G.9 Unit 6 - 10 hkII, 2014-2015

- Skills: Listening, speaking, reading, writing II.. Next they work in groups to talk about what people should do to protect theenvironmentAnd say the activities they have done to protec

UNIT 6 – THE ENVIRONMENT Period 37 Lesson1: Getting started + Listen and read

I Objectives:

- Help Ss catch some vocabulary about the environment and conditional sentence type 1

- By the end of the lesson, Ss will be able to know something about the environment

and review the form and the use of conditional sentences type 1

- Skills: Listening, speaking, reading, writing

II Teaching aids: Computer, projector

III Procedure:

1.Warm up: Brainstorming: Ss think of the environment problems in our city

( work ingroups ) ( Suggested questions: What are we doing to our environment? )

Suggested answers:

- cutting down the forests /trees

- destroying wild animals and plants

- burning too much coal, oil and gas / smoke from cars, motorbikes

- producing too much trash / garbage / rubbish

- polluting the land with chemicals / polluting air / smoke from factories

Today we learn the topic about the environment

2 Presentation

a Pre- teach: New words

1 deforestation (unc): sự tàn phá rừng ( exp: the destruction of the forest )

- (to) deforest: phá rừng

2 disappointed ( by / about / at somethg ) (adj): thất vọng, buồn rầu

( synonym- upset / unhappy )

3 pesticide (unc): thuốc trừ sâu ( trans )

4 dynamite (unc): chất nổ ( trans )

5 garbage dump (n): đống rác ( picture )

6 (a) conservationist: ( exp- the person who protects the environment )

* Checking: What and where

b Matching: ( getting started )

T lets Ss read 6 environmental problems in the box on p 47 Then they match the

wordswith the correct pictures ( in pair )

Key: P a – air pollution P b – spraying pesticides P c – garbage dump

P d – water pollution P e – deforestation P f – dynamite fishing

Environment problems in our city

Next they work in groups to talk about what people should do to protect the

environmentAnd say the activities they have done to protect / clean environment of their school Ss- cleaning the school yards / cleaning the floors, windows, doors / planting

trees /flowers / collecting trash …

3 Practice:

* Set the scene: Do you think clean the beach is protecting environment? – Yes So MrBrown and some volunteer conservationists are going to clean the beach Listen to thetape and follow the text ( p 47.48 ) and find out what each of them is going to do

Whatdoes Mr Brown want to happen to the beach?

Ss read the text again ( in silence ) and do the matching in section a ( P.48 )

* Ex1: Matching – Listen and Read a ( p 48 ) ( do themselves then share with the

partner )Key: 1 – f 2 – e 3 – b 4 – a 5 – c 6 – d

* Ex2: Answer the questions – Listen and Read b ( p 48 ) ( Ss work in pair )

Answers: 1 The speaker is Mr Brown

2 They are the volunteer conservationists

3 They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will make the beach clean and beautiful

again soon

6 Yes, I have We clean our school / …

7 If the pollution continues, the environment around us won’t be good and it

will be harmful to our health, our life

T elicits the model sentence from the answer to the question:

What will they achieve (đạt được ®) if they work hard today?

Model sentence:

lf they work hard today, they'll make the beach clean and beautiful again

* Check meaning, use and form

Notes: Conditional sentences type 1- real conditional sentences

Form: If – cllause, main – clausePresent simple tense S + will + V(infinitive)

4 Further practice:

* Ex3: Make up the sentences as the model using the given words ( Ss do it by

themselvesfirst then work in groups by playing ): Noughts and Crosses

a throw trash / pollute, the riversE.g lf we throw trash into the water, we'll pollute the rivers

b tum the light off before leaving / save electricity

If we turn the light off before leaving, we’ll save electricity

c plant more trees / have more fresh air

If we plant more trees, we’ll have more fresh air

d spray pesticide l pollute the land

e cut down trees / damage the forests

f use dynamite to catch fish / pollute the water

g put trash, trash can / make the environment clean

h collect, waste food / have more food to feed pigs

I work / hard / make / everything / clean / beautiful

Ss work in two groups:

5 Homework:

1 Learn by heart the new words, the model sentences and write them

2 Read the text again and translate it into Vietnamese

3 Rewrite Ex3 in your notebooks

UNIT 6 – THE ENVIRONMENT

Period 38 Lesson 2: Speak

I Objectives:

- Help Ss persuade someone into doing something to protect the environment

- By the end of the lesson, Ss will be able to know the ways to protect the

environment

- Skills: Speaking, listening, reading

II Teaching aids:

Or: Play: Jumbled words ( in two groups )

1 uaderpse = persuade 3 roderpvi = provide 5 beaargg = garbage

2 paispoidednt = diappoited 4 duproce = produce 6 lupotilon = pollution

How to protect the environment?

