Conditional Sentences type 1 ( Câu điều kiện loại 1)
Đây là loại điều kiện có thật, nghĩa là nó có khả năng xảy ra trong hiện tại hoặc tương lai)
IF CLAUSE
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RESULT CLAUSE
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Simple Present (Hiện Tại Đơn)
If - S – V (s/es)- O
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Simple Future ( Tương lai đơn)
S – will – V (bare infinitive) - O
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Example:
If you help me, I will help you.
We will go picnic if It is fine tomorrow.
EXERCISE
Make up sentences with IF. Use the words in the box
a, She comes late again
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A, I’ll give you some
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b,I win this completiion
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B,It will be cheaper
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c,We go by train
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C,That will pollute the wood
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d,We go by plane
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D,She will lose her job
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e,You need more bags
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E,It will be quicker
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f,We throw these bottles over the hedge
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F,I will give the award to the unlucky people
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a,If she comes late again, she will lose her job
b,..............................................................................................................................
c,..............................................................................................................................
d,..............................................................................................................................
e,..............................................................................................................................
f,..............................................................................................................................
V. Feed-back:
............................................................................................................................................................
_________________________________________________________________
Date of teaching: ………/…………/2013
Period: 69 REVISION 2
I. Objectives:By the end of the lesson, Ss will be able to:
1.Knowledge: -Vocabulary:
- Language:
2.Skill(s): 4 skills
3.Attitude: Ss will be interested in rivision
II.PreparationS:Teacher: poster, pictures.
Students:
III,Anticipated problems: 1.Ss may not remember vocab .
2. Ss may not remember grammar.
IV,Procedure:
1.Connectives (từ nối)
a/ Từ nối hoặc liên từ, tiếng Mỹ gọi là connectives, còn tiếng Anh gọi là conjunctions
b/ Nó có chức năng nối các từ với nhau, các mệnh đề với nhau, các câu với nhau.
c/ Có hai loại từ nối chính: từ nối tập hợp (co- ordinating) và từ nối phụ thuộc (subordinating)
c/1. Từ nối tập hợp nối các từ, các mệnh đề, các câu cùng loại, hàng với nhau. Các từ nối tâp hợp được dạy ở bài 7 này là: and (và), but (nhưng), or (hoặc/ hay), therefore ( do đó, cho nên), however (tuy nhiên).
c/2. Từ nối phụ thuộc nối mệnh đề phụ với mệnh đề chính. Ở bài 7 này, đó là because (vì,bởi, do, tại). Đồng nghĩa với because cón có since và as
d/VD (EX):
+ Baths use twice as much water as showers, so I suggest talking showers.
+ Mr. Robinson suggest talking showers bacause they can save water.
2. Phrasal verbs (Ngữ ®ộng từ)
a/ Phrasal verbs là ngữ động từ, ở bài 7 này là động từ kép/ ghép, gồm một động từ chính đi liền với một giới từ, tạo nên những nghĩa khác hẳn nhau
b/ Có người còn gọi chúng là những động từ hai từ (two –words verbs). Tuy chỉ có một động từ chính (đứng trước), nhưng giới từ (đứng sau)tạo nên vói nó những động từ ghép có nghĩa khác nhau.
c/VD ( EX):
turn off ( tắt), turn on ( mở, bật), look for ( tìm, kiếm), look after( trông nom, chăm sóc),go on ( tiếp tục), go about (đi đây đi đó), find out ( tìm ra, khám phá), find out about ( tìm hiểu về)…etc.
EXERCISE
I. Choose the correct word to complete each sentence: and. but. or, so, because, however, therefore.
1. You can take it ………..leave it.
2. She closed the door …………………left for the city.
3. She’s beatiful, ………………………I don’t like her.
4. Jane is interlligent …………………….hard-working.
5. We often have eggs ………………..bread for breakfast.
6. Would you like tea, …………………..coffee? Tea, plaese.
7. She can dance, ……………………she can’t sing.
8. We want a small party, ………………………..60 people came.
9. I like bananas, oranges, apples ……..pears.
10. She tried hard, ………………………..she failed the tst.
11. Tom is handsome, ……………………..short.
12. She plays tennis …………………volleyball.
3. Making Suggestions (Đưa ra lời đề nghị)
1. SUGGEST + V-ING:
Sau động từ Suggest luôn luôn là 1 động từ thêm ING
I suggest collecting some money
I suggest taking shower
I suggest going to the cinema.
2.SUGGEST + that + S+ should +V:
I suggest that you should save money.
I suggest that you should work harder.
EXERCISE
I. Choose the correct word to complete each sentence: and. but. or, so, because, however, therefore.
1. You can take it ………..leave it.
2. She closed the door …………………left for the city.
3. She’s beatiful, ………………………I don’t like her.
4. Jane is interlligent …………………….hard-working.
5. We often have eggs ………………..bread for breakfast.
6. Would you like tea, …………………..coffee? Tea, plaese.
7. She can dance, ……………………she can’t sing.
8. We want a small party, ………………………..60 people came.
9. I like bananas, oranges, apples ……..pears.
10. She tried hard, ………………………..she failed the tst.
11. Tom is handsome, ……………………..short.
12. She plays tennis …………………volleyball.
V. Feed-back:
............................................................................................................................................................
Ubnd huyÖn c¸t h¶i bµi kiÓm tra sè 2 häc kú II
Trêng THCS thÞ trÊn c¸t bµ n¨m häc 2012 – 2013
-
Hä vµ tªn:......................................
Líp:..................................................
Trêng:............................................
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Gi¸m kh¶o :
..............................
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®iÓm bµi kiÓm tra
B»ng sè:
.........................
B»ng ch÷:
..........................
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M«n: English – Líp 9
(Thêi gian lµm bµi: 45 phót)
I. Phonetics: Choose the word whose underline part is pronounced differently from the others (1p):
1. A. treasure B. Easter C. bear D. weather
2. A. loved B. worked C. liked D. helped
3. A. describe B. predict C. receive D. occurrence
4. A. storm B. tornado C. volcano D. border
II. Vocabulary and grammar: Choose the best word or phrase to complete sentences: (1,5p)
It is Sunday today,( is it/ isn’t it/ it isn’t/ wasn’t it)?
She suggested ( listen / listening/ to listen / listened) to music
The picture ( whose /who / which/when) Tom is looking at is very beautiful.
Sally has been working here since she ( leaves / has left/ is leaving/ left) school.
Thuy’s grandmother turned the TV( on / up / down/ off) to see the weather forecast.
My friend, Lan,( whose/which/who/that) works in the city bank, earns more money than I do.
III. Reading : Read the text and answer the questions: (2,5p)
Vietnam’s New year is celebrated according to the Lunar calendar. It is official known as Tet Nguyen Dan, or Tet. It begins between January twenty first and February nineteen. The exact date changes from year to year. Vietnamese people usually make preparations for the holiday several weeks beforehand. They tidy their houses, cook special food, clean and make offerings on the family altars. On the New Year’s Eve, people sit up to midnight to see the New Year in, Then they put on new clothes and give one another the greetings of the season. Tet lasts five days. The first three days are the most important. Vietnamese people believe that how people act during those days will influence the whole year. As a result, they make every effort to avoid arguments and smile as much as possible.
