Week:

Planning:

Period: 37

Teaching:
UNIT 6: THE ENVIRONMENT
Lesson 1: GETTING STARTED + LISTEN AND READ

I. OBJECTIVES
1. Knowledge:
By the end of the lesson, Ss will be able to
-know more about the environmental problems and solutions to
them in the world, practise 4 skills.
-protect the environment.
2. Competences:
Develop communicative competence, discovery, cooperation compentence and
thinhking compentence.
3. Quality:
Know the environmental problems
II. TEACHNG AIDS
- T: textbook, cassette, pictures
- Ss: book, exercisebook
III. PROCEDURE
1. Warm up (5’)
- Organization: 9A:........................... 9B:.......................... 9C:…………………..
a. Goal: help ss know the environmental problems
b. Content: think of the environmental problems and match them with pictures
c. Expected result: match the envirmental problems to pictures
d. Performance:

Teacher's & Ss' activities

Contents

- Ask Ss to think of the environment
problems in their city/villages
- Ask Ss to look at the pictures in

a.

Air pollution

b.

Spraying pesticides

c.

Garbage dump
Environmental problems

1


Getting started and go to the board to
match the pictures with environment
problems

d.


Water pollution

e.

Deforestation

f.

Dynamite fishing

- Give feedback and correct
2. Presentation (15’)
a. Goal: help ss know some new words and the content of the text between Mr
Brown and volunteer conservationists
b. Content: new words, some information about the text
c. Expected result: know and understand some new wordsand some informaion of the
text
d. Performance:
Teacher's & Ss' activities

Contents

Pre –teach( vocab)

I. Vocab

Introduce some new words and guide
ss to read

- deforestation (n) explanation : sự tàn

phá rừng

* Checking: What and where

- garbage dump (picture ) đống rác

- Ask Ss to read the statements
carefully then predict the result of the
matching by completing the table:

- dynamite fishing (picture) việc đánh bắt
cá bằng thuốc nổ

I guess
Group 1.
Group 2.
Group 3.

I listen/read

- spraying pesticides (n) picture: việc
phun thuốc diệt sâu bọ
- disappointed (synonym) thất vọng
- sewage (n) nước thải
* Matching

Mr Jones
Mrs Smiths
Mr Brown
3. Practice (17’)

a. Goal: help ss understand the content of the dialogue and match the names in
column A with the tasks in column B, answer the questions

2


b. Content: match the names in column A with the tasks in column Band answer the
questions
c. Expected result: ss know the tasks of each group and answer the questions
d. Performance:
Teacher's & Ss' activities

Contents

- Ask Ss to look at the part a page 48
and listen to the tape to match the
names in column A with the Tasks in
column B

II. Practice

- check their guessing

Group 2 - e check the sand

a. Match
Group 1 –f walk along the shore
Group 3 – b Check among the rock

- Open the tape 2 times

- Give feedback and correct

Mr Jones –a collect all the bags and take
them to the garbage dump

* Comprehension

Mrs Smith –c provide picnic lunch for
everyone

- Ask Ss to read the text individually

Mr Brown-d Give out the bags

- Give ss some questions and ask them
to work in pairs to find out answers
1. Who is the speaker?
2. Who are the listeners?

b. Answer
1. The speaker is Mr Brown

3. Where are they?

2. The listener are members of the
volunteer conservationists

4. What are they going to do?

3. They are on the beach


5. What will they achieve if they work
hard today?

4. They are going to clean the beach

6. Have you ever polluted the
environment?

5. If they work hard today, they will make
the beach clean and beautiful again soon
6. Yes, I have.

* practice text
- Let Ss practise the dialogue
4. Production (8’)
a. Goal: help ss know the effects of polluting the environmentand the way of using
the conditional type 1
3


b. Content: say the effects of polluting the environment and the way of using the
conditional type 1
c. Expected result: say the effects of the polluting the environment and use the
conditional type 1
d. Performance:
Teacher's & Ss' activities

Contents


* Speaking:

Disscussion

- Ask the ss to discuss with questions
7.P48

III. Grammar:
“If you can’t find your place, I will help
you get there with this map.”

If the pollution continues, what might
happen?

