
- Ss take note

a. Match each word in A to an appropriate
explanation B .
MATCHING
A
B

1. junk – yard
a. a row of things
forming a fence.
2. end –up
b. people
3. treasure
c. a piece of land
full of rubbish.
4. foam
d. a flow of water
5. stream
e. mass of dubbles
of air or gas.
6. hedge
f. valuable or
precious things
7. folk
g. reach a state of
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.

- 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

4. POST – READING :
WHAT . . . IF ?

- T divides the class into two teams (team A
11


and B)
- Each group gets 5 sentences with only “
Ex:
If” half.
Team A: - If you throw rubbish into street,

- Team A read its half and team B have to
Team B : - it will pollute the environment.
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:12/1/19
Teaching date:19/1/19
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 country, willing to participate in social activities, live humanty,

cooperate with people around, Self-made and confident, be responsible for yourself and
everyone.…
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. PROCEDURES:
TEACHER’S AND STUDENTS’
CONTENT
ACTIVITIES
1. WARM UP:
- T checks two Ss .
Brainstorming:
- Ss give the answer on the board.
( What is a formal letter ? )
- T corrects and gives marks
* Answer:
1. Sender’s address.
2. Receiver’s address.
12


1. Situation
2. Body .
3. Signature.
2. PRE- WRITING:
-TM: Play game, technical present….
-C: Co-operation, communication,…
-Q: Self-made and confident
- 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.

Matching:
1. Situation
problem.
2. Complication
politely.
3. Resolution
suggestion
4. Action
writing
5. Politeness
action.
* Answer :
1. d) 2. a)

- T says “ Today we will learn to write a
complaint letter. A letter has five sections.
Now you match what five section are .”
- Ss work in pairs, then Ss give the answer on
the board.
- T corrects.
- Ss take note.

a) mentions the
b) ends the letter

c) makes a
d) states the season for
e) talk about future

3. c)

4. e)

5. b)

26 Tran Phu Street.
Ha Noi.
Octorber 9, 2003
The director
L& P Transport Company.
431 Le Loi Boulevard.
Dear Sir/ Madam.
R

- 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.

S
A
C

13

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


- T asks Ss to read the aloud the letter with
the correct order.
- T asks Ss.
- Ss answer freely.

P

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.
Faithfully

Tran Vu Nhat.

- “ Have you ever seen people use electricity
to catch fish?” where? “.
- T gives new words and reads .
- Ss take note and repeat. Then do slap the
board.
- 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.
-TM: Practising, discussion group
-C: Co-operation, communication,…
-Q: Love country
- Ss work in group. Each group writes one
part.
- Ss give the answer on the board.
- T corrects .
- Ss take note.

* 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
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
14


- T gives some statements.
- Ss work in 4 groups to put the statements in
the correct order.
- Ss give the answer on the board.
- T corrects.

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.
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 14 tháng

1 năm 2019

…………………………………………………………………………….
……………………………………….

15

WEEK:22
Period:41

Preparing date:14/1/19
Teaching date:21/1/19
UNIT 6: THE ENVIRONMENT
Lesson 5 :Language Focus + test 15’

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 country, willing to participate in social activities, live humanty,
cooperate with people around, Self-made and confident, be responsible for yourself and
everyone.…
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
16


III./. PROCEDURES:

1.TEST 15'
Choose the correct options below to fill in the blanks in order to make a complete
passage
These days it is impossible to open a newspaper without (1)_________about the damage we
are doing to the environment. The Earth is being threatened (2)______ the future looks bad.
(3)__________can each of us do?
We cannot (4)________ up our polluted rivers and seas overnight. Nor can we stop the (5)
________of plants and animals. But we can stop adding to the problem (6) ________scientists
look for answers.
It may not be easy to change your lifestyle (7) ________ but some steps are easy to take: cut
down the amount of driving you do, or use as little plastic as possible. It is also easy to save
money (8) ________ also reduces household bills. We (9) ________ all make a personal
decision to work for the future of our planet if we want to ensure a better world (10) ________
our grandchildren.
1.A. reading
B. read
C. to read
D. reads
2.A. and
B. however
C. so
D. moreover
3.A. Where
B. When
C. Why
D. What
4.A. cleaning
B. to clean
C. clean
D. cleaned

5.A. appear
B. appearance
C. disappear
D. disappearance
6.A. since
B. during
C. while
D. within
7.A. complete
B. completeness C. completely
D. to complete
8.A. which
B. who
C. whose
D. whom
9.A. has to
B. ought
C. must
D. better
10A. from
B. for
C. to
D. in
Sentence
Key
Sentence
Key
1
A
6

C
2
A
7
C
3
D
8
A
4
C
9
C
5
D
10
B
2- New lesson
TEACHER’S AND
STUDENTS’ ACTIVITIES
-TM: Practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Self-made and confident

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
17


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

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 :
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.

Adjective
Extreme
Good
Happy
Sad
Slow

Adverbs
Extremely
Well
Happily
Sadly
Slowly

Key:

-TM: Practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Self-made and confident

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
18


-TM: Practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Self-made and confident

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
- T introduces the adverb clauses of
reason and explains by examples.
- Ss follow, take note and do the
exercise to apply.

- T explains the structure and lets Ss

Ex: I am pleased that you are working hard.
Ex: She is happy that her son gets 10 marks.
1. Afraid
- lucky
2. Disappoited
- pleased
3. Glad
- sure
4. Happy
- sad
5. Helpful
- excited
6. Hopeful
- amazed
7. Sorry
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
4. Activity 4: Match each half- sentence in
column A with a suitable one in column B
19


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.

+ 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.

