Giáo án Tiếng Anh Lớp 9 - Chương trình học kỳ II (Bản đẹp)

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 Getting started and go to the board to match the pictures with environment problems
- Give feedback and correct
Environmental problems
Air pollution
Spraying pesticides
Garbage dump
Water pollution
Deforestation
Dynamite fishing
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)
Introduce some new words and guide ss to read
* Checking: What and where
- Ask Ss to read the statements carefully then predict the result of the matching by completing the table:
 I guess
I listen/read
Group 1.
Group 2.
Group 3.
Mr Jones
Mrs Smiths
Mr Brown
I. Vocab
- deforestation (n) explanation : sự tàn phá rừng
- garbage dump (picture ) đống rác
- dynamite fishing (picture) việc đánh bắt cá bằng thuốc nổ
- spraying pesticides (n) picture: việc phun thuốc diệt sâu bọ
- disappointed (synonym) thất vọng
- sewage (n) nước thải
* Matching
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
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
- check their guessing
- Open the tape 2 times
- Give feedback and correct
* Comprehension
- Ask Ss to read the text individually
- 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?
3. Where are they?
4. What are they going to do?
5. What will they achieve if they work hard today?
6. Have you ever polluted the environment?
* practice text
- Let Ss practise the dialogue 
II. Practice 
a. Match
Group 1 –f walk along the shore
Group 2 - e check the sand
Group 3 – b Check among the rock
Mr Jones –a collect all the bags and take them to the garbage dump
Mrs Smith –c provide picnic lunch for everyone
Mr Brown-d Give out the bags
b. Answer 
1. The speaker is Mr Brown
2. The listener are members of the volunteer conservationists
3. They are on the beach
4. They are going to clean the beach
5. If they work hard today, they will make the beach clean and beautiful again soon
6. Yes, I have.
4. Production (8’)
a. Goal: help ss know the effects of polluting the environmentand the way of using the conditional type 1
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:
- Ask the ss to discuss with questions 7.P48
If the pollution continues, what might happen?
Get some ss to come to the board and answer
Introduce new struture: conditional type 1
Ask ss to make some sentences using the conditional type 1
Disscussion
III. Grammar:
“If you can’t find your place, I will help you get there with this map.”
¦ Conditional type I (a real action, may happen)
If + Present simple, S + Will + V(bare inf.) 
+Ex: “If you are at home, I will come to visit you”
*Homework:
Ask Ss to learn new words.
- Prepare for “Speak and Listen”
- Do Ex1p58 in workbook
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
- 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
- Play the game follow the teacher’s guide
T: guides sts to put the letters in the correct order to make good words
Sts : write.
T: comments, give the feedback.
onpitlulo ð pollution
mpud ð pump
ira ð air
sptesecidi ð pesticides
ands ð sand
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:
Teacher and students’ activities
Contents
* Pre-teach vocabulary:
- T elicits the vocabulary from Ss.
- T asks Ss to repeat in chorus then individually.
* Checking the vocab:
 What and Where
* Expressions 
- Ask students to persuade the partner to do the following things to protect the environment (p.49) 
- Call on some students to give the answers
- Give feedback
I. Speaking.
1. Vocabulary.
- prevent (v-translation ): ngăn chặn
- reduce (v-translation): giảm
- wrap (v-mime): gói, bọc
- faucet (n-picture): vòi nước
- leaf-leaves (n-realia): lá cây
2. Grammar.
* Express the persuasion:
 . I think you should.......
 . Won't you.......................................?
 . It would be better if you....
 . Can I persuade you to ..............?.
 . 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
- Ask students to call out one of their sentences until all the sentences are finished after running through examples, suggestions
2. Questionnaire
- Let students answer the questions in the questionnaire (pair work)
- 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
- Call on some pairs to practice in front of the class
- Correct the mistakes if necessary.
* Suggested ideas:
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 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
# How can we save paper?
. I think you should recycle used paper , newspapers.
# How can we use fewer plastic bags?
. How about cleaning and reusing them?
. Why not use paper bags instead of plastic .