 Conditional type I (a real action, may
happen)

Get some ss to come to the board and
answer

If + Present simple, S + Will + V(bare
inf.)…

Introduce new struture: conditional type
1

+Ex: “If you are at home, I will come to
Ask ss to make some sentences using the visit you”
conditional type 1
*Homework:

Ask Ss to learn new words.
- Prepare for “Speak and Listen”
- Do Ex1p58 in workbook

4


Week:

Planning:

Period: 38

Teaching:
UNIT 6: THE ENVIRONMENT
Lesson 2: Speak + Listen

I. OBJECTIVES
1. Knowledge
By the end of the lesson, students will be able to persuade their friends to protect the
environment and listen for details about the pollution.
2. Competences
5


- Co – operation: Work in pair, group, team.
- Self study:Work in individually.
- Creactiveness: Talk about the environmental problems and the sollutions.
3.Quality
- Student know how to protect the environment.

- Ss be responsible for keeping the environment clean and beautiful.
II. TEACHNG AIDS
1. T: Text-book, lesson plan, picture , radio, ...
2. SS: Text-books, notebooks, pen, exercise book...
III. PROCEDURE
1.Warm up (5’)
- Organization 9A:........................... 9B:.......................... 9C:…………………..
a. Goal: ask Ss some vocabulary about the environmental problems.
b. Content: Ss can play game.
c. Expected result:Ss can review vocabulary.
d. Performance:
Teacher and students’ activities

Contents

- Guides Sts to play the game “Jumble
words” with the words

1. onpitlulo  pollution
2. mpud

 pump

- Play the game follow the teacher’s
guide

3. ira

 air


T: guides sts to put the letters in the
correct order to make good words

5. ands

4. sptesecidi  pesticides
 sand

Sts : write.
T: comments, give the feedback.
2. Presentation (15’)
a. Goal:Ss persuade their friends to protect the environment.
b. Content:model sentences and grammar about express the persuasion.
c. Expected result: Ss can persuade their friends to protect the environment.
d. Performance:
6


Teacher and students’ activities

Contents
I. Speaking.

* Pre-teach vocabulary:

1. Vocabulary.

- T elicits the vocabulary from Ss.

- prevent (v-translation ): ngăn chặn


- T asks Ss to repeat in chorus then
individually.

- reduce (v-translation): giảm

* Checking the vocab:

- faucet (n-picture): vòi nước

What and Where

- leaf-leaves (n-realia): lá cây

* Expressions

2. Grammar.

- Ask students to persuade the partner to
do the following things to protect the
environment (p.49)

* Express the persuasion:

- wrap (v-mime): gói, bọc

. I think you should.......

- Call on some students to give the
answers


. Won't you.......................................?

- Give feedback

. Can I persuade you to ..............?.

. It would be better if you....
. Why don't you/Why not................?.
. What about /How about + V-ing…

3. Practice (15’)
a. Goal: Use the expressions to persuade the partner to do the following things to
protect the environment.
b. Content:
- Persuade their friends to protect the environment.
- Work out an ACTION PLAN to protect the environment .
c. Expected result:SS can present before the class.
d. Performance:
Teacher and students’ activities

Contents

1. Practice speaking

* Suggested ideas:

- Ask students to call out one of their
sentences until all the sentences are
finished after running through examples,

suggestions

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 light
7


before going out?
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 going out?
S6 : Why not put garbage bins around the
schoolyard?
* Questionnaire
2. Questionnaire

# How can we save paper?

- Let students answer the questions in
the questionnaire (pair work)

. I think you should recycle used paper ,
newspapers.

- Give feedback, teacher can write some
possible answers on the board so that

weaker students can follow.

……

- Ask students to practice asking and
answering the questions

. How about cleaning and reusing them?

# How can we use fewer plastic bags?
. Why not use paper bags instead of
plastic ….

- Call on some pairs to practice in front
of the class

* Find possible answers to the
questionnaire:

- Correct the mistakes if necessary.

1. How can we save paper ?
- I think we should recycle used paper,
write on both sides of the paper, use tree
leaves for wrapping
2. How can we use fewer plastic bags ?
- We can use used plastic bags, then
clean and reuse them
3. How can we reduce the amount of
garbage we produce ?

- I think we should try to reuse or
recycle things.
* Discuss the best way to protect the
environment.
4. Production: Listening (10’)
8


a. Goal:SS can control some new words and listen and complete the notes.
b. Content:Ss listen to the tape 3 times and complete the notes.
c. Expected result:listen to the tape again and complete the notes.
d. Performance:
Teacher and students’ activities

Contents

1. Pre - listening :

II. Listening.

* Set the scene: " You are going to listen
to the talk about the causes of oceans'
pollution."

