Giao an PTNL mau 2019

Preparing date:
Teaching date:

week: 20
Period: 55

UNIT 7: POLLUTION
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details
and then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of
pollution
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1.Warmer (5'): Shark attack
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.

2. Getting started: (10')
Vocabulary
- Teacher use different techniques
to teach vocabulary (situation,
realia)
- Follow the seven steps of teaching
vocabulary

Content
A project on pollution
(-/ -------/ --/ ----------)
- poison
- dump
- aquatic
- illustrate
- thermal
pollution
- radioactive
pollution
- visual pollution
- billboard

(n/v): chất độc, làm
nhiễm độc
(v):
vứt, bỏ
(adj): dưới nước
(n):
hạt chuỗi
(n):

ơ nhiễm nhiệt
(n):
(n):
(n):

ơ nhiễm phóng
xạ
ơ nhiễm ánh
sáng
biển quảng cáo
ngoài trời


- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Matching (Activity Key:
2 P7)
A.radioactive pollution
B. noise
pollution
C. visual pollution
D. thermal pollution
E. water pollution
F. land/ soil
pollution G. light pollution
H. air
pollution
Listen and read
- Answer the questions individually.
* Set the scenes:

* Suggested answers
Ask Ss to open their books and look - Nick and Mi.
at the picture. Ask them some
- They are near a factory.
questions:
Who can you see in the picture?
Where do you think they are?
What can you see in the picture?
What do you think the people in the
picture are talking about?
Ss answer the questions as a class.
- Play the recording twice.
? Listen and read then check your
answer for the last question.
- Accept all possible answers from
Ss without any correction.
3. Doing (20'')
3.1. Find the words / phrases (1a
P7)
? Share answers with your partner.
- Teacher gets feedback

- I/We can see a factory dumping exhaust
fume and poison into the lake.
- They are talking about pollution.
- Listen and read

Key: 1. dead
2. aquatic 3. dump
4. poison 5. polluted

6. to come up
with

- Have Ss look at the Watch out!
box
and quickly read the
information. Ask them if they know
This expression means you are very
what I can’t believe my eyes means.
surprised at something you see.
3.2. Answer the questions (1b. P7)
- Have Ss read the questions to
make sure they understand them. Ss
read the conversation again to
answer the questions. Ss exchange
their answers with a classmate. Call
on some Ss to write their answers

Key:
1. They are in Mi’s home village.
2. It’s almost black.
3. She’s surprised because she sees the fish
are dead.
4. It’s dumping poison into the lake.


on the board. Check their answers.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly
? Firstly to decide if the sentences

are true, false or there is no
information without reading the
dialogue.
- Then have some Ss write their
answers on the board.
? Read the conversation again to
check - Confirm the correct
answers.
3.5. Complete the sentences (3 P7)
? Work individually to do the task
then compare their answers with a
partner.
T may teach some words which T
thinks Ss do not know such as
communication.

5. He’s sneezing so much because the air is
not clean.
Key:
1. F ( It’s polluted by the factory).
2. T
3. NI
4. T
5. T

Key:
1. thermal pollution
pollution
3. radioactive pollution
pollution

5. Water pollution
pollution
7. Noise pollution
pollution

2. Air
4. light
6. Land/ soil
8. visual

Group work
? Work in groups of five or six.
- In five minutes, Ss write down the - discuss and write the pollution types their
pollution types their neighbourhood neighbourhood faces and rank them in order
of seriousness.
faces and rank them in order of
seriousness. They also have to give
reasons for their order.
- Call group representatives to
present their group’s order and
- present
reasons.
? Vote for the group with the best
reasons.
(If time does not allow, do not have
Ss do this activity. Instead just ask
Ss to quickly review the pollution
types.)
4. Further practice (2')
? Make a list of types of pollution? - Answer individually

5. Production(2')
? Learn by heart all the new words.


? Do Ex B1,2 , 3 P4 (Workbook)
? Prepare: Closer Look 1
- Collect pictures, songs, clips
talking about pollution.

