giáo án tiếng anh lớp 9 soạn 2 cột tham khảo

Listening - Main teaching point: Write a letter - By the end of the lesson, students will be able to write a complaint letter... Listening Writing - Main teaching point: mke suggestions

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- garbage dump (n): - dynamite fishing (n)- spraying pesticides (n) Sewage (n):

+ Other skill: Listening, speaking, writing

- Main teaching point: Grammar: Adj + that clause

- By the end of the lesson, students will know more about the environment problems and the solutions

II Teaching aids.

Textbook, disc, poster …

* Brainstorming:

- Ask students to think of the environment

problems in their city

- Get students to go to the board and write

down their ideas

Pre-teachvocabulary(5’)

* Possible answers:

- The destruction of the forests

- Rubbish/ garbage/ trash

- smote from cars, motorbikes…

- smote from factories

* Checking vocabulary: what and where

Write the words on the board, put one word on

each circle

Set the scene(1’)

- Have students repeat the words in chorus,

then rub out word by word but leave the circle

- Go on until all the words are rubble out

- Point to each circle and ask students to repeat

chorally the English words

- Ask students to go to the board and write the

words again in their correct circles

Text(10’)

- Ask students to look at the six pictures on

Air pollution dirty street

I Vocabulary

- deforestation (n): sự tàn ph¸ rừng

- garbage dump (n): đống rác

- dynamite fishing (n): việc đ¸nh bắt c¸ bằng thuốc nổ

- spraying pesticides (n): việc phun thuốc sâu

- Disappointed (by/about/at something) (adj): thất vọng, buồn rầu

- Sewage (n): nước thải, nước cống

II Text

1 Matching

* anskeys:

- Picture a: air pollution

- Picture b: spraying pesticides

- Picture c: garbage dump

- Picture d: water pollution

Environmental problems in our

city

Disappoin ted

Deforestation

Dynamite fishing

Sewage Spraying pesticides

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page 47 in their text books.

- Ask them to match the words in the box with

the correct picture

- Ask students to keep the books closed

* Set the scene: Mr Brown is talking to some

volunteer conservationists Guess the place

where they are going to work

- Give students 1 minute to guess

- Ask students to match the names in column a

with the activities in column B (exercise 2a on

page 48)

- Ask them to read the text again and work in

pairs to match

Do comprehesion(10’)

II Comprehension questions

- Ask students to work in pair to answer the

question on page 48 (exercise 2b)

- Let students read the text again and answer

the questions

- Give feedback

- Ask students to work in closed pairs

* Listening:

- Ask students to complete the notes about the

reasons why ocean is polluted by listening to

1 Garbage is dumped into the ocean

2 Oil spills come from ships at sea

3 Oil is washed from land

Mr Jones: - a collects all the bags and takes them to the dump

Mrs Smith - c Provide the picnic lunch for everyone

Mr Brown - d give out the bags

3 Questions and answer:

- Who is the speaker?

(The speaker is Mr Brown)

- Who are the listeners?

(The listeners are (members of) the volunteer conservationists)

- Where are they?

( They are on the beach)

- What are they going to do?

( They are going to lean the beach)

- What will they achieve if they work hard today?

( If they work hard today, they will make the beach clean and beautiful again soon)

- Have you ever done anything similar? If yes, what did you do?

Where did you do it?

(Yes, I have We clean our school/the pair/street We collected the rubbish and take them to the garbage dump)

- If the pollution continues, what might happen?

(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)

If clause ( present simple) , Main clause( future simple)

b Adj + that clause: To express someone s opinion, ’

idea and thought about a problem or situation

S + be+ Adj + that clause

4 Summary(1’): Sum up the main content of the lesson

5 Homework(1’): Write fives sentences using the conditional sentence type I and 5 about Adj + that clause

Prepare the new lesson U 6 Lesson 2 : Speak

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Date of planning: 7-1-2014 Date of teaching: 10-1-2014

UNIT 6: THE EMVIRONMENT Periods 38: Lesson 2: - Speak

I Aims and Objectives:

Help students Practice speaking (to persuade people to protect the environment)

Vocabulary: - Prevent (v): - Reduce (v): - wrap (v): bao bäc (mine)

- faucet (n):- leaf (n): leaves (pl.)

- Skill: + Target skill : Speaking

+ Other skill: Listening, Reading, writing

- Main teaching point: Grammar: Expression to persuade the other

- By the end of the lesson, students will be able to persuade their friends to protect environment

III Procedure

1 Check up(5’) Have two ss do exercise 1 page 54

2 Lead in(1’) Are there any pollution in your village? How do you do with this matter? How do you persuade other to prevent pollution?

3 New lesson

Pre-speaking(7’)

* Jumble words:

- Divide the class into two team Students

from to teams go to the board and write the

correct words

- The team which writes more correct

words fists wins the game

* Checking vocabulary:

- Put the new words all over the board,

each word in a circle

Whle-speaking(15’)

- Call two students or two teams (6

students for each team) to the from of the

class Ask them to stand at an equal

distance from the blackboard

- Teacher calls out some of the new words

on Vietnamese in a loud voice; the two

students must run forward and slap the

word on the blackboard The one who slap

the right word first is the winner

- Ask 2 more students to come forward, etc

until all the words are slapped

…

- Ask students to complete the expressions

in column A by using one of the lines in

column B (page 49) then compare with

their partners

- Have students match the lines in column

B with an expression in column A so that

they have sentences of persuasion

* Use: Express persuasion

I Pre-teach vocabulary

- Prevent (v): ng¨n chÆn , phßng ngõa

- Reduce (v): gi¶m , lµm gi¶m

- wrap (v): bao bäc, gãi

- fauce (n): c¸i vßi níc

- leaf (n): leaves (pl.) l¸ c©y

II Speaking

1 Expression using to presuade the other

I think you shouldWon’t you

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III Practice speaking

- Each student’s calls out one of their

sentences unstill all sentences are finished

IV Questionnaire

- Let students work in pair to answer to the

questions in the questionnaire

- Give feedback, teacher can write some

possible answer on the board so that weak

students can follow

- Ask students to practice asking and

answering

- Ask the whole class to work in pairs

* Possible answer:

* Exhibition:

- Divide the class into 4 groups, each group

has a secretary Ask them to discuss the

question: “What you do to protect the

environment”

- The students in groups have opinions, the

secretary writes down

- Gets students to use the ideas in exercise

3a, b

Post-speaking(10’)

- After finishing, the students stick the 4

posters on the wall They can go around the

class and read 4 posters

- Give feedback

Can I persuade you

to Why don’t youWhy not What / how about + V-ing ?

2 Example:

S1: I think you should use banana leaves to wrap food

S2: Won’t you use banana leaves to wrap food?

S3: Why don’t you turn off the lights before going to bed?S4: It would be better if you go to school or go to work by bike.S5: Can I persuade you to check all the faucets before going out?

S6: Why not put garbage bins around the school yard?

S7: I think you should use public buses instead of motorbike.S8: What about using public buses instead of motorbike?

S9: ………

Questionaire: Protecting th environment

1 How can we save paper?

* I think you should recycle used paper, newspapers

* Why don’t you use banana leaves for wrapping?

* Won’t you write on both sides of plastic bags?

2 How can we use fever plastic bags?

* How about cleaning and reusing them?

* Why not use paper bags instead of plastic bags?

3 How can we reduce water pollution?

* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean

4 How can we prevent littering?

* I think we should put garbage bins around the school yard

* Why don’t you throw all garbage in waster bins?

5 How can we reduce air pollution?

* Can I persuade you to go to school by bike?

* Why not use private vehicles less?

6 How can we reduce the amount of garbage we produce?

* Won’t you try to reuse and recycle things?

4 Summary(1’): Sum up the expression using to persuade the other

5 Hoework(1’): Write a passage about 100 words to persuade the other to protect the environment

UNIT 6: THE ENVIRONMENT Period 39:Lesson 3: Listen (page 50) I.Aims and Objectives:

- Helpinng students listen to the report on how our oceans are polluted Then complete the notes

Developing the listening skill

- Vocabulary: to pump, to drop, raw sewage, oil, a vessel, to wash,

- Skill: + Target skill : Listening

+ Other skill:, Reading, speaking, writing

- Main teaching point: Grammar: Listen for specific information

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- By the end of the lesson , students will be able to listen to the report on how our oceans are polluted Then complete the notes.

III Procedure

1 Check up (5’) Have two students to read their passage before the class

2 Lead in (1’) Have your heard about the pollution in the ocean? How are Oceans polluted? Today we

‘ll listen to the report and find out how tey are polluted

3 New lesson

Activities The content of the lessonPre-Listening

(10’)Warm up: have ss 5 minutes to find out how the

environment is polluted and how to protect it

- Have students work in pairs to foind out how

our oceans are polluted

- Ask some to speak out before the class

- TWC and ive feedback

While-Listening(17’)

- Have students listen to the tape twice to check

their guess

- Listen again to check the answers

Post-Listening(10’)

- Work in pairs to discuss to find out how to

solve this matter

- TWc and check

I Vocabulary

to pump, b¬m (níc)

to drop, th¶ ,nÐm raw sewage, níc th¶i sèng( cha qua sö lÝ)oil, dÇu má

a vessel, tµu chë dÇu

to wash, röa

II Listening

1 Guessing.(Fill in the blanhks)

How the ocean is pollutedFirstly: raw sewagew is pumped directly into the seaScendly: _(1) dropped into the sea

Thirly: oil spills (2)

Next: Finally: _(4)

(3) _-Keys:

1 gabbage is………

2 ……….come from ships at sea

3 Waste materials come from factories

4 Oil is washed from the land

4 Summary(1’): Sum up the main way to pollute the oceans

5 Homework(1’): Write a passage about 100 words about the sollution of oceans p[olluted

Prepair the new lesson Unit 6 Lesson 4 Read

UNIT 6: THE ENVIRONMENTPeriod 40:Lesson 4: ReadI.Aims and Objectives:

- Helpinng students read a poem about the environment Developing the reading skill

Vocabulary: - Junk yard (n): - treasure (n): - Hedge (n): - nonsense (n): - Foam (n):

- Skill: + Target skill : Reading

+ Other skill:, Listening, speaking, writing

- Main teaching point: read for details

- By the end of the lesson, students will be to understand a poem about the environment

II Teaching aids

III Procedure

1 Check up.(5’) Have two students to read their passage before the class

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2 Lead in.(1’) Have your evar read a poem about the environment? Can you read now? Today we ‘ll red

a poem about the environment

3 New lesson

translation and ask “what’s this in English?” (the

whole class answer chorally)

- When all the English words are rubbed out, go

through the Vietnamese list and get students to call

out the English equivalent

- If there’s time; get students to come to the board

and write the English words again

- Give students two 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

- Have students work impairs to guess the answers

- Give feeback

Post reading(7’)

- Have students read the poem and check their

answers

- Ask students to practice asking and answering the

questions in pairs

- Have students practice guessing the meaning if the

words by matching each word in column A with an

appropriate explanation in column B

- Show 5 questions (from 1-5) on page 51

- Get students to work in pairs to answer the

questions

* Discussion:

- Divide the class into four groups

- Have students discuss the question:

“What could you do in your house to minimize

e mass of bubbles of air gas

f valuable or precious things

g reaches of state of

3 What will happen to the boy if he keeps on asking his mother such questions?

- His mother will talk him home right away

4 Do you think the boy’s question is silly (line 10)? Why not?

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

5 What does the poet want us to learn about keeping the environment unpolluted?

- The poet wants us to learn that everyone is responsible for keeping the environment from

pollution

4 Summary(1’): Sum up the main content of the poem

5 Home work(1’)- Ask students to write 5 things that they have to do to keep the environment unpolluted

- Prepair the new lesson Unit 6 lesson 5 Write

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Date of planning: 21-1-2-14 Date of teaching: 24-1-2014

UNIT 6: THE ENVIRONMENTPeriod 41:Lesson 5: WriteI.Aims and Objectives:

- Helpinng students Write a letter of complaint Developing the writing skill

- Vocabulary: - complain (v): complication (n)- resolution (n)- float (v):- prohibit (v):

+ Other skill:, Reading, speaking, Listening

- Main teaching point: Write a letter

- By the end of the lesson, students will be able to write a complaint letter

II Teaching aids

III Procedure

1 Check up(5’) Have 5 students to write things to protect the environment

2 Lead in(1’) Have your write a letter? How did you write? Today we ‘ll deal with this matter

3 New lesson

3.1.Pre writing(5’)

* Categories:

- Ask students to find out the verbs

beginning with the letter that teacher gives

- Divide the class into groups

- Give four, five letters at the same time,

students are to find out four/five verbs

beginning with four/five letters given

- The team which finish first gets one mark

- Get students to copy the words in their

books and then ask them to close their

books

Rub out the new words one at a time Each

time you rub out the word in English, point

to the Vietnamese translation and ask

“What’s this in English?” When all the

English words are rubble out, go thought the

Vietnamese list and get students to call out

the English words (If there’s time, get

students to come to the board and write the

English words again.)

- Ask them to keep their books closed

- Provide students five section of a

complaint letter (with their definitions) in

random order

- Get them to put the sections in a correct

order

- Have students read the letter on page 52

* Set the scene:

Mr Nhat wrote a letter to the director of L &

TWrites:

SWrites:

TWrites:

SWrites:

aaddsstudymmeet

bborrowttalknnod

ccutuuseoopen

ddrivevvaluepput

I Pre-teach vocabulary

- complain (v): phµn nµn complication (n): ®iÒu g©y r¾c rèi

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

* Answer key:

1-b2-d3-e 4-a

5-c

2 Reading and matching

R I would suggest your company to tell your drives 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

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P Company in Ho Chi Minh 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

- Ask students to work in pairs

- - Give feedback: call on a student to read

aloud the letter (in the correct order)

Teacher gives ideas if necessary

* Answer key:

Dear Sir/Madam

- Let students read the production 6b on

page 53

- Ask some questions to make sure the

students know what there have to write

- Ask students to write the letter

individually

- Get students to share with their partners

and correct if possible

- Move around the class and help students

3.3.Post writing(7’)

- Call on some students to read aloud their

letter

- Give feedback, correct some letters before

the class T can write the mistakes (spelling;

grammar ) on the board.…

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, the drives 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

P Sincerely,Tran Vu Nhat

3 Questions:

a What do people do in the lake behind your 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)

4 Sample:

Dear Mr President

I am writing to you about the catching of fish of many people

in the lake behind my house

I am very worried because they 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

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

to hearing from you and seeing the protection of environment from the local authorities

Sincerely

4 Summary(1’): Sum up th five sections of the complaint letter

5 Homework(1’)- Ask students to write their letter in their notebooks

- Prepair the new lesson unit 6 lesson 6 Language focus

Date of planning: 21-1-2014 Date of teaching: 24-1-2014.

UNIT 6: THE ENVIROMENTPeriod 42: Lesson 6: Lnguage focusI.Aims and Objectives:

- Helpinng students further practice in Adjectives and adverbs , Adverbs clauses of reason, Adjective + that clause and Conditional sentences type 1

- Vocabulary: Revised

- Skill: + Target skill : Writing

- Main teaching point: Adjective + that clause and Conditional sentences type 1

- - By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clause

II Teaching aids

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the adjectives (6 cards), adverbs (6) on the other side.

- Make sure the adjectives are mixed up

- Stick the cards on the board so students can only

see the number

- Divide the students into two teams and ask them to

choose two numbers

- Turn the cards over and see if they match

I Adjectives and adverbs

Adj  Adv Adj + ly  Adv Adj _y  i + ly = Adv Irregular.

Good well Early early Hard hard Fast fast Late late

Adjective + that clause

Ba: Dad! I got mark 9 on my textFather: That’s wonderful I’m pleased that you are working hard

2.2.Practice 2(10’)Eg: happy – happily, give them on mark If not,

tune the cards obvert again and ask the next team to

Adj + LY Adverb of maner–

- T asks sts to do the exercise (p 51-1) in groups

- T gives the answer keys

- T asks sts to tell the positions of adj – adv

EXERCISE 2:

* Revision of adverb clauses of reason with because,

since, as: Give two sentences and ask students to

combine them into one

Example: a) Nam goes to school late

b) He missed the bus

 Nam goes to school late because he missed

* Ask students to use other words for BECAUSE

ANSWER: SINCE or AS

- Have students to language Focus 2 exercise on

page 54-55

- Let students work in park and join the pair of

sentences together using, Because, Since or As

Practice 3(10’)

