Giáo án Tiếng Anh Lớp 9 (Hệ 7 năm) - Tuần 20 - Năm học 2020-2021

 Week 20 
 Period 39
 Date of preparing: /01/2021
Date of teaching:
Unit 6: The environment
Lesson 3: Read
I. Objectives: 
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?
- 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)
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(5ms)
- 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 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 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 8thJanuary
- The student will answer the question:
 + 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.
- 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
- 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 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
Week 20 –
 Period 40
 Date of preparing: /01/2021
Date of teaching:
Unit 6: The environment
Lesson 4: Write
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.
 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
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)
 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 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 letter
d. Organization:
- Ask ss to complete letter in their notebooks.
- Learn by heart how to write a complaint letter
- Rewrite this letter in your notebook 
 - Prepare the next lesson ( Language focus )
- Greet
- Answer teacher’s questions
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
- Read and put the letters in the correct order
* Answer key:
1-b
2-d
3-e SCRAP
4-a
5-c
* 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 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 fish. I look forward to hearing from you and seeing the protection of environment from the local authorities.
Sincerely,
- Students copy homework and do it at home
	 Ngày tháng 1 năm 2021
 Tổ chuyên môn 
	TP Vũ Thị Ân
Week 21
Period 41
 Date of preparing: /01 / 2021
 Date of teaching: /01 / 2021
Unit 6: The environment
Lesson 5: Language Focus
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
- 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 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
- Gets feedback and corrects
- 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
- Pay attention
- Work in pairs
- Read out the answers
- Work individually
2. Activity 2: Presentation (6')
Aims:Sts understand Adverb clauses of reason and do exercises.
Contents: because/ as/ since
Outcome: I was broken leg as/ since/ because/.....
Organization:
Teacher’s activities
Students’ activities
 Adverb clauses of reason: 
 because/ as/ since
- Elicits from Ss:
 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 sentences together using because/ as/ since.
- Runs through all the pictures and word cues
- Asks Ss to do the exercise
- Gets feedback and corrects
- Pay attention
- Pay attention
- Work individually
- Write the answers on the board
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
*Adjective + that clause 
- Sets the scene to introduce the structure:
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
*Language Focus 3
- Gives instructions: Complete the dialogues using the words in brackets
- Asks Ss to do the exercise
- Gets feedback and corrects
 * Conditional Sentences 
 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-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 5-b
 2-a 4-d
*Language Focus 5
- Gives instructions: Complete the sentences using the words in brackets.
- Models: in the book 
- Asks Ss to do the exercise 
- Gets feedback and corrects
- Pay attention
- Pay attention
- Work in pairs
- Call out the answers
- Pay attention
- Pay attention
- Work individually
- Call out the answers
- Pay attention
- 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
*Homework (1’)
- Write all the exercises in your Ex-book and make 3 sentences with grammar.
- Prepare the new lesson: Unit 7/ Getting Started + Listen and Read: new words, the ways of saving energy
- Do the test
- Take notes
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.
=> 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
As Tuan got up late, he didn’t have time for breakfast.
If you work hard, you will get good grades.
If it doesn’t rain this weekend, I will go on a picnic with my classmates.
If you don’t go to bed early, you will get up late tomorrow.
Nam is a skillful football player.
-----------------------------------------------------------------
Test B
I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
	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)
	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
If you don’t do all your homework, you will be punished by the teacher.
If he doesn’t start at once, he won’t finish his work on time.
Nam and Tuan are skillful football players.
If you study hard, you will pass your entrance exam.
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
Tiết 44: Read 
Tiết 45: Write + Language Focus 1-2 
Tiết 46: Language Focus 3 + Project
Objectives
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.
Skills: Listening, speaking, reading, writing skills
Attitudes: Ss are interested in the topic and know how to save energy.
Competencies: communicative competence, linguistic competence, cooperative competence, self-study competence.