- Take note

-------------------------------o0o-----------------------------week:20
Preparing date:
Period:56
Teaching date:

UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Learn more words about pollution
- Use words and phrases showing cause/effect relationships to describe the
causes and effects of pollution
- Pronounce the words ending in –ic and –al correctly in isolation and in context

2. Skills: Speaking, listening,use of English.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……

II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure

Ss and T’s activities
1.Warmer (5'): Calling out
Ask Ss to call out the types of
pollution they learnt in the
previous lesson.
-> You are going to learn
different forms of some words
as well as some words/ phrases
to talk about the causes and
effects of pollution.
2. Vocabulary (15')
2.1. Teaching vocabulary

Content
Examples:
1. thermal pollution
3. radioactive pollution
pollution
5. Water pollution
pollution
7. Noise pollution
contam

inate

(v) làm bẩn
:

2. Air pollution
4. light
6. Land/ soil
8. visual pollution


Teacher
use
different
techniques to teach vocabulary
(situation, realia)
- Follow the seven steps of
teaching vocabulary
* Checking vocab: Slap the board

2.2. Complete the table (1 P8)
Have Ss look at the table in the
book. Make sure that they
understand what to do.
? Complete the exercise
individually
- Check their answers.
2.3. Complete the sentences (2
P8)
? Read each sentence silently to

have a general understanding
and decide which word form
should be put in each blank.
- For example, the word to be
filled in the blank in sentence 1
is an adjective. ? Do the
exercise and then compare
- Call on one or two Ss to give
out
the
answers
before
confirming the correct ones
2.4. Study the language box
? Look at the language box.
- Tell Ss that the words and
phrases in the box express cause
and effect relationships. Ss have
learnt so, because and because
of. Quickly go through the rest
of words/phrases as follows:

cause
effect

(n/ nguyên nhân, gây ra
v):
(n: làm ảnh hưởng

- Repeat in chorus and individually

- Copy all the words
Key:
1. poison
3. pollutant
5. death

Key:
1. Poisonous
3. Dead
5. Damage

2. contaminate
4. polluted
6. damaged

2. Pollutants
4. Contaminated
6. Pollute

- because/since and due to/because of are used
to talk about the causes of something.
- Because and since are synonyms and they
come before a clause.
- Other words and phrases in the box express
the effects of something.
So comes before a clause.
To cause, to lead to and to result in are
synonyms and come before a noun phrase.
To make sb/sth do sth is another way to
express the effects. After somebody/something

is an infinitive verb without to.
CAUSE
EFFECT
Have Ss read the example
because/ since +
so + clause
sentences and underline the
clause
The water is polluted,
clause or noun phrase.


E.g: Because/ Since
the water is polluted,
the fish are dead.
due to/ because of +
sth
The fish are dead due
to/ because of the
polluted water.

2.5. Activity 3a
Ask Ss to read to each pair of
sentences and decide which
sentence is a clause and which is
an effect. Ss compare their
answers with a partner before
giving the answers to the
teacher. Confirm the correct
answers.

so the fish are dead.

to cause sth/ to lead
to sth/ to result in
sth
The polluted water
causes/ results in the
dead of fish.
to make sb/ sth do
sth
The polluted water
make the fish die.

1. People throw litter on the ground. …C…
Many animals eat the litter and become sick.
…E…
2. Ships spill oil in oceans and rivers. …C…
Many aquatic animals and plants die. …E…
3. Households dump waste into the river. …
C… It is polluted. …E…
4. Their children have birth defects. …E…
The parents were exposed to radiation…C… .
5. We can’t see the stars at night. …E…
There is too much light pollution. …C…

2.6. Activity 3b
? Combine the sentences in each
pair into a new sentence that
shows

a
cause/
effect
relationship

2. Oil spills from ships in oceans and rivers
lead to the death of many aquatic animals and
plants.
3. Households dump waste into the river so it
is polluted.
4. Since the parents were exposed to
radiation, their children have birth defects.
5. We can’t see the stars at night due to the
light pollution.

3. Pronunciation (15'')
3. 1. Stress in words ending in
–ic and –al
Ask Ss to look at the rules in the
box and the examples. Go
through the rules with them. For
a more able class, have Ss give
some examples.

Adding the suffix –ic changes the stress of a
word. Stress the syllable immediately before
the suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not

change its stress.
Example:


‘music’ -> ‘musical
Note: If a word can take both suffixes: one
ending in –ic and the other ending in –al, both
words have the stress on the same syllable.
Example:
E’conomy -> eco’nomic -> eco’nomical
3.2. Listen and mark the stress
(5 P9)
Play the recording for Ss to
stress the words. Ask some Ss to
say where the stress in each
word is. Confirm the correct
answers. Play the recording
again for Ss to repeat the words.
Call on some Ss to read out the
words.
3.3. Activity 6 p9
Have Ss do the activity
individually. Play the recording
for Ss to check their answers.
Then elicit the correct stress
patterns from Ss. Play the
recording again Ss to repeat the
sentences. Ask some Ss to read
out the sentences.

