Giao An Anh Van 9 Hoc Ky II

UNIT 6: THE ENVIRONMENT
I. Aim
Helping students:
- to ask for and give reasons.
- to persuade somebody to do something
- to complete a questionnaire
- to write a letter of complaint.
II. Language focus:
1. Adverbs clauses of reason
2. Adjective + that clause
3. Conditional sentences type 1.
III. Vocabulary:
Verbs: Objectivities: Nouns:
(to) cover disappointed deforestations garbage
(to) minimize polluted dump hedge
(to) persuade unpolluted dynamite junkyard
(to) prevent environment mass
(to) provide fence pesticide
(to) reduce flow rock

(to) spray fly row
(to) wrap foam sewage
(to) pollute fold trash
Pollution
V. Unit Allocation:
Lesson (1) Before you read. Reading about the work of a group of
1 (2) Listen and Read conservationists and listening for details to
(4) Listen. complete the notes.
Lesson (3) Speak Practice in persuading somebody doing
2 something
Lesson Language Focus 1-3 Revision of some adjectives and adverbs and
3 practice in adjective + that clause
Lesson (5) Read Reading a poem for details about the

4 environment.
Lesson (6) Write Practice in writing a letter of complaint.

5
Lesson Language Focus 2-5 Practice in Conditional sentences type 1 and
6 adverb clause of reason beginning with
because, since, as …
1
Lesson 1: Section - Before you read
(page 47)
Period 37: - Listen and read (page
47, 48)
Aim
Reading about the work of a group of conservationists and listening
for details to complete.
Objective
By the end of the lesson, students will know more about the
environment problems and the solutions.
Teaching aids
Text books, picture
PROCEDURE
Stage Steps/Activities Work
arrangem
ent
Warm- * Brainstorming: T-whole
up - Ask students to think of the environment problems class
in their city.
- Get students to go to the board and write down
their ideas.
Air pollution dirty street
Environmental
problems in our city
* Possible answers:
- The destruction of the forests.
- Rubbish/ garbage/ trash.
- smote from cars, motorbikes…
- smote from factories.
Pre- I. Pre-teach vocabulary: T-whole
reading - deforestation (n): söï taøn phaù röøng class
(explanation: the destruction of the forests)
- garbage dump (n): ñoáng raùc
(picture)
- dynamite fishing (n): vieäc ñaùnh baét caù baèng
thuoác noå.
(picture)
- spraying pesticides (n): vieäc phun thuoác dieät
saâu boï
(picture)
- Disappointed (by/about/at something) (adj): thaát
voïng, buoàn raàu. T-whole
2
(synonym) class
- Sewage (n): nöôùc thaûi, nöôùc coáng
* Checking vocabulary: what and where
Write the words on the board, put one word on each
circle.
Garbage
dump Spraying
pesticides
Disappoin
ted
Sewage
Deforestati
on Dynamite
fishing
- Have students repeat the words in chorus, then rub
out word by word but leave the circle.
- Go on until all the words are rubble out.
- Point to each circle and ask students to repeat Individual
chorally the English words. work
- Ask students to go to the board and write the words
again in their correct circles.
II. Matching
- Ask students to look at the six pictures on page 47
in their text books.
- Ask them to match the words in the box with the
correct picture.
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.
- Picture e: deforestation
- Picture f: dynamite fishing Individual
III. Prediction: work
- Ask students to keep the books closed.
* Set the scene: Mr. Brown is talking to some
volunteer conservationists. Guess the place where Pair word
While they are going to work
reading - Give students 1 minute to guess
- Give feedback
- Ask students to open their books and read the text
on page 47-48
- Let students check their prediction
* Answer keys:
I. Matching
- Ask students to match the names in column a with
the activities in column B (exercise 2a on page 48)
3
- Ask them to read the text again and work in pairs Pair word
to match.
* Answer key:
Group 1: --------------------- f. walk along the shore
Group 2: --------------------- e. check the sand
Group 3: --------------------- b. check among the rock
Mr. Jones: ------------------- a. collects all the bags and
takes them to the dump.
Mrs. Smith -------------- c. Provide the picnic lunch for
everyone.
Mr. Brown--------------- d. give out the bags
II. Comprehension questions
- Ask students to work in pair to answer the question
on page 48 (exercise 2b)
- Let students read the text again and answer the
questions.
- Give feedback Pair word
* Questions and answer:
- Who is the speaker?
(The speaker is Mr. Brown)
- Who are the listeners?
(The listeners are (members of) the volunteer
conservationists)
- Where are they?
( They are on the beach)
- What are they going to do?
( They are going to lean the beach) Individual
Post - What will they achieve if they work hard today? work
reading ( If they work hard today, they will make the beach
clean and beautiful again soon)
- Have you ever done anything similar? If yes, what
did you do?
Where did you do it?
(Yes, I have. We clean our school/the pair/street. We
collected the rubbish and take them to the garbage
dump)
- If the pollution continues, what might happen?
(If the pollution continues, the environment around
us won’t be good and it will be harmful to our health,
our life)
- Ask students to work in closed pairs.
* Listening:
- Ask students to complete the notes about the
reasons why ocean is polluted by listening to the
tape.
- Let students listen twice/ three times.
- Give feedback.
4
* Answer keys:
1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea
3. Oil is washed from land.
* Tape transcript:
“Our ocean are becoming extremely pollution comes
from the land, which means it comes it comes from
the land, which means it comes from people. Fist,
there is raw sewage, which is pumped directly into
sea. Many countries, both development and
developing, are guilty of doing this. Secondly, ships
drop about 6 million tons of garbage into the sea
each year. Thirdly, there are oil leaks from the
vessel. This not only pollutes the water, but it also
kills marine life. Next, there are waste materials from
factories. Without proper regulations, factory owners
let the waste run directly into the rivers, which then
leads to the sea. And finally, oil is washed from land.
This can be dumping of waste.
UNIT 6: THE EMVIRONMENT

Lesson 2: Section: - Speak (page 49-50)
Periods 38:
Aim
Practice speaking (to persuade people to protect the environment)
Objective
By the end of the lesson, students will be able to persuade their
friends to protect environment
Teaching aids
Text books, posters, pictures.
PROCEDURE
arrangem
ent
Warm- * Jumble words: t-whole
up - Divide the class into two team. Students from to class
teams go to the board and write the correct words. group
- The team which writes more correct words fists work
wins the game.
1. uadepse = Persuade
2. beaargg = Garbage
3. roderpvo = Provide
4. lupotilon = Pollution
5. duproce = Produce
6. paispoidednt = Disappointed
I. Pre-teach vocabulary
5
- Prevent (v): ngaên chaën, phoøng choáng t-whole
(translation) class
- Reduce (v): giaûm, laøm giaûm (example: last
time, this shirt cost) 50.000 dongs. Now it costs
30.000 dongs. What happens?)
- wrap (v): bao boïc (mine)
- fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture)
- leaf (n): --leaches (pl.) ngoïn laù (realia)
* Checking vocabulary:
- Put the new words all over the board, each word in Whole
a circle. class
Prevent Reduce
Leaf Faucet
Garbage
Wrap bin
- Call two students or two teams (6 students for

each team) to the from of the class. Ask them to
stand at an equal distance from the blackboard.
- Teacher calls out some of the new words on
Vietnamese in a loud voice; the two students must
run forward and slap the word on the blackboard.
The one who slap the right word first is the winner.
- Ask 2 more students to come forward, etc … until
all the words are slapped.
II. Matching
- Ask students to complete the expressions in
column A by using one of the lines in column B Individual
(page 49) then compare with their partners. work
- Have students match the lines in column B with an Pair work
expression in column A so that they have sentences
of persuasion
* Form :
I think you should
Won’t you
It would be better if you + INFINITIVE
Can I persuade you to
Why don’t you
Practice Why not
What / how about + V-ing
* Use: Express persuasion
III. Practice speaking Individual
- Each student’s calls out one of their sentences work
unstill all sentences are finished.
* Example:
6
S1: I think you should use banana leaves to wrap
food.
S2: Won’t you use banana leaves to wrap food?
S3: Why don’t you turn off the lights before going to
bed?
S4: It would be better if you go to school or go to
work by bike.
S5: Can I persuade you to check all the faucets
before going out? Pair work
S6: Why not put garbage bins around the school
yard?
S7: I think you should use public buses instead of
motorbike. Open
S8: What about using public buses instead of pairs
motorbike?
S9: ……………………
IV. Questionnaire
- Let students work in pair to answer to the
questions in the questionnaire.
- Give feedback, teacher can write some possible
answer on the board so that weak students can
follow.
- Ask students to practice asking and answering.
- Ask the whole class to work in pairs.
* Possible answer:
1. How can we save paper?
* I think you should recycle used paper, newspapers
* Why don’t you use banana leaves for wrapping?
* Won’t you write on both sides of plastic bags?
2. How can we use fever plastic bags?
* How about cleaning and reusing them?
* Why not use paper bags instead of plastic bags?
3. How can we reduce water pollution?
Producti * It would be better if you don’t throw waster and Group
on garbage into streams, lakes or rivers and even work
ocean.
4. How can we prevent littering?
* I think we should put garbage bins around the
school yard.
* Why don’t you throw all garbage in waster bins?
5. How can we reduce air pollution?
* Can I persuade you to go to school by bike?
* Why not use private vehicles less?
6. How can we reduce the amount of garbage we T- whole
produce? class
* Won’t you try to reuse and recycle things?
* Exhibition:
7
- Divide the class into 4 groups, each group has a
secretary. Ask them to discuss the question: “What
you do to protect the environment”.
- The students in groups have opinions, the
secretary writes down.
- Gets students to use the ideas in exercise 3a, b.
- After finishing, the students stick the 4 posters on
the wall. They can go around the class and read 4
posters.
- Give feedback.

Lesson 3: section: - Read (page 50)
Period 39:
Aim
Reading a poem about the environment.
Objective
By the end of the lesson, students will be to understand a poem
about the environment
Teaching
Text book, poster, picture.
PROCEDURE
arrangem
ent
Warm * Chatting: T-whole
up - Ask students some questions about poetry class
+ Do you like poetry?
+ Which poetry do you like best?
+ Name some poems that are your favorite?
+ Do you think it is easy understand a poem?
+ Have you ever read an English poem? Do you
understand it? Do you like it?
- Junk yard (n): baõi pheá thaûi
Pre- (explanation: a place where people store wastes) T-whole
reading - treasure (n): kho baùu (translation) class
- Hedge (n): haøng raøo (visual)
- nonsense (n): ñieàu voâ nghóa, daïi doät
(translation)
- Foam (n): boït (picture)
* Checking vocabulary: Rub out and Remember
- Get students to copy the work in their books.
- Ask students to repeat the words chorally.
- Rub out the words one at a time. Each time you rub
8
out an English word, point to the Vietnamese
translation and ask “what’s this in English?” (the
whole class answer chorally)
- When all the English words are rubbed out, go
through the Vietnamese list and get students to call
out the English equivalent. Pair work
- If there’s time; get students to come to the board
and write the English words again.
II. Pre questions
- Give students two 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.
Question:
a) Who are the people in the poem? Pair work
b) Where are they?
While - Have students work impairs to guess the answers.
reading - Give feeback
I. Reading and checking:
- Have students read the poem and check their
answers.
* Answer key:
a) The mother and her son. Individual
b) They are in the park/woods work
- Ask students to practice asking and answering the
questions in pairs.
II. Matching
- Have students practice guessing the meaning if the
words by matching each word in column A with an
appropriate explanation in column B.
A B
1. junk a. a row of things forming a fence.
yard b. people
2. end up c. a piece of land full of rubbish.
3. treasure d. a flow of water
4. foam e. mass of bubbles of air gas Pair work
5. stream f. valuable or precious things
6. hedge g. reaches of state of.
7. folk
* Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b
III. Comprehension questions
- Show 5 questions (from 1-5) on page 51.
- Get students to work in pairs to answer the
questions.
* Answer key:
9
1. According to the mother, what will happen of the
pollution goes on?
- If the pollution goes on, the world will end up like a
second hand junk yard.
2. Who does the mother think pollute the
environment?
- The mother thinks other folk pollute (are
responsible for the pollution of) the environment but
not her or her son.
3. What will happen to the boy if he keeps on asking
his mother such questions? Group
Post - His mother will talk him home right away work
reading 4. Do you think the boy’s question is silly (line 9-10)?
Why not?
- No. Because he is right; if he throws the bottles
that will be polluting the woods.
Home 5. What does the poet want us to learn about
work keeping the environment unpolluted?
- The poet wants us to learn that everyone is
responsible for keeping the environment from
pollution.
* Discussion:
- Divide the class into four groups
- Have students discuss the question:
“What could you do in your house to minimize
pollution?”
- Ask students to write 5 things that they have to do
to keep the environment unpolluted.