2 Pre- speaking:

a Pre teach: New words

1 ( to ) dissolve: làm tan / hoà tan ( trans )

2 ( to ) prevent: ngăn chặn / phòng chống ( trans )

3 exhaust fume ( unc ): hơi khói thải ra ( trans )

4 (to) wrap: gói / bọc, bao bọc ( mime )

5 (to) reduce: giảm / làm giảm ( exaple- last time, this shirt cost 50,000 dong Now it

costs30,000 dong What happens? )

6 (a) leaf (n) – leaves(plu): cái lá / ngọn lá ( realia )

7 how come + S + V? = why?

* Checking: Slap the board

b Revision:

T asks Ss to remind the ways to give suggestion to persuade someone into doing sthg

- Why don't you ?

- Let's

- I think you should

First Ss speak out then read the table- speak a ( p 49 )

T helps Ss give some examples: S1- I think / It would be better if we ( we should )

cleanour school / put trash into the garbage bins…

T says this is the sentences of persuasion T elicits from Ss to write on the board: Ss

copy

* Form: - I think you should

- Won’t you

- It would be better if you

- Can I persuade you to + Infinitive

- Why don’t you

makethe similar dialogues

* Ex1: Make the similar dialogues as the example ( in pairs )

S1- l think we should go to school by bike / use public buses instead of motorbikes

S2- Why?

S1-Because we don’t have to use any petrol lf we go by bike, we can save energyand we'll keep the air cleaner ( because we can save energy and we can avoid

traffic jams in cities, and reduce exhaust fume which is very harmful to people’s

health

S3- Why not put garbage bins around the school yard?

S4- How come?

S3- Because it can prevent lazy Ss from throwing garbage all over the yard And it

can also keep the school yard clean

S4- It’s a good idea We should do it and begin “ a clean week’s programme “ in our

school

S3- Well, let’s go ahead

* Ex2: Answer the questions- speak b ( p 49 ) ( work in groups to discuss the answers

to thequestions in the Questionnaire ( p.49 )

Give feedback, T can write some possible answers on the board sothat weak Ss can

follow

Suggested answers: 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 the paper?

2 How can we use fewer plastic bag?

- How about cleaning and reusing them?

- Why not use paper bags instead of plastic bags?

3 … reduce water pollution?

- It would be better if you don’t throw wastes and garbage into streams, lakes or river

and even ocean

4 … prevent littering?

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

- Why don’t you throw all garbage in waste bins

5 …… reduce air pollution?

- Can I persuade you to go to school by bike

- Why not use private vehicles less?

6 …… reduce the amount of garbage we produce?

- Won’t you try to reuse and recycle things

- We can bury or burn trash

- We can save paper by reusing used paper recycling old newsprint or waste paper

- We can use fewer plastic bags by using banana leaves to swap food

- We can reduce water pollution by using waste water treatment systems (hệ thống xửh

lý nước thải) and limit the discharge of sewage and trash (xả nước cống x) into the

rivers or lakes

- We can prevent littering by putting garbage bins along streets and in parks in cities.

- We can reduce air pollution by banning (cấm c) cars and trucks from the city centersand limit the emmision (sự thải s) of dangerous chemicals from industrial smoke stack(ống khói nhà máy è); I think people should go to work by bus / tram (xe điện x) or

bikeinstead of cars or motorbikes

After finishing, each group speaks out before class

5 Home work:

UNIT 6 – THE ENVIRONMENT

Period 39 Lesson 5: Listen + Language focus

I Objectives:

- Help Ss further practice in Adjectives and Adverbs; Adverbs clauses of reason;

Adjective + that clauses and conditional sentences: Type 1

- Listen to the report on how our oceans are polluted for the main ideas

- Skills: Listening, reading, writing

II Teaching aids:

- Computer, projector

III Procedure:

1.Warm up: Crosswords: Fill in the suitable letters to complete the verbs that match

the words or phrases following them All of the verbs are the harmful activities people

Answer key: 1 spray 4 spoil 7 pick

2 destroy 5 use 8 throw

Or: Check the previous lesson: - calls two Ss complete sentences:

- I think you should ………

- Why don’t you ……… ?

- Can I persuade you to ……… ?

- It would be better if you ……

Now you are going to listen to the speaking about factors (nhân tố n) that cause ocean

pollution

2 Listen:

2.1 Pre – Listening:

a Pre- teach: New words

1 sewage (unc) [ su:id ]: nước thải, nước cống ( trans )

2 (to) spill: tràn, đầy ( visual )

3 (to) pump [ p^mp ]: bơm, đổ ( mime )4.(to) leak [ li:k ]: rò rỉ ( trans )

5 (to) be guilty of [ : phạm tội ( trans )

6 marine [mơ’rim:n ](adj): thuộc biển ( trans )

~ life: cuộc sống ở biển

7 deliberate [di’libơrơt](adj): tính toán, chủ tâm ( trans )

* Checking: Matching

b Set the scene: Before listening to the speaking about factors (nhân tố n) that cause

oceanpollution Let’s do T/F statement prediction

* Ex1: T/F statement prediction.