Key:
1. ar’tistic
2. ath’letic
3. his’toric
4. his’torical
5. ‘logical

6. ‘physical
7. he’roic
8. po’etic
9. bo’tanic
10. Bo’tanical

1. According to scientific research, tiny
species may help clean radioactive pollution.
2. Water quality has become a national
problem.
3. Many people have received medical
treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic
last year.
Key: 1. scien’tific 2. ‘national 3.
‘medical 4. ‘chemical 5. dra’matic

3.4. Activity 4 P8
- Divide the class into 12
groups. Two groups work with
the same pair of pictures in 2, 3
or 4.

? In three minutes, groups of Ss
write down as many sentences
based on the given picture pair
as possible on a sheet of paper.
- When time is up, the group
with the most sentences is the
winner.
4. Further practice (2')

Suggested answers:
2. The soil is polluted, so plants can’t grow.
3. We won’t have fresh water to drink because
of water pollution.
4. We plant trees, so we can have fresh air.


? Make a list of words ending in - Answer teacher's questions.
-ic and -al
.5. Production(2')
- Say out the words
? Learn by heart all the new
words.
? Do Ex A1, 2,3 P3 (wortkbook) - Take note
? Prepare: Unit 1: Closer Look
2
- Collect pictures, songs, clips
talking about pollution.
-------------------------------o0o-----------------------------week: 20
Preparing date:
Period: 57

Teaching date:

UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Skills: Use of English.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1.Warmer (5'): Recall
Conditional sentences type 1:
review
Elicit the form and use of the
conditional sentence type 1 from Ss.
Ask Ss to give some example
sentences.

Content

Conditional sentences type 1
The conditional sentence type 1
describes a thing which is true or is
likely to happen in the present or
future.
If + subject + V (present simple),
subject + will/can... + V (bare
infinitive)


2. Grammar 1 (15')
Conditional sentences type 2
- Teacher elicits the form, use of the
conditional sentences type 2 from
students.
? Give examples

3. Practice (15'')
3.1. Activity 1P9
Ss do this exercise individually then
compare their answers with a partner.
Have Ss read out their answers.
Confirm the correct ones.
3.2. Activity 2 P10
? Read the pairs of sentences.
- Ask two Ss to write the new
conditional sentences type 1 on the
board while other Ss write own
sentences.
- Give feedback on these sentences

and ask other Ss to correct them if
necessary.

Conditional sentences type 2
The conditional sentence type 2
describes a thing which is not true or is
unlikely to happen in the present or
future.
If + subject + V (past simple), subject +
would/could/might + V (bare infinitive)
Example: If it wasn’t noisy in here, I
could hear you clearly. (But it’s very
noisy in here)
The conditional sentence type 2 can be
used to give advice.
Example: If I were you, I would see the
doctor immediately.
Note: We can use both was and were
with I/he/she/it in the if-clause.
Key:
1.
2.
3.
4.
5.

recycle; will help
won’t dump; fines
travel; will be
will save; don’t waste

use; will have

Key:
1. Student will be more aware of
protecting the environment if teachers
teach environmental issues at school.
2. When light pollution happens,
animals will change their behavior
patterns.
3. The levels of radioactive pollution
will decrease if we switch from nuclear
power to renewable energy sources.
4. If the water temperature increases,
some creatures will be unable to
reproduce.
5. People will get more diseases if the
water is contaminated.

3.3. Activity 3 P10
Ss do this exercise individually, and Key:
then compare their answers with a 5. a
classmate. Check Ss’answers.
3.4. Activity 4 P10

1. b

2. c

3. d

4. e


Ss do this exercise individually.
Invite two Ss to the board to write
their answers. Go through the
answers with the class. Have other Ss
correct the answers if necessary.
3.5. Activity 5 P10
? Quickly read the example.
- Ask Ss to comment on the example.
- the meaning of the orginal
sentences was made opposite in the
new conditional sentence. (i.e.
positive into negative form for the
first sentence and negative into
positive for the second sentence).
? Do this exercise individually and
then compare the answers with a
classmate. Ask one or two Ss to write
their sentences on the board.