Lesson 4: section: - Write (page 52-53)
Period 40:
Aim
Writing a letter of complaint.
Objective
By the end of the lesson, students will be able to write a complaint
letter.
Teaching
Text book, posters, picture.
PROCEDURE
arrangem
ent
Warm * Categories: T- whole
up - Ask students to find out the verbs beginning with class
the letter that teacher gives.
10
- Divide the class into groups.
- Give four, five letters at the same time, students
are to find out four/five verbs beginning with
four/five letters given.
- The team which finish first gets one mark
Example:
T a b c d
Writes:
S add borrow cut drive
Writes:
T s t u v
Writes:
S study talk use value
Writes:
T m n o p
Writes:
S meet nod open put
Writes: T-whole
Pre 1. Pre-teach vocabulary class
writing - complain (v): phaøn naøn (translation)
complain (n)
complication (n): ñieàu gaây raéc roái
- resolution (n): söï quyeát taâm (translation)
- float (v): troâi, noåi boàng beành (picture)
- prohibit (v): ngaên caûn, ngaên caám ( translation)
* Checking vocabulary: rub out and Remember
- Get students to copy the words in their books and
then ask them to close their books.
Rub out the new words one at a time. Each time you
rub out the word in English, point to the Vietnamese
translation and ask “What’s this in English?” When
all the English words are rubble out, go thought the
Vietnamese list and get students to call out the Pair work
English words. (If there’s time, get students to come
to the board and write the English words again.)
2. Ordering
- Ask them to keep their books closed
- Provide students five section of a complaint letter
(with their definitions) in random order.
- 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.
* Answer key:
1-b
11
2-d
3-e SCRAP Pair work
4-a
5-c
3. Reading and matching
- 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 appropriate letter: S, C, R, A or P
- Ask students to work in pairs.
- - Give feedback: call on a student to read aloud the
letter (in the correct order). Teacher gives ideas if
necessary.
* 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. Individual
While P Sincerely, work
writing Tran Vu Nhat
- Let students read the production 6b on page 53.
- Ask some questions to make sure the students
know what there have to write.
* Questions:
a. What do people do in the lake behind your house
these days?
( They begin to catch fish)
b. What makes you worried? Individual
( They use electricity to catch fish) work
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
12
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)
- Ask students to write the letter individually.
- Get students to share with their partners and
correct if possible
* Sample:
Dear Mr. President.
I am writing to you about the catching of fish of
Post many people in the lake behind my house.
writing 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
Homewo and fine heavily anyone using this way of catching
rk fish. I look forward to hearing from you and seeing
the protection of environment from the local
authorities.
Sincerely,
- Move around the class and help students

- Call on some students to read aloud their letter.
- Give feedback, correct some letters before the
class. T can write the mistakes (spelling;
grammar…) on the board.
- Ask students to write their letter in their

notebooks.
13
UNIT 6: THE ENVIROMENT
Lesson 6: LANGUAGE FOCUS
I. Objectives:
- By the end of the lesson, sts will be able to use adjectives and adverbs
to make sentences adjective + that clause
II. Language contents:
- Adjectives and adverbs
- Adverbs clauses of reason
- Adjective + that clause
- Conditional sentences type 1
III. Techniques:
- Role play
- Fill in the blanks
- Matching
IV. Teaching aids:
- Picture – student books
V. Procedures:
Steps Activities
Warm-up -Prepare twelve cards with numbers on one side and the
5’ adjectives (6 cards), adverbs (6) on the other side.
- Make sure the adjectives are mixed up.
- Stick the cards on the board so students can only see the
number.
- Divide the students into two teams and ask them to choose
two numbers.
- Turn the cards over and see if they match.
Eg: happy – happily, give them on mark. If not, tune the cards
obvert again and ask the next team to choose numbers.
- Continue until all the cards are finished.
Extreme Happy Sad Good Slow Sadly
Fast Slowly Well Fast Extreme happily
ly
Presentatio EXERCISE 1:
n * From the result of the game, sts give the formation of adv of
& Practice manner.
35’ Adj + LY – Adverb of maner
- T. asks sts to do the exercise (p 51-1) in groups.
- T gives the answer keys.
- T. asks sts to tell the positions of adj – adv
EXERCISE 2:
* Revision of adverb clauses of reason with because, since, as:
Give two sentences and ask students to combine them into
one.
Example: a) Nam goes to school late.
b) He missed the bus
 Nam goes to school late because he missed.
* Ask students to use other words for BECAUSE
14
ANSWER: SINCE or AS
- Have students to language Focus 2 exercise on page 54-55
- Let students work in park and join the pair of sentences
together using, Because, Since or As.
- T: call on some students to read aloud their sentences.
- T: correct the sentences.
EXERCISE 3:
Set the scene to introduce the structure:
Adjective + that clause
Ba: Dad! I got mark 9 on my text
Father: That’s wonderful. I’m pleased that you are working
hard.
 adjective + that clause
- T: Ask students to do the exercise 3 on page 55
- T: Let sts work in pair to complete the dialogues
- T: Give feedback
EXERCISE 4:
- Set the scene to introduce the structure of Con additional
sentences type 1.
- Write the statement on the board.
………………………we pollute the water, we ………………………
have no fresh……………to use.
- Ask students to complete the sentences by filling in each
blank with one suitable word.
If + main clause, subordinate clause
(Simple present tense) (will / infinitive)
* Matching:
- Have students do the Language Focus 4 exercise on page 56.
They have t match each half – sentence in column B.
- Ask students to work in pairs and find out five complete
conditional sentences.
EXERCISE 5:
Complete the sentences:
- Explain sts how to do the text
- Give them an example:
+ If the rice paddies are polluted, the rice plants will die.
- T: have students work in pairs and write the complete
sentences in their notebook.
- Give feedback.
Homework T asks sts to write 6 conditional sentences typed.

5’
15
UNIT 7: SAVING ENERGY
Lesson 1: GETTING STARTED – LISTEN AND READ
I. Objectives:
- How to say energy
- Give and respond to suggestions.
- Grammar: suggest + V-ing (review)
- Vocabulary: enormous (adj)
III. Techniques:
- Question and answer
- True / False statements
IV. Teaching aids:
- Pictures – Students - Tape
V. Procedures:
Steps Activities
Warm-up - Sing the song “Turn on – Turn off” (based on “Stand up – Sit
5’ down”)
Getting - Teacher shows the pictures and asks Ss to tell about these 2
started (5’) rooms:
+ Is there any one in the bath-room/ living-room?
+ Is the TV on?
+ Who is watching TV/ listening to the radio?
+ Who is using water?
+ How about the lights/ the water in the bath-room?
- SS answer
- Teachers says: Wasting energy
+ What should we do?
+ Should we turn the TV off then we go out of the room?
+ What should we to do save energy?
Presentatio - T introduces section “listen and read”

n - T explains a few new words that Ss need for the dialogue.
7’ + Enormous (adj): very big
+ Turn on (phr.v) # Turn off (phr.v)
Waste (v) # Save (v)
- Ss listen to tape (books closed)
- Ss listen to tape (books opened)
- Ss practice the dialogue in pairs.
Practice * True- False statements (group work)

18’ - Ss reread the dialogue & do the exercise
- Ss exchange their works with a parser
- Feedback: T asks, Ss answer
For the False statements, T asks Ss to give the correct ones.
* Comprehension:
- Ss work in pair to answer the question:
16
a/ What is Mrs. Ha worried about?
b/ Why is Mrs. Ha worried?
c/ Which sentences tell you that Mrs. Mi advises Mrs. Ha to
save money?
d/ What does Mrs. Mi advise Mrs. Ha to do?
Consolidati - Fill in the blanks with correct words (group work)

on - Free practice: about saving energy (pairs)
8’
Homework Write 5 sentences about saving energy
2’
17
LESSON PLAN
UNIT 7: SAVING ENERGY
Lesson 2: SPEAK
I. Objectives:
- Making suggestions and responses
- Grammar: to suggest + V-ing/ to suggest (that) Subject + should
+V
- Vocabulary: to turn off, to turn on
III. Techniques: pair work and group work
IV. Teaching aids: Pictures, Tape recorder, and chalks.
V. Times: 45 minutes
VI. Procedures:
Section Steps Techniques and Content
2. Listen Warm-up - Supposing a situation: It is in the morning and
and Read (5’’) the weather is cool. All the fans in the
( Revision) classroom are on. Ask students what would do
to save energy in the case  Giving
suggestions.
- Asking students to give on the suggestions
Mrs. Mi gives to Mr. Ha in the previous lesson.
3. Speak Presentati - Reminds Sts of the structures they have

on learnt that are used to give suggestions. (What
(10’’) about…/ Why don’t we…/ Let’s…/)
- Asking students to open the textbooks. Page
a) 58, part 2 – Speak and to add some mores
structures, paying more attention on the two
structures using “should”.
- Asking students how to response a suggestion
(Agree and Disagree)
+ Agree: OK/ That’s a good idea/All right
+ Disagree: No. I don’t want to/ I prefer to/
Let’s …
- Conducting repetition these structures among
the students.
- Asking some pair to perform before the class
and checking (pronunciation, grammar)
* Predicting the activities: asking students to
predict the activities for each pictures that are
for saying energy (more than one activity for
each picture is fine_ = page 59
- Checking before the class
* Pair work: Giving suggestions and
responses out if these activities.
- Checking before the class.
18
* Group work: Students workings in groups of
4, playing the roles of A, B, C and D
- Some groups forming before the class.
- Explaining the task of this activity.
- Students working in groups of 4 again,
working out a similar exchange to save energy
foot their class, using the expressions and
ideas in the previous activities.
Some groups performing the class then
checking.
Consolida - Asking students to put the suggestions in a

tion presentation to save energy
(5’’) “To save energy, I think we should …, I
suggest…, and let’s…”
- Using responses to show (dis) agreement.
Homewor - Asking students to compare the two sources

k of power: “solar energy and nuclear energy”,
(2’’) which is better, more convenient, easier to
exploit, etc.
19
UNIT 7: SAYING ENERGY
Lesson 2: Section: -Listen (page 60)
Period 47:
Aim
Listening to a text for details and further practice in making suggestions
Objective
By the end of the lesson, students will know more about solar energy by
listening.
Teaching aids
Text books, cassette.
PROCEDURES
Stage Steps/ Activities Work
arrangem
ent
Warm * Information transmitting: T- whole
up - Divide class into two teams class
- Choose six volunteers from each team.
- The volunteers stand in two lines. The teacher
shows the first student in each line a sentence.
- The first students whisper the whole sentences to Group
the second students in his / her line. work
- The second student whispers to the third and so on.
- The last students shout out the sentence, (or write
it on the board) if it is the same as the sentence
teacher shows, that team wins the match.
* Sentence 1: I suggest collecting waste paper.
* Sentences 2: I suggest practicing English every
day.
II. Pre-teach vocabulary: T- whole
Pre- - solar (adj): thuoäc veà maët trôøi class
listenin (explanation: everything which is connected
g with the sun)
- solar panel (n): taám kim loaïi ñeå tieáp
nhaän maët trôøi
- nuclear power (n): naêng löôïng haït nhaân
(translation)
- install (v): laép ñaët, caøi ñaët (translation)
* Checking vocabulary: Slap the board
Solar Install Solar Group

energy
Populati Solar work
Nuclear
on panel
power
- Call on two students or 2 teams of students to the
front of the class.
20
- Make sure they stand at an equal distance from the
board
- Call out one word in Vietnamese, the 2 students
much run forward and slap the correct word on the
board. The one who slaps first is the winner. Pair work
- Continue to ask 2 more students to come forward.
- Go to until students have slapped all the words.