1 Most of the pollution comes from people ( … )

2 Many countries are worried about raw sewage flowing into the sea ( …… )

3 Little garbage is dropped into the sea ( …… )

4 Oil spill pollute the water and kill marine life materials ( …… )

5 Waste from schools runs directly into the rivers ( …… )

6 Oil is washed from the sea ( …… )

2.2 While Listening:

Ss listen to the tape and check their prediction

Answer key: 1 – T 2 – F 3 – F 4 – T 5 – F 6 – F

Ss listen again and complete the notes ( P.50 )

* Ex2: Complete the notes- Listen ( p 50 )

Ss listen and complete individually first, then compare with their partner

T checks with the whole class / Ss read aloudKey: Secondly: garbage is……

Thirdly: …… come from ships at sea

Next: Waste materials come from factories

Finally: Oil is washed from the land

2.3 Post- Listening:

* Ex3: Talk about reasons that cause ocean pollution ( work in groups )

E.g: Waste materials from factories

3 Language focus:

3.1 Adjectives and adverbs:

Ss comment on the ways to form adverbs from adiectives

Adjective + ly = Adverb of manner

Adjectives can come in two places in a sentence

- Before a noun: a nice girl / new shoes

- After the verb: be, look, appear, seem, feel, taste, sound, smell, becom, get…

+ These shoes are new

+ That soup smells good

Adverbs normally go after the direct object

+ I read the letter carefully

- If there is no direct object, the adverb goes after the verb

+ She walked slowly

* Ex1: Complete the sentences- Language focus 1 ( p.54 )

Ss pair compare T checks with the whole class

Answer key: a extremely b slowly c sadly d happily e well

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

Make sure Ss understand that all the three of these words can be used to give the

reasonfor an action or situation There are differences between them

a Because is generally used when the reason is the most important part of the sentence

the because - clause usually comes at the end

E.g People dislike because I’m handsome and successful.

b As and since are used when the reason is already well known or is less important

than the rest of the sentence Since is a little more formal than as As and since

-clauses often begin the sentence

E.g As it was a public holiday, all the shops was shut.

* Ex2: Matching- Language focus 2 ( p 54 )

T writes each sentence on a card for them to do the matching ( the action/situation to

the suitable reason and picture ) and then they add Because, Since or As

E.g

I’m tiredThe bus is late

I have a broken leg

T does one as an example: T – S1 ( Ss look at the pictures – p 54 )T- I’m tired because / as / since I stayed up late watching TV

S1- Ba is tired because / / he stayed up late watching TV

Ss work in pairs, then T checks with the whole class ( pictures: b – f )

3.3 Adjective + that clause ( expressing feeling )

* Set the sence:

Ba Ba’s fatherDad! I got mark 9 on my test That’s wonderful I’m pleased that you’re working

hardForm: S + be + adjective + that clause

complementAdjectives of this type are: happy, glad, surprised, relieved, sad, disappointed,

delighted,amazed, pleased, excited, sorry, etc

E.g I am delighted that you can come

He was relieved that no one had been hurt

* Ex3: Complete the dialogue on p.55 ( Ss work in pairs )

T checks with whole class

3 4 Condltional sentences: Type 1 ( Exercise 4 + 5, P.56 )

* Ex4: Matching- L F 4 ( p 56 )

Let Ss do the matching in Exercise 4, P.56 individually, then pair compare

T checks with the whole class and elicits the form of conditional sentences type 1

Form: If + clause, main clause

present simple future simple

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

* Ex5: Complete the sentences- L F 5 ( p 56 ) ( in pairs first )

Then T checks with the whole class Some Ss write them on the board

4 Homework:

1 Learn by heart the new words and write them

2 Write Ex3 up

3 Do Exs 1; 2 ( p 41 )- workbook

UNIT 6 – THE ENVIRONMENT

Period 40 Lesson 4 : Read

I Objectives:

- Help Ss read a poem about the environment for specific information

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

- Skills: Reading, writing

II Teaching aids:

- Computer, projector

III Procedure:

1.Warm up: Chatting: Asks Ss some questions about poetry.

- Do you like poetry?

- Which poet 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?