Chain game
? Work in groups of five or six
? Keep the chain going for as long as
possible using type 1 or 2 conditional
sentences.
- If a group hesitates for more than 10
seconds they are out.
- walk around the class listening to

groups and monitoring the game.
Groups that are still going when the
five minutes is up are the winners.
Note that the aim is to practice the
language in a fun, verbal way so be
sure to keep the atmosphere light.

Key:
1. were; would…do
2. exercised; would be
3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
Key:
2. If there weren’t many billboards in
our city, people could enjoy the view.
3. If there wasn’t/weren’t so much
light in the city at night, we could see
the stars clearly.
4. If we didn’t turn on the heater all
the time, we wouldn’t have to pay three
million dong for electricity a month.
5. If the karaoke bar didn’t make so
much noise almost every night, the
residents wouldn’t complain to its
owner.
6. She wouldn’t have a headache after
work every day if she didn’t work in a
noisy office.
Example

A: If each person plant a tree, there will
be a lot of trees.
B: If there are a lot of trees, the air will
be cleaner.
A: If the air is cleaner, fewer people will
be ill.

4. Further practice (2')
? How do we use conditional - Answer teacher's questions.
sentences type 1 and 2?
.5. Production(2')
? Learn by heart all the new words
- Take note
and structures
? Do B4, B5, B6 P5 (Work book)


? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

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

Preparing date:

Teaching date:

week:21
Period:58

UNIT 7(CONT)
Lesson 4: Communication
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Read some articles on the 4T website for general and specific information about .
- Understand some abbreviations and talk how they spend their free time.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector


2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Introduction
- Have a student talk about a leisure
activity (from you, your friends or Work individually

someone you know) a bit unusual.
Answer individually
? Listen and give your opinions about Listen
this activity: boring, interesting,
strange, challenging, etc.
2. Communiction 1 (15')
2.1. Teaching vocabulary
- Teacher use different techniques to yêu thích cái gì(n): đi chơi ngắm đồ
teach vocabulary (situation, realia)
window shopping
bày ở cửa hàng
- Follow the seven steps of teaching
- weird(v):
(adj) kì cục
vocabulary
:
* Checking vocabulary: What and - hook
- addicted
(adj) nghiện (thích) cái
where
:
gì
- hang out
(v): đi chơi với bạn bè
- imagination
(n): sự tưởng tượng
- Repeat in chorus and individually
- Copy all the words
2.2. Open prediction
* Set the scene: You are going to

read about some Ss and T’s activities
teenagers do in their spare time.
? Cover the text and just look at the
- Guess
photos ( with name and country ).
- Encourage Ss to guess what these
students in the photos like doing as
- Read and play a memory game in
leisure Ss and T’s activities.
competing groups
- Then set a reading time limit
? Close books and play a memory
game in competing groups.
? Tell how much information you can
remember from the text.
- Motivate Ss by counting every
detail they remember without any


checking comprehension
3. Communiction 2
3.1. Study the abbreviation
- Ask Ss if they notice any other
particular features of the text.
- Work in groups
- drawing their attention to the form
of the text (e.g. its layout and the
abbreviation). Explain that this is - Listen
from a webpage and that these
abbreviations are informal language

that is used online and in texting
messages.
- Introduce the first abbreviation.
? Work in pairs to complete the task.
- pair work
? Add to the dictionary with any
other abbreviations you know that are
used online.
? Work in pairs to create your own
mini dictionary, then ask other pair to
guess the meaning.
3.2. Complete the table
Who?
What activity is
- Have Ss work in pairs or small
mentioned?
groups to complete the table. Allow
Ss to read the text more closely to fill Emily -hanging out with
in the table.
friend ( window
shopping)
-working as a
volunteer
Hang Cloud watching
Linn

Going to community
centre, painting,
dancing, doing drama
Minh -playing football

-helping his aunt in
running cooking class
Manue -Playing computer
l
games
-doing judo
? Work in pairs to put the leisure Ss - Pair work
and T’s activities in the text in order
from the most interesting to the most
boring.

What does
he/she thick
of it?
She loves it.