What is Vietnam’s New Year known as? .....................................................................................................................................
When does the Lunar New Year begin? .....................................................................................................................................
What do people do on the New Year’s Eve? .....................................................................................................................................
How long does Tet last? .....................................................................................................................................
Are the first three days the important?
………………………………………………………………………………………
IV. Writing: Rewrite sentences to have the same meaning(2,5p)
Where is the girl? She sells the tickets. ( who)
……………………………………………………………………………
The festival called Easter. It is in late March or early April ( which)
……………………………………………………………………………
The woman was angry. I ran over her dog. ( whose)
……………………………………………………………………………
She didn’t eat much. She was hungry. ( although)
……………………………………………………………………………
I have two brothers. Both of them are married. ( whom)
……………………………………………………………………………
V. Listening: Listen and correct the mistakes: (2,5p)
Christmas is the biggest festival of the year in most Britain. Celebrations start properly on 14th December, Christmas Eve, although there have been several months of preparation beforehand. The Christmas tree and all the present , food, drinks and decorations have been bought. Christmas presents have already been sent to friend and relations. About two week before Christmas, people usually put up their preparations and decorate the Christmas tree with lights, various colored decorations and an angle on the top.
1……………….
2……………….
3……………….
4……………….
5………………
_______________________________________________________
Teaching date: ……./……/201
Unit 6 - the environment
Period 38 Lesson 2 – Speak and listen
I- Objectives
- By the end of this lesson, Ss will be able to persuade other people to do sth to protect the environment, ss listen and understand the report on how our oceans are polluted.
1. Knowledge:
- Vocabulary: (to) dissolve, (to) persuade, exhaust fume, raw sewage, (to) pump, (to) be guilty of, (to) spill,(to) leak, marine life, deliberate …
- Grammar structures: I think you should…; Why don’t you..?, Present Simple
2. Skill(s): speak and listen
3. Attitude: work hard, love learning this subject.
II. PREPARATIONS
- Teacher: posters, pictures and cassette
- Students: book , exercise book…..
III. Anticipated problems:
1. Greeting.
2. Checking attendance: 9
IV. PROCEDURES:
Teacher and Student’s activities
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Blackboard display
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1. Warm-up
- Students work in groups to discuss the topic:
- Network plant trees
Reuse milk bottles Collect scrap metal
II. New lesson
A. Vocabulary
- Teacher uses some situations to elicit vocabulary from students.
- Rub out and remember
B. Speaking
1. While-Speaking
a) Ss work in pairs to persuade their partner into doing sth to protect the environment. Use the expressions and the ideas in the box..
- Mapped Dialogue
b) Ss work in groups to discuss the answers to the questions in the Questionnaire (P.49). The class is divided into some groups. The groups on the right discuss the first 3 questions, the groups on the left discuss the last 3 questions, then cross group them.
c) Ss work in pairs to discuss the best way to protect the environment using what they have done in section a) and b).
2. Post-Speaking
- Ss share, compare and make a list of the best ways to protect the environment.
C. Listening
1. Pre-Listening
- Ss work in groups.
Answer key
1T 2F 3F 4T 5F 6F
2. While-Listening
- Ss listen to the tape and check their prediction.
- Ss listen again and complete the notes (P.50).
- Ss compare with their partner.
- T checks with the whole class.
3. Post-Listening
- Ss work in groups to talk about reasons that cause ocean pollution.
- Retell story
Eg: ~ Waste materials come from factories…
D. Homework
- Complete sentences in speak and LF 4,5.
- Study the lesson again.
- Prepare “Read”.
- Do exercises 2-5 in WORKBOOK.
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Date: ……………
Unit 6 - the environment
Lesson 2 – Speak and listen
I. Vocabulary
dissolve(v): phân huỷ
persuade(v): thuyết phục
exhaust fume(n): ống khói
pump(v): bơm
(to) be guilty of(v): có tội, có lỗi
(to) spill(v) làm tràn, làm đổ
(to) leak(v): lọt qua, rỉ ra
Deliberate(adj): có suy nghĩ cân nhắc, thận trọng
2. Speaking
You Your partner
I think you should… Why?
Because……
Example exchange
You: I think you should go to school by bike.
Your partner: Why?
You: Because we don’t have to use any petrol. If we go by bike, we can save energy and we will keep the environment cleaner.
Example exchange
S1: How can we save paper?
S2: We can save paper by writing on both sides of the paper or recycling used paper. How can we use fewer plastic bags?
S1: We can use fewer plastic bags by saving plastic bags, cleaning and reusing them. How can we reduce water pollution?
S2: …
~ Don’t throw waste and garbage into
streams, lakes, and even ocean.
~ Throw garbage in waste bins.
~ Use fewer private vehicles and don’t release pollutants into the air.
~ Try to reuse and recycle things.
3. Listening
- T/F statements
1. Most of the pollution comes from people.
2. Many countries are worried about raw sewage flowing into the sea..
3. Little garbage is dropped into the sea.
4. Oil spills pollute the water and kill marine life.
5. Waste from schools runs directly into the rivers.
6. Oil is washed from the land.
Answer key
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.
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* Feed back
…………………………………………………………………………………………………………………………………………………………………………..
_________________________________________________________________
Teaching date: ……./……/201
Unit 6 - the environment
Period 39 Lesson 3 – Read
I- Objectives
- By the end of this lesson, Ss will be able to read & understand the poem about the environment.
1. Knowledge:
- Vocabulary: a junk-yard, a treasure, foam, a hedge, (to) litter, ……….
- Grammar: Conditional type 1
2. Skill(s): read
3. Attitude: work hard, love learning this subject.
II. PREPARATIONS
- Teacher: posters, pictures and cassette
- Students: book , exercise book…..
III. Anticipated problems:
1. Greeting.
2. Checking attendance: 9
IV. PROCEDURES:
Teacher and Student’s activities
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Blackboard display
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1. Warm-up
- Word Snake
Topic: The environment
2. Pre-Reading
- Pre-teach: vocabulary
- Teacher uses some situations to elicit vocabulary from students.
- Rub out and remember
- Slap the board
- Open prediction
What will happen to the world/ to us if
all the pollution goes on?
- Ss write down 2 or 3 things, then compare with their partner.
Eg:
- We will have no clean water to drink.
- We will have more serious diseases…
3. While-Reading
- Ss read the poem and compare their
prediction with the mother’s answers.
- Matching
- Ss do the matching in section a (P.51) in pairs.
- Comprehension questions
- Ss read the poem again to find the answers to the questions from 1 to 5 in section b (P.51).
Answer key
1. If the pollution goes on, the world will end up like a second-hand yunk-yard.
2. The mother thinks other folk pollute the environment but not her and her son.
3. If the boy keeps 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.
4. Post-Reading
- Ss work in groups to discuss the
answers to the questions 6 in
5. Homework
- Study ‘Read’ again.
- Prepare ‘Write’: Copy the model letter in Tieng Anh 9 on P. 52.
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Date: ………………
Unit 6 - the environment
Lesson 3 – Read
1. Vocabulary
a junk-yard(n): nơi để đồ đồng nát
a hedge(n): hang rào, bờ giậu
a treasure(n): vàng bạc, châu báu
(to) litter(v): vứt rác bừa bãi
Foam(n) : bọt (nước biển, bia...)
