GIÁO án TIẾNG ANH 9 kỳ 2 CHUẨN cv 5512

Noun clause - Explains some more about the structure *Language Focus 3 - Gives instructions: Complete the dialogues using the words in brackets - Asks Ss to do the exercise - Gets feedba

Time: 1 period

I Objectives:

1 Knowledge: By the end of the lesson, Ss will be able persuade their partners to

protect the environments

2 Competence: Cooperation, persuading their partners to protect the environments

3 Behaviour: Ss are aware of protecting the environments.

II Teaching aids: posters, book, cassette, projector…

III Procedure:

1 ACTIVITY 1 (WARM-UP) (5’)

a Aim: Set the scene, lead students to the

main part of the period

b Content: Active words and structures

c Outcome: Ss’ understanding, ability of

using the words and structures

d Organization:

a.Pre-teach Vocab

prevent (v): ngăn chặn, phòng chống (transl) /

pri'vent/ (prevent O from Ving)

reduce (v): giảm (example) /ri'du:s/ (recycle,

reuse)

wrap (v): bọc (mime)

faucet (n): vòi nước (pictrure) /'fɔ:sət/

leaf (n) – leaves (pl): lá (realia)

dissolve (v) : phân huỷ /dizɔ:lv/

do harm to : có hại tới

keep O adj

raw sewage (n): nước thải chưa qua xử lí

pump(v):bơm, đổ

drop (v): rơi xuống, bỏ

oil spill (n): sự tràn dầu

waste material (n): vật liệu phế thải

* Checking: R O R

b Structure

- Give a banana leave, a paper, a plastic bag

and ask :

? Should I use paper to wrap food

? Should I use a banane leave? Why?

- Give dialogue on subboard

- Ask Ss to call out the expression of

persuasion

3 ACTIVITY 3: PRACTICE (20’)

- Students pay attention to the teacher

- Listen and repeat

- Copy the new words in their notebooks

- Repeat all the words

- Listen and repeat

* Form

What/ how about + V- ing

I think you should Won’t you

It would be better if you + Can I persuade you to

Why don’t youWhy not

* Use: Express persuasion

- Individual work

- Read aloud

a Aim: - Helps students to speak and listen

about enironment problem

b Content:

- answer the questions in the questionaire

- listen fill the note

c Outcome: ss can do the task correctly

d Organization:

- Ask Ss to complete the expressions in the

box with the idea cues given

.Eg: I think you should use banana leaves to

wrap food instead of plastic or paper

- Ask Ss to read out one of their sentences

- Get feedback

Questionaire

- Let Ss work in pairs to answer the questions

in the questionaire

- Give feedback, teacher can write some

possible answers on the board so that weak Ss

can follow

* Eg: a.How can we save paper?

- I think we should recycle used paper,

newspapers

- Control and correct

- Ask Ss to listen to the CD twice or three

times and check their predictions

Answer key:

1 a, 2 b, 3 a, 4 c, 5 a

Ask Ss to listen fill the note

- Ask Ss to write the correct answers on board

- Practise asking and answering

- After finishing, the Ss give it tothe teacher

Take note

- Repeat in chorus

- Repeat individually

- Copy

- Control and correct mistakes.

4 ACTIVITY 4: APPLICATION (5’)

a Aim: Stundents apply the knowledge about

environmental protection they learnt in

- Divide the class into four groups

- Have students discuss the question:

“What do we do to protect ocean?”

- Learn by heart vocabulary

- Write the answers to the questionaire in the

notebook

- Work individual to predict

- Share with their partners

- Listen and check individual

- Share with their partners

*Answer keys

+ Secondly: garbage is

+ Thirdly: come from ships at the sea

+ Next: Waste materials come fromfactories

+ Finally: Oil is washed from the land

Time: 1 period

I Objectives:

1 Knowledge: By the end of the lesson, Ss will be able to understand a poem

about the environment and memorize some new words in the poem

2 Competence: Cooperation, understanding a poem about the environment.

3 Behaviour: Ss are interested in protecting the environment.

II Teaching aids: Pictures, posters, book, cassette, projector…

III Procedure:

1 ACTIVITY 1 (WARM-UP) (5’)

a Aim: Set the scene, lead students to the

main part of the period

b Content: Active words and structures

c Outcome: Ss’ understanding, ability of

using the words and structures

d Organization:

- T invites one student to stand up and answer

some above questions

- Explains the meaning of the word “poetry” if

necessary

+ Do you like poetry?