1. Vocabulary

- Run through the table (p.50)

- oil spill : the release of oil into the
natural environment, usually the ocean


- raw sewage:( n ) : untreated
wastewater

- Ask students to complete the notes
about the reasons why oceans are
polluted by listening to the tape.

- regulation ( n ) = rule

- Let students listen to the tape 3 times
- Ask students to share with the partner

2. Answerkey

- Call on some students to give their
answers

How the ocean is polluted
Firstly: Raw sewage is pumped directly
into the sea.
Secondly: Garbage is dropped into the
sea.
Thirdly: Oil spills come from ships at sea.
Next: Waste materials come from factories.
Finally: Oil is washed from the land.

- Let students listen to the tape again to
check their answers
2. While - listening :

T shows the notes then play the tape and
get sts listen and compete it.
Sts : listen and do their task.
T : calls some sts to read their answer
aloud
Gives the correct answer
3. Post - listening:
T: guide ss to speak the general ideas
about the listening.
Sts : do as directed.
T: comment and give marks if.
* Homework
9


- Do homework.
- Review the lesson, make sentences with these structures above.
- Prepare “Read”.

Planning:

.1.2021

Teaching : 1.2021
PERIOD 39
UNIT 6 : THE ENVIRONMENT
LESSON 3: READ
I. Objectives:
1. Knowledge: By the end of the lesson, the ss will be able to
+Use the lexical items related to the topic ‘The Environment’

+Understand the poem about the pollution
2. Competences:
+ Develop communicative competence, discovery, cooperation compentence and
thinhking compentence.
+ Use the lexical items related to “The Environment”.
+ Practice reading skill.
3. Quality:
- Love nature
- Be interested in protecting the environment
II. TEACHING AIDS:
1. Teacher: Textbook, workbook, projector
2. Students: Textbook, workbook
III. TEACHING PROCEDURE
1. Warm up (5')
* Organization
9A:.......................

9B:.............................
10


a.Goal: - Motivate ss to interest in the topic of the lesson, lead in the lesson.
b. Contents: game “Shark attack”
c. Expected result:Ss can find out the word.
d. Performance
Teacher's &Ss' activities

Contents

* Shark attack (4’)


* Shark attack

- Prepare a shark and a boy
- Draw some steps on the board, and the
sea around the steps.
- Stick the boy on the top of the steps,
the shark in the sea.
- Draw 4 gaps for the word poem
- Students guess the letters, if their guess
is right, they will get 1 mark
- Explain the meaning of the key word
2. Presentation: Pre teach Vocabulary (10’)
a. Goal: Provide ss necessary vocabulary related to the topic to help Ss understand
the content of the poem and do the tasks effectively.
b. Content : vocabulary of the poem
c. Expected result: understand using and meaning of the vocabularies
d. Performance:
Teacher's &Ss' activities

Contents

* Pre-teach vocab

I. Vocab

- T elicits the vocabulary from Ss.

- junk yard (n-picture): bãi rác


- T asks Ss to repeat in chorus then
individually.

- foam (n-picture): bọt

* Checking

- stream ( n-picture): suối

Matching

- hedge (n-synonym = fence): hàng rào
- treasure (n-picture): kho báu
- folk (n-synonym= people): người

* Set the scene: " Two people are going
11


on a picnic. "

1. Who are the people in the poem?

- Give the students two pre questions.

2. What are they talking about?

- Have students guess the answer
- Call on some students for their
guessing

- Take notes.
3. While (17’)
a. Goal: SS understand the poem through doing exercises
b. Content: matching the word to meaning and answer the questions.
c. Expected result:Ss cando the exercises effectively.
d. Performance:
Teacher's &Ss' activities

Contents

1. Reading and checking

II. Answers

- Get students to read the poem and
check their prediction

1. The mother and her son.

- Ask students to share the answer with
the partner

2. They are talking about the pollution/
polluted environment....

- Call on some students to give the
answers
- Give feedback
2. Matching
- Have students work in pairs, guess the

meaning of the words by matching each
word in column A with an appropriate
explanation in column B