II. True – False statements prediction
- Ask students to look at the statements on page 60
(4a)
- Have they work in pairs and guess which
statements are true and which one are false.
1. Solar energy can be cheap and clean
2. Most of our electricity now comes from nuclear
power.
3. The solar energy that gets to the Earth cannot
provide enough power for the world’s population.
4. Solar energy can be used on cloudy days.
While 5. All buildings in Sweden will be heated by solar
listenin energy in 2050
g - Give feedback
I. Listening and checking: Individual
- Have students listen to the tape twice and check work
their prediction
- Get students to correct the false statement
* Answer keys:
1. T 
2. F  Most of our electricity comes from the
use of coal, gas, oil or nuclear power.
3. F  1% of the solar energy that gets to
the Each can provide enough power
for the world’s population.
4. T 
5. F  They will be heated by solar energy in
2015.
* Tape transcript:
“Are you using looking for cheep, clean, effective
source 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 and gas, oil or nuclear
power. This power could be provide by the sun. One
percent of the solar energy that reaches the Earth is
enough to provide power for the total population. Pair word
Many countries are already using solar energy. Solar
21
panels are placed on the roof of a house and the
Sun’s energy is used to heat water. The energy can
be stored for a number of days, so on cloudy days
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 power instead of gas by the
year 2015”
II. Gap-filling
- Have students look at exercise 4b on page 60 and
work in pairs to guess the words in the blank
- Give feedback
- Have students listen to the tape again and fill in the
gaps. If students can’t finish, let them listen once
more.
Post * Answer keys: Individual
listenin 1. The Sun can be an effective source of power work
g 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 a house to
receive the energy from the Sun
6. We can save natural resources by using solar
energy instead of coat, gas and oil
* Write it up:
- Have students write passage (about 100 words)
about solar energy, using the information in the two
exercises above
* Sample:
Most of our electricity now comes from coal, gas, oil,
or nuclear power. The sun could provide this power
so many countries are already using energy. Only
one percent of the solar energy that gets to the
Earth can provide enough power for the work’s
population. Solar energy is a cheap, clean effective
source of power that doesn’t cause pollution or
waste natural resources.
There’s an advanced solar energy program in
Sweden. It is said that by the year of 2015, all
building in Sweden will be heated by solar energy
and cards will use solar power too.
We hope that there is such a program in Vietnam.
We can save natural resources such as coal, oil,
gas… by using solar energy. And every house hold in
Vietnam has hot water in Winter without paying
22
money.
23
UNIT 7: SAVING ENERGY - READ
I. Objectives:
- By the end of the lesson, sts will know how European countries
save energy.
II. Teaching aids:
- Pictures, textbook, posters (or A4 paper)
III. Teaching procedure:
1) Pre-reading (8’)
- Show this picture and ask sts:
“What does this picture advertise for?”  energy – saving bulb
- Ask sts to tell the advantages of energy – saving bulb
Saving
electricity
Energy –
Last longer
saving
BULB
Saving
money
2) While-reading (20’)
- Have sts read the passage silently and find out:
+ How many paragraphs
+ The main idea of each paragraph
- Have some sts read the text loudly
- Ask sts to choose the best summary of the passage
- Have sts work in pairs to find out the answers of questions page 61
(text book)
- Ask sts to make questions and answer  give feedback
3) Post-reading (15’)
- Ask sts to work in groups, discussing the ways to spend less on
lighting then write these ideas on the poster.
- Have sts exchange posters and choose the best poster
IV. Homework (3’)
- Write 5 sentences on how to save energy
- Write answer of the exercise b/page 61
24
UNIT 7: SAVING ENERGY - WRITE
I. Objectives:
- Help students develop there writing skills:
+ How to prepare and write a speech.
II. Teaching aids:
- Pictures of some MC
- Textbooks
- Paper with big size and pens
III. Teaching procedure:
Steps T Teacher’s activities Student’s activities

ime
Warm- 5’ - Introduce some MC: Thanh - Listen
up Baïch, Nguyeân Vuõ, Laïi Vaên
Saâm - Discuss & answer:
- Ask questions: + “Speak fluently and
+ “How can we do to become clearly”
a good MC?”
Pre- 5’ + “What should we do in
writing order to speak fluently and
clearly?”
While- 20’ - Have students discuss and - Discuss and find by
writing find out the three parts of a reading the information in
speech textbooks
- Ask students about the - Answer the question by
function of each part: matching each part
introduction, body and speech in column B.
conclusion. - Some students read
- Correct mistakes and give aloud the three parts of a
the answers: speech.
1-B 2-C 3-
A
- Practice: - Discuss and put the
+ Have students work in following section in the
groups (part B, p61) correct place complete a
- Correct the mistakes and speech
give the corrects answers.
Post- 10’ - (part C, p.62) have some sts - Choose one topic,
writing work on groups. Divide the discuss and write down
class into 3 groups: each the speech on a paper and
group prepare a speech, write then stick it on the board.
it on the paper and stick it on - One person in each
the board. group makes a speech
- Correct the mistakes and before the class.
give remarks.
Home- 5’ - Have students prepare a * Make a speech on the
work speech and write down on topic. Saving energy in
25
their notebooks, using the the class-room.
topic in textbook
26
UNIT 7: SAYING ENERGY
Lesson 6: Section: -Language Focus 1-2 (page
63)
Period 48:
Aim
Further practice in connectives and phrasal verbs
Teaching aids
Text books.
PROCEDURES
arrangem
ent
Warm * Bingo: T- Whole
up - Ask students to write down in their notebook 5 verbs lass
with prepositions.
- Prepare a list of verbs + preposition. Then call out
each word in a loud voice.
- Students listen to the teacher carefully. If anyone has
the same verb + prepositions, they cross it out.
The first students crossing out all 5 verbs +
prepositions shout “Bingo” and win the game.
* Suggest list of verbs + Prepositions
Look for Look after
Turn on Turn off
Want for Belong to
Depend on Go on
Listen to Talk to
Dream about -
Provide students 5 verbs + prepositions and then ask
Pre-
sensatio them to match the verbs with the pictures on page 64.
ns 1 * Answer keys:
- Picture 1: look after the baby
- Picture 2: go on (wasting paper)
- Picture 3: turn off TV
- Picture 4: look for
Practi - Picture 5: turn off the faucet
ce 1 - Have students work in pairs to do Language Focus 2
exercise on the page 63. They have to use suitable
verbs to complete the sentences.
* Answer keys:
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 watching water, there will be a shortage
of fresh water in a few decades.
27
3) Turn on the TV for me, will you? I want to watch
weather forecast.
Presentatio
ns 2 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.
* Brainstorming:
therefore however and
so
Connectiv mo
reover es
or Individual
but work
Practi because
ce 2 - Ask students to thinks of connectives that they’ve
learnt.
- Have students go to the board write down the
connectives.
- Give feedback
- Have students work individually to do the exercise

Language focuses 1 on page 63. They have to
complete the sentences by using correct connectives.
* Answer keys:
a) Mrs. Quyen bought com, potatoes and cabbage at
the market.
b) I’d love to play volleyball but I have to complete an
assignment
c) Nam got was because he forgot his umbrella.
d) Hoa failed her math test. Therefore, she has to do
Producti the test again Pair work
on
e) Do you want Vietnamese tea or milk tea?
f) Its 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.
- Ask students to work in pairs to compare their
answers.
- Give feedback. Have some students read aloud the
completes sentences, chalk their pronunciation and
the meanings.
Naught and Crosses:

- Divide the class into to teams. One team is Naught
(O) and the other is Cross (X).
28
- Have two teams choose the words in the boxes in
turns. And make sentences with the connectives given.
If the sentences in correct, they will get one mark.
- The team which has 3 Nougats 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 *
Possible answers:
1) Do you want to take a bath or take a shower?
Home- 2) I’ll get a plumber to check the pipes and to repair
work the faucets.
3) He got up late so he had to take a taxi to school.
4) It’s raining but he is still going swimming.
5) Her English is not good therefore she decides to
practice more.
6) Lan
7) Baths use twice as much water, so I suggest talking
showers
8) The water bill is enormous this month because there
is a crack in the pipes.
9) I suggest taking showers and fixing the faucet,
- Ask students to write 5 sentences with connectives.

 Therefore
 Because
 However
 Or
 So
29
GRADE 9 – UNIT 8
CELEBRATION
GETTING STARTED & LISTEN AND READ
Teaching steps:

arrangeme
nt
Warm-up - Ask Ss the name of some celebrations on VN & in Individual
other countries.
- Give Ss some picture about birthday, wedding,
Tet holiday,… and then ask Ss to guess the names
of the pictures.
- Ask Ss to look the picture are the books and then
have they read the names of the celebration.
- Give Ss the corrects answers.
- Ask Ss which celebrations they like best
Answer:
Pre-reading 1. Easter 2. Wedding 3. Birthday
4. 5. Mid-Fall 6. Lunar New
Christmas Festival Year
Listen and read:
- Introduce the subject matter of the text
- Introduce new words and then explain them
1. Celebration (n)/ To celebrate (v) Teacher-Ss
2. Easter (n)
3. Lunar New Year (n)
4. Mid-Fall Festival (n)
5. To occur (v)/ occurrence (n)
6. Sticky rice (n)
7. Apart (adv)
8. Passover (n)
9. Jewish (a)/ Jew (n) = Jewish people
10.Freedom (n)/free (v)/ free (n)
11. Slavery (n)
12. Joy (n)/ Joyful (a) Whole
13. Parade (n) class
While- - Get Ss to copy.
reading - Ask Ss to listen to the tape (books closed); ask
them to find out the celebrations mentioned in the
text.
- Ask Ss to give the answers.
- Get Ss to listen to the tape (books opened)
- Then have them find out the words or phrases Group
which are concerted with celebrations. work
- Ask Ss to reread the new words on the board
30
- Explain new structure briefly: relative clauses Whole
( Meänh ñeà quan heä) – Who, whom, which, class
whose, that. group
- Get Ss to finish the table in the text individual
- Correct the mistakes if necessary
Celebr When? Activities Food Country
ation
Tet In late Cleaning Sticky Viet
January and rice Nam
or early decoratin cakes
Februar g homes,
y and
enjoying
special
food
Passov Late in Not Special Israel
er March available meal Teacher –
or early called Ss
April the
Seder
Easter Around People Chocolat In many
the crowd e and countrie
Post- same the surge s
reading time as streets to eggs
Passove watch
r colorful
parades
- Give Ss some questions to check their
comprehension.
1. Can you tell me the names of some celebrations
you know?
2. In what occasion do young children receive
chocolate or sugar eggs?
3. Which celebration occurs in late January or early
February?
4. Which festival is celebrated in many countries?
- Ask Ss to give some information about the other
celebrations which they know. (Ex: Mid-Fall
Festival, Wedding, Lunar New Year,…)
Celebratio When Activitie Food Countrie
n ? s s
Mid-Fall
Festival
Christmas
Homework Rereading the text
Find more information about celebrations.
31
UNIT 8: CELEBRATION
Lesson 2: Section: - Speak (page 66-67)
Period 51:
Aim
Practice giving and responding to compliments
Objective
By the end the lesson, students will be able to give a respond to
compliments
Teaching aids
Text books, cards
PROCEDUCE
arrangeme
nt
Warm-up * Revision of adjectives T- whole
- Have students review adjectives class
- Get students to make sentences.
I have + a/an adjective + friend
- The first students has to use the adjective
beginning with the letter A. The second students
has to use the adjective beginning with the letter
B. The third with C…
* Ex:
S1: I have an active friend
S2: I have a beautiful friend
S3: I have a clear friend
S4: I have a dirty friend
……………………………………
- Go on until the last student with the adjective
Presentati beginning with the letter Y.
on Pre-teach vocabulary
- active (adj) T-whole
-activist (n): ngöôøi hoaït ñoäng tích cöïc class
(translation)
- nominate (v): ghi danh, meänh danh, choïn
Nomination (n) (translation)
- charity (n): loøng töø thieän, hoäi töø thieän
(explanation: kindness in giving help to the poor)
* Checking vocabulary: What and Where
- Write the words on the board, put one word in
each circle.
Charity Well- Effective
Active Nominatio Activist

