Week 19
Preparing date: November 8th , 2022
Period 37
UNIT 6 : THE ENVIRONMENT
Lesson 1 : Getting started + Listen and Read
I.Objectives : By the end of the lesson, my Sts will be able to
!.Knowledge : know more about the environment problems and solutions
* Vocabularies: deforestation, garbage dump , dynamite fishing , pesticide, air /
water pollution,to be disappointed, to spoil,…
*Grammar : to be adj + that + noun clause, if- clause (type 1)
2.Skills : improve L,S,R and W skills
3.Attitude: Students have a general understanding of the environment issues; has a
serious and positive attitude toward subject and learning English. energetically and
actively participate in learning activities.
- Students' qualities are helped to develop such as: kindness, love for people, love,
respect and protect the environment, have a sense of self-training, take responsibility
for the environmental protection, their family and the country associated with the
content of the lesson.
4.Competence : Co-operation, work in groups and individuals, self- study,ability to
use language.
- Students are able to read and understand of main content, detailed content of the
reading; can guess the meaning of new words based on the context and inference;
recognize the organization of the reading.
- Students are able to talk about the topic of the unit and elicite some urgent matter
and the vocabulary about the environment.
- Students form and develop the competencies: the ability to autonomy and selfstudy, the ability to communicate and cooperate, to solve problems and to create.
II.Preparation:
1.Teacher : textbooks , pictures, mobile phone and speaker.
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :
TEACHER’S ACTIVITIES

I. ACTIVITY 1: Warm up (5’)
- * Brainstorming
- Ask Ss to think of the environmental
problems in their city.
- Get Ss to go to the board and write down
their ideas
air pollution.

Environmental
problems
in our city

1

STUDENTS’ACTIVITIES
* Possible answers :
- dirty streets
- dirty rivers/ water
- rubbish / garbage / trash
- smoke from cars , motorbike…
- smoke from factory


II. ACTIVITY 2: Pre reading ( 15’ )
I. Pre - teach vocabulary
II. Matching
- Ask Ss to look at the 6 pictures on page 47
in their textbooks
- Ask them to match the words in the box
with the correct pictures

III. Prediction
- Ask Ss to keep the book closed
* Set the scene : MR. Brown is talking to
some volunteer conservationists. Guess the
place where they are going to work.
- Give Ss 1 minute to guess
- Give feedback
- Ask Ss to open their books and read and
read the text on page 47 – 48
- Let Sts check their prediction
-* Matching
- Ask Ss to match the names in column A
with the activities in column B
III. ACTIVITY 3 : While- reading ( 15’)
- Ask them to read the text again and work
in pairs to match
* Comprehension questions
- Ask Sts to work in pairs to answer the Qs
- Let Sts read the text again and answer the
Qs.
- Give feedback

2

* Vocabulary
- deforestation (n) ( E) the
destruction of the forests
- garbage dump (n) ( P)
- dynamite fishing (n) ( P)
- spraying pesticides (n) (P )

………….
- Individual work
- * Suggested answer :
- They are going to clean the beach

* Answers :
1. The speaker is Mr. Brown.
2. The listeners are the volunteer
conservationists.
3. They are on the beach.
4. If they work hard today , they will
make the beach clean and beautiful.
5. Yes , I have . We clean our school/
street. We collect the rubbish and
take them to the garbage dumps.
6. The beach might be spoiled. The
water might be polluted and sea
creatures might be killed.


IV. ACTIVITY 4 : Post - reading (6’)
- Ask Sts to discuss in groups
What do you do to protect the
environment ?
- Reread the text
Consolidation (2’)
- Repeat the content of the text
Homework (3’)
- Do exercises a , b
- Answer : What do you do to protect the

environment?
- Prepare Lesson 2 (Unit 6) – Speak and
Listen

- Work in groups
- Reread the text
- Listen and remember
- Copy down and do at home

Period 38
UNIT 6 : THE ENVIRONMENT
Lesson 2 : Speak + Listen( Hs tự thực hiện phần Listen)
I.Objectives : By the end of the lesson, my Ss will be able to
1.Knowledge : persuade their friends to protect the environment and know how the
oceans are polluted.
* Vocabularies : to throw away, to pump, raw sewage,vessal,oil spill,delibrate, tobe
guilty of doing st,…
* Grammar : to prevent sb from doing st, to do harm to sb/ st
2. Skills: improve listening and speaking skills.
3.Attitude: positive about the environment : Ss are inerested in protecting the
environment and actively do volunteer work
4.Competences : Co-operation, work in pairs and individuals, self- study,ability to
use language:
-Students participate in short, simple conversations about the environmental issues
related to the topic of the speaking.
- After that, students present briefly, with preparation in advance projects on the
environmental issues; Give the reason and briefly explain their point of view;
exchange ideas and information on the environmental issues with simple discourse.
-Students form and develop the competences: the ability to self-study, the ability to
communicate and cooperate, to solve problems and create.