+ Which poetry do you like best?

+ Name some poems that are your favorite?

+ Do you think it is easy to understand a

poem?

+ Have you ever read an English poem?

+ Do you understand it?

+ Do you like it?

- The student will answer the question:

+ Yes, I do/ No I don’t + I like… best

+ Some of my favorite poems are…

+ I think it’s difficult/ easy to understand a poem

+ Yes, I have I have ever read the poem named… / No, I haven’t

+ Yes, I do/ No, I don’t

- Introduces the new lesson: Today we are

going to read a poem about the environment

- Junk yard /jʌnk jʌd/ (n): bãi rác thải

(explanation: a place where people store

wastes)

- treasure /'trezə/ (n): kho báu (translation)

valuable things

- hedge /hedʒ/ (n): hàng rào (visual)

- nonsense /nʌnsens/ (n): vô nghĩa

(translation) something silly or stupid

- foam (n): bọt (picture)

- Teacher writes each new word on the board

then say aloud

- Asks students to repeat, then explains the

meaning of the words with the method of

translation/ visual

* Checking vocabulary: Rub out and

remember

+ Yes, I do/ No, I don’t

- Listen and open their books

- Students pay attention to the teacher

- Listen and repeat

- Copy the new words in their notebooks

- Repeat all the words

- Come to board and write and pay attention when teacher gives

b Pre questions

- Give students questions and ask them to

answer before reading the poem

* Set the scene:

Two people are going on the picnic They are

talking about the pollution

Questions:

a) Who are the people in the poem?

b) What are they talking about?

- Have students work in pairs to guess the

answers

3 ACTIVITY 3: PRACTICE (20’)

a Aim: - Helps students understand the poem,

do the exercise a & b

- Aware of bad effects of pollution

and raise awareness of environmental

- Listen to the teacher’s instruction

- Guess the answers

b) What are they talking about?

a Matching (Subboard)

- Have students practice guessing the meaning

of the words by matching each word in

column A with an appropriate explanation in

e mass of bubbles of air gas

f valuable or precious things

g reaches of state of

b Comprehension questions

- Show 5 questions (from 1-6) on p51

- Get students to work in pairs to answer the

questions

1 According to the mother, what will happen

of the pollution goes on?

2 Who does the mother think pollute the

environment?

3 What will happen to the boy if he keeps on

asking his mother such questions?

4 Do you think the boy’s question is silly

b) They are talking about the environment/ the pollution

- Ask students to practice asking and answering the questions in pairs

- Match

- Students work individually

- Try to memorize the new words

* Answer key:

1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b

- Work in pairs to answer 6 questions and write down in their notebooks

* Answer key:

1 If the pollution goes on, the worldwill end up like a second hand junkyard

2.The mother thinks other folk

(line 9-10)? Why not?

5 What does the poet want us to learn about

keeping the environment unpolluted?

c Discussion:

- Divide the class into four groups

- Have students discuss the question:

“What could you do in your school/ house to

a Aim: Stundents apply the knowledge about

environmental protection they learnt in

- Writes the homework on the board

Homework: Learn by heart vocab and write 5

things that they have to do to keep the

pollute (are responsible for the pollution of) the environment but not her or her son

3 If the boy keeps on asking such questions, his mother will take him home right away

4 No Because he is right; if he throws the bottles that will be polluting the woods

5 The poet wants us to learn thateveryone is responsible for keepingthe environment from pollution

environment unpolluted.

- Asks students to do it at home by the 8th

January - Copy the homework in their

notebooks

Thanh khê, ngày 14/ 1/ 2021

TTCM:

Bùi Thị Nhiên

Time: 1 period

I Objectives:

1 Knowledge: By the end of the lesson, Ss will be able to write a complaint letter

2 Competence: Cooperation, self- study, writing a complaint letter.

3 Behaviour: Ss have right attitude in protecting the environment

II Teaching aids:

a Aim: Set a friendly environment and review

the previous lesson

b Content: Greet, check attendance and check

the knowledge of protecting the environmen

c Outcome: knowledge of environmental

- Reading & matching

c Outcome: memorize and write the new

words, ability of reading comprehension

- resolution (n): (translation) /rezə'luʃən/

- float (v): trôi , nổi (picture) /fləut/

- prohibit (v): cấm ( translation) (O + not to

- Reuse bottles and cans or bring them

to the recycling factories

- Clean the streets, roads where we live

- Read and put the letters in the correct order

b Ordering(4ms)

