1

Week 20 - Period 38
Date of preparing: 10/01/2021
Date of teaching:…./01/ 2021

Unit 6: The environment
Lesson :Speak + Listen
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able persuade their partners to
protect the environments
2. Competence: Cooperation, persuading their partners to protect the
environments .
3. Behaviour: Ss are aware of protecting the environments.
II. Teaching aids: posters, book, cassette, projector…
III. Procedure:
Teacher’s activities

Students’ activities

1. ACTIVITY 1 (WARM-UP) (5’)
a. Aim: Set the scene, lead students to the
main part of the period.
b. Content: Active words and structures
c. Outcome: Ss’ understanding, ability of
using the words and structures
d. Organization:
- Give some ideas on subboard and ask Ss

to tick T or F (Subboard)

- The student will answer the
question:

Which actions to protect the environment?
2. ACTIVITY 2: PRESENTATION (15’)
a. Aim: Students can memorize some new
words
b. Content: pre-reading (vocabulary, set
the scene)
c. Outcome: students can read and write
the new words
d. Organization:
a.Pre-teach Vocab

- Students pay attention to the
teacher

prevent (v): ngăn chặn, phòng chống
1


2

(transl) /pri'vent/ (prevent O from Ving)

- Listen and repeat.

reduce (v): giảm (example) /ri'du:s/

(recycle, reuse)

- Copy the new words in their
notebooks
- Repeat all the words

wrap (v): bọc

(mime)

faucet (n): vòi nước (pictrure) /'fɔ:sət/
leaf (n) – leaves (pl): lá

(realia)

dissolve (v) : phân huỷ /dizɔ:lv/

- Listen and repeat

do harm to : có hại tới

* Form.

keep O adj

What/ how about + V- ing

raw sewage (n): nước thải chưa qua xử lí
pump(v):bơm, đổ


I think you should
Won’t you

drop (v): rơi xuống, bỏ

It would be better if you

oil spill (n): sự tràn dầu

+

Can I persuade you to

waste material (n): vật liệu phế thải

Why don’t you
Why not

* Checking: R . O .R

* Use: Express persuasion

b. Structure

- Individual work

- Give a banana leave, a paper, a plastic
bag and ask :
? Should I use paper to wrap food
? Should I use a banane leave? Why?


- Read aloud

- Give dialogue on subboard
- Ask Ss to call out the expression of
persuasion

- Practise asking and
answering.

3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students to speak and listen * Possible answers.
about enironment problem.
b. Save plastic bags, clean and
b. Content:
2


3

- answer the questions in the questionaire.

reuse them.

- listen fill the note

c. Don’t throw waste and
garbage into streams, lakes and
even oceans.


c. Outcome: ss can do the task correctly
d. Organization:

- Ask Ss to complete the expressions in the d. Discard/ throw garbage in
waste bins.
box with the idea cues given.
.Eg: I think you should use banana leaves e.Use fewer private vehicles and
don’t release pollutants into the
to wrap food instead of plastic or paper
air.
- Ask Ss to read out one of their sentences.
f.Try to reuse and recycle things.
- Get feedback
-The secretary writes down the
Questionaire.
opinions in her/his group
- Let Ss work in pairs to answer the
- After finishing, the Ss give it to
questions in the questionaire.
the teacher
- Give feedback, teacher can write some
Take note
possible answers on the board so that weak
Ss can follow.
- Repeat in chorus
* Eg: a.How can we save paper?
- Repeat individually

- I think we should recycle used paper,
newspapers.


- Copy

- Control and correct
- Ask Ss to listen to the CD twice or three
times and check their predictions
Answer key:
1 a, 2 b, 3 a, 4 c, 5 a
Ask Ss to listen fill the note
- Ask Ss to write the correct answers on
board
- Control and correct mistakes.
4. ACTIVITY 4: APPLICATION (5’)
a. Aim: Stundents apply the knowledge
3


4

about environmental protection they learnt
in practice

- Work individual to predict
- Share with their partners

b. Content: Discussion
c. Outcome: knowledge about
environmental protection
d. Organization:
Discussion:

- Divide the class into four groups
- Have students discuss the question:

- Listen and check individual

“What do we do to protect ocean?”