II.Preparation:
3


1.Teacher : textbooks , sub-boards,
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
I. ACTIVITY 1 : Warm up ( 3’)
- Ask Ss to answer the question :
-Give answers
+ What do you do to protect the environment ?
II. ACTIVITY 2: Pre - speaking (10’)
- Introduce some new words, the use of express persuasion
1, Vocabulary
wrap (v ) : gói, bọc
dissolve ( v) phân hủy
reduce (v) : giảm, làm giảm
prevent (v) : ngăn ngừa, đề phòng
avoid ( v) : tránh khỏi
harm (v) : làm hại, sự có hại
exhaust fume (n) : khói, khí thải
2. Expression:
+ I think you should…
+ Won’t you….
+ It would be better if you ….
+ Why don’t you … ?
+ Why not ….. ?
+ What / How about…?

II. ACTIVITY 2: Speaking (12’)
- Ask Sts to practice reading
- Ask Sts to look at the expressions and the idea cues given,
make the dial

-Listen , repeat, give th
-Take notes

* Do model :
A : I think it would be b
instead of plastic bags
B : Why ? How come ?
A : Because plastic bag
they will cause pollutio
we can save trees in the
save the environment.

-Make dialogues in pai
Post speaking (12’)
- Let Sts work in small groups to discuss the questions in the
questionnaire.
- Give feedback
- Write some possible answers on the board so that weak Ss can
follow.
- Ask Sts to practice asking and answering .
- Ask Sts to work in pairs

4

-Work in small groups

* Possible answers:
1. How can we save pa
+ I think you should c
paper , newspapers.
+ Why don’t you use b
+ Won’t you write on
2. How can we use few
+ How about cleaning
+ Why not use paper b
plastic bags.


3. How can we reduce
+ It would be better if
garbage into streams, la
4. How can we prevent
+ I think we should pu
schoolyard.
+ Why don’t you throw
5. How can we reduce a
I think we should go to
+ Why not use private
6. How can we reduce t
produce ?
+ Won’t you try to reu
…………………………
………………………………………………………………….
.
Dành 5’ hướng dẫn Hs tự học phần Listen(Gv gửi cho Hs
phần tapescription)

Pre listening (5’)
- Ask Sts to guess how the ocean is polluted. Call some Ss to
give their ideas in front of class.
While listening ( 10’ )
* Set the scene : We are going to listen to a report on how
our oceans are polluted.
- Ask Sts to read the sentences on sub board.
- Ask them to listen to the tape and do the exercises.
I. True or False
1. Our oceans are becoming very polluted
2. Waste materials from factories don’t cause the pollution.
3. Ships drop about 6 million tons of garbage into the sea
each year.
4. Oil is washed from land.
II. Choose A or B
1. A. People are polluting the oceans
B. Animals are polluting the oceans
2. A. Oil spills come from the land
B. Oil spills come from the ships at sea
3. A .Sewage is pumped directly into the sea
B. Sewage is pumped directly into the lakes
4. A. There are waste materials from factories
B. There aren’t waste materials from factories
- Ask them to compare the answers with their partners
- Ask Sts to listen the tape again and complete the notes.
5

- Show their ideas

- Read the sentences

- Listen to the tape
* Answers :
1. T
2. F
3. T
4. T
1. A
2. B

3. A
4. A
* Expected answers :
How the ocea
Firstly : raw sewage is
sea.
Secondly : Garbage is
Thirdly : Oil spills com
Next : Waste materia


Finally : Oil is washe
- Answer T’s questions

Post listening (6’)
- Ask some questions
+ How are our oceans becoming ?
+ What is pumped directly into the sea ?/ Who are doing
this ?
+ How many tons of garbage do ships drop into the sea each …………………………
year ?

………………………………………………………………….. - Listen and remember
Consolidation (2’)
- Repeat the content of the lesson
Homework (1’)
- Copy down and do at
- Write the notes in notebooks
- Answer the question: What do you do to keep the
environment clean?
- Prepare Lesson 3 (Unit 6) Language focus 1,3

Ngày duyệt giáo án: ..........................................
BAN gi¸m hiƯu

Tỉ trëng :

…………………………………………………………………………………………
………………………………………
Week 20:
Preparing date: November 13th, 2022
6


Period 39
UNIT 6 : THE ENVIRONMENT
Lesson 3 : Language focus 1,3
I. Objectives : By the end of the lesson, my Ss will be able to
1. Knowledge : use adjectives and adverbs to make sentences with adjectives + that
clause
* Vocabulary:: sigh,…
* Grammar : + Adjectives and adverbs of manner

2.Skills: doing exercise
3.Attitude: - Students have serious learning attitude; love learning English,
energetically and actively participate in learning tasks.
- Students' qualities are helped to develop such as: kindness, love for people, love,
respect and protect the environment, have a sense of self-training, take responsibility
for the environmental protection, their family and the country associated with the
content of the lesson.
4.Competences : Co-operation, work in pairs, self- study,ability to use language.
II.Preparation:
1.Teacher : textbooks , pictures, mobile phone and speaker.
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :
TEACHER’S ACTIVITIES
I.ACTIVITY 1 : Warm up (5’)
Pelmanism:
- Prepare 12 cards with numbers on one side
and the adjectives (6 cards), adverbs 9 6
cards) on the other side
- Make sure the adjectives and adverbs are
mixed up
- Stick the cards on the board so Ss can only
see the numbers
- Divide Ss into 2 teams and ask them to
choose 2 numbers
- Turn the cards over and see if they match
E.g : happy – happily, give them one mark. If
not, turn the cards over again and ask the
next team to choose numbers.
- Continue until all the cards are finished
II. ACTIVITY 2: Presentation (15’)