Now we are going to read the poem about the environment

2 Pre- reading:

a Pre- teach: New words

1 a junk-yard [ ‘d3^nkja:d ] (n): bãi phế thải ( exp- a place where people store wastes )

2 a treasure [‘tre3ơ ‘](n): kho báu ( trans )

3 foam [fơumf] (n): bọt ( picture )

4 a hedge [ hed3 ] (n): hàng rào cây xanh ( visual )

5 (to) litter: xả rác ( trans )

6 (to) save sb from doing sth cứu ai khỏi … ( exa- )

7 nonsense (n): điều vô nghĩa, lời nói phi lý ( trans )

* Checking: R O & R

b Set the scene: Two people are going on the picnic They are talking about the

pollution

Let’s answer the following question

* Ex1: Open prediction:

What will happen to the world / to us if all the pollution goes on?

Ss write down 2 or 3 things, then compare with their partner

E.g - We will have no clean water to drink

- We will have more serious diseases

3 While- reading:

Ss read the poem and compare their prediction with the mother’s answers

Ss read the poem again and match in section a ( P.51 )

* Ex2: Matching- Read a ( p 51 ) ( work in pairs )

Key: 1 – c 2 – g 3 – f 4 – e 5 – d 6 – a 7 – b

* Ex3: Answer the questions- Read b from 1 to 5 ( p 51 ) ( in pairs )

Answer key:

1 If the pollution goes on the world will end up like a second – hand junk – yard

2 The mother thinks other folk pollute ( are responsible for the pollution of ) the

environment but not her and her son

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

4 No Because he’s right: If he throws the bottles that will be polluting the woods

5 The poets wants us to learn that everyone is responsible for keeping the environmentfrom pollution / stopping pollution ( keeping the environment unpolluted is anecessary and important thing because it'’ our living home with all of its treasure

6 In our school we can do something to minimize pollution by kepping it always cleanand beautiful ( We can put the bins around the school yard Pick up the rubbish /

garbage and throw it into a trash bin Should not litter … )

4 Post- reading:

* Ex4: Discuss the answers to questions 6 in section b ( P.51 ) ( work in groups )

What could we do in our school / house to minimize pollution?

E.g - Clean our classrooms/school yard everyday

Throw trash into trash bins around the schoolyard

5 Homework:

1 Learn by heart the new words and write them

2 Write Ex4 up Rewite the answers in Read – b ( p 51 )

3 Do Exs 8; 9; 10 ( p 45, 46 )- workbook

UNIT 6 – THE ENVIRONMENT

I Objectives:

- Help Ss practice in writing a complaint letter

- By the end of the lesson, Ss will be able to know the way to write complaint letters

- Skills: Reading, writing

II Teaching aids:

- Computer, projector

III Procedure:

1.Warm up:

Single word dictation: T dictates a list of words, Ss write them down, then find the

connection between these words As soon as they find the

connection, they shout out the word

E.g throw away, waste paper, vegetable waste, useless things, smell ( trash )

envelop, write, send, receive, stamp, post ( letter )

Today we are going to practice in writing a complaint letter

2 Pre- writing:

a Pre- teach: New words

1 complication [kơmpli’keiSn k](n): sự phức tạp / rắc rối ( trans )

2 ( to ) fine [ fain ]: phạt / phạt tiền ( trans / exp )

3 resolution [rezơ’lur:Sn ](n): cách giải quyết ( trans )

4 refreshment [ri’freSmơnt r](n): sự nghỉ ngơi ( trans )

5 a frog [ frog ](n): con ếch ( visual )

6 a toad [tơud t](n): con cóc

7 a fly [ flai ](n): con ruồi

8 (to) complain [kơm’ plein k] to sobody: than phiền / phàn nàn ( trans )

9 complaint (n): sự than phiền / phàn nàn ( from the verb )

10 (to) prohibit [prơ’hibit p]: ngăn cản / ngăn cấm ( trans )

* Checking: R O & R

b Ordering: ( Ss work individually then compare with their partners )

- Ss keep their books closed T provides Ss 5 sections of a complaint letter in random

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

Answer key: 1 – b 2 – d 3 – e 4 – a 5 – c SCRAP

c Set the scene: Mr Nhat wrote a letter to the director of L & P Company in HCM

City

The five sections of the letter are not in the right order T asks Ss to read the letter( p 52 ) then match each section with the appropriate letter S, C, R, A or P

* Ex1: Reading and matching ( work in pairs )

Answer key: R – I would ……

Ss read the instruction in section b ( p 53 ) then answer the questions

* Ex2: Answer the questions ( in pairs )

1 What do people do in the lake behind your house these days?

( They begin to catch fish )

2 What makes you worried? ( They use electricity to catch fish )

3 To whom do you write the letter to?

( We write to the head of the local authorities [‘lơukl o‘:tharơtiz t]: ch/ quuyền đ/ ph )

4 What suggestion do you want to make? ( We suggest the local authorities should

prohibit and fine heavily anyone using electricity to catch fish )

5 Any future plan you want to make? ( We look forward to seeing the protection of

environment from the local authorities )

* Ex3: Write the complaint letter- Write b ( p 53 )

- Ss write the letter individually first then share with their partners

- T monitors and notes down the typical mistakes

Suggested key:

Dear Mr President,

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

I am very worried because people use electricity to catch fish After a short time, theyleft the lake, a lot of small fish died and floated (nổi n) on the water surface Otheranimals such as frogs, toads, and even birds also died from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this

way of catching fish

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

local authorities

( Signature xxxxxxxx )

4 Post- writing:

Ss swap their letters, read and correct mistakes

T writes some typical mistakes on the board and elicits the correction from ss

5 Homework:

1 Learn by heart the new words and write them

2 Write their letter in their notebooks

UNIT 7- SAVING ENERGY

Period 42 Lesson1: Getting started + Listen and read

I Objectives:

- Present vocabulary about “saving energy” and the structure with “suggest”

- By the end of the lesson, Ss will be able to use the vocabularies and the new

structure “ I suggest + V(ing) “ to talk about “ saving energy ”

- Skills: Listening, speaking, reading, writing

II Teaching aids: - Computer, projector

III Procedure:

1.Warm up: Getting started

T focuses Ss' attention on the second picture and asks some questions

1 Is the TV on? ( Yes, it is )

2 Who's watching TV? ( Nobody is )

3 What should we do to save energy? ( We should turn it off )Then T asks Ss to look at the pictures and make a list of things they could do to save

energy

- turn off the faucets

- switch off the radio, the lights…

Today we learn the topic about saving energy

2 Presentation

a Pre- teach: New words

1 enormous [ i’no: mơs ] (adj): khổng lồ, to lớn ( synonym- very much / very big )

2 (a) plumber [‘plAmbơ ‘] (n): thợ sửa chữa đường nước ( picture )

3 (a) crack [ ‘kr k ] (n): vết nứt, gãy ( visual )

4 (a) dripping faucet = … tap [ driping ‘fo:sit ] (n): vòi nước bị rỉ nhỏ giọt ( picture )

5 water bill (n): hoá đơn tiền nước ( realia )

* Checking: R O & R

b The dialogue ( p 57 )

* Set the scene: Mrs Mi is talking with her neighbor, Mrs Ha Mrs Ha looks very

worried( T uses the poster on the board to ask Ss to do the exercise )

* Ex1: T / F statement prediction ( work in pairs )

1 Mrs Ha is worried about her water bill (……)

2 Mrs Mi gives Mrs Ha advice on how to save water (……)

3 Mrs Ha has checked the pipes in her house and found no cracks (……)

4 Mrs Ha suggests getting some tool to check cracks in pipes (……)

5 Mrs Mi suggests taking showers to save water (……)

One writes his prediction on the board

Ss listen to the dialogue ( p 57 ) twice to correct Ex1

Answer key: 1 – T 2 – T 3 – F 4 – F 5 – T

Ss read the dialogue in silence to correct the false statements- Listen and read b ( p

58 )

* Ex2: Answer the questions ( pair work )

1 Why is Mrs ha worried? ( …… because her recent water bill is enormous )

2 How much money does Mrs Ha pay for her water bill? ( She pays 200,000 dongs )

3 What does Mrs Mi advise Mrs Ha to do to save water? ( She advises her to take

showers )

4 What exactly does she say? ( She says: “ I suggest taking showers “ )

Model sentence: I suggest taking showers

* Concept check: - Meaning

- Form: suggest + V(ing)

- Use: Make suggestions

- Pronunciation

3 Practice:

* Ex3: Substitution drill ( pair work )

Example: S1- turn the light off before going out

S2- I suggest turning the light off before going out

1 watch only good programmes

2 reduce the amount of water you use

3 turn off faucets

4 turn off TV or radio when noone watch or listen

4 Further practice:

* Ex4: Discuss the topic “ What do you do to save energy at home and at school? “

( work in groups ) Then some groups speak out before class

Suggested answer: - To save energy at home and at school: I suggest…

+ taking a showers instead of a bath+ turning off faucets after using

+ ………

5 Homework:

1 Learn by heart the new words, the model sentences and write them

2 Read the dialogue again

3 Rewrite Ex4 in your notebooks

UNIT 7- SAVING ENERGY

Period 43 Lesson2: Speak + Language focus 3

A Aims and objectives:

1 Knowledge: Making and responding to suggestions about how to save energy

2 Skills: Speaking, listening, reading, writing

3 Attitude: Ss actively participate in learning activities

B Teaching aids: - Computer, projector

C Procedure:

I Warm up: Networks:

Why don't you ?

What about ?

Let's

II Pre- speaking:

Revision:

- Asks ss to compare their networks with the table on P.58

- Revise different ways of making suggestions and giving responses ( using what Ss

havelearnt in the last lesson )E.g Mrs Mi: I suggest taking showers

Mrs Ha: I see Thank you

Ss have to find out other ways of making suggestions:

- I think you should take a showers

- Why don’t you take a showers?