- Ask them to keep their books closed

- Provide students five section of a complaint

letter (with their definitions) in random order on

sub board

- Get them to put the sections in a correct order

a Action: talks about future action

b Situation: states the reason for writing

c Politeness: ends the letter politely

d Complication: mention the problem

e Resolution: makes a suggestion

c Reading and matching(8ms)

- Have students read the letter on page 52

* Set the scene:

Mr Nhat wrote a letter to the director of L & P

Company in Ho Chi Minh City The five

sections of the letter are not in the right order

Label each section with the appropciate letter:

S, C, R, A or P

- Ask students to work in pairs

- Give feedback:

Teacher gives ideas if necessary

- Let students read the production 6b on page

53

- Explain the excercise

- Ask some questions to make sure the students

know what there have to do

* Questions (subboard)

a What do people do in the lake behind your

* Answer key:

1-b2-d3-e SCRAP4-a

5-c

* Answer key:

Dear Sir/Madam

R I would suggest your company

to tell your drives to clear up allthe trash on the ground before leaving

S I am writing to you about the short stop of your trucks around

my house on their way to the North

A I look forward to hearing from you and seeing good response from your company

C When the trucks of your company have a short break on the streets around my house, thedrives have left lots of garbage

on the ground after their refreshment When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies

house these days?

(They begin to catch fish)

b What makes you worried?

(They use electricity to catch fish)

c To whom do you write the letter to?

(We write to the head of the local authorities)

d What suggestion do you want to make?

(We suggest the local authorities should prohibit

and fine heavily any one using electricity to

catch fish)

e Any future plant you want to make?

( We look forward to seeing the protection of

environment from the local authorities)

3 ACTIVITY 3: PRACTICE

a Aim: students can master the steps to write a

complaint letter

b Content: write a complaint letter

c Outcome: students can write a complete

letter

d Organization:

While - writing

- Ask students to write the letter individually

- Move around and help weak sts (explain new

words)

- Copy typical mistakes

Post- writing

- Asks ss to write a letter to the head of the local

authorities to complain about the way of

P Sincerely,Tran Vu Nhat

- Students write the letter with the teacher’s help if necessary

* Sample:

Dear Mr President

I am writing to you about the catching

of fish of many people in the lakebehind my house

I am very worried because they use

catching fish in the lake behind the house.

- Then call 1-2 students come to the board to

b Content: write a complaint letter

c Outcome: students can write a complete

letter

d Organization:

- Ask ss to complete letter in their notebooks

- Learn by heart how to write a complaint letter

- Rewrite this letter in your notebook

- Prepare the next lesson ( Language focus )

electricity to catch fish After a shorttime, they leave the lake; a lot of smallfish die and float on the water surface

I would suggest the local authoritiesshould prohibit and fine heavily anyoneusing this way of catching fish I lookforward to hearing from you and seeingthe protection of environment from thelocal authorities

Time: 1 period

I Objectives:

1 Knowledge: By the end of the lesson, Ss will be able to do all the exercises using

these grammar items.adjectives, adverbs of manner, adverb clauses of reason,conditional sentences - type 1

2 Competence:communicative competence, linguistic competence, cooperative

competence, self-study competence

3 Behaviour: Ss are interested in protecting the environment.

II Teaching aids :

- Teacher: lesson plan, textbook, poster

- Students: textbooks, new

III Procedure:

1 Activity 1: Warm up (6)

(warm up/ check up/ setting the scene)

a Aims:Set the scene, lead students to the main content of the period.

b Contents:Adverbs of manner

c Outcome: b slowly, c sadly, d happily, e well.

d Organization:

Teacher’s activities Students’ activities

- Elicits from Ss: How can you form an

adverb of manner?

Formation: adj + ly = adverb of manner

Use: to modify the verbs

Position: right after the verb or verb phrase

Language Focus 1

- Asks Ss to change the adjectives in the box

into adverbs

- Gets feedback and corrects

- Asks Ss to fill in the gaps with the adverbs

b, slowly d, happily

c, sadly e, well

2 Activity 2: Presentation (6')

a) Aims:Sts understand Adverb clauses of reason and do exercises.

b) Contents: because/ as/ since

c) Outcome: I was broken leg as/ since/ because/

Ba is tired He stayed up late watching TV.