n
- Have students repeat the words on chorus then
32
rub out word by word but leave the circle.
- Go on until the circle are empty
- Get students to rewrite the words in their correct
circle
II. Model sentences:
- Set the scene: Trang has just won the first prize in
the English speaking contest. What does Mai say to
pay Trang a compliment? And what does Trang
respond?
Mai: Well done, Trang
Trang: Thanks.
- Ask students how to give and respond to
compliments
* Give a compliment:
- Well done
- That’s a great…
- That’s an excellent…
- Congratulation on…
Practice - Let me congratulate you on…
* Respond to a compliment:
- Thanks/ Thanks a lot T- whole
- It’s very nice/kind of you to say so class
- That’s very kind of you
* Word-cue drill:
a. Well done/thanks
b. Congratulations/ thanks a lot
c. Let/congratulate/ on passing the exam/kind
d. Great report/ nice of you
Further - Have students practice giving and responding the Open pair
Practice compliments Closed
- Have students works in open pairs then closed pair
pairs Pair work
- Ask students to works in pairs, to read the
situation on page 66. 67 then give and respond to
compliments.
- Give feedback
- Call on some pairs of students to act out.
* Answer keys:
a. On her mother’s birthday, Huyen made a big
beautiful cake to celebrate.
* Mother: Well done, Huyen
* Huyen: Thanks, Mom.
b. Tuan is an active student. He has taken pair in
Productio different charity activities in his town. Tuan has
n been the most nominated as the most effective
activist in the town charity program.
o Friend: Congratulation on your nomination, Group
33
Tuan work
o Tuan: It’s very nice of you to say so.
c. Hoa brings to class a new picture she has
painted
You: That’s an excellent drawing, Hoa.
Hoa: That’s very kind of you to say so.
- Divide the class into 4 teams: A, B, C and D
- Have students work in groups to think of
situations in which they can give compliments
- Ask team A to give situation, team B, C, D to
make up the dialogue.
- Have the teams take turns giving the situations
- Give good marks for the teams which give good
situations and make up suitable dialogue.
* Suggested answers:
a. Situation 1: Tam has just passed the graduation
examination. Friends: Congratulation!
Tam: Thanks a lot.
b. Situation 2: Hoa make an excellent report on
Homewor saving energy.
k Hoa: It’s very kind you to say so.
c. Situation 3: Lan got high mark for Math.
You: Well done
Lan: It’s very nice of you to say so
d. Situation 4: Ba has just won the school
swimming championship
Friends: Congratulations on your great efforts, Ba.
Ba: Thank you very much
- Ask students to write some situations with the

compliments, the response to the compliments into
their notebooks.
34
GRADE 9 - UNIT 8: CELEBRATION
Section: Listen
• Aim: Filling the missing words by listening to a song.
• Objective: By the end the lesson, students will be able to complete
a song and sing a song beautifully.
• Teaching aids: Text books, picture, cassette player.

arrangeme
nt
Warm-up - Listen to a song: T- whole
- Ask students “Have you ever listened to the song class
before?”
- Let students listen to the song Auld Lang sine for
Pre- fun.
listening
Vocabulary: T-whole
- Give some new words to students class
o Auld Lang Sine (The Good Old Days)
o Due to (a) = cause by
o Bureau = department
o Acquaintance
o Trusty (a)
- Explain new words, using pictures, body
language, or objects. Pair work
Guessing:
- Have students listen to the song Auld Lang Sine Individual
While- and then to guess the words in the blanks work
listening - Give feedback
- Let students listen to the song twice Pair work
- Check their guess

- Give feedback
Post- - Give students some questions to check their
listening comprehension.
- Have some students sing a song
Homework
Sing the song by heart
35
LESSON PLAN
UNIT 8: CELEBRATION
Lesson 3: READ
-----
I. Objectives:
Students can express their opinions.
II. Language Contents:
Vocabularies: to lose heart, to distinguish, groom (n), hug (n),
priority (n), and considerate (adj)
Grammar: Relatives Clauses
III. Techniques:
Questions and Answers, Matching, Write-it-up
IV. Teaching Aids:
Pictures, Worksheets.
V. PROCEDUCE
Steps Teachers Activities Student’s

activities
Warm-up * Having Sts listen to the song “Cha Yeâu” The whole
(5’) * Having Sts sing it at the same time if they like. class
Pre-reading * Asking Sts about the topic of the song The whole
(10’) * Having Sts work in groups ask and answer about class
Father’s Day. Group work
- What do you know about Father’s Day?
- When did Father’s Day organized?
- Where did is fist organized?
- What is the purpose of this celebration?
- What is the representative activity of Father’s
Day?
* Explaining some new words.
To lose heart groom (n) The whole
To distinguish hug (n) class
Considerate (adj) priority
(n)
While – Task 1: Matching
Writing * Giving Sts worksheets.
(20’) ‘s farther always put his family in the
RITA first position, got married, he was
very sad.
JANE Is proud of him because he is a
considerate and children.
BOB Is always a little girl of her father
although she had children
Received the best education from
him Group work
* Having Sts read the text in silence.
36
* Having Sts work in groups to match the details The whole
with the suitable names. class
* Having some groups to perform their work in
front of the class.
* Giving the feedback. Pair work
Task 2: Questions and Answers
* Having Sts read the text again, then work in pair The whole
to discuss the questions. class
* Having some pair to act out their work in front of
class.
* Giving comment.
Post- Task 3: Write – it – up The whole

Writing * Having Sts write a short paragraph (about 50 class
(10’) words) to show their opinions, feelings, and
memories about their father.
* Having some Sts read this paragraph in front of
class.
Homework * Having Sts find some details about Mother’s Day The whole
class
37
LESSON PLAN
UNIT 8: CELEBRATION
Lesson 4: WRITE
-----
I. Objectives:
Students can write a letter to a friend to share their ideas.
II. Language Contents:
Vocabularies: to enhance, to support, nationwide (adj)
III. Techniques:
Questions and Answers
IV. Teaching Aids:
Text books and Cards.
V. Procedures:
Steps Teachers Activities Student’s

activities
Warm-up * Using the game “Jumbled words” to review Group
(5’) vocabularies. work
* Giving each group (4 groups) some words whose
letters is in a random order on the board, and
asking them to write the correct words.
1. calerbetoni => celebration 5. ftigs =>
gifts
2. tratidoni => tradition 6. fleenigs
=> feelings
3. folwres => flowers 7. rebemern
=> remember
4. pirtase => parties 8. spicale =>
special
Pre- * Sticking the cards of the some celebrations on The Whole

Writing the board, and asking Sts to write the correct date class
(10’) for each celebration:
- Women’s Day: 8-3 - Teachers’
Day: 20-11
- Children’s Day: 1-6 - May Day: 1-5
- Christmas Day: 25-12 The Whole
- Vietnamese Independence Day: 2-9 class
* Through the celebrations above, presenting the
new lesson by asking Sts some questions:
1. In the celebrations above, which one can stand
for a Mother’s Day in Vietnam?
2. What about a Father’s Day in Vietnam?
* Reading the situation in 6 – Write/page 70.
While- * Asking Sts to read the outline carefully. The Whole

38
reading * Explaining some new words: class
(20’) To enhance, to support, nationwide (adv)
* Giving some suggesting questions for each
paragraph on the board on order to help Sts
discuss in groups more easily. Group
Paragraph 1: work
- Do you love your parents? If yes, I do thinks it is
necessary to have a Day for your Father? You’re
Mother?
- Tell the reason for celebrating this day. (Sts can
use the suggesting ideas in the Paragraph 1) Group
work
Paragraph 2:
- When do you celebrate? Why?
- Celebrating this day at home or a restaurant?
Why?
- Should you have a party with many guests or Group
should you have lunch/dinner with family work
members?
- What gifts should you buy for your
father/mother>
- What food should you serve?
(Sts can use the suggesting ideas in the Paragraph
2)
Paragraph 3:
Do you thing your idea will be sororities
nationwide? Why?
* After discussing in groups, asking each group
write a letter to a friend to share their ideas about
celebrating a Day for Father or Mother on the
papers A4.
Post- * Asking 2 representatives of 2 groups to stick their The Whole

Writing papers on the board. class
(10’) * Asking Sts to give their opinions about the two
papers on the board.
* Correcting mistakes.
Homewor * Having Sts write a letter about celebrating a Day The Whole
k for Father/Mother in their notebooks. class
39
GRADE 9 - UNIT 8: CELEBRATION
Section: Language Focus
• Aim: Practice in Relative clause
• Objective: By the end the lesson, students will be able to use
relative clauses.
• Teaching aids: Text books, picture.

arrangeme
nt
Warm-up Jumbled words: T- whole
Give the words whose letters are in a random order class
on the board/poster.
Ex: ubclpi = public
Paephn = happen
…………………
Vocabulary:
Presentati - Give new words to students:
on • Compose (v)
• Occur (v) = happen
• Satisfy (v) = please
• Violet (n)
• Jumper (n)
• Lap (n)
- Explain the new words, and how tousle Relative
Pronouns WHO, WHICH, EVEN THOUGH, THOUGH,
CONCESSION, ALTHOUGH (using pictures, objects
or Vietnamese)
Form and use: T- whole
 Who-which: replace the pronoun class
 Who is used for people, which is used for
things?
Practice
Even though
Though
Concession + adverbial
clause of
Although Pair work
- Give students 2 examples.
- Set the scene.
- Have students do language focus 1 exercises,
using relative clauses.
- Have students look at 2 pictures on page 71 to Individual
describe each of the people in the pictures, work
using Relative clauses.
- Correct the mistakes if they appear.
40
- Have Ss do language focus 3 exercise
Free individually, using though, although or even or
practice though
- Have Ss look as the pictures on page 72-73
and complete the sentences, using correct tense
of the verb.
- Call on some Ss to read aloud their sentences
Homewor and correct their mistakes.
k - Ask students to describe the people in their
families’ photographs.
- Have students write sentences to describe the

people in the 2 pictures on page 71 in their
notebooks.
- Get Ss write 5 sentences, using adverbs clauses
of concession.
41
UNIT 9: NATURAL DISASTERS
I. Aim:
Helping students:
- To make predictions
- To tall about the weather forecast
- To describe events
- To write a story
II. Language focus:

1. Relative pronoun: who – that – which
2. Relative Clauses (defining and non defining)
III. Vocabulary:
Verb Adjectives Nouns
(To) behave abrupt battery temperature
(to) border extensive bureau
thunderstorm
(to) collapse tidal carriage tide
(to) destroy coast typhoon
(to) erupt damage volcano
(to) expect earthquake volume
(to) lift flashlight disaster
(to) trust forecast
(to) warm Funnel
Highlands
Pacific Rim
IV. Unit Allocation:
Lesson 1 (2) Listen and Read Reading a dialogue for details about
the weather forecast and completing
the information.
Lesson 2 (3) Speak Practicing speaking about what to
prepare for a typhoon
Lesson 3 (1)Before you Reading a text about natural disasters
read for details.
(5) Read
Lesson 4 (6) Write Writing a story about a typhoon
Lesson 5 (4) Listen Listening for details to complete a
Language Focus 1 – table and Further Practice in Relative
2 pronouns: Who-which –that.
Lesson 6 Language Focus 3 – Further Practice in defining Relative
4 clauses and non defining Relative
clauses.
42
Lesson 1: Section: - Listen and read (page 74 –
75)
Period 56:
• Aim: reading a dialogue for details about the weather forecast.

