giao an anh 9 ki 2012

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HỌC KỲ II

Date : 02.01.2012

Unit 6: the environment

Period 37. Lesson 1: Getting started - listen and read

I. Aims:

- To introduce the topic of the environment and practise the conditional sentence Type 1.
- To help students read a text about the protecting the environment for details.

- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to know more about the
environment problems, talk about the things they've done to keep the environment clean and
beautiful, what they think might happen if the pollution continues.

- Students practise the conditional sentence Type 1.

III. Ways of working: T - WC, pair work, individual work.

IV. Materials: Textbook. pictures in the textbook, tape and cassette player.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision:

3. New lesson:

TEACHER ‘& SS’ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understanding:
Rubout and remember.

* Matching:

Getting started P.47

- Students match the environment
problems to the pictures.

* Prequestions:

What do you usually do to protect our
environment?

I. New words:

garbage dump: (n)
deforestation: (n)
dynamite fishing(n)
spraying

pesticides(n)
dispointed (adj):
sewage (n)

bãi đổ rác thải
sự tàn phá rừng

việc đánh bắt cá bằng
thuốc n

việc phun thuốc diệt
sâu bọ

thất vọng

rác thải, nớc ống

II. Matching:

a) b) c)

d) e) f)

* Key:

a) air pollution
b) spraying pesticides
c) garbage dump
d) water pollution

e) deforestation
f) dynamite fishing

* Listen and read P.47 - 48:
* Set the scene:

Mr. Brown is talking to some
volunteer conservationists.

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- Students answer the prequestions.
- Teacher gets students read the text
as they listen to it.

* Matching :

- Students match the names in

column A with the task in the column
B

- Teacher elicits the model sentences:
- Concept checking:

+ Những câu này có nghĩa tiếng Việt
là gì?

+ Khi nào thì sử dụng cấu trúc câu
này?

+ Cõu gm mấy mệnh đề? Mệnh đề
If ở thì nào? Mệnh đề chính ở thì
nào?

* Comprehension questions:

- Students answer the comprehension
questions on page 48. by playing
lucky numbers

1. Match the names in column A with the 
task in column B:

* Answer key:

1 + f 2 + e 3 + b
4 + a 5 + c 6 + d

2. Model sentences:

- If you can't find your place, I will help you
get there with this map.

- If we work hard, we'll make this beach a
clean and beautiful place again.

III. Answer the comprehension 
questions:

* Key:

1. The speaker is Mr. Brown.

2. The listeners are (member of) the
volunteer conservationists.

3. They are on the beach.

4. They are going to clean the beach.
5. If they work hard today, they will make
the beach clean and beautiful again soon.

* Language focus 4, 5:

- Teacher gets students to do the
exercises by matching colum 1 with
colum 2and then correct them.

+ Students base on the cues given to
write the main clause of the

sentences:

IV. Language focus:
1. Language focus 4. P.56:

* Answer key:

1-e: If we pollute the water, we will have no
fresh water to use.

2-a: If you cut down the trees in the forests,
there will be big floods every year.

3-c: If there is too much exhaust fume in the
air, more and more people will cope with
respiratory problems.

4-d: If you can keep your neighborhood
clean, you will have an ideal place to live.
5-b: If people stop using dynamite for
fiahing, a lot of sea creatures will be well
preserved.

2. Language focus 5. P.56:

* Answer key:

b/ If we go on littering, the environment will
become seriously polluted.

c/ If we plant more trees along the streets,
we will have more shade and fresh air.
d/ If we use much pesticide on vegetables,
the vegetables will become poisonous and
inedible.

e/ If we keep ur environment clean, we will
live a happier and healthier life.

4. Homework: (2 minutes)

- Learn by heart the new words and read the text again.
- Do exercises 8, 9, 10 P. 45 - 46 (Workbook)

- Prepare Speak (textbook)

* Teacher guides students to do the exercises:

Date : 04.01.2012

Period 38

.

Unit 6: the environment

Lesson 2: Speak. + LF 2,4

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- To help students t persuade people to protect the environment.
- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to persuade their friends to do
something to protect the environment and to reduce the environmental polution.

III. Ways of working:- T - WC, team work, group work, pair work, individual work.

IV. Materials: Textbook

V. Anticipated problems:

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (5 minutes) Brainstorming:

- Students write the thing that make our environment pollutted.

3. New lesson:

TEACHER & SS’ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understanding:
Rubout and remember.

* Set the object of task a. P.49

* Presentation dialogue:

- Teacher present the dialogue to the
students.

* Substitution drill:

- Students use the expressions and

idia cues given.

I. New words:

(to) prevent:
(to) reduce:
(to) wrap:
(to) avoid:
exhaust fume:

ngăn chặn, phòng chống
làm giảm, giảm

bọc, gói
tránh
khí thải

II. Expressions:

- I think you should...
- Won't you ...?
- It would be better if you... .
- Why don't you...?
- Why not...?
- What / How about...?

III. Dialogue:

S1:
S2:

S1:

I think it would be better if we use
banana leaves instead of paper or plastic
bags to wrap food.

Why? How come?

Because plastic bags are very hard to
dissolve, they will cause pollution. And
if we use less paper, we can save trees in
the forest. That 's how we can save the
environment.

* Speak P.49:

- Matching:

Students match the items in green
box with the items in the red box.
(On posters)

* Questionnaire: (Group work)
- In group of four students find
possible answers in section a) to the
questionnaire

* Discussion: (Group work)

- In groups of four students discuss

with a partner the best way to
protect the environment, take turns
to try and persuade your partner
into doing things they think the
most practical.

IV. Speak:

1. Matching:
E.g:

S1: How can we save paper?
S2: Use banana leaves.
2. Speak:

Example:

- I they we should burn trash to reduce the
amount of garbage we produce to protect the
environment.

- No, we shouldn't do that. Burning trash will
pollute the air. I think the best way to reduce
garbage is to reuse and recycle things.

- How can we do that? I think only the factory
can.

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and cans every day? It's not difficult.
- That's a good idea! Let's do that.

* Write it up:

- Students write the ideas of the best
way to protect the environment.

Ask ss to do LF2,4

3. Write it up:
Example:

- Write on both sides of the paper / recycle
used paper.

- Save plastic bags, clean and reuse them.
- Don't throw waste and garbage into streams,
lakes and even oceans.

- Throw garbage in waste bins.

- Use fewer private vehicles and don't release
pollutants into the air.

- Try to reuse and recycle things.

4. Language focus 2:

Adverb clause of reason:
Answer key:

b) Man has a broken leg becase / as / since he
fell over while he was playing basketball.
c) Lan is going to be late for school becase /
as / since the bus is late.

d) Hoa broke the cup becase / as / since she
was careless.

e) Mai wants to go home becase / as / since
she feels sick.

f) Nga is hungry becase / as / since she hasn't
eaten all day.

LF4 .

1.e 2.a 3.c 4.d 5.b

4. Homework: (2 minutes)
- Learn by heart the new words.
- Do exercises: 4. P.42 (workbook)

- Prepare: Listen ans language focus 1, 3,5 (textbook)
* Teacher guides students to do the execise:

Kết hợp 2 câu thành mét c©u, sư dơng Because, since, as

Date : 10.01.2012

Period 39

.

Unit 6: the environment

Lesson 3: Listen + Language focus 1,3.5 P.50, 53 - 55.

I. Aims:

- To help students listen for details, further practice for conditional sentence type 1.
- To help students know how to use adjectives and adverbs; students practice the adverb
clauses of reason (as, because, since); adjective + that clause.

- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to do all the tasks.

III. Ways of working: T - WC, individual work.

IV. Materials: Textbook, pictures in the textbook, cassette player.

V. Anticipated problems: - Students might have difficulty in understanding the listening
text which has completed structures and a lot of new words.

- The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (2 minutes) Teacher asks students some questions:

What are we doing with our environment now? Are we polluting it? What are we polluting?
(air, water, land...)

3. New lesson:

TEACHER” & SS’ACTIVITIES BOARD PRESENTATION

* Set the sence:

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polluted?

* Preteach:

- Teacher uses techniques to teach
students new words

* Prediction:

- Students predict 4 things that make
the ocean polluted. (individual work)
- Students compare their predictions
(pair work)

I. New words:

raw sewage:
(to) pump:
(to) leak:
marine (adj):
oil spills:
vessel:

níc thải cha qua xử lý
bơm

rò rỉ
thuộc biển
sự tràn dầu
tàu, thuyÒn

* Listen. P.50

- Students listen for the first time and
check their prediction (selecting)

- Students listen for the second time
and do the gap fill:

- Students listen for the third time to
check their task.