2. Reading
Eg:
- We will have no clean water to drink.
- We will have more serious diseases…
- Matching a (P.51)
Answer key
1- c junk-yard ~ a piece of land full of rubbish
2- g end up ~ reach a state of
3- f treasure ~ valuable or precious things
4- e foam ~ mass of bubbles of air or gas
5- d stream ~ a flow of water
6- a hedge ~ a row of things forming a fence
7- b folk ~ people
- Comprehension questions
* Discussion: section b (P.51).
What could we do in our school/house to minimize pollution?
Eg: - Clean our classrooms/ schoolyard everyday.
- Throw trash into bins around the schoolyard.
- Should not litter / spit on the ground.
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* Feed back
………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………
______________________________________________________________
Teaching date: ……./……/201
Unit 6 - the environment
Period 40 Lesson 4. Write P.52 -53
I. Objectives:
- By the end of the lesson, Ss will be able to write a complaint letter with the right format and language. Skills: Reading, speaking and writing.
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: Complain (v) —> complaint (n): express dissatisfaction, Truck (n): strong lorry for heavy goods, Refreshment (n): rest to make spirit freshed again, Fly (n) (translation): two - winged insect Response (v): make an answer Break (n): pause or interval at work. Introduce the format of a complaint: Situation: states the reason for writing Complication: mentions the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely
- Language: Revision old grammar points. : Simple present and Present continuous tense :
S + V (s or es ) Ex: He drives the truck.
S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: Computer and student Palmtop
Students: Books
III. Anticipated problems:
S + V (s or es ) Ex: He drives the truck.
S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.
IV. Procedures:
Teacher and Students’ Activities
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Board Display
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I. Warm up : (5’)
Warm up : (5’)
What's in a formal letter?
Divide class into small groups.
Answers: -T. guides Ss how to play the games.
-T.Gives them an A4 size paper, Asks them to write the main parts of a formal letter on the paper in good position.
Ex: sender's address,...
The team which has enough necessary details and finish in the shortest time is the-winner
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Date: ……………….
UNIT 6. the environment Leson 4: - Write/ Page 52,53
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II.NEW LESSON
1. Pre – writing(10’) :
T. lets Ss scane the letter and then choose the voc
-Ss. Choose the voc.
-Ss . Write voc on the board.
-T. guides Ss how to pronounce the voc.
-Ss. Practice.
-T. corrects and reminds how to pronounce.
-T. lets Ss play the games to check their voc.
-Ss. Play the games
-T. reminds Ss how to play the games.
*Checking vocabulary: Rub out and Remember
- T .Sets the scene
Mr. Nhat wrote a complaint letter to the director of L&P Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriate letter: S, C, R, A or P.-
T. explains the parts of the format camplaint letter.
-Ss. Listen and copy .
-T. lets some good Ss translate the letter and the form.
-Ss. Translate
-Others crossing-check.
-T. corrects and explains.
-Ss. Listen and copy.
Have Ss work in pairs and do the labeling and ordering.
Call on some pairs (one after another) read the aloud the letter with the correct order. Each pair reads aloud one part.
-T. lets Ss scane the complaint letter and translate the letter into Vietnamese.
-T. corrects and remarks.
2 . While -writing
Group work Monitor and help students with
words or structures while they are writing. After students finish, call on some
-students to read their passages aloud before the class.
Discussion: Ask students to discuss the disadvantages of
the Internet
-Ss. Work in groups.
-Ss. Go to the board and write their answer keys.
-Ss. Crossing check.
-T. gives some suggested ideas.
-Ss. Consult and copy them write a passages.
-Ss. Copy.
-T. gives the correct keys.
-Ss. Crossing-check and copy the keys.
-T. lets Ss translate the passages.
-Ss. Scan and translate the passage.
-Ss. Copy.
Let students read the production 6b on page 53.
Ask some questions to make sure the students know what they have to write.
-Ask Ss to read the situation in the textbook Have Ss work individually, write a letter to the head of local authorities to complain about the way of catching fish in the lake behind your house. Follow SCRAP format.
-Ask Ss to compare the writing. If time allowed, introduce peer correction.
Ask students to write the letter individually.
Get students to share with their partners and correct if possible.
3 . Post – Writing : (10’)
Ask Ss to read their writing aloud. Ask for comments from other students.
Whole class and individual work
-T. lets Ss do the exercises.
-T. divides the class into groups.
-T. lets Ss work in groups .
-T . gives Ss . Exercises.
-Ss. Do exercise.
-Ss.go to the board and present their keys.
-Ss. Crossing-check.
-T. crrects and give them marks.
-Ss. Consult and copy the keys.
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-Ss. Base on them and do the exercises
This can be organized in form of a competition: Which is the most impressive reading?
A. Read the following letter to a local newspaper.
Dear Editor,
I am sick and tired of the traffic in this city! It is so bad that I can never get anywhere on time. There are too many cars on the road, and most of them have only one person in them.
Another problem is the buses. They are so old and slow that nobody wants to take them. They are noisy and very dirty. You can't even see out the windows!
Also, the taxi drivers are rude. They never know where they are going, and they take a long time to get someplace. Taxis are expensive, too. And the subway is just too crowded and dangerous. What are we going to do
George Grady
Oakville
Suggest five ways to solve the transportation problems in Oakville.
Example: Taxis drivers should take classes to learn how to be friendly.
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I. Vocabulary :
Complain (v) —> complaint (n): express dissatisfaction
Truck (n): strong lorry for heavy goods
Refreshment (n): rest to make spirit freshed again
Fly (n) (translation): two - winged insect Response (v): make an answer
Break (n): pause or interval at work.
Introduce the format of a complaint: Situation: states the reason for writing
Complication: mentions the problem
Resolution: makes a suggestion
Action: talks about future action
Politeness: ends the letter politely
II . Writing (15’)
Answer key:
Dear Sir/Madam
R:1 would suggest that your company should tell your
drivers
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 truck of your company has a short break on the
streets around my house, the drivers have left lots of
garbage on the ground after their refreshment. When the
truck leave the place, the ground is covered with trash
and a few minutes later there is smell and flies.
P:Faithfully, Tran vu Nhat
* Questions:
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 anyone using electricity to catch fish. e. Any future plan you want to make? (We look forward to seeing the protection of environment from the local authorities).
* 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
Give feedback and suggested writing:
Dear Mr. President,
I am writing to you about the problem of fish catching in the lake behind my house.
I am very worried because they don't use fishing rod or net but 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 died from electric shock waves.
I would suggest the local authorities should prohibit and find heavily anyone using this way of catching fish.
I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority.
Sincerely.
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II. WRAPPING-UP (8’)
Write a letter to the school authority complaining about one of the school environment problems.
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Reasons for writing
Mention the problem
Make a suggestion
Talk about future action
End the letter politely
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IV. HOMEWORK (2’)
T assigns homework
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3. Home work:
- Learn by heart all the vocabularies. And the grammar points. Simple present and Present continuous tense :
S + V (s or es ) Ex: He drives the truck.
S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.
- Write a complaint letter about pollution in your home town.
- Prepare next period Language focus.