2. Matching
1- c
6- a

- Call on some students for their
guessing
- Take notes
- Ask students to read again the poem
and check
- Call on some students to give the
answers
- Give feedback:
12

2- g
7- b

3- f

4- e

5- d


3. Comprehension questions
- Run through all the questions (p.51)

- Ask students to read again the text and
answer the questions
- Ask students to share with the partner

4. Comprehension questions

- Divide the class into 2 groups: A , B
- Let Ss to play “ Lucky Numbers game” 1
- Give feedback
a

2

3

4

LN LN c

5
d

6
b

* Answers:
a. If the pollution goes on, the world will
end up like a second hand junk yard.
b. The mothers think other folk pollute
the environment but not her or her son.

c. His mother will take him home right
away .
d. No. Because he is right. If he throws
the bottles that will be polluting the
woods.
4. Post (13’)
a. Goal: Help Ss have critical thinking about protecting environment
b. Content :the solution of protecting environment
c. Expected result:Ss canmemorize the learnt words and brainstorm how toprotectthe
school environment
d. Performance:
Teacher's &Ss' activities

Contents

* Discussion

- Discussion

- Divide the class into 3 groups

1. What does the poet want us to learn ?

- Have students discuss the question

2. "What should you do to protect your
school environment?

- Move around and help them do
- Call on some SS to talk about their

answers
- Correct common mistakes

* list the actions of protecting
13


- Ask ss work in groups at home to
present the solution of projecting
environment.

environment.

* Homework
- Ask ss work in groups at home to find out the solution of protecting environment.
- Prepare the next lesson.

Planning: /1/2021
Teaching: /1/2021
PERIOD 40
UNIT 6 : THE ENVIRONMENT
LESSON 4: WRITE
A. Objectives:
1. Knowledge By the end of the lesson, students will be able
+to understand the form of the letter of complaint about the
environment .
+write the letter of complaint about the environment .
+know to protect environment in our neighbourhood
+practice 4 skills: speaking, listening, reading, writing
14



2.Competences: form ability of creating, solving the problem,studying and
controling themselves, communicating, cooperating, using languages
3. Quality: Students know how to write a complaint letter
B. Teaching aid:
T textbook, cassette, pictures , computer
S: book, exercisebook
C. Procedure:
1. Warm up (5’)
- Organization
9A …………
9B ………….
a.Goal: see pollution of waste in the lake river /on the street
b.Content: s can tell the cause of pollution
c. Expected result: s can tell the affect of pollution to our life
d. Performance
T gives s some pictures about polluting the environment from waste and ask them:
What can you see in the pictures?
Ss: People thow a lot of waste on the street/ in the rivers / lakes
T lets s see pictures of trucks loading garbage near your neighborhood. Ss can see
pollution from it. What should we do?
- introduce new lesson: A letter from Mr Nhat to the director of L and P Company
2. Pre- writing( 15’)
a.Goal: introduce new words and form of a complaint letter
b.Content: s can pronouce new words and know form of a complain letter
c. Expected result: s can understand and use new words , know form of a complain
letter
d. Performance
Teacher’s and Ss’ activities


Contents

15


Pre teach vocab:
-T introduces some new words and
guide s to read

- complain (v) translation phan nan

Ss listen and repeat

- complaint (n)
- complication (n) dieu gay rac roi

Checking: rub out and remember

- resolution (n) su quyet tam
(translation)

Ordering

- float (v) picture (troi, noi bong benh

- Ask Ss to keep their books closed

- prohibit (v) ngan can, ngan cam
(translation)


- Provide students five sections of a
complaint letter (with their definitions)
in random order.
- Get them to put the sections in a
correct order.

 Answer key:
1 – b/2-e/3-d/4-a/5-c

a. Action: talks about future action
b. Situation: states the reason for
writing
c. Politeness: ends the letter politely
d. Resolution: makes a suggestion
e. Complication:mention the
problem
Reading

 Answer key:

- Have Ss read the letter on page 52

Dear Sir/ madam

* 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 and P
- Ask Ss to work in pair

R- I would suggest your company
…………….before leaving
S - I am writing to you about………
their way to the north
A - I look forward to hearing from you

- Give feedback and correct

and seeing good response fromyour

- Let Ss read the production 6b on page
16


53

company

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

C - When the trucks…………………
…………There is smell and flies
P - Sincerely,
Tran Vu Nhat