Tapescript:

Our oceans are becoming extremely polluted.
Most of this pollution comes from the land,
which means 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 spills
from ships. A ship has an accident and oil leak

from the vessel. This is not only pollutes the
water, but it also kills marine life. Next, there are
waste materials from factories. Without proper
regulations, factoty 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.

II. Listen. P.50

1. Checking the prediction:

- Raw sewage
- Garbage
- Oil spills

- Waste materials

2. Gap fill:

How the ocean is polluted

Firstly:
Secondly:
Thirdly:
Next:
Finally:

Raw sewage is pumped directly

into the sea.

Garbage is dropped into the sea.
oil spills come from ships at sea.
Waste materials come from
factories.

Oil is washed from the land.

* Writing:

- Students complete the sentence: 3. Write:Complete the sentence:

The ocean won't be polluted if...
...

* Language focus:

Language focus 1. P.53

- Teacher calls out the adjectives,
students change them into adverbs.

- Students do the exercise; Teacher
corrects:

Language focus 2:

Students use because, as or since to
join the pair of sentences together

(Word cues drill & picture cues drill)

III. Language focus:
1. Language focus 1. P.53:

Adjectives Adverbs

extreme extremely

good well

happy happily

sad sadly

slow slowly

* Answer key:

a) Hoa was extremely pleased that she got
an A for her assignment.

b) The old man walked slowly to the park.
c) Tuan sighed sadly when he heard that he
failed the test.

d) The baby laughed happily as she played
with her toys.

e) Mrs. Nga speaks English quite well.

2. Language focus 3:

Adjective + that clause:

* Answer key:

b) Mrs. Quyen: When are you going on
vacation with your family, Sally?

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Language focus 3. P.55

- Students work in pair to complete
the dialogues.

- THAT CLAUSE thờng đợc dùng
sau các tính từ để diễn tả cảm xúc
hoặc sự chắc chắn.

c) Lan: I am 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. Robinson: I'm disappointed that you did
not phone me about it.

e) Miss Lien: Congratulation!

Nga: Thanks. I'm amazed that I could win
the first prize.

3/L>F 5

A,….,the plant will die

B,………our environment will be seriously
polluted

C,…….we will have more shade and fresh
air

D,……….
E,……..

4. Homework: (2 minutes)

- Learn by heart all the new words

- Do exercises: 1, 2. P.41, 42 (workbook)
- Prepare Read (textbook)

Teacher guides students to do the exercises:

Bài tập 1: Khoanh tròn từ đúng để hồn thành câu: Dùng tính từ hay trạng từ?
Bài tập 2: Hoàn thành đoạn văn, sử dụng dạng thích hợp của từ cho trong khung.

Date : 12.01.2012

Period 40

.

Unit 6: the environment

Lesson 4: read. P.51.

I. Aims:

- To help students read the poem for main idea.
- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to talk / write about
minimizing pollution in their school.

III. Ways of working: T - WC, group work, pair work, individual work.

IV. Materials: Textbook, color chalk, workbook, a poster, picture.

V. Anticipated problems: It's the first time students read a poem so students might have
difficulty in understanding the idea the author want to express as the mummy' s opinion.
(Line7, 8, 11, 12, 13, 14) might cause problems in understanding the text. There are many
new words in matching activity P.51.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (5 minutes) T / F repetition:

1. If raw sewage is pumped directly into the sea, the ocean will be polluted.

2. Oil spills from ships at sea do not make the sea polluted.

3. Waste materials from factories pollute the ocean.
4. Oil washed from land causes the ocean pollution.
5. Garbage was never dropped into the sea.

6. Tourists always keep beaches clean.

3. New lesson:

TEACHER & SS’ACTIVITIES BOARD PRESENTATION

* Set the sence:

- Teacher introduce the topic: use a
picture of a school ground being full of
garbage / a classroom full of garbage.

* Preteach:

- Teacher uses techniques to teach
students new words:

* Discuss:

- Students discuss and guess the
answers to the questions:

+ Who is asking?

I. New words:

- a second hand junk yard: bãi rác, bãi
chứa những thứ đã qua sử dụng

- a treasure: kho b¸u

- a stream: suối, dòng sông nhỏ

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+ Who is answering?

+ What are they talking about?

+ Who knows more about making the
environment clean?

* Read P. 51:

- Students listen for the first time and
check their predictions.

( A mother and a son are having a 
picnic in a park.... The son sees that the
place is polluted.He asks his mother 
abot the problems of pollution)

- Students read again and do the
matching part a P.51

(Posters of five items from the green

box. P.51)

Chó ý:

Hớng dẫn học sinh đọc bài thơ, bài có
thể phân thành cụm để cho học sinh dễ
hiểu:

1-2
3-4-5-6
7-8
9-10

11-12/13-14-15-16

- Students read again and answer the
comprehension questions:

1-5 (Focus on question 4)

II. Read:

1. Check the predictions:

+ A child is asking
+ A mother is answering

+ They are talking about the problems of
pollution.

+ (Students' answer)

The possible answer: The child does.

2. Students do the matching on page 51:

1. junk-yard
2. end up
3. treasure

4. foam
5. stream
6. hedge

7. folk

c) a piece of land full of
rubbish (một mảnh đất đầy
những đồ bỏ i)

g) reach a state of
(đa tới tình trạng)

f) valuable or precious of
things

(những vật quí giá hoặc có
giá trị)

e) mass of bublles of air or

gas (vô số những bät khÝ)
d) a flow of water

(mét dßng níc)

a) a row of things forming a
fence

(một dÃy những thứ làm
thành hµng rµo)

b) people (ngêi ta)

3. Answer the comprehension 
questions:

Answer key:

1. If the pollution goes on, the world will
end up like a second hand unk-yard.
2. The mother thinks other folk pollute
(are responsible for the pllution of)
environment but not her and her son.
3. If the boy keeps on asking such
questions, his mother will take him hoe
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 every

one is responsible for keeping the
environment from pollution / stopping
polution.

* Group discussion:

1. Do you like the mummy in the text?
Why? Why not?

+ Eliciting:

- Does the Mummy protect the
environment?

- Should she tell the boy to throw the
soda bottles over the hedge?

- Should we protect the environment in
our school?

2. Question 6.

III. Discussion:

1. Do you like the Mummy in the text?
Why? Why not?

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house to minimize the pollution?
6. (Students' answers)

E.g: Put the bins around the school yard.
 Pick up the rubbish / garbage and 
throw it into a trash bin.

Should not litter / spit on the ground.

4. Homework:(2 minutes)

- Learn by heart the new words and read the text again.

- Write a passage to tell what you should do in your school / house to minimize the pollution
(to protect the environment)

- Prepare: Write (textbook)
Date : 17.01.2012

Period 41

.

Unit 6: the environment

Lesson 5: write. P.52 - 53

I. Aims:

- To help students write a complaint letter.
- To develop students' writing skill.

II. Objectives: By the end of the lesson, students will be able to write a complaint letter (100
- 120 words) about catching fish using electricity base on the language materials provided.

III. Ways of working: T - WC, individual work.

IV. Materials: Textbook, pictures, wordcards (five sections in a complain letter, P.52)

V. Anticipated problems: Students might not know much about catching fish using
electricity.

VI. Teaching steps:

1. Warm up: (5 minutes) Teacher introducing the topic of the letter:
What types of letters do you know?

Personal
Business
Thank you

Invitation
Job application
Congratulation

* Elicit: You have bought a TV set and it doesn't work now. What type of letter do you want
to write to the shop? - A complain letter.

2. New lesson:

TEACHER & SS’ACTIVITIES BOARD PRESENTATION

* Discussion:

- How many parts of are there in
a complain letter?

(Teacher shows the cards and get
students to read)

Cards:

- States the reason for writing
- Mentions the problems
- Makes a suggestion
- Talks about future action
- Ends the letter politely

(If students are good at English,
mix the cards and ask students to
order the cards -> read)

- Teacher checks and asks
students to repeat.

* Read:

- Students read the letter on page
52 on put the sections of the
jumble letter in the right order to
make a complaint letter.

(H×nh thøc cđa bøc th: SCRAP)
- T. calls a student to read a
complete letter to check.

* Set the scene:

- Teacher ask students to read part

I. Discussion:

- How many parts of are there in a complain
letter?

II. Ordering:

1. Label the sections of the letter. P.52:

1. Situation

2. Complication
3. Resolution
4. Action
5. Politeness

- States the reason for
writing

- Mentions the problems
- Makes a suggestion
- Talks about future
action

- Ends the letter politely

2. Ordering:

* Key:

R- "I would suggest that... leaving"
S - "I am writing to ... the north"
A - "I look forward...company"
C - "When the trucks... and flies"
P - "Yours faithfully,

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b) P.53

Q: What does catching fish with
electricity cause?

