English 9 (Ki 2)

Students: Text book, work book, school things, ..... Students: Text book, work book, school things, ..... Students: Text book, work book, school things, ..... - Give the right As on the

Teaching date: Class 9A: Jan 2009.

Class 9B: Jan 2009

Class 9C: Jan 2009

Period 37

Getting started & listen and read

I Objectives

- By the end of the lesson, Ss will be able to get acquainted with environmentproblems Read the text for general and specific information through Matchingexercises and answering Qs

1 Language focus:

+ Structure: Review

+ Vocabulary: Divide, shore, rock, spoil, disappointed, conservationist …

2 Language skills:

- Ss train discussing skills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player, pictures

2 Students: Text book, work book, school things,

- Hang the pictures on BB, then hold the

class to discuss about enviromental

problems

3.2 Presentation

- Ask ss to work in pairs to match the

pictures with the enviromental problems

given

.

- Work in groups to discuss and make alist of people's activities that destroy theenvironment, and how to preventenviroment from pollution (in English orVietnamese)

- Give answers in front of the class

- Give the correct answers

a) Air pollution.

b) Spraying pesicides.

- Explain meaning of the words.

- Play the tape (twice)

- Ask Ss to work in groups to match the

names in column A with the tasks in

column B

- Call on some Ss to read their sentences

- Let Ss read the text again and answer

the questions

- As Ss to ask and answer in front of the

class

3.4 Production :

- Ask Ss to work in groups to discuss

questions 6 & 7 in the book

c) Garbage dump.

d) Water pollution.

e) Deforestation.

f) Dynamite fishing

- Write the meaning of new words:

- Read new words

- Listen to the tape

- Work in groups to match the names incolumn A with the tasks in column B

* The right As are:

1 Group 1: f) Walk along the shore.

2 Group 2: e) check the sand.

3 Group 3: b) check among the rock.

4 Mr Jones: a) collect all the bags and take them to the garbage dump.

5 Mrs Smith: c) Provide a pinic lunch for everyone.

6 Mr Brown : d) Give out the bag.

- Work in pairs to read the text again andanswer the questions

- Correct As with partners

* The right As are:

1 The speaker is Mr.Brown.

2 The listeners are members of volunteer conservationists.

3 They are on the beach.

4 They are going to do ST about the polution.

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

- Work in groups to discuss questions 6

& 7 in the book

- Some Ss answer the Qs loud in front ofthe class

4 Drill:

Vò Hång Hoµ School year: 2008 - 2009 2

- Ask Ss to retell the activities that the students do to clean the environment.

5 Homework:

- Ask Ss to do exercise in the work book

Teaching date: Class 9A: Jan 2009.

- By the end of the lesson, Ss will be able to persuade somebody to do somethings

by using the structures: I think you should / It would be better if you And

know some reasons that cause the environmetal pollutions especially pollute theoceans

1 Language focus:

- Structure: Persuade

- Vocabulary: Dissolve, trash, to do harm, energy , exhaust fume…

2 Language skills:

- Ss train speaking and listening kills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player, picture,

2 Students: Text book, work book, school things,

- Ask Ss to work in groups to think of the

things they often do at school and at

home to clean and protect the

- Clean the house.

- Clean the neighborhood.

- Recycle the paper and the cans, bottles.

- Put the garbage in the garbage bins.

- Use tree leaves to wrap things

Ss' activities T' s activities

- Introduce the topic of speaking, then

present some new words:

Dissolve: hßa tan , lµm biÕn ®i.

- Ask Ss to read the persuading

expressions in the text book carefully

- Conduct Ss to practice

- Ask Ss to give their answers in front of

the class

3.2.3- Post-speaking:

- Ask Ss to work in pairs to find the

answers for the questionaire by using the

ideas given in the text

- Call some Ss to the BB to write the

answers

- Call some pairs to give the remarks and

give more ideas

3.3- Listening:

3.3.1- Pre-listening:

- Hang the picture on BB Ask Ss to listen

to the introduction of the listening: The

reasons that cause the pollution of the

oceans

- Copy and read the new words:

- Read the persuading expressions in thetext book carefully

- Work in pairs to persuade parners to dothings to protect the environment

EX:

S1: I think you should reuse and recycle bottles and cans.

S2: Why ? and How come?

S1: Because we can reduce garbage and save the natural resources That is how we save the environment.

- Work in pairs to find the answers forthe questionaire by using the ideas given

in the text

- Give answers:

+ Save the plastic bags, clean and reuse

them Use tree leaves to wrap things.