3. While writing (15’)

a.Goal: write a complaint letter
b.Content: s can write a letter to the head of local authorities to complain about the
way of catching fish in the lake behind your house
c. Expected result: s can understand and write a complain letter
d. Performance
Teacher’s and Ss’ activities
- Ask Ss to write the letter to the head of
local authorities to complain about the
way of catching fish in the lake behind
your house
Individually

Contents

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

- T asks s to follow S C R A P
- T.Move around the class and help

4. Post writing (10’)
a.Goal: understand and write a complaint letter
b.Content: s can write a complain letter well
c. Expected result: s can understand and use new words , know form of a complain
letter
d. Performance
Teacher’s and Ss’ activities


Contents

17


- Move around the class and help Ss
- Call on some Ss to read aloud their
letters
- Give feedback, correct some letter
before the class

Example:
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.
Other animals such as frogs, toads, and
even birds have also die from electric
shock waves
I would suggest the local authorities
should prohibit and fine heavily anyone
using this way of catching fish. I look
forward to hearing from you and seeing
the protection of environment from the
local authorities.
Sincerely,


* Homework
- Ask Ss to write the letter on their notebook
- Prepare Language focus.P53

18


Planning: /1/2021
Teaching: /1/2021
PERIOD 41
UNIT 6 : THE ENVIRONMENT
LESSON 5: LANGUAGE FOCUS
I. Objectives:
1. Knowledge By the end of the lesson, students will be able
+ make sentences with adj +That clauses and further practice in conditional
sentences. Adj + that clause, Conditional sentences.
+know to protect environment in our neighbourhood
+practice 4 skills: speaking, listening, reading, writing
2. Competences: Develop self-learning ability, discovery ability, ability to solve
problems, a bility to think creatively, self-management capacity, ability to
communicate, ability to cooperate and strengthen the use of language
3. Quality: Help sts to have skills to protect the environment.
Pronounce L/N correctly.
Life skill education: Sts protect the environment.
II. Teaching aid:
T Text book, teaching plan.
19



S: textbooks, prepare the lesson at home.
III. Procedure:
1. Warm up (7’)
- Organization: 9A ……………………

9B …………………….….

a.Goal: see pollution of waste in the lake river /on the street
b.Content: s can tell the cause of pollution
c. Expected result: s can tell the affect of pollution to our life
d. Performance
Write types of pollution in the words in bracket
- Organize the game for 2 teams.
- Ask ss in each team write the types of pollution in 2 minutes
- The team with more and correct words is the winner
Types of
pollution

- Introduce the new lesson
2. Language focus 1(5’)
a.Goal: Revision of Adjectives and Adverbs.
b.Content: Ss can understand the adjectives and know form of adverbs.
c. Expected result: Ss can use the adverbs to complete the sentences exactly.
d. Performance

Teacher’s and Ss’ activities

Contents

Revision of adj and adverbs

Adj + ly = adverb of maner
Adjectives can come in two places in a
sentence

- sigh (v) (mime) thở dài

* Before a noun: a nice girl

- disappointed (adj) thất vọng

* After the verbs be, look, appear, seem,
feel, taste, sound, smell……

* Answer key:

- amazed (adj) (syn) ngạc nhiên

b. slowly c. sadly
20

d. happily


- Adverbs normally go after direct object e. well
- If there is no direct object, the adverb
goes after the verb
- Get ss to work in pairs
3. Language focus 2 (5’)
a.Goal: Revision about Adverb clauses of reason.
b.Content: Ss can join the pairs of sentences together, use because, as or since.

c. Expected result: Ss can join the pairs of sentences together, use because, as or
since exactly.
d. Performance
Teacher’s and Ss’ activities
* Revision of adverb clauses of reason
with because, since, as
- Give two sentences and ask ss to
combine them into one

Contents

Adverb clauses of reason with because,
since, as
Answer key:

- Have ss do the exercise 2 on page 5455

a.Lan is going to be late for school
because the bus is late

- T moves around the class and help

b.Hoa broke the vase as she was careless
c.Mai wants to go home because/since
she feels sick
d.Nga is hungry as she hasn’t eaten all
day.