- T: call on some students to read aloud their

sentences

- T: correct the sentences

G ive feedback

 adjective + that clause

To express some one thought, feeling, emotion, …about a problem or a situation

Ex: Complete sentences

1.That’s wonderful I’m (pleased /work hard)…

2 He’s……….(excited/go/Da lat)

3 We…………(sorry/break/bike)

4 They 9disappointed/not phone)…

5 She ……(amazed/win the first prize)

II Adverbs clauses of reason,Exaple: Ba is tired because/since/as he stayed up late ast night

Adverb clauses reason

- Begin with Because/Since /As to poin out the reason why some one or thing happened

Exercise Join the pairs of the sentences together Use because/since/as

1 I have a broken leg I fell over while I was playing basketball

2 She’s going to be late for school The bus is late

3 I broke the cup I was careless

4 I want to go home I feel sick

5 Nga is hungry She hasn’t eaten all day

III Conditional sentences type 1

If we pollute the water, we will have no fresh water to use

If + main clause, subordinate clause(Simple present tense) (will / infinitive)

* Matching:( Page 56 Exercise 4)

4 Summary(2’): Sum up the language items

5 Home work(1’): - Write – it – up

- Prepair the new lesson unit 7 lesson 1

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UNIT 7: SAVING ENERGYPeriod 43: Lesson 1: Getting started + Listen and read

I Objectives:

- Hep students understand the content of the text and know how to say energy

and give and respond to suggestions

- Vocabulary: - the wwater bill, a plumber, a crack, a dripping faucet, to turn off:

+ Other skill:, , speaking, Listening Writing

- Main teaching point: mke suggestions

- By the end of the lesson, students will be able to understand the dialogue and know how to make suggestions

II Teaching aids

III Procedure

1 Check up Have 5 students to write things to protect the environment

2 Lead in Have your write a letter? How did you write? Today we ‘ll deal with this matter

3 New lesson.(40minutes)

Warm-up5’

- Sing the song “Turn on – Turn off” (based on “Stand

+ Who is watching TV/ listening to the radio?

+ Who is using water?

+ How about the lights/ the water in the bath-room?

- SS answer

Set the scene 2’

- Teachers says: Wasting energy

+ What should we do?

+ Should we turn the TV off then we go out of the room?

+ What should we to do save energy?

Dialogue 10’

- T introduces section “listen and read”

- T explains a few new words that Ss need for the

dialogue

+ Enormous (adj): very big

+ Turn on (phr.v) # Turn off (phr.v)

Waste (v) # Save (v)

- Ss listen to tape (books closed)

- Ss listen to tape (books opened)

- Ss practice the dialogue in pairs

* True- False statements (group work)

- Ss reread the dialogue & do the

4=> Mrs Mi suggests…….a plumber …

b Answer.

1/ What is Mrs Ha worried about?

- Her most recent water bill2/ Why is Mrs Ha worried?

Because It’s enormous3/ Which sentences tell you that Mrs Mi advises Mrs Ha to save money?

Get a plumber to make sure that there are no cracks n the pipes

4/ What does Mrs Mi advise Mrs Ha to do?Taking shower

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Comprehesion 10’

exercise

- Ss exchange their works with a parser

- Feedback: T asks, Ss answer

For the False statements, T asks Ss to give the correct

ones

* Comprehension:

- Ss work in pair to answer the question:

- Fill in the blanks with correct words (group work)

Grammar 8’

- Free practice: about saving energy (pairs)

Write 5 sentences about saving energy

III Grammar

1 I suggest taking shower

2 Remember to turn off the faucets

= > Making suggestions

S + suggest + V ing

= > Phrase verbs

V + adv prep

To turn off

To turn on

To look after

4 Summary: Sum up the new target item

5 Homework: Do exercise 1& 2 in the work book

Leran by heart Vocab

Prepare the new lesson Unit 7 Lesson 2

UNIT 7: SAVING ENERGYPeriod 44: Lesson 2: SPEAKI.Aims and Objectives:

- Helpinng students make suggestions about how to save energy

- Vocabulary: instead of, to turn down, to hang, to turn off,

- Skill: + Target skill : speaking,

+ Other skill:, Reading, Listening&Writing

- Main teaching point: Make suggestions

- By the end of the lesson, students will be able to make suggestions and responses about how to save energy

II Teaching aids

Textbook, disc, poster

III Procedure

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Pre-speaking 6’

- Supposing a situation: It is in the morning and the weather is cool All

the fans in the classroom are on Ask students what would do to save

energy in the case  Giving suggestions

- Asking students to give on the suggestions Mrs Mi gives to Mr Ha

in the previous lesson

- Reminds Sts of the structures they have learnt that are used to give

suggestions (What about / Why don’t we / Let’s /)… … …

While-speaking 26’

- Asking students to open the textbooks Page 58, part 2 – Speak and

to add some mores structures, paying more attention on the two

structures using “should”

- Asking students how to response a suggestion (Agree and Disagree)

+ Agree: OK/ That’s a good idea/All right

+ Disagree: No I don’t want to/ I prefer to/ Let’s …

- Conducting repetition these structures among the students

- Asking some pair to perform before the class and checking

(pronunciation, grammar)

* Predicting the activities: asking students to predict the activities for

each pictures that are for saying energy (more than one activity for

each picture is fine_ = page 59

- Checking before the class

* Pair work: Giving suggestions and responses out if these activities

- Checking before the class

* Group work: Students workings in groups of 4, playing the roles of

A, B, C and D

Post-speaking 8’

- Some groups forming before the class

- Explaining the task of this activity

- Students working in groups of 4 again, working out a similar

exchange to save energy foot their class, using the expressions and

ideas in the previous activities

Some groups performing the class then checking

I Vocabulary.