• Objective: By the end the lesson, students will be able to get the
information about weather from the weather forecast.
• Teaching aids: Text books, picture.
PROCEDUCE
arrangeme
nt
Warm-Up * Chatting: T-whole
- Ask students some questions about weather class
• What’s the weather like today?
• Do you like hot/clog water?
• Have you ever listened to the weather
forecast on the radio or on TV?
• Do you think weather forecast is useful for
us? How is it useful?
Pre II. Pre-teach vocabulary:
reading - turn up (v): ñieàu chænh to leân (aâm thanh TV,
radio). (mime)
- expect (v): mong ñôïi, chôø ñoùn (translation)
- thunderstorm (n): baõo coù saám seùt, möa to
(picture)
- delta (n): vuøng chaâu thoå (visual)
- just in case (n): phoøng khi, lôõ khi (translation)
- trust (v): tin töôûng, tin laø thaät (synonym: rely
on) T-whole
* Checking vocabulary: what and where class
Expec
t Delta
Trust
Thunderst Turn
orm off Just in
case
- Have students repeat the words chorally then rub
out word but leave the circles. Remember to let
students repeat before and after rubbing out each
word.
- Go on until students can remember the words. Pair work
43
- Get students to write the words again in the
correct circles.
II. Pre-questions:
- Set the scene: Thuy is talking to her grandmother
while they both are watching TV
- Give students one question and ask them to
guess the answer
a. What are they watching?
While - Give feedback Individual
reading * Answer keys: work
a. They are watching the weather forecast on TV Pair work
I. Gap filling:
- Have students read the dialogue silently and do
exercise 2b on page 75.
- Get them to share their answers with their
partners.
- Give feedback
* Answer keys:
1. Thuy’s grandmother wants her to turn up the
volume on TV because she wants to listen to the
weather forecast
2. The coast of Thanh Hoa will be raining.
3. The central highlands will experience Pair work
thunderstorms.
4. Ho Chi Minh City will have temperature between
270C and 350C
5. Although Thuy’s grandmother doesn’t trust
weather forecast she like watching them.
II. Comprehension questions:
1. Why does Thuy’s grandmother ask her to turn
up the volume?
- Because she wants to listen to the weather
forecast
2. Which City is the hottest today?
- Ho Chi Minh City in the hottest Group
3. Where is Thuy going? work
- She going on to the part on the other side of
Thang Long Bridge with her old friends (she’s going
Post on the picnic)
reading 4. What does Thuy grandmother want her to do?
- She wants her to bring along a raincoat.
- Have students practice asking and answering in
pairs.
III. Practice the dialogue
- Let students listen to the dialogue and focus on
the pronunciation.
- Call on some students to play the roles of Thuy,
44
grandmother and weatherman to practice the
dialogue.
- Ask students to practice the dialogue in group of
three
* Speaking:
Homewor - Ask students to read again the weather forecast
k on TV and notice some phrases.
Will have temperature
Between …………and……………………
* will experience temperature
* HCM’ temperature will be
* can expect clouds / thunderstorm.
- Ask students to look at the map and play the role
of the weatherman to present the weather
forecast, baked on the information given.
- Call on some students to present before the class
- Have students work in pairs – one students
speaks, the other listens.
- Ask students to write a weather forecast. The

dialogue will help them. Students can change the
information, the places…
45
Lesson 2: Section: - Listen and read (page 76 –
77)
Period 57:
• Aim: practice speaking about preparations for a typhoon.

• Objective: By the end the lesson, students will be able to talk
about what they want to buy and do to prepare for a typhoon.
• Teaching aids: Text books, posters.
PROCEDUCE
arrangeme
nt
Warm –up * Brainstorming: T- whole
- Have students think about what they do to class
prepare for a typhoon
- Have students to go to the board and write down
Buy food
Preparation for A
Store
typhoon
water
* Possible answers:
+ Check the doors and the windows.
+ Cut some branches of high tree in the garden or
around the house
+ Buy oil, gas
+ buy candles
+ Check the roof
Presentati I. Pre-teach vocabulary T- whole
on - bucket (n): caùi soâ (visual) class
- leak (n): choã thuûng, choã doät (visual)
- tie (v): coät, troùi (mime)
- latch (n): caùi choát cöûa (picture)
- ladder (n) : caùi thang (picture)
- blanket (n) : caùi meàn (picture)
- available (adj) : coù saün (translation)
- damage (v): phaù hoûng, laøm thieät haïi
(synonym of hurt or spoil)
- Write the Vietnamese translation all over the
board
46
Phaù Coät
hoûng troùi
Caùi Caùi
thang choát Caùi
meàn
Coù
saün Choã
thuûng
- Call on two students or 2 teams of 4/5 students to
the front of the class
- Call out English works and two students run
forward to slap the Vietnamese word on the
blackboard. The students slapping the correct word
first gets one mark.
II. Revision:
* Form: T- whole
must class
nay + infinitive
* Use: in deduction or prediction

* Practice:
the water pipe may be damaged
What happens if
there is a
typhoon?
There be must strong wind blowing
* Possible answers:
- There may be a power cut
Practice - There must be heavy rain
- Big trees may fall down.
- The market may be closed
- There may be a flood
- …………………………… Pair work
- Have students to exercise 3a on page 76. The
students have to check () what preparations they
think should be done for a typhoon.
*Answer keys:
 Buying some canned food
Painting the house
Buying a dog
 Buying candles
 Buying marches
47
Hiring some video movies
 Filling all buckets with water
 Buying a ladder
Washing your blankets
 Fixing the leak in the roof
 Tying the roof to the ground with pegs and ropes.
Inviting some friends over for a dinner Pair work
 Checking all the window and a door latches
- Elicit some questions and get students to ask and

answer in pairs.
a. Why do we need to buy food?
( Because the market will be cooled and no food
will be available)
b. What food do we need to buy?
(rice, oil, canned food, soy sauce, flour,…)
c. Why do we need to buy candles?
( Because there may be power cut)
d. Why do need to fill all buckets with water?
(Because water pipes may be damaged and we’ll
not have enough water to use right after the
typhoon)
e. Why do need to buy a ladder?
( Because the roof may be damaged by the
typhoon, and we have to fix it)
f. Why do we need to the check all the window and
door latches?
(Just in case the strong wind pushes the doors
open)
- Ask students to use the expressions on page 77
when talking to one another.
Productio
* I think …
n
* I think you should…
Group
* Yes, I think so …
work
* What for?
* ………
- Divide the students into the group of four.
- Have students talk about what they think they
want to buy and to do prepare a typhoon; explain
Homewor Individual
why. They can you the questions and the answers
k work
above. Besides, the ideas in the bubbles on page
77 can help students talk easily.
- Go around and help students. Encourage students
to show their own ideas.
- Write something about what they have to do to

prepare for a typhoon.
48
49
Lesson 3: Section: - Listen (page 77)
Period 57:
Aim:
• Listen for details to complete a table and Further Practice in
• Relative pronouns: who – which – that.
Objective:
• By the end the lesson, students will get some ideal on how to live
with earthquakes by listening and further practice on Relative
pronouns: who – which – that.
Teaching aids:
• Text books, pictures.
PROCEDUCE
arrangeme
nt
Warm up * Chatting: T- whole
- Ask students some questions about earthquakes. class
+ Have you ever heard of and earthquake?
+ What happens if there is an earthquake?
+ In which country do earthquakes occur
frequently?
+ What would you do if there was an earthquake?
Pre- I. Pre teach vocabulary

listening - block (v): haïn cheá, ngaên caûn T- whole
(definition: make movement difficult or impossible) class
- roller (n): truïc laên, con laên (picture)
- strike – struck – struck (v): va chaïm (synonym:
hit)
- snout (n): moõm (cuûa ñoäng vaät)
(visual/picture)
- hurricane (n): côn baõo (in North and South
America)
(synonym: typhoon in Asia)
- cyclone (n): côn loác xoaùy, baõo (in Australia)
-eruption (n): söï phun traøo (nuùi löaû) (picture)
* Checking vocabulary:
- Call on two students or 2 team of students to the
front of the class.
- Make sure they stand at an equal distance from
50
the board.
- Call out the definition or the synonym of the
word, the two students must run forward and slap
the correct word on the blackboard. The one who
slaps the first gets one good mark.
- Continue until students have slapped all the
While words.
listening * Suggested phrases:
1. Make movement difficult or impossible (block)
2. Typhoon in North and South American (strike)
3. Typhoon in Australia (cyclone)
4. The synonym of “hit” (strike) Pair work
5. The nose or jaws of an animal (snout)
6. An outbreak or bursting forth (eruption)
II. Prediction
* Set the scene: An expert is giving a talk on how
to live with earthquakes.
- Have students look at the box on the page 77 and
guess the words in the blanks from (1) to (9)
- Give feedback
- Have students listen to the tape twice and check
their prediction.
* Answer keys:
(1) Bottom shelf of the bookshelf
(2) Fridge.
(3) Watching machine
(4) Mirrors
(5) A window
(6) Inside
(7) Under a strong table
(8) Doorway
(9) Corner of a room
* Tape transcripts:
If you live in an earthquake zone, you should take T- whole
some time to look around your house. Place heavy class
books on the bottom shelf of your bookshelves.
Block the roller on your fridge and washing
Presentati machine to present them from moving. Put
on hanging potted plants in plastic container. Check
the mirrors in your bathroom and bedroom. Make Group
sure they can’t move. Don’t put your bed next to work
window. Planning where you are going to be during
an earthquake is very important. The first thing to
remember is to stay inside. Then you should sit
under a strong table or doorway, or stand in the
corner of a room.
51
I. Quiz
- Divide the class into two teams
- Call out the questions and the students have to
answer as quickly as possible. The team having the
right answers gets good marks. The team which
has more marks wins the game.
* Questions:
1. Which country won the 1998 Tiger Cup?
(Singapore)
2. Which animal has 1 or 2 horns on its snout?
((Rhinoceros)
3. Which explorer discovered America?
(Christopher Columbus)
4. Which planet is closest to the earth?
(Venus)
5. Which animal was chosen to be the logo of Sea
games 2003? Pair work
(Buffalo)
Practice 6. Which ASEAN country is divided into two regions
by the sea?
(Malaysia)
7. Which food can you chew but can’t swallow?
(chewing gum)
8. Which thing can you swallow but can’t chew? Open pairs
(water)
II. Revision of who-which or that
- Who is used for people
- Which is used for thing
- That is used for both who or which
- Have students work in pairs to do the
exercise in Language Focus 1 on page 81
- Ask them to answer the questions, using
the Relative pronouns which or who
- Give feedback
- Correct their pronunciation
* Answer keys:
a) The city which was struck by a huge earthquake
in 1995 is Kobe.
b) The country which won the 1998 Tiger Cup is
Singapore
c) The animal which had one or two horns on its
snout is rhinoceros
d) The explorer who discovered American is
Home Christopher Columbus.
work e) The planet which is closest to Earth is Venus Pair work
f) The animal which was chosen to be the logo of
52
Sea games 2003 is buffalo.
g) The ASEAN country which is divided into two Individual
regions by the sea is Malaysia. work
h) The food which can you chew but you can’t
swallow is the chewing gum and the thing can
you swallow but you can’t chew is water.
- Have students work in closed pairs to ask answer

the questions
- Ask students to combine each pair of sentences
into one.
They have to write in their notebooks
a) Do you know the people? They live in the While
House
b) The pill made me sleep. I took it twice a day
c) The magazine is very interesting. You gave it to
me yesterday.
d) The building is the oldest in our city. It was built
over 100 years ago.
53
Lesson 3: Section: - Before you read (page 74)
- Read (page 78-79)
Period 56:
Aim:
• Reading a text about natural disasters for details
Objective:
• By the end the lesson, students will be able to more information
about the natural disasters in the word.
Teaching aids:
PROCEDUCE
arrangeme
nt
Warm –up • Matching and chatting: T-whole
- Show four pictures on page 74 and ask students class
to match them with four words: snowstorm,
earthquake, volcano, and typhoon.
• Answer keys:
a) Snowstorm – Picture 1
b) Earthquake – Picture 2
c) Volcano – Picture 3
d) Typhoon – Picture 4
- Give students some questions about the four
natural disasters.
+ How do you know it is a snowstorm/ an
earthquake/ a volcano/ a typhoon?
+ Have you ever experienced any of these natural
disasters? What happened? How did you feed?
Pre I. Pre-teach vocabulary
reading - Tidal wave (n): soùng thaàn (translation)
- abrupt (adj): baát ngôø, ñoät ngoät (synonym: T-whole
quick, sudden) class
- shift (n): söï chuyeån dòch, thay ñoåi (definition:
change of position)
- warn (n): caûnh baùo, baùo tröôùc (translation)
- funnel-shaped (adj): coù hình phieåu (visual)
- suck up (v): huùt leân (translation)
- tornado (n): côn loác xoaùy
- Majority (n): ña soá, phaàn lôùn (example)
54
* Checking vocabulary: Rub out and remember
- Rub out the words one at time, each time you rub
out the word in English, point to the Vietnamese
translation and ask students to repeat again. When
all the English words are rubbed out, go through
the Vietnamese list and get students to call out the
English words.
I. True- False Statements Predictions Pair work