* Write:

- Students write a complaint letter
individually. Begin with:

Dear Mr. President,

I am writing to you about the 
problem of fish catching in the 
lake behind my house...

The suggested letter:

I am writing to you about the problem 
of fish catching in the lake behind my

house.

I am very worried because people 
(don't use fishing rod or net but) use 
electricity to catch fish. After a short 
time they left the place / 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.

I look forward to hearing from you and 
seeing the protection of environment 
from the local authoritiy.

III. Write:

Dear Mr. President,

I am writing to you about the problem of fish 
catching in the lake behind my house.

...
... ...
...

Yours truly,
Minh

* Correction:

- Pair correction

- T. corrects the common

mistakes. (Choose one letter from
the Ss' works)

3. Homework: (2 minutes)

- Revise the conditional sentences type 1 and Why, Because sentences.
- Do exercises: 6, 7 P.44 - 45 (workbook)

Teacher guides students to do the exercises:

Bài tập 6: Kết nối 2 nửa câu với nhau sau đó viết câu đầy đủ vào vở bài tập.
Bài tập 7: Kết hợp 2 câu thành một câu, sử dụng THAT clause

Date : 19.01.2012

Period 42

.

Unit 7: saving energy

Lesson 1: Getting started + Listen and read + Language focus 3.

I. Aims:

- To introduce the topic of environment and conditional sentence: Type 1.
- To help students read a text about protecting the environment for details.
- To help students practise giving and responding to compliments.

II. Objectives: - By the end of the lesson, students will be able to know more about the
environment problems and think what might happen if the pollution continues.

- Students talk about the things they have done to keep the environment clean and beautiful
- Students practise giving and responding to compliments.

III. Ways of working: T - WC, pair work, group work, individual work.

IV. Materials: Textbook, cassette, pictures.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision:
3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to
teach students new words.
- Checking undersrstanding:

Slap the board

I. New words:

water bill:
a plumber:
a crack:
a pipe:

hóa đơn tiền nớc
thợ nớc

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* Set the scene:

- Students look at the pictures
and answer the teacher'
questions:

+ Are the faucets running?
+ Is the TV on?

+ Who's watching TV?

+ Who's listening to the radio?
+ What should we do to save
energy?

+ Should we turn off the TV?
The radio? The lights?

* True/False prediction:

- Teacher introduce the dialogue:
You are going to listen and read
about a dialogue between Mrs.
Mi and Mrs. Ha. Here, I have
some statements. These may true
or false. Please, predict.

a faucet (= a tap):
(to) drip:

(to) suggest:

vòi nớc

nhỏ giọt, rỉ nớc
gợi ý

II. True / False prediction:

1. Mrs. Ha is worried about her water bill.

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 showers to save
water.

* Listen and read:

- Students read the dialogue as
they are listening to the dialogue,
then check their prediction.
- Students practice the dialogue
in pair.

- Teacher elicits the model
sentences

- Concept checking:

+ What do these sentences mean
in Vietnamese?

+ When do we use these
sentences?

+ What is the form of the
sentence when we suggest
something?

- Students look at the pictures
again and practice about the

things the family / the students
could do to save energy

III. Listen and read P. 57
1. Checking T/F prediction:

* Key:

1. T 2. T 3. F
4. F 5. T

2. Model sentences:

- You should reduce the amount of water your
family uses.

- I suggest taking showers.

* Note: Suggestions:

- (I think) you should + V...
- I suggest + V- ing...

- I suggest + clause (S + should + V +O)

3. Practice:

E.g: - We should turn off the faucets when we
don't need water.

- We should...
- I think we should turn off the light when
we have a break.

- Yes, I agree. And we should also turn off
the lights and fans when we go out to have
Physical Education.

* Language focus 3. P.64

- Students work in group of four
to give suggestions about the
things they should do to help the
poor in the neighbourhood in
their school and suggest things
that their friend should do to
improve his / her English

IV. Language focus 3. P.64:
Suggestions:

- (I) suggest + V-ing

- (I) suggest that + clause
* Key:

+I suggest collecting unused clothes.

+ I suggest organizing a show to raise money.
...

+ I suggest that you shouldwrite sentences with
new words.

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- Learn by heart the new words and model sentences + Read the dialogue again.
- Do exercise: 5. P49 - 50 (WB)

- Prepare

* Teacher guides students to do the exercise:

Đọc tình huống cho trớc sau đó viết câu gợi ý nên làm gì.

Date : 20.01.2012

Period 43

.

Unit 7: saving energy

Lesson 2: speak + language focus 2

I. Aims:

- To help students persuade people to protect the enironment.
- To develop students' speaking skill.

II. Objectives: By the end of the lesson, students wil be able to persuade peple to do things
to protect the environment.

III. Ways of working: T - WC, team work, pair work, group work, individual work.

IV. Materials: Textbook, pictures on page 59, 63, posters.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (4 minutes) Brainstorming

- Students write something that make our environment polluted.

3. New lesson:u

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- T. uses techniques to teach students
new words.

* Introduce the expressions and the
responses to make suggestions about
how to save energy.

I. New words:

(to) turn on: bật lên
(to) turn off: tắt đi.

II. Expressions:

Suggestions Responses

I suggest + Ving

I think we should...
Shall we...?

Why don’t we...?
How about + Ving ....?

What about + Ving

Let's...

That's a good idia.
All right

No. I don't want to.
I prefer to...
Let's

* Speak:

- Students look at the pictures on page
59 and speak in pair.

+ T. can give students some words to
help students practice more easily:
lid: vung

cooking pot: nåi, xoong
gas fire: bÕp ga

air conditioner: điều hòa nhiệt độ
* Key:

A: I think we should turn off the

III. Speak:

1. Part a. P.58 - 59: How to save energy?
E

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faucet. (I suggets fixxing the faucet)
B. Why don't we turn down the gas
fire?

C. I suggest turning off the fan.

D. Shall we turn off the air coditioner?
E. I think we should turn off all the
lights and the television.

F. Le's turn off all the faucets before
going out.

G. How about travelling by bikes
instead of motorbikes?

H. Why don't we use the public
transport instead of private one?
- Students work in group of four to
make plan to save energy for their
class. (write on posters)

- T. call students to say about their
plans.

2. Part b. P.59: Plan to save energy
E.g:

- Turn off all the fans when it's not hot.
- Turn off all the lights when we go out to
have break, Physical Education.

- Turn off all the faucets when we don't
need water.

- Fix all the dripping faucets.

* Language focus 2. P.63

- Students look at the pictures on page
63 and answer the T's questions:

+ Where are the people? What are they
doing?

- Students work in pair and then T.

corrests.

IV. Language focus 2. P.63:

* Answer key:
a. look after
b. go on
c. Turn on
d. looked for
e. turn off

4. Homework: (2 minutes)

- Learn by heart all the new words
- Do exercise: 4. P.49 (WB)

- Prepare: Listen + Language focus 1.

* Teacher guides students to do the exercise:

Chọn từ, cụm từ cho trong khung điền vào chỗ trống để hoàn thành câu.

Date:26/01/2012

Period 44. Unit 7: saving energy

Lesson 3: listen + language focus 1

I. Aims: To help students listen to the news on solar energy for detail and practice using
some connectives (and, but, because....)

- To develop students' skills.

II. Objectives: By the end of the listen, students will be able to understand the listening and
do all the task.

III. Ways of working: T - WC, team work, individual work.

IV. Materials: Textbook, tape, cassette player.

V. Anticipated problems: Listening may be difficult for some students.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

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3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach:

- Teacher uses techniques to
teach students new words.
- Checking understanding:
Rubout and remember.

* Set the scene:

- True / false statements open
prediction:

I. New words:

Solar energy:
nuclear power:
solar panels:
effective (adj):
(to) install:

năng lợng mặt trời
năng lợng hạt nhân

ô (kính) hấp thu năng lợng mặt
trời

hiu qu
ci t

II. True / false prediction:

1. Solar energy can be cheap and clean.

2. Most of our electricity now comes from nuclear
power.

3. The solar energy that gets to the Earth cannot
provide enough power for the world's population.
4. Solar energy can be used on cloudy days.
5. All buildings in Sweden will be heated by slar
energy in 2005.

*. Listen. P.60.

- Students listen and check their
prediction.

- Students listen again and
correct the false sentences.

- Students listen and fill in the
blank in part b. P.60

* Tapescript:

Are you looking for a cheap, clea,
effective source of power that doesn't
cause pollution or waste natural resources?
Look no further than solar energy from
our sun. At present, most of our electricity
comes from the use of coal, gas, oil, or
nuclear power. This power could be
provided by the sun. One percent of the
solar energy that reaches the Earth id
enough to provide power for the total
population.