instead of, thay v×

to turn down, gi¶m, vÆn nhá

That’s a good ideaAll right

No, I don’t want to

4 Summary: Sum up the expressipon to make suggestion

5 Homework:- Asking students to compare the two sources of power: “solar energy and nuclear energy”, which is better, more convenient, easier to exploit, etc

- Prepare the new lesson Unit 7 lesson 3

UNIT 7: SAYING ENERGYPeriod 45:Lesson 3: -ListenI.Aims and Objectives:

- Helpinng students listen to the news on solar energy

- Vocabulary: solar energy, nuclear power, to provide, to heat, a solar panel

- Skill: + Target skill : Listening

+ Other skill:, Reading, speaking, Writing

- Main teaching point: Listen for details

- By the end of the lesson, students will be able to know more about solar energy by listening

II Teaching aids

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III Procedure

Pre-listening10’

* Information transmitting:

- Divide class into two teams

- Choose six volunteers from each team

- The volunteers stand in two lines The

teacher shows the first student in each line a

sentence

- The first students whisper the whole

sentences to the second students in his / her

line

- The second student whispers to the third

and so on

While listening15’

- The last students shout out the sentence,

(or write it on the board) if it is the same as

the sentence teacher shows, that team wins

- Call on two students or 2 teams of students

to the front of the class

- Make sure they stand at an equal distance

from the board

- Call out one word in Vietnamese, the 2

students much run forward and slap the

correct word on the board The one who

slaps first is the winner

- Continue to ask 2 more students to come

- Have they work in pairs and guess which

statements are true and which one are false

- Get students to correct the false statement

* Answer keys:

Post-listning15’

- Give feedback

- Have students listen to the tape again and

fill in the gaps If students can’t finish, let

them listen once more

* Write it up:

- Have students write passage (about 100

words) about solar energy, using the

information in the two exercises above

A True – False statements prediction

1 Solar energy can be cheap and clean

2 Most of our electricity now comes from nuclear power

3 The solar energy that gets to the Earth cannot provide enough power for the world’s population

4 Solar energy can be used on cloudy days

5 All buildings in Sweden will be heated by solar energy in 2050

2 F  Most of our electricity comes

from the use of coal, gas, oil or nuclear power

3 F  1% of the solar energy that gets

to the Each can provide enough power for the world’s

1 The Sun can be an effective source of power

2 Solar energy doesn’t cause pollution

3 A lot of countries in the world are already using solar energy

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

5 Solar panels are installed on the roof of a house to receive the energy from the Sun

6 We can save natural resources by using solar energy instead

of coat, gas and oil

* Sample:

Most of our electricity now comes from coal, gas, oil, or nuclear power The sun could provide this power so many countries are already using energy Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources

There’s an advanced solar energy program in Sweden It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too

We hope that there is such a program in Vietnam We can save natural resources such as coal, oil, gas by using solar…energy And every house hold in Vietnam has hot water in

Winter without paying money

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4 Summary: Sum up the information abpout solar energy,

Many countries are already using solar energy Solar panels are placed on the roof of a house and the Sun’s energy is used to heat water The energy can be stored for a number of days, so on cloudy days you can use solar energy too

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

UNIT 7: SAVING ENERGY Period 46 ; Lesson 4 : ReadI.Aims and Objectives:

- Helpinng students read the text about energy saving

- Vocabulary: a luxury, a consumer, a product, an energy-saving bulb, effectively(adv), efficency(adj)

+ Other skill:, , speaking, Listening Writing

- Main teaching point: Read for details

- By the end of the lesson, students will be able to know how European countries save energy

II Teaching aids

III Procedure

1 Check up Have 5 students to write things to save energy

2 Lead in Have you ever do thngs to save energy ? How did you do? Today we ‘ll deal with this matter

Activities The content of the lesson

Pre-reading (8 )’

- Show this picture and ask sts:

“What does this picture advertise for?” 

energy – saving bulb

- Ask sts to tell the advantages of energy –

saving bulb

- Have sts read the passage silently and find out:

While-reading (20 )’

+ How many paragraphs

+ The main idea of each paragraph

- Have some sts read the text loudly

- Ask sts to choose the best summary of the

passage

- Have sts work in pairs to find out the answers of

questions page 61 (text book)

- Ask sts to make questions and answer  give

feedback

Post-reading (12 )’

- Ask sts to work in groups, discussing the

ways to spend less on lighting then write these

ideas on the poster

- Have sts exchange posters and choose the best

1 Which is the best summary of the passage.

=> 3 North America and European countries are interested in saving money and natural resources

=> 3 She will only pay US$ 2 for llighting

=> 4 It tells the consumers how much energy efficiency each model has

=> 5 Because we could conserve the Earth’s resources

4 Summary: sum up how North America and Europe countries to save energy

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5 Hoework: - Write 5 sentences on how to save energy

- Write answer of the exercise b/page 61

- Prepare the new lesson Unit 7 Lesson 5 Write

pDate of planning: 19-2-2014 Date of teaching: 21-2-2014

UNIT 7: SAVING ENERGY Period 47: Lesson 5 WriteI.Aims and Objectives:

- Helpinng students Write a speech Developing the writing skill

- Vocabulary: - a speech, to sum up, easy-to-understand, the solid garbage, separate(adj), to draft

- Main teaching point: Write a speech

- By the end of the lesson, students will be able to write a speech

II Teaching aids

III Procedure

1 Check up Have 5 students to write things to write a composition I Vietnamese

2 Lead in Do you have a speech before the class? How did you do? Today we ‘ll deal with this matter

Warm-up 5’

- Introduce some MC: Thanh Bạch, Nguyên

Vũ, Lại Văn Sâm

- Ask questions:

+ “How can we do to become a good MC?”