* Set the scene: There are 6 statements about the
information of some to natural disastests. All of
you have to read them and guess whether they are
true or false.
- Hang the poster of T/F statements on the board.
- Get students to work in pairs to guess which
statements are true and which are false.
1. Most of earthquakes in the world occur in the
Ring of Fire.
2. The earthquake in Kobe in 1995 caused severe
damage.
3. A huge tidal wave traveled from California to
Alaska and hit Anchorage in the 1960s.
4. Typhoon, hurricane and tropical storm are
different words for the same natural disasters.
5. The eruption of Mount Pinatubo is the world’s
While largest ever volcano eruption Individual
reading 6. A Tornado looks like a funnel work
- Give feedback
I. Reading and checking
- Have students read the text on page 78 and
check their perfection
Get students to correct false statements.
Pair work
55
Gues Answe Correction
Post s r
reading 1 T
.
2 T Group
. work
3 F A huge tidal wave traveled
. from Alaska to California
4 T
.
5 F The eruption of Mount
. Pinatubo is the world’s largest
volcanic eruption in more
than 50 years.
6 T
.
II. Complete the sentences:
- Have students work in pairs and complete the
sentences in exercise 5b on page 79.
* Answer keys:
1. The majority of earthquakes occur around the
Pacific Rim.
Home 2. During the earthquake in Kobe, many people
work were killed when homes, office blocks and Individual
highways collapsed. work
3. A tidal wave can only occur when there is an
abrupt shift in the underwater movement of the
Earth.
4. In Australia, a tropical storm is known as a
cyclone
5. Christopher Columbus gave us the word
“typhoon”.
6. A Tornado is a type of storm that passes
overland below a thunderstorm and sucks up
anything that is in its path.
* Asking and answering:

- Divide the class into four groups.
- Have students read the text again
- Group 1 asks a question. Group 2, 3, 4 answer it.
- Group 2 ask another question. Group 1, 3, 4
answers.
- Go on until the four groups ask their questions.
* Possible answers:
1. Why do people call the Pacific Rim “Ring of Fire”
- Because 90% of earthquakes occur around the
Pacific Rim.
56
2. What will happen when there is an abrupt shift
in the underwater movement of the earth?
- Tidal waves will happen
3. What does typhoon” mean?
- It mean “big wind”
4. Can we predict a volcano?
- Yes. The scientists can warn us about the eruption
- Have students write the exercise 5b into their

notebooks, using their ideas.
57
Lesson 5: Section: - Write (page 79-80)
- Read (page 78-79)
Period 60:
Aim:
• Writing a story about a typhoon
Objective:
• By the end the lesson, students will be able to write a story
Teaching aids:
PROCEDUCE
arrangeme
nt
Warm-up * Jumble words: T-whole
- Write the words whole letters are in a random class
order on the board.
- Divide the class into two teams. Students from
two teas go to the board and write the correct
words.
- The teams which write more correct words first
win the game.
1. otnophy – typhoon
2. damotro – tornado
3. lacono – volcano
4. tearquake – earthquake
5. ormst – storm
Pre I. Pre-teach vocabulary

writing - behave (v): cö xöû, öùng xöû (translation)
- shelter (n): choã truù nguï (definition: a place of T-whole
safely) class
- all of sudden (IDM): baát ngôø, boãng döng
(synonym: suddenly)
Behave Shelter
Perfect
All of a Scared
sudden

out word by word but leave the circle. Remember
58
to let students repeat before and after rubbing out
each word.
- Go on until students can remember the words.
- Get students to write the words again in the
correct circle. T-whole
II. Telling the story class
- Show six pictures on the board
- Set the scene: This is Lan’s family, they are at
home
- Ask home questions to elicit the story
1. Picture 1:
- Who is this? It’s Lan
- Where is she? She’s outside/in the garden.
- What is she doing? She’s playing with her dog,
Skippy.
=> Lan is out side playing with her dog.
2. Picture 2:
- How is the dog? It looks strange. Perhaps is it
scared?
 All of a student, the dog behaves strangely
3. Picture 3:
- What’s on TV? The weather forecast
- What does Lan’s mother say? She tells Lan that
she has just heard on TV that there is a typhoon
coming.
 Lan ran home and her mother tells her that
there is a typhoon coming
4. Picture 4:
- What are they doing? They are gathering and
talking about the coming typhoon
 Mrs. Quyen gathers her family and asks them to
find shelter in the house.
While 5. Picture 5:
writing - What’s the weather like now? It is very dark. It
has strong wind a heavy rain Individual
 Suddenly, it becomes dark. The storm comes work
with strong win and heavy rain Individual
6. Picture 6: work
- What’s the weather like now? It’s fine.
- How are they now? They all are happy.
 The storm finishes soon and everyone is glad
- Ask some students to look at the pictures and
retell the story
- Have students write a story individually. The cues
in the box on page 79 will help students to write
easily
- Ask students to use past tense.
59
- Go around and help students to write.
* Sample:
It was a beautiful day. The sun was shiny, the sky
was blue and the weather was perfect. Lan was
outside playing with her dog, Skippy. All of a
student, the dog began behaving strangely. She
kept running around circles. Lan ran home with her
dog to tell her mother what Skippy was doing.
Post Lan’s mother, Mrs. Quyen told Lan that she heard
writing on TV that there was a typhoon coming. Mrs.
Quyen gathered her family and told them to find T-whole
shelter in the house. class
Suddenly, the sky became very dark. The storm
came with strong wind and heavy rain. Mrs. Queen
Homewor and her family were scared, but soon the storm
k finished and everyone was glad. What a clever dog
Skippy is. She saved LAN from being caught in the
typhoon.
- Get students to share with their partners and

correct mistakes.
* Correction:
- Take some writing to correct on front of the class.
- Ask students to rewrite their writings
- Collect their papers and correct.
- Get students to write another story. They can

make changes or add more details to the story.
60
Lesson 6: Section: - Language Focus (page 81-
82))
Period 61:
Aim:
• Further Practice in defining Relative clauses and non – defining
Relative clauses.
Objective:
• By the end the lesson, students will be able to distinguish between
defining Relative clauses and non – defining Relative clauses
Teaching aids:
• Text books, cards.
PROCEDUCE
arrangem
ent
Warm – * Pelmanism:
up - Prepare twelve cards with number on one side and
the words on the other.
- Stick the cards on the board so that the students
can only see the numbers, make sure the words are
mixed up in pairs.
- Divided the class into two teams. Each team
chooses two numbers.
- Turn over 2 cards at a time. If they match that team
gets one mark. If not, turn the cards over again and
ask the next team.
- Continue until all the cards are turned over.
Kangaro Tokyo Lang Sacrament Pompeii Italia
os Son o
Neil Japan Australia The USA Ky Cung Californi
Armstro a
ng
Presenta I. Pre-teach vocabulary T-whole
tion - sweep – swept – swept : queùt, cuoán ñi, traøn qua class
(mime)
- destroy (v): phaù huyû (define: pull down or break
to pieces)
- extensive (adj): lôùn, roäng lôùn (synonym : wide,
large)
- border (v): tieáp giaùp vôùi (visual)
* Checking vocabulary: Rub out and rubber
- Rub out the words one at a time. Each time you rub
out the word in English, point to the Vietnamese, ask
students to repeat in English. When all the English
61
words are rubbed out, go through the Vietnamese list
and get students to call out the English words.
II. Defining and non defining Relative clauses:
- Give students two pairs of sentences and ask them
to use Relative pronoun who or which to combine
them.
1. The Novel has been lost. You gave me the novel on
my birthday.
 The Novel which you gave me on my birthday has
been lost.
2. Vietnam, exports rice. Vietnam is in the Southeast
Asia.
 Vietnam, which is in the Southeast Asia, exports
rice.
- Help students distinguish between defining and
non-defining Relative clauses.
- Defining Relative clauses identify nouns; these
clauses tell us which person or thing the speaker
means.
Practice - Non-defining Relative clauses give more information
about a person or thing already identified. When we
write these clauses, we put commas at the beginning
of the clause (and often at the end of the clause)
* We can not use “that” in a non – defining Relative Pair work
clause.
* In a non – defining Relative clause we cannot leave
out who or which.
Recognizing – defining Relative clause.

- Have students to do the exercise in Language Focus
3 on page 82
- Ask students to underline the Relative clause in
each sentence, and then add commas to separate
the non defining Relative clause from the rest of the
sentences.
- Get students to work in pair, and then ask some
students to write the sentences on the board.
* Answer keys:
a. Kangaroos, which come from Australia, have long
tails.
b. Ba, who lives Trang Tien Street, likes playing the Individual
guitar. work
c. The novel that you gave me on birthday, has been
lost
D. Neil Armstrong, who first walked on the room,
lives in the USA.
e. The chair that I bought yesterday, is broken Pair work
62
(defining Relative clause)
F. Mrs. Lien, who sings very well, is my English
teacher.
III. Matching
- Have students do the exercise in Language Focus 2
on page 81-82
- Ask students to match each of the sentences in
column A with related sentences in column B, and
then use a suitable relative pronoun to join them.
- Get students work individual, then share with their
partners.
* Answer keys:
1-e: Andrew is flying to Sacramento, which is the
capital city of California
2-g: It snowed in Lang Son, which is on the Ky Cung
River, in Winter of 2002.
Producti 3-f: Pompeii, which is an ancient city of Italy, was
on completely destroyed in AD 79 by an eruption of
Mount Vesuvius.
4-a: Hurricane Andrew, which swept through
southern Florida in August 1992, killed 41 people and
made more than 200.000 homeless.
5-c: The cyclone of November 1970 in Bangladesh,
which is bordered by the Bay of Bengal on the south,
was one of the worst natural disasters of the 20th
century.
6-d: The most disasters earthquake in Japanese
history, which occurred in 1923, damaged Tokyo and
yokohama and killed about 150.000 people.
7-b: The October 1989 Loma Pieta earthquake, which
Homewo measured 7.1 on the Richter scale, caused extensive
rk damage to older buildings in San Francisco Bay area.
* Writing:
- Have students rewrite the sentences in Language
focus 3 exercise on page 82
- Ask students to replace each underlined clause with
their own clause.
- Let students use facts or their imagination
Ex:
a. Vietnam, which is a small country, exports rice.
b. Kangaroos, which are called “Chuot tui” in
Vietnamese, have long tails.
c. Ba, who is my best friend, likes playing the guitar.
d. (defining)
e. Neil Armstrong, who is a famous astronaut, lived in
the USA.
63
f. (defining)
g. Miss. Lien, who teachers us English, is a beautiful
woman
- Have students write some more (about 5)

sentences with non-defining relative clauses.
64
UNIT 10: LIFE ON OTHER PLANETS
I. Aim
Helping students:
- To talk about possibility
- To seeks information.
- To write an exposition
II. Language focus
1. Modal verbs: may, might
2. Conditional sentences: type 1 and type 2.
III. Vocabulary
Verbs Adjectives Nouns
(to) capture Alien Creature Planet
(to) claim Conclusive Evidence Public
(to) disappear Crazy Gemstone Pull
(to) exist Mysterious Hole Sample
(to) grade Precious Imagination Shape
(to) prove Round Infant Space craft
(to) sight Subject (to) Meteor Spot trace
(to) terrify Unidentified Micro organism Mineral
3 (1) Before you read Reading a text about UFOS for