* Find possible answers to the questionnaire:
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’)
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 : 
* Set the scene: " You are going to listen to the talk about the causes of oceans' pollution."
- Run through the table (p.50)
- Ask students to complete the notes about the reasons why oceans are polluted by listening to the tape.
- Let students listen to the tape 3 times
- Ask students to share with the partner
- Call on some students to give their answers
- 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. 
II. Listening.
1. Vocabulary
- raw sewage:( n ) : untreated wastewater 
- oil spill : the release of oil into the natural environment, usually the ocean
- regulation ( n ) = rule
2. Answerkey 
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. 
* Homework
- 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:............................. 
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’)
- 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 
* Shark attack 
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
- T elicits the vocabulary from Ss.
- T asks Ss to repeat in chorus then individually.
* Checking Matching
* Set the scene: " Two people are going on a picnic. "
- Give the students two pre questions. 
- Have students guess the answer
- Call on some students for their guessing
- Take notes.
I. Vocab
- junk yard (n-picture): bãi rác
- foam (n-picture): bọt
- hedge (n-synonym = fence): hàng rào
- stream ( n-picture): suối
- treasure (n-picture): kho báu
- folk (n-synonym= people): người
1. Who are the people in the poem?
2. What are they talking about?
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
- Get students to read the poem and check their prediction
- Ask students to share the answer with the partner
- 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
- 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: 
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
- Divide the class into 2 groups: A , B
- Let Ss to play “ Lucky Numbers game”
- Give feedback
II. Answers
1. The mother and her son.
 2. They are talking about the pollution/ polluted environment....
2. Matching 
1- c 2- g 3- f 4- e 5- d 6- a 7- b
4. Comprehension questions
1 2 3 4 5 6
a LN LN c d 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 
- Divide the class into 3 groups
- Have students discuss the question
- Move around and help them do
- Call on some SS to talk about their answers 
- Correct common mistakes
- Ask ss work in groups at home to present the solution of projecting environment.
- Discussion 
1. What does the poet want us to learn ?
2. "What should you do to protect your school environment?
* list the actions of protecting 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
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
Pre teach vocab:
-T introduces some new words and guide s to read
Ss listen and repeat
Checking: rub out and remember
Ordering
- Ask Ss to keep their books closed
- Provide students five sections of a complaint letter (with their definitions) in random order.
- Get them to put the sections in a correct order.
Action: talks about future action
Situation: states the reason for writing
Politeness: ends the letter politely
Resolution: makes a suggestion
Complication:mention the problem
Reading
- Have Ss read the letter on page 52
* Set the scene: Mr Nhat wrote a letter to the director of L& P company in Ho Chi Minh city. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S,C,R,A and P
- Ask Ss to work in pair
- Give feedback and correct
- Let Ss read the production 6b on page 53
- Ask Ss some questions to make sure they know what they have to write
- complain (v) translation phan nan
- complaint (n)
- complication (n) dieu gay rac roi
- resolution (n) su quyet tam (translation)
- float (v) picture (troi, noi bong benh
- prohibit (v) ngan can, ngan cam (translation)
Answer key:
1 – b/2-e/3-d/4-a/5-c
Answer key:
Dear Sir/ madam
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 
 and seeing good response fromyour 
 company
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
 Contents
- 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
- T asks s to follow S C R A P
- T.Move around the class and help
Dear Mr President
I am writing to you about the problem of fish catching in the lake behind my house
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
- 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
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.
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
* Before a noun: a nice girl
* After the verbs be, look, appear, seem, feel, taste, sound, smell 
- Adverbs normally go after direct object
- If there is no direct object, the adverb goes after the verb
- Get ss to work in pairs
- sigh (v) (mime) thở dài
- amazed (adj) (syn) ngạc nhiên
- disappointed (adj) thất vọng
* Answer key:
b. slowly c. sadly d. happily 
e. well
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
 Contents
* Revision of adverb clauses of reason with because, since, as
- Give two sentences and ask ss to combine them into one
- Have ss do the exercise 2 on page 54-55
- T moves around the class and help
Adverb clauses of reason with because, since, as
Answer key:
a.Lan is going to be late for school because the bus is late
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.
