Giao an anh 9 ki ii

Teaching date class 9B Hoµng V¨n B×nh ( Tr­êng THCS V¨n Phó ( Gi¸o ¸n anh v¨n 9 Teaching date Class 9A / /2009 9B / /2009 9C / /2009 Period 37 Unit 6 the ENVIRONMENT Getting started & listen and read[.]

Getting started & listen and read

I Objects

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

+ Use new words about environments in the correct way

+ Read the text for general and specific information through Matching

exercises and answering questions

1 Language focus:

Vocabulary: garbage dump, deforestation, air pollution,

dynamite fishing, water pollution, spraying pesticides

Structures: + Adjectives and adverbs

+ Adverb clauses of reason+ Adjective + that clause+ Conditional sentences: type 1

2 Language skills: Practice reading and speaking skills.

II Teaching aids

1 Teacher’s: Teaching plan, Cassette, pictures, extra – board

2 Students’: Textbook, workbook.

- Ask Ss to discuss and make a list

of people’s activities that destroy

the environment

- Call some groups to talk about

their lists

- Give English equivalences

- Give suggested answers

- Ask Ss to match these above

environmental problems to the

pictures in the textbook

- Call on some Ss to check the

answers and then give correct

answers

- Tell Ss to listen and read the

passage in the book: “Mr Brown is

talking to some volunteer

conservationists”

- Ask Ss to look at “Listen and read”;

play the tape 2 times

- Ask Ss to match the names in

column A with the tasks in column

B then write the full sentences

- Call on some Ss to read the full

sentences

- Give correct answers

- Have Ss read the passage again

and answer the questions in b)

- Go around the class and provide

+ Dynamite fishing (n) đánh bắtcá bằng thuốc nổ

+ Water pollution (n) ô nhiễm nớc+ Spraying pesticides (n) phunthuôc trừ

sâu

- Listen and repeat the new words

- Individual work and pair work

* Answers:

a) air pollutionb) spraying pesticidesc) garbage dumpd) water pollutione) deforestation f) dynamite fishing

- Listen and read the passage I

Listen and read “Mr Brown is talking to some volunteer conservationists”

Mr Jones: a, collect all the bagsand take them to thegarbage dump

Mrs Smith: c, provide a picniclunch for everyone

Mr Brown: d, give out the bags

- Compare their answers with afriend

- Let Ss work in group of three to

four and discuss questions 6 & 7 in

the book

- Call on some Ss to answer the

questions loud in front of the class

4 Consolidation.

- Summarize main points

b) Answers:

1 The speaker is Mr Brown

2 The listeners are members of volunteer conservationists.

3 They are on the beach.

4 If they work hard, they will make the beach clean and beautiful again soon.

- Work in groups; discuss to findout the answers

- Whole class

4 Drill:

- Repeat the vocabularies and structures

Vocabulary: garbage dump, deforestation, air pollution,

dynamite fishing, water pollution, spraying pesticides Structures: + Adjectives and adverbs

+ Adverb clauses of reason+ Adjective + that clause+ Conditional sentences: type 1

5 Homework:

- Summarize main points

- Learn by heart new words and do homework at workbook (1, 2, 3)

- Prepare “SPEAK + LISTEN”

Speak & listen

I Objects

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

+ Persuade other people by using give expression:

I think you should …….; Why not… ? Why don’t you …? … + Complete the information notes about ocean pollution through a report.+ Use new word in the right context by playing word games and engaging

in different class activities

1 Language focus:

Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oilspill

Structures: + Conditional sentences: type 1.

+ Adverb clauses of reason

2 Language skills: Practice speaking and listening skills.

II Teaching aids

1 Teacher’s: Teaching plan, Cassette, pictures, extra – board

2 Students’: Textbook, workbook.

- Ask Ss question: “What can you do

to protect the environment?”

3.2 Speak:

* Pre – speaking:

- Write all new words on the board

in both English and Vietnamese

- Discuss in small groups and findthe answers

3 SPEAK.

* New words:

- Wrap (v): gãi, bäc l¹i

- Help Ss to read.