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Feed back: ...........................................................................................................................................................................................
Teaching date: ……./……/2011
Unit 6 - the environment
Period: 41 Lesson 4: Language Focus Page 53-56
I. Objectives:
- By the end of the lesson, Ss will be able to use the adverbs correctly.Understanding the use of adjectives and adverbs, adverb of clause and the conditional sentence type 1.. Skills: Reading, speaking and writing
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: Assignment (n): exercise; Sigh (n): long deep breath
- Language:
If S + do , S+ will do Example:
If the pollution goes on, the world will end up like a second hand junk yard. :
- Adjective + that clause
S + be + adjective + that clause Ex: I'm pleased that you are working hard.
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: Computer and student Palmtop
Students: Books
III. Anticipated problems:
S + V (s or es ) Ex: He drives the truck.
S + Be ( am , is , are ) + V-ing Ex: He is driving his truck.
IV. Procedures:
Teacher and Students’ Activities
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Board Display
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I. Warm up : (5’)
Write the words whose letters are not in good order on the board / or on the card.
Jumbled words
1. Wols —» slow
2. Asd -____> sad
3. Dogo —> good
4. Pahapy -» happy
5. Termexe —> extreme
Ask Ss to work in groups and arrange the letters to make complete words.
Groups with more correct words first will be the winner
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Date: ……………….
UNIT 6. the environment Leson 5: - Language focus/ Page 53-56
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II.NEW LESSON
-T asks Ss what is adverd, what is adjective?
-Ss. Listen and answer.
-T. explains the different between Adjective and adverb.
-Ss. Listen and copy the note
-T. explains how to use adjective and adverb.
-Ss. Listen and answer.
-T. lets Ss give form
- T give the correct keys.
-Ss. Copy.
-Ss . base on the parttern and do some examples.
-T. gives the secret methods how to use adverbs and adjectives.
-Ss. Listen and copy.
- Ask students to use the adverbs provided in "Pelmanism game" to complete the sentences on Language Focus 1 on page 53. Get students to work in pairs. Give feedback.
Have students do the Language Focus 2 exercise on page 54 — 55. Let students work in pairs and join the pairs of sentences together using Because, Since or As. Call on some students to read aloud their sentences. Correct if necessary.
He failed the exams. He is too lazy.
Ask Ss about the relation between two clauses.
—>reason.
Introduce the words expressing clauses of reason: Because = as = since
Ask Ss to do exercise 2. Join the pairs of sentences together. Use because, as or since.
- Set the scene to introduce the structure: adjective + that clause
Ba: Dad! I got mark 9 on my test
-Let Ss practice the structure by completing the dialogues in the book.
Call on some Ss to read the completed dialogues aioud in class.
Have Ss do exercise 4. Match each half -sentence in column A with a suitable one in
Whole class and pair work 15'
-Ask Ss to compare their answers with a friend
-T. reminds the structures.
-Ss . listen and copy .
-T. reminds how to use the grammar point.
-Ss. Base on the structures so Ss. Do some exrcises and the examples.
-T. lets Ss crossing-check and correct.
-T. gives the correct answer , Ss. Consult and copy.
-Ask Ss to compare their answers with a friend
-T. reminds the structures.
-Ss . listen and copy .
-T. reminds how to use the grammar point.
-Ss. Base on the structures so Ss. Do some exrcises and the examples.
-T. lets Ss crossing-check and correct.
-T. gives the correct answer , Ss. Consult and copy
- T. asks Ss when do people use conditional sentences.
-Ss.answer.
-T. gives the correct answer.
Ss. copy and copy.
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-T. reminds Ss the voc and the structures.
-Ss. Base on them and do the exercises
-Ask students to write 5 sentences using the structure adjective + that clause.
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I. Vocabulary :
Complain (v) —> complaint (n): express dissatisfaction
Truck (n): strong lorry for heavy goods
Refreshment (n): rest to make spirit freshed again
Fly (n) (translation): two - winged insect Response (v): make an answer
Break (n): pause or interval at work.
Introduce the format of a complaint: Situation: states the reason for writing
Complication: mentions the problem
Resolution: makes a suggestion
Action: talks about future action
Politeness: ends the letter politely
2. Activitiy : 1 ( 5’):
Revision of adverbs
Review the formation
and the use of adverbs
of manner through questions:
How are adverbs formed?
What do we use adverbs for?
Formation:
Adjective + ly - adverb
Introduce the examples by asking Ss to do
exercise 1 (part 1) in the book. Change the adjectives into adverbs:
Adjective Adverb
Extreme Extremely
Good Well
Happy happily
Sad Sadly
Slow Slowly
We use adverbs of manner to modify the verb.
It usually goes after the main verb.
Ask Ss to go on with exercise 1". Use the adverbs to complete the sentences.
Give feedback and correct Answers:
a) Hoa wax extremely pleased that she got an A for her assignment.
. Revision of adjectives and adverbs * Adj. + LY = Adverb of manner
Adjectives can come in two places in a sentence.
* Before a noun : a nice girl
new shoes
* After the verb be, look, appear, seem, feel, taste, sound, smell...
These shoes are new. That soup smells good. Adverbs normally go after the direct object.
I read the letter carefully. If there is no direct object, the adverb goes after the verb
She walked slowly.
* Answer key:
b. The old man walked slowly to the park.
c. Tuan sighed sadly when he heard that he
failed the test.
d. The baby laughed happily as she played with
her toys.
e. Mrs. Nga speak English quite well.
3. Activity 2 : (10’)
PRESENTATION AND PRACTICE 2 Revision of adverb clauses of reason;
Give out two clauses:
Example:
Ba is tired because I as /since he stayed up
late watching TV.
Have Ss compare the answers with a friend.
Feedback and give the correct Answers:
b) I have a broken leg because/as/since I fell over while I was playing basketball.
c) I'm going to be late for school because/since/as the bus is late.
d) I broke the cup because/since/as I was careless.
e) I want to go home because/as/since I feel sick.
f) I'm hungry beca use/as/since I haven't eaten all day.
Whole class and individual work
4. Activity 3 : (10’)
PRESENTATION AND PRACTICE 3
Adjective + that clause
Explicit the structure:
S + be + adjective + that clause
Ex: I'm pleased that you are working hard.
Feedback and give correct Answers:
b)
Mrs. Quyen: When are you going on vacation with your family, Sally?
Mrs. Robinson: Tomorrow. I'm excited that I can go to Da Lat this time.
c)
Lan: I'm sorry that I broke your bicycle yesterday.
Tien: Don't worry. I can fix it.
d)
Liz: I forget to tell you I was going to Lan's place.
Mr. Robinson: I'm disappointed that you did not phone me about it.
e)
Miss Lien: Congratulation!
Nga: Thanks. I'm amazed that I could win the first price.
Revision of conditional sentence type 1
If + main clause, subordinate clause
(simple present tense) (will infinitive)
column B. If it is OK, this activity can be done orally through the game Matching.
. Feedback and give correct Answers:
1-e If we pollute the water, we will have no fresh water to use.
2-a If we cut down the trees in the forests, there will
be big flood every year.
3-c If there is too much exhaust fume in the air, more and more people will cope with respiratory problems.
