Period 37 đến period 41

ored: bãi chứa rác.
- Deforestation (n): cutting down trees in the forest for some purposes such as: farming, timber:Sự tàn phá rừng 
- Air pollution (n): The presence of dirty substances in the air that we breathe :Ô nhiễm không khí.
- Dynamite fishing (n): Fishing that uses explosive substances :Đánh cá bằng thuốc nổ.
- Water pollution (n): The presence of harmful materials that damage the water ,s quality:ô nhiễm nước
- Spraying pesticides (n): The use of chemical substances to kill insects on the farm :diệt côn trùng bằng phun thuốc hóa học.
* Checking technique : Sentence modeling 
+ Ask Students to make sentences with the words they have learned.
2. Getting started:
- Ask Students to match these above environmental problems to the pictures in the textbook. 
- Call on some Students to read their answers aloud 
- Correct and give Answers:
a) air pollution b) spraying pesticides 
c) Garbage dump d) water pollution 
e) deforestation f) dynamite fishing 
3. Listen and read:
- Turn on the tape 2 times and ask them to read the passage in the book : “ Mr. Brown is talking to some volunteer conservationist “ 
- Ask Students to do the exercise a ) 
+ Have them write the full sentences 
+Call on some Ss to read the full sentences aloud . 
- Give correct answers : 
Group 1 – f walk along the shore .
Group 2 – e check the sand 
Group 3 – b check among the rocks 
Mr. . Jones – a collect all the bags and take them to the garbage dump .
Mrs. .Smith – c provide a picnic lunch for everyone 
Mr. Brown – d give out the bags
- Have Ss read the passage again and answer the qs. 
- Ask ss to compare their answers with a friend .
+ Go around the class and provide necessary corrections .
- Call on some pairs to practice in the front .
- Give correct answers : 
1. The speaker is Mr. . Brown 
2. The listeners are members of volunteer conservationists .
3. They are on the beach .
4. If they work hard , they will make the beach clean and beautiful again soon .
 - Ask Students to work in groups of three to four and discuss questions 6 and 7 in the book. Write the questions on the board:
1. Have you ever done anything similar ? If yes , what did you do ? Where did you do it ?
2. If the pollution continues , what might happen ? 
- Call on some Students to answer the questions loudly in front of class. 
Learn by heart new words .
Summarize main points .
Prepare the next lesson .
Feedback:
Play games 
Listen carefully. 
Listen and repeat in chorus and individually.
Guess its meanings, and copy down .
Make sentences with the words they have learned above . 
- Work in pairs and individually .
Read their answers aloud .
 Copy down .
Listen to the tape carefully .
- Work individually and write the full sentences 
- Read their sentences aloud .
- Read the passage again to answer the questions . 
- Compare with a friend .
- Practice in front of class. 
- Copy down .
- Work in group to discuss the questions 6,7 in the books .
- Demonstrate in the front .
- Listen and copy .
Planning date:24 / 12 / 2017
 PERIOD 38 
 LESSON 2 : SPEAK 
 A / Aims: Practice speaking (to persuade people to protect the environment).
B / Objectives : By the end of the lesson , Ss will be able to get further practice persuading someone to do something to save the environment .
C / Teaching aids : Text books , chalks , boards .
D / Procedure;
Stages
Teacher’s activities
Students’ activities
I.Warm up 
10 min
II.Pre - speaking 
10 min
III.While - speaking 
13 min
IV.Post speaking 
9 min
V.Homework
3min 
Jumbled words
- Ask Ss to work in groups of three or four , to put the letters in the right order to make good words :
1. onpitlulo 
2. mpud
3. ira
4. sptesecidi
5. ands 
6. ttainodfeoers
- Call on some Ss to write on the board.
Answers : 
pollution 
dump
air
pesticides
sand
deforestation
- Call on some Students to read aloud.
Introduce the topic of the speaking and some new words to students 
Pre-teach vocabulary
Wrap (v): cover, fold sth as protection:bọc
Dissolve (v): change sth from solid and liquid condition:hòa tan
Trash = Garbage (n ):rác thải 
Traffic jam (n): a state that vehicles get stuck in the street :tắc nghẽn giao thông
Exhaust fume (n): gases escaped from motor vehicles as waste products:khí thải Checking technique : Rub out and remember 
- Ask Students to read the persuading expressions and the idea cues given in the text book carefully. 
- Call on some Students to read the examples aloud.
- Let the work in pairs, persuade their partners to do things to protect the environment.
Example : 
1. A: I think it would be better if we reuse and recycle bottles and cans .
 B : Why ? how come ?