Many countries are already using solar
energy. Solar penels are placed on the roof
of a house and the sun's energy is used to
heat the water. The energy can be stored

for a number of days, so on cloudy days
you can use solar energy too.

Sweden has an advanced solar energy
program. There, all buildings will be
heated by solar power instead of gas by
the year 2015.

III. Listen. P.60

1. Checking the true / false prediction:

1. T 2. F 3. F 4. T 5. F.

2. Correct the false statements:

2. Most of our electricity now comes from the use
of coal, gas, oil or nuclear power.

3. 1% of the solar energy that gets to the Earth can
provide enough power for the world's population.
5. All buildings in Sweden will be heated by solar
energy in 2015.

3. Gap fill: Part b. P.60

1. The sun can be an effective source of power.
2. Solar energy doesn't cause pollution.

3. A lot of countries in the world are already using

solar energy.

4. It is possible to store solar energy fr a number
of days.

5. Solar penels are installed on the roof of a house
to receive the energy from the sun.

6. We can save natural resources by using solar
energy instead of coal, gas and oil.

* Language focus 1. P.62 - 63:

- Students complete the
sentences, using the correct

IV. Language focus 1. P.62 - 63:

* Key:

1. Mrs. Quyen bought corn, potatoes and cabbages
N
at
ur
al
re
so
ur
ce
s

w
at
er
oilco

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connectives:

Note: "And": Dùng để nối hai vế
có nghĩa tơng đơng nhau.

"But", "However": Dùng để nối
hai vế trái ngợc nghĩa nhau
"So", "therefore": Dùng trong
MĐ ch kt qu.

"Because": MĐ trạng ngữ chỉ
nguyên nhân.

"Or": MĐ chän lùa.

at the market.

2. I'd love to play volleyball but I have to complete
an assignment.

3. Nam got wet because he forgot his umbrella.
4. Hoa failed her math test. Therefore, she has to
do the test again.

5. Do you want Vietnamese tea or milk tea?

6. It's raining, so I can't go to the beach.

7. Ba's hobbies are playing football and collecting
stamps.

8. Na is very tired. However, she has to finish he
homework before she goes to bed.

4. Homework: (3 minutes)

- Learn by heart all the new words.
- Do exercise:1, 2. P.47,48 (workbook)
T. guides students to do the exercises:

Bài tập 1: Dùng and, but, because và so để nối nửa câu ở cột A với nửa câu ở cột B.
Bài tập 2: Dùng and, but để kết hợp 2 câu thành 1 câu.

Date:29/01/2012

Period 45

.

Unit 7: saving energy

Lesson 4: read

I. Aims:

- To help students read the text about saving energy for details.
- To develop students' skills.

II. Objectives: - By the end of the lesson, students will be able to understand the text for
details.

- Students know more how North American and European countries save money and natural
resources.

III. Ways of working: T - WC, individual work.

IV. Materials: Textbook, pictures, posters, color chalk.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (6 minutes)- Students do the exercises 1, 2 (workbook)

3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to
teach students new words.
- Checking understanding:
Rubout and remember.

* Prequestions:

I. New words:

- a bulb:
- (to) label:
- scheme /ski:m/
- a category:
- ultimately:
- innovation:

bóng đèn trịn
dán nhãn
kế hoạch
loại, hạng

cuối cùng, xét về lâu dài
sự đổi mới

* Prequestions:

1. Do people in western countries think
electricity, gas, and water are luxury?

2. Do they want to save electricity? What do they
do to spend less on lighting?

* Read. P.60:

- Students read for the first time
and check their prediciton.

- Students read the text for the
second time and do the multiple

choice on page 61 (Part a)

II. Read. P.60:

1. Checking the predictions:

* Answer key:

1. No, they don't. They think electricity, gas,
water are not luxury but necessities.

2. Yes, they do. They use energy saving bulbs
instead of ordinary bulbs and there is a labeling
scheme helping them use household appliances
efficiently.

2. Multiple choice: Part a. P.61

* Answer key:

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- Students read the text for the
third time and answer the
questions on page 61 (part b)

3. Answer the questions: Part b. P.61

* Answer key:

1. Western consumers are interested in products
that will not only work effectively but also save

money.

2. We can use energy - saving bulbs instead of
ordinary 100 watt-light bulbs to spend less on
lighting.

3. She will pay US$2 for lighting if she uses
energy-saving bulbs instead.

4. The purpose of the labeling scheme is to help
consumers to know how efficient each model is,
compared with other appliances in the same
category so that they can save money and energy.
5. (Suggested answer:

We should save energy because by saving energy
we can conserve the Earth's resources.

* Write it up:

- Teacher gets students to make a
list of how to save electricity /
spend less on lighting.

III. Write:

How to save electricity / spend less on lighting?
Example:

1. Use energy- saving bulbs instead of ordinary

100 watt-lighting bulbs.

2. Use household appliances properly.
3. Keep the refrigerator door closed.
4. Ect.

4. Homework: (2 minutes)

- Learn by heart all the new words.
- Do exercise: 7. P.51 (WB)

* T. guides students to do the execise:

Đọc đoạn văn sau đó điền 1 từ vào mỗi chỗ trống để hoàn thành đoạn văn.

Date:06/02/2012

Period 46

.

Unit 7: saving energy

Lesson 5: write.

I. Aims:

- To help students write a speech about saving energy.
- To develop students' writing skill.

II. Objectives: By the end of the lesson, students will be able to write a simple speech about
saving money.

III. Ways of working: T - WC, group work, individual work.

IV. Materials: textbook, posters.

V. Anticipated problems: Some students in class 9A and 9B may have difficulty in writing.

VI. Teaching steps:

1. Warm up: (1 minutes) Greet and check the students' attendance.

2.

Revision: (5 minutes) - Students present their list of the way to save energy.

3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Presentation:

Matching: Write. Part a. P.61:

- Students match each part of a
speech in column A to a suitable
function in column B.

Ordering: Write. Part b. P.61-62

- Students put the section in part B
on page 61-62 in the correct order
to complete the speech.

I. Matching:

A B

Part of speech Function

1. Introduction
2. Body

3. Conclusion

A. summing up what you have said
B. getting people's attendance and
telling them what you are going to talk
about.

C. giving details in easy-to-understand
language.

* Key: 1B; 2C; 3A

II. Ordering: Part b. P.61-62

* Answer key:

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professor Roberts and tonight I'm going to tell
you how to save money.

2. Most of us use too much gas. You can reduce
this amount by:

 traveling by bicycle or public transport
 having a mechanic check your

motorcycle regulary.

1. If you follow these simple rules, not only
will you save money, but also the environment
will be cleaner.

* Write. P.62

- Teacher divides class into 3
groups. Each group prepare a
speech about one of three topics:
Reduce garbage, reusing paper and
saving energy in the kitchen.

- Students write on posters.

III. Write. P.61-62:

Example speech1:

Good morning , ladies and gentlemen. I'm Thuy
and today I'm going to tell you how to save
energy in the kitchen.

Most of us often waste energy in the kitchen.
You can save energy in the kitchen by taking

some advice:

 First. turn off the lights.

 Second, prepare food carefully before
turning on the stove

 Third, keep the refrigerator door closed.
If you follow these simple rules, you can
reduce the amount of energy in the kitchen and
save a lot of money.

Example speech2:

Good morning, my classmates. My name is
Tuan and today I'm going to tell you how to
reduce garbage.

We produce a large amount of garbage every
day. We can reduce this amount by:

 Collectin plastic bags and try to reuse
them.

 Putting different kinds of waste in
different places in order to recycle or
reuse them, for instance, food waste for
pigs, wastepaper for wrapping, old
clothes for cleaning, bottles and cans for
recycling, etc.

If we follow these simple rules, we'll reduce the
amount of garbage we produce every day.

* Exhibition:

- Students show their posters.
- Students go round and correct
other group' work.

- Give feedback.

IV. Correction:

4. Home work: (2 minutes)

- Write all three speeches in the exercise book.

Date:20/02/2012

Period 47.

kiÓm tra 1 tiÕt

A. Aims:

- To check students knowledge from unit 6 to unit 7.
- To help students appropriate their knowledge.
- To develop students' skills.

B. Test:

Date:24/02/2012

Period 49

. Unit 8: celebrations

Lesson 1: getting started - listen and read. P.65 - 66

I. Aims:

- To introduce some festivals in the world to the students.

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II. Objectives:

- By the end of the lesson, students will be able to know more about the popular celebrations
in the world and recognize the relative clauses in the text.