+ Don t throw waste and garbage into’t throw waste and garbage into

streams, lakes, rivers.

+ Discard/ throw garbage in waste bins + Use fewer private vehicles and don t’t throw waste and garbage into

release pollutians into the air.

+ Try to reuse and recycle things

- Give the remarks and give more ideas.Ex:

S 1 : I think we should burn trash to reduce the amount of garbage we produce to protect the environment.

S 2 : I think we shouldn t do that Burning’t throw waste and garbage into

trash will pullute the air.The best way is

to reduce and recycle things.

- Look at the picture and discuss thereasons that cause the pollution of theoceans

Vò Hång Hoµ School year: 2008 - 2009 4

- Ask Ss to predict the causes that lead to

the oceans polluted after looking at the

picture and reading the information given

- Give the meaning of new words:

Raw sewage: nớc thải cha đợc xử lý

Pump: bơm ra, tuôn ra.

Spills: tràn ra, đổ ra.

Marine life: động vật dới nớc.

Deliberate: cân nhắc kỹ, thảo luận kỹ.

3.3.2- While-listening:

- Set the scene of the listening

- Play the tape 3 times

- Call on Ss to read aloud their answers

- Play the tape again (once), and give the

correct answers

3.3.3- Post-listening:

- Ask Ss to work in pairs to give the

reasons that cause the oceans polluted

- Predict the causes that lead to theoceans polluted after looking at thepicture and reading the informationgiven

- Read and copy new words:

- Listen to the tape and complete thenotes

- Compare answers with partners

- Give answers

How the ocean is polluted

Firstly: rau sewage is pumped directly into the sea.

Secondly: Garbage is dropped into the sea.

Thirdly: Oil spills come from ships at sea.

Next: Waste materials come from factories.

Finally: Oil is washed from the land.

- Work in pairs to give the reasons thatcause the oceans polluted

4 Drill:

- Ask ss to retell the main content of the lesson: The reasons that cause the oceanspolluted

5 Home work:

- Ask Ss to do exercises in the work book

- Prepare new lesson: Read

Teaching date: Class 9A: Feb 2009.

+ Vocabulary: End up, second-hand, stream, folk …

2 Language skills:

- Ss train reading comprehension skills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player, extra-board,

2 Students: Text book, work book, school things,

- Give some suggested questions, then let Ss

practice to discuss about poetry

+ Do you like poetry?

+ Which poetry do you like best ?

+ Name some poems that are your favorite ?

+ Do you think it is easy understand a poem ?

+ Have you ever read a poem in English ? Do

you understand it ? Do you like it ?

…

3.2- Pre-reading:

- Introduce the situation of the reading then

present some new words and phrases:

Junk yard (n): bãi chứa đồ phế thải

Treasure (n): sự quý giá

Hedge (n): hàng rào cây xanh

- Make some questions:

1) How many people are there in the poem ?

2) What is their relationship ?

3) Where are they ?

4) What problem of the environment is

mentioned in the poem ?

- Work in groups to discuss aboutpoetry, use the T' s questions

- Listen to the T

- Copy new words

- Read the words in chorus thenindividually

- Work in groups to rearrange the letters

in good order to make right words

- Scan the poem

- Answer the T' s questions

- Give answer in front of the class.Answer may be:

1) There are two …

Vũ Hồng Hoà School year: 2008 - 2009 6

- Play the about the poem (3 times)

- Ask Ss to read the poem again and match

the word in A to an appropriate explanation

e mass of bubbles of air gas

f valuable or precious things

g reaches of state of.

- Explain grammar: Conditional sentence

type1.

If + S + do, S + will + do

EX: If the pollution goes on, the world will

end up like a second hand junk yard.

3.4- Post-reading:

- Ask Ss to read the poem carsfully and

answer the questions

- Ask some pairs to practice in front of the

class

- Give the right As on the extra-board

- Listen to the tape (look at book)

- Work in small groups to read thepoem again and match the word in A to

- Listen to the T and copy

- Work in pairs to read the poemcarsfully and answer the questions 1) -6)

- Do in front of the class

* The right As are:

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 or her son.