 A: Because reusing and recycling bottles can reduce garbage and save natural resources .
+ Go around and provide help if necessary 
- Call on some pairs to practice the dialogue.
- Give feedback and suggested answers:
Ask Students to work in group and find the answers to the questionnaire: How can we ..
save paper ?
use fewer plastic bags ?
reduce water pollution ?
prevent littering ?
reduce air pollution?
Reduce the amount of garbage we produce ?
 * Model : We can save papers by recycling, reusing paper and using tree leaves to wrap food and other things .
- Call on some Students from each group to present in front of class. 
- Correct mistakes if necessary .
* Exercise : Match the verb in A to the words in B
A
B
1. wrap 
2. throw
3. save 
4. use
a. public buses 
b. food 
c. trash
d. energy
- Call on Ss to read their answers aloud.
1. Summarize main points .
2. Learn by heart new words .
3. Prepare the next lesson .
* Feedback
Play games.
Write the correct words on the board 
Read all correct words aloud .
Listen and repeat in chorus and individually 
Guess its meanings and copy.
Play games
- Read all the expressions aloud.
- Read the examples aloud 
- Work in pairs 
- Practice in front of class. 
Work in groups to find the answers .
Demonstrate in front of class. 
Match the verbs to the words .
Read their answers aloud .
Listen and copy .
Planning date:02 / 01 / 2018
 PERIOD 39 
 LESSON 3 : LISTEN + LANGUAGE FOCUS
A / Aims: - Listening for details to complete the notes
 - Revision of some adjectives and adverbs; practice in adjective + that clause.
 - further practice in Conditional sentences type 1 and adverb clause of reason beginning with because, since, as
B / Objectives : By the end of the lesson , Ss will be able to listen to a passage about polluted ocean and complete the passage. Ss will be able to do the aims above well.
C / Teaching aids : Text books , cassette , chalk and boards.
D/ Procedure :
Stages
Teacher’s activities
Students’ activities
I.Warm up
5 min
II.Presenta
tion 1
7 min
III.Practice 1
8 min
IV.Presenta
tion 2
7 min
8 min
8 min
V/Homework
2 min
Guessing game: (Environmental protection)
S1: Write: I think we should we write on both sides of the paper, and speak to class about the topic which he/she are interested .
Ss : make questions 
Example : 
S1: I am interested in saving paper .
S2: Do you think we should use banana leaves to wrap food?
S1 : No, I do not .
S2: Do you think we should recycle waste Paper ?
S1: No, I do not .
S2: Do you think we should write on both sides of the paper? 
S1 : Yes, I do . ( S1 shows their classmates what she wrote )
If many people can not predict => “ What do you think we should do ?” 
Lead in new lesson.
I / Listen 
1. Pre - listening: 
* Introduce the aims of the lesson and some new words to Ss
- Raw sewage (n): untreated wastewater:nước thải chưa qua sử lí.
- Oil spills (n): the release of oil into the natural environment, usually the ocean:sự tràn dầu.
- Marine life (n): Plants and animals of the oceans.
- Waste materials (n):especially metal awaiting reprocessing :phế liệu
- Regulations (n): rules :qui tắc.
* Checking technique : What and Where 
- Ask Ss to predict “ What pollutes the oceans ?” 
- Call on some Ss to report their ideas and write on the board 
2. While - listening: 
Set the scene “ You are going to listen to a report on how our oceans are polluted. Study the notes carefully then listen to the tape and complete the notes” 
- Turn on the tape (2 or 3 times )
- Ask Ss to compare the answers with their friends . 
- Call on some Ss to read aloud the answers , and give the correct answers :
Firstly : raw sewage is pumped directly into the sea .
Secondly : Garbage is dropped into the sea .
Thirdly : oil spills come from ships at sea .
Next : Waste materials come from factories .
Finally : Oil is washed from the land . 
Have Ss compare with their predictions and give marks to Ss who have guessed truly. 
II / Language focus
1. Presentation and practice2- 1:
 * Vocabulary pre – teach :
- Assignment (n) = Home work / exercise 
- Sigh (n) : long deep breath 
 * Revision of adverbs :
- Ask: “How are adverbs formed? / What do we use adverbs for?” 
+ Formation : Adjective + ly = adverb 
Ask Ss to look at the table and read them aloud.
Adjective
Adverb
Extreme
Extremely
Good
Well
Happy
Happily
Sad
Sadly
Slow
Slowly
+ Use : We use adverbs of manner to modify the verb and it usually goes after the main verb .