- Share with their partners

- Learn by heart vocabulary.
- Write the answers to the questionaire in
the notebook.
*Answer keys
+ Secondly: garbage is...
+ Thirdly:....come from ships at
the sea.
+ Next: Waste materials come
from factories.
+ Finally: Oil is washed from the
land.
Work in group

Week 20 - Period 39
Date of preparing: 10/01/2021
Date of teaching:…../01/ 2021

Unit 6: The environment
Lesson 3: Read
Subject: English 9; Class: 9A, 9B
Time: 1 period


I. Objectives:
4


5

1. Knowledge: By the end of the lesson, Ss will be able to understand a poem
about the environment and memorize some new words in the poem.
2. Competence: Cooperation, understanding a poem about the environment.
3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids: Pictures, posters, book, cassette, projector…
III. Procedure:
Teacher’s activities

Students’ activities

1. ACTIVITY 1 (WARM-UP) (5’)
a. Aim: Set the scene, lead students to the
main part of the period.
b. Content: Active words and structures
c. Outcome: Ss’ understanding, ability of
using the words and structures
d. Organization:
- T invites one student to stand up and
answer some above questions
- Explains the meaning of the word
“poetry” if necessary.
+ Do you like poetry?
+ Which poetry do you like best?

+ Name some poems that are your
favorite?
+ Do you think it is easy to understand a
poem?
+ Have you ever read an English poem?
+ Do you understand it?
+ Do you like it?

- The student will answer the
question:

- Introduces the new lesson: Today we are
going to read a poem about the
environment.
2. ACTIVITY 2: PRESENTATION (15’)
a. Aim: Students can memorize some new
words
b. Content: pre-reading (vocabulary, set
the scene)
5

+ Yes, I do/ No I don’t
+ I like…..best.
+ Some of my favorite poems
are…..
+ I think it’s difficult/ easy to
understand a poem.
+ Yes, I have. I have ever read the
poem named…../ No, I haven’t.
+ Yes, I do/ No, I don’t.

+ Yes, I do/ No, I don’t.
- Listen and open their books.


6

c. Outcome: students can read and write
the new words
d. Organization:
* Pre-reading
a.Vocabulary:
- Junk yard /jʌnk jʌd/ (n): bãi rác thải
(explanation: a place where people store
wastes)
- treasure /'trezə/ (n): kho báu (translation)
valuable things
- hedge /hedʒ/ (n): hàng rào (visual)
- nonsense /nʌnsens/ (n): vô nghĩa
(translation) something silly or stupid
- foam (n): bọt (picture)
- Teacher writes each new word on the
board then say aloud
- Asks students to repeat, then explains the
meaning of the words with the method of
translation/ visual
* Checking vocabulary: Rub out and
remember
b. Pre questions
- Give students 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.
Questions:
a) Who are the people in the poem?
b) What are they talking about?
- Have students work in pairs to guess the
answers.
3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students understand the
poem, do the exercise a & b
- Aware of bad effects of pollution
and raise awareness of environmental
6

- Students pay attention to the
teacher
- Listen and repeat.
- Copy the new words in their
notebooks
- Repeat all the words

- Come to board and write and
pay attention when teacher gives
feedback.
- Listen to the teacher’s
instruction

- Guess the answers
- Listen



7

protection
b. Content:
a.Matching (Subboard)
b.Comprehension questions
c.Discussion
c. Outcome: ss can do the task correctly
d. Organization:
* While- reading:
- Have students read the poem and check
their answers.
Questions:
a) Who are the people in the poem?
b) What are they talking about?
a. Matching (Subboard)
- Have students practice guessing the
meaning of the words by matching each
word in column A with an appropriate
explanation in column B.
A

B

1. junk
yard
2. end up
3. treasure

4. foam
5. stream
6. hedge
7. folk

a. a row of things forming a
fence.
b. people
c. a piece of land full of
rubbish.
d. a flow of water
e. mass of bubbles of air gas
f. valuable or precious things
g. reaches of state of.