4-d If you can keep your neighborhood clean, you will
have an ideal place to live.
5-b If people stop using dynamite for fishing, a lot of sea creatures will be well preserved.
5 . Activity 4 (10’)
(If there is not enough time, this exercise can
be assigned as homework)
Answers:
b) If we go on littering, the environment will
become seriously polluted.
c) If we plant more trees along the streets, we will
have more shade and fresh air,
d) If we use much pesticide on vegetables,
the vegetables will become poisonous and inedible.
If we keep our environment clean, we will live a happier and healthier life.
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II. WRAPPING-UP (8’)
Make up sentences with the suggested words, using : adj + that – clase.
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a.I/ happy/ you/ phone me
b. Her parents/ shocked/ she/ failed/exam.
c. I/ amazed/ I/ meet/ you/ here.
d. I/ sorry/ I break/ the vase.
e. She/ disappointed/ he / leave without saying good bye.
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IV. HOMEWORK (2’)
T assigns homework
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3. Home work:
-Learn by heart all the structures and do the exrcises in the exercises books.
-Write 10 sentenses about If clause.
-Write 10 sentenses about Adjective + that clause
-Model sentence : I'm amazed that you win the game.-
* Answer'keys:
1. I'm happy that I passed the exam.
2. I'm sorry that I broke the vase.
3. We are excited that we could go abroad.
4. He's pleased that his son is studying hard.
5. I'm amazed that they won the game.
6. I'm disappointed that you didn't tell me
about that.
1. I'm sure that you like this film.
8. I'm surprised that they won the match.
9. We're delighted that the show was interesting.
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Feed back: ...........................................................................................................................................................................................
Date of teaching: ...................................
UNIT 7. SAVING ENERGY
Period: 42 Leson 1: - Getting started/Page 57
- Listen and read/ Page 57,58
I. Objectives:
- By the end of the lesson students will be able to use the words and phrases relating to energy-saving, understand the dialogue and the ways to save energy.
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: water bill (n): statement of charges for water used, enormous(a) : big, huge; crack(v): to break without complete separation of parts, fissure, pipe(n): tube of metal for conveying water; plumber(n): person who installs and repairs pipes and plumbing; Dripping faucet(n): the tap with falling drop of water.
- Language: suggest+ Ving
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Listen and read
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: - Student Palmtop.
Students: Books
III. Anticipated problems:
Suggest + Ving
IV. Procedures:
Teacher and Students’ Activities
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Board Display
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I. Warm up : (5’)
Brainstorming
Ask Ss look at picture in part 1 Getting started P.57
Have them work in pairs and make a list of things the family could do to save energy.
Call on some students to read the list aloud. Ss may use sentences with modal verbs such as: must, should
Answer:
- Save water by turning off the faucet when there is enough water supply.
- Turn off the lights when unnecessary? Reduce light bulbs
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Date: ……………….
UNIT 7. SAVING ENERGY
Leson 1: - Getting started/57
- Listen and read/ 57 - 58
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II.NEW LESSON
1. Presentation : (10’)
-Teacher uses some situations to elicit vocabulary from students.
* Checking vocabulary:
Matching
2. Practice (15’)
Set the scene:
Mrs Mi is talking to her neighbor, Mrs.Ha about the water bill this month.
Ask Ss to practice the dialogue with a partner.
Call some pairs to practice the dialogue aloud.
Feedback on S’s pronunciation and intonation.
Correct the mistakes if any.
Ask Ss to read the dialogue again and decide the statements in the book T/F.
Correct the false ones.
Have Ss compare the answers with a friend.
Call some Ss to read their answers in class.
Ask them to expain their choice.
Write some words in the dialogue on the board .
Ask Ss to close the book and recall the dialogue base on the words given.
Call some pairs to practice the conversation in class.
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I. Vocabulary:
- water bill (n): statement of charges for water
used
- enormous(a) : big, huge; crack(v): to break without complete separation of parts, fissure,
- pipe(n): tube of metal for conveying water
- plumber(n): person who installs and repairs pipes and plumbing
- Dripping faucet(n): the tap with falling drop of water.
II. Practice ( (15’)
1. T/F statements
Answer
1T; 2T;
3. F.( Mrs.Ha hasn’t check the pipes yet)
4. F. (Mrs.Ha suggests taking showers)
5. T
2. Mapped dialogue
Matter
Worried ……. water bill
Reduce ….
Plumber …. cracks
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II. WRAPPING-UP (8’)
Summarize main points
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IV. HOMEWORK (2’)
T assigns homework
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3. Home work:
- Learn voc by heart
- Practice the dialogue again.
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Feed back: ...........................................................................................................................................................................................
Date of teaching: ...................................
UNIT 7. SAVING ENERGY
Period: 43 Leson 2: - Speak/58 - 59
- Listen / 60
I. Objectives:
- By the end of the lesson students will be able to use suggestions to suggest ways to save energy through group discussion.
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: Solar (a): belongs to the sun Solar energy (n): energy like electricity received from the sun Nuclear power (n): power derived from nuclear energy Solar panel (n): device like walls or doors for receiving solar radiation Advanced (a): ahead of time I high level Roof (n): upper covering of a house
- Language: suggest+ Ving; Passive voice Be + PP Ex: Energy is used by us
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Speak and Listen
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: - whiteboard markers, posters, pictures.
Students: Books
III. Anticipated problems:
Suggest + Ving, Passive voice
IV. Procedures:
Teacher and Students’ Activities
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Board Display
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I. Warm up : (5’)
Whispering Game
Divide the class inro two teams A and B and live up the players. (If there’s an odd numberred player, one can be the teacher’s “helper’’.
Whisper a message to the first person of both group A and B. The game only stars when both players know the message.
Ask Ss to whisper the message to the next player in his group successively until the last player gets the messagge. The team which can repeat the message first and correctly receives a point.Start the game over with the second student of each group becoming the first ones in line.
Example of the message:
Everybody must save energy by turning off the light when unnecessary.
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Date: ……………….
UNIT 7. SAVING ENERGY
Leson 2: - Speak/58 - 59
- Listen / 60
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II.NEW LESSON
1.Presentation:
T Asks Ss questions about solar energy
-Ss. Listen and answer
-T. gives them marks; T .corrects
-T.guides Ss how to answers.
-T. supplies the difficult words.
-Ss. Listen and copy.
-T. lets Ss choose the voc.
-Ss go to the board and write on the voc.
-T. guides Ss how to pronounce the voc.
-Ss. Imitate the T.
-T. corrects and explains how to pronounce.
-Ss. Listen and copy.
Checking technique : Rub out and remember
2.Speak
Review the ways to make suggestions
Ask Ss to make some sentences with the structures above.
3.Practice
Have Ss look at the expressions in above tables and pictures in the book to make suggestions about how to save energy. Follow the example:
Call some Ss to read the suggestions aloud.
Feedback and give suggested Answers:
4. Listen:
What is solar energy? What are advantages of solar energy? Is solar energy operated in Viet Nam?
-Lets Ss read the statements in a) carefully. –Make sure Ss understand all the statements. –Ss. Work Individual work Instruct the task:
- Listen to the news on solar energy and decide whether the statements are true or false. Check (V) the boxes and correct the false ones.
