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1. UNIT 6: THE ENVIRONMENT
I. Aim
Helping students:
- to ask for and give reasons.
- to persuade somebody to do something
- to complete a questionnaire
- to write a letter of complaint.
II. Language focus:
1. Adverbs clauses of reason
2. Adjective + that clause
3. Conditional sentences type 1.
III. Vocabulary:
Verbs: Objectivities: Nouns:
(to) cover disappointed deforestations garbage
(to) minimize polluted dump hedge
(to) persuade unpolluted dynamite junkyard
(to) prevent environment mass
(to) provide fence pesticide
(to) reduce flow rock
(to) spray fly row
(to) wrap foam sewage
(to) pollute fold trash
Pollution
V. Unit Allocation:
Lesson (1) Before you read. Reading about the work of a group of
1 (2) Listen and Read conservationists and listening for details to complete
(4) Listen. the notes.
Lesson (3) Speak Practice in persuading somebody doing something
2
Lesson Language Focus 1-3 Revision of some adjectives and adverbs and
3 practice in adjective + that clause
1

2. Lesson (5) Read Reading a poem for details about the environment.
4
Lesson (6) Write Practice in writing a letter of complaint.
5
Lesson Language Focus 2-5 Practice in Conditional sentences type 1 and adverb
6 clause of reason beginning with because, since, as
…
2

3. UNIT 6: THE ENVIRONMENT
Lesson 1: Section - Before you read (page 47)
Period 37: - Listen and read (page 47,
48)
Aim
Reading about the work of a group of conservationists and listening for
details to complete.
Objective
By the end of the lesson, students will know more about the environment
problems and the solutions.
Teaching aids
Text books, picture
PROCEDURE
Stage Steps/Activities Work
arrangemen
t
Warm-up * Brainstorming: T-whole
class
- Ask students to think of the environment problems in their
city.
- Get students to go to the board and write down their ideas.
Air pollution dirty street
Environmental problems
in our city
Pre- * Possible answers:
reading - The destruction of the forests. T-whole
class
- Rubbish/ garbage/ trash.
- smote from cars, motorbikes…
- smote from factories.
I. Pre-teach vocabulary:
- deforestation (n): söï taøn phaù röøng
(explanation: the destruction of the forests)
3

4. - garbage dump (n): ñoáng raùc
(picture)
- dynamite fishing (n): vieäc ñaùnh baét caù baèng thuoác T-whole
class
noå.
(picture)
- spraying pesticides (n): vieäc phun thuoác dieät saâu boï
(picture)
- Disappointed (by/about/at something) (adj): thaát voïng,
buoàn raàu.
(synonym)
- Sewage (n): nöôùc thaûi, nöôùc coáng
* Checking vocabulary: what and where
Write the words on the board, put one word on each circle.
Garbage
dump Spraying Individual
pesticides work
Disappoint
ed
Sewage
Deforestation
Dynamite
fishing
- Have students repeat the words in chorus, then rub out
word by word but leave the circle.
- Go on until all the words are rubble out.
- Point to each circle and ask students to repeat chorally the
Individual
English words.
work
- Ask students to go to the board and write the words again
in their correct circles.
While II. Matching Pair word
reading
- Ask students to look at the six pictures on page 47 in their
text books.
4

5. - Ask them to match the words in the box with the correct
picture.
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump Pair word
- Picture d: water pollution.
- Picture e: deforestation
- Picture f: dynamite fishing
III. Prediction:
- Ask students to keep the books closed.
* Set the scene: Mr. Brown is talking to some volunteer
conservationists. Guess the place where they are going to
work
- Give students 1 minute to guess
- Give feedback
- Ask students to open their books and read the text on page
Pair word
47-48
- Let students check their prediction
* Answer keys:
I. Matching
- Ask students to match the names in column a with the
activities in column B (exercise 2a on page 48)
- Ask them to read the text again and work in pairs to match.
Post * Answer key: Individual
reading Group 1: --------------------- f. walk along the shore work
Group 2: --------------------- e. check the sand
Group 3: --------------------- b. check among the rock
Mr. Jones: ------------------- a. collects all the bags and takes
them to the dump.
Mrs. Smith -------------- c. Provide the picnic lunch for
everyone.
5

6. Mr. Brown--------------- d. give out the bags
II. Comprehension questions
- Ask students to work in pair to answer the question on
page 48 (exercise 2b)
- Let students read the text again and answer the questions.
- Give feedback
* Questions and answer:
- Who is the speaker?
(The speaker is Mr. Brown)
- Who are the listeners?
(The listeners are (members of) the volunteer
conservationists)
- Where are they?
( They are on the beach)
- What are they going to do?
( They are going to lean the beach)
- What will they achieve if they work hard today?
( If they work hard today, they will make the beach clean
and beautiful again soon)
- Have you ever done anything similar? If yes, what did you
do?
Where did you do it?
(Yes, I have. We clean our school/the pair/street. We
collected the rubbish and take them to the garbage dump)
- If the pollution continues, what might happen?
(If the pollution continues, the environment around us won’t
be good and it will be harmful to our health, our life)
- Ask students to work in closed pairs.
* Listening:
- Ask students to complete the notes about the reasons why
ocean is polluted by listening to the tape.
- Let students listen twice/ three times.
6

7. - Give feedback.
* Answer keys:
1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea
3. Oil is washed from land.
* Tape transcript:
“Our ocean are becoming extremely pollution comes from
the land, which means it comes it comes from the land,
which means it comes from people. Fist, there is raw
sewage, which is pumped directly into sea. Many countries,
both development and developing, are guilty of doing this.
Secondly, ships drop about 6 million tons of garbage into the
sea each year. Thirdly, there are oil leaks from the vessel.
This not only pollutes the water, but it also kills marine life.
Next, there are waste materials from factories. Without
proper regulations, factory owners let the waste run directly
into the rivers, which then leads to the sea. And finally, oil is
washed from land. This can be dumping of waste.
UNIT 6: THE EMVIRONMENT
Lesson 2: Section: - Speak (page 49-50)
Periods 38:
Aim
Practice speaking (to persuade people to protect the environment)
Objective
By the end of the lesson, students will be able to persuade their friends to
protect environment
Teaching aids
Text books, posters, pictures.
PROCEDURE
Stage Steps/Activities Work
arrangemen
t
7

8. Warm-up * Jumble words: t-whole
class
- Divide the class into two team. Students from to teams go group work
to the board and write the correct words.
- The team which writes more correct words fists wins the
game.
1. uadepse = Persuade
2. beaargg = Garbage
3. roderpvo = Provide
t-whole
4. lupotilon = Pollution
class
5. duproce = Produce
6. paispoidednt = Disappointed
I. Pre-teach vocabulary
- Prevent (v): ngaên chaën, phoøng choáng (translation)
- Reduce (v): giaûm, laøm giaûm (example: last time, this
shirt cost) 50.000 dongs. Now it costs 30.000 dongs. What
Whole class
happens?)
- wrap (v): bao boïc (mine)
- fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture)
- leaf (n): --leaches (pl.) ngoïn laù (realia)
* Checking vocabulary:
- Put the new words all over the board, each word in a
circle.
Prevent Reduce
Leaf Faucet
Garbage
Wrap bin
Individual
- Call two students or two teams (6 students for each team) work
Pair work
to the from of the class. Ask them to stand at an equal
distance from the blackboard.
8

9. - Teacher calls out some of the new words on Vietnamese
in a loud voice; the two students must run forward and slap
the word on the blackboard. The one who slap the right
word first is the winner.
- Ask 2 more students to come forward, etc … until all the
Practice words are slapped.
II. Matching
Individual
- Ask students to complete the expressions in column A by work
using one of the lines in column B (page 49) then compare
with their partners.
- Have students match the lines in column B with an
expression in column A so that they have sentences of
persuasion
* Form :
I think you should
Won’t you Pair work
It would be better if you + INFINITIVE
Can I persuade you to
Why don’t you Open pairs
Why not
What / how about + V-ing
* Use: Express persuasion
III. Practice speaking
- Each student’s calls out one of their sentences unstill all
sentences are finished.
* Example:
S1: I think you should use banana leaves to wrap food.
S2: Won’t you use banana leaves to wrap food?
S3: Why don’t you turn off the lights before going to bed?
S4: It would be better if you go to school or go to work by
bike.
S5: Can I persuade you to check all the faucets before
9

10. going out?
Group work
S6: Why not put garbage bins around the school yard?
Productio S7: I think you should use public buses instead of
n
motorbike.
S8: What about using public buses instead of motorbike?
S9: ……………………
IV. Questionnaire
- Let students work in pair to answer to the questions in the T- whole
questionnaire. class
- Give feedback, teacher can write some possible answer
on the board so that weak students can follow.
- Ask students to practice asking and answering.
- Ask the whole class to work in pairs.
* Possible answer:
1. How can we save paper?
* I think you should recycle used paper, newspapers
* Why don’t you use banana leaves for wrapping?
* Won’t you write on both sides of plastic bags?
2. How can we use fever plastic bags?
* How about cleaning and reusing them?
* Why not use paper bags instead of plastic bags?
3. How can we reduce water pollution?
* It would be better if you don’t throw waster and garbage
into streams, lakes or rivers and even ocean.
4. How can we prevent littering?
* I think we should put garbage bins around the school
yard.
* Why don’t you throw all garbage in waster bins?
5. How can we reduce air pollution?
* Can I persuade you to go to school by bike?
* Why not use private vehicles less?
6. How can we reduce the amount of garbage we produce?
10

11. * Won’t you try to reuse and recycle things?
* Exhibition:
- Divide the class into 4 groups, each group has a
secretary. Ask them to discuss the question: “What you do
to protect the environment”.
- The students in groups have opinions, the secretary writes
down.
- Gets students to use the ideas in exercise 3a, b.
- After finishing, the students stick the 4 posters on the wall.
They can go around the class and read 4 posters.
- Give feedback.
UNIT 6: THE ENVIRONMENT
Lesson 3: section: - Read (page 50)
Period 39:
Aim
Reading a poem about the environment.
Objective
By the end of the lesson, students will be to understand a poem about the
environment
Teaching
Text book, poster, picture.
PROCEDURE
Stage Steps/Activities Work
arrangemen
t
Warm up * Chatting: T-whole
class
- Ask students some questions 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?
Pre- + Have you ever read an English poem? Do you understand
11

12. reading it? Do you like it? T-whole
I. Pre-teach vocabulary class
- Junk yard (n): baõi pheá thaûi
(explanation: a place where people store wastes)
- treasure (n): kho baùu (translation)
- Hedge (n): haøng raøo (visual)
- nonsense (n): ñieàu voâ nghóa, daïi doät (translation)
- Foam (n): boït (picture)
* Checking vocabulary: Rub out and Remember
- Get students to copy the work in their books.
- Ask students to repeat the words chorally.
- Rub out the words one at a time. Each time you rub out an Pair work
English word, point to the Vietnamese translation and ask
“what’s this in English?” (the whole class answer chorally)
- When all the English words are rubbed out, go through the
Vietnamese list and get students to call out the English
equivalent.
- If there’s time; get students to come to the board and write
the English words again. Pair work
While II. Pre questions
reading
- Give students two questions and ask them to answer
before reading the poem.
* Set the scene:
Two people are going on the picnic. They are talking about
the pollution. Individual
Question: work
a) Who are the people in the poem?
b) Where are they?
- Have students work impairs to guess the answers.
- Give feeback
I. Reading and checking:
- Have students read the poem and check their answers.
12

13. * Answer key:
a) The mother and her son. Pair work
b) They are in the park/woods
- Ask students to practice asking and answering the
questions in pairs.
II. Matching
- Have students practice guessing the meaning if the words
by matching each word in column A with an appropriate
explanation in column B.
A B
1. junk yard a. a row of things forming a fence.
2. end up b. people
3. treasure c. a piece of land full of rubbish.
4. foam d. a flow of water
5. stream e. mass of bubbles of air gas
6. hedge f. valuable or precious things
7. folk g. reaches of state of. *
Post Group work
reading Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b
III. Comprehension questions
Home - Show 5 questions (from 1-5) on page 51.
work - Get students to work in pairs to answer the questions.
* Answer key:
1. According to the mother, what will happen of the pollution
goes on?
- If the pollution goes on, the world will end up like a second
hand junk yard.
2. Who does the mother think pollute the environment?
- The mother thinks other folk pollute (are responsible for the
pollution of) the environment but not her or her son.
3. What will happen to the boy if he keeps on asking his
mother such questions?
13

14. - His mother will talk him home right away
4. Do you think the boy’s question is silly (line 9-10)? Why
not?
- No. Because he is right; if he throws the bottles that will be
polluting the woods.
5. What does the poet want us to learn about keeping the
environment unpolluted?
- The poet wants us to learn that everyone is responsible for
keeping the environment from pollution.
* Discussion:
- Divide the class into four groups
- Have students discuss the question:
“What could you do in your house to minimize pollution?”
- Ask students to write 5 things that they have to do to keep
the environment unpolluted.
UNIT 6: THE ENVIRONMENT
Lesson 4: section: - Write (page 52-53)
Period 40:
Aim
Writing a letter of complaint.
Objective
By the end of the lesson, students will be able to write a complaint letter.
Teaching
Text book, posters, picture.
PROCEDURE
Stage Steps/Activities Work
arrangemen
t
Warm up * Categories: T- whole
class
- Ask students to find out the verbs beginning with the letter
that teacher gives.
- Divide the class into groups.
14

15. - Give four, five letters at the same time, students are to
find out four/five verbs beginning with four/five letters given.
- The team which finish first gets one mark
Example:
T a b c d
Writes:
S add borrow cut drive
Writes:
T s t u v
Writes:
Pre S study talk use value T-whole
writing class
Writes:
T m n o p
Writes:
S meet nod open put
Writes:
1. Pre-teach vocabulary
- complain (v): phaøn naøn (translation)
complain (n)
complication (n): ñieàu gaây raéc roái
- resolution (n): söï quyeát taâm (translation)
- float (v): troâi, noåi boàng beành (picture) Pair work
- prohibit (v): ngaên caûn, ngaên caám ( translation)
* Checking vocabulary: rub out and Remember
- Get students to copy the words in their books and then
ask them to close their books.
Rub out the new words one at a time. Each time you rub
out the word in English, point to the Vietnamese translation
and ask “What’s this in English?” When all the English
words are rubble out, go thought the Vietnamese list and
get students to call out the English words. (If there’s time,
get students to come to the board and write the English
15

16. words again.)
2. Ordering Pair work
- Ask them to keep their books closed
- Provide students five section of a complaint letter (with
their definitions) in random order.
- Get them to put the sections in a correct order.
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 SCRAP
4-a
5-c
3. Reading and matching
- Have students read the letter on page 52
* Set the scene:
Mr. Nhat wrote a letter to the director of L & P Company in
Ho Chi Minh City. The five sections of the letter are not in
the right order. Label each section with the appropriate
While Individual
letter: S, C, R, A or P
writing work
- Ask students to work in pairs.
- - Give feedback: call on a student to read aloud the letter
(in the correct order). Teacher gives ideas if necessary.
* Answer key:
Dear Sir/Madam
Individual
work
16

17. R I would suggest your company to tell your drives
to clear up all the trash on the ground before
leaving.
S I am writing to you about the short stop of your
trucks around my house on their way to the North
A I look forward to hearing from you and seeing
good response from your company
C When the trucks of your company have a short
break on the streets around my house, the drives
Post have left lots of garbage on the ground after their
writing
refreshment. When the trucks leave the place, the
ground is covered with trash and few minutes later
there is smell and flies.
Homewor
k P Sincerely,
Tran Vu Nhat
- Let students read the production 6b on page 53.
- Ask some questions to make sure the students know what
there have to write.
* Questions:
a. What do people do in the lake behind your house these
days?
( They begin to catch fish)
b. What makes you worried?
( They use electricity to catch fish)
c. To whom do you write the letter to?
(We write to the head of the local authorities)
d. What suggestion do you want to make?
(We suggest the local authorities should prohibit and fine
heavily any one using electricity to catch fish).
e. Any future plant you want to make?
( We look forward to seeing the protection of environment
from the local authorities)
17

18. - Ask students to write the letter individually.
- Get students to share with their partners and correct if
possible
* Sample:
Dear Mr. President.
I am writing to you about the catching of fish of many
people in the lake behind my house.
I am very worried because they use electricity to catch fish.
After a short time, they leave the lake; a lot of small fish die
and float on the water surface.
I would suggest the local authorities should prohibit and fine
heavily anyone using this way of catching fish. I look
forward to hearing from you and seeing the protection of
environment from the local authorities.
Sincerely,
- Move around the class and help students
- Call on some students to read aloud their letter.
- Give feedback, correct some letters before the class. T
can write the mistakes (spelling; grammar…) on the board.
- Ask students to write their letter in their notebooks.
18

19. UNIT 6: THE ENVIROMENT
Lesson 6: LANGUAGE FOCUS
I. Objectives:
- By the end of the lesson, sts will be able to use adjectives and adverbs to make
sentences adjective + that clause
II. Language contents:
- Adjectives and adverbs
- Adverbs clauses of reason
- Adjective + that clause
- Conditional sentences type 1
III. Techniques:
- Role play
- Fill in the blanks
- Matching
IV. Teaching aids:
- Picture – student books
V. Procedures:
Steps Activities
Warm-up -Prepare twelve cards with numbers on one side and the adjectives (6
5’ cards), adverbs (6) on the other side.
- Make sure the adjectives are mixed up.
- Stick the cards on the board so students can only see the number.
- Divide the students into two teams and ask them to choose two
numbers.
- Turn the cards over and see if they match.
Eg: happy – happily, give them on mark. If not, tune the cards obvert
again and ask the next team to choose numbers.
- Continue until all the cards are finished.
Extreme Happy Sad Good Slow Sadly
Fast Slowly Well Fast Extremel happily
y
Presentation EXERCISE 1:
& Practice * From the result of the game, sts give the formation of adv of manner.
19

20. Adj + LY – Adverb of maner
35’
- T. asks sts to do the exercise (p 51-1) in groups.
- T gives the answer keys.
- T. asks sts to tell the positions of adj – adv
EXERCISE 2:
* Revision of adverb clauses of reason with because, since, as: Give
two sentences and ask students to combine them into one.
Example: a) Nam goes to school late.
b) He missed the bus
 Nam goes to school late because he missed.
* Ask students to use other words for BECAUSE
ANSWER: SINCE or AS
- Have students to language Focus 2 exercise on page 54-55
- Let students work in park and join the pair of sentences together
using, Because, Since or As.
- T: call on some students to read aloud their sentences.
- T: correct the sentences.
EXERCISE 3:
Set the scene to introduce the structure:
Adjective + that clause
Ba: Dad! I got mark 9 on my text
Father: That’s wonderful. I’m pleased that you are working hard.
 adjective + that clause
- T: Ask students to do the exercise 3 on page 55
- T: Let sts work in pair to complete the dialogues
- T: Give feedback
EXERCISE 4:
- Set the scene to introduce the structure of Con additional sentences
type 1.
- Write the statement on the board.
………………………we pollute the water, we ………………………have
no fresh……………to use.
20

21. - Ask students to complete the sentences by filling in each blank with
one suitable word.
If + main clause, subordinate clause
(Simple present tense) (will / infinitive)
* Matching:
- Have students do the Language Focus 4 exercise on page 56. They
have t match each half – sentence in column B.
- Ask students to work in pairs and find out five complete conditional
sentences.
EXERCISE 5:
Complete the sentences:
- Explain sts how to do the text
- Give them an example:
+ If the rice paddies are polluted, the rice plants will die.
- T: have students work in pairs and write the complete sentences in
their notebook.
- Give feedback.
Homework T asks sts to write 6 conditional sentences typed.
5’
21

22. UNIT 7: SAVING ENERGY
Lesson 1: GETTING STARTED – LISTEN AND READ
I. Objectives:
- How to say energy
- Give and respond to suggestions.
II. Language contents:
- Grammar: suggest + V-ing (review)
- Vocabulary: enormous (adj)
III. Techniques:
- Question and answer
- True / False statements
IV. Teaching aids:
- Pictures – Students - Tape
V. Procedures:
Steps Activities
Warm-up - Sing the song “Turn on – Turn off” (based on “Stand up – Sit down”)
5’
Getting - Teacher shows the pictures and asks Ss to tell about these 2 rooms:
started (5’) + Is there any one in the bath-room/ living-room?
+ Is the TV on?
+ Who is watching TV/ listening to the radio?
+ Who is using water?
+ How about the lights/ the water in the bath-room?
- SS answer
- Teachers says: Wasting energy
+ What should we do?
+ Should we turn the TV off then we go out of the room?
+ What should we to do save energy?
Presentation - T introduces section “listen and read”
7’ - T explains a few new words that Ss need for the dialogue.
+ Enormous (adj): very big
+ Turn on (phr.v) # Turn off (phr.v)
22

23. Waste (v) # Save (v)
- Ss listen to tape (books closed)
- Ss listen to tape (books opened)
- Ss practice the dialogue in pairs.
Practice * True- False statements (group work)
18’ - Ss reread the dialogue & do the exercise
- Ss exchange their works with a parser
- Feedback: T asks, Ss answer
For the False statements, T asks Ss to give the correct ones.
* Comprehension:
- Ss work in pair to answer the question:
a/ What is Mrs. Ha worried about?
b/ Why is Mrs. Ha worried?
c/ Which sentences tell you that Mrs. Mi advises Mrs. Ha to save
money?
d/ What does Mrs. Mi advise Mrs. Ha to do?
Consolidatio - Fill in the blanks with correct words (group work)
n - Free practice: about saving energy (pairs)
8’
Homework Write 5 sentences about saving energy
2’
23

24. LESSON PLAN
UNIT 7: SAVING ENERGY
Lesson 2: SPEAK
I. Objectives:
- Making suggestions and responses
II. Language contents:
- Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V
- Vocabulary: to turn off, to turn on
III. Techniques: pair work and group work
IV. Teaching aids: Pictures, Tape recorder, and chalks.
V. Times: 45 minutes
VI. Procedures:
Section Steps Techniques and Content
2. Listen and Warm-up
- Supposing a situation: It is in the morning and the
Read (5’’)
( Revision) weather is cool. All the fans in the classroom are on.
Ask students what would do to save energy in the
case  Giving suggestions.
- Asking students to give on the suggestions Mrs. Mi
gives to Mr. Ha in the previous lesson.
3. Speak Presentation
- Reminds Sts of the structures they have learnt that
(10’’)
are used to give suggestions. (What about…/ Why
don’t we…/ Let’s…/)
a)
- Asking students to open the textbooks. Page 58,
part 2 – Speak and to add some mores structures,
paying more attention on the two structures using
“should”.
- Asking students how to response a suggestion
(Agree and Disagree)
+ Agree: OK/ That’s a good idea/All right
+ Disagree: No. I don’t want to/ I prefer to/ Let’s …
- Conducting repetition these structures among the
24

25. students.
- Asking some pair to perform before the class and
checking (pronunciation, grammar)
* Predicting the activities: asking students to predict
the activities for each pictures that are for saying
energy (more than one activity for each picture is
fine_ = page 59
- Checking before the class
* Pair work: Giving suggestions and responses out if
these activities.
- Checking before the class.
* Group work: Students workings in groups of 4,
playing the roles of A, B, C and D
- Some groups forming before the class.
- Explaining the task of this activity.
- Students working in groups of 4 again, working out a
similar exchange to save energy foot their class,
using the expressions and ideas in the previous
activities.
Some groups performing the class then checking.
Consolidatio
- Asking students to put the suggestions in a
n
(5’’) presentation to save energy
“To save energy, I think we should …, I suggest…,
and let’s…”
- Using responses to show (dis) agreement.
Homework
- Asking students to compare the two sources of
(2’’)
power: “solar energy and nuclear energy”, which is
better, more convenient, easier to exploit, etc.
25

26. UNIT 7: SAYING ENERGY
Lesson 2: Section: -Listen (page 60)
Period 47:
Aim
Listening to a text for details and further practice in making suggestions
Objective
By the end of the lesson, students will know more about solar energy by listening.
Teaching aids
Text books, cassette.
PROCEDURES
Stage Steps/ Activities Work
arrangement
Warm up * Information transmitting: T- whole
class
- Divide class into two teams
- Choose six volunteers from each team.
- The volunteers stand in two lines. The teacher shows the
Group work
first student in each line a sentence.
- The first students whisper the whole sentences to the
second students in his / her line.
- The second student whispers to the third and so on.
- The last students shout out the sentence, (or write it on the
board) if it is the same as the sentence teacher shows, that T- whole
Pre- team wins the match. class
listening
* Sentence 1: I suggest collecting waste paper.
* Sentences 2: I suggest practicing English every day.
II. Pre-teach vocabulary:
- solar (adj): thuoäc veà maët trôøi
(explanation: everything which is connected with the
sun)
- solar panel (n): taám kim loaïi ñeå tieáp nhaän
maët trôøi Group work
- nuclear power (n): naêng löôïng haït nhaân
(translation)
26

27. - install (v): laép ñaët, caøi ñaët (translation)
* Checking vocabulary: Slap the board
Solar Install Solar Pair work
Populati Solar
Nuclear
on
- Call on two students or 2 teams of students to the front of
the class.
- Make sure they stand at an equal distance from the board
- Call out one word in Vietnamese, the 2 students much run
forward and slap the correct word on the board. The one
who slaps first is the winner.
While - Continue to ask 2 more students to come forward.
listening - Go to until students have slapped all the words.

II. True – False statements prediction Individual
work
- Ask students to look at the statements on page 60 (4a)
- Have they work in pairs and guess which statements are
true and which one are false.
1. Solar energy can be cheap and clean
2. Most of our electricity now comes from nuclear power.
3. The solar energy that gets to the Earth cannot provide
enough power for the world’s population.
4. Solar energy can be used on cloudy days.
5. All buildings in Sweden will be heated by solar energy in
2050
- Give feedback
I. Listening and checking:
- Have students listen to the tape twice and check their
prediction
27

28. - Get students to correct the false statement
* Answer keys: Pair word

1. T

2. F Most of our electricity comes from the use
of coal, gas, oil or nuclear power.

3. F 1% of the solar energy that gets to the
Each can provide enough power for the
world’s population.

4. T

5. F They will be heated by solar energy in
2015.
* Tape transcript:
Post
listening “Are you using looking for cheep, clean, effective source Individual
power that doesn’t cause pollution or waste natural work
resources? Look no further than solar energy from our sun.
At present, most of our electricity comes from the use of
coal and gas, oil or nuclear power. This power could be
provide by the sun. One percent of the solar energy that
reaches the Earth is enough to provide power for the total
population.
Many countries are already using solar energy. Solar panels
are placed on the roof of a house and the Sun’s energy is
used to heat water. The energy can be stored for a number
of days, so on cloudy days you can use solar energy too.
Sweden has an advanced solar energy program. There, all
buildings will be heated by solar energy and cars will use
solar power instead of gas by the year 2015”
II. Gap-filling
- Have students look at exercise 4b on page 60 and work in
pairs to guess the words in the blank
- Give feedback
28

29. - Have students listen to the tape again and fill in the gaps.
If students can’t finish, let them listen once more.
* Answer keys:
1. The Sun can be an effective source of power
2. Solar energy doesn’t cause pollution
3. A lot of countries in the world are already using solar
energy
4. It is possible to store solar energy for a number of days.
5. Solar panels are installed on the roof of a house to
receive the energy from the Sun
6. We can save natural resources by using solar energy
instead of coat, gas and oil
* Write it up:
- Have students write passage (about 100 words) about
solar energy, using the information in the two exercises
above
* Sample:
Most of our electricity now comes from coal, gas, oil, or
nuclear power. The sun could provide this power so many
countries are already using energy. Only one percent of the
solar energy that gets to the Earth can provide enough
power for the work’s population. Solar energy is a cheap,
clean effective source of power that doesn’t cause pollution
or waste natural resources.
There’s an advanced solar energy program in Sweden. It is
said that by the year of 2015, all building in Sweden will be
heated by solar energy and cards will use solar power too.
We hope that there is such a program in Vietnam. We can
save natural resources such as coal, oil, gas… by using
solar energy. And every house hold in Vietnam has hot
water in Winter without paying money.
29

30. 30

31. UNIT 7: SAVING ENERGY - READ
I. Objectives:
- By the end of the lesson, sts will know how European countries save
energy.
II. Teaching aids:
- Pictures, textbook, posters (or A4 paper)
III. Teaching procedure:
1) Pre-reading (8’)
- Show this picture and ask sts:
“What does this picture advertise for?”  energy – saving bulb
- Ask sts to tell the advantages of energy – saving bulb
Saving electricity
Last longer Energy – saving
BULB
Saving money
2) While-reading (20’)
- Have sts read the passage silently and find out:
+ How many paragraphs
+ The main idea of each paragraph
- Have some sts read the text loudly
- Ask sts to choose the best summary of the passage
- Have sts work in pairs to find out the answers of questions page 61 (text
book)
- Ask sts to make questions and answer  give feedback
3) Post-reading (15’)
31

32. - Ask sts to work in groups, discussing the ways to spend less on lighting
then write these ideas on the poster.
- Have sts exchange posters and choose the best poster
IV. Homework (3’)
- Write 5 sentences on how to save energy
- Write answer of the exercise b/page 61
32

33. UNIT 7: SAVING ENERGY - WRITE
I. Objectives:
- Help students develop there writing skills:
+ How to prepare and write a speech.
II. Teaching aids:
- Pictures of some MC
- Textbooks
- Paper with big size and pens
III. Teaching procedure:
Steps Time Teacher’s activities Student’s activities
Warm- 5’ - Introduce some MC: Thanh - Listen
up
Baïch, Nguyeân Vuõ, Laïi Vaên
Saâm - Discuss & answer:
- Ask questions: + “Speak fluently and clearly”
+ “How can we do to become a
good MC?”
Pre- 5’ + “What should we do in order to
writing
speak fluently and clearly?”
While- 20’ - Have students discuss and find - Discuss and find by reading
writing
out the three parts of a speech the information in textbooks
- Ask students about the function - Answer the question by
of each part: introduction, body matching each part speech in
and conclusion. column B.
- Correct mistakes and give the - Some students read aloud
answers: the three parts of a speech.
1-B 2-C 3-A
- Practice:
+ Have students work in groups - Discuss and put the
(part B, p61) following section in the correct
- Correct the mistakes and give place complete a speech
the corrects answers.
Post- 10’ - (part C, p.62) have some sts - Choose one topic, discuss
33

34. writing work on groups. Divide the class and write down the speech on
into 3 groups: each group prepare a paper and then stick it on
a speech, write it on the paper and the board.
stick it on the board. - One person in each group
- Correct the mistakes and give makes a speech before the
remarks. class.
Home- 5’ - Have students prepare a speech * Make a speech on the topic.
work
and write down on their Saving energy in the class-
notebooks, using the topic in room.
textbook
34

35. UNIT 7: SAYING ENERGY
Lesson 6: Section: -Language Focus 1-2 (page 63)
Period 48:
Aim
Further practice in connectives and phrasal verbs
Teaching aids
Text books.
PROCEDURES
Stage Steps/ Activities Work
arrangement
Warm * Bingo: T- Whole
up lass
- Ask students to write down in their notebook 5 verbs with
prepositions.
- Prepare a list of verbs + preposition. Then call out each word
in a loud voice.
- Students listen to the teacher carefully. If anyone has the
same verb + prepositions, they cross it out.
The first students crossing out all 5 verbs + prepositions shout
“Bingo” and win the game.
* Suggest list of verbs + Prepositions
Look for Look after
Turn on Turn off
Want for Belong to
Pre- Depend on Go on
sensations
1 Listen to Talk to
Dream about -
Provide students 5 verbs + prepositions and then ask them to
match the verbs with the pictures on page 64.
Practice * Answer keys:
1
- Picture 1: look after the baby
- Picture 2: go on (wasting paper)
- Picture 3: turn off TV
- Picture 4: look for
35

36. - Picture 5: turn off the faucet
- Have students work in pairs to do Language Focus 2
exercise on the page 63. They have to use suitable verbs to
Presentations complete the sentences.
2
* Answer keys:
1) Hanh can’t go to the movies with us tonight. She will have to
look after her little sister.
2) If we go on watching water, there will be a shortage of fresh
water in a few decades.
3) Turn on the TV for me, will you? I want to watch weather
forecast.
Individual
4) I think I’ve lost my new pen. I’ve looked for it everywhere work
Practice and I can’t find it anywhere.
2 5) Mrs. Yen forgot to turn off the faucet when she left for work.
* Brainstorming:
therefore however and
so
Connective
moreover
or
but
because
- Ask students to thinks of connectives that they’ve learnt.
- Have students go to the board write down the connectives.
- Give feedback
Productio Pair work
n
- Have students work individually to do the exercise
Language focuses 1 on page 63. They have to complete the
sentences by using correct connectives.
* Answer keys:
a) Mrs. Quyen bought com, potatoes and cabbage at the
market.
36

37. b) I’d love to play volleyball but I have to complete an
assignment
c) Nam got was because he forgot his umbrella.
d) Hoa failed her math test. Therefore, she has to do the test
again
e) Do you want Vietnamese tea or milk tea?
f) Its raining, so I can’t go to the beach.
g) Ba’s hobbies are playing football and collecting stamps.
h) Na is very tired. However, she has to finish her homework
before she goes to bed.
- Ask students to work in pairs to compare their answers.
- Give feedback. Have some students read aloud the
completes sentences, chalk their pronunciation and the
Home-
meanings.
work
Naught and Crosses:
- Divide the class into to teams. One team is Naught (O) and
the other is Cross (X).
- Have two teams choose the words in the boxes in turns. And
make sentences with the connectives given. If the sentences
in correct, they will get one mark.
- The team which has 3 Nougats or 3 Crosses in a line will win
the game.
- Draw this chart on the board and the game begins.
1 or 2 and 3 so
4 but 5 therefore 6 however
7 so 8 because 9 and * Possible
answers:
1) Do you want to take a bath or take a shower?
2) I’ll get a plumber to check the pipes and to repair the
37

38. faucets.
3) He got up late so he had to take a taxi to school.
4) It’s raining but he is still going swimming.
5) Her English is not good therefore she decides to practice
more.
6) Lan
7) Baths use twice as much water, so I suggest talking
showers
8) The water bill is enormous this month because there is a
crack in the pipes.
9) I suggest taking showers and fixing the faucet,
- Ask students to write 5 sentences with connectives.
 Therefore
 Because
 However
 Or
 So
38

39. GRADE 9 – UNIT 8
CELEBRATION
GETTING STARTED & LISTEN AND READ
Teaching steps:
Stage Steps/ Activities Work
arrangement
Warm-up - Ask Ss the name of some celebrations on VN & in other Individual
countries.
- Give Ss some picture about birthday, wedding, Tet
holiday,… and then ask Ss to guess the names of the
pictures.
- Ask Ss to look the picture are the books and then have
they read the names of the celebration.
- Give Ss the corrects answers.
- Ask Ss which celebrations they like best
Answer:
Pre-reading 1. Easter 2. Wedding 3. Birthday
4. 5. Mid-Fall Festival 6. Lunar New Year
Teacher-Ss
Christmas
Listen and read:
- Introduce the subject matter of the text
- Introduce new words and then explain them
1. Celebration (n)/ To celebrate (v)
2. Easter (n)
3. Lunar New Year (n)
4. Mid-Fall Festival (n)
Whole class
5. To occur (v)/ occurrence (n)
6. Sticky rice (n)
7. Apart (adv)
8. Passover (n)
9. Jewish (a)/ Jew (n) = Jewish people
Group work
10.Freedom (n)/free (v)/ free (n)
39

40. 11. Slavery (n) Whole class
group
12. Joy (n)/ Joyful (a) individual
13. Parade (n)
While- - Get Ss to copy.
reading - Ask Ss to listen to the tape (books closed); ask them to
find out the celebrations mentioned in the text.
- Ask Ss to give the answers.
- Get Ss to listen to the tape (books opened)
- Then have them find out the words or phrases which are
concerted with celebrations.
- Ask Ss to reread the new words on the board
Teacher – Ss
- Explain new structure briefly: relative clauses ( Meänh
ñeà quan heä) – Who, whom, which, whose, that.
- Get Ss to finish the table in the text
- Correct the mistakes if necessary
40

41. Celebra When? Activities Food Country
tion
Tet In late Cleaning Sticky Viet Nam
Post-reading January and rice
or early decorating cakes
February homes,
and
enjoying
special
food
Passov Late in Not Special Israel
er March or available meal
early called the
April Seder
Easter Around People Chocolat In many
the same crowd the e and countries
time as streets to surge
Passover watch eggs
colorful
parades
- Give Ss some questions to check their comprehension.
1. Can you tell me the names of some celebrations you
know?
2. In what occasion do young children receive chocolate
or sugar eggs?
3. Which celebration occurs in late January or early
February?
4. Which festival is celebrated in many countries?
- Ask Ss to give some information about the other
celebrations which they know. (Ex: Mid-Fall Festival,
Wedding, Lunar New Year,…)
41

42. Celebration When Activities Food Countries
?
Mid-Fall
Festival
Christmas
Homework Rereading the text
Find more information about celebrations.
UNIT 8: CELEBRATION
Lesson 2: Section: - Speak (page 66-67)
Period 51:
Aim
Practice giving and responding to compliments
Objective
By the end the lesson, students will be able to give a respond to compliments
Teaching aids
Text books, cards
PROCEDUCE
Stage Steps/ Activities Work
arrangement
Warm-up * Revision of adjectives T- whole
class
- Have students review adjectives
- Get students to make sentences.
I have + a/an adjective + friend
- The first students has to use the adjective beginning with
the letter A. The second students has to use the adjective
beginning with the letter B. The third with C…
* Ex:
S1: I have an active friend
S2: I have a beautiful friend
S3: I have a clear friend
Presentation
S4: I have a dirty friend
…………………………………… T-whole class
- Go on until the last student with the adjective beginning
42

43. with the letter Y.
Pre-teach vocabulary
- active (adj)
-activist (n): ngöôøi hoaït ñoäng tích cöïc (translation)
- nominate (v): ghi danh, meänh danh, choïn
Nomination (n) (translation)
- charity (n): loøng töø thieän, hoäi töø thieän
(explanation: kindness in giving help to the poor)
* Checking vocabulary: What and Where
- Write the words on the board, put one word in each
circle.
Charity Well- Effective
Active Nomination Activist
- Have students repeat the words on chorus then rub out
word by word but leave the circle.
- Go on until the circle are empty
- Get students to rewrite the words in their correct circle
II. Model sentences:
- Set the scene: Trang has just won the first prize in the
English speaking contest. What does Mai say to pay
Practice
Trang a compliment? And what does Trang respond?
Mai: Well done, Trang T- whole
Trang: Thanks. class
- Ask students how to give and respond to compliments
* Give a compliment:
- Well done
- That’s a great…
Further - That’s an excellent… Open pair
Practice - Congratulation on… Closed pair
Pair work
43

44. - Let me congratulate you on…
* Respond to a compliment:
- Thanks/ Thanks a lot
- It’s very nice/kind of you to say so
- That’s very kind of you
* Word-cue drill:
a. Well done/thanks
b. Congratulations/ thanks a lot
c. Let/congratulate/ on passing the exam/kind
Production d. Great report/ nice of you
- Have students practice giving and responding the
Group work
compliments
- Have students works in open pairs then closed pairs
- Ask students to works in pairs, to read the situation on
page 66. 67 then give and respond to compliments.
- Give feedback
- Call on some pairs of students to act out.
* Answer keys:
a. On her mother’s birthday, Huyen made a big beautiful
cake to celebrate.
* Mother: Well done, Huyen
* Huyen: Thanks, Mom.
b. Tuan is an active student. He has taken pair in different
charity activities in his town. Tuan has been the most
nominated as the most effective activist in the town charity
Homework program.
o Friend: Congratulation on your nomination, Tuan
o Tuan: It’s very nice of you to say so.
c. Hoa brings to class a new picture she has painted
You: That’s an excellent drawing, Hoa.
Hoa: That’s very kind of you to say so.
- Divide the class into 4 teams: A, B, C and D
44

45. - Have students work in groups to think of situations in
which they can give compliments
- Ask team A to give situation, team B, C, D to make up
the dialogue.
- Have the teams take turns giving the situations
- Give good marks for the teams which give good
situations and make up suitable dialogue.
* Suggested answers:
a. Situation 1: Tam has just passed the graduation
examination. Friends: Congratulation!
Tam: Thanks a lot.
b. Situation 2: Hoa make an excellent report on saving
energy.
Hoa: It’s very kind you to say so.
c. Situation 3: Lan got high mark for Math.
You: Well done
Lan: It’s very nice of you to say so
d. Situation 4: Ba has just won the school swimming
championship
Friends: Congratulations on your great efforts, Ba.
Ba: Thank you very much
- Ask students to write some situations with the
compliments, the response to the compliments into their
notebooks.
45

46. GRADE 9 - UNIT 8: CELEBRATION
Section: Listen
• Aim: Filling the missing words by listening to a song.
• Objective: By the end the lesson, students will be able to complete a song
and sing a song beautifully.
• Teaching aids: Text books, picture, cassette player.
Stage Steps/ Activities Work
arrangement
Warm-up - Listen to a song: T- whole
- Ask students “Have you ever listened to the song class
before?”
- Let students listen to the song Auld Lang sine for fun.
Pre-listening
Vocabulary:
- Give some new words to students T-whole class
o Auld Lang Sine (The Good Old Days)
o Due to (a) = cause by
o Bureau = department
o Acquaintance
o Trusty (a)
- Explain new words, using pictures, body language, or
objects. Pair work
Guessing:
- Have students listen to the song Auld Lang Sine and
Individual
then to guess the words in the blanks
While- work
- Give feedback
listening
- Let students listen to the song twice
Pair work
- Check their guess
- Give feedback
- Give students some questions to check their
Post-
comprehension.
46

47. listening - Have some students sing a song
Homework Sing the song by heart
47

48. LESSON PLAN
UNIT 8: CELEBRATION
Lesson 3: READ
-----
I. Objectives:
Students can express their opinions.
II. Language Contents:
Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n),
and considerate (adj)
Grammar: Relatives Clauses
III. Techniques:
Questions and Answers, Matching, Write-it-up
IV. Teaching Aids:
Pictures, Worksheets.
V. PROCEDUCE
Steps Teachers Activities Student’s
activities
Warm-up * Having Sts listen to the song “Cha Yeâu” The whole
(5’) * Having Sts sing it at the same time if they like. class
Pre-reading * Asking Sts about the topic of the song The whole
(10’) * Having Sts work in groups ask and answer about class
Father’s Day. Group work
- What do you know about Father’s Day?
- When did Father’s Day organized?
- Where did is fist organized?
- What is the purpose of this celebration?
- What is the representative activity of Father’s Day?
* Explaining some new words.
To lose heart groom (n)
To distinguish hug (n) The whole
Considerate (adj) priority (n)
class
While – Task 1: Matching
Writing * Giving Sts worksheets.
48

49. (20’) ‘s farther always put his family in the first
RITA position, got married, he was very sad.
Is proud of him because he is a
JANE considerate and children.
Is always a little girl of her father although
BOB she had children
Received the best education from him *
Having Sts read the text in silence.
* Having Sts work in groups to match the details with the Group work
suitable names.
* Having some groups to perform their work in front of the The whole
class. class
* Giving the feedback.
Task 2: Questions and Answers
* Having Sts read the text again, then work in pair to Pair work
discuss the questions.
* Having some pair to act out their work in front of class. The whole
* Giving comment. class
Post-Writing Task 3: Write – it – up The whole
(10’) * Having Sts write a short paragraph (about 50 words) to class
show their opinions, feelings, and memories about their
father.
* Having some Sts read this paragraph in front of class.
Homework * Having Sts find some details about Mother’s Day The whole
class
49

50. LESSON PLAN
UNIT 8: CELEBRATION
Lesson 4: WRITE
-----
I. Objectives:
Students can write a letter to a friend to share their ideas.
II. Language Contents:
Vocabularies: to enhance, to support, nationwide (adj)
III. Techniques:
Questions and Answers
IV. Teaching Aids:
Text books and Cards.
V. Procedures:
Steps Teachers Activities Student’s
activities
Warm-up * Using the game “Jumbled words” to review vocabularies. Group work
(5’)
* Giving each group (4 groups) some words whose letters
is in a random order on the board, and asking them to
write the correct words.
1. calerbetoni => celebration 5. ftigs => gifts
2. tratidoni => tradition 6. fleenigs => feelings
3. folwres => flowers 7. rebemern =>
remember
4. pirtase => parties 8. spicale => special
Pre-Writing * Sticking the cards of the some celebrations on the board, The Whole
(10’) class
and asking Sts to write the correct date for each
celebration:
- Women’s Day: 8-3 - Teachers’ Day:
20-11 The Whole
- Children’s Day: 1-6 - May Day: 1-5 class
- Christmas Day: 25-12
- Vietnamese Independence Day: 2-9
50

51. * Through the celebrations above, presenting the new
lesson by asking Sts some questions:
1. In the celebrations above, which one can stand for a
Mother’s Day in Vietnam?
2. What about a Father’s Day in Vietnam?
* Reading the situation in 6 – Write/page 70.
While- * Asking Sts to read the outline carefully. The Whole
reading class
(20’) * Explaining some new words:
To enhance, to support, nationwide (adv)
* Giving some suggesting questions for each paragraph
Group work
on the board on order to help Sts discuss in groups more
easily.
Paragraph 1:
- Do you love your parents? If yes, I do thinks it is Group work
necessary to have a Day for your Father? You’re Mother?
- Tell the reason for celebrating this day. (Sts can use the
suggesting ideas in the Paragraph 1)
Group work
Paragraph 2:
- When do you celebrate? Why?
- Celebrating this day at home or a restaurant? Why?
- Should you have a party with many guests or should you
have lunch/dinner with family members?
- What gifts should you buy for your father/mother>
- What food should you serve?
(Sts can use the suggesting ideas in the Paragraph 2)
Paragraph 3:
Do you thing your idea will be sororities nationwide? Why?
* After discussing in groups, asking each group write a
letter to a friend to share their ideas about celebrating a
51

52. Day for Father or Mother on the papers A4.
Post-Writing * Asking 2 representatives of 2 groups to stick their papers The Whole
(10’) class
on the board.
* Asking Sts to give their opinions about the two papers on
the board.
* Correcting mistakes.
Homework * Having Sts write a letter about celebrating a Day for The Whole
class
Father/Mother in their notebooks.
52

53. GRADE 9 - UNIT 8: CELEBRATION
Section: Language Focus
• Aim: Practice in Relative clause
• Objective: By the end the lesson, students will be able to use relative
clauses.
• Teaching aids: Text books, picture.
Stage Steps/ Activities Work
arrangement
Warm-up Jumbled words: T- whole
Give the words whose letters are in a random order on the class
board/poster.
Ex: ubclpi = public
Paephn = happen
Presentation …………………
Vocabulary:
- Give new words to students:
• Compose (v)
• Occur (v) = happen
• Satisfy (v) = please
• Violet (n)
• Jumper (n)
• Lap (n)
- Explain the new words, and how tousle Relative T- whole
class
Pronouns WHO, WHICH, EVEN THOUGH, THOUGH,
Practice CONCESSION, ALTHOUGH (using pictures, objects or
Vietnamese)
Form and use:
 Who-which: replace the pronoun
 Who is used for people, which is used for things?
Pair work
Even though
Though
Concession + adverbial clause of
Although
53

54. Individual
work
Free practice
- Give students 2 examples.
- Set the scene.
- Have students do language focus 1 exercises, using
Homework relative clauses.
- Have students look at 2 pictures on page 71 to
describe each of the people in the pictures, using
Relative clauses.
- Correct the mistakes if they appear.
- Have Ss do language focus 3 exercise individually,
using though, although or even or though
- Have Ss look as the pictures on page 72-73 and
complete the sentences, using correct tense of the
verb.
- Call on some Ss to read aloud their sentences and
correct their mistakes.
- Ask students to describe the people in their families’
photographs.
- Have students write sentences to describe the people in
the 2 pictures on page 71 in their notebooks.
- Get Ss write 5 sentences, using adverbs clauses of
concession.
54

55. UNIT 9: NATURAL DISASTERS
I. Aim:
Helping students:
- To make predictions
- To tall about the weather forecast
- To describe events
- To write a story
II. Language focus:
1. Relative pronoun: who – that – which
2. Relative Clauses (defining and non defining)
III. Vocabulary:
Verb Adjectives Nouns
(To) behave abrupt battery temperature
(to) border extensive bureau thunderstorm
(to) collapse tidal carriage tide
(to) destroy coast typhoon
(to) erupt damage volcano
(to) expect earthquake volume
(to) lift flashlight disaster
(to) trust forecast
(to) warm Funnel
Highlands
Pacific Rim
IV. Unit Allocation:
Lesson 1 (2) Listen and Read Reading a dialogue for details about the
weather forecast and completing the
information.
Lesson 2 (3) Speak Practicing speaking about what to prepare
for a typhoon
Lesson 3 (1) Before you read Reading a text about natural disasters for
55

56. (5) Read details.
Lesson 4 (6) Write Writing a story about a typhoon
Lesson 5 (4) Listen Listening for details to complete a table and
Language Focus 1 – 2 Further Practice in Relative pronouns: Who-
which –that.
Lesson 6 Language Focus 3 – 4 Further Practice in defining Relative clauses
and non defining Relative clauses.
56

57. UNIT 9: NATURAL DISASTERS
Lesson 1: Section: - Listen and read (page 74 – 75)
Period 56:
• Aim: reading a dialogue for details about the weather forecast.
• Objective: By the end the lesson, students will be able to get the information
about weather from the weather forecast.
• Teaching aids: Text books, picture.
PROCEDUCE
Stage Steps/ Activities Work
arrangement
Warm-Up * Chatting: T-whole class
- Ask students some questions about weather
• What’s the weather like today?
• Do you like hot/clog water?
• Have you ever listened to the weather forecast on
the radio or on TV?
Pre reading • Do you think weather forecast is useful for us? How
is it useful?
II. Pre-teach vocabulary:
- turn up (v): ñieàu chænh to leân (aâm thanh TV, radio).
(mime)
- expect (v): mong ñôïi, chôø ñoùn (translation)
- thunderstorm (n): baõo coù saám seùt, möa to (picture) T-whole class
- delta (n): vuøng chaâu thoå (visual)
- just in case (n): phoøng khi, lôõ khi (translation)
- trust (v): tin töôûng, tin laø thaät (synonym: rely on)
* Checking vocabulary: what and where
Expect
Delta
Trust
Thunderstor Turn
Just in case
57

58. Pair work
- Have students repeat the words chorally then rub out
word but leave the circles. Remember to let students
repeat before and after rubbing out each word.
- Go on until students can remember the words. Individual
While work
- Get students to write the words again in the correct
reading Pair work
circles.
II. Pre-questions:
- Set the scene: Thuy is talking to her grandmother while
they both are watching TV
- Give students one question and ask them to guess the
answer
a. What are they watching?
- Give feedback
* Answer keys: Pair work
a. They are watching the weather forecast on TV
I. Gap filling:
- Have students read the dialogue silently and do exercise
2b on page 75.
- Get them to share their answers with their partners.
- Give feedback
* Answer keys:
1. Thuy’s grandmother wants her to turn up the volume on
TV because she wants to listen to the weather forecast Group work
2. The coast of Thanh Hoa will be raining.
3. The central highlands will experience thunderstorms.
0
4. Ho Chi Minh City will have temperature between 27 C
Post reading and 350C
5. Although Thuy’s grandmother doesn’t trust weather
58

59. forecast she like watching them.
II. Comprehension questions:
1. Why does Thuy’s grandmother ask her to turn up the
volume?
- Because she wants to listen to the weather forecast
2. Which City is the hottest today?
- Ho Chi Minh City in the hottest
Homework 3. Where is Thuy going?
- She going on to the part on the other side of Thang Long
Bridge with her old friends (she’s going on the picnic)
4. What does Thuy grandmother want her to do?
- She wants her to bring along a raincoat.
- Have students practice asking and answering in pairs.
III. Practice the dialogue
- Let students listen to the dialogue and focus on the
pronunciation.
- Call on some students to play the roles of Thuy,
grandmother and weatherman to practice the dialogue.
- Ask students to practice the dialogue in group of three
* Speaking:
- Ask students to read again the weather forecast on TV
and notice some phrases.
Will have temperature
Between …………and……………………
* will experience temperature
Between …………and……………………
* HCM’ temperature will be
Between …………and……………………
* can expect clouds / thunderstorm.
- Ask students to look at the map and play the role of the
weatherman to present the weather forecast, baked on the
information given.
59

60. - Call on some students to present before the class
- Have students work in pairs – one students speaks, the
other listens.
- Ask students to write a weather forecast. The dialogue
will help them. Students can change the information, the
places…
60

61. UNIT 9: NATURAL DISASTERS
Lesson 2: Section: - Listen and read (page 76 – 77)
Period 57:
• Aim: practice speaking about preparations for a typhoon.
• Objective: By the end the lesson, students will be able to talk about what they
want to buy and do to prepare for a typhoon.
• Teaching aids: Text books, posters.
PROCEDUCE
Stage Steps/ Activities Work
arrangement
Warm –up * Brainstorming: T- whole
- Have students think about what they do to prepare for a class
typhoon
- Have students to go to the board and write down
Buy food
Preparation for A
typhoon
Store water
* Possible answers:
+ Check the doors and the windows.
+ Cut some branches of high tree in the garden or around
Presentation the house T- whole
class
+ Buy oil, gas
+ buy candles
+ Check the roof
I. Pre-teach vocabulary
- bucket (n): caùi soâ (visual)
- leak (n): choã thuûng, choã doät (visual)
61

62. - tie (v): coät, troùi (mime)
- latch (n): caùi choát cöûa (picture)
- ladder (n) : caùi thang (picture)
- blanket (n) : caùi meàn (picture)
- available (adj) : coù saün (translation)
- damage (v): phaù hoûng, laøm thieät haïi (synonym of
hurt or spoil)
* Checking vocabulary: Slap the board
- Write the Vietnamese translation all over the board
Phaù Coät troùi
Caùi Caùi choát
Caùi
Coù saün
Choã
T- whole
class
- Call on two students or 2 teams of 4/5 students to the
front of the class
- Call out English works and two students run forward to
slap the Vietnamese word on the blackboard. The
students slapping the correct word first gets one mark.
II. Revision:
* Form:
must
Practice nay + infinitive
* Use: in deduction or prediction
* Practice:
Pair work
the water pipe may be damaged
62
What happens if
there is a typhoon?

63. There be must strong wind blowing
* Possible answers:
- There may be a power cut
- There must be heavy rain
- Big trees may fall down. Pair work
- The market may be closed
- There may be a flood
- ……………………………
- Have students to exercise 3a on page 76. The students
have to check () what preparations they think should be
done for a typhoon.
*Answer keys:
 Buying some canned food
Painting the house
Buying a dog
 Buying candles
 Buying marches
Hiring some video movies
 Filling all buckets with water
 Buying a ladder
Washing your blankets
 Fixing the leak in the roof
Production
 Tying the roof to the ground with pegs and ropes.
Inviting some friends over for a dinner
Group work
 Checking all the window and a door latches
63

64. Homework - Elicit some questions and get students to ask and
Individual
answer in pairs. work
a. Why do we need to buy food?
( Because the market will be cooled and no food will be
available)
b. What food do we need to buy?
(rice, oil, canned food, soy sauce, flour,…)
c. Why do we need to buy candles?
( Because there may be power cut)
d. Why do need to fill all buckets with water?
(Because water pipes may be damaged and we’ll not have
enough water to use right after the typhoon)
e. Why do need to buy a ladder?
( Because the roof may be damaged by the typhoon, and
we have to fix it)
f. Why do we need to the check all the window and door
latches?
(Just in case the strong wind pushes the doors open)
- Ask students to use the expressions on page 77 when
talking to one another.
* I think …
* I think you should…
* Yes, I think so …
* What for?
* ………
- Divide the students into the group of four.
- Have students talk about what they think they want to
buy and to do prepare a typhoon; explain why. They can
you the questions and the answers above. Besides, the
ideas in the bubbles on page 77 can help students talk
easily.
64