She adores it.
It’s easy
She loves it

He likes it.
He’s fun.
He’s addicted
to it.
It’s Ok.


- Once they have their list, form a - Work in group
bigger group of four and each pair
shares their list with the other.

? Discuss, give opinions, and
negotiate with each other in order to
agree on a mutual list.
4. Further practice (2')
? Sum up the main content of the
- Answer teacher's questions.
lesson
.5. Production(2')
? Learn by heart all the new words
- Take note
and structures
? Do C1, 2, D1 P 6-7 (SBT)
? Prepare: Skill 1
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------week:21
Preparing date:
Period:59
Teaching date:

UNIT 7(CONT)
Lesson 5: Skills 1
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Read for general and specific information about the positive and negative effects
of using computer.
- Talk about the impacts of using the computer and find out the solution.
2. Skills: Speaking, reading,
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1. Warmer (5'): Listing
- Divide the class into two teams
? Discuss and make a list of benefits of
using computer or mobile phone for

Content
Benefits of using computer or
mobile phone for leisure Ss and T’s
activities


leisure Ss and T’s activities
? Take turns to write on the board.
- Get feedback.

? What are the harmful things of using
computer or mobile phone for leisure Ss
and T’s activities?
2. Reading(15')
2.1. Vocabulary

- Teacher use different techniques to
teach vocabulary (situation, realia,
situation, explanation)
- Follow the seven steps of teaching
vocabulary
* Checking vocab: Matching

E. g:
- means of e-mail or chatting
- a source of information (news,
articles, the weather forecast....)
- a source of entertainment (music,
movies, games...)
Answer individually

- virtual
- effect

(adj):
(n):

thực sự
sự ảnh hưởng, hậu
quả
- mind
(n):
tâm trí, trí tuệ
- exist
(n):
tồn tại, hiện có

- Repeat in chorus and individually
- Copy all the words

2.2. Activity 1 (Read and choose the
correct answer)
* Set the scene:
? Look at the title and the picture and
predict what you are going to read.
- We are going to read about a student Study the picture and guess
named Quang.
- Encourage Ss to develop their ideals by
guessing what Quang’s story is about.
? Read the text and underline any words
you don’t know.
Key:
? Work individually to choose the best 1. B
answer.
2. C
2.3. Activity 2 (Write the questions)
Key:
? Look at the keywords in the responses 1. Is Quang’s garden real?
in order to find out the questions.
2. What is the problem with using
? Work individually then compare their technology in your free time?
answers with a partner.
3. What leisure Ss and T’s activities
do teenagers do these days?
4. What are the benefits of using the
computer?
3. Speaking (15'')

3.1. Activity 1 (Exervise 4 P12)
? Study the language in the Language Giving an opinion:
notes box.
- I think that...........
? How do you give an opinion?
- In my opinion.........
Ask for an opinion
? How do you ask for an opinion?
- What do you think?
- How do you feel about that?
Agreeing:
I agree with you./ That's so true./
Exactly
Disagreeing:
I'm afraid I don't agree./ I don't think
- Explain to Ss that these speech bubbles so.
are from Quang and his parents.
A: In my opinion, computer games
? Work in pairs and say why you think
train your mind
who says what, based on the information and your memory.
from the passage. Go through the phrase B: That’s so true./ I’m afraid I don’t
in the Language notes box with Ss.
agree.
- Then choose a speech bubble and
Key:
combine it with the language in the
- Teacher's book: P12

Language notes box.
- Ask for volunteers to demonstrate their
exchanges.
3.2. Role play (task 5 P12)
- Arrange Ss into three groups:
Speak in front of the class.
Group 1: plays Quang
Group 2: plays Quang’s parents
Group 3: plays his teacher.
? Brainstorm how you are going to
express your opinions.
- When they are ready, put Ss into new
groups which contain Quang, Quang’s
parents, and Quang’s teacher.
- Tell Ss that they can use the language in
4 for their role-play, and emphasise in the
Study skill box should be used in their
discussion.
- Call on two or three groups to repeat
their role-play for the class
4. Further practice (2')
? How do you give and ask for an - Answer teacher's questions.
opinion?
? Recall the respond.
.5. Production(2')


? Learn by heart all the new words and
- Take note
structures

? Do D2 P 8 (Workbook)
? Prepare: Skill 2
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------week:21
Preparing date:
Period:60
Teaching date:

UNIT 7(CONT)
Lesson 6: Skills 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Listening for specific information about ways of spending time with friends
- Write to discuss an opinion about leisure Ss and T’s activities
2. Skills: Listening, writing.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
Content
1. Warmer (5'): Sharing

? Share some of the things you often
enjoy doing with friends in your free - work in pairs
time.
? Then tell each other what you
usually do with your friends.
- Ask some pairs to volunteer to tell
the class if they find each other’s
answers interesting..
2. Listening(15')
2.1. Pre questions
* Set the scene: You are going to a
radio programme.
? Run trough the questions in 2 P13
- Read the questions and think of the


and underline the key words.
answers
? Think of the answers first.
Key:
- Teacher gets Ss' prediction and write
1. The topic of this week’s programme
on the board.
is hanging out with your friends.
? Listen and check your prediction.
2. There are two main ways: hanging
indoors or outdoors.
2.2. Listen and complete the table
2.
- Play the recording as many times as Key: 1. movies

needed. Ss work individually then cinema
3. crafts
4. sports
compare answers with their partner.
5. physical health
6. people
7. cultural centres
? Listen and choose the correct
answer.
3. Writing (20')
3.1. Complete the paragraph
(Activity 4 P13)
? Cover the box and write some of
- Answer teacher's questions
these words/phrases on the board.
? Where in a paragraph they often see
Key 1. In my opinion/ I believe
these words?
2. Firstly
? What could be the purpose for using
3. Secondly
them.
4. Besides/also/in addition
? Work individually to complete the
5. for these reasons/in short/as I
task, and discuss their answers with a
have noted.........
partner.
- Remind Ss that for some gaps there
is more than one correct answer

3.2. Activity 5 P13
Sample:
? Work in small groups where each I believe the best leisure activity for
chooses one question .
teenagers is any group activity. This
- Then agree on an opinion and work could be playing a team sport or joining
together to brainstorm the ideals to a hobby group or even volunteering.
argue for your points.
Firstly, teenagers like to feet that they
- Each member will need to write belong to a group. Secondly, being part
his/her own piece.
of a group helps teenagers make friends.
? Remember to use the connectors Friendships are very important to
you have earlier in order to better teenagers. In addition, they will make
organize your ideals.
friends with people who have the same
- Let some students read their writing. interests as them. For these reasons I
think group Ss and T’s activities are best
for teenagers.
4. Further practice (3')


How to write a webpage about
- Answer teacher's questions.
school?
.5. Production(2')
? Do E1,2, 3 P 8 (Workbook)
- Take note
? Prepare: Looking back
- Collect pictures, songs, clips talking

about pollution.
-------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

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

Preparing date:
Teaching date:

week:22
Period:61

UNIT 7(CONT)
Lesson 7: Looking back and project
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 1.
2. Skills: Use of English
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks


III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
Content
1. Vocabulary (10')
1.1. Activity 1
? Complete this exercise individually
? explain your answers
- Accept different answers if Ss explain
their decisions logically.
1.2. Activity 2
Key:
? Work individually. Rearrange the letters 1. socializing with friends
to find the name of the Ss and T’s
2. relaxing
activities
3. communicating with friends
4. doing DIY
5. meeting
6. making crafts.
2. Grammar (20')
2.1. Activity 3
- Ask students to refer to grammar point 1. working
2. learning/
on page 9 and 10.

to learn
3. seeing
? How do we use verbs of linking?
4. doing
5. meeting
? Work individually to complete the 6. play
exercise.
- If time allows, T may ask Ss to swap
their work with each other for peer
correction.
2.2. Activity 4 P14
Have Ss complete the sentences using
Work individually to give the correct
form of verbs
their own ideas. Remind them to use
gerunds or to-infinitives. Have some Ss
Key: 1.
2. don't
3. walks
read out their sentences. Accept all
come
answers as long as they make sense.
4. do
5. teaches 6. play
2.3. Activity 5 P14
? Work individually then compare with a Key: 1. Firstly
2. Secondly
partner.
3. Thirdly
4. In addition

- T may explain to them that they can
5. In short
register as a user on the website
www.thinkuknow.co.uk in order to be
protected when they go online.
3. Communication (10')
Read and match
3.1. Activity 6 P14
Key:
- Allow Ss plenty of time to do this task. b-g
d-f
e-a