- Plays the tape more than once if necessary.
- Asks Ss compare the answers with a friend.
- Plays the tape again and ask Ss to task 2: Fill in each blank with one word you hear.
Before playing the tape, ask Ss to guess the missing words. Useful question is: What is the part of speech of the missing words?
- Calls on some Ss to read the completed sentences aloud.
Whole class work .
- Lets Ss go to the board and write their answer key on the board.
- Lets Ss crossing-check.
- Crossing-check.
- Gives the correct answers;
- Consult and copy the keys.
- Lets Ss listen to tape transcript.
- Listen and translate the tape transcript into Vietnamese.
- Helps Ss voc.
Tape transcript:
Are you looking for a cheap, clean, effective source of power that doesn't cause pollution or waste natural resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the use of coal, gas, or nuclear power. This power could be provided by the sun. One percent of the solar energy that reaches the Earth is enough to provide power for total population.
Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun's energy can be stored for a number of days, so on cloudy day you can use solar energy too.
Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar energy instead of gas by the year 2015.
Read aloud 5 to 7 statements about content of the listening. If the statements are true, Ss repeat after teacher. If the statements are false, Ss stay silent. Any Ss don't follow this rule, They will be given a kind of "punishment" by class members or teacher
-T. guides Ss how to do the exercises.
-Ss . Listen and write the instructions of the Teacher explaining.
-T. reads the passage slowly and clearly.
-Ss. Listen and repeat the true statements loudly.
-T. reads the statements one by one.
-T. stops every statement one by one.
-Ss. Think and repeat or not.
-T. says “sorry or Oh no…” if the sentence is wrong. And “ great or correct or excellent if the sentences is correct”
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-T. reminds Ss the voc and the structures.
-Ss. Base on them and do the exercises.
-Ss. May ask T some difficult voc and structures ; T explains
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I.Vocabulary
Solar (a): belongs to the sun
Solar energy (n): energy like electricity received from the sun Nuclear power (n): power derived from nuclear energy
Solar panel (n): device like walls or doors for receiving solar radiation
Advanced (a): ahead of time I high level
Roof (n): upper covering of a house
II.Speak
Suggestion
|
Response
|
I suggestion + V-ing
I think we should …
Shall we ….?
Why don’t we …?
How about +V-ing …?
What about + V-ing….?
Let’s ……
|
OK
That’s a good idea
All right
No, I don’t want to.
I prefer to…
Let’s ....
|
I think we should turn off the faucet.
I suggest fixing the faucet.
b) I think we should turn off the gas fire.
c) I sugegest turing off the fan.
d) I think we should off the air conditiinner when no one is in.
e) Why don’t we turn off the TV when no one watches it.
f) I think we shouldn’t go to school by motorbike.
g) Let’s go to school by bus or bicycle.
III. Listen
True or false Feedback and give the correct Answers:
1. True
2. False. (Most of our electricity comes from the use of coal, gas, oil or nuclear power.)
3. False. (It is enough to provide power for total population.)
4. True
5. False, (in 2015) Gap filling
Give correct Answers:
1. The sun can be an effective source of power.
2. Solar energy doesn't cause pollution.
3. A lot of countries in the world are already using solar energy.
4. It is possible to store solar energy for a number of days
5. Solar panels are installed on the roof of the house to receive the energy from the sun.
6. We can save natural resources by using solar energy instead of coal, gas and oil.
True /False repetition drill
Solar enery - advantages and difficulties
The first advantage of solar energy is that it is infinite and readily available. For example, if only 1 % of the never-ending solar energy falling on the Sahara Desert could be converted into electrical power. It would supply all the world projected energy needs for the year 2020. Second, solar energy is the cleanest and safest of all energy sources. In particular, unlike fossil fuels and nuclear power, solar energy produces no air or water pollution. Third, solar energy could be used to produce hydrogen gas as a replacement for oil, natural gas and petrol.
Besides the advantages, solar power also has some problems. First, solar energy reaching the Earth's surface is widely scattered/ separated. As a result, it has to be collected over a very large area, and has to be concentrated so that it can be used. A second problem with solar energy is that it is not available at night when electrical needs are highest. Furthermore, its supply varies with the amount of cloud and with the season of the year. So because its supply changes, we must develop a method of storing solar energy received on sunny days for use at night, during cloudy weather, and in winter.
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II. WRAPPING-UP (8’)
Summarize main points
|
|
IV. HOMEWORK (2’)
T assigns homework
|
3. Home work:
- Learn by heart all the voc and the structures Passive Voice : ( Be + PP ) Ex: Energy is used by us ; Prepare next period Read ; Do exrcises in the work book unit 7 ; Think and write a new energy that you are going to invent in the future.( write a passage)
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Feed back: ...........................................................................................................................................................................................
Date of teaching: ...................................
Unit 7. SAVING ENERGY
Period: 44 Lesson 3: Read/ P 60 – 61
I. Objectives:
- By the end of the lesson, Ss will be able to get general idea of the reading through choosing the best summary and answering questions Reading for gist and details about ways to save energy.
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: Luxury > < Necessity, Consumer (n): user of product or service, Household (n): family, Account for (v): represent, Labeling scheme (n): campaign that gives labels to products,Tumble dryer (n): machine that drys things usually hair or clothes, Innovation (n): bringing in new ideas, making changes
- Language: Passive voice Be + PP Ex: Energy is used by people.
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Read
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: - Student Palmtop.
Students: Books
III. Anticipated problems:
Passive voice Be + PP
IV. Procedures:
Teacher and Students’ Activities
|
Board Display
|
I. Warm up : (5’)
Find someone who Name
Do you usually...?
turn off the light when it is not necessary? ………….
go to school by bus?
put garbage into dust bin? ………….
use banana leaves to wrap food?
-T Preparse a two column table with Yes/No questions and Name.
-T.Lets Ss go around the class and ask other Ss what they usually do to save energy. If the answer is YES, write his /her name in the table.The winner is the first one who completes the name column.
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Date: ……………….
UNIT 7. SAVING ENERGY
Lesson 3: Read/ P 60 – 61
|
II.NEW LESSON
1/ PRE – READING (5’)
-T.Asks Ss work in pairs and make sentences with the new words they have learned.
-T.Calls on some Ss read their sentences aloud.
-T.Gives comment to make sure Ss understand the use of the words.
Checking technique
Sentence modeling
2/ WHILE –READING (15’)
Scanning and skimming
Ask Ss to read the passage very quickly and answer the following questions:
Call on some Ss to answer the Qs. Give the correct answers
Choosing the best summary ( Reading for main idea)
Have Ss read the passage more carefully and choose the best summary for it among four following options:
Ask Ss to give explanation for their choice. Give the correct answer:
Explaination
3 is the best answer because three others are too specific. They only cover one part of the passage.
Tell Ss to read the passage again and answer the questions.
Ask Ss to compare their answers with a friend.
Call on some Ss to read their answers aloud in front of class.
Make necessary corrections and give correct Answers:
3. POST – READING (10’)
Expand the topic by opening a discussion on question:
Suggested Answers:
-T.Asks Ss to work in group to list the reasons for saving energy.
Group work
-T. Calls on representative of some groups to present in front of class.