- How about taking a showers?

- What about taking a showers

* Form: Ss read the form on p 58

III While-speaking:

Ss work in pairs to make and respond to suggestions about how to save energy using

theexpressions in the tables and pictures on P.58-59

* Ex1: Picture cue drill – Speak a ( p 58, 59 ) ( in pairs )

C tum off the fan when no one is there

D tum off the air conditioner and open the window

E tum off the lights before going out/ use either neon light or chandelier

F tum off the faucet before leaving / have the dripping faucet checked and repaired

G go by bicycle instead of motorbike

H go by bus

T checks with the whole class by using Noughts and Crosses with pictures A- H and

aad 1more picture

* Ex2: Noughts and crosses ( Ss work in groups )

IV Post- speaking:

* Ex3: Do exercise- Speak b ( 59 )

Ss work in groups of 4 to work out an action plan to save energy for their class / school

/familiesExample Exchange:

A I think we should turn off the lights and the fans before leaving our classroom

B That's a good idea

C Why don't we ask the students on duty to do that every day?

D Great ! Let's do that

* Ex4: Make suggestions- Language focus 3 ( p 64 ) ( Ss work in pairs )

- Ss practice in pairs to make and respond to suggestions about how to help the poor(Ss in Team 1 ) and how to improve our English ( Ss in Team 2 ), using the ideas they

havejust written in Brainstorming

- Example Exchange:

S1: I suggest keeping our textbooks clean to give to the poor children

S2: That's a good idea

T checks with whole class

A Aims and objectives:

1 Knowledge: By the end of the lesson, Ss will know more about solar energy by

listening to the news on solar energy

2 Skills: Listening, reading, writing

3 Attitude: Ss actively participate in learning activities.

B Teaching aids: - Computer, projector

C Procedure:

I Warm up: Jumbled words:

sag = gas cityceleirt = electricityloac = coal awert = water

Ss practice reading in chorus

Today we are going to listen to the news on solar energy Before listening, let’s find

outsome new words

II Pre- Listening:

a Pre- teach: New words

1 solar (adj): thuộc hệ mặt trời

~ energy (unc): năng lượng mặt trời

2 (a) ~ panel (n): tấm kim loại để tiếp nhận năng lượng mặt trời

3.(to) install: lắp đặt, thiết kế

4 (to) store: lưu trữ

5 nuclear power (n) : năng lượng nguyên tử

6 (an) effective source of power : nguồn điện có hiệu qủa

* Checking: Slap the board

b Set the scene: Before listening to the news on solar energy Let’s do T/F statement

prediction ( section a on p 60 )

* Ex1: T/F statement prediction- listen a (p 60 )

Ss look at the statements ( 4a p.60 ), work in pairs and guess One writes on the board

III While Listening:

Ss listen to the tape twice, the fill in “ I hear “ column One writes on the board

Ss listen to the tape again and check their prediction

Answer key: 1 – T 2 – F 3 – F 4 – T 5 – F

Then correct the false statements

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

3 1% of the solar energy that gets to the Earth can provide enough power for the

world’s population

5 They will be heat by solar energy in 2015

* Ex2: Fill in each blank with one word you hear- Listen b ( p 60 )

Ss listen and fill individually first, then compare with their partner

T checks with the whole class / Ss read aloud

Key: 1 effective 2 pollution 3 countries 4 store 5 roof 6 instead

IV Post- Listening:

* Ex3: Brainstorming: Ss work in groups to discuss the topic

Why is solar energy a cheap, clean and effective source of power?

V Language focus:

1 Connectives:

Review: helps Ss find out the difference(s) between

+ and / or- but+ so - because+ but - however+ however- therefore

Ss work individually to complete the sentences in Language Focus 1, P.62- 63

* Ex4: Complete the sentences- Language focus 1 ( p.62- 63 )

Ss pair compare T checks with the whole class

Answer key: a and b but c because d therefore e or f so g and h

however

2 Phrasal verbs:

T asks Ss to make a list of verbs + prepositions:

- look for / after / out - go on

- turn on / off - listen to

- depend on - talk to …

* Ex5: Matching then complete the sentences- Language focus 2 ( p 63 )

Ss read out 5 verbs in the box

- Match the verbs with the pictures ( p 63 ) ( pair work )

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

- Complete the sentences:

a- look after b- go on c- turn on d- looked for e- turn off

UNIT 7- SAVING ENERGY Period 45 Lesson 4: Read

A Aims and objectives:

1 Knowledge: By the end of the lesson, Ss will know more how North American and

European countries save money and natural resources

2 Skills: Listening, reading, writing

3 Attitude: Ss actively participate in learning activities

B Teaching aids: - Computer, projector

C Procedure:

I Warm up: Chatting: Use an electricity bill and a water bill to chat to Ss.