- Asks Ss to combine the two sentences

Ba is tired because he stayed up late watching

TV.

main clause adverb clause of reason

- Explains some more: We can use as/ since

instead of because

Language Focus 2

- Gives instructions: Join the pairs of sentences

together using because/ as/ since.

- Runs through all the pictures and word cues

- Asks Ss to do the exercise

- Gets feedback and corrects

a Aims:Sts understand Adjective + that clause,etc and do exercises.

b Contents:Form: S + be + adj + that S + V/ be

Noun clause

c Outcome: a That’s wonderful I’m pleased that you are working hard, etc

d Organization:

Teacher’s activities Students’ activities

*Adjective + that clause

- Sets the scene to introduce the structure:

Ba: Dad! I got mark 9 on my test

Mr Ha: That’s wonderful I’m pleased

that you are working hard

Form: S + be + adj + that S + V/ be

Noun clause

- Explains some more about the structure

*Language Focus 3

- Gives instructions: Complete the

dialogues using the words in brackets

- Asks Ss to do the exercise

- Gets feedback and corrects

* Conditional Sentences

Model Sentences

- Elicits the model from Ss:

If we work hard, we’ll make this beach a

clean and beautiful place again.

Concept check

Form: If S + V(s/es), S + will + V

(if clause) (main clause)

Conditional Sentence: Type 1

Use: to talk about a real condition in the

sentence in column A with a suitable one

in column B to make meaningful

sentences

- Asks Ss to do the exercise

- Gets feedback and corrects

Answer key

1-e 3-c 5-b

2-a 4-d

*Language Focus 5

- Gives instructions: Complete the

sentences using the words in brackets.

- Models: in the book

- Asks Ss to do the exercise

- Gets feedback and corrects

- Write all the exercises in your Ex-book

and make 3 sentences with grammar

- Prepare the new lesson: Unit 7/ Getting

Started + Listen and Read: new words,

the ways of saving energy

- Do the test

- Take notes

15-minute test Test A

I Circle the best option to complete each sentence (5 points)

1 Lan speaks English very

2 water can directly do harm to people’s health and kill fish

A pollute B polluted C pollution

3 I switched the TV off no one was watching it

1 As Tuan got up late, he didn’t have time for breakfast.

2 If you work hard, you will get good grades

3 If it doesn’t rain this weekend, I will go on a picnic with my classmates

4 If you don’t go to bed early, you will get up late tomorrow

5 Nam is a skillful football player

-Test B

I Circle the best option to complete each sentence (5 points)

1 Lan speaks English very

A fluently B best C good

2 Water is one of the many problems that we have to solve

A pollute B polluted C pollution

3 No one was listening to the radio, _ I turned it off

1 Do all your homework or you will be punished by the teacher.

=> If

2 Unless he starts at once, he won’t finish his work on time

=> If

3 Nam and Tuan play football skillfully

=> Nam and Tuan are

4 Study hard and you will pass your entrance exam

1 If you don’t do all your homework, you will be punished by the teacher

2 If he doesn’t start at once, he won’t finish his work on time

3 Nam and Tuan are skillful football players

4 If you study hard, you will pass your entrance exam

5 Since it was a beautiful day, we had a picnic on the river bank

-DẠY HỌC THEO CHỦ ĐỀ

Tên chủ đề: SAVING ENERGY

Cơ sở hình thành chủ đề: Basing on UNIT 7: SAVING ENERGY

Thời gian dự kiến: 5 tiết

- Tiết 42: Getting Started + Listen and Read

- Tiết 43: Speak + Listen

- Tiết 44: Read

- Tiết 45: Write + Language Focus 1-2

- Tiết 46: Language Focus 3 + Project

A Objectives

1 Language Focus:

By the end of the theme, Ss will be able to:

- use vocabulary to talk about saving energy

- know more about solar energy

- use connectives and phrasal verbs

2 Skills: Listening, speaking, reading, writing skills

3 Attitudes: Ss are interested in the topic and know how to save energy

4 Competencies: communicative competence, linguistic competence, cooperative

competence, self-study competence

B Project

- write a paragraph or make a poster on how to save energy

C Tiến trình thực hiện chủ đề:

Time: 1 period

I Objectives:

1 Knowledge: vocabulary to talk about saving energy

By the end of the lesson, Ss will be able to understand the dialogue and talk aboutthe ways to save energy

2 Competences:communicative competence, linguistic competence, cooperative

competence, self-study competence

By the end of the lesson, Ss will be able to understand the dialogue and talk aboutthe ways to save energy

3 Behavior: Students are interested in saving energy.

II Teaching aids:

III Procedure:

1 Activity 1: Warm up (7')

(warm up/ check up/ setting the scene)

a.Aims: Answers some questions to understand how to save energy

b.Contents:Questions: Is the TV on?+ Who’s watching TV?etc

c.Outcome:Tudents' answers

d.Organization:

Teacher’s activities Students’ activities Warm up: Getting started

- Asks Ss to look at the pictures in the book

- Asks Ss some questions so that they can

understand the pictures:

+ Is the TV on?

+ Who’s watching TV?

- Answer (WC)

+ Who’s listening to the radio?

+ Is the light still burning?

+ What happens to the faucets?

+ Should we turn the TV off?

+ What should we do to save energy?

- Asks Ss to discuss what they could do to

save energy?

- Gets feedback and corrects

- Introduces the lesson: Today you are

going to learn about how to save water

- Work in pairs

- Call out the answers

- Pay attention

2 Activity 2: Presentation (8')

a.Aims:Sts learn some vocabulary about saving energy.

b.Contents: Vocab:a water bill,a plumber , etc / T or F,

c.Outcome:Vocab:a water bill,a plumber , etc Call out the guesses.

d.Organization:

Teacher’s activities Students’ activities

Pre-teach

a water bill (realia): hoá đơn tiền nước

a plumber (e.g): thợ sửa ống nước

a crack (realia): vết nứt, gãy

enormous = huge: to lớn, khổng lồ

(to) drip (picture): nhỏ giọt, rỉ nước

Checking the vocab: Slap the board

True/ False Prediction: Section b- Page

58

- Sets the scene: Mrs Mi is talking with her

neighbor, Mrs Ha Mrs Ha looks very

worried Now work in pairs and guess about

the conversation between them.

- Asks Ss to guess which statements are true

and which are false.

- Writes some guesses on the board - Call out the guesses

3 Activity 3: Practice (20')

a.Aims: Understand the dialouge and answer the questions, etc

b.Contents:T/F, Comprehension Questions, Roleplay, etc

c.Outcome:T, T, F, Because her most recent water bill is enormous, etc d.Organization:

Teacher’s activities Students’ activities

- Gets Ss to listen to the tape and check their

Comprehension Questions: (Poster)

- Asks Ss to read the dialogue again and answer the

following questions

a Why is Mrs Ha worried? (Because her most

recent water bill is enormous)

b How much money does she pay for her water

bill? (She pays 200,000 dong)

c What does Mrs Mi advise Mrs Ha to do?

(She advises Mrs Ha to get a plumber to

check her water pipes and to reduce the

amount of water by taking showers and

turning off faucets after use)

d How much water can be wasted a month by a

dripping faucet? (500 liters of water)

- Gets feedback and corrects

*Production

Roleplay

- Asks Ss to practice the dialogue

- Calls on some students to practice before the class

- Gives feedback and corrects Ss’ pronunciation

Discussion

(Integrating environmental education)

- Asks Ss to discuss the topic:

What do you do to save energy at home and at

school?

- Calls on some Ss to present their discussion

- Gives feedback and corrects

a.Aims:Sts can talk about how save energy at home and at school, etc

b.Contents: discuss the topic: What do you do to save energy at home and at school?

- Asks Ss to discuss the topic:

What do you do to save energy at

home and at school?

- Calls on some Ss to present their

- Learn the new words by heart

- Write about what you can do to save

energy in your Ex book

- Prepare the new lesson: Unit 7/ Speak +

Listen: new words, ways of saving

energy

- Take notes

DuyÖt gi¸o ¸n ngµy: 25/ 01/ 2021.