- Listen

Pre-writing 5’

- Discuss & answer:

+ “Speak fluently and clearly”

+ “What should we do in order to speak fluently

and clearly?”

- Have students discuss and find out the three

parts of a speech

- Ask students about the function of each part:

introduction, body and conclusion

- Correct mistakes and give the answers:

While-writing 20’

I Vvocabulary

- a speech, bµi ph¸t biĨu, diƠn thuyÕt

to sum up, tãm t¾teasy-to-understand, dƠ hiĨu the solid garbage, r¸c th¶I r¾n separate(adj), t¸ch rêi

+ Have students work in groups (part B, p61)

- Correct the mistakes and give the corrects answers

- Discuss and find by reading the information in textbooks

- Answer the question by matching each part speech in

column B

- Some students read aloud the three parts of a speech

- Discuss and put the following section in the correct place

complete a speech

- (part C, p.62) have some sts work on groups Divide the

class into 3 groups: each group prepare a speech, write it

2 Choose one topic and prepare a speech

a Reducing garbage

- collect plastic bags

- not put the solid garbage with food waste

- put different kinds of waste in different places

b Reusing paper

- have a separate waste basket for wastepaper

- keep sheets with single printed page for drafting

c Saving energy in the kitchen

- turn off the lights

- prepare food carefully before turning on the

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on the paper and stick it on the board.

Post-writing 10’

- Correct the mistakes and give remarks

- Choose one topic, discuss and write down the speech on a

paper and then stick it on the board

- One person in each group makes

stove

- keep fridge door closed

3 Writing a speechGood morning , ladies and gentlemen I’m

……

4 Summary: Sum up the fomat of a speech

5.Home-work

- Have students prepare a speech and write down on their notebooks, using the topic in textbook

* Make a speech on the topic Saving energy in the class-room

Date of planning: 19-2-2014 Date of teaching:21-2-2014.

UNIT 7: SAYING ENERGYPeriod 48:Lesson 6: -Language FocusI.Aims and Objectives:

- Helpinng students Further practice in connectives and phrasal verbs

- Vocabulary: Revised

- Main teaching point: Phrase verbs

- By the end of the lesson, students will be able to use connectives and phrasal verbs II Teaching aids

* Bingo:

- Ask students to write down in their

notebook 5 verbs with prepositions

- Prepare a list of verbs + preposition

Then call out each word in a loud voice

- Students listen to the teacher carefully If

anyone has the same verb + prepositions,

they cross it out

Practice 2(22’)The first students crossing out all 5 verbs

+ prepositions shout “Bingo” and win the

game

- Provide students 5 verbs + prepositions

and then ask them to match the verbs with

the pictures on page 64

Language Focus 2 exercise on the page

63 They have to use suitable verbs to

complete the sentences

- Ask students to thinks of connectives

that they’ve learnt

- Have students go to the board write

down the connectives

- Give feedback

I Phase verbs

* Suggest list of verbs + Prepositions

Look for Turn on Want for Depend on Listen to Dream about

Look after Turn off Belong to

Go on Talk to

* Answer keys:

- Picture 1: look after the baby

- Picture 2: go on (wasting paper)

- Picture 3: turn off TV

- Picture 4: look for

- Picture 5: turn off the faucet

- Have students work in pairs to do * Answer keys:

1) Hanh can’t go to the movies with us tonight She will have to look after her little sister

2) If we go on watching water, there will be a shortage of fresh water in a few decades

3) Turn on the TV for me, will you? I want to watch weather forecast

4) I think I’ve lost my new pen I’ve looked for it everywhere and I can’t find it anywhere

5) Mrs Yen forgot to turn off the faucet when she left for work

II Connectives

1.* Brainstorming:

therefore however and

Connectives

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- Have students work individually to do

the exercise

Language focuses 1 on page 63 They

have to complete the sentences by using

correct connectives

- Ask students to work in pairs to compare

their answers

- Give feedback Have some students read

aloud the completes sentences, chalk their

pronunciation and the meanings

Naught and Crosses:

- Divide the class into to teams One team

is Naught (O) and the other is Cross (X)

- Have two teams choose the words in the

boxes in turns And make sentences with

the connectives given If the sentences in

correct, they will get one mark

- The team which has 3 Nougats or 3

Crosses in a line will win the game

- Draw this chart on the board and the

but

because

* Answer keys(ex 1 page 62):

a) Mrs Quyen bought com, potatoes and cabbage at the market.b) I’d love to play volleyball but I have to complete an

assignmentc) Nam got was because he forgot his umbrella

d) Hoa failed her math test Therefore, she has to do the test again

e) Do you want Vietnamese tea or milk tea?

f) Its raining, so I can’t go to the beach

g) Ba’s hobbies are playing football and collecting stamps

h) Na is very tired However, she has to finish her homework before she goes to bed

2 Practice

* Possible answers:

1) Do you want to take a bath or take a shower?