III. Ways of working: T - WC, teamwork, individual work.

IV. Materials: Textbook, pictures in the textbook, tape and cassette player.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2.

Revision: (5 minutes) Shark attack: CELEBRATION
3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Getting started: Matching

- Students match the icons with
the names of the celebrations
they present

- Teacher gets students to add
more the list of the celebrations.

* Preteach vocabulary:

- Teacher uses techniques to
teach students new words.
- Checking understanding:
Rubout and remember

* Open Prediction:

- Teacher gets students to predict
the three celebrations from the
text.

I. Matching:

Easter

Lunar New Year ChristmasBirthday Mid-Fall FestivalWedding

1 2 3

4 5 6

Answer key:
1- Easter
2- Wedding
3- Birthay

4- Christmas

5- Mid-Fall Festival
6- Lunnar New Year

II. New words:

- (to) occur = (to) happen
- (to) decorate: trang trÝ
- slavery: sù n« lƯ

- parade: cuộc diễu hành, đám rớc

III. Prediction: Three celebrations from the text:
E.g: 1- Christmas

* Listen and read. P.65 - 66:

- Students read the text for the

first time and check their
predictions:

- Students read the text for the
second time and match the
English words and phrases with
their Vietnamese meanings:
- Students read the text for the
third time and complete the
table:

IV. Listen and read. P.65 - 66:
1. Checking predictions:

* Answer Key:

1- Tet or the Lunar New Year holiday
2- Passover

3- Easter

2. Matching:

(to) live apart
Passover
Jewish people
freedom
(to) crowd

ngêi Do Th¸i

tơ tËp

sèng xa nhau / nhà....
Lễ Quá Hải

sự tự do

3. Complete the table:

Celebration When Teacher &
Ss’
activities

Food Country

Tet

in late
January
or early
February

cleaning
and
decorating

homes,
enjoying

special

food

sticky
rice
cakes

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Passover

late
March
or early

April

(not
available)

special
meal
called the

Seder

Israel

Easter

around
the same

time as
Passover

People
crowd the

streets to
watch
colorful

parades

chocolate
or sugar

eggs

in many
countries

* Retell story:

- Students retell the three

celebrations mentioned basing on
the grid.

- Teacher asks students to find
the sentences in the text in which
WHO and WHICH are used.

- T. asks students to translate
them into Vietnamese.

4. Retell story:
5. Model sentences:

- Family members who live apart try to be
together at Tet.

- Tet is a festival which occurs in late January or
early February.

- Easter is a joyful festival which is celebrateed in
many countries.

4. Homework: (2 minutes)

- Learn by heart all the new words and read the text again.
- Do exercises: 1, 3. P.52 - 53 (Workbook)

* Teacher guides students to do the exercises: Bt 1: §iỊn who / whom / which / where vào
chỗ trống.

BT 3: c on vn sau ú in who / which / where vào chỗ trống.

Date:28/02/2012

Period 50

. Unit 8: celebrations

Lesson 2: speak – lF1

I. Aims:

- To help students give and respond complements.
- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to give and respond to
compliments. Students will also be able to sing the song :"Auld Lang Syne"

III. Ways of working: T - WC, team work, individual work.

IV. Materials: Textbook, additional board.

V. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (5 minutes) Wordsquare: Students find the adjectives in the wordsquare.

e b e a u t

x k i n d i

c g o o d f

e c i n o u

l l e w t l

l e n t a b

* Answer key:

 excellent

 beautiful



kind, good



nice, well

3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

I.Speak

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words

- Checking understanding:
Rubout and remember.

* Presentation:
- Set the scene:

Trang has just won the first prize in the
English speaking contest. May is
saying to pay Trang a complement and
Trang thanhs Mai.

Mai: Well done, Trang
Trang: Thanhs.

A. SPEAK. P.65 - 66:
I. New words:

- active (adj): tÝch cùc

- (to) nominate: ghi danh, mệnh danh,
chọn

- charity program: chơng trình từ thiện

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- Presentation expression: to give and

responding to complements. * To give a complement- Well done.

- That's a great/ an excellent...
- Let me congratulate you on...
- Congratulations on...

* Responding to a complement:

- Thanks

- It's nice of you to say so.
- That's very kind of you.

* Speak. P.66 - 67:

- In pairs, students read the

situations given and then respond to

appropriate compliments.

III. Speak. P.65 - 66:

*Answer key:

a) Mai: Well done, Trang.
Trang: Thanks.

b) Mother: Well done, Huyen.
Huyen:Thanhks, Mom.

c) Friends: Congratulations on your
nomination, Tuan.

Tuan: It's nice of you to sau so.

d) You: That's an excellent drawing, Hoa.
Hoa: That's very kind of you to say so.

* Pair work:

- Students thinhk of situations in

which they can compliment their

friends and get responses from them,

then to make up dialogues.

II.Language focus 1.

T presents the relative pronouns

Asks ss to do language focus 1.

* Situation:

Tam has just passed the final

examination.

Friends: Congratulatons!

Tam: Thanks a lot.

Language focus

.

Relative clauses(menh de quan he)

1.Relative pronoun(Đại từ qh)

1. Which(cai mà, vật mà) dùng thay

thế cho tõ chØ sù vËt

2. Who(ngêi mµ) dïng thay thÕ cho

dtõ chØ ngêi nh :the boy,the

girl,the man/woman,the

people

…

..

3. Whose:dùng chỉ sự sở hữu

4. When:dùng chỉ thời gian(đứng

sau:the day,the time,the year

…

.)

L.F 1.

a) Auld Lang Syne is a song which is sung
on New Year’ Eve.

b)This watch is a gift which was given to
me by my aunt on my 14th birthday.

c) My friend, Tom, who sing Western folk
songs very well, can compose songs.
d) We often go to the town cultural house,
which always open on public holidays.
e) I like reading boks which tell about
different people in their cultures.

f) On my Mom’s birthday my dad gave her
roses, which were very sweet and beautiful

4. Homework: (2 minutes)

- Learn by heart all the new words and expressions to give and respond to complements.
- Do exercises: 4, 5. P.55, 57 (workbook)

* Teacher guides students to do the exercises:

Date:02/03/2012

Period 51

. Unit 8: celebrations

Lesson 3: listen +LF2,3,4.

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* Brainstorming:

- Students write the celebrations they
know: ( Eater, Christmas, Lunar New
Year, Birthday, Teacher's fay,

Thanksgiving (Day), Hallowe'en,
Passover, Women's Day, Mid-Fall
Festival, Wedding...)

* Set the scene:

T: Do you know the folksong, always
sung at New Year in English-speaking
countries?

* Preteach:

- T. uses techniques to teach students
new words:

- Checking understanding:
Wordsquare:

 acquaintance



day, long, mind



since, hand, thine

 take

 kind

* Open prediction:

- Students guess the missing words to
fill in the blanks.

I. LISTEN. P.68
* Brainstorming:

I. New words:

- Auld Lang Syne = the good old days
(In Scots: Auld = old: lang = long; syne =
since)

- acquaintance (n): ngêi quen biÕt

(to) bring to mind: nhí tíi

- thrine (pro) = yours (old use)

a

l

o

n

g

a

t

c

m i

n

d

k

h

q

h

a

i

s

i

u

a

t

b

i

n

a

n

d

y

n

e

i

d

a

k

c

o

n

t

a

n

c

e

a

II. Prediction:

a) ...; b) ...; c) ...; d) ...; e) ...

* Listen. P.68:

- Students listen for the first time and
check their predictions.

- Students listen again and fill in the
missing words.

- Students listen for the third time and
then sing after the voice of the tape.

III. Listen. P.69:

1. Checking predictions:

* Key:

a) days b) take
c) mind d) hand
e) kindness

* Singing. Part 4. P.68:

- Students sing the song Auld Lang
Syne.

II.Ask ss to do lf 2,3,4.

Adverb clause of concession:
Language focus 3. P.71 – 72.

- Students join the sentences, using the
words in brackets (Even though/
although/ though)

* Laguage focus 2. P.71:

Answer key:

- Mom is a woman who is sitting in an
armchair / receiving a gift from the little
girl.

- Dad is the man who is standing behind

my sister.

- Linda is the little girl who is wearing a
pink dress / giving a gift to Mom.

- Grandmother is the woman who is
wearing a violet blouse / giving a gift to
the baby.

- Uncle John is the man who is wearing a
pink jumper.

- Jack is the litle boy who is sitting on his
mother.

* Language focus 3. P.71 – 72:
Adverb clause of concession:

Answer key:

a) Thu Ha isn’t satisfied with her

preparations for Tet even though she has
decorated her house and made plenty of

Eater Lunar New Year

Wedding

Mid-Fall

Festival

celebrations

Christmas

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Language focus 4. P.72 – 73:
Complete the sentences:

- Students do the exercise.