- Read new words after the teacher

- Ask Ss to look at the structures

and sentences in partt a)

- Explain them

* While - speaking:

- Ask Ss to read the persuading

expressions and the idea cues give

in the textbook carefully Make sure

Ss understand all of the

- Ask Ss to work in group and find

the answers to the questionnaire

- Divide class in 6 groups

- Call on some Ss from groups to

present in front of class

- Dissolve (v): hoµ tan

- Traffic jam (n): t¾c nghÏn giaoth«ng

- Exhaust fume (n): khãi th¶i tõ xecé

- Trash = garbage

a) Try to persuade your partner to do the following things to protect the environment.

- Work in pairs, persuade yourpartners to do things to protect theenvironment Follow the example

* Example: (textbook)

1

A: I think it would be better if wereuse and recycle bottles and cans.B: Why? How come?

A: Because reusing and recyclingbottles can reduce garbage andsave natural resources

2

A: I think it would be better if wedon’t throw trash onto water

B: Why? How come?

A: Because it can keep the waterclean Polluted water can directly

do harm to people’s health andskill fish

- Practice in pairs

a) Suggested answers:

A: I think it would be better if we

go to work by bike

B: Why? How come?

A: Because going to work by bikecan save energy and at the sametime it can keep the air cleaner

b) Find possible answers to the questionnaire.

- Discuss in groups and find theanswers to these

- Call on some representatives to

- divide class into small groups

- Ask Ss to have guesses on how the

- Set the scene: “You are going to

listen a report on how our oceans

are polluted Study the notes

carefully then listen to the tape and

complete the notes.”

- Call on some Ss to read aloud the

Using tree leaves to wrap food and othe things

c) Now discuss with a partner the best way to protect the environment ….

- Listen to the tape more than onceand complete the notes

- Compare the answers with theirpartners

* Answers:

How the ocean polluted

- Firstly: raw sewage is pumped

directly into the sea.

- Secondly: Garbage is dropped

into the sea

- Thirdly: oil spills come from

note as the outline and make a

short presentation on how the ocean

is polluted

- Call on some Ss present in front of

the class

- Give feedback on the presentation

- Work in pairs and can add moreideas of their own in thepresentation

4 Drill:

- Repeat the vocabulary and structures

Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill

Structures: + Conditional sentences: type 1.

+ Adverb clauses of reason

5 Homework:

- Summarize main points

- Learn by heart some new words and practice talking about the problem

to protect the environment

- Prepare “Read”

I Objects

By the end of the lesson, Ss will be able to understand the poem

with some old English by doing Matching exercise and Answering questions

1 Language focus:

Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk

Structures: conditional sentence type 1

2 Language skills: Practice reading skill.

II Teaching aids

1 Teacher’s: Teaching plan, pictures, extra – board

2 Students’: Textbook, workbook.

3 Factories produce it:……

4 crops are spayed with it:

- Ask Ss to work in pairs, ask and

answer the following questions

about poetry

+ Do you like poetry?

- Work in pairs or groups

+ Do you often read poetry?

+ Who is your favorite poet?

+ Have you ever read a poem in

- Read the poem

- Give some new words and explains

the meaning

- Help Ss to read the new words

3.3 While – Reading:

T: Set the scene “You are going to

read a poem about environment.

Please scan the poem and answer

the following questions”

- Call on some Ss to answer the

questions

- Correct and give answers

- Ask Ss to read the poem again and

match the word in A to an

appropriate in B encourage Ss to

guess the meaning of the word if

they don’t know some words

- Call some Ss to read the answers

+ Nonsense (n): §Òu v« nghÜa

* Questions:

- How many people are there in the poem? What is their relationship?

- Where are they?

- What problem of the environment

is mentioned in the poem?

- Read the poem and find theanswers

- Discuss and give answers

- Compare their answers with afriend

* Answers:

- There are two (mum and son)

- Probably in the forest

junk-2 end up g reach a state if

3 f valuable or

- Give the correct answers

- Explain the grammar quickly

- Ask Ss to read the poem more

carefully and answer the questions

This task can be done in pairs

- Call on some Ss to read their

answers aloud in class

- Give the answers

- Calls on some Ss to read the

passage aloud in front of class

- Checks Ss’ pronunciation and

intonation

treasure precious things

4 foam e mass of bubbles of

air or gas

5 stream d a flow of water

6 hedge a a row of things

forming a fence

7 folk b people

a)Answer Then write the

answers in your exercise book.