Tổ trưởng kí duyệt

Time: 1 period

I Objectives:

1 Knowledge: By the end of the lesson, Ss will be able to make and respond to

suggestions about saving energy and know more about solar energy

2 Competences: listening and speaking co-operation, self studying, solving problem,

using language

3 Behavior: Sts are interested in how to save energy

II Teaching aids:

1.Teacher: E book9, Reference book 9

2.Students: E book 9, Notebook

III Procedure:

1 Activity 1: Warm up (7')

(warm up/ check up/ setting the scene)

a Aims: Lead in the new lesson Make ss be interested in the topic “saving energy”

b Contents: Think of the sourses of energy

c.Outcome: students' answers

d.Organization:

Teacher’s activities Students’ activities

1

Warm up: Brainstorming (4’)

- Asks Ss to think of the sources of energy that

they know and write on the board

- Gives feedback and corrrects

- Introduces the lesson: Today you are going to

speak about how to save energy and listen

about solar energy

- Write on the board

- Pay attentionsources of

energy

2 Activity 2: Speaking (15’)

a.Aims:Sts learn some vocabulary about saving energy.

b.Contents: Vocab:a gas cooker, a gas fire, fan, air-conditioner

- Suggestions and responds

c.Outcome: ss can memorise how to read and write the new words

- Ss can give and respond suggestions

- a fan (picture): cái quạt

- an air-conditioner (picture): máy điều hòa

Model Sentences

- Elicits from Ss: How can we make a

suggestion and a response?

- Asks Ss to look at the table on Page 58 and

explains how to make and respond to

suggestion

- T may give an example for each structure

* Practice

Activity 1: Section a- Page 58

- Gives instructions: Make suggestions about

- Repeat in chorus

- Repeat individually

- Copy

- Pay attention

how to save energy using the pictures on

Page 59

- Runs through all the pictures

- Gives an example: picture a

The faucet is running but nobody uses it So

we can say:

I think we should turn off the faucet.

I suggest fixing the faucet.

- Asks Ss to make suggestions for each

picture

- Asks Ss to say out their suggestions and

calls on some Ss to write on the board

- Gives feedback and corrects

Activity 2: Section b- Page 59

- Gives instructions: Work in groups of 4

Work out an action plan to save energy for

your class, using the expressions and ideas in

Section a.

- Gives an example: in the book

- Asks Ss to practice

- Gets feedback and corrects

- Collects Ss’ suggestions to make an action

plan to save energy

- a solar panel (trans): năng lượng mặt trời

- effective (adj) (trans): có hiệu quả

- nuclear power (trans): hạt nhân

- to install (miming): lắp đặt

- to store (exp): tích trữ

- to provide (exp) cung cấp

Checking vocab: Slap the board

True/ False Prediction: Section a- Page 60

- Sets the scene: You are going to listen to a text

about solar energy First, you guess the T/F

- Asks Ss to listen again to check their answers

- Gives feedback and corrects Ss’ answers

- Call out the guesses

- Listen and check thepredictions

- Call out the answers

Gap-fill: Section b- Page 60

- Gives instructions: Listen again and fill in each

blank with one word you hear.

- Runs through all the sentences or asks Ss to read

them

- Lets Ss listen to the tape once and fill in the gaps

- Gets feedback

- Asks Ss to listen again to check their answers

- Gives feedback and corrects

- Asks Ss to talk about solar energy using the

sentences in Section a and Section b

- Calls on some Ss to check

- Gives feedback and corrects

- Listen again

4 Activity 4: Application (10')

a.Aims:Sts can talk about how save energy at home and at school, etc

b.Contents: discuss the topic: What do you do to save energy at home and at school?

- Asks Ss to discuss the topic:

What do you do to save energy at

home and at school?

- Calls on some Ss to present their

discussion

- Gives feedback and corrects

* Homework

- Learn the new words by heart

- Write about what you can do to save

energy in your Ex book

Time: 1 period

I Objectives:

1 Knowledge: Knowledge: By the end of the lesson, By the end of the lesson, students

will be able to understand the text about saving electricity to identify main content andanswer the questions

2 Competences: Co-operation, solving problems, creativeness.

3 Behavior: Ss have awareness of saving electricity.

II Teaching aids:

1 Teacher: An electricity bill, a water bill, subboard

2 Students: Book, notebook

III Procedure:

1 Activity 1: Warm up (7')

(warm up/ check up/ setting the scene)

a Aims: Make ss aware of saving energy at home

b Contents: Questions, water bills and electric bills

c.Outcome: students' answers

d.Organization:

Teacher’s activities Students’ activities

I Check- up (5ms)

Greetings

Who is absent today?