b. Comprehension questions
- Show 5 questions (from 1-6) on p51.
- Get students to work in pairs to answer
the questions.
1. According to the mother, what will
happen of the pollution goes on?
2. Who does the mother think pollute the
7

- Read and check
* Answer key:
a) The mother and her son.
b) They are talking about the
environment/ the pollution.
- Ask students to practice asking

and answering the questions in
pairs.
- Match
- Students work individually
- Try to memorize the new words
* Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b

- Work in pairs to answer 6
questions and write down in their
notebooks.
* Answer key:
1. If the pollution goes on, the
world will end up like a second
hand junk yard.
2.The mother thinks other folk
pollute (are responsible for the


8

environment?
3. What will happen to the boy if he keeps
on asking his mother such questions?
4. Do you think the boy’s question is silly
(line 9-10)? Why not?
5. What does the poet want us to learn
about keeping the environment unpolluted?

c. Discussion:

- Divide the class into four groups
- Have students discuss the question:
“What could you do in your school/ house
to minimize pollution?”
- Invites some students stand up and give
their answers
- Gives feedback
4. ACTIVITY 4: APPLICATION (5’)
a. Aim: Stundents apply the knowledge
about environmental protection they learnt
in practice
b. Content:
- Apply in practice
c. Outcome: knowledge about
environmental protection
d. Organization:
- Writes the homework on the board
Homework: Learn by heart vocab and
write 5 things that they have to do to keep
the environment unpolluted.
- Asks students to do it at home by the 8th
January

8

pollution of) the environment but
not her or her son.
3. If the boy keeps on asking such
questions, his mother will take
him home right away

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.
Expected answers:
- Always put the trash in the
waste basket.
- Carry the recycled bag to go
shopping instead of plastic bags
- Walk or go to school
- Reuse bottles and cans or bring
them to the recycling factories

- Copy the homework in their
notebooks


9

Thanh khê, ngày 14/ 1/ 2021
TTCM:
Bùi Thị Nhiên.

Week 20 - Period 39
Date of preparing:
10/01/2021
Date of teaching:

……………

Unit 6: The environment
Lesson 4: Write
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to write a complaint letter
2. Competence: Cooperation, self- study, writing a complaint letter.
9


10

3. Behaviour: Ss have right attitude in protecting the environment
II. Teaching aids:
1. Teacher: Subboard
2. Students: Book, notebook
III. Procedure:
Teacher’s activities

Students’ activities

1. ACTIVITY 1: WARM-UP (5’)
a. Aim: Set a friendly environment and
review the previous lesson
b. Content: Greet, check attendance and
check the knowledge of protecting the
environmen

c. Outcome: knowledge of environmental
protection
d. Organization:
- Greets
- Ask Ss what they can do to minimize the
pollution.
- Check their grammar and pronunciation

- Greet
- Answer teacher’s questions

2. ACTIVITY 2: PRESENTATION (10’)
a. Aim: Students can memorize some new
words
b. Content:
- Vocabulary
- Ordering
- Reading & matching
c. Outcome: memorize and write the new
words, ability of reading comprehension
d. Organization:
1. Pre- writing
a. Pre-teach Vocabulary(5ms)
- complain (v): phàn nàn
(translation) /kəm'plein/
complaint (n)
10

Expected answers:
- Always put the trash in the waste

basket.
- Carry the recycled bag to go
shopping instead of plastic bags
- Walk or go to school
- Reuse bottles and cans or bring
them to the recycling factories
- Clean the streets, roads where we
live


11

complication (n): điều phàn nàn /
kəmplə'keiʃən/
- resolution (n): (translation) /rezə'luʃən/
- float (v): trôi , nổi (picture) /fləut/
- prohibit (v): cấm ( translation) (O + not to
V) /'prɒhəbit/
* Checking vocabulary: Rub out and
Remember
b. Ordering(4ms)
- Ask them to keep their books closed
- Provide students five section of a complaint
letter (with their definitions) in random order
on sub board
- 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.
c. Reading and matching(8ms)
- 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
appropciate letter: S, C, R, A or P
- Ask students to work in pairs.
- Give feedback:
Teacher gives ideas if necessary.
- Let students read the production 6b on page
53.
- Explain the excercise
- Ask some questions to make sure the
students know what there have to do
* Questions (subboard)
a. What do people do in the lake behind your
11

