G.A anh 9 (New)

Aim: By the end of the lesson, students will be able to know some vocabulary about environment problems and conditional sentence type 1 1, Teaching aids: - posters, tape.. Procedures::

Planning date: January 12 th 2009

Period 37

Unit 6: the environment

Lesson 1 Getting started + Listen and read + L.focus 2

A Aim: By the end of the lesson, students will be able to know some vocabulary

about environment problems and conditional sentence type 1

1, Teaching aids: - posters, tape

2, Ways of teaching: - pair work, individual

B Procedures::

- Hang on the pictures on p.47

- Let Ss to look at them and ask them question:

What make our environment polluted?

- Elicit the words/ phrases from Ss through the pictures above and get them to repeat

- Ask them to match the words/ phrases to the pictures

- T’s correction

II Pre teach vocabulary:

Deforestation:(n) sự tàn phá rừng (explanation)Garbage dump:(n) đống rác (picture)

Dynamite fishing:(n) việc đáng bắt cá bằng thuốc nổ (picture)

Spraying pesticides:(n) việc phun thuốc diệt sâu bọ (picture)

Sewage: (n) nớc thải (translation)

Disappointed: (adj) thất vọng (explanation)

- Checking vocabulary: What and where

III Presentation:

- T uses the pictures above to elicit the environment cleaning activities that Ss often

do in their school/ neighborhood

Ex: - cleaning the schoolyard/ roads

- planting trees

- collecting the garbage

- Ask Ss read the text on p.47 to compare

IV Practice:

1 Matching:

- Ask Ss to read out the text

- Ask them to do Ex.1 on p.48

- Get Ss go to the board and match

- Check the answer with the whole class

1/ The speaker is Mr Brown

2/ They are voluteer conservationists

3/ They are on the beach

4/ They are going to clean the beach

5/ Ss’ answer

6/ Ss’ answer

- Modal sentence:

If they work hard, they will make the beach clean.

- T introduces the conditional sentence type 1

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

- Ask Ss to give an example

- Ex: If you work hard, you will pass the exam

- Language focus 2:

Adverb clause of reason ( as/ because/ since)

- Ask Ss to look at the pictures and combine two sentences in to one using as/

because/ since

* Ex: Ba is tired because he stayed up late watching TV

V Production:

Activities Mr Brown and the volunteer are going to do

- Hang on the poster on board

- Ask Ss to look at the table then complete them

- Work in groups

- Ask Ss to write on board

VI Homework: - Learn by heart vocabulary

- Do exercise 1 in workbook

- Prepare for “ Speak + L.F 4,5”

Planning date: January 15 th

2009

Period 38

Unit 6: the environment

Lesson 2 Speaking + L.focus 4,5

A Aim: By the end of the lesson, students will be able to persuade their

friends to protect the environment.

1, Teaching aids: - posters, tape

2, Ways of teaching: - pair work, individual

B Procedures::

- Ask Ss a question:

What do you do to protect the environment?

- Ss answer: + plant more trees

+ collect papers, bottles, bags to recycle

II Preteach vocabulary:

- energy (n) : n¨ng lîng (example)

- (to) wrap : bäc, bao bäc (mime)

- leaf (n) : l¸ (realia)

- (to) dissolve : ph¸ huû (translation)

- (to) prevent : ng¨n chÆn, phßng chèng (visuals)

- (to) avoid : tr¸nh (explanation)

- faucet (n) : vßi níc ( picture)

- Checking vocabulary: What and where

III Pre speaking:

* Hang the poster on board to present language functions of persuading somebody

to do something on p.49

- Let Ss to look at this then choose the expressions of persuading

- Why don’t you travel by bike?

- Let’s go to the beach

- I’d like you to come to class on time

- I think you should wear a uniform when going to school

- It would be better if you stay in bed for a few days

- Why don’t you put waste paper in to the dust bin?

- Have Ss open their books and look at the yellow part on p.49 to study

III While-speaking:

- Ask Ss to use cues in the pink box on p.49 to make up similar dialogue

- Ask Ss to work in pairs

- Ask 6 pairs to present in front of the class

- Ask Ss work in group of 6 Ss to answer these questions above

- One group goes to the board to present their ideas If the others have different ideas, they can persuade the group to agree with what they think

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 bags?

- How about cleaning and reusing them?

- Why not use paper bags instead of plastic bags?

* Language focus 4,5:

- Conditional sentence (Type 1)

* model sentence: If we use less paper, we can save trees in the forests

* Form: If + S + V(s,es) , S + will/ can … + V + V(bare) + … + V

- Ask Ss to do exercise at page 56

* Answer key: L.F 4: 1-e; 2-a; 3-c; 4-d; 5-b.

V Homework: - Learn new words

- Do exercise 2-3 (workbook)

- Prepare for “Listen + L.F 1-3”

Planning date: January 16 th 2009

Period 39

Unit 6: the environment

Lesson 3 Listening + L.focus 1,3

A Aim: By the end of the lesson, Ss will be able to listen to the report on how our ocean are polluted and complete the form given

1, Teaching aids: - posters, tape, pictures

2, Ways of teaching: - pair work, individual

B Procedures::

- Hang on the pictures on p.47 on board

- Let Ss to look at them then elecit

+ pullution: noise, air, land, water

+ water: lakes, streams, rivers, seas, oceans

- How is the ocean is polluted?

II Pre-listening:

* T/ F statements prediction:

1 People pump raw sewage directly into the sea

2 Every year, ships drop about 16 billion tons of garbage into the

sea

3 Oil spills from ships do not kill marine life

4 Factories let waste materials run into the rivers

5 Oil which is washed from the land does not pollute the ocean

- Hang on the poster on board

- Have Ss read the statements and guess which one is true or which one is false

- Write Ss’guess on board

III While-listening:

- Open tape (twice)

- Let Ss to listen to the tape then check

- Ask to share with their friends

- Open tape again

- Ss listen again and correct

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

2 Gap fill (with answer key)

- Get Ss to look at the table on p.50 – read and find suitable words to completethe table

- Run through

- Open tape

- Ss listen and fill in the table

- Ask Ss to compare with their partner

- Call Ss to go to the board to fill in the table

How the ocean is polluted

Firstly: Raw sewage is pumped directly into the sea

Secondly: Garbage droped in to the see

Thirdly: Oil spills come from ships at seaNext: Waste materials come from factoriesFinally: Oil is washed from the land

* Language focus 3: complete the dialogues Use the words in blankets

V Homework:

- Do exercise: 4 (workbook)

- Prepare for “Read.”

Planning date: January 16th 2009

Period 40

Unit 6: the environment

Lesson 4 Reading

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

a poem about the environment

1, Teaching aids: - text book, posters,

2, Ways of teaching: - pair work, individual

B Procedures::

- Ask Ss some questions?

Do you like poetry?

cars ships land

ocean pollution

people

Have you ever written a poem in English?

What was it about?

Was it about environment?

II Preteach vocabulary:

treasure (n) : kho báu (example)

stream (n) : suối, dòng nớc (visuals)

junk yard (n) : bãi phế thải (explanation)

foam (n): bọt (picture)

mass (n) khối, đống (traslation)

(to) minimize : làm giảm thiểu (translation)

-Checking vocabulary: Rub out and Remember

III, Pre reading:

- Pre-questions

- Have Ss to work in pairs to guess to answer the following questions:

How many peole are there?

Who are the people in the poem?

Where are they?

What’s the poem about?

- Ask Ss to work in pairs to guess the answer

IV While-reading:

- Let Ss read the poem on p.51

- Ask Ss to read out the poem and check their prediction

- Let Ss look at this then match each word in column A to an approriate explanation in column B

- Run through

- Ask Ss to go to the board and match - Correct mistakes and read

1/ junk-yard 2/ end up 3/ treasure 4/ foam 5/ stream 6/ hedge 7/ folk

a/ a row of things forming a fence b/ people

c/ a piece of land full of rubbishd/ a flow of water

e/ mass of bubbles of air or gasf/ valuable or precious thingsg/ reach a state of

a/ Who does the mother think pollute the environment?

b/ According to the mother, what will happen if the pollution goes on?

c/ What will happen to the boy if he keeps on asking his mother such

questions?

d/ Do you think the boy’s question (line 9-10) is silly? Why (not?)

e/ What does the poet want us to learn about keeping the environment un

polluted?

f/ Is this poem interesting?

IV Post-reading:

* Dicussion:

a/ Do you like the mummy in the poem?

b/ What could you do in your school/ house to minimize pollution?

c/ Should we keep the environment in our school clean?

- Work in group of 6 - Ask them write their answer on a poster

- Call each group stick their poster on board

- Class check and correction

V Homework: - Learn by heart vocabulary

- Do exercise 4,5 (workbook)

- Prepare for Write.

Planning date: Febraury 12th 2009

Period 41

Unit 6: the environment

Lesson 5 Writing

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

1, Teaching aids: - text book, posters,

2, Ways of teaching: - pair work, individual

B Procedures::

II Vocabulary:

- complication (n) : điều phàn nàn (translation)

- resolution (n) : giải quyết vấn đề (explanation)

- (to) prohibit: ngăn cản, ngăn cấm (situation)

- (to) complain: phàn nàn (mime)

- (to) float: trôi, nổi bồng bềnh (picture)

- Checking vocabulary: Slap the board

III Pre writing :

- Give Ss some questions:

 Have you ever written a letter to head of a company?

 What do you often write on the top of the letter?

 What do you often write at the end of the letter?

 How many sections does the complaint letter have?

- Ask Ss to look at violet box on p.52

- Explain to Ss a complaint letter has five sections:

1 Situation: states the reason for writing

2 Complication: mentions the problem

3 Resolution: make a suggestion

4 Action: talks about future action

5 Politeness: ends the letter politely

- Get Ss to read the letter on p.52 then order the letter following five sections above

* Answer key:

a/ Ordering the letter:

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

C: When the trucks of your company have a short break on the streets aroud

my house

R: I would suggest that your company should tell your drivers to clear up all

the trash

A: I look forward to hearing from you and seeing good response from your company P: Faithfully,

- Ask sts to answer- correct mistakes

IV While-writing:

- Ask Ss some questions to make sure the Ss know what they have to write

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

- They begin to catch fish

 What make you worried?

- They use electricity to catch fish

 To whom do you write the letter to?

- We write to the head of the local authorities

 What suggestion do you want to make?

- We suggest the local authorities should prohibit and fine heavily

anyone using electricity

 Any future plan you want to make?

- We look forward to seeing the protection of environment from the

local authorities

- Ask Ss to write the letter individually following five sections above

- Ask Ss to share with their friends

- Ask Ss to present their letter in front of the class

- Ask Ss to liten and find mistakes (if there is one)

b/ Suggested letter

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 they use electricity to catch fish After a short time, theyleave the lake, a lot of small fish die and float on the water surface Other animalssuch as frogs, toads, and even birds have also die from electric shock waves

I would suggest the local authorities should prohibit and punish heavily anyone usingthis way of catching fish

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

Sincerely,

V Homework: - Learn by heart vocabulary.

- Complete the writing

- Prepare for Unit 11: Getting started –

Listen and read.

Unit 6: the environment

Period 6/42: Language focus

A Aim: By the end of the lesson, students will be able to use structures:

- Adjectives + that clause

- Conditional sentence type 1; “adjectives and adverbs, adverb clause ofreason (as, because, since) to do exercises

 Teaching aids: - posters.

(a) (b) (c) (d) (e)

Instruction: - Prepare 10 cards with numbers on one side and the adjectives (5 cards),

adverbs (5 cards) on the other side

- Make sure the adjectives and adverbs are mixed up Stick the cards on the board sosts can only see the number Dvide class into two teams and ask them to choose twonumbers

- Turn the cards over and see if they match -Ex: happy-> happily, give them onemark If not, turn the cards over again and ask the next team to choose nunbers.Continue untill all cards are finished

II Revision:

1 Advreb clause of reason with: “since, because, as”

- Hang on the picture on p.54 and let sts to look at this and ask?

 How does he feel? - He is tired

 Why? - Because he stayed up late last night

- Write sentence on board: He is tired because he stayed up late last night

- Explain sts the function of because and other words for because: “since, as”

2 Adjective + that clause:

- T’instruction: I’m pleased that you are working hard

- Let sts to look at the sentence then give the form (T explains the function if

necessary)

* Form: S + be + adjective + that clause.

3 Conditional type 1:

- Give an example: If we pollute the water, we will have no fresh water to use

- Let sts to look at the sentence above then give the form

* Form: If + S + V(present), S + will + V(bare).

- Hang on the pictures on p.54 on board and ask sts to look at them

- Run through all the pictures

- Ask them join the pairs of sentences together using adverb clause of reason: “ because, as, since”

- Work individually

- Ask them to share with their friends

- Ask them to go to the board and write down their answers

3 Exercise 3: p.55.

- Get sts to look at exercise 3 on p.55 then use structure: Adj + that clause with words

in the brackets to complete the dialogue

- Pair work

- Ask sts to answer and correct

4 Exercise 4:p.56

- Hang on the poster about exercise 4 on board

- Ask sts to look at them then match each half-sentence in column A with a suitable one in column B

- Ask sts to go to the board and match and correct

5 Exercise 5: p.56.

- Have sts to look at the book at Ex.5 on p.56

- Ask them to comple the sentences using the words in brackets with conditional type1

- Model: If we go on littering, the environment will become seriously polluted

- Ask them to compare with their friends

- Call sts to write on board and correct mistakes

e/ If we keep our environment clean, we will live a happier and healthier life

I Complete the sentence Using adverbs in the box:

weekly well carefully hurriedly extremely

1 Tom is a careful student He learns

2 Jana is a good cook she can cook

-3 The lesson is - important

4 Would you like to read this - newspapers?

5 The man - walked to the station

II Make sentences from the words and phrases provided:

1 If/ homework/ not be / long and difficult/ I/ finish/ on time

1 If the homework isn’t long and difficult, I will finish on time.

2 We can not go for a walk because it rains heavily

3 His parents are happy as he gets a good job

4 If I win this competition, I will give the award to the unlucky people

Period 42

Unit 7: Saving energy

lesson 1 : Getting started + Listen and read + Language focus 2

A Aim: By the end of the lesson, students will be able to understand the contend

of the dialogue about the ways to save energy

1, Teaching aids: - posters, pictures, tape

2, ways of working : - pair work, group work

B procedures:

I Warm up: - Greetings

* Chatting:

- Hang on the picture on p.57 on board

- Get Ss to look at this and ask the questions

? What room is it?

? Is there anybody in the room?

? Is the TV on?

? Are the lights on?

? How about the water?

? What can/ should we do to save energy?

- Ask Ss to look at the picture then discuss with their friends to make a list of things the family could do to save energy

II Pre teach vocabulary:

- enormous (adj): khổng lồ, to lớn (synonym)

- plumber (n): thợ sửa chữa đờng nớc (example)

- crack (n): vết nứt, gãy (visuals)

- faucet (n): vòi nớc (realia)

- pipe (n): ống nớc (visuals)

- (to) drip: nhỏ giọt, rỉ nớc (picture)

- Checking vocabulary: Slap the board

2 T/ F statements prediction:

- Give Ss a situation: Mrs Ha is talking to his neighbor, Mrs.Mi and Mrs Mi looks very worried

- Ask Ss guess about conversation between them

- Hang on the poster on board

- Let Ss to look at this and predict which statements are true or which statements are false.

- Write Ss’ guess on the board

1 Mrs.Ha is worried about her water bill

2 Mrs.Mi give Mrs.Ha advice on how to save water

3 Mrs.Ha has checked the pipes in her house and found no cracks

4 A plumber is a person who repairs electric appliances

5 Mr Robinson suggests taking showers because they can save water

III Reading:

- Ask Ss to read the text

- Checking Ss’prediction:

- Ask Ss read the dialogue on p 57 in pairs to check their predictions

- Open tape - Ss litten

- Have Ss correct false statements

* Answerkey:

1, 2, 5: T

3 F: Mrs Ha has checked the pipes in her house

4 F: A plumber is a person who repairs water pipes

* Comprehension questions: ( Lucky numbers)

- Explain Ss how to play this game - Devide class in to two teams

? When do you get a mark? - Answer correctly a question

? When don’t you have to answer? - Get a lucky number

* Questions:

a/ Who is talking to Mrs Mi?

b/ Why is Mrs Ha worried?

c/ How much money does Mrs Ha pay for her water bill?

d/ What does Mrs.Mi advice Mrs.Ha to do?

e/ How much water can be wasted a month by a dripping faucet?

f/ Who can help Mrs Ha to find a crack in the pipes?

IV Production:

* Language focus 2( P 63)

- Ask Ss to complete the sentences Use the right tense form of the phrasal verbs in

the box and the pictures

* Answer key: a, Look after b, Go on c, turn on d, Look for e, turn off

V Homework: - Learn new words

Unit 7: Saving energy

lesson 2 : Speaking + Language focus 3

A Aim: By the end of the lesson, students will be able to make and respond to

suggestions

1, Teaching aids: - posters, pictures

2, ways of working : - pair work, group work

- Divide class into two groups

- Put away the posters and ask sts to go to the board and write the names of the

activities they’ve just seen from memory The group having the most right English words is the winner

II Pre-speaking:

- Review the different ways of making suggestion

- Using picture A to set an example of making suggestion:

+ I think we should turn off the faucet

+ I suggest fixing the faucet

- Ask Ss to give out different ways of making suggestion

How about + V-ing ?

What about + V-ing ?

- Have Ss to look at the pictures at Ex.3(a) on p.59

- Run through all the pictures

- Ask them to look at the pictures the make suggestions and responses using the formabove

B I think we should turn off the gas cooker

I suggest turning off the gas cooker

C I think we should turn off the electric fan

I suggest turning off the electric fan

D I think we should turn off the TV

I suggest turning off the TV

E I think we should turn off the light

I suggest turning off the light

G I think we should go by bike instead of motorbike

I suggest going by bike instead of motorbike

IV Post-speaking:

* Language focus 3 (P 64):

- Remind Ss that after “suggest” we can use “that clause”

- Devide class into two groups A and B

- Group A discuss the topic in 3(a) on p.59: “What do you do to help the poor in the

neighborhood of your school?” using stucture: suggest + V-ing.

- Group B discuss the topic in 3(b) on p.59: “Giving suggestions that help your friend

to improve his/ her English” using the stucture: suggest + that clause.

- Model: ? What do you do to help the poor in the neighborhood of your school?”

+ Collect some money

+ Collect unused clothes

+ Organized a show to raise money

- Ask a volunteer from each group to show their ideas before class

- Give feedback

IV Homework: - learn by heart the way to make suggestion

- Prepare for Listen.

1, Teaching aids: - posters, pictures

2, ways of working : - pair work, group work

B procedures:

I Warm up: - Greetings

II Preteach vocabulary

- solar (adj): thuộc về mặt trời (explanation)

- solar panel (n): tấm kim loại để tiếp nhận năng lợng mặt trời (picture)

- nuclear power (n): năng lợng hạt nhân (translation)

- (to) install: lắp đặt, cài đặt (translation)

- Checking vocabulary: What and where

III Pre- listening:

* T/ F 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 can’t 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

- Hang on the poste on board

- Ask Ss look at this and read then guess which one is true or which one is false.

- Write Ss’guess on board

IV While-listening:

- Ask Ss to listen to the tape (twice)

- Ss listen again and check their prediction

- Get Ss to correct the false statements

5: F: They will be heated by solar energy in 2015

( tape transcript is in the teacher’s book)

- Gap fill:

- Ask Ss to look at (b) on p.60

- Ask them to listen to the tape again and fill in each blank with one word you hear

- Let them listen to the tape then check

- Ask Ss to share with their friends

- Call Ss go to the board to fill in the gaps

- Work in groups then answer the questions

? What kinds of energy can be used nowadays?

? What is solar energy?

? Can we use solar energy on rainy/ cloudy days?

? Do you want to use solar energy? Why?

- Ask Ss to answer and correct

V Homework: - Learn by heart vocabulary.

- Do exerxice 2-3

- Prepare for Read.

Planning date: Febraury 26 th 2009

Period 45

Unit 7: Saving energy

lesson 4 : Reading + Language focus 1

A Aim: By the end of the lesson, Ss will be able to kow more how

North American and European countries save money and natural

resources

1, Teaching aids: - posters

2, ways of working : - pair work, group work

B procedures:

I Warm up: - Greetings

- Ask sts some questions:

? How much is your family’s gas bill?

? What should we do to save energy?

II Pre-reading:

1 Vocabulary:

- luxurious (adj): lộng lẫy, sang trọng (explanation)

- efficiency (ạd): hiệu suất cao, hiệu quả (translation)

- consumer (n): ngời tiêu dùng (synonym)

- category (n): loại, hạng (situation)

- household: hộ gia đình (translation)

- Checking vocabulary: What and where

2 Pre-questions:

- Give Ss some questions:

? Do people in Western countries think electricity, gas and water are luxury?

? Do they want to save electricity?

? What do they do to spend less on lighting?

- Ss discuss with their friends then predict

III While-reading:

1 Checking Ss’ prediction:

- Get Ss read the text on p.60-61 then check their predictions

- Ask Ss to read out

2 Main idea of the text:

- Ask them to look at (a)

North American and Europeancountries are instead in saving money

and natural resources.

3 Lucky numbers:

- Explain Ss how to play this game - Devide class into two teams

? When do you get a mark? - Answer correctly a question

? When don’t you have to answer? - Get a lucky number

* Questions:

a/ What are Western consumers interested in?

b/ Lucky and number

c/ What can we do to spend less on lighting?

d/ Lucky and number

e/ Mrs.Jones uses only two ordinary bulbs and she pays US$8 for lighting How much will she pay if she uses two energy-saving bulbs instead?

f/ What is the purpose of the labeling scheme?

1(g) 2(h) 3(c) 4(d)5(a) 6(e) 7(f) 8(b)

g/ why should we save energy?

h/ Lucky and number

- Get Ss work in groups to answer question:

? What do you do to save electricity at home?

- Ask each group to give own idea

* Language focus 1 P.62-63

- Ask Ss to give out the connectives that they have learnt

Ex: and, or, therefore, however, because, but … + V

- Ask Ss to use the connectives to fill in the gaps to complete the sentences

V Homework: - Learn new words

- Prepare for Write.

1, Teaching aids: - posters

2, ways of working : - group work

B procedures:

I Warm up: Greetings

-Ask Ss some questions:

? What’s a speech?

? How many parts are there in a speech?

? What are they?

II Pre-writing:

* Matching:

- Hang on the poster on board

- Ask Ss look at this then match each part of speech in column A to a suitable

function in column B

Part of speech Function

1 Introduction a/ summing up what you have said

b/ getting people’s attention and telling them what you are going to talk about

c/ giving details in easy-to-understand language

2 Body

3 Conclusion

- Ask Ss go to the board to match and correct

- Explain Ss a speech usually has three parts: Introduction, Body, Conclusion

* Answer key: 1,b 2,c 3,a

III While-writing:

1 Ordering:

- Have Ss look at the book on p.61-62

- Run through

- Ask them to put the sections in (b) on p.61-62 in the correct order to form a speech

- Call Ss read out and correct

* Answer key: 3 – 2 – 1

2 Writing speeches-Exhibition:

- T presents three topics of writing (exercise c)

- Elicit from Ss following topics

- Devide class into three groups

- Ask each group to a speech about one of these topics

Group 1: Reduce garbage

Group 2: Reusing paper

Group 3: Saving energy in the kitchen

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

- Collecting plastic bags

- Not keeping 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 cleaner

IV Post-writing:

- Have a volunteer from each group present his/ her group’s speech before class

- Correct their mistakes

- Give feedback

V Homework: - Prepare for Language focus.

Planning date: 26/02/2007

Teaching date: 27/02/2007

Unit 7: Saving energy

Period 6/48: Language focus

A Aim: By the end of the lesson, students will be able to revise structures making suggestions and connectives and know some more phrasal verbs vocabulary

 Teaching aids: - posters

- Get sts go to the board and write down

- Explain: therefore, however

- Ex: He is only 17 years old and therefore not eligible to vote

- Hang on the poster on board

- Ask sts look at this and match

- Ask sts go to the board to match and correct

2 Making suggestion:

- Give examples:

- He suggests that I should save energy = He suggests saving energy

- Ask sts look at sentences above then give the form

Form: S + suggest + V-ing

S + suggest + (that) + S + should + V(bare)

Use: To make suggestion

III Practice:

* Activity one: p.62-63

- Ask sts look at exercise on p.62-63

- Let them complete the sentences using the correct connectives

- Work individually

- Call sts answer and correct

connectives

* Activity two: p.63

- Hang on the pictures on p.63 on board and ask them look at pictures

- Rub through all words in the box

- Have sts use the right tense form of the phrasal verbs in the box and pictures to complete the sentences

- Ask them share with their friends

- Get sts go to the board to write their answers

* Activity three: p.64

- Let sts look at exercise 3 on p.64

- Ask sts read the situations at ex.3 then make suggestions

Planning date: Febraury 27th 2009 Period 47: Test 45’

A Aim: - Check students’ knowledge.

B Topic:

I Choose the best answer to complete the following sentences:

1 What will happen if the pollution - on? (put/ goes/ takes/ keeps)

2 Mrs Nga forgot to - the faucet when she left for work (turn off/ turn on/ turn into/ turn up)

3 What about - for a ride? (to go/ go/ going / have gone)

4 She is a - girl (beauty/ beautiful / beautifuly/ beautifully)

5 She feels tired and sleepy - she stayed up late last night (so/ because/ but/ and)

II Read the paragraph carefully Answer the questions:

Last Sunday, Nam went on exercusion to Oxford He got up early and took abus, so he arrive there on time In the morning, he visited the National Gallery, BigBen and the Hyde Park In the afternoon, he bought a dictionary and a small disewith the words “Oxford University” He met some English students in the bookshop

He was happy to practice speaking English with many foreigners Although he felt abit tired, he had a nice day

 Question:

1 Where did Nam go last Sunday?

2 How did he go there?

3 What did he visit?

4 Where did he meet some English students?

5 What did he do with some foreigners?

III You are going to have a speech about how to save energy Use these jumbled sets of suggested words to make a speech including three parts: Introduction, Body, Conclusion.

1 I/ be/go/ tell/ you/ how / save/ energy/ protect/ environment

2 Most/ us/ use/ energy

3 You/ reduce/ amout/ by

4 Reduce garbage/ reuse paper/ save water

5 If/you/ follow/ simple rules/ not only you/save/ energy/protect/ environment

Good morning, ladiesandgentlement.Mynameis

… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V

II/ 3 points: (right 1 = 0,6 m)

1 Nam went on exercusion to Oxford

2 He went there by bus

3 He visited the National Gallery, Big Ben and the Hyde Park

4 He met some English students in the bookshop

5 He practice speaking English with many foreigners

III/ 4 points:(right 1 = 0,8 m)

1 I am going to tell you how to save energy to protect environment

2 Most of us use too much energy

3 You can reduce this amout by:

4 Reducing garbage, reusing paper and saving water

5 If you follow these simple rules, not only will you save energy but als protect the environment

IV/ Homework: Prepare for Unit 12: A1-2

I Choose the best answer to complete the following sentences:

1, What will happen if the pollution - on? (put/ goes/ takes/ keeps)

2, Mrs Nga forgot to - the faucet when she left for work (turn off/ turn on/ turn into/ turn up)

3, What about - for a ride? (to go/ go/ going / have gone)

4, She is a - girl (beauty/ beautiful / beautifuly/ beautifully)

5, She feels tired and sleepy -she stayed up late last night (so/ because/ but/ and)

II Read the paragraph carefully and answer the questions:

Last Sunday, Nam went on exercusion to Oxford He got up early and took abus, so he arrived there on time In the morning, he visited the National Gallery, BigBen and the Hyde Park In the afternoon, he bought a dictionary and a small disewith the words “Oxford University” He met some English students in the bookshop

He was happy to practice speaking English with many foreigners Although he felt abit tired, he had a nice day

1 I/ be/ go/ tell/ you/ how / save/ energy/ protect/ environment.

2 Most/ us/ use/ energy

3 You/ reduce/ amout/ by

4 Reduce garbage/ reuse paper/ save water

5 If/you/ follow/ simple rules/ not only you/save/ energy/protect/ environment

Good morning, ladies and gentlemen Myname is

… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V… + V

I Underline the best answer to complete the sentences:

1 Nam - to visit his old teacher yesterday evening (went / go / has gone / is going)

2 Hue will have temperatures - 230C and 270C (at / between / in / with)

3 If he works hard, he - the exam (pass / will pass / passed / is going to pass)

4 I can’t hear what you are saying Can the radio? (turn on/ turn off/ turn up/ turn over)

5 They - English for 10 years (studied / were studying/ have studied / have study)

II Read the paragraph carefully Answer the questions:

My village is about 50 kilometers from the city centre It is a very beaytifuland peaceful place where people grow flowers and vegetables only It’s very famousfor its pretty roses and picturesque scenes The air is quite fresh, however, the smell

of roses makes people feel cool In spring, my village looks like a carpet with plenty

of colors Tourists come to visit it so often Nowadays, with electricity, it doesn’ttake the villagers much time to water the roses And even at night, people can walkalong the path and enjoy the fresh smell of the flowers

 Questions:

1 How far is it from your village to the city centre?

2 What is your village famous for?

3 How is your village?

4 What is the most enjoyable thing in your village?

5 Is your village beautiful and noisy?

III You are going to have a speech about how to save energy Use these jumbled sets of suggested words to make a speech including three parts: Introduction, Body, Conclusion.

1 I/ be/ go/ tell/ you/ how / save/ energy/ in/ your house

2 You/ do/ this/ by/ can

3 Using/ energy/ saving/ bulbs

4 Using/ energy/ solar

5 If/ you/ follow/ simple rules/ not only you/save/ energy/protect/ environment

Good morning, ladies and gentlement My name is

Planning date: Febraury 26th 2009

Period 48

Unit 8: celebrations

lesson 1 : Getting started - listen and read + language focus 3-4

A Aim: By the end of the lesson, Ss will be able to know more about

the popular celebrations in the world

1, Teaching aids: - posters, pictures, tape

2, ways of working : - group work

B procedures:

I Warm up: - Greetings

* Matching:

- T uses the pictures on p 65 to ask Ss to look at them and ask Ss a question:

? What celerbrations are they?

- Run through the pictures and the names of the celebrations

- Get Ss match the names of the celebrations with suitable pictures

- Ask Ss to go to the board and match - Correct mistakes

* Answerkey:

1/ Easter 3/ Birthday 5/ Mid-Fall Festival

2/ Weeding 4/ Christmas 6/ Lunar New Year

II Pre teach vocabulary:

- sticky rice cake (n): b¸nh chng (visuals)

- passover (n): lÔ qu¸ h¶i (translation)

- parade (n): cuéc diÔu hµnh (explanation)

- joyful (adj) : vui vÎ, hµi híc (synonym)

- (to) occur: xÈy ra (synonym)

- Checking vocabulary: What and where

2 Open prediction: Tet

? Tell me the celebrations of Vietnam or

of the world?

? What day is Lunar New Year?

? What do you do on that day?

? When does the Lunar New Year occur?

? which food do you have on that day?

III Listen and read:

- Ask Ss to listen to the text ( twice)

- Ask Ss to read the text – read outloud

* Grids ( with answer key)

- Hang the poster on board - Ask Ss look at this

- Have Ss read the text on p.65-66 then fill in the grids

- Work individually

- Ask them to share with their friends

- Let Ss go to the board to fill in the grids - Correct mistakes

Tet In late January

or earlyFebruary

cleaning anddecoratinghomes, wearingnew clothes and

Sticky rice food Vietnamcelebrations of

Vietnam or the world

enjoying specialfood Passover In late March or

early April Eating special meal Special meal called Seder Israel Easter Around the

same time as Passover

Watching colorful parades

Chocolate, sugar, eggs

In many countries

- Target language:

* Tet is the festival which occur in the late January

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

- Ask Ss look at the sentences then translate in Vietnamese

- Explain Ss:“Which” and “Who” => This is relative pronoun

- Ask Ss to give some examples

- language focus 3 : Adverb clauses of cocression

* Even though/ though: MÆc dï, cho dï

- Ask Ss to join the sentences Use the words in brackets

- language focus 4: Ask Ss to look at the pictures to complete the sentences Use the

correct tense of the verbs and the information

V Homework: - Learn by heart vocabuary.

1, Teaching aids: - posters, pictures

2, ways of working : - group work

B procedures:

I Warm up: - Greetings

- Hang on the picture (a) on p.66 on board

- Let Ss look at this then ask them to talk about that picture and their feelings

- Have Ss give complement and respond to after looking at that picture.

II Pre teach vocabulary:

- active (adj): tích cực, năng động (situation)

- activist (n): ngời hoạt động (translation)

- (to) nominate : ghi danh, mệnh danh (explanation)

- charity (n): lòng từ thiện, hội từ thiện (explanation)

- Checking vocabulary: Rub out and Remember

III Pre-speaking:

* Ask Ss to look at picture (a) again and answer the questions:

What does Trang say?

What does Trang respond?

Mai: Well done, Trang

Trang: Thanks

- Ask Ss to tell how to give and respond to compliment

- Hang on a poster on board

- Well done

- That’s a great/ an excellent

- Let me congratulation you on

- Thanks

- It’s nice of you to say so

- That’s very kind of you

IV While-speaking:

* Pictures Drill:

- Ask Ss to look at the pictures on p.67

- Run through all the pictures and situations

- Get Ss work in pairs to give compliment after reading the situations (b, c, d) use the form above

- Ask three pairs to read out

- T corrects mistakes

* Answerkey:

* Pictures Drill:

b/ Mother: Well done, Huyen

Huyen: Thanks, Mom

c/ Friend: Congratulations on your nomination, Tuan

Tuan: It’s nice of you to say so

d/ You: That’s an excellent drawing, Hoa

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

V Post-speaking:

* Roleplay:

- Devide class into two groups

- Let Ss work in groups to think of situations which they can give and respond to compliments

- Ask each group give the situation, other group make up the dialogues step by step

- Give good marks for each group if they do well

VI Homework: - Prepare for Listen

- Learn new words

Planning date: March 18th 2009

Period 50 tr¶ bµi kiÓm tra

A Aim: By the end of the lesson, Ss will be able to revise the kowledge they have learnt and know the way to do a test, correct the mistakes they have made and take note

B Procedures:

1 Warm up: - Greetings

- Chatting.

2 Presentation:

- Share the test papers

- Ask Ss to look at their tests again

- T remarks generally the tests Ss have done

- Showing the mistakes they have made

- Ask Ss to correct and take note

- T shows the answer keys

1 Nam went on exercusion to Oxford

2 He went there by bus

3 He visited the National Gallery, Big Ben and the Hyde Park

4 He met some English students in the bookshop

5 He practice speaking English with many foreigners

III/

1 I am going to tell you how to save energy to protect environment

2 Most of us use too much energy.

3 You can reduce this amout by:

4 Reducing garbage, reusing paper and saving water

5 If you follow these simple rules, not only will you save energy but also

protect the environment

3 Homework: - Do the test again at home and remember

the way to do a test.

- Prepare for “ Listening”

Planning date: March 18 th 2009