- Teacher calls some students do the
exercise board presentation.

cakes.

b) Although we don’t have a Mother’s Day
in Viet Nam, Dad and I have special gifts
and parties for my mom every year on the
8th of Match.

c) We went to Ha Noi to watch the parade
on the National Day last year even though
we live in Nam Dinh.

d) Many tourists enjoy festivals in Viet
Nam though they do not understand.

* Language focus 4. P.72 – 73:

Answer key:

a) Although Mrs. Thoa was tired, she
helped Tuan with his homework.

b) Even though Liz has an exam tomorrow,
she is still watching TV now.

c) It rained yesterday although the weather
bureau predicted the weather would be
fine.

d) Ba eat a lot of food though he wasn’t
hungry.

e) Even though the keyboard wasn’t
working well, Mary tried to finish her
letter

4. Homework: (2 minutes)

- Learn by heart all the new words and expressions to give and respond to complements.
- Do exercises: 4, 5. P.55, 57 (workbook)

* Teacher guides students to do the exercises:

Bài tập 4: Viết câu, dùng từ, cụm tõ cho díi c¸c bøc tranh víi though, although, even though.

Date:02/03/2012

Period 52

. Unit 8: celebrations

Lesson 3: read. P.68 - 69

I. Aims: To help students read a text about children' emotion on Father' Day for details.
- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to understand the text for
details.

III. Ways of working: T - WC, team work, individual work.

IV. Materials: Textbook, pictures in the textbook, cards.

V. Anticipated problems: The activity "writing" may be difficult for some students.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (7 minutes) * Pelmanism: (with answer key)
Women's

Day ChristmasDay Teacher' Day Children'Day 8/3 25/2

20/11 1/6 May Day 2/9 Vietnamese

Independence 1/5

3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understanding:
Rubout and remember.

* Set the scene:

I. New words:

- hug (n): sự ôm chặt

- considerate (adj): õn cần, chu đáo
- generous (adj): rộng lợng

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There are many occasions or you to

express your feelings to others. You

are going to read the three

paragraphs of opinions, feelings and

memories of children about their

father on Father's Day in Australia

and the USA.

* Prequestion:

II.Predict the answer to the question:

- What are the fathers mentioned

like?

E.g: generous. strong,...

* Read. P.68 - 69:

- Students read for the first time and

check their predictions

- Students read for the second time and
then answer the comprehension

questions.

III. Read. P.68 - 69:

1. Checking the predictions:

generous. considerate, humorous,

great, the best, terrific

2. Answer the questions. P.69:
* Answer key:

a) To her dad.

b) He is possibly dead. These ideas may
tell about that: "....how much you are
missed..., ... I now have
children, Dad...."

c) His sense of humor.

d) A father as a teacher, a caretaker, a
friend, ...

* Write it up:

- Students write their feelings, opinions
and memories about their fathers.

IV. Write:
4. Homework: (2 minutes)

- Learn by heart all the new words and read the text again.
- Do exercise: 2. P.52 - 53 (workbook)

* Teacher guides students to do the exercise:

Bài tập 2: Hoàn thành câu bằng cách chọn phần kết thích hợp nhất cho trong khung và viết
nó thành mệnh đề quan hệ.

Date:06/03/2012

Period 53

. Unit 8: celebrations

Lesson 4: write. P.70

I. Aims: - To help students write a leter to their pen pal.
- To develop students' writing skill.

II. Objectives: By the end of the lesson, students will be able to write a letter to share the
idea why it is necessary to have a day to celebrate for Mom and for Dad.

III. Ways of working: T - WC, individual work.

IV. Materials: Textbook, posters.

V. Anticipated problems:
VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision: (5 minutes) Students do the exercise 2. P.52 - 53 (workbook)

3. New lesson:

TEACHER & SS’ ACTIVITIES BOARD PRESENTATION

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understaning:
Rubout and remember

* Discussion:

- In group, students discuss the
question "Why should we have a day
to celebrate for Mom and another for
Dad?"

I. New words:

- (to) enhance: tăng cờng, tôn lên
- (to) support: ủng hộ, hỗ trỵ

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* Write. P.70:

- Question - Answer:

- Individually, students write a letter to
his / her friend to share the idea: "It is
necessary to have a day to celebrate for
Mom and another for Dad?"

For example:

In my opinion, it is necessary to have
a day to celebrate for our parents.
On these occasions, children will have
a special day to express their feelings,
memories and love for their parents.
We have an opportunity to enhance
family traditions. Members of families

can have a chance to get together, to
know another and to help one another.
I think first Sunday of April is

suitable, Sunday is a day off so

everybody is free from work or studey.
April is in late Spring or early Summer,
and the weather is generally fine at
this time of the year, many Teacher &
Ss’ activities can happen outdoors.
It is not necessary to have parties but
it is a good idea to have lunch or
dinner with all members of family.
Children should give their parents
flowers, send them cards or bring them
a special cake. Children should serve
their parents the food that they like
best.

I believe the idea will be supported
and the day will be celebrated

nationwide because everybody loves
their parents and wants their parents to
be happy.

II. Answer these questions:

1. Why should we celebrate this day?
2. When to celebrate?

3. How to celebrate?

4. What special gifts to give?
5. What special food to offer?

6. Do you think your idea will be celebrated
nationwide?

III. Write:

Example:
Dear …..,

This morning I just learned a lesson about
Father's Day. It was really intersting. In
Vietnam, however, people do not celebrate
Mother s' Day or Farther s'Day. In my
opinion, it s' nesessary/ impotant/essential to
have a day to celebrate for Mom and another
day for Dad.

There are lots of reasons for celebrating
these days,but the main

reasons are the children will have a special

day to express their fellings, their memories
and their love to their parents. In addition,
we 'll have an oportunity to enhance family
traditions as well as a chance to get all
members of families together in order to
bring them closer.

I thing Sunday is the most suitable day for
celebrating because it's a day of so

everybody is free from work or study.
It's not necessery to have parties, but it's a
good idea to have lunch or

dinner with all family members. In

this special day, children should serve their
parents (with) the food they like best and
offer them flowers, cakes or special gifts and
cards.

What do you thing about my idea, Minh? I
believe it will be suppoted

and the day for our parents will be
celebrated nationwide someday.
Your,

An
.

* Correction:

- Students exchange their writng and
correct their partner’s work.

- Teacher corrects some students’
works.

4. Homework: (2 minutes)

- Learn by heart all the new words.

- Do exercise: Write a letter to your friend, telling who in your faminly you love most.

Planning date:13/03/2012

Period 54

. Unit 9: Natural disasters

Lesson 1:getting started + listen and read. P.74 – 75

I. Aims: - To help students read about the weather forecast for details.

- To develop students’ skills.

II. Objectives: By the end of the lesson, students will be able to understand the dialogue.

III. Ways of working: T- WC, pair work, individual work.

IV. Materials: Textbook, pictures in the textbook, tape.

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1. Warm up: (1minute) Greet and check the students’ attendance.

2. Revision: (5 minutes) Shark attack: WEATHER FORECAST

3. New lesson:

TEACHER’s & SS’ACTIVITIES BOARD PRESENTATION

*,Warm-up.

Asks ss to look at the pics and match
to the correct words.

* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understanding:
Rubout and remember.

* Set the scene:

Thuy is talking to her grandmother.
They are both watching TV, listening
to the weather forecast on TV.

I.Getting started
Pic 1:snowstorm
Pic 2:earthquake
Pic 3:volcano

Pic 4:typhoon

II.Listen & read
.1Vocabulary;

(to) turn up: điều chỉnh to lên(mine)
(to) expect: mong đợi, chờ đón(tran)
thunderstorm: bão có sấm sét, ma to.(pic)
Delta (n): vùng châu thổ(ex:Red,Mekong..)
Just in case: phòng khi, lỡ khi.(tran+exp)

* Listen and read. P.74 – 75:

- Students read the dialogue first and
then practice the dialogue in group of
three.

- Students read the dialogue again
and fill in each blank with one word
or phrase from the dialogue.

- Students read the dialogue for the
third time and then answer the
comprehension questions.

2. Practice.

3. Gap fill. (Part b. P.75)

Answer key:
1. turn up
2. rainy

3. central highlands
4. have temperatures

5. weather forecasts; watching them

4. Answer these questions:

a) Why does Thuy’s grandmother ask her to
turn up the volume?

b) What will the weather be like in Ha Noi
tomorrow?

c) Where will there be thunderstorms over?
d) What is Thuy doing tommorrow?

e) What does Thuy’s grandmother want her to
do?