Whole class work/
Whole class WRAPPING
Summarize main points. Assign homework
-T. lets Ss go to the board and write their answer keys on .
-Ss. Crossing –check.
-T. corrects and gives them marks.
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-T. reminds Ss the voc and the structures.
-Ss. Base on them and do the exercises.
-Ss. May ask T some difficult voc and structures ; T explains
|
I. Vocabulary:
Luxury > < Necessity
Consumer (n): user of product or service
Household (n): family
Account for (v): represent
Labeling scheme (n): campaign that gives labels to products
Tumble dryer (n): machine that drys things usually hair or clothes
Innovation (n): bringing in new ideas, making changes
I I. READING (15’)
1. Which continents are mentioned in the text?
2. Are electricity, gas and water luxuries or necessities?
/. America and Europe.
They are necessities.
1. Energy -saving bulbs should be used to save electricity.
2. In western countries, electricity, gas and water are necessities.
3. North American and European countries are interested in saving money and natural resources.
4. Labeling schemes help save energy.
3.North American and European countries are interested in saving money and natural resources.
Answering questions (Reading for details)
1. Western consumers are interested in products that will not only work effectively but also save money.
2. We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting.
3. She will pay US$2 for lighting if she uses energy-saving bulbs instead.
4. The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy.
Why should we save energy?
Save money
Conserve the Earth's resources
Protect environment \ Prevent natural disasters
Match the word in A to the word in B to make complete words.
A
|
B
|
electricity
washing
3.energy
4. Tumble
5.western
|
Bill
saving
machine
dryer
countries
|
Answer keys:
1-a ; 2- c ; 3 – b ; 4 – d ; 5- e;
|
II. WRAPPING-UP (8’)
Summarize main points
|
|
IV. HOMEWORK (2’)
T assigns homework
|
3. Home work:
Learn by heart all the vocabularie and structures: Passive voice Be + PP Ex: Energy is used by people.
.Do exercises in the work books.
|
Feed back: ...........................................................................................................................................................................................
Date of teaching: ...................................
Unit 7. SAVING ENERGY
Period: 45 Lesson 4: Write/ P61 – 62
I. Objectives:
- By the end of the lesson, Ss will be able to write a short, simple speech with clear organization and present it in front of the whole class Writing a speech about energy saving and other school-related topics.
1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: revision
- Language: Passive voice Be + PP Ex: Energy is used by people.
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: - Student Palmtop.
Students: Books
III. Anticipated problems:
Passive voice Be + PP
IV. Procedures:
Teacher and Students’ Activities
|
Board Display
|
I. Warm up : (5’)
-T.Draws a table containing 9 words in each cell.
Noughts and Crosses
Electricity
|
Freezer
|
Consumer
|
Gets
|
Washing machine
|
Household
|
Water
|
Dryer
|
Dryer
|
-T. Divides class into two groups: Noughts (O) and Crosses (X)
-T. Asks Ss to choose word in the cell and make a sentence with that word. A correct sentence with the given word will get one O or X. The group with 3 O or X vertically, horizontally or even diagonally will be the winner
Write the words whose letters are in a random order on the board. Divide the class into two team. Students from two teams go to the board and write the correct words. The team which write more correct words first win the game.
|
Date: ……………….
UNIT 7. SAVING ENERGY
Lesson 4: Write/ P61 – 62
|
II.NEW LESSON
1/Pre-Writing : ( 10’)
Vocabulary revision
Jumble words
sum up (express briefly)
-T. Asks Ss to work individually, match each part of a speech in column A to a suitable function in column B.
Implicit the functions of the parts a speech by questioning:
-T . Reminds Ss how to make a speech.
-T. explains.
Definition of a speech
It is the act of delivering a formal spoken communication to an audience. A speech usually has three parts: Introduction, Body and Conclusion.
What do we do in Introduction?
What is included in Body?
-T. lets Ss work in groups.
-Ss. Go to the board and write their answer on the board.
-Ss. Crossing-check.
-T. gives the correct answers.
-Ss. Consult and copy
2/ While-Writing
-T. Asks Ss to work in pair, put the sections in the correct place to complete a speech.
-T. Calls on some Ss to deliver the speech in front of class.
Comment and correct any necessary mistakes. Give suggested answer:
Preparing and delivering a speech
Writing speeches - Exhibition
Tell Ss to choose one of the topics in the book: Reducing garbage, Reusing paper and Saving energy in the kitchen and then prepare a speech for the class.
Ask Ss to eompare the writing with a friend.
-T. Divides the class into 3 groups, asks each group to a speech about one of these topics
• Reduce garbage.
• Reusing paper.
Saving energy in the kitchen.
Introduce Peer correction. Have Ss check and comment on each other writing.Go around class and offer help if necessary
Give comments on S's performance regarding
pronunciation, body language, eye contact...
Give suggested
If you follow these simple rules, you'll not only save money, but also conserve the resource.
* Correction:
- Have a volunteer from each group present his/her group's speech before class. Correct their mistakes Give feedback
Ask students to copy down one of these speeches in their notebooks.
T- lets Ss work whole class
-T. lets Ss reread the passages.
-T.lets Ss translate the passages into Vietnamese.
-Some Ss go to the board and write on their answer keys.
-Other Ss crossing-check.
-T. presents the keys.
-Ss . Compare and copy the correct keys.
3/ Post-Writing: (10’)
Write and read a passage “ How to save Energy at your house or your School”
-T. lets Ss write a passage how to save energy in our houses or our school.
- Ss . work in 7’ .
-T. lets Ss stand up and read their methods how to save energy at their home or their school.
--T. lets Ss go to the board and write on others read their methods.
-Ss. Remark and correct.
-T. remarks and corrects then give them marks.
-Ss. Consult and copy .
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-T. reminds Ss the voc and the structures.
-Ss. Base on them and do the exercises.
-Ss. May ask T some difficult voc and structures ;
T explains
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1.Vocabulary revision
usm pu = sum up
ioatnetnt = attention
aeidtl = detail
diosl = solid
fradt = draft
* Matching
A:
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B:
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Parts of a speech
I. Introduction
2 Body
3. Conclusion
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Functions
A. summing up what you have said
B. . getting people's attention • and telling them what you are going to talk about
C. giving details in easy-to understand language
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1. B, 2.C, 3. A
2/ Writing : (15’)
Ordering
3. Good evening, ladies and gentlement. I'm Professor Roberts and tonight I'm going to tell you how to save money.
2. Most of us use too much gas. You can reduce this amount by:
• traveling by bicycle or public transport.
• having mechanic check your motorcycle regularly.
1. If you follow these simple rules, not only will you save money, but also the environment will be cleaner.
Answers:
Reducing garbage
Good morning, ladies and gentlement. Thank I you for coming here today. I'm Professor Hung, President of Friends of the Earth. I’m going to tell you about the ways of reducing garbage.
• As we know that reducing garbage is necessary. W e can reduce garbage Collecting plastic bags • Not keeping solid waste with food waste.
Putting different kinds of waste in different places.
I hope that you will be able to find the most suitable way to reduce the amount of garbage we produce.
Reusing paper
Good evening everybody. I'm glad to be here this evening. My name is' Nam. I come from grade 9A. I'm going to talk to you about reusing paper.