* Ask Ss to do the exercise 1: Use the adverbs to complete the sentences :
- Call on some Ss to read the complete sentences aloud .
- Correct and give correct answers :
a) extremely b) slowly c) sadly d) happily e) well
2. Presentation and practice2- 2 :
* Revision of adverbs clauses of reason:
- Read and write the example on the board:
He failed the exams. He is too clauses .
- Ask Ss about the relation between two clauses: 
=> Reason .
- Introduce the words expressing clauses of reason: 
 Because = as = since 
Example : He failed the exams because he is too lazy
 * Exercise 2 : Join the pairs of sentences together Use because , as , since 
a) Ba is tired because / as / since he stayed up late watching TV.
- Ask Ss to join the pairs of sentences together .
- Have Ss compare the answers with a friend . 
- Call on some Ss t read their sentences aloud .
- Feedback and give correct answers :
b) I have a broken leg because / as / since I fell over while I was playing basketball .
c) I am going to be late for school because /as / since the bus is late .
d) I broke the cup because / since / as I was careless.
e) I want to go home because / as / since I feel sick .
f) I am hungry because / as / since I have not eaten all day .
3. Presentation and practice 2-3:
 * Adjective + that clause 
- Explicit the structure :
S + be + adjective + that clause
Ex : I am pleased that you are working hard .
- Have Ss practice the structure by completing the dialogues in the book.
- Call on Ss to read the completed dialogues aloud in class. 
- Listen and correct mistakes . Then give correct answers :
b) .. I am excited that I can go to Da Lat this time .
c) ..I am sorry that I broke your bicycle yesterday .
d)..I am disappointed that you did not phone me about it .
e)..I am amazed that I could win the first prize.
* Revision of conditional sentence type 1 :
- Repeat the form and use of the conditional sentence type 1:
If + main clause , subordinate clause 
( simple present tense ) , ( will + V infi )
- Ask Ss to do the exercise 4 : 
- Call on some Ss to read the complete sentences aloud .
- Correct and give correct answers :
 1- e , 2-a , 3-c , 4-d , 5- b
- Have them read the complete sentences aloud .
* Complete the sentences : 
- Ask Ss to work individually to complete the sentences :
- Call on some Ss to read the right sentences aloud and give correct answers :
b) If we go on littering , the environment will become seriously polluted .
c) If we plant more trees along the streets , we will have more shade and fresh air .
d) If we use much pesticide on vegetables , the vegetables will become poisonous and inedible .
e) If we keep our environment clean , we will live a happier and healthier life .
- Ask Ss to read the complete sentences aloud .
1. Redo all the exercises and copy .
2. Do the exercises in the workbook .
3. Prepare the next lesson .
Play game in pairs 
Listen and copy down .
- Listen and repeat in chorus , individually 
- Guess its meanings 
- Copy down 
- Predict and report.
Listen carefully
- Listen and complete the notes .
- Compare their answers with their partners .
- Read their answers aloud 
- Read the complete passage aloud .
Compare their predictions with the correct answers .
Listen and copy .
Answer the questions 
Write the formation and change the adjectives into the adverbs .
- Read them aloud .
- Work individually 
- Read the complete sentences aloud .
- Repeat and copy .
Read the example aloud .
- Work individually 
- Exchange their results and compare .
- Read the correct sentences aloud .
Listen and write down 
Read the example aloud .
Practice in pairs in front of class.
Listen and copy .
Work individually 
Read the complete sentences aloud .
Repeat the correct sentences aloud and copy .
Listen and copy .
Feedback:
Planning date:02 / 01 / 2018
 PERIOD 40 
 LESSON 4 : READ 
A / Aims: Read a poem for details.
B / Objectives : By the end of the lesson , Ss will be able to understand the poem with some old English by doing Matching exercise and Answering questions.
 - Practice read a poem .
C / Teaching aids : Textbooks, cassette, chalks and some boards .
D / Procedure : 
Stages
Teacher’s activities
Students’ activities
I.Warm up
7 min
II.Pre – reading
10 min
III.While - reading
17 min
IV.Post - reading
9 min
V.Homework
2 min 
Question and answer
1. Do you like poetry?
2. Do you often read poetry?
3. Who is your favorite poet?
4. Have you ever read a poem in English?
5. What is it? Do you understand it?
- Have Ss work in groups, ask and answer the questions above .
- Call on Ss to present in front of class. 