What is the date today?

How much is your family’s water bill?

How much is your family’s electricity bill?

Do you think it’s enormous?

How much electrictity does your TV/ fridge

use everyday?

Are your parents worried about that?

Do you want to reduce the amount of

electricity and water family use?

What should you do?

Do you want to know how the people in other

GreetingsAnswer teacher’s questions

Answer

Pay attention

countries save energy?

By this reading text , you listen know how the

people in other countries save energy

2 Activity 2: Presentation

a.Aims: help ss to memorize some new words

b.Contents: Vocab (luxury, consumer, bulb, plan, efficient, preserve, innovation) c.Outcome: ss can memorize how to read and write some new words

d.Organization:

Teacher’s activities Students’ activities

1 Pre- reading (14ms)

a Vocabulary

- luxury ( n) : sự xa xỉ /'lʌsəri/ -> luxurious

- consumer ( n) người tiêu dùng, khách hàng

(a person who buys something) /kən'sʌmə/

- bulb (n) : bóng đèn tròn (realia) (100- watt

light bulb, energy – saving bulb, sandard

bulb) /bʌlb/

- plan = scheme: kế hoạch

- efficient (adj) -> efficiency (n) : hiệu quả

* Set the scene : You will read the text about

how the people in other countries save

energy Now you think and guess to answer

the questions

b Pre –questions (Subboard)

1, Which contries are mentioned in the text ?

Listen, repeat, copy

Pay attention

Predict to answer

a, European countries

b, NorthAmerica and European countries

c, North American countries

2, What are people in these countries

interested in ?

a reducing garbage

b saving natural resouces

c saving money and natural resouces

- Get feedback from sts

3 Activity 3: Practice

a.Aims: helps understand the text and answer the questions, etc

b.Contents:T/F, Comprehension Questions, Roleplay, etc

c.Outcome:T, T, F, Because her most recent water bill is enormous, etc

d.Organization:

Teacher’s activities Students’ activities

2 While - reading(18ms)

- Ask sts to read the text and check their guessing

a Ask sts to read the pasage again and choose the

best summary

b Answer the questions

Lucky numbers: 1,3,4, -> LN

2,5,6,7,8 -> questions

1.Western consumers are interested in products that

will not only work effectively but also save money

2.They can use energy saving bulbs instead of

ordinary 100 watt-light bulbs to spend less on

lighting

Read and checkAnswer key: 3

Goupwork

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 cac save money and energy

5 Because when we save energy, we’ll save money

and conserve the Earth’s resources

IV Post - reading(7ms)

Discussion: The way to spend less on lighting

Get feedback

+ Suggested ideas:

Use husk instead of electricity

Discuss in group of four

4 Activity 4: Application (10')

a Aims: Sts can talk about how save energy at home and at school, etc

b Contents: discuss the topic: What do you do to save energy at home and at school?

- Asks Ss to discuss the topic:

What do you do to save energy at

home and at school?

- Calls on some Ss to present their

- Learn the new words by heart

- Write about what you can do to save

energy in your Ex book

Time: 1 period

A.Objectives :

1 Knowledge: By the end of the lesson, students will be able to write a speech aboutsaving energy

2 Attitude: Ss know how to express the speech in front of the crowd and save energy

3 Competencies: Co-operation, self-study

B.Teaching aids :

1 Teacher: Posters, picture

2 Students: Book, notebook

C Procedure:

1 Activity 1:

a Aims: Lead in the new lesson and make ss be interested in the new lesson

b Contents: some questions

c.Outcome: students' answers

Who is absent today?

What is the date today?

Warm up:

Give picture of Obama

? Who is this? What is he doing?

? Have you ever given a speech in front of a

lot of people? Do you feel worried?

? Do you know how many parts are there in a

speech?

In today lesson, you are going to know how to

write a speech

GreetingsAnswer teacher’s questions

Answer

Pay attention

2 Activity 2: Presentation (15’)

a.Aims: help ss to master a form of a speech

b.Contents: matching task, reordering task

c.Outcome: ss can match each part of a speech with its function and reorder sections to

- Give instruction: A speech usually has three

parts: introduction, body and conclusion

? How many parts are there?

? What are they

Pay attentionAnswer