3 His mother will talk him home right away

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

5 The poet want us to learn about that everyone is responsible for keeping the environment unpolluted

4 Drill:

- Ss repeat and remember the conditional sentence type 1, people and their effects tothe environment

5 Home work:

- Ask Ss to make sentences, use the conditional sentence type 1

- Ss train writing a completed complain letter

II Teaching aids

1 Teacher: Text book, work book, extra board

2 Students: Text book, work book, school things,

- Divide clas into small groups, then ask

them to write the main parts of a formal

letter

- Work in groups to write the main parts

of a formal letter

- Give answers …EX:

Vò Hång Hoµ School year: 2008 - 2009 8

Situation: states the reason for writing

Complication: mentions the problem

Resolution: makes a suggestion

Action: talks about future action

Politeness: ends the letter politely

 SCRAP

- Explain some words and phrases

- Conduct Ss to do practice a)

- Call on some Ss to give their answer in

front of the class

- Give feedback and answer key

- Corrects mistakes and gives the right

order

3.3- While-writing:

- Ask Ss to rite a letter to the head of the

local authorities to cmplain about the way

of catching fish in the lake bihind their

house

- Go round to help

- Call on some Ss to give their result

- Check up and gives the suggested letter

(on the extra-board)

3.4- Post-writing:

- Ask Ss to read their letter aloud

- Ask for comments from other Ss

Sender' s address Receiver' s address Salutation

…

- Look at the form

- Listen to the T and copy

- Read and copy

- Read the letter, order and lable eachsection with the appropriate letter: S, C,

R, A or P

- Read the letter aloud

Answer:

The right order: R  S  A  C  P

- Write a letter to the head of the localauthorities to cmplain about the way ofcatching fish in the lake

- Read writing aloud

- Check the letter

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

- Read and listen

- Comments from other ones

4 Drill.

- T reminds Ss to remember: “How to write an informal letter”

5 Home work.

- Write a letter for your pen pal

- Prepare for the next lesson(U6 - Language focus)

Teaching date: Class 9A: Fe 2009.

- Ss train speaking, reading and writing skills

II Teaching aids

1 Teacher: Text book, work book, extra-board

2 Students: Text book, work book, school things,

3.1- Adjectives and adverbs:

- Ask Ss to repeat the formation and the

use of adverbs of manner

- Give the formation:

Adjective + ly = adverb

- Let Ss do exercise 1 on page 53

- Ask Ss to give As

* Use: We use adverbs of manner to

modify the verb Is usually goes with the

main verb

- Let Ss complete the sentences, use the

- Repeat in front of the class

- Listen to the T and copy

- Do exercise 1: Change the adjs into

advs:

- Read answers aloud

- Complete the sentences, use the advebs

Vò Hång Hoµ School year: 2008 - 2009 10

- Give the right As

3.2- Adverbs clauses of reason:

- Give 2 clauses:

He failed the exams He is too lazy.

- Ask Ss about the relation between 2

clauses

- Introduce the words expressing clauses

if reason: "Because" = "as" = "since"

- Ask Ss to do exercise 2 on page 54

- Ask Ss to give their As:

- Give feedback and the correct As: (on

the extra-board)

3.3- Adverbs + that clauses:

- Ask Ss to repeat the structure:

S + be + adjective + tha clause

- Let Ss do exercise 3 on page 55

- Call Ss to read the completed dialogues

aloud

3.4- Conditional sentences type 1:

- Ask Ss to review the formation of

conditional sentences type 1

If + main clause, subordinate clause

(simple present tense) (will infinitive)

- Listen and copy

- Do exercise by joining the pairs of

sentences together Use "because, as or since".

- Compare the As with friends

- Read answers aloud

- Repeat

- Work in pairs to complete thedialogues, use the words in brackets

- Give answers in front of the class

b) I m excited that I can go to Dalat this’t throw waste and garbage into

time.

c) I m sorry that I broke your bike’t throw waste and garbage into

yesterday.

d) I m disappointed that you didn t’t throw waste and garbage into ’t throw waste and garbage into

phone me about it.

e) I' m amazed that I could win the first price.

- Review the formation of conditionalsentences type 1

- Match each half-sentence in column Awith a suitable one in column B

- Ask Ss to give As

- Give As in front of the class

* The right As:

- Ask Ss to do exercise 5 on page 56 (text book)

Teaching date: Class 9A: Feb 2009.

Class 9B: Feb 2009

Class 9C: Feb 2009

Period 42

Getting started & listen and read

I Objectives

- By the end of the lesson, Ss will be able to talk about energy and how to saveanergy in everyday life

1 Language focus:

+ Structure: Suggest + V-ing

+ Vocabulary: bill, enomuos, plumber, faucet, crack …

2 Language skills:

- Ss train discussing skills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player, pictures

2 Students: Text book, work book, school things,

Vò Hång Hoµ School year: 2008 - 2009 12

3.2 Presentation:

- Make questions:

+ Who are talking ?