- Read and put the letters in the
correct order
* Answer key:
1-b
2-d
3-e
4-a
5-c


SCRAP

* Answer key:
Dear Sir/Madam
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 have left
lots of garbage on the ground
after their refreshment. When
the trucks leave the place, the
ground is covered with trash
and few minutes later there is


12

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)
3. ACTIVITY 3: PRACTICE
a. Aim: students can master the steps to
write a complaint letter
b. Content: write a complaint letter
c. Outcome: students can write a complete
letter
d. Organization:

While - writing
- Ask students to write the letter individually.
- Move around and help weak sts (explain
new words)
- Copy typical mistakes
Post- writing
- Asks ss to write a letter to the head of the
local authorities to complain about the way
of catching fish in the lake behind the house.
- Then call 1-2 students come to the board to
write
- Then checks their composition
4. ACTIVITY 4: APPLICATION
a. Aim: students can master the steps to
write a complaint letter
b. Content: write a complaint letter
c. Outcome: students can write a complete
12

smell and flies.
P

Sincerely,
Tran Vu Nhat

- Students write the letter with the
teacher’s help if necessary.
* 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


13

letter

fish. I look forward to hearing from
you and seeing the protection of
d. Organization:
environment
from
the
local
- Ask ss to complete letter in their notebooks. authorities.
Sincerely,
- Learn by heart how to write a complaint
letter
- Students copy homework and do it
at home


- Rewrite this letter in your notebook
- Prepare the next lesson ( Language focus )

Ngày
2020
Ký duyệt của tổ chuyên môn

tháng

năm

Ký duyệt của BGH

Week 21
Period 41
Date of preparing: 18/01 /
2021

Unit 6: The environment
Lesson 5: Language Focus
Subject: English 9; Class: 9A, 9B

Date of teaching: 26/01 /
2021

Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to do all the exercises
using these grammar items.adjectives, adverbs of manner, adverb clauses of

reason, conditional sentences - type 1.
2. Competence:communicative competence, linguistic competence, cooperative
competence, self-study competence.
3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids:
- Teacher: lesson plan, textbook, poster
13


14

- Students: textbooks, new
III. Procedure:
1. Activity 1: Warm up (6)
(warm up/ check up/ setting the scene)
a. Aims:Set the scene, lead students to the main content of the period.
b. Contents:Adverbs of manner
c. Outcome: b. slowly, c. sadly, d. happily,

e. well.

d. Organization:
Teacher’s activities

Students’ activities

- Elicits from Ss: How can you form an - Pay attention
adverb of manner?
Formation: adj + ly = adverb of manner
Use: to modify the verbs

Position: right after the verb or verb
phrase
Language Focus 1
- Asks Ss to change the adjectives in the
box into adverbs

- Work in pairs
- Read out the answers

- Gets feedback and corrects

- Work individually

- Asks Ss to fill in the gaps with the
adverbs above
- Gets feedback and corrects
Answer key
b, slowly

d, happily

c, sadly

e, well

2. Activity 2: Presentation (6')
a) Aims:Sts understand Adverb clauses of reason and do exercises.
b) Contents: because/ as/ since
14



15

c) Outcome: I was broken leg as/ since/ because/.....
d) Organization:
Teacher’s activities

Students’ activities

Adverb clauses of reason:
because/ as/ since
- Elicits from Ss:

- Pay attention

Ba is tired. He stayed up late watching TV.
- Asks Ss to combine the two sentences
Ba is tired because he stayed up late
watching TV.
main clause

adverb clause of reason

- Explains some more: We can use as/ since
instead of because
Language Focus 2
- Gives instructions: Join the pairs of
- Pay attention
sentences together using because/ as/ since.
- Runs through all the pictures and word cues