* Activity 1 Adjectives and adverbs
+ Adjective + LY = Adverb of manner
- Ask Ss to use the adverbs provided in ‘
7

STUDENTS’ACTIVITIES
Extreme / happy / sad / good / slow /
sadly
Fast / slowly / well / extremely /
happily

- Adjectives can come in 2 places in a
sentences
+ Before a noun : a new girl / new


Pelmanism game “ to complete the sentences
- Ask them to work in groups
- Give feedback
* Activity 3 : Adjectives + that clause
- Set the scene to introduce the structure
S + be + adj + that clause
- Ask Ss to do the exercise in LF 3
- Let Ss work in pairs to complete the
dialogues
- Give feedback
III. ACTIVITY 3: Practice: (15’)
- Ask sts to do exercise 1.(p53)
a. Hoa was ………………… pleased that she
got an A for her assignment.

b. The old man walked ……………… to the
park.
c. Tuan sighed …………….. when he heard
that he failed the test.
d. The baby laughed ………….. as she
played with her toys.
e. Mrs Nga speaks English quite ……….
- Ask sts repeat the sentences before class
- Have sts do execise 3. (p55)
+ Complete the dialogues. Use the words in
brackets.
a/ Ba: Dad! I got mark 9 on my test!
Mr. Ha : That’s wonderful. I’m
……………..
(please/work hard)
- That’s wonderful. I’m pleased that you are
working hard.
b/ Mrs Quyen : When are you going on
vacation with your family, Sally?
Mrs Robinson : Tomorrow. I’m …………….
(excited / go / Dalat)
c/ Lan: I’m ………………..
(sorry / break bicycle)
Tien : Don’t worry. I can fix it
d/ Liz : I forgot to tell you I was going to
Lan’s place.
Mr Robinson : I’m ………………..
(disappointed / not
phone)
8


shoes
+ After the verbs : be, look, appear,
seem , feel, taste, sound, smell….
- Adverbs normally go after the direct
object ( if there is no direct object,
the adverb goes after the verb

+ Change the Adjectives into
adverbs. Then use the
adverbs to complete the
sentences:
Ajectives
Adverbs
extrem
extremely
good
well
happy
happily
sad
sadly
slow
slowly
- Do exercise
a. extremely
b. slowly
c. sadly
d. happily
e. well

- Repeat sentences
- Repeat the example then do the
same.
+ I am excited that I can go to Dalat
this time.
+ I am sorry that I broke your
bicycle yesterday.
+ I am disapointed that you did not
phne me about it.


e/ Mrs Lien : Congratlations!
Nga : Thanks. I’m ………………
(amazed / win f irst
prize)
IV. ACTIVITY 4: FURTHER PRACTICE
( 7’)
-Give Ss an exercise of using Adj or Adv
( small board).
-Collect the sheets and mark (The next period
give the result)
Consolidation: (2’)
Ask Ss: What have you learned today?
- Repeat the sturctures

+ I am amazed that I could wn the
first prize.
-Do ex individually

- Listen and remember.

- Take notes and do at home

Homework (1’)
- Do exercise 3,5
- Prepare Lesson 4 (Unit 6: Read)

Period 40
UNIT 6 : THE ENVIRONMENt
Lesson 4 : Read
I.Objectives : By the end of the lesson, my Ss will be able to
1. Knowledge : * Understand a poem about the environment
* Vocabularies: junk yard , treasure , hedge , nonsense , foam, folk,
…
* Grammar : Conditional sentences (type I)
2.Skills : Practise reading skill.
3.Attitude: positive about the environment : Ss are inerested in protecting the
environment and actively do volunteer work
4.Competenes : Co-operation, work in groups and individuals, self- study,ability to
use language.
II.Preparation:
1.Teacher : textbooks , mobile phone and speaker.
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :
TEACHER’SACTIVITIES
I. ACTIVITY1 : Warm up (4’)
* Game: Network

STUDENTS’ACTIVITIES
- Play game
9



- Rule: Dividing class into 2 groups.
Sts of each group have to think of the
words the know related to the topic
and write them on network. The
winner is the group that has more
than words.
Pollution
garbage

— —



——

II. ACTIVITY2 : Pre- reading (8’)
- Ask Ss some questions about poetry :
+ Do you like poetry ?
+ Do you often read poetry ?
+ Have you ever read a poem about the
environment ?
- We are going to read a poem about the
environment
III. ACTIVITY3: While reading (15’)
- Ask Ss to scan the poem and answer the
following Qs
1- How many people are there in the poem ?
What is their relationship ?