Project
- write a paragraph or make a poster on how to save energy 
Tiến trình thực hiện chủ đề:
Week 21
Period 42
 Date of preparing: / 01/ 2021
 Date of teaching: / 01/ 2021
THEME: SAVING ENERGY
Lesson 1: Getting Started + Listen and Read
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.
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
Students’ activities
Warm up: Getting started
- Asks Ss to look at the pictures in the 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 to save energy?
- Gets feedback and corrects
- Introduces the lesson: Today you are going to learn about how to save water. 
- Answer (WC)
- Work in pairs
- Call out the answers
- 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
a plumber (e.g): thợ sửa ống nước
a crack (realia): vết nứt, gãy
enormous = huge: to lớn, khổng lồ
(to) drip (picture): nhỏ giọt, rỉ nước
Checking the vocab: Slap the board
 True/ False Prediction: Section b- Page 58
- Sets the scene: Mrs Mi is talking with her neighbor, Mrs Ha. Mrs Ha looks very 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.
- Repeat in chorus 
- Repeat individually
- Copy
- Work in groups of 5
- Pay attention
- Guess
- 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 predictions
- Gets feedback and corrects
 Answer key
True
True
False 
4. False
5. True
 Comprehension Questions: (Poster)
- Asks Ss to read the dialogue again and answer the following questions
Why is Mrs Ha worried? (Because her most recent water bill is enormous)
How much money does she pay for her water bill? (She pays 200,000 dong)
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)
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
- Listen twice
- Call out the answers
- Work in pairs
- 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?
- Calls on some Ss to present their discussion
- Gives feedback and corrects
* Homework 
- Learn the new words by heart 
- Write about what you can do to save energy in your Ex book
- Prepare the new lesson: Unit 7/ Speak + Listen: new words, ways of saving energy
- Work in groups of 4
- Say what to do to save energy
- Take notes
Ngày tháng 1 năm 2021
Tổ chuyên môn 
TP Vũ Thị Ân
WEEK 19
PERIOD 37
Date of preparation: / /2021 Date of presentation: / /2021
 UNIT 6: THE ENVIRONMENT
Lesson 1: Getting started & Listen and read
	I. THE AIMS OF THE LESSON.
	1. Knowledge.
- Students learn about the topic of the unit and elicite some urgent matter and the vocabulary about the environment.
*Vocabulary: garbage dump, (to) spoil, deforestation, achirve,dynamite fishing, spraying pesticide 
	2. Ability:
- 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 self-study, the ability to communicate and cooperate, to solve problems and to create.
	3. Quality: 
- 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.
	II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers 
- Students prepare textbooks, notebooks, studying tools, ready for the lesson.
	III. TEACHING PROCESS.
	1. Activity 1: Warm up: (6’)
	a) Objective: To create students' excitement to take part in the new the lesson.
	b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements.Then, present in the class and join in the new lesson.
	c) Products: Students have the excitement and be ready to participate in discovering the content of the new lesson. 
	d) Organization of implementation: 
Teacher's activities
Students' activities
- Let students play the game guessing in 4 groups: Answer the question:
"What word id it?"
- Teacher elicites.
+ It is about things around us like air, water, land, trees, forests.
+ It is being polluted now. And when it is polluted it affects our lives.
- Students play the guessing game in 4 groups to answer the question:
"What word id it?"
Key: Environment
	2. Activities 2: (10’)
a) Objective:Students identify, understand the situation and language materials.
b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to learn and use language materials simply: match the words to the correct pictures. 
c) Products: Students know how to use the knowledge they’ve learned.
d) Organization of implementation:
Teacher's activities
Students' activities
- Introduce new words using the pictures.
1. Getting Started
- Students guess and learn new words.
+ dump
+ deforestation
+ dynamite
+ pesticide
- Ask Ss to read the words in chorus.
- Hang 6 pictues of the textbook on page 47 and ask Ss to match the word to the correct picture.
- Students read the words in chorus.
- Students match the word to the correct picture. 
- Check the answer.
- Students check and correct the matching.
	3. Activities 3: (20’)
a) Objective:Help students use the knowledge they have learn to practice in the situation of the l