4. Language focus 3 (5’)
a.Goal: Review the structure Adjective + that clause

b.Content: Ss can complete the dialogues, use the words in brackets.
c. Expected result: Ss can complete the dialogues, use the words in brackets exactly.
d. Performance
Teacher’s and Ss’ activities

Contents

- Set the scene to introduce the structure
Adjective + that clause
Ba: Dad! I got mark 9 on my test.

Answer key:
b… excited that I can go to Da lat
21


Father: That’s wonderful. I’m please that c. I’m sorry that I’ve broken your
you are working hard
bicycle
d. I’m disappointed that you did not
phone me.

Form: S + be + adj + that clause
- Ask Ss to do the exercise in LF 3 - Let
Ss work in pairs to complete the
dialogues

e. I’m amazed that I won the first prize

- Give feedback

- Call on some Ss to practice the
dialogue.
5. Language focus 4 (8’)
a.Goal: Review the conditional sentences style I.
b.Content: Ss can match each half-sentence in column A with a suitable one in
column B.
c. Expected result: Ss can match each half-sentence in column A with a suitable one
in column B exactly.
d. Performance:
Teacher’s and Ss’ activities

Contents

- Set the scene to introduce form:
Answer key:

If+ S+ V(htđ), S+ will +V
Answer key:

- Conditional type I

- Write the statement on the sub - board

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

- Have ss do exercise language focus 4
in pairs
- Get feedback and correction
6. Language focus 5 (15’)
a.Goal: Do the test 15 minutes with the conditional sentences style 1.

b.Content: Ss can complete the sentences .
c. Expected result: Ss can complete the sentences exactly.
d. Performance:
Teacher’s and Ss’ activities

Contents
22


- Have ss combine the sentences in the
test 15’

Answer key:

- Correct their mistakes.

b,..The environment will become
seriously poluted.

* T asks Ss to do homework

c, ..We’ll have more shades and fresh air

- Review all the new words and
structures.

d, ..the vegetables will become
poinsonous.

- Do exerices in workbook.


e, …we’ll live a happier and healthier.

a,….rice plants die.

- Prepare: Unit 7: Getting started-Listen
and Read.

Planning: …-.1-2021
Teaching: …-1-2021
Period 42
UNIT 7: SAVING ENERGY
Lesson 1: GETTING STARTED & LISTEN AND READ
23


I. Objectives
1. Knowledge
By the end of the lesson, students will be able to:
+ know how to save water (natural resources).
+ know more about the way to save energy, use adjectives and adverbs.
+ persuade their friends to save energy.
+ practice listening skill and speaking skill, reading skill.
2. Competences
- Co – operation: Work in pair, group, team.
- Self study:Work in individually:
- Creactiveness:awareness about the energy.
3 .Quality: Student know how to save energy.
II. Teaching aid:
T: textbook, projector, cassette, pictures (p.57) ……

SS: textbook, exercise book
III. Procedures
1. Warm up (5’)
* Organization
9A:........................... 9B:.......................... 9C:…………………….
a. Goal: ask Ss some questions about the types of energy.
b. Content: Ss can tell the types of energy.
c. Expected result: Ss can tell the way to save energy.
d. Performance:
Teacher’s and student’s activities

Contents

“Getting started”

* GETTING STARTED:

- Have Ss look at the pictures on page 57
(or show the picture on the board) and
ask some questions so that they can
understand the pictures.
Sts : discuss then answer.
T: comment.
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Introduce the topic of the lesson

What do you think about the 2 pictures?
*Is the TV and cassette player on ?

*What about the lights?
*Is the water running?
*Is there anyone in the
livingroom?/bathroom?
*Do you think they save energy?
- Turn off the light before going out.
- Turn off the TV when you don’t watch
it.
- Turn off the radio when you don’t
listen to it.
2. Presentation (15’)
a.Goal:- elicit the vocabulary from Ss.
- introduce new words
b.Content:Ss can repeat in chorus then individually.
c.Expected result: Ss can understand and use new words
d.Performance
Teacher’s and student’s activities

Contents

1. Pre teach

I/ Vocabulary:

- T elicits the vocabulary from Ss.

- pipe (n-realia): ống nước

- T asks Ss to repeat in chorus then
individually.


- plumber (n-explanation): thợ sửa ống
nước
- crack (n-realia): vết nứt, vỡ

* Checking

Matching

* Checking: Rub out and remember

- dripping faucet (n-picture): vòi nước rò
rỉ
- water bill (n-realia): hoá đơn nước
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