- What’s this? ( It’s a water bill… )

- How much is your family’s water bill? ( Ss answer )

- How much is your family’s electricity bill? ( Ss answer )

- Do you think it is enormous?

- Are your parents worried about that?

- Do you want to reduce the amount of electricity and water your family use?

- What should you do?

- Do you want to know how the people in other countries save energy?

Or: Networks

fridge

lights

We are going to read the passage about saving energy Let’s find out some new words

II Pre- reading:

a Pre- teach: New words

1 (a) consumer (n): người tiêu dùng

2 (a) luxury(n): xa xỉ phẩm

3 (a) labeling scheme (n): kế hoạch dán nhãn

4 energy effciency (n): hiệu quả năng lượng

5 (to) account for: chiếm

6 (an) innovation (n): sự đổi mới, sáng chế mới

7 category (n): loại, hạng

8 (a) bulb (n): bong đèn tròn

* Checking: What and where

b Predict the main idea of the passage:

* Ex1: Open prediction ( pair work ).

Ss predict which statement is the main idea of the passage ( section a, P.61 )

III While- reading:

Electrical appliaces

Ss read the passage and check their prediction

T checks with the whole classKey: 3 North American …

* Ex2: Answer the questions- Read b ( p 61 ) ( in pairs )

Ss read the passage again to find the information to answer the questions in section b,

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

4 The purpose of the labelling scheme is to help consumers to know how efficient

eachmodel is, compared with other appliances in the same category so that they can save

money and energy

5 Suggested answer: We should save energy because by saving energy we can

conserve(baỏ tồnb, bảo vệ) the Earth’s resources

IV Post- reading:

* Ex3: Discussion- Ss work in groups to talk about how people in different countries

saveenergy

1 Learn by heart the new words and write them

2 Write Ex3 up Rewrite the answers in Read – b ( p 61 )

3 Do Exs - workbook

UNIT 7- SAVING ENERGY

Period 46 Lesson 5 : Write

A Aims and objectives:

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

2 Skills: Reading, writing

3 Attitude: Ss actively participate in learning activities

B Teaching aids: - Computer, projector

C Procedure:

I Warm up:

Network: ( group work )

Or: Jumbled words:

1 usm pu = sum up 4 diosl = solid

2 ioatnetnt = attention 5 fradt = draft (bản dự thảo b)

3 aeidtl = detailToday we are going to practice in writing a simple speech

II Pre- writing:

a Pre- teach: New words

1 (a) funtion [ ‘f^nkSn ](n): chức năng ( trans )

2 (to) sum up [ s^m ^p ]: tóm tắt ( trans / exp )

3 (a) detail (n): chi tiết ( exp )

4 (a) speech [ spi:tS ](n): bài diễn văn, bài nói ( visual and exp )

* Checking: R O & R

b Questions: Ss read the table on p 61 in the textbook, then answer the questions:

a How many parts are there in a speech?

b What are they?

- Ss’ answer

* Ex1: Matching- a ( p 61 ) ( Ss work in pairs )

- one St writes his / her prediction on the board

- T checks with the whole class

Key: 1 Introduction – B

2 Body – C

3 Conclution – A

T asks Ss some questions

Questions: a What’s the function of the introduction? ( It’s getting … )

b What’s the function of the body?

c What’s the function of the conclution?

* Ex2: Ordering- Write b ( p.61 ).

Ss work individually to put each section in the correct order to complete a speech

Ss pair compare

T asks Ss to label each section ( Introduction / Body / Conclusion ) and focuses Ss'

attention on the language functions in each part

- Introduce – 3

- Body – 2

- Conclution – 1Questions: a What’s professor Roberts going to tell?

b How can we reduce using too much gas?

c What wii happen if we follow these simple rules

* Ex3: Writing speeches- c ( p 62 ) ( Ss work in groups )

Divide the class into 6 groups, groups 1 + 2 prepare a speech about “ Reducing

garbage “,groups 3 + 4 prepare for “ Reusing paper “ and groups 5 + 6 prepare for “ Saving

energy

in the kitchen “

Ss use the ideas in the callouts on P.62 and the model speech in write b to write their

speech

Possible speeches: 1 Reduce garbage:

Good morning, [ ladies and gentlemen ], my name is …… and I’m going to tell you

how to reduce garbage

Most of us use too much garbage every day You can reduce garbage by:

- collecting plastic bags

- not keeeping solid waste with food waste

- putting different kinds of waste in different places

If you follow those simple rules, you will not only reduce garbage, but also keep the

environment clearner

2 Reusing paper:

Good morning, [ my friends and my teachers ], my name is …… and I’m going to tell

youhow to reuse paper

Most of us use too much paper every day You can reuse paper by:

- having a separate wast basket for waste paper

- keeping sheets with single printed page for drafting

If you follow those simple rules, you will not only reduce garbage, but also you will

save money

3 Saving energy in the kitchen:

Hi, every body, my name is …… and I’m going to tell you how to save money.Most of us use too much electricity, especially in the kitchen You can reuse this

amount by:

- turning off the lights before leaving the kitchen

- Preparing food carefully before turning on the stove

- keeping refrigerator door closed

If you follow those simple rules, you will not only save money, but also conserve the

resource

IV Post- writing:

The groups that have the same topic compare their speech, correct the mistakes and

improve their speech

- T hangs 3 posters on, then corrects

V Homework:

1 Learn by heart the new words and write them

2 Write down all of these speeches in their notebooks

Period 47 TEST 3

A Aims and objectives:

1 Knowledge: Check and appreciate Ss’ knowledge through 2 units (6+7)

2 Skills: Listening, reading, writing

3 Attitude: Ss do the test seriously

B Materials: computer, projector

C Procedures:

1 Remind Ss of the regulations during the test

2 Hand out the test papers

3 Ss do the test

4 Hand in and give remarks

ENGLISH WRITTEN TEST – N 0 3

Time allowed: 45 minutes

I Listen and decide whether the statements are True or False (2pts)

1 Water accounts for 70 per cent of our bodies

2 Lakes haven’t been polluted by acid rain

3 There are not any underground streams with fish in the Sahara desert

4 The writer of this passage wants us to realize the damage we have done to the

water and try to keep the new area of water clean

II Choose the correct answer (2pts)

1 What about using public buses motorbikes?

a replacing for b in spite of c instead of d instead for

2 Because plastic bags are very hard to , they will cause pollution

a dissolve b wrap c tear d collect

3 If you Joanna, ask her to come and see me

a meet b will meet c met d can meet

4 We decided not to go out for meals we were too tired

a but b because c so d and

5 Who is going to your children when you/re at work?

a look for b look up c look out d look after

6 Mary/s eyes are weak, , she has to wear glasses

a but b however c and d therefore

7 If you are tired, we suggest a rest

a take b to take c taking d be taken

8 put all the guests on the first floor?

a Let/s b Why don/t we c I suggest d How about

III Find one word whose underlined part is pronounced differently from the

others (1pt)

1 a polite b litter c decide d crier

2 a developed b watched c walked d posted

3 a pollution b rubbish c bus d truck

4 a dynamite b fly c junkyard d deny

IV Each sentence has ONE mistake Find and correct it (1pt)

1 The children laughed happy when they heard the funny story

V Combine the sentences, using the words given (2pts)

1 Mr Phong didn/t go to work yesterday He didn/t feel well (because)

VI Use the words given in the box to fill in the blanks There is ONE extra

word that you don / t need to use (2pts)

accounts different there

necessities well but both so such

In many countries nowadays, electricity, gas and water are (1) Companies which produce household goods realize that consumers want products that

(2) work effectively and save money

In North America, for example, household lighting (3) for 10% to 15%

of the electrical bill, (4) this amount can be reduced by replacing anordinary 100-watt light bulb with an energy-saving one Consumers can save about

US$7 to US&21 per bulb doing so

In Europe, when you buy some electrical goods (5) as refrigerators,freezers, and washing machines, (6) is a labeling scheme telling

you how energy efficient each model is, so you can compare (7)

appliances and then choose which one to buy

The final result is that these innovations will save money as (8) as conserve

the Earth/s resources

KEY TO ENGLISH WRITTEN TEST - NO 3

I Listen and decide whether the statements are True or False (2pts)

1 T Water accounts for 70 per cent of our bodies.

2 F Lakes haven’t been polluted by acid rain.

3 F There are not any underground streams with fish in the Sahara desert.

4 T The writer of this passage wants us to realize the damage we have done

to the water and try to keep the new area of water clean

II Choose the correct answer (2pts)

1 What about using public buses motorbikes?

a replacing for b in spite of c instead of d instead for

2 Because plastic bags are very hard to , they will cause pollution

a dissolve b wrap c tear d collect

3 If you Joanna, ask her to come and see me

a meet b will meet c met d can meet

4 We decided not to go out for meals we were too tired

a but b because c so d and

5 Who is going to your children when you/re at work?

a look for b look up c look out d look

after

6 Mary/s eyes are weak, , she has to wear glasses

a but b however c and d therefore

7 If you are tired, we suggest a rest

a take b to take c taking d be taken

8 put all the guests on the first floor?

a Let/s b Why don / t we c I suggest d How

about

III Find one word whose underlined part is pronounced differently from the

others (1pt)

1 a polite b litter c decide d crier

2 a developed b watched c walked d posted

3 a pollution b rubbish c bus d truck

4 a dynamite b fly c junkyard d deny

IV Each sentence has ONE mistake Find and correct it (1pt)