(2) Listen and read details to complete the notes
Lesson 2 (3) Speak Practicing speaking about Mars
Lesson 3 (5) Read Reading a text about a space trip
Lesson 4 (6) Write Writing an exposition about the
existence of UFOS.
Lesson 5 (4) Listen Listening to the description of the
Language Focus 1 moon for details and further
practice in modal verbs may,
might.
Lesson 6 Language Focus 2-3-4 Further practice in conidial
sentences type 1 and type 2
65
Lesson 1: Section - Before you read (page
83)
Period 63: - Listen and read
(page 83-84)
Aim
Reading a text about UFOs for details to complete the notes.
Objective
By the end of the lesson, students will be able to know more about
UFOs.
Teaching aids
Text books, pictures.
PROCEDUCE
arrangeme
nt
Warm-up * Guessing words: T-whole
- Have students guess three words. class
- Give students the number of the letters of each
word and give the definitions so that students can
guess the words.
1) ----------------------------------------------------------------
* This word has 12 letters. It is the opposite of
identified.
2) --------------------------------------------------------------
* This word has 6 letters. It means moving through
the air as a birth does.
3) ---------------------------------------------------------------
* This word has 7 letters. It is in form. It means a
thing that can be seen or touched.
* Answer keys:
1. Unidentified
2. Flying  UFOs (Vaät theå bay khoâng xaùc
Pre- ñònh) T-whole
reading 3. Objects class
* Chatting:
- Show the picture on page 83 to the students and
ask them some questions about UFOs
* What can you see in the pictures?
* What do we call them in Vietnamese?
* Do you know another word for UFOs?
(flying saucer)
* Do you thing they really exist?
* Have you ever seen any films on UFOs?
* Do you want to see a UFO? What do you want to
66
know about UFOs?
* If you saw an UFOs, what would you do?
I. Pre- teach vocabulary T-whole
- spacecraft (n): taøu vuõ truï (picture) class
- meteor (n): sao baêng (visual, picture)
- evidence (v): baèng chöùng
(definiton: anything that makes clear, shows or
proves)
- alien (n): ngöôøi ôû haønh tinh khaùc
(definition: person on other planets)
- capture (v): baét
(synonym: catch (by force) arrest)
- device (n): duïng cuï, thieát bò (translation)
- claim (v): ñoøi quyeàn, nhaän laø (translation)
Spacecraft Spacecraft
Captur Alien
e Meteor
Claim Device

out word by word but leave the circles. Remember
to let students repeat before and after rubbing out
each word.
- Go on until students can remember the words
While - Get students to write the words again in the Pair work
reading correct circles.
II. Guessing the meaning of the words:
- Get students to read the text and find the words
in the text that have the meanings given in * 2 a Group
on page 84: work
- Ask students to work in pair.
- Give feedback
* Answer keys:
1. proof, support = evidence
2. falling star or shooting star = meteor
3. unknown/strange people or thing = aliments
4. bringing together or gathering = collecting
5. caught as a prisoner = captured
6. because impossible to see = disappeared
III. Complete the notes
- Have students to do exercise 2b on page 84
- Get students to read the text again and complete Individual
the notes. They have to work individually then work
67
compare with their partners. Pair work
- Call on some students to read aloud their
sentences.
* Answer keys:
UFO Sightings:
a) An aircraft, a weather balloon or a meteor
can be mistaken for a alien spacecraft
b) In 1947, a pilot saw nine large round objects
traveling at about 2.800 meters an hours.
c) There were over 1.500 UFO sightings
worldwide in 1952
d) In 1954, a woman and her children saw a UFO
above their house.
e) A farmer saw an egg- shaped object in one of
Post his fields and also aliens collecting soil
reading samples in 1964.
f) In 1971, two men claimed they were captured
by aliens and taken aboard a spacecraft. Whole
g) A pilot and his plane disappeared after class
sighting an UFO in 1978.
h) In 1981, a Frenchman reported that he saw a
plate – like device at a treetop 30 meters
away from his garden.
* Discussion:
- Have the whole class discuss the topic “UFOs”
- Choose good students to be the leader.
- Get the leader to make a summary of the
Home evidence of the existence of UFOs and then discuss
work with his/ her friends.
- Give the leader some questions for him / her to
ask his/ her friends.
* Do you believe in Kenneth Arnold, or the woman
who saw a UFO above her house?
* Have you ever seen a picture of an alien? Can
you imagine what the aliens are like? Are they
small or big? Are they intelligent? (If yes) Why do
you think so?
- Have students write the notes on page 84 in their

notebook.
68
Lesson 2: Section - Speaker (page 85)
Period 64:
Aim
Practice speaking about Mars.
Objective
By the end of the lesson, students will be able to talk to one
another about what they think there might be on Mars, on the moon and
on other planets.
Teaching aids
Text books, pictures, posters.
PROCEDUCE
arrangeme
nt
Warm-up T-whole
* Word square class
S E A R T H  Earth
M U M E R C  Sun
U R N S A U  Mars (Hoaû)
S S R U B R
A A R V C Y  Moon
M O O N T S  Mercury (Thuûy)
- Ask students some questions about the solar
system.
* Which planet is the nearest to the sun? (M)
* Which is the biggest?
* Which is the hottest?
- microorganism (n): vi sinh vaät (translation)
- gemstone (n): ñaù quyù (relia)
- sparkling (adj): laáp laùnh (realia)
- creature (n): sinh vaät (translation)
- trace (n): daáu veát (visual)
- mineral (n): khoaùng saûn (example)
* Checking vocabulary: Rub out and remember
- Rub out the new word one at a time. Each time
you rub out the word in English, point to the
Vietnamese translation and ask students to repeat
in English. When all the English words are rubbed
out go through the Vietnamese list and get the
whole class to call out the English words.
II. Revision of model verbs: may – might

69
* Form: May/might + infinitive
* Use: We use may, might to talk about present or
future possibility.
- Might is normally a little less sure than may.
II. Matching
- Set the scene: A space tourist traveled to Mars,
he saw many things there and noted them down.
These are drawing of things. Try to guess and
match the drawings with their names.
- Number from 1 to 7 from left and right.
* Answer keys:
1) Minerals]
2) Water
3) Mountains
4) Plants
5) Little creatures
6) Gas
7) Gemstone
II. Drill
- Use the drawing to drill
* Exchange: what’s this?
This may be water on Mars.
1. What are they?
They may be minerals on Mars
2. What are they?
They might be plants on Mars
3. What’s this?
This may be gas on Mars
4. What are they?
They may be gemstones on Mars.
5. What are they?
The may be little creatures.
III. Practice the dialogue

- Have students practice the dialogue between
Nam and Hung on page 85.
- Call on some pairs of students to practice the
dialogue.
- Correct their pronunciation.
- Have all students work in pairs to practice the
dialogue.
* Dialogue
Nam: What do these drawing say, Hung?
Hung: There might be water on Mars.
Nam: And what about those back sparkling spots
on the right corner? Whole
70
Productio Hung: Well, they might be traces of gemstones. class
n There may be a lot of precious stones on Mars.
IV. Matching dialogue

- Have students make up similar dialogue about
the drawings, using the cues in 3a.
* Sample:
You: What do these drawing say? Individual
Your friend: These may be mountains on Mars. work
You: And what about the red signs on the left
corner?
Your friend: Well, they might be gas on Mass
Homewor - Call on some pairs of students to practice their
k dialogue before the class.
- Give feedback
* Discussion:
- Give students the topic “What may there be on
Mercury/on the moon/ on Mars?”
- Ask students to write the dialogue in their
notebooks.
71
Lesson 3: Section - Read (page 86-87)
Period 63:
Aim
Reading a text about a space trip.
Objective
By the end of the lesson, students will be able to understand the
text about a space trip.
Teaching aids
PROCEDUCE
arrangeme
nt
Warm-up * Chatting:
- Prepare some lectures of a spaceship or of the
first travel of man to the moon
- Show students that picture and ask them some
questions to involve students in the topic of the
lesson.
* Do you want to travel?
* Have you ever traveled in our country or broad?
* Have you ever dreamed of a trip to space?
* Do you want to be an astronaut?
* Do you think traveling into space takes a lot of
Pre money?
reading T-whole
I. Pre-teach vocabulary class
- push – up (v): hít ñaát (mime)
- orbit (n/v:) quó ñaïo/di chuyeån theo quó ñaïo
(visual/picture/translation)
- totally (adv): hoaøn toaøn (synonym: completely)
- marvelous (adj): tuyeät dieäu, kyø dieäu
(synonym: wonderful)
- physical condition (n): tình traïng theå chaát, theå
löïc (translation)
- Write the new words all over board, each word in
one circle.
Push-up
Orbit
Space trip Physical

condition
Marvelous Totall
y
72
- Call on two teams of 5 students to the front of the
lass.
- Call out the Vietnamese and two students run
forward to slap the English equivalent on the
board. The students slapping the correct word first
get one mark.
- Go on until all the word is slapped.
II. Ordering statements
- Show the poster of five statements on the board.
- Have students work in pair to put the statements
in order to show what they need and get in Joining
a trip space.
While 1. Get a letter from a doctor to show you are in
reading perfect health.
2. See pictures of the earth, its interesting places,
and the stars from very far.
3. Feel tree and enjoy wonderful feeling.
4. Get ready and be in an excellent physical
condition.
5. Get on the trip
- Give feedback.
- Have students read the text and check their
guess.
* Answer keys:
a. 4 Pair work
b. 1
c. 5
d. 2
e. 3
I. Comprehension question:
- Have students read the text again and work in
pairs to answer the questions on page 87.
- Call on some students to answer the questions
loudly. Group
- Correct their answer. word
- Get students to practice asking answering the
questions.
* Answer keys:
1) What will you have to do if you decide to take a
space trip?
- If you decide to take a space trip, you’ll have to
run a lot, swim every day, and do aerobics and
push – ups to have an excellent physical condition.
2) What must you do if you want to show you are
Post in perfect health?
reading - If you want to show you are in perfect health, you
73
must get a letter from the doctor.
3) What scenes on the earth can you see from the Individual
outer space? work
- You can see pictures of the earth: your country,
interesting places, the oceans, and the big rive the
tall mountains.
4) How many times a day can you see those
scenes?
- We can see those scenes 16 times a day.
Homewor 5) What things can you do while you are in orbit
k that you cannot do when you are on the earth?
- We can walk on the wall or on the ceiling.
* Discussion:
- Give students the topic of the discussion.
“If you were able to take a space trip, what would
you do to prepare for the trip? What would you like
to bring along?
- Divide the class into 4 groups. The students
discuss on groups.
- Ask each group to choose one leader who will
present his/her group’s opinions.
- Help students to show their ideas.
- Get students to write a short paragraph to answer

the questions in the discussion.
74
Lesson 4: Section - Write (page 88-89)
Period 66:
Aim
Writing an exposition about rhea existence of UFOs.
Objective
By the end of the lesson, students will be able to write an
exposition about the existence of UFOs.
Teaching aids
Text books.
PROCEDUCE
arrangeme
nt
Warm-up * Jumbled words: T-whole
- Write the words whose letters are in random class
other on the board.
two teams go to board and write the correct words
(rearrange the letters in correct order). The team
which writes more correct words first wins the
game.
1. ucinionttrod = introduction
2. oybd = body
3. nculcoonsi = conclusion
4. taimnenterent = entertainment
5. caret = trace
6. peapaceran = appearance
Pre- - imagination (n): söï töôûng töôïng (translation)
writing - trick (n): meïo, kyû xaûo (definition: a cunning T-whole
action) class
- man – like creature (n): sinh vaät gioáng ngöôøi
(translation)
- mysterious (adj): bí hieåm (definition: difficult or
impossible to explain)
- Flying saucer (n): ñóa bay (synonym: UFO)
* Checking vocabulary: What and Where
- Write the new words on the board, one word in
each circle.
Imagination Mysterious
Exist
Trick Flying Pair work