2- Where are they now ?
3- What problem of the environment is
mentioned in the poem ?
- Introduce the content of the poem : a mother
and her son are having a picnic in a park.
The son sees that the place is polluted. He
asks his mother about the problems of
pollution. What does the mother think about
pollution ?
- Have Ss practice guessing the meaning of the
words by matching each word in column A
with an appropriate explanation in column B
- Get Ss to work in pairs to answer the
questions

10

- Listen and answer Teacher’s
questions

+ There are 2 / Mom and son
+ Maybe in the park / forest
+ pollution

- Individual work
1. c
2. g
4. e
5. d
7.b


3. f
6. a

- Answer the Qs in pairs
* Expected answers :
1. If the pollution goes on, the
world will end up like a second –
hand junk – yard
2. The mother thinks other folks
pollute the environment but not her
and her son
3. If the boy keeps on asking such
questions , his mother will take him
home right away.


IV.ACTIVITY4: Post - reading(14’)
* Discussion:
- Divide class into 4 groups
- Have Sts discuss the questions
What could you do in your school / house to
minimize pollution ?
Consolidation (2’)
- Repeat the content of the text

4. No. Because he is right: if he
throws the bottles that will be
polluting the woods
5. The poet wants us to learn that

everyone is responsible for keeping
the environment from pollution/
stopping pollution
6. Ss’ answers ( Put the bins around
the school yard. Pick up the
rubbish / garbage and throw it into
a trash bin. Should not litter on the
ground… )
- Group work
- Discuss the questions

- Listen and remember
Homework (3’)
- Write 5 things that you have to do to keep the
environment unpolluted
- Prepare Lesson 5 (Unit 6) - Wrtie

- Copy down and do at home

Ngày duyệt giáo án: ..............................................
BAN giám hiệu

Tổ trởng :



Period ( sudents Self-study)
UNIT 6 : THE ENVIRONMENT
Lesson 5 : Write
Objectives : By the end of the lesson, my Sts will be able to

11


1.Knowledge: * Write a complaint letter – a formal letter
* Vocabularies: complain (v) , complaint (n ) ,
* Grammar : The format of the formal letter
2. Skill : improve writing skill.
3.Attitude: positive about the environment : Ss are inerested in protecting the
environment and actively do volunteer work
4.Competences : Co-operation, work in groups and individuals, self- study,ability to
use language.
II.Preparation:
1.Teacher : textbooks , pictures, mobile phone and speaker.
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :
TEACHER’S ACTIVITIES
Warm up (3’)
* GAME: (time allowed 2 minutes)
- Ask students to find out the verbs beginning
with the letters that teacher gives.
- Divide the class into four groups.
- Give handouts - students have to find out the
verbs beginning with the letters given.
- The group which finishes first will win the
game.
Examples:
a
b
c
d

add
borrow
cut
drive
s
t
u
v
study
talk
use
value
m
n
o
p
meet
nod
open
put
Pre -writing (10’)
- Ask Sts some information about a formal
letter
- Introduce the format of a complaint letter :
- Ask Sts to keep their books closed
- Provide Sts five sections 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 : end the letter politely
12

STUDENTS’ACTIVITIES
- Play game

- Answer teacher’s questions

- Answers :
1.b
2. d
3. e
4. a
5. c
SCRAP


d. Complication : mention the problem
e. Resolution : makes a suggestion
* The fomat: SCRAP
- Have Ss read the letter.
While - writing ( 20’)
* 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 letter : S, C, R , A or P
- Ask Ss to work in pairs

- Give feedback.:………. Call on Ss to read
aloud the letter ( in the correct order)
Post - writing ( 8’)
- Let Ss read the production b .
- Ask 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 ?
+ What makes you worried ?
+ To whom do you write the letter to ?
+ What suggestion do you want to make ?
+ Any future plans you want to make ?
- Ask Sts to write the letter individually
- Get Sts to share with their partners and
correct if possible
- Move around the class and help Sts
- Call on some Sts to read aloud their letter
- Give feedback , correct some letters before
the class
- Write the mistakes ( spelling , grammar…)
on the board

13

- Pair work
- Read the production b
- Answer Teacher’s questions
+ They begin to catch fish
+ They use electricity to catch fish
+ We write to the head of the local

authorities
+ We suggest the local authorities
should prohibit and fine heavily
anyone using electricity to catch fish
+ We look forward to seeing the
protection of environment from the
local authorities
- Wrtie the letter
* Sample:
I am writing to you about the
problem of fish catching in the lake
behind my house.
I am very worried because people
use electricity to catch fish. After a
short time they left the place , a lot of
small fish died and floated on the
water surface. Other animals such as
frogs , toads , and even birds also
died from electric shock waves.
I would suggest the local authorities
should prohibit and fine heavily
anyone using this way of catching
fish.
I look forward to hearing from you
and seeing the protection of
environment from the local authority.
Sincerely,


- Listen and remember

Consolidation (2’)
- Repeat the content of the leson
- Copy down and do at home
Homework (2’)
- Write the letter in the notebooks
- Prepare Lesson 6 (Unit 6) – Language focus
2,4,5