+ conditional sentences type 1

There are two clauses:

+If clause: present simple + Main clause: present simple/

future simple/inf(If S + do, S + will do)Eg: If the pollution goes on, theworld will end up like a secondhand junk yard

- Look at the questions in exerciseb) and then find out the answers

- Compare the answers with apartner

- Practice the questions andanswers in pairs

* Answers:

1 If the pollution goes on, theworld will end up like a secondhand junk yard

2 The mother think other folkpollute (are responsible for thepollution of) the environment butnot her and her son

3 If the boy keeps on asking suchquestions, his mother will take himhome right away

4 No, because he is right: if hethrows the bottles that will bepolluting the woods

5 The poet wants us to learn thateveryone is responsible forkeeping the environment formpollution

3.4 Post – reading:

“What …if”

- Divide the class into two or four

groups namely A, B, C, D each

group gets 5 sentences with only IF

- Student A read its half and B has

to complete the sentence with theidea on the board to protect ourenvironment

Ex:

A: If you throw rubbish into street,

… B: it will pollute the environment.

- Practice in groups

A

1 If I see somebody throwing an empty packet on the street, I will…

2 If I meet the Minister for the environment, I will

3 If I live on an island, I will…

4 If I live in a jungle, I will…

5 If I catch an injured species, I would….

Vocabulary: complaint, refreshment, fly, response

2 Language skills: Practice writing skill.

II Teaching aids

1 Teacher’s: Teaching plan, extra – board

2 Students’: Textbook, workbook.

T: Explain the meaning of new words

- Play follow teacher’s guides+ Answers

+ End up + Second – hand+ Junk – yard + Treasure + Foam + Nonsense

6 Write

* New words

- complaint (n) than phiÒn

- fly (n): con ruåi

T: Help Ss to read

T: Introduce the formal complaint

letter

T: Set the scene

“ Mr Nhat wrote a complaint letter to

the director of L & P company in HCM

city The five sections of the letter are

not in the right order Label each

section with the appropriate letter: S,

C, R, A or P.”

T: Read the letter once

T: Call on some pairs read the aloud

the letter with the correct order Each

pair reads aloud one part

T: Give feedback and answer key

3 While – writing

- refreshment (n): sự khoan khoái

- response (v): trả lời, đáp lại

- situation (n): tinh huống

- complication (n): sự phức tạp

- resolution (n): quyết định

- action (n): hoạt động

- politeness (n): lễ phépSs: Read and write down into notebook

Ss: Work in pairs and do the labeling and

ordering

Answer key:

Dear sir/madam

R: I would suggest that your

company should tell your drivers

to clear up all the 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 form your company

C: When the truck of your

company has a short break on thestreets around my house, the drivers have left lots of garbage

on the ground after their refreshment When the truck

T: Implicit the writing task by asking

of local authorities to complain about

the way of catching fish in the lake

behind your house Following

S-C-R-A-P format

T: Ask Ss to compare the writing and

gives feed back and suggested

writing

leave the place, the ground is covered with trash and a few minutes later there is smell flies

I am very worried because they don't use fishing rod or not net but use electricity to catch fish After a short time they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads and even birds have also died from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish

I am looking forward to hearing from you and seeing the actions taken to protect the

environment from the local authority

Sincerely

4 Drill

T: Ask Ss to read their writing aloud

- Ask for comments from other Ss

5 Homework

- Summarize the main points

- Prepare " Language focus”

2 Language skills: Practice writing skill.

II Teaching aids

1 Teacher’s: Teaching plan, extra – board

2 Students’: Textbook, workbook.

and the use of adverbs of manner

through questions

+ How are adverbs formed?

+ What do we use adverbs for?