There are three ways to reuse paper. Firstly, we should have a separate wastebasket for wastepaper. Secondly, we should keep sheets with single printed page for drafting.
If' you follow these simple rules, not only will you save money, but also the environment will be cleaner
Saving energy in the kitchen.
Hi everybody. It's a pleasure to be here with you today. My name is Tuan. Our topic today is ways of saving energy in the kitchen.
|Saving energy is our responsibility. We can | save energy in the kitchen by:
• Turning off the lights
• Preparing food carefully before turning on the stove
• Keeping refrigerator door close.
If you follow these simple rules, not only will you save money, but also the environment will be cleaner
* Write and read a passage “ How to save Energy at your house or your School”
I am a student in class 9 A , I would like to tell you how save energy in our School.
I think we should prepare our School’s water pipes and rewire our electric wire. Now every classroom’s electricity wire is bad , the fuses are damaged ,some lights and fans do not work, some water pipes and faucets are dripped and damaged . Every student must have good character such as we should turn off the fans or lights when we are out of the classroom.
For me: all the students in Suoi Day Junior Secondary School must follow this rule we should save money and energy in our school.
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II. WRAPPING-UP (8’)
Summarize main points
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IV. HOMEWORK (2’)
T assigns homework
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3. Home work:
- Learn by heart all the voc and grammar points
-Write a passage how to save energy in your home town or your country.
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Feed back: ...........................................................................................................................................................................................
Date of teaching: ...................................
Unit 7. SAVING ENERGY
Period: 46 Lesson 5: Language Focus /P62 – 64
I. Objectives:
- By the end of the lesson, Ss will be able to further improve their understanding about common connectives, phrasal verbs and suggestions through sentence completion and suggestions-making. Revision of connectives, phrasal verbs and making suggestions. 1. Knowledge: (3 basic levels: recognisation, comprehension, application)
- Vocabulary: revision
- Language: Making suggestions: Suggest + V-ing ; Suggest (that) +S + should
2. Skill(s): use the skill(s) they have learnt to do the tasks required: Write
3. Attitude: have a positive attitude towards what they have learnt.
II. PREPARATIONS
Teacher: - Student Palmtop.
Students: Books
III. Anticipated problems:
Passive voice Be + PP
IV. Procedures:
Teacher and Students’ Activities
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Board Display
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I.Warm up : (5’)
Brainstorming.
Explain function of the connectives:
And: to add a similar or another idea But
however: to add an opposite idea Because: to give a cause (reason) So, therefore: to give an effect Or: to give an alternative
Brainstorming:
however
therefore
moreover
because
look after turn off belong to go on talk to
* Suggested list of verbs + prepositions
look for ;turn on; want for; depend on; listen to dream about
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Date: ……………….
UNIT 7. SAVING ENERGY
Lesson 5:Language Focus /P62 – 64
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II.NEW LESSON
1/ Activity 1
-Ask students to think of connectives
that they've learnt.
-Have students go to the board and
write down the connectives.
Give feedback.
-Ask students to give Vietnamese
meanings.Have students work individually to do the exercise Language focus 1 on
-Tell Ss to do exercise 1. Complete the sentences. Use the
correct connectives.
-Ask Ss to compare the answers with a friend
2 /Activity 2
Implicit the meanings of the phrasal verbs through examples:56 Now. can you guess the meaning of those of phrasal verbs in the following context?
Provide students 5 verbs + prepositions and then ask them to match the verbs with the pictures on page 64. Have Ss do exercise 2. Complete the sentences. Use the right tense form of the phrasal verbs in the box and the pictures.
Have Ss compare their answers with a friend. Correct any necessary mistakes
Individual and pair work
- Ask students to work in pairs to compare their answers. - Give feedback. Have some students read aloud the completed sentences, check their pronunciation and the meanings.
3/ Activity 3:
Review some structure to make suggestions.
Note: Ss are advised to use different structures to make suggestions.
-Divide class into 2 teams. Each team takes charge of one part. Team 1 make suggestions to help the poor in the neighborhood of their school. Team 2 make suggestions to improve their English. Ideas in the textbook may be useful.
-Ask Ss do the task in groups or in pairs of each team.
-Call on some Ss to read aloud their suggestions.
Whole class
T. recommends Ss some things Ss listen and copy.
-Ss. Base on the structure and build the sentences.
-T. reminds Ss the voc and the structures.
-Ss. Base on them and do the exercises.
-Ss. May ask T some difficult voc and structures ; T explains
and structures ;
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1/ Activity 1
Answers:
a) Mrs. Quyen bought corn, potatoes and cabbages al the market.
b) I'd love to play volleyball but I have to complete an assignment.
c) Nam got wet because he forgot his umbrella.
d) Hoa failed the math test. Therefore she has to do the test again.
e) Do you want Vietnamese tea or milk tea?
f) It's raining, so I can't go to the beach.
g) Ba's hobbies are playing football and collecting stamps.
h) Na is very tired. However, she has to finish her homework before she goes to bed.
2 /Activity 2
It's dark here. Can you turn on the light? Please turn off TV when you finish watching.
It's important to look for a job after graduation.
My sister looks after the pet when I am away.
He goes on talking about himself.
Turn on: switch onistart
Turn off: switch off/stop
Look for: try to find
Look after: take care of
Go on: continue
Answers:
1. Hanh can't go to the movies with us tonight. She will have to look after her little sister.
2. If we go on wasting water, there will be a shortage of fresh water in a few decades.
3. "Turn on the TV for me , will you? I wan) to watch the weather forecast."
4. "I think I've lost my new pen. I've looked for it everywhere and I can't find it anywhere."
5. Mrs. Yen forgot to turn off the faucet when she left for work.
Answer keys:
Picture 1: look after the baby
Picture 2: go on (wasting paper).
Picture 3: turn on TV.
Picture 4: look for.
Picture 5: turn off the faucet
Have students work in pairs to do
They have to complete the sentences by using correct connectives.
Noughts and Crosses: Divide the class into two teams. One team is Nought (O) and the other is Cross (X). Have two teams choose the words in the boxes in turns. And make sentences with the connectives given. If the sentence is correct, they will get one mark. The team which has 3 Noughts or 3 Crosses in a line will win the game. Draw this chart on the board and the game begins. 1 or 2 and 3 so 4 but 5 therefore 6 however
7 so 8 because 9 and
3/ Activity 3:
Review some structure to make suggestions.
Note: Ss are advised to use different structures to make suggestions.
A/
a/I suggest collecting some money.
b/ I suggest organizing a show to rise money/
c/ I suggest giving lessons to poor childen.
d/ We suggest helping elderly people and war invalid with their chores.
B/
a/ I suggest(that )you should work harder on your pronounciation.
b/ I suggest that you should write sentences with new words.
c./ I suggest that you should speak English in class.
d/ I suggest that you should buy a good dictionary.
e/ I suggest that you do some reading every day.
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II. WRAPPING-UP (8’)
Summarize main points
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IV. HOMEWORK (2’)
T assigns homework
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3. Home work:
-Learn by heart all the new words and the structures
- Making suggestions: Suggest + V-ing ; Suggest (that) +S + should
verbs + prepositions
look for ;turn on; want for; depend on; listen to dream about
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