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
WEEK:22
Period:42

-------------------0@0-------------------Preparing date:19/1/19
Teaching date:26/1/19
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:
20


- General capacity:self-learning ability, communication capacity, capacity to use
language, cooperation capacity,…
- Specilized capacity:English language ability, develop self capacity,..
4.2. Quality: Self-made and confident, be responsible for yourself and everyone.Love

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./. PROCEDURES:
TEACHER’S AND
CONTENT
STUDENTS’ACTIVITIES
1. WARM UP: GETTING STARTED
- T introduces new lesson by asking Ss
look at pictures in part 1 in Getting started ( Brainstorming
30 seconds).
( save energy )
- 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.
- T opens the pictures and corrects.
- We should turn off the foucet when there is
enough water supply.
-TM: Play game, practising
2. LISTEN AND READ
-C: Capacity to use language
-Q: Self-made and confident
- T says “ Now we will learn about the
* New words:
dialogue, Mrs Vui is talking with her
- Bill (n) ( real object):

neighbor, Mrs Ha about her water bill. You - Crack (n) ( situation):
will listen to the tape once and fine the
- Plumber (n)( situation):
new words”.
- Drip (v) (action):
- Ss listen to the tape and find new words.
- Faucet (n) (picture):
- T gives the words on th board.
- Enormous (adj) = big :
- T reads the words twice and Ss repeat.
Rub out and remember
- Ss take note.
- T checks the words by playing “ Rub out
and remember”.
- Then T explains the grammar.
* The grammar:
- Ss listen and take note.
S + suggest + Ving
- T hang the poster of statements on the
Ex: - She suggests playing table tennis.
board and asks Ss to guess which
- They suggest ( go) to Hue.
statements are true or false.
They suggest going to Hue
- Ss work in pairs and guess.
True-False prediction:
1. Mrs. Ha is worried about her water bill.
21

2. Mrs. Mi gives Mrs. Ha advice on how to
save water.
3. Mrs. Ha has checked the pipes in her house
and found no cracks.
4. Mrs. Ha suggests getting some tool to check
cracks in the pipes.
5. Mrs. Mi suggests taking shower to save
water.
3. PRACTICE:
-TM: Practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Self-made be responsible for yourself
and everyone.
- T plays the tape once and Ss listen
carefully.
- Ss work in pairs to practice the dialogue
aloud (3 pairs).
- T asks Ss to read the dialogue again and
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.
- 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.

a. Practice the dialogue with a partner:
b. True or False? Check the boxes. Then
correct the false statements:
Key:
1-T
2-T
3- F (Mrs. Ha hasn’t checked the pipes yet)
4- F (Mrs. Mi suggests getting a plumber to
check cracks in the pipes)
5- T
4.Further practice:
Word cue-drill:
1. turn off/ lights/ before/ leave/ room.
2. get a plumber/ make sure there/ no cracks in
the pipes.
3. repair dripping faucets.
4. take/ shower/ instead/ having/ baths.

5. Production
- Learn new words and the grammar by heart.
- Do exercise 3 page 48 in ex.book.Kiểm tra ngày tháng
năm 2019
………………………………………
……………………………………….
……………………………………….

22

WEEK:23
Period:43

Preparing date:21/1/19
Teaching date:28/1/19
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:
23


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 country, willing to participate in social activities, live humanty,
cooperate with people around, Self-made and confident, be responsible for yourself and
everyone.…
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. PROCEDURES:
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’
CONTENT
ACTIVITIES
-TM: technical present….
2. PRE- SPEAKING :
-C: Co-operation, communication,…
-Q: Self-made and confident
- T explains the model sentences.
- Ss listen and take note.
- T asks Ss to make sentences with the
model sentences.
- Ss work in pairs.

Suggestions
Response
I think + V(ing)
Ok.
I think we should . . . That’s a good idea.
Shall we . . .?
All right.
Why don’t we+
No, I don’t want to
V(inf)?
I prefer to . . .
How about+ V(ing) ?
Let’s . . . .
What abou + V(ing) ?
Let’s + V( inf) . . ?

3. WHILE – SPEAKING :

-TM: Practising, discussion group,
technical present….
-C: Co-operation, communication,…
-Q: Self-made and be responsible for
yourself and everyone.
a) Make suggestions about how to save energy:
A)- I suggest fixing the faucet.
- T uses the pictures page 59 and asks
- I think we should should turn off the faucet.
Ss to make suggestions.
B) – I think we should turn off the gas fire/ gas
- Ss give the answer on the board.
cooker.
- T corrects .
C) I suggest turning off the fan.
- Ss take note.
D) I think we should turn off the air conditioner.
E) Why don’t we turn off the TV when no one
watches it.
24


- Ss work in group of four. Practice
the dialogue( example) page 59.
- Then Ss make the plan to save
energy.

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
going by motorbike to save energy.
B: That’s a good idea.
C: How about making posters on energy saving
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:
Discussion : Make suggestions about how to study
English better/ help poor people/ be a good
students…
4.1. PRE-LISTENING:

-TM: Play game, practising
-C: Capacity to use language
-Q: Self-made and confident, be
responsible for yourself and everyone.

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.

Pre-teach:
- Solar (a): thc vỊ mỈt trêi
- Panel(n):tÊm kim lọai
- nuclear power(n): năng lợng hạt nhân
- effective(adj): hiệu quả
- install(v): cài đặt
Rub out and remember

- T asks Ss to look at the statements
on page 60 and has they work in pairs a. True/False prediction/ P.60
and guess which statements are true
and which one are false.
-Ss give feedback
-T has Ss listen to the tape twice and 4.2. WHILE-LISTENING:
check their prediction.
Keys:
25