T: Ask Ss to go on with exercise 1, use

the adverbs to complete the sentences

3 Presentation and practice 2.

T: Give out 2 clauses

He failed the exams He is too lazy

T: Ask Ss about the relation between 2

clause -> reason

T: Introduce the words expressing

clause of reason: because = as = since

T: Ask Ss to do exercise 2

- Explain the example

T: Give feedback and the correct

answers

4 Presentation and practice 3

T: Explain the structure

T: Let Ss practice the structure by

completing the dialogue in the book

Assignment (n): exerciseSigh (n): long deep breath

 Formation

Adjective + ly = adverbAdjective AdverbExtreme Extremely

Eg: Ba is tired because/as/since hestayed up late watching TV

Ss: Compare the answers with afriend

* Answers

b I have a broken ledbecause/as/since I fell over while Iwas playing volleyball

c I am going to be late for schoolbecause/as/since the bus is late

d I broke the cup because/since/as

I was careless

e I want to go homebecause/as/since I feel sick

f I am hungry because/as/since Ihaven't eaten all day

3 Complete the dialogues

* Structures:

S + be + adj + that clause

T: Call some pairs to practice the

dialogues aloud

T: Feedback and give correct answers

- Help the Ss to revise the conditional

sentences type 1

"If + main clause, subordinate clause"

(simple present tense) (will infinitive)

T: Have Ss do exercise 4 Match each

half sentence in column A with suitable

one un column B, if it is ok, this

activity can be done orally through the

game watching

T: Feedback and give correct answers

Eg: I am pleased that you areworking hard

Ss: Compare the answers with theirpartners

- Repeat the forms and structures:

+ Adjectives and adverbs

+ Adverb clauses of reason (as, because, since)

+ Adjectives + that clause

+ Conditional sentences type 1

5 Homework

T: Summary the main points

- Prepare "Unit 7 – getting started + listen and read”

getting started & listen and read

I Objectives

- By the end of the lesson, students will be able to use the words and phrases relating to energy – saving Understand the dialogue and theways to save energy

1 Language focus:

Vocabulary: water bill, enormous, crack, pipe, dripping

faucet

2 Language skills: Practice Listing and reading skill.

II Teaching aids

1 Teacher’s: Teaching plan, cassette, textbook, sub-board, poster

2 Students’: Textbook, workbook.

- Talk about the name of energy

+ water, wind, oil, wood, sun, nuclear,

…

- How do we can save that energy?

2 Presentation

T: Ask Ss to loot at picture in part 1

"Getting started" have them work in

pairs and make a list of thing the

family could do to save energy

T: Call on some Ss to read the list

aloud

- Talk about the name of energy

- Answer the questions

1 getting started Suggested answers:

- Save water by turning off thefaucet when there is enough watersupply

- Turn off the lights whenunnecessary

- Turn off TV and radio when

T: Give suggested answers

T: Introduce the new words

T: Play the tape once

T: Divide class into group 4

T: Give group a piece of consisting

columns: A (new words) and B

T: Set the scene " Mrs Mi is talking to

her neighbor, Mrs Ha about the water

bill this month"

T: Ask Ss to practice the dialogue with

a partner

- Call on some pairs to practice aloud

- Feedback on Ss' pronunciation and

intonation Correct the mistakes if any

T: Ask Ss to read the dialogue again

and decide the statements in the book

true of false Correct the false one

T: Call some Ss to read the answers

T: Ask them to explain their choice

nobody watches or listensSs: May use sentences with modalverbs such as "must, should"

* New words:

Water bill: hoá đơn trả tiền nớcEnormous (a): lớn, nhiều

Crack(v): rạn, nứt, rò rỉPipe (n): ống dẫn nớcPlumber (n): thợ lắp đặt, sửa ốngnớc

Dripping faucet (n): vòi nớc chẩynhỏ nhọt

New words Meaning

1 water bill a thợ sửa ống

4 Drill

T: Call on some Ss to translate the dialogue into Vietnamese

T: Help Ss to revise the new vocabulary

5 Homework

- Review the lesson, copy the answers

- Prepare "speak"

- By the end of the lesson, students will be able to:

+ Use suggestions to suggest ways to save energy through group

Vocabulary: solar, nuclear power, solar panel, advance

2 Language skills: Practice speaking and listening skill.

II Teaching aids

1 Teacher’s: Teaching plan, textbook, sub-board, poster, tap,

- Guides Sts to play the game

“Jumble words” with the words

+ awter llbi = Water bill

+ facetu = faucet

2 Presentation

T: Help Ss to review the way to

make suggestions

T: Ask Ss to make some

sentences with the structures

above

3 Practice

T: Have Ss looked at the

expressions in the above tables

and pictures in the book to

make suggestions about how to

save energy Follow the

T: Ask Ss to work in group of

four Work out an ACTION PLAN

to save energy for your class

T: Explain the example in the

Example:

A I think we should turn off the faucet

I suggest fixing the faucetSuggestion Response

I suggest + V-ing

I think we should…

Shall we …?

Why don't we…?

How about + V-ing…?

What about + ing…?

V-Let's…

OKThat's a goodidea

All right

No I don'twant to

I prefer to …Let's

 Suggested answers:

b I think we should turn off the gas fire

c I suggest turning off the fan

d I think we should turn off the airconditioner when no one is in

e Why don't we turn off the TV when noone

A: I suggest collecting used paper torecycle things

-B: All right

5 Pre – listening

T: Give some questions to ask

Ss about solar energy

- What is solar energy?

- What are advantages of solar

T: Let the Ss read the

statements in a) carefully and

helps them to understand

all statements

T: Call on Ss to give answers

T: Give correct answers

T: Ask Ss to read the sentences

in b) and guess the missing

words

T: Call on some Ss to read the

completed sentences aloud

T: Give correct answers

7 Post – Listening

T: Read aloud 5 to 7 statements

C: Why don't we reduce the amount ofwater we use every day?

Advance (a): múc độ cao, tiên tiếnRoof (n): mái, tấm

Ss: Listen to the tape 2 times and do exercise

Ss: Compare the answers with a partner

a) Answers:

1 true

2 false (most of our electricity comes from the use

of coal, gas, oil or nuclear power

3 False (it is enough to provide power for total population

4 true

5 false (in 2015)Ss: Look at the sentences, listen to the tape again and complete them

Ss: Compare the answers with partners

about content of the listening If

the statements are true, Ss

repeat after the teacher If the

statements are false, Ss stay

Vocabulary: luxury, necessity, consumer, household,

Account for, tumble dryer, innovation

2 Language skills: Practice speaking and listening skill.

II Teaching aids

1 Teacher’s: textbook, white board markers

2 Students’: Textbook, workbook.

T: Read the text firstly

T: Explain the new words

- Play the game follow the teacher’s guide

5 Read

Ss: write down new words

* New words

Luxury (n): sù xa xØ >< necessity

Consumer (n): ngêi tiªu dingener

gy

T: Ask Ss to work in pairs and make

sentences with new words they have

learnt

T: Call on some Ss read their sentences

aloud

T: Give comment to make sure Ss

understand the use of the words

3 While – reading

T: Ask Ss to read the passage very quickly

and answer the following questions

+ Which continents are mentioned in the

T: Give the correct answers

+ America and Europe

+ They are necessities

T: Have Ss read the passage more

carefully and choose the best summary

for it among 4 following options

T: Ask Ss to give explanations for their

choice

- Give correct answers

- Tell Ss to read the passage again and

answer the question

T: Call on some Ss to read their answers

aloud in front of class

- Make necessary corrections and gives

correct answers

Household (n): hộ gia đìnhAccount for (v): chiếm, chủ yếu là

Tumble drỷe (n): máy xấyInnovation (n): sự đổi mớiSs: Practice reading

Ss: Choose and then comparethe answers with the

partners

a) Answers:

3 North American and European countries are interested in saving money and natural resources.

b) Answers:

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 Post – reading

- Expand the topic by opening a

discussion on question:

Why should we save energy?

T: Ask Ss to work in group to list the

reasons for saving energy

T: Call on representative of some groups

to present in front of class

- Give suggested answers:

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.