Week 21:
Preparing date: December 7th, 2022
Period 41
UNIT 6 : THE ENVIRONMENT
Lesson 6 : Language focus 2,4,5
I. Objectives : By the end of the lesson, my Sts will be able to
1.Knowledge : * use conditional sentences type 1
* make sentences with because / as / since
* vocabularies: creatures, preserve,exhaust fume, respiratory, cope
with, ideal, inedible,poinsonous,
* Grammar :
+ Adverb clauses of reason ( as , because , since )
+ Conditional sentences : type 1
2. Skills : doing exerises/using language.
3.Attitude: positive about the environment : Ss are inerested in protecting the
environment and actively do volunteer work
4.Competences : Co-operation, work in pairs and individuals, self- study,ability to
use language.
II.Preparation:
1.Teacher : textbooks , papers for a 15- minute test .
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :

Teacher’s activities
I. ACTIVITY1 : Warm up (3’):
-Ask some simple questions
-Give Ss’ the exercise results
II. ACTIVITY 2: Presentation (6’)

Students’ activities
-Answer
-Receive the exercise’s results
- Looking at the picture and
14


1. Adverb clause of reason (3’)
- Showing some pictures (in the textbook / P.54)
and asking sts to make sentences with
as/because/since).
- Giving a model.
+ Ba is tired because / as / since he stayed up
late watching TV.
- Asking Sts to work in pairs
- Asking some Sts to perform before class.
2. Conditional sentences : Type I (2’)
- Giving the formation of conditional sentences.
+ Type I : Real in present
If – clause
Main – Clause
Will
Simple present
+ V

tense.
Can
E.g: If the rice paddies are polluted, the rice
plants will die
III. ACTIVITY3 : Practice (20’)
Ex 2 (p54)
a/ I am tired. I stayed up late watching TV.
b/ I have brokoen leg. I fell over while I was
playing basketball.
c/ I’m going to be late for school. The bus is
late.
d/ I broke the cup. I was careless

Ex 4 (p54)
- Asking sts to work in pairs to match each
half – sentence in column A with a
suitable one in column B.
A
B
1. If we pollute the
a. there will be big
water,…
floods.
2. If you cut down
b. a lot of sea
the trees in the
creatures will be
forests,…
well preserved.
3. If there is too

c. more and more
much exhaust fume people will cope
in the air,…
with respiratory
15

making sentences
E.g : Ba is tired.
He stayed up late watching
TV
Ba is tired because he stayed
up late watching TV

- Listen
- Write down

a. Example
b. I have a broken leg because / as
/ since I fell over while I was
playing basketball.
c. I’m going to be late for school
because / since / as the bus is late.
d. I broke the cup because / as /
since I was careless.
e. I want to go home because / as /
since I feel sick.
f. I’m hungry because / since / as I
haven’ eaten all day.
- Work in pairs : Match
1. If we pollute the water,…

e. we will have no fresh water to
use.
2. If you cut down the trees in the
forests,…
a. there will be big floods.
3. If there is too much exhaust
fume in the air,…
c. more and more people will cope
with respiratory problems.


4. If you can keep
your neighborhood
clean,…
5. If people stop
using dynamite for
fishing,…
- Correcting

problems.
d. you will have an
ideal place to live.
e. we will have no
fresh water to use.

4. If you can keep your
neighborhood clean,…
d. you will have an ideal place to
live.
5. If people stop using dynamite

for fishing,…
b. a lot of sea creatures will be
well preserved.
-Do the exercise individually

Ex 5 (p56)
-Have Ss do the exercise individually ( Some Ss
wrtie on the board)
- Example:
a/ If the rice paddies are polluted, the rice plants
will die.
- Have Ss work in pairs and write the complete
sentences in the notebooks
b/ If we go on littering, ……….(environment /
become / serously polluted)
c/ If we plant more trees along the streets, …..
(we/ have / more shade and fresh air)
d/ If we use much pesticide on vegetables, …
(the vegetables / become / poinsonus and
inedible)
e/ If we keep our environment clean, …. (we /
live / happier and healthier life)
-Check and correct
IV. ACTIVITY4 : Further Practice (15’)
Have Ss do a 15- minute test
Consolidation (1’)
- Repeat structures:
+ Adverb clause of reason
+ Conditional sentences : Type I
Homework (1’)

- Redo ex 2,4 ,5
- Prepare Unit 7 (Lesson 1) – Getting started +
Listen and read

b. … the environment wiil become
seriously polluted.
c…. we will have more shade and
fresh air.
d. the vegetables will become
pooinsonous and inedible.
e. … we will live a happier and
healthier life.