saucer Man – like
creature
75
- Ask students to repeat the words chorally the rub
out word by word but leave the circles.
- Go on until all the circle is empty.
- Get students to go to the board and write the
words again in the correct circles.
II. Matching:
- Get students to do exercise 6a on page 88
- Have students read the outline of an exposition in
column A and put the paragraphs in column B in
order to match the sections in A.
* Answer keys: Individual
1. Introduction: I don’t believe there exist UFOs work
even though
Many new sappers talk a lot about them. Pair work
2. Body: Firstly, flying saucers might be aircrafts,
balloons clouds or tricks of light. Secondly, there
are not enough photos showing clearly the shapes
of the UFOs. Moreover, if there are UFOs, there will
certainly be traces of their landing on the ground.
3. Conclusion: There fore, UFOs are just the
imagination of some writes and they do exist only
in films for entertainment.
III. Reading the dialogue
- Have students read the dialogue between An and
Ba about the existence of UFOs.
- Give students some questions to make sure they
understand the dialogue.
* Comprehension questions: Pair work
1. Does An believe there are UFOs?
While (No, he doesn’t) Individual
writing 2. Does Ba believe in UFOs? work
(Yes, he does)
3. What does An think about UFOs? Pair work
( He think that is might be people’s imagination)
4. Why does Ba think UFOs exist?
(Because newspapers talk a lot about UFOs and
many people around the world say they are having
seen flying saucers?)
5. What evidence makes Ba believe in UFOs?
(There are plenty of photos of them and the
mysterious circles on the fields)
- Call on some students to answer the questions.
- Correct their answers
Post - Ask students to practice asking and answering in T-whole
writing pairs. class
* Writing:
- Get students to use Ba’s opinion to write an
76
exposition about the existence of UFOs. Individual
- Let students write the exposition individually then work
share with their partners and correct mistakes by
themselves.
* Suggested writing:
“I believe UFOs exist because article and reports in
newspapers talked a lot about their appearance.
First, many people from different countries reports
that once saw flying saucers.
Second, there are many photos of flying saucers
Home and some of the photographers said they saw man
work – like creatures get out of the saucers.
Moreover, people are discussing the mysterious
circles on the fields in the countryside of Great
Britain.
So I think UFOs are not human’s imagination. They
are real; and we should be ready to welcome their
visits”
* Correction:
- Collect some writing to correct the mistake before
the class.
writings.
- Get students to write an exposition, using An’s
opinion.
77
Lesson 5: Section - Listen (page 3)
- Language Focus 1 - 2
Period 67:
Aim
Listening for details to complete a table and further practice in
modal verbs – may, might.
Objective
By the end of the lesson, students will be able to know more about
the moon by listening and relative pronouns who – which – that.
Teaching aids
PROCEDUCE
arrangeme
nt
Warm-up * Shark’s attack: T-whole
- Prepare a shark (or a crocodile) and a school class
girl/boy on cards.
- Draw some steps on the board, then stick the
girl/boy on top of the steps, the shark is in the sea
(around the steps).
- Draw 4 gaps for the word: MOON.
- Get students into teams (or ask them as a whole
class). They have to try to guess the letter. If their
guess is right, they will get one mark (The girl/boy
stands till)
- The game continues until students find out all the
Pre letters of the word MOON and the shark can’t eat
listening the girl/boy.
- The game can go on with the words:
* Temperature
* Lake T-whole
* Mountain class
………………………
- expert (n): chuyeân gia (definition: a person who
has special knowledge, skill or proactive)
- crater (n): hoá (bom), mieäng nuùi löûa
(visual/picture)
- one – sixth = moät phaàn saùu
- two – fifths = hai phaàn naêm
* Checking vocabulary: Matching
II. Prediction Pair work
- Set the scene: “You will listen to the description
78
of the moon. But before listening, you should read
the statements on page 86 and guess which is
correct and which is incorrect”.
- Have students work in pair to tick the statements
that they think they are correct.
- Give feedback
a. There is no air on the moon.
b. There are rivers and lakes on the moon.
c. There is no sound on the moon.
d. It is very cold at night on the moon.
e. During the day the temperature is even lower.
f. There are no round holes on the moon
g. There are no mountains on the moon
While h. You will weigh 8 kilo heavier on the moon.
listening i. You will be able to jump very high on the moon
j. One day on the moon lasts for two weeks.
I. Listening and checking:

- Have students listen to tape twice and check their
perdition.
* Answer keys:
a, c, d, f, i, j
* Tape transcript:
“Good evening. Welcome to our Science For Fun
Program. This week, we’ve received a lot of
questions asking about life on the moon. We’ve
talked to some experts and this is what we’ve
found out. There is no water or air on the moon. It
is all silent because there is no air. Of course, there
will be no music, no sounds. There are no rivers
and no lakes. At night, it is very cold. The
temperature rises to 1000C above zero. Pair work
There are great round holes on the moon. They
look like big lakes. They are called craters. There
are more than 30.000 craters on the moon. There
are also high mountains. The highest mountains on
the moon are about 26.000 feet or 8.000 meters
high.
And here is something very interesting to know: on
the moon you weigh one sixth of what you weigh
on earth. If you weight 50 kilos, on the moon you
will weigh only a little more than an Olympic
Champion. You can take very long steps as well.
And… May be you won’t sleep very well because
one day the moon lasts for 2 weeks.
So, is there life on the moon? I’ll leave the
questions for you answer yourself”.
79
Presentati II. Comprehension questions
on - Give students some questions and ask them to
work in pair to answer them.
- Give feedback
* Questions:
1. Why are there no sounds on the moon?
2. How many craters are there on the moon?
Practice 3. How much will you weigh on the moon if you
weigh 50 kilos on the earth? Pair work
4. Will you sleep very well on the moon? Why? Why
not?
- Let students listen to the tape once again (or
twice) and they check their answers.
answers.
Corrects their answer and let them listen to a tape
again if they can’t answer the question.
Productio * Answer key:

n 1. Because there is no air on the moon T-whole
2. There are about 30.000 craters on the moon class
3. If I weigh 50 kilos, I’ll weigh only a little more
than 8 kilos.
4. No, we won’t. Because one day lasts for two
weeks on the moon.
- Ask students to practice asking and answering in
pairs.
* Revision of modal verbs: may and might
* Form : May/Might + infinitive
(without to)
*Use:
* May/Might is used to talk about present or future
possibility.
* Might is normal a little less sure than May.
* Drill:
- Have students look at the pictures on page 89-90
to do exercise in Language Focus 1.
- Get students to work in pairs. They have to
practice asking and answering.
a. Ex: S1: What may it be?
S2: It may be a look or it might be a game.
b. What may it be?
It may be a box of crayons or it might b a box of
plaint.
c. What may it be?
It may be a football or it might bad a basketball.
d. What may it be?
80
It may be a boat or it might be a train
e. What may it be?
It may be a flying saucer or it might be a meteor.
f. What may it be?
It may be an evening star or it might be a
spacecraft.
* Guessing game:
- Prepare some things sex: a key, a doll, a book, a
pair of glasses, a comb…
- Put a thing in a box and ask students to guess
what it is by asking the questions: May it be a book
the students who has the correct guess will get
good marks or get a present.
- The game goes on until the time is over.
81
Lesson 1: Section - Language Focus 2 – 3, 4 (page 90-
91-92)
Period 68:
Aim
Further practice in conditional sentences type 1 and type 2.
Objective
By the end of the lesson, students will be able to use conditional
sentences.
Teaching aids
Text books.
PROCEDUCE
arrangeme
nt
Warm-up * Jumble words: T-whole
- Write the words with the random letters on the class
board.
two teams go to the board and write the correct
words.
- The teams which write more correct words win
the game.
1. isrh = rich
2. lockc = clock
3. tivis = visit
Presentati 4. alrma = alarm
on 5. aienl = alien T- whole
6. psces = space class
I. Revision of conditional sentences type 1
* Form: If clause: simple present tense main
clause: simple future (will + verb (infinitive))
* Use: We use this structure when there is a
possibility that the situation in the if – clause will
happen in the future or is true in the present. Pair work
* Practice:
- Have students work in pair to do the exercise in
Language Focus 2 on page 90.
- Ask students the fives sentences, using
conditional sentences type 1.
- Call on some students to read their sentences
before the class.
- Give feedback and correct.
* Answer keys:
a. If Ba forgets his lunch, he’ll be hungry at lunch
82
time.
b. Lan will miss the bus if she does not hurry.
c. If Ha is not careful, he’ll drop the cup.
d. Mrs. Nga will join us if she finishing her works T-whole
early. class
e. If Mrs. Binh writes a shopping list, she won’t
forget what to buy.
Practice II. Conditional sentences type 2
- Set the scene: Ba is not rich so he can’t travel
around the word.
- Ask students to complete the sentences:
* If Ba ………………………rich, he ……………………… Pair work
……………around …………………
* Answer keys:
 If Ba were rich, he would travel around the
world.
* Form : Main Clause: would/ could/ might +
verb
If Clause: past simple tense/ past subjunctive
* Use: We use this structure to talk about unreal or
unlikely present of future situations.
We often use “If I were you” to give advice
Productio - Ask students to do Language Focus 3 exercise on
n page 90. They have to work with a partner and
make commotional sentences type 2.
- Give an example first (3a)
- Let students work in pairs.
- Give feedback and correct. Group
* Answer keys: work
a. If Mr. Loc had a car, he would drive to work.
b. If Lan lived in Ho Chi Minh City, she should visit
SaiGon Water Park.
c. If Nam had an alarm clock, he would arrive at
school on time.
d. If Hoa lived in Hue, she would see her parents Individual
every day. work
e. If Nga owned a piano, she would play it very
well.
f. If Tuan studied harder, he would get better
grades.
g. If Na had enough money, she would buy a new
Computer. Pair work
(Na would buy a new Computer if she had enough
money)
I. Matching game
- Divide the class into two teams, team a and team Individual
B work
83
- Ask each students from team A to write on if
clause (of the conditional sentences type 2) on a
small piece of paper.
- Get each student from team B to write one main
clause.
- Take 2 pieces of paper from 2 team to have
complete conditional sentences.
- Call on some students to pick up 2 pieces of
Homewor paper from 2 teas and call out the sentences.
k - This game help students to practice writing
conditional sentences and make them feel relax.
II. Writing
- Give the topic and ask students to discuss in
groups before writing.
“What would you do if you met an alien from outer
space?”
- Give an example first.
If I meet an alien from outer space, I would invite
him/her to my home and talk to him/her
- Have each student write 3 things he/she would
like to do.
- Get students to share with their partners.
- Call on some students to call out their sentences
before class.
- Give feedback and correct.
- Get students to write some more sentences they
get from their friends in class.
84

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UNIT 6: THE ENVIRONMENT

(to) reduce flow rock

Lesson (5) Read Reading a poem for details about the

Lesson (6) Write Practice in writing a letter of complaint.

UNIT 6: THE EMVIRONMENT

- Call two students or two teams (6 students for

UNIT 6: THE ENVIRONMENT

UNIT 6: THE ENVIRONMENT

- Move around the class and help students

- Ask students to write their letter in their

Homework T asks sts to write 6 conditional sentences typed.

Presentatio - T introduces section “listen and read”

Practice * True- False statements (group work)

Consolidati - Fill in the blanks with correct words (group work)

3. Speak Presentati - Reminds Sts of the structures they have

Consolida - Asking students to put the suggestions in a

Homewor - Asking students to compare the two sources

Solar Install Solar Group

Steps T Teacher’s activities Student’s activities

- Have students work individually to do the exercise

Naught and Crosses:

- The team which has 3 Nougats or 3 Crosses in a line

- Ask students to write 5 sentences with connectives.

Stage Steps/ Activities Work

Charity Well- Effective

Active Nominatio Activist

- Ask students to write some situations with the

Stage Steps/ Activities Work

- Check their guess

Steps Teachers Activities Student’s

Post- Task 3: Write – it – up The whole

Steps Teachers Activities Student’s

Pre- * Sticking the cards of the some celebrations on The Whole

While- * Asking Sts to read the outline carefully. The Whole

Post- * Asking 2 representatives of 2 groups to stick their The Whole

Stage Steps/ Activities Work

- Have students write sentences to describe the

II. Language focus:

• Aim: reading a dialogue for details about the weather forecast.

- Ask students to write a weather forecast. The

• Aim: practice speaking about preparations for a typhoon.

* Use: in deduction or prediction

- Elicit some questions and get students to ask and

- Write something about what they have to do to

Pre- I. Pre teach vocabulary

- Have students work in closed pairs to ask answer

I. True- False Statements Predictions Pair work

* Asking and answering:

- Have students write the exercise 5b into their

Pre I. Pre-teach vocabulary

- Have students repeat the words chorally then rub

- Get students to share with their partners and

- Get students to write another story. They can

Recognizing – defining Relative clause.

- Have students write some more (about 5)

3 (1) Before you read Reading a text about UFOS for

- Have students repeat the words chorally then rub

- Have students write the notes on page 84 in their

II. Revision of model verbs: may – might

III. Practice the dialogue

IV. Matching dialogue

Space trip Physical