2 Language skills: Practice writing skill

II Teaching aids

1 Teacher’s: textbook, white board markers

2 Students’: Textbook, workbook.

* Matching

Parts of Functions

T: Give correct answers

3 Practice

T: Ask Ss to work in pairs, put the

sections in the correct place to

complete a speech

- Call on some Ss to deliver the

speech in front of class

- Comment and correct any

necessary mistakes

T: Give suggested answer:

T: Tell Ss to choose one of the topics

in the book: reducing garbage,

reusing paper and saving energy in

the kitchen and then prepare a

speech for the class

T: Ask Ss to compare the writing with

a friend

T: Introduce "peer correction" Have

Ss check and comment on each

other writing

- Go around class and offer help if

necessary

- Call on some Ss to deliver the

speech they have written in front of

class

T: Give comment on S's performance

regarding pronunciation, body

language, eye contact …

B getting people's attentionand telling them what you are going to talk about

C giving details

in understand language

easy-to-* Answers:

1.b 2.c 3.ab) Ordering

Suggested answers:

3 Good evening, ladies and gentleman I am professor Robert and tonight I am 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 mechanic check your motorcycle regularly

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

* Suggested answers:

- Reducing garbage:

Good morning, ladies and gentlemen Thank you for coming here today I am professor Hung President of friends of the Earth I

am going to tell you about the

- Give suggested answers

ways of reducing garbage

As we know that reducing garbage

is necessary We can reduce garbage by:

+ Collecting plastic bags+ Not keeping solid waste with food waste

Putting different kinds of waste in different places

I hope that you will be able to find the most suitable way to reduce the amount of garbage we

- Copy your writing in your exercise book

- Review the lesson

- Prepare " Language focus"

1 Language focus:

Vocabulary: Review Grammar: Connectives: and, but, because, or, so, therefore,however

phrasal verbs: turn off, turn on, look for, look after, go on

suggestions: Suggest + verb-ing, suggest (that) + S+ should

2 Language skills: Practice writing skill

II Teaching aids

1 Teacher’s: textbook, white board markers

2 Students’: Textbook, workbook.

What do you suggest to the following people

a He was plastic bags to wrap food

2 Presentation 1:

T: Explain function of the connectives

T: Ask Ss to give some examples to

demonstrate the use of the

T: Implicit the meanings of the

phrases verbs through examples

"Now, can you guess the meaning of

those of phrasal verbs in the following

T: Have Ss do exercise 2 complete

the sentences use the right tense form

of the phrasal verbs in the box and the

- So, therefore: to give an effect

- Or: to give an alternative

- Turn on: switch on/start

- Turn off: switch off/stop

- Look for: take care of

- Go on: continue

2 complete the sentences Use the right tense form of the phrasal verbs in the box and the pictures

 Answers

a Look after

T: Correct any necessary mistakes

T: Give the correct answers

4 Practice 3:

Ss: Review some structure to make

suggestions

T: Divide class into 2 teams Each

team takes change of on part Team 1

makes suggestion to help the poor in

the neighbor hood of their school

Team 2 makes suggestions to improve

their English Idea in the textbook may

be useful

T: Ask Ss to do the task in groups or in

pairs of each team

T: Call on some Ss to read aloud their

5 Drill

6 Consolidation

- Summarize the main points

- Prepare "you'll have a test (45') in the next period"

- Review and consolidate the knowledge which Ss have learnt through alltopics (The environment & saving energy)

- Grammar: simple present, conditional sentences, adverbs, adjectives,pronunciation, vocabulary

I Listen and choose the best answers (2pts)

In Western (1) , electricity, gas and water are not luxuries but necessities Companies now realize that (2) _ want products that will not only work effectively, but also save money

For most North American households, (3) _ accounts for 10

percent to 15 percent of the electricity bill However, this amount can be reduced by replacing an ordinary 100 watt light bulb (4) _ an energy saving bulb These bulbs use a quarter of the electricity of standard bulbs

and last eight times longer Therefore consumers can save about US$7 to US$ 21 per bulb

II Choose A, B, C or D to complete the sentences (2pts)