-Do the test
-Listen and take part in
- Listen and remember

- Take notes and do at home

Written test 15 minutes (No1)
I. Tìm từ có cách phát âm khác ở phần gạch chân:
16

Đề chẵn


1. A. pollution
B. luggage
C. lunar
D.

consuming
2. A. complain
B. conserve
C. cover
D.
environment
3. A. protect
B. secondhand
C. worry
D.
conservation
II. Tìm trong mỗi dòng từ có trọng âm khác các từ còn lại
4. A. protect
B. package
C. letter
D. certain
5. A. factory
B. reduce
C. empty
D. glassware
III. Chọn đáp án đúng để hoàn thành các câu sau:
6. She tried to prevent the dog ________running into the road.
A. from
B. against C. for
D. to
7. The air in the city is very __________.
A. pollute
B. pollution
C. polluted
D.

pollutant
IV. Đọc đoạn văn sau, chọn đáp án cho mỗi chỗ trống đợc đánh số:
We are all destroying the earth. The sea and the rivers are too dirty to swim.
There is so (8) ______smoke in the air that it is unhealthy to live in many of the
world’s cities. In one well- known city, for example, gases from cars (9) ______the
air so much that the police men have to wear oxygen masks.
We have cut down so many (10) ______that there is now vast area of wasteland
(11) _____over the world. As a result, farmers in parts of Afria can’t (12) _______
enough to eat. In certain countries in Asia, there is too little rice. Moreover, we do
not take enough (13) ______of the countryside. Wild (14)_______in India are
(15)______ now because we have killed too many for them to surrvive.
8. A. a little
B. much
C. many
D. a few
9. A. pollute
B. pollution
C. polluted
D. unpolluted
10. A. forests
B. plants
C. trees
D.
wood
11. A. in
B. through
C. on
D. all
12. A. grow
B. take

C. work
D.
supply
13. A. careless
B. care
C. worry
D. tired
14. A. animal
B. tigers
C. cattle
D. animals
15. A. sometimes B. ever
C. rare
D.
rarely
**The end***
Written test 15 minutes (No1)

Đề lẻ

I. Tìm từ có cách phát âm khác ở phần gạch chân:
1. A. treasure
B. ensure
C. measure
D. pleasure
2. A. feature
B. reason
C. pleasant
D. season
17



3. A. deforestation B. amount
C. achieve
D. dynamite
II. Tìm trong mỗi dòng từ có trọng âm khác các từ còn lại:
4. A. account
B. compare
C. conserve
D. chopstick
5. A. faucet
B. install
C. household
D. hobby
III. Chọn đáp án đúng để hoàn thành các câu sau:
6. Tom wasn’t at the meeting ________ his accident.
A. because of B. because
C. as
D. since
7. We are________that he won the first prize .
A. amazing
B. to surprise
C. surprising
D. surprised
IV. Đọc đoạn văn sau, chọn đáp án cho mỗi chỗ trống đợc đánh sè:
Our oceans are becoming (8)______ polluted. Most of this (9)_______ comes
from the lands, which means it comes (10)______ people. First, there is raw sewage,
which is (11)______ directly into the sea. Many countires, both developed and
developing, are guilty of (12)_______ this. Secondly, ships drop about six million
tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship

has an accident and oil leaks from the vessel.
This is not (13)_______ pollutes the water, but it also kills marine life. Next,
there are (14)_______ materials from factories. Without proper regulations, factory
owners let the watse run directly into the rivers, which leads to the sea. And finally,
oil is washed from the land. This can be the result of (15)______ or a deliberate
dumping of watse.
(cân nhắc)
8. A. seriousing B. serious
C. seriously
D. serioused
9. A. polluted
B. polluting
C. pollute
D. pollution
10. A. in
B. on
C. from
D. to
11. A. pumped
B. pumping
C. pump
D.
pumps
12. A. do
B. doing
C. did
D. done
13. A. because
B. also
C. only

D. Although
14. A. wasteful
B. wasting
C. wasted
D. waste
15. A. carelessness B. carefulness
C. carefully
D.
carelessly
**The end***
Answer keys:
Đề chẵn
1B 2C 3D 4A 5B 6A
11D 12A 13B 14D 15C
Đề lẻ
18

7C

8B

9A

10C


1B 2C 3A 4D 5B 6A 7D 8B 9D 10C
11A 12B 13C 14D 15A
........................................................................................................................................
........

Period 42
UNIT 7 : SAVING ENERGY
Lesson 1 : Getting started + Listen and Read
I. Objectives : B y the end of the lesson, my Ss will be able to
1.Knowledge : Know the ways to save energy
* Vocabularies: water bill, enormous, plumber, crack, dripping
faucet, to make sure.
* Grammar : to get st to –V, suggest + V-ing/ that S+ should +V,
2.Skills : Practise L,S,R and W skills
3.Attitude: Positive about the energy and environment . Ss are inerested in
conserving and saving energy 4.Competenes : Co-operation, work in groups and
individuals, self- study,ability to use language.
II.Preparation:
1.Teacher : textbooks , pictures, mobile phone and speaker.
2.Students: book,notebook, look up the new words,pre-read the lesson.
III. Procedures :
. Activity 1: Warm up (7')
(warm up/ check up/ setting the scene)
a.Aims: Answers some questions to understand how to save energy.
b.Contents:Questions: Is the TV on?+ Who’s watching TV?etc...
c.Outcome:Tudents' answers
d.Organization:
Teacher’s activities
Students’ activities
Warm up: Getting started
- Asks Ss to look at the pictures in the book - Answer (WC)
- Asks Ss some questions so that they can
understand the pictures:
+ Is the TV on?
+ Who’s watching TV?