2) I’ll get a plumber to check the pipes and to repair the faucets.3) He got up late so he had to take a taxi to school

4) It’s raining but he is still going swimming

5) Her English is not good therefore she decides to practice more

6) Lan7) Baths use twice as much water, so I suggest talking showers8) The water bill is enormous this month because there is a crack

in the pipes

9) I suggest taking showers and fixing the faucet,

4 Summary: Sum up the new language items

5 Homework: - Do all exercises in the language focus again and in the workbook

- Revise from unit 6 to unit 7

Period 49 writen test 45 minutes

I Aims and Objectives

To evaluate ss’ knowledge from unit 6 to unit 7

Classification of students according to marks

II Content of the test

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(Chữ số phía trên bên trái trong mỗi ô là số lợng câu hỏi, chữ số góc phải phía dới là tổng số điểm cho các câu ở ô đó TN = trắc nghiệm ,TL = tự luận

2 Nội dung

I Choose the word that is pronounced different from others

2 A realize B organize C surprise D promise

II Choose the best answer to complete the sentences

5 If she hard, she,ll break past records and set new ones

a try b tries c.will try

6 If her father doesn’t drink much wine, he so sick

a won,t be b doesn’t get c isn,t

7 Lan suggested to the zoo at weekend

a to go b going c.went

8 shall we clean up the kitchen, Mom?

a Yes, we do b OK c No, we don’t

9 This movie is not interesting How about to the concert?

a to go b going c go

10 Her former leader suggested that she should harder to break her past records

a to train b.train c training

11 Her father smoking last month

a gave away b gave off c give up

12 Lan of ten her younger sister when her mum is out of town

a Look over b look often c look into

13 Remember to the faucet after use

a turn off b turn on c turn down

III Put the words in the brackets in the correct forms

14 My mother (teach) in the morning, but now she teaches at night

15 If she (hurry), she (catch) the train

16 I suggest ( join) our club

17 Mrs linda forgot (turn off ) the faucet when she lesft for work

IV Find and correct the mistakes in the underlined parts

18- Unfortunate, it started to rain heavily

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22.Bill used to going to work by bus , but now he goes by motorbike

A B C D109.A new school is going to build in the town centre

A B C D

V Read the first sentences, then write the second one without changing the meaning

23 Why don’t you paint these walls light blue instead of green?

Period 50: the correction of test

I Aims and objectives

- Help ss check how they did the test and evaluate thier skills

- Vocabulary: (review from the test)

- Skill: Target skill: Reading & Listening

- Other skills: Writing and Speaking

- Main teaching poit: Check the language they have done

- By the end of the lesson ss will be able to check how they did the test and find out their mistakes and know the full answers

II Teaching aids

- Have two students hand out the paper

of test, and two hand out the wordsheets

- Ask 3 students to do on the board

- TWC and check indirect

Ask students to compare with their test

and check out the mistake

- Have students works in pairs in 10

minutes

- Share and compare

Practice 3 (10')

I Choose the word that is pronounced different from othersKeys 1 -A

2 -D 3- D

11 – C

12 –B 13 – A III Put the words in the brackets in the correct formswrite the second one without changing the meaning

14 – used to teach 15 hurries……will catch 16 joining

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- TWC and check indirect.

17 to turn off

Practice 4 (10')

- Have students works in pairs in 10

minutes

- Share and compare

- TWC and check indirect

IV Find and correct the mistakes in the underlined parts

18 A  Unfortunately 19.C their best

20 B could 21 B  of 22 A  go 109 B

 be built

V Read the first sentences, then

23 I suggest painting these walls light blue instead of green

24 If Na has 50 000 dong ,She will buy a new hat

25 He seems a friendly person However, I didn’t like him

4 Summary: Sums up the grammar used in the test

5 Home work : Do the test again in the work book

Prepare new lesson Unit 8 Lesson 1

UNIT 8: CELEBRATIONPeriod 51: Lesson 1: Getting started + listen and readI.Aims and Objectives:

- Hep students understand the content of the text and know what the relative clauses and adverb claues of concession

- Vocabulary: the Lunar New Year, to celebrate-> celebration, to occur, to decorate, the Passover, Jewish, the easterto crowd, a parade

Skill: + Target skill : Listening Reading,

+ Other skill:, speaking, Writing

- Main teaching point: The text for details

- By the end of the lesson, students will be able to know some iformation about the celebrations in the wold

II Teaching aids

III Procedure

1 Check up Have 5 students to write things they know about Tet in Viet nam

2 Lead in What did you do for Tet? How did you do? Today we ‘ll deal with this matter

Pre-teach(7’)

- Ask Ss the name of some celebrations on VN

& in other countries

- Give Ss some picture about birthday, wedding,

Tet holiday, and then ask Ss to guess the …

names of the pictures

- Ask Ss to look the picture are the books and

then have they read the names of the celebration

Ste the scence(5’)

- Give Ss the corrects answers

- Ask Ss which celebrations they like best

Listen and read:

- Introduce the subject matter of the text

- Introduce new words and then explain them

Text( 15’)

- Get Ss to copy

I Vocabulary

- Celebration (n)/ To celebrate (v) kØ niÖm

- Easter (n) lÔ phôc sinh

- Lunar New Year (n) TÕt

- To occur (v)/ occurrence (n) diÔn ra

- Sticky rice (n) b¸nh chng

- Passover (n) lÔ qu¸ h¶i

- Jewish (a)/ Jew (n) = Jewish people ngêi do th¸i

- Freedom (n)/free (v)/ free (n) sù tù do

Christmas 5 Mid-Fall Festival 6 Lunar New Year

2 Listen and read

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- Ask Ss to listen to the tape (books closed); ask

them to find out the celebrations mentioned in

the text

- Ask Ss to give the answers

- Get Ss to listen to the tape (books opened)

- Then have them find out the words or phrases

which are concerted with celebrations

Comprehesion (7’)

- Ask Ss to reread the new words on the board

- Explain new structure briefly: relative clauses (

Meänh ñe quan heä) – Who, whom, which, à

whose, that

- Get Ss to finish the table in the text

- Correct the mistakes if necessary

Present new target items

Cleaning and decorating homes, and enjoying special food

Sticky rice cakes Viet Nam

Passover Late in March

or early April

Not available Special meal called

the Seder

Israel

Easter Aroun

d the same time as Passover

People crowd the streets to watch colorful parades

Chocolate and surge eggs

In many countries

4 Which festival is celebrated in many countries?

- Ask Ss to give some information about the other

celebrations which they know

c Grammar

- Tet is a festival which occurs in late jan or early Feb

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

 Relative pronoun: Who for people Which for things

A sentence contain a relative pronoun is relative clause ( adjective clauses)