Vocabulary pre- teach :
-End up (v) : use up / finish:kết thúc 
-Second – hand (a) : used :qua sử dụng
-Junk-yard(n):a place to store rubbish and waste :bãi rác
-Treasure(n) : valuable / precious things:kho tàng
-Stream(n) :current or flow of water/ small river :suối
-Foam (n) : mass of bubbles of air or gas :bọt
-Nonsense(n) : meaningless words or ideas:vô nghĩa 
Checking technique : Jumbled words :
- Write new words in the wrong order : 
+ maof / aryd- kujn / 
maetsr/ esnesno/ pu den/ esurraet / daso /
- Call on some Ss to write the good words . Correct and give the correct answers: 
+ foam / junk – yard / stream / nonsense / end up / treasure / soda .
- Call Ss to read the correct words aloud.
* Set the scene: We will listen to a poem about:
 A mother and her son are having a picnic in a park. The son sees the place is polluted . He asks his mother about the problems of pollution.
2. True / false statements prediction:
a. The boy is really interested in the problems of pollution .
b. He does not want to make the place more polluted.
c. His mother is aware of the danger of pollution .
d. His mother thinks she should protect the environment even when she is on holiday .
- Call on some Ss to read their predictions and write them on the board .
3. Prediction checking:
- Turn on the tape 2 times and ask Ss to read the poem to check their predictions. Then compare their results with friends.
- Call on some Ss to read their answers aloud. Correct and give answers:
 1.T 2.T 3.F 4.F
4. Match each word in A to an appropriate explanation in B:
- Ask Ss to work individually to match.
- Get Ss compare their answers with a friend .
- Call on some Ss to read their answers aloud .
- Correct and give correct answers: 
A
B
1. Junk-yard
c. a piece of land full of rubbish 
2. end up 
g. reach a state of 
3. treasure 
f. valuable or precious things .
4. foam
e. mass of bubbles of air or gas 
5. stream
d. a flow of water
6. hedge
a. a row of things forming a fence 
7. folk 
b. people 
5. Answer the questions / 51: 
* Quick grammar presentation :
Conditional sentence type 1 :
If S + V ( present simple ) .., S + will + V ..
Example : 	
If the pollution goes on , the world will end up like a second- hand junk – yard. 
* Answering question 
- Ask Ss to read the poem more carefully and answer the questions 
- Call on some Pairs to read their answers aloud in class.
- Give correct answers: 
1. If the pollution goes on , the world will end up like a second – hand junk – yard .
2. The mother thinks other folk pullet the environment but not her and her son .
3. If the boy keeps on asking such questions , his mother will take him home right away .
4. No. Because he is right : If he throws the bottles that will be polluting the woods .
5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution .
+ Call Ss some Ss to read the correct answers aloud . Then read the passage loudly .
- Check Ss, pronunciation and intonation .
6. Discussion
- Ask Ss to work in group of four to discuss question 6 
What we could do in our school / house to minimize the pollution ?
+ Suggested ideas :
Put the bins around the school yard .
Pick up the rubbish / garbage and throw it into a trash bin .
Should not litter / spit on the ground .
- Call on some representatives from each group to demonstrate in front of class. 
- Correct and give further information to the questions 
Learn by heart new words and copy down .
 Do the exercises in the workbook .
Prepare the next lesson .
Work in groups
Practice in front of class.
Listen and repeat in chorus and individually. 
Guess its meanings and copy.
Play games 
Write the good words on the boards.
Read them aloud 
Listen carefully 
Work in groups to predict .
- Report their predictions aloud 
Listen to the tape carefully , read the poem and check their predictions .
Read them aloud, and copy down .
Work individually to do the exercise .
- Read their answers aloud 
Write down .
- Listen and copy 
- Read the example aloud .
- Work in pairs 
- Practice in front of class. 
Read the correct answers aloud.
Read the passage aloud.
- Work in groups 
- Demonstrate in the front.
- Listen and copy 
Feedback:
Planning date:06 / 01 / 2018
 PERIOD 41 
 LESSON 5 : WRITE 
 A / Aims: Writing a complaint letter.
B / Objectives: By the end of the lesson, Ss will be able to write a complaint letter with the right format and language .
C / Teaching aids: Text books, boards, chalks .
D / Procedure : 
Stages
Teacher’s activities
Students’ activities
I.Warm up
7 min
II.Pre - writing
15 min 
III.While - writing
15 min
IV.Post - writing
5 min
V.Home work
3 min
* Ordering
- Write the five main parts on a complaint letter on the board .
1. Politeness
2. Complication 
3. Resolution
4. Action 
5. Situation
- Ask Ss to guess the correct order of a complaint letter and write them on the board .
- Have them open their books and check their results. Then give correct order : 
1. Situation 
2. Complication
3. Resolution
4. Action 
5. Politeness.
=