+ Who’s listening to the radio?
+ Is the light still burning?
+ What happens to the faucets?
+ Should we turn the TV off?
+ What should we do to save energy?
- Asks Ss to discuss what they could do to
save energy?
- Work in pairs
- Gets feedback and corrects
- Call out the answers
- Introduces the lesson: Today you are going - Pay attention
19


to learn about how to save water.
2. Activity 2: Presentation (8')
a.Aims:Sts learn some vocabulary about saving energy.
b.Contents: Vocab:a water bill,a plumber , etc.../ T or F,...
c.Outcome:Vocab:a water bill,a plumber , etc.. Call out the guesses.
d.Organization:
Teacher’s activities
Students’ activities
Pre-teach
a water bill (realia): hoá đơn tiền nước
- Repeat in chorus
a plumber (e.g):
thợ sửa ống nước
- Repeat individually
a crack (realia):
vết nứt, gãy

- Copy
enormous = huge: to lớn, khổng lồ
(to) drip (picture):
nhỏ giọt, rỉ nước
- Work in groups of 5
Checking the vocab: Slap the board
True/ False Prediction: Section b- Page - Pay attention
58
- Sets the scene: Mrs Mi is talking with her
neighbor, Mrs Ha. Mrs Ha looks very - Guess
worried. Now work in pairs and guess about
the conversation between them.
- Asks Ss to guess which statements are true
and which are false.
- Writes some guesses on the board.
- Call out the guesses
3. Activity 3: Practice (20')
a.Aims: Understand the dialouge and answer the questions, etc...
b.Contents:T/F, Comprehension Questions, Roleplay, etc...
c.Outcome:T, T, F,... Because her most recent water bill is enormous, etc....
d.Organization:
Teacher’s activities
Students’ activities
- Gets Ss to listen to the tape and check their - Listen twice
predictions
- Call out the answers
- Gets feedback and corrects
Answer key
1. True
4. False

2. True
5. True
3. False
- Work in pairs
Comprehension Questions: (Poster)
- Asks Ss to read the dialogue again and answer the
following questions
a. Why is Mrs Ha worried? (Because her most
recent water bill is enormous)
b. How much money does she pay for her water
bill? (She pays 200,000 dong)
20


c. What does Mrs Mi advise Mrs Ha to do?
(She advises Mrs Ha to get a plumber to
check her water pipes and to reduce the
amount of water by taking showers and
turning off faucets after use)
d. How much water can be wasted a month by a
dripping faucet? (500 liters of water)
- Gets feedback and corrects
*Production
Roleplay
- Asks Ss to practice the dialogue
- Calls on some students to practice before the class
- Gives feedback and corrects Ss’ pronunciation
Discussion
(Integrating environmental education)
- Asks Ss to discuss the topic:

What do you do to save energy at home and at
school?
- Calls on some Ss to present their discussion
- Gives feedback and corrects

- Call out the answers

- Work in pairs
- Practice before the class

- Work in groups of 4
- Say what to do to save energy

4. Activity 4: Application (10')
a.Aims:Sts can talk about how save energy at home and at school, etc...
b.Contents: discuss the topic: What do you do to save energy at home and at
school?
etc...
c.Outcome: Talking how save energy at home and at school, etc...
d.Organization:
Teacher’s activities
Students’ activities
Discussion
- Asks Ss to discuss the topic:
What do you do to save energy at
home and at school?
- Work in groups of 4
- Calls on some Ss to present their
discussion
- Say what to do to save energy

- Gives feedback and corrects
* Homework
- Learn the new words by heart
- Write about what you can do to save - Take notes
energy in your Ex book
- Prepare the new lesson: Unit 7/ Speak +
Language focus 3
Ngày duyệt giáo án: ..................................
21


BAN gi¸m hiƯu

Tỉ trëng :

…………………………………………………………………………………………
.
Week 22
Preparing date: December 15th, 2022
Period 43
UNIT 7 : SAVING ENERGY
Lesson 2 : Speak + Language Focus 3
I. Objectives : By the end of the lesson, my Sts will be able to
1. Knowledge : *make and respond to suggestions
* Vocabularies : to make posters, gas stove, air – condition, fix/
repair, war invalid.
* Grammar : Make suggestions :
suggest + V – ing/ Let’s../Why don’t we…/Shall we…/ I Think we should…/
What/ How about + V-ing…?
Response : Ok/ All right / That’s a good idea/ No. I don’t want to / I prefer to…/