- Work individually

- Asks Ss to do the exercise

- Write the answers on the
board

- Gets feedback and corrects

3. Activity 3: Practice (17')
a. Aims:Sts understand Adjective + that clause,etc... and do exercises.
b. Contents:Form: S + be + adj + that S + V/ be...
Noun clause
c. Outcome: a. That’s wonderful. I’m pleased that you are working hard, etc...
d. Organization:
Teacher’s activities

Students’ activities
15


16

*Adjective + that clause
- Sets the scene to introduce the
structure:

- Pay attention

Ba: Dad! I got mark 9 on my test.

Mr Ha: That’s wonderful. I’m pleased
that you are working hard.
Form: S + be + adj + that S + V/ be...
Noun clause
- Explains some more about the
structure
- Pay attention

*Language Focus 3

- Gives instructions: Complete the
dialogues using the words in brackets - Work in pairs
- Asks Ss to do the exercise

- Call out the answers

- Gets feedback and corrects
* Conditional Sentences
- Pay attention

Model Sentences
- Elicits the model from Ss:
If we work hard, we’ll make this beach
a clean and beautiful place again.
Concept check
Form: If S + V(s/es), S + will + V...
(if clause)

(main clause)


Conditional Sentence: Type 1
Use: to talk about a real condition in
the present.
*Language Focus 4
- Gives instructions: match each half-

- Pay attention
16


17

sentence in column A with a suitable
one in column B to make meaningful
sentences.
- Asks Ss to do the exercise
- Gets feedback and corrects
Answer key
1-e

3-c

2-a

4-d

- Work individually
- Call out the answers

5-b


*Language Focus 5
- Gives instructions: Complete the
- Pay attention
sentences using the words in brackets.
- Models: in the book
- Asks Ss to do the exercise
- Gets feedback and corrects

- Work individually
- Call out the answers

4. Activity 4: Application (16')
a.Aims:Do a 15-min test, do exercise again and make 3 sentences with
grammar,...
b.Contents: Circle the best option ..... Rewrite each sentence below ......, etc...
c.Outcome: 1-C , 2-B, 3-A, 4-C, etc...
d.Organization:
Teacher’s activities

Students’ activities

*15-minute test (15’)
- Hands out the papers and asks Ss to - Do the test
do the test
*Homework (1’)
- Write all the exercises in your Ex- - Take notes
book and make 3 sentences with
17



18

grammar.
- Prepare the new lesson: Unit 7/
Getting Started + Listen and Read:
new words, the ways of saving energy

15-minute test
Test A
I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
A. good

B. best

C. well

2. __________ water can directly do harm to people’s health and kill fish.
A. pollute

B. polluted

C. pollution

3. I switched the TV off ____________ no one was watching it.
A. since

B. so


C. but

4. They provided him ...................... a lot of food and drinks.
A. for

B. to

C. with

5. I’m very surprised __________ Vietnam won Australia in the U23
Championship.
A. if

B. that

C. so

II. Rewrite each sentence below so that it has the same meaning as the first one.
(5 points)
1. Tuan got up late, so he didn’t have time for breakfast.
=>
As ............................................................................................................................
2. Work hard and you will get good grades.
18


19

=>
If ..............................................................................................................................

3. Unless it rains this weekend, I will go on a picnic with my classmates.
=>
If ..............................................................................................................................
4. Go to bed early or you will get up late tomorrow.
=>
If ..............................................................................................................................
5. Nam plays football skillfully.
=> Nam
is .....................................................................................................................
Answer key
I. Circle the best option to complete each sentence. (5 points)
5 x 1 = 5 points
1-C

2-B

3-A

4-C

5-B

II. Rewrite each sentence below so that it has the same meaning as the first one.
(5 points)
5 x 1 = 5 points
1. As Tuan got up late, he didn’t have time for breakfast.
2. If you work hard, you will get good grades.
3. If it doesn’t rain this weekend, I will go on a picnic with my classmates.
4. If you don’t go to bed early, you will get up late tomorrow.
5. Nam is a skillful football player.