1 He is going to the post office ……… he wants to send a letter

moreover

2 She bought potatoes ………… cabbage at the market

but

3 I’d love to play soccer ……… I must complete my home work

4 Do you want to have coffee …… tea?

5 Can you turn ……… the light? It’s too dark

6 We can ……… easily in the daylight

A to read B reading C readed D read

7 Can you tell me the reasons for …… the Mother’s Day?

A celebrating B celebration C celebrate D celebrated

8 Passover is celebrated in Israel and by all ………… people

A English B Vietnamese C Japanese D Jewish

III Read the passage then answer the questions (2pts)

Are you looking for a cheap, clean, 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 and gas, oil

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IV Use Connectives to combine each pair of sentences (2pts)

1 He is very tired He has to finish his homework (but)

4 We are saving money We want to buy a new house (so)

V What do you suggest to the following people? (2pts)

1 He uses plastic bags to wrap food

By the end of the lesson, Ss will be able to know the answers

of the exercises in the written test, then understand them more clearly

1 Language focus:

Vocabulary: Review Grammar: Review

2 Language skills: Practice writing skill

II Teaching aids

1 Teacher’s: textbook, white board markers

2 Students’: Textbook, workbook.

For most North American households, lighting accounts for 10 percent

to 15 percent of the electricity bill However, this amount can be reduced

by replacing an ordinary 100 watt light bulb with an energy saving bulb These bulbs use a quarter of the electricity of standard bulbs and last eighttimes longer Therefore consumers can save about US$7 to US$ 21 per bulb

2 The solar panels are placed on the roofs of a house

3 The energy can be store for a number of days

4 Yes, it is

1 He is very tired but he has to finish his homework

2 I like watching TV and going to the cinema

3 She wears glasses because she wants to see well

4 We want to buy a new house, so we are saving money

V.(Suggested answers)

1 I suggest he should use banana leaves to wrap food

2 I suggest she should turn off the lights before going to bed

3 I suggest he should buy a new motorcycle

4 I suggest he should go to the dentist

By the end of the lesson, students will be able to:

- Get further information about celebrations in the world

- Practice reading comprehension skill for details to complete a table

1 Language focus:

Vocabulary: sticky rice cake, occur, live apart, Israel, Jewish,

Passover, slavery, joyful, parade

2 Language skills: Practice reading and listening skill

II Teaching aids

1 Teacher’s: textbook, tape, cassettes, posters

2 Students’: Textbook, workbook.

Use the connectives to combine each pair of the sentences

1 He is very tired He has to finish his homework (but)

T: Ask Ss to work in groups and make

a list of famous celebrations in

Vietnam and world wide

In the time allowed, group with the

longest list will be the winner ChristmasValentine

EasterMother's day

Celebrati ons

T: Ask Ss further questions about facts

of the above celebrations

Eg: In which country do people

celebrate ?

What do they do?

2 Presentation

T: Teach vocabulary

T: Asks Ss to work with a partner

Match the icons with the names of the

celebration they present

- Correct the Answers

3 Practice

T: Have Ss listen and read the

passage about celebrations in

Vietnam and in other countries and

ask them to complete the table with

five heading

- Gives some new words, explains and

asks Sts to read

- T: Asks Ss to work in group Read

the passage in the book and then

give the answers

- Helps Sts to complete

- Calls some Sts to write down their

answers

Thanksgiving dayHalloween

…

Lunar New YearMid- fall FestivalTeacher's dayMay Day

6 Lunar New Year

II Listen and read

 New words

- Sticky rice cake (n): traditional chung cake

- Occur (v): happen, take place

- Live apart (v): far away

- Israel: níc Israel

- Jewish (adj) ngêi do th¸i

- Passover (n): LÔ qu¸ h¶I (ngêi do th¸i)

- Slavery (adj): condition or work ofslave

- Joyful (adj): cheerful

- Parade (n,v): march with display

Celebr ation When? Activitie s Foo d Countr y

Tet

In late January

or early Februar y

Clean and decoratin

g homes, and enjoying special food

Stick y rice cake

Vietnam

Passov er

Late march

or early April

(not available)

Speci al meal calle

d the Sede r

Israel