+ Where are they now ?

- Present new words and phrases

- Play the tape (twice)

- Ask Ss to practice the dialogue in pairs

- Call on some pairs of students to play

the role of Mrs Mi and Mrs Ha

- Correct students’t throw waste and garbage into mistakes

- Present the new structure:

Suggest + V-ing

3.3 Practice :

- Asks ss to work in groups of 4 read the

statements and decide which sentences

are true and which are false Then

compare their result to each other

- Has some representatives give their

answers in front of the class

- Corrects mistakes and gives the keys

3.4 Production :

- Ask Ss to role play the dialogue and then

work in pairs to retell the best way to

save water in their own house

- Read the list aloud

Dialogue P.57 - Listen and read

- Scan the dialogue and answer the Qs

- Read in chorus

- Read individually

- Write down

- Listen to the tape

- Practice the dialogue in pairs

- Some pairs practice reading in front of the class

- Make sentences with this structure

Exercise 2/P.58

- Work in groups of 4 read the statementsand decide which sentences are true andwhich are false Then compare theirresult to each other

- Some representatives give their answers

in front of the class

-Ask Ss to retell the main content of the lesson : How to save the energy

- Read and translate the dialogue into Vietnamese

5 Homework:

- Learn new words and the dialogue by heart

- Prepair for the next lesson (Speak and Listen)

Teaching date: Class 9A: Feb 2009.

- Ss train speaking and listening kills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player, picture,

2 Students: Text book, work book, school things,

- Ask Ss to list the ways to save the

energy in your own house

+ Turn off the lights when go out.

+ Turn off the faucets.

Suggestions Response

Vò Hång Hoµ School year: 2008 - 2009 14

Ss' activities T' s activities

3.2- Speaking:

3.2.2- While-speaking:

- Hang the picture on BB

- Ask Ss to give As:

- Ask Ss to work out an action plan to

save energy for their class

- Call some groups to practice in front of

the class

3.2.3- Post-speaking:

- Ask Ss to work in individual to give the

best way to save energy

3.3.1- Pre-listening:

- Sets the sence

- Presents some new words and phrases

Solar: thuéc vÒ mÆt trêi

Solar energy n¨ng lîng mÆt trêi

Nuclear power: n¨ng lîng h¹t nh©n

Solar panel: tÊm b¶ng thu n¨ng lîng

Advanced: tiªn tiÕn.

- Ask Ss to read the statements in a) thee

do T/F prediction

Suggest + V-ing

I think we should + V

Shall we ?

Why don’t we ?

How about + V-ing

What about + V-ing

That is agood idea All right/ No, I don’t want

to / I prefer to

- Work in pairs to look at the picturesand give the suggestions to the pictures

- Give As in front of the class

Ss' answers may be:

+ We should turn off the faucets.

+ We should you the gas cooker at the medium level.

+ We should turn off the fan before going out + We should turn off the air conditioner when there

is nobody in the room.

+ We should turn off the lights or use bulbs instead

of lights

- Work in groups of four to work out anaction plan to save energy for yourclass:

EX:

A: I think we should public buses to school

everyday to save energy and to prevent the environment from pollution.

B: That s a good idea.‘s a good idea.

C: How about going by bikes and

persuading all members in our family to do

so ?

D: Great! Let s do that.’t throw waste and garbage into

- Work in individual to give the bestway to save energy

- Read then do T/F prediction

- Listen for the first time and compare

3.3- Listening:

3.3.2- While-listening:

- Play the tape (once)

- Play the tape again (twice)

- Call on some Ss to give their answer in

front of the class

- Check up and gives the key

- Play the tape again and ask Ss to task 2

- Call Ss to give the answers

- Give the correct answers and check if

necessary

3.3.3- Post-listening:

- Make questions:

+ Have you ever used solar energy ?

+ How do you use solar energy by ?

+ Do you think use solar energy is the

cheapest ?

…

with your predictions

- Listen again for three times and do theexercise

- Give As in front of the class

* The right As are:

1 T

2 F ( most of our electricity comes from the use of coal, gas, oil or nuclear power.)

3 F( It is enough to provide power for total population )

- Ask Ss to do exercises in the work book

- Prepare new lesson: Read

Teaching date: Class 9A: Feb 2009.

- By the end of the lesson, Ss will be able to know about the ways to save energyand get the general idea of reading through choosing the best summary and answeringquestions.