----------------------------------------------------------------Test B
I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
19


20

A. fluently

B. best

C. good

2. Water ____________ is one of the many problems that we have to solve.
A. pollute

B. polluted

C. pollution

3. No one was listening to the radio, ___________ I turned it off.
A. since

B. so

C. but

4. They provided a lot of food and drinks ___________ him.
A. for


B. to

C. with

5. I’m proud __________ my team has won the first prize of the competition.
A. if

B. so

C. that

II. Rewrite each sentence below so that it has the same meaning as the first one.
(5 points)
1. Do all your homework or you will be punished by the teacher.
=>
If ..............................................................................................................................
2. Unless he starts at once, he won’t finish his work on time.
=>
If ..............................................................................................................................
3. Nam and Tuan play football skillfully.
=> Nam and Tuan
are ....................................................................................................
4. Study hard and you will pass your entrance exam.
=>
If ..............................................................................................................................
5. It was a beautiful day, so we had a picnic on the river bank.
=>
Since ........................................................................................................................
Answer key

I. Circle the best option to complete each sentence. (5 points)
20


21

5 x 1 = 5 points
1-A

2-C

3-B

4-A

5-C

II. Rewrite each sentence below so that it has the same meaning as the first one.
(5 points)
5 x 1 = 5 points
1. If you don’t do all your homework, you will be punished by the teacher.
2. If he doesn’t start at once, he won’t finish his work on time.
3. Nam and Tuan are skillful football players.
4. If you study hard, you will pass your entrance exam.
5. Since it was a beautiful day, we had a picnic on the river bank.
----------------------------------------------------------------------

DẠY HỌC THEO CHỦ ĐỀ
Tên chủ đề: SAVING ENERGY
Cơ sở hình thành chủ đề: Basing on UNIT 7: SAVING ENERGY

Thời gian dự kiến: 5 tiết
- Tiết 42: Getting Started + Listen and Read
- Tiết 43: Speak + Listen
21


22

- Tiết 44: Read
- Tiết 45: Write + Language Focus 1-2
- Tiết 46: Language Focus 3 + Project
A. Objectives
1. Language Focus:
By the end of the theme, Ss will be able to:
- use vocabulary to talk about saving energy.
- know more about solar energy.
- use connectives and phrasal verbs.
2. Skills: Listening, speaking, reading, writing skills
3. Attitudes: Ss are interested in the topic and know how to save energy.
4. Competencies: communicative competence, linguistic competence,
cooperative competence, self-study competence.
B. Project
- write a paragraph or make a poster on how to save energy
C. Tiến trình thực hiện chủ đề:
Week 21
Period 42

THEME: SAVING ENERGY

Date of preparing:18 / 01/

2021

Lesson 1: Getting Started + Listen and Read

Date of teaching: 28/ 01/
2021

Time: 1 period

Subject: English 9;

Class: 9A, 9B

I. Objectives:
1. Knowledge: vocabulary to talk about saving energy.
By the end of the lesson, Ss will be able to understand the dialogue and talk
about the ways to save energy.
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2. Competences:communicative competence, linguistic competence, cooperative
competence, self-study competence.
By the end of the lesson, Ss will be able to understand the dialogue and talk
about the ways to save energy.
3. Behavior: Students are interested in saving energy.
II. Teaching aids:
III. Procedure:
1. 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
Warm up:

Students’ activities

Getting started

- Asks Ss to look at the pictures in the - Answer (WC)
book
- 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
- Work in pairs
to save energy?
- Call out the answers
- Gets feedback and corrects
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- Introduces the lesson: Today you are
going to learn about how to save water.

- Pay attention

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- - Pay attention
Page 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....

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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
Comprehension Questions: (Poster)

- Work in pairs

- 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)
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

- Call out the answers

*Production
Roleplay
- Asks Ss to practice the dialogue
- Calls on some students to practice before the
class
- Gives feedback and corrects Ss’ pronunciation
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- Work in pairs