4 Summary: Sum up the information about celebrations in the text

5 Homework

- Rereading the text

- Find more information about celebrations

- Prepare the new lesson Unit 8 Lesson 2 Speak

UNIT 8: CELEBRATIONPeriod 52: Lesson 2:- Speak + ListenI.Aims and Objectives:

- Helping students Practice giving and responding to compliments

- Vocabulary: to cogratulate congratulation, to win wonwon, the English Speaking Contest, an active student, to nominate, the charity program

- Skill: + Target skill : speaking

+ Other skill:, Reading, Writing, Listening

- Main teaching point: Practice giving and responding to compliments

- By the end of the lesson, students will be able to give a respond to compliments

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II Teaching aids.

III Procedure

1 Check up Have 5 students to write names of occasion to celebrate and congratulate

2 Lead in Have you ever made compliments in English? How did you do? Today we ‘ll deal with this matter

3 new lesson ( 40 minutes)

Pre-speaking(10’)

* Revision of adjectives

- Have students review adjectives

- Get students to make sentences

I have + a/an adjective + friend

- The first students has to use the adjective

beginning with the letter A The second

students has to use the adjective beginning

with the letter B The third with C…

While-speaking(25’)

* Ex:

S1: I have an active friend

S2: I have a beautiful friend

S3: I have a clear friend

S4: I have a dirty friend

………

- Go on until the last student with the adjective

beginning with the letter Y

* Checking vocabulary: What and Where

- Write the words on the board, put one word

in each circle

- Have students repeat the words on chorus

then rub out word by word but leave the circle

- Go on until the circle are empty

- Get students to rewrite the words in their

correct circle

II Model sentences:

- Ask students how to give and respond to

- Ask students to works in pairs, to read the

situation on page 66 67 then give and respond

to compliments

- Give feedback

- Call on some pairs of students to act out

- Divide the class into 4 teams: A, B, C and D

- Have students work in groups to think of

situations in which they can give compliments

- Ask team A to give situation, team B, C, D to

make up the dialogue

- Have the teams take turns giving the

situations

- Give good marks for the teams which give

I Vocabulary

- active (adj) năng động-activist (n): ngời hoạt động tích cực

- nominate (v): ghi danh, Nomination (n) (translation)

- charity (n): lòng từ thiện, nhân đạo

II Speaking

- Set the scene: Trang has just won the first prize in the

English speaking contest What does Mai say to pay Trang a compliment? And what does Trang respond?

Mai: Well done, TrangTrang: Thanks

- Thanks/ Thanks a lot

- It’s very nice/kind of you to say so

- That’s very kind of you

* Word-cue drill:

a Well done/thanks

b Congratulations/ thanks a lot

c Let/congratulate/ on passing the exam/kind

d Great report/ nice of you

* Answer keys:

a On her mother’s birthday, Huyen made a big beautiful cake to celebrate

* Mother: Well done, Huyen

* Huyen: Thanks, Mom

b Tuan is an active student He has taken pair in different charity activities in his town Tuan has been the most nominated as the most effective activist in the town charity program

o Friend: Congratulation on your nomination, Tuan

o Tuan: It’s very nice of you to say so

c Hoa brings to class a new picture she has paintedYou: That’s an excellent drawing, Hoa

Chari

ty Well- done Effecti ve

Activ ist

Nomina tion Activ

e

Trang 23

good situations and make up suitable dialogue.

Post-speaking(5’)

* Suggested answers:

- Ask students to write some situations with

the compliments, the response to the

compliments into their notebooks

Hoa: That’s very kind of you to say so

a Situation 1: Tam has just passed the graduation examination Friends: Congratulation!

Tam: Thanks a lot

b Situation 2: Hoa make an excellent report on saving energy

Hoa: It’s very kind you to say so

c Situation 3: Lan got high mark for Math

You: Well doneLan: It’s very nice of you to say so

d Situation 4: Ba has just won the school swimming championship

Friends: Congratulations on your great efforts, Ba

Ba: Thank you very much

4 Summary: Sum up how to make compliments

5 Homework: - write it up

- learn byheart vocab and expression

- Prepare the new lesson Unit 8 Lesson 3 Listen

UNIT 8: CELEBRATIONPeriod : 53 Lesson 3 : ReadI.Aims and Objectives:

- Helpinng students read opinions, feelings and memories of children about their fathers on Father’s Day in Australia and the USA

- Vocabulary: : to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)

+ Other skill:, , speaking, Writing Listening

- Main teaching point: Relatives Clauses

- By the end of the lesson, students will be able to express their opinions

II Teaching aids

III Procedure

1 Check up Have 5 students to write things they do on 8th March

2 Lead in How do you celebrate your feelings about your father? How did you do? Today we ‘ll deal with this matter

3 New lesson 40 minutes

Pre-reading(10’)

* Having Sts listen to the song “Cha Yeâu”

* Having Sts sing it at the same time if they like

* Asking Sts about the topic of the song

* Having Sts work in groups ask and answer about

Father’s Day

- What do you know about Father’s Day?

- When did Father’s Day organized?

- Where did is fist organized?

- What is the purpose of this celebration?

- What is the representative activity of Father’s Day?

RITAJANE

- ‘s farther always put his family

in the first position, got married,

he was very sad

- Is proud of him because he is a

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