1 Language focus:

+ Structure: Review

+ Vocabulary: luxuries, consumer, bulb, scheme, category, effectively …

2 Language skills:

- Ss train reading comprehension skills

II Teaching aids

1 Teacher: Text book, work book, tape and cassette player,

2 Students: Text book, work book, school things,

+ How much is your family s electricity bill ? ’t you ?/ What/ how about…? suggest + V-ing; suggest +

+ How much electricity does your TV use ?

- Ask Ss to scan the text for the first time and

and answer some questions:

+ What is the passage about ?

+ What is the main idia of the passage ?

- Present some new words

Luxury: sự xa xỉ.

Consumer: ngời tiêu dùng

Necessity: sự cần thiết

Household: hộ gia đình

Labeling scheme: kế hoạch dán nhãn

Tumble dryer: máy sấy.

Innovation: sự đổi mới.

Account for: chiếm.

- Play the tape (twice)

- Ask Ss to share the answers

-Ask Ss to give their answers

- Make necessary corrections

- Ask Ss to read the text again and work in

pairs to discuss the answers

- Call Ss to practice asking and answering the

answers before the class

- Call some to write the answers on the BB

- T gives the correct answers

3.4- Post-reading:

- Ask Ss to work in groups to discuss about

the question 5:

Why should we save energy ?

- Listen to the tape, then work in pairs

to find the best summary for it amongfour options

- Share answers with parners

- Give answers

* The right A is:

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

- Work in pairs to practice asking andanswering the Qs 1 - 5

* The right As are:

1 Western consummers 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 The pupose of … so that they can save money and energy.

- Work in groups to list the reasons forsaving energy

EX:

+ Protect environment + Save money …

4 Drill:

- Ss repeat and remember how do people save energy

5 Home work:

- Write a passage about the way to save energy in your home

- Learn new words and phrases by heart

Teaching date: Class 9A: Feb 2009.

+ Structure: Format of a speech: Introduction - body - conclution

+ Vocabulary: gentlement, call out, draft.

2 Language skills:

Vò Hång Hoµ School year: 2008 - 2009 18

- Ss train writing a speech.

II Teaching aids

1 Teacher: Text book, work book, extra board

2 Students: Text book, work book, school things,

+ How many parts are there in a

speech ? + What are they ?

+ What is included in Body ?

- Ask Ss to do exercise 1/P 61 in groups

- Call on some groups to give their answer

in front of the class

- Correct mistakes and give the right

order

- Ask Ss to work in pairs to put the

sections in the correct place to complete

the speech

-Ask Ss to giver their answers

3.3- While-writing:

- Ask Ss to choose one of the topics in the

book and work dependently to prepare a

speech for the classmates

- Ask Ss to share the writing to others

- Ask Ss to read their writing aloud

- Check up and give the suggested speech

(on the extra-board.)

- Work in groups to discuss

(A speech usually has three parts: Introduction, body, and conclusion)

- Listen to the T

- Answer the questions:

- Work in groups to match each part of aspeech in column A to a suitable function

in column B

- Some groups give answers in front ofthe class

Answer:

The right order: 1- B; 2- C; 3- A

- Work in pairs to put the sections in thecorrect place to complete the speech

- Give answers

- Choose one of the topics in the bookand work dependently to prepare aspeech for the classmates

- Compare the writing with partners

- Read their writing in front of the class

* Suggested writing:

Good morning, ladies and gentlement I

am professor Nam I m going to tell you ’t you ?/ What/ how about…? suggest + V-ing; suggest + about the ways of saving energy in the

3.4- Post-writing:

- Ask Ss to work in groups to discuss and

make a speech about the ways to reduce

We can save electricity by : Turning off the lights when it is not necessary Prepare the food carefully before turning on the stove.

Keeping refrigerator door closed.

I hope that you will be able to find the suitable way to save energy.

- Work in groups to discuss and make aspeech about the ways to reduce thegarbage

EX:

- Collecting plastic bags.

- Not keeping solid waste with food waste.

- Write other speech about saving energy

Teaching date: Class 9A: Feb 2009.

- Ss train speaking, reading and writing skills

II Teaching aids

1 Teacher: Text book, work book, papers of questions

2 Students: Text book, work book, school things,

III Procedures

Vò Hång Hoµ School year: 2008 - 2009 20

- Explain function of the connectives.

+ And: To add a similar or another idea.

+ But: , However; to add an opposite

idea.

+ Because: to give the reason.

+ So, Therefore: To give an effect.

+ Or: To give an alternative

- Ask Ss to do exercise 1 (P.62-63)

- Call Ss to their As in front of the class

- Correct Ss’t throw waste and garbage into As then give the right As

3.2- Phrasal verbs:

- Implicit the meanings of the phrasal

verbs through examples

+ It s dark here Can you ’t throw waste and garbage into turn on the

Turn on = switch on / start.

Turn off = switch off/ stop.

Look for = try to find.

Look after = take care of.

Go on = continue.

- Conduct Ss to do exercise 2 on page 63

(prosess as Ex 1 above)

3.3- Suggest:

- Review the structure to make

suggestions I think you should / let s ’t throw waste and garbage into

- Give answers in front of the class

* The right As:

a and b but c because d Therefore

* The right As are:

a) look after b) go on c) turn on d) look for e) turn off.

- Repeat with the T

- Give the difference between “suggest +

V-ing and Suggest + that + S + should + V.

- Divide the class into 2 groups to do

exercise 3 (P.64)

- Call Ss to read aloud their suggestions in

front of the class

Fill in the gap in each sentences below with a suitable phrasal verb in the box

Saw off getting off cut off turn off take off 1) Could you ……… the radio ? I m trying to finish this – I’ m trying to finish this ’t you ?/ What/ how about…? suggest + V-ing; suggest + assignment.

5) If you don t pay the bill within two weeks, electricity will be ’t you ?/ What/ how about…? suggest + V-ing; suggest + ………

5 Homework:

- Redo all exercises

- Prepare for the next lesson (Test 4)

Date of testing: Class 9A: Mar 2009.

- Pay attention to listening, reading and writing skill

Vò Hång Hoµ School year: 2008 - 2009 22

II Teaching aids.

1 Teacher: Teaching plan, matrix, papers of questions

2 Students: School things,

Object Subject Object Subject Object Subject

I- Listen and fill in each blank with one suitable word that you hear to

complete the passage (2 points)

Electrical appliances are so widely used that you are probably familiar(1) many different kinds You know that each(2) those appliances is operated (3) someways (4) electrical energy An energy appliance changes this form ofenergy (5) another form we want, such as radiant energy, heat sound ormechanical energy whenever we use an electrical appliace, it must have a source ofelectrical energy and there must be a way (6) this energy to get(7) the source to where it is used An electric current must flow(8) the source and the appliance

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

Everyone wants to reduce …(1).… But the pollution problem is as complicated as

it is …(2) … It is complicated because much pollution is caused by things benefitpeople For example, …(3)…… from automobiles causes large percentage …(4).…air pollution But the automobile provides transportation to millions of people …….(5)…… discharge much of the material that pollutes air and water, but factories giveemployment to a large number of people

Thus, to end or greatly …….(6) … … pollution immediately, people would have

to stop using many things that benefit them Most people do not want to do that, ofcause But pollution can be gradually reduced in several ways ….(7)… andengineers can work to find ways to lessen the amount of pollution that such things asautomobiles and factories cause Governments can pass and enforce laws that … (8) businesses and individuals to stop, or cut down on certain polluting activities

…

1) A pollute B pollution C polluted D polluting

2) A seriousness B serious C seriously D serioused

3) A exhaust B exhausted C exhaustedly D exhauster

5) A Hills B Mountains C Factories D Rivers

7) A Doctors B Engineers C Workers D Scientists

8) A require B requires C required D requiring

III Choose the correct option A, B, C or D to complete the sentences (2 pts)

1 I suggested money for the poor people in the region

2 If we plant more trees, we have more fresh air

3 I suggest ………… to the movies

4 Unless you understand, I …… explain it again to you

A will B am C would D was

5 I will be …… if she manages to sell that motorbike at a high price

A surprising B surprise C to surprise D surprised

6 We will make this beach clean and …… again

7 Where … you go if you have a car ?

8 What will you do if you …… the final examination ?

A pass B passed C passes D will pass

IV Match a word in A with its definition in B (1 pt)

a a place to put our garbage

b the air, land and water around us

c rain that contains dangerous chemicals

d dirty air, land and water

e a piece of land full of rubbish

V Rewrite the following sentences in such a way that they mean almost the

same as those printed before (3 pts)

1 Tom was lazy, so he failed the exam

 Because Tom………

2 Nam is fat because he drinks so much milk

 If Nam doesn’t throw waste and garbage intot ………

3 Why don’t throw waste and garbage intot we speak English in class?

complete the passage (2 points)

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

1) B pollution 2) B serious 3) A exhaust 4) D of

Vò Hång Hoµ School year: 2008 - 2009 24