Father: That’s wonderful. I’m please that you are working hard
Form: 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
- Call on some Ss to practice the dialogue.
Answer key:
b excited that I can go to Da lat 
c. I’m sorry that I’ve broken your bicycle
d. I’m disappointed that you did not phone me.
e. I’m amazed that I won the first prize
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:
If+ S+ V(htđ), S+ will +V
Answer key:
- Write the statement on the sub - board
- Have ss do exercise language focus 4 in pairs
- Get feedback and correction
Answer key:
- Conditional type I
1-e: 2-a: 3-c: 4- d: 5-b. 
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
- Have ss combine the sentences in the test 15’
- Correct their mistakes.
* T asks Ss to do homework
- Review all the new words and structures.
- Do exerices in workbook.
- Prepare: Unit 7: Getting started-Listen and Read.
Answer key:
a, .rice plants die.
b,..The environment will become seriously poluted.
c, ..We’ll have more shades and fresh air
d, ..the vegetables will become poinsonous.
e, we’ll live a happier and healthier.
Planning: -.1-2021
Teaching: -1-2021
Period 42 
UNIT 7: SAVING ENERGY
Lesson 1: GETTING STARTED & LISTEN AND READ
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”
- 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. 
_Introduce the topic of the lesson
* GETTING STARTED: 
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 
- T elicits the vocabulary from Ss.
- T asks Ss to repeat in chorus then individually.
* Checking Matching 
* Checking: Rub out and remember
2. Presentation dialogue
Mrs. Mi and Mrs. Ha are talking to each other about how to save energy. So what does Mrs. Mi advise Mrs. Ha to do?
T: play the cassette. 
Ss: Listen 
- T asks Ss questions to elicit the model sentence:
T: What does Mrs. Mi advise Mrs. Ha to do to save water?
3. T/ F statements 
 1. Prediction
* Set the scene: "Mrs Mi is talking to Mrs Ha, her neighbor, about the water bill this month." 
- Give some statements and ask them to guess T/ F 
- Take notes
2. Checking
- Let students to listen to the tape and check their prediction
- Give feedback
I/ Vocabulary: 
- pipe (n-realia): ống nước
- plumber (n-explanation): thợ sửa ống nước
- crack (n-realia): vết nứt, vỡ
- dripping faucet (n-picture): vòi nước rò rỉ
- water bill (n-realia): hoá đơn nước
- enormous (adj-synonym = big, huge, jumbo): to lớn, khổng lồ
Ss: She advises her to take showers.
T: What exactly does she say?
Ss: She says: “I suggest taking showers.”
II/ Model sentence:
I suggest taking showers.
Use?
Form?: S + (suggest) + V-ing.
 Or S + (suggest) + that......should....
T/ F statements 
* Answer: 
1. T
2. T 
3. F ( hasn't checked the pipes yet)
4. F ( Mrs. Ha doesn't know to save water clearly.)
5.T
3. Practice (15’)
a.Goal: Read the dialogue again and answer the questions.
b.Content:- Read the dialogue on page 57 then answer the questions.
 - Ss can repeat in chorus then individually.
c.Expected result: Ss can answer the questions
d.Performance:
Teacher’s and student’s activities
Contents
T: guide ss to read the dialogue again 
Ss:work in pairs to ask and answer the questions
T: correct and give the feedback.
a. Why is Mrs Ha worried ?
b. How much money does Mr Ha pay for her water bill ?
c. What does Mrs Mi advise Mrs Ha to do ?
d. How much water can be wasted a month by a dripping faucet ? 
- Ask Ss to work in pairs to ask and answer .
- Give feedback and write the answers on the board if necessary.
* Answer keys:
a. Because her recent water bill is enomous.
b. She pays 200.000 dongs.
c. She advises Mrs Ha to get plumber to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after use.
d. 500.000 liters of water a month.
4. Production (10’)
a.Goal: Tell the way to save energy. .
b.Content: Ss can repeat in chorus then individually.
c.Expected result: Ss can tell the way to save energy.
d.Performance:
Teacher’s and student’s activities
Contents
- Ask some questions
What should we do to save energy in