Answer key:

a) Because she wants to listen to the weather
forecast.

b) It will be sunny.
c) The central highlands.

d) She is meeting her old friends who dhe
hasn’t met since she left school and she and
they are going to a park on the other side of
river.

e) She wants her to bring a long rain coat.

* Teacher elicits the model 
sentences:

- Concept checking:

+ What does this sentence mean?
+ What is used after “just in case”? A
noun or a clause?

+ What is the intonation? Raising or
falling?

5. Model sentences:

- I’ll bring a raincoat just in case it rains.
Note:

Just in case it rains = Because it is possible
to rain

4. Homework: (2 minutes)

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* Teacher guides students to do the exercise:

Xem thông tin về dự báo thời tiết và viết câu nh câu mẫu. (Dùng mệnh đề quan hệ trong câu).

Date:15/03/2012

Period 55

. Unit 9: Natural disasters

Lesson 2: speak. P.76 – 77

TEACHER S & SS ACTIVIES’ ’ BOARD PRESENTATION
* Preteach vocabulary:

- Teacher uses techniques to teach
students new words.

- Checking understanding:
Rubout and remember

* Exercise a). P.76:

- Students check () what preparation
should be made for a typhoon.

* Presentation Dialogue:

I. Speak:
1. New words:

- a bucket: cái xô

- a latch: c¸i chèt cưa
- (to) tie: bc, trãi
- a peg: c¸i chèt, cäc

2. What preparation should you made 
for a tyhoon?

3. Dialogue:

S1: What should we do if there is a
typhoon?

S2: I think we should buy some canned
food.

S1: Yes, I think so. The market will be
closed and no food will be available.
What else?

S2: I think we should buy a ladder.
S1: What for?

S2: Just in case we need to fix a roof.
Because there must be strong wind
blowing.

S1: That’s OK.

* Pair work:

- In pair students talk about what they
think they want to buy and do to prepare
for a typhoon, explain why as the

dialogue above. (Students may use the
ideas in the box of part b. P.76)

*,Write it up.
Asks ss to rewrite.

2. Write:

If there is a typhoon, we 
should...

...

4. Homework: (1 minutes)

- Learn by heart all the new words.
- Do exercise 7. P.64 (workbook)

* Teacher guides students to do the exercise:

Bµi tËp 7: Điền vào chỗ trống trong đoạn văn với một từ thÝch hỵp.

Date:20/03/2012

Period 56

. Unit 9: Natural disasters

Lesson 3:Listen +Language focus 1

I. Aims: - To help students listen to know about the thing should do if there is an earthquake

II. Objectives: By the end of the lesson, students will be able to listen to fill in the missing
words

III. Ways of working: T - WC, teamwork, group work, individual work.

IV. Materials: Textbook, CD, additional board.

V. Teaching steps:

1. Warm up: (1 minutes) Greet and check the students’ attendance.

2. Revision

: (5 minutes)

chatting:What you should prepare for a typhoon?

3.New lesson

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* Brain storming:

- Students find out the name of disasters.

* Preteach vocabulary:

- Teacher uses techniques to teach students
new words.

* Pre questions:

- What happen if there is an earthquake?
- What will you do if there is an earthquake?

I. LISTEN

1. Brainstorming:

2. New words:

- (to) block: chặn, ngăn cản, hạn chế việc sử
dụng

- a roller: trục lăn, con lăn (bánh xe đẩy
nghĩa trong bµi)

- a fixture: đồ đạc cố định
- a fridge: tủ lạnh

* Listen. P.77

- Students listen for the first time and check
their predictions.

- Students listen for the second time and
complete the table. P.77

* Tapescript:

If you live in an eartthquake zone, you should take 
some time to look around your house. Place heavy 
books on the bottom shelf of your bookshelves. Block 
the rollers on your fridge and washing machine to 
prevent them from moving. Put hanging potted plants
in plastic containers. check the mirrors in your 
bathroom and bedroom. Make sure they can’t move. 
Don’t put your bed next to a window.

Planning where you are going to be during an 
earthquake is very important. The first thing to 
remember is to stay inside. Then you should sit under
a strong table or doorway, or stand in the corner of 
the room.

3. Listen. P.77:

a) Checking the predictions:
b) Listen and complete the table:
* Answer key:

1. bottom shelf of your bookshelves
2. fridge

3. washing machine
4. mirrors

5. a window
6. inside

7. under a strong table
8. doorway

9. conner of a room

* Role play:

- Students work in pair, one of them takes the
role of the expert and the other asks him / her
questions about how to live with earthquakes.
*

Language focus

:

Ask ss to do L.F 1

. Language focus 1. P.81:

* Answer key:

a) The city which was struck by a huge
earthquake in 1995 in Japan is Kobe.
b) The country which won the 1998 Tiger
Cup is Singapore.

c) The animal which has one or two hours on
its snout is rhinoceros.

d) The explorer who discovered America is
Christopher Columbus.

e) The planet which is closest to the Earth is

Venus

f) The animal which was chosen to be the
logo of SEA GAMES 2003 is the buffalo.
g) The ASEAN country which is divided into
two regions by the sea is Malaysia.

h) The food which you can chew but you
can’t swallow is the chewing gum, and the
thing which you can swallow but you can’t
chew is water.

4. Homework: (1 minutes)

- Learn by heart all the new words.

- Write the sentence in L.F 1 in the notebook.
* Teacher guides students to do the exercise:

Natural Disasters

thunderstorm earthquake drought
typhoon

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Date:20/03/2012

Period 57

. Unit 9: Natural disasters

Lesson 4: read. P.74, 78

I. Aims: - To help students read and understand for details about natural disasters.
- To develop students’ reading skill.

II. Objectives: By the end of the lesson, students will be able to understand the text for
details.

III. Ways of working: T - WC, teamwork, group work, individual work.

IV. Materials: Textbook, pictures in the textbook, additional board.

V. Anticipated problems:
VI. Teaching steps:

1. Warm up: (1 minutes) Greet and check the students’ attendance.

2. Revision: (5 minutes) * Wordsquare

- Students find nouns of Natural disasters. (7 words)

o d e a r t h

n r y q

a o f s p u
c u i l t h a
l g r o o k
o h e r o e

v t m n d

*Key:

 earthquake



drought, typhoon, storm, fire



volcano



flood

3. New lesson:

TEACHER’s & SS’ACTIVITIES BOARD PRESENTATION

*.Warm-up.

Use pic in the book & the

wordsquare to lead in the

lesson.

Preteach vocabulary:

- Teacher uses techniques to tach
students new words.

- Checking understanding:
Slap the board

* Set the sence:

- You are going to read a text
about some natural disasters.

* True - false statements open 
prediction:

- Students predict whether the six
statements are true or false.

I. New words:

- a tidal wave:
- a tornado:
- an abrupt shift:
- (to) erupt:

- funnel-shaped (adj):
- (to) suck up:

sãng thÇn(ex:happen on
11/3 in Japan)

cơn lốc xoáy

s chuyn dch/thay i
bt ng (đột ngột)
phun, phun trào(pic)
hình phễu (draw)
hút lên (pic)

. True - False prediction:

1. Most of the earthquakes in the world occur in
the Ring of Fire.

2. The earthqake in Kobe in 1995 caused severe
damage.

3. A huge tidal wave travelled from california to
Alaska and hit Anchorage in the 1960s.

4. Typhoon, hurricane and tropical storm are
different words for the same natural disaster.
5. The eruption of Mount Pinatubo is the world’s
largest ever volcanic eruption.

6. A tornado looks like a funnel.

* Read. P.78

- Students read for the first time
and check their predictions.
- Students read again and
complete the sentences.

IV. Read. P.78:

1. Checking predictions:
*Answer key:

1. T 2. T 3. F 4. T 5. F 6. T

2. Complete the sentences. Part b. P.79:

* Answer key:

1. The majority of earthquakes occur around the 
Pacific Rim.

2. During the earthquake in Kobe, many people 
died and a lot of homes, office blocks,

highways weredamaged.

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the earth.

4. In Australia, a tropical storm is known as a 
cyclone.

5. The Chinese language gave us the word 
“typhoon” which means “big wind”.

6. A tornado is a type of storm that is 
funnel-shaped and passes overland below a

thunderstorm.

* Talking:

- In group of four, students talk
about the natural disasters above.

3. Talking:
4. Homework: (2 minutes)

- Learn by heart all the new words.
- Read the text again.

- Do exercise:4. P.60 (workbook)

Date:22/03/2012

Period 58.

Unit 9: Natural disasters

Lesson 5: write. P.79 - 80

I. Aims:

- To help students write a story.

- To develop students’ writing skill.

II. Objectives:

By the end of the lesson, students will be able to write a story about

Lan and her dog, Skippy.

III. Materials:

Textbook, pictures in the textbook, cards.

IV. Ways of working:

T - WC, individual work.

V. Teaching steps:

1. Warm up:

(1 minute) Greet and check the students’ attendance.

2. Revision:

(5 minutes)

* Jumbled words:

aethqrauek (earthquake)

onophyt (typhoon)

caoovln (volcano)

donarot (tornado)

3. New lesson:

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I Pre-writing

* Preteach vocabulary:

- Teacher uses techniques to teach

students new words.

* Open prediction:

- Teacher gets students predict the

content of the story, using the 6 pictures

in the textbook at page 80.

- Teacher gives the real / true story in

Vietnamese.

II.While-wring

Ask ss to complete the sentences

* Sentences building:

- Students use the pictures and the words

in the box to write a complete story about

/ of Lan and her dog.

III.Post-writing

* Correction:

- Teacher helps students to correct their

writings.

-Ask ss to look at the picture to retell the

story

I. New words:

- (to) behave: c xö, øng xö

- all of a sudden = suddenly: bất ngờ, đột

nhiờn

- a shelter: chỗ trú ngụ

-perfect (a):=wonderfull

II. Write. P.80:

E.g:It was a beautiful day. The sun was

shining, the sky was blue , and the weather

was perfect. Lan was outside with her dog,

Skippy. All of a sudden, the dof began

behaving strangely. She kept running around

in circles (and didn

’

t seem to be herself).

Lan ran home with her dog to tell her

mother what Skippy was doing. Lan

’

s

mother, Mrs.Quyen, told Lan that she heard

on TV that there was a typhoon coming.

Mrs.Quyen gathered her family and told

them to find shelter in the home.

Suddenly, the sky became very dark. The

storm came with strong winds and heavy

rain. Mrs.Quyen and her family were

scared. But soon the storm finished and

everyone was glad. What a clever dog

Skippy is! She saved Lan from being caught

in the typhoon...

4. Homework:

(2 minutes)

- Learn by heart all the new words.

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Planning date:29/03/2012

Teaching date: 30/3/2012

Period 59

. kiÓm tra 1 tiÕt

A.Aims:

-To check students’ knowledge from unit 8 to unit 9.

- To help students appropriate their own knowledge and help them to do later tests

better.

B. Test

. (Time allowance: 45 minutes)

I. Choose the best answers. (5 pts)

1. Even... it was very cold, Mr. Ba was waiting for the bus.

A. although

B. though

C. despite

D. in spite

2. If the weather... good tomorrow, we... swimming.

A. is-go

B. will be-will go

C. is-will go

D. will be-go

3. We really enjoyed the firework ... was displayed on the Independence Day.

A. who

B. what

C. where

D. which

4. You should get a plumber ... the pipes in your bathroom.

A. to check

B. check

C. checking

D. checks

5. If you... Joanna, ask her to come and see me.

A. meet

B. will meet

C. met

D. can meet

6. The severe drought ... occurred last summer ruined the corn crop.

A. that it

B. which it

C. it

D. that

7. Florida, ... the Sunshine State, attracts many tourists every year.

A. is

B. known as

C. is known as D. that is

known as

8. People who exercise frequently have greater physical endurance than

those...

A. who doesn’t

B. that doesn’t

C. which don’t

D. who don’t

9. I had to drive to the factory to pick up my brother, ... car wouldn’t start.

A. who is

B. who

C. who’s

D. whose

10. Have you seen the place ... the graduation ceremony will be held?

A. where

B. which

C. in that

D. is where that

II. Combine each pair of sentences, using a relative pronouns. (2 pts)

1. We stayed at the Grand Hotel. An recommended it to us.

2. The new stadium will be opened next moth. It can hold 90,000 people.

3. Tylip computers are very good. They are made in Holland.

4. John is one of my closest friends. I have known him for a long time.

5. Nam is very intelligent. He learns in our class.

III. Read the passage carefully, then answer the questions below. (2.5 pts)

Millions of pound worth of damage has been caused by a storm which passed

across the north of England last nights. The River Ribble burst its banks after heavy

rain.

People were rescued from the floods by the firemen, who received numerous calls

for help. Wind speeds reached ninety miles an hur in some places.

Roads were blocked by fallen trees and electricity lines were brought down,

leaving thousands of homes without electricity. “Everything possible is being done to

get the situation back to normal”, a spokesman said.

Questions:

1. What has been caused by a storm which passed across the north of England?

2. When did the storm happen?

3. What happen to the River Ribble?

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Planning date:02/04/2012

Teaching date: 03/04/2012

Period 60

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ữa bài

kiểm tra 1 tiết

I. Aims: - To correct the forty minutes test (period 59) and help SS to do the next test better.
II. Objectives:

- By the end of the lesson, students will be able to know the correct answers of the test and can know how to do the
sentences they couldn't do. Students can also have some experience to do the next test better.

III. Ways of working Teacher - the whole class, individual work.
III. Materials: Paper test, colour chalk.

IV. Teaching steps:

1. Warm up: (1 minutes) Greet and check the students'attendance.
2. Presentation the test:

- Teacher gets students to look through their tests carefully and find the mistake the made and tell how to correct them.
3. Comment the result of the test:

-

The test papers are quite clear and clean.

- Most students know how to do the test. Some students do the test quite well.

* The bad points:- Some students write very carelessly
- Some students do the exercise III not very well.

4. Giving the answer key to the test:
I. Choose the best answers (5 pts)

1. B. though

2. C. is-will go 3. D. which4. A. to check 5. A. meet6. D. that 7. B. known as8. D. who don’t 9. D. whose10. A. where

III. Combine each pair of sentences, using a relative pronoun (2 pts)

1. We stayed at the Grand Hotel, which Ann recommended to us.

2. The new stadium which can hold 90,000 people will be opened next month.
3. Tulips computers, which are made in Holland, are very good.

4. John, whom I’ve known for a long time is one of my closest friends.
5. Nam, who learn in our class, is very intelligent.

III. Read the passage carefully, and then answer the questions below. (3 pts)

1. Million of pound worth of damage has been caused by a storm which passed across the
north of England.

2. It happened last night.

3. The River Ribble burst its banks after the heavy rain.
4. The firemen did.

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giao an anh 9 ki 2012

<b>HỌC KỲ II</b>

<b>Unit 6: the environment</b>

<b>Period 37. Lesson 1: Getting started - listen and read </b>

<b>Period 38</b>

<b>Unit 6: the environment</b>

<b>Lesson 2: Speak. + LF 2,4 </b>

<b>Period 39</b>

<b>Unit 6: the environment</b>

<b>Lesson 3: Listen + Language focus 1,3.5 P.50, 53 - 55.</b>

<b>Period 40</b>

<b>Unit 6: the environment</b>

<b>Period 41</b>

<b>Unit 6: the environment</b>

<b>Period 42</b>

<b>Unit 7: saving energy</b>

<b>Lesson 1: Getting started + Listen and read + Language focus 3.</b>

Date : 20.01.2012

<b>Period 43</b>

<b>Unit 7: saving energy</b>

Date:26/01/2012

<b>Period 44. Unit 7: saving energy</b>

Date:29/01/2012

<b>Period 45</b>

<b>Unit 7: saving energy</b>

Date:06/02/2012

<b>Period 46</b>

<b>Unit 7: saving energy</b>

<b>Period 47. </b>

<b>kiÓm tra 1 tiÕt</b>

Date:24/02/2012

Period 49

Lesson 1: getting started - listen and read. P.65 - 66

<i>Date:28/02/2012</i>

Period 50

Lesson 2: speak – lF1

<b>* Speak. P.66 - 67:</b>

- In pairs, students read the

situations given and then respond to

appropriate compliments.

<b>* Pair work:</b>

- Students thinhk of situations in

which they can compliment their

friends and get responses from them,

then to make up dialogues.

<b>II.Language focus 1.</b>

T presents the relative pronouns

Asks ss to do language focus 1.

Tam has just passed the final

examination.

Friends: Congratulatons!

Tam: Thanks a lot.

<b>Language focus</b>

.

Relative clauses(menh de quan he)

1.Relative pronoun(Đại từ qh)

1. Which(cai mà, vật mà) dùng thay

thế cho tõ chØ sù vËt

2. Who(ngêi mµ) dïng thay thÕ cho

dtõ chØ ngêi nh :the boy,the

girl,the man/woman,the

people

…

..

3. Whose:dùng chỉ sự sở hữu

4. When:dùng chỉ thời gian(đứng

sau:the day,the time,the year

…

.)

Date:02/03/2012

Period 51

Lesson 3: listen +LF2,3,4.

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