Let’s…
2.Skills : improve speaking and doing exercises.
3.Attitude: positive about the energy and environment . Ss are inerested in
conserving and saving energy
4.Competences : Communication,co-operation, work in groups , pairs and
individuals, self- study,ability to use language.
II.Preparation:
1.Teacher : textbooks , pictures.
2.Students: book,notebook, revise suggestions, look up the new words,pre-read the
lesson.
III. Procedures :
1. Activity 1: Warm up (7')
(warm up/ check up/ setting the scene)
a. Aims: Lead in the new lesson Make ss be interested in the topic “saving energy”
b. Contents: Think of the sourses of energy
c.Outcome: students' answers
d.Organization:
Teacher’s activities
Students’ activities
1. Warm up: Brainstorming (4’)
- Asks Ss to think of the sources of energy that - Write on the board
they know and write on the board
oil
22


water

sun (solar)
sources of

energy

gas
coal
- Gives feedback and corrrects
- Introduces the lesson: Today you are going to - Pay attention
speak about how to save energy and listen
about solar energy.
2. Activity 2: Speaking (15’)
a.Aims:Sts learn some vocabulary about saving energy.
b.Contents: Vocab:a gas cooker, a gas fire, fan, air-conditioner
- Suggestions and responds
c.Outcome: ss can memorise how to read and write the new words
- Ss can give and respond suggestions
d.Organization:
Teacher’s activities
Students’ activities
* Presentation
Vocabulary
- a gas cooker (picture):
bếp ga
fire
- a fan (picture):
cái quạt
- an air-conditioner (picture): máy điều hòa
Model Sentences
- Elicits from Ss: How can we make a
suggestion and a response?
- Asks Ss to look at the table on Page 58 and
explains how to make and respond to

suggestion.
- T may give an example for each structure
* Practice
Activity 1: Section a- Page 58
- Gives instructions: Make suggestions about
how to save energy using the pictures on
Page 59
- Runs through all the pictures
- Gives an example: picture a
The faucet is running but nobody uses it. So
we can say:
I think we should turn off the faucet.
23

- Repeat in chorus
- Repeat individually
- Copy
- Pay attention

- Pay attention


I suggest fixing the faucet.
- Asks Ss to make suggestions for each
picture
- Asks Ss to say out their suggestions and
calls on some Ss to write on the board
- Gives feedback and corrects
Activity 2: Section b- Page 59
- Gives instructions: Work in groups of 4.

Work out an action plan to save energy for
your class, using the expressions and ideas in
Section a.
- Gives an example: in the book
- Asks Ss to practice
- Gets feedback and corrects
- Collects Ss’ suggestions to make an action
plan to save energy

- Work individually
- Call out the sentences and write on
the board
- Pay attention

- Work in groups of 4
- Practice again

3. Activity 3: Language focus (10') structures with “suggest”
a.Aims: helpSs pratise the structures with “suggest”
b.Contents: suggest +V-ing / suggest +that + S +should + V(inf) +…
c.Outcome: Ss can speak then write sentences with ‘suggest +V-ing / suggest
+that + S +should + V(inf) +…”
d.Organization:
Teacher’s activities
Students’ activities
Post-speaking (10’)
- Have Ss do the language focus 3
Making suggestions:
-Listen and take notes
S + suggest + Ving

S + suggest + that + S+should +V(inf) +…
- Explain to students the task (a): “Your class
wants to help the poor in the neiborhood of your
school. The following ideas may help you.”
Ex.: I suggest collecting some money.
- Do the same the example
- Having students make suggestions before the
 I suggest collecting
class, then write some suggestions on the board.
- Having students write on their notebooks
some unused clothes
- The answer key:
 I suggest organizing a
Example: I suggest collecting some money.
show to raise money
 Collect unused clothes
 I suggest giving lessons
to poor children
 Organize a show to raise money
 I suggest helping
elderly people and war
 Give lessons to poor children
invalids with their
chores
24


 Help elderly people and war invalids with
their chores
- Correcting the mistakes if any.

- Explain to students the task (b): “ Your friends
wants to improve his / her English. The following
ideas may help you”
Example: I suggest (that) you should work harder
on your pronunciation
 Write sentences with new words
 Speak English in class
 Buy a good dictionary
 Do some reading every day

- Copy down
- Do the same the example
 I suggest that you
should write sentences
with new words.
 I suggest that you
should speak English in
class.
 I suggest that you
should buy a good
English dictionary.
 I suggest that you shoud
do some reading
everyday.
- Copy down

4. Activity 4: Application (10')
a.Aims:Sts can talk about how save energy at home and at school, etc...
b.Contents: discuss the topic: What do you do to save energy at home and at
school?

etc...
c.Outcome: Talking how save energy at home and at school, etc...
d.Organization:
Teacher’s activities
Students’ activities
Discussion
- Asks Ss to discuss the topic:
What do you do to save energy at
home and at school?
- Work in groups of 4
- Calls on some Ss to present their
discussion
- Say what to do to save energy
- Gives feedback and corrects
* Homework
- Learn the new words by heart
- Write about what you can do to save - Take notes
energy in your Ex book
Period 44
UNIT 7 : SAVING ENERGY
Lesson 3 : Read
I. Objectives : B y the end of the lesson, my Ss will be able to
1. Knowledge : know more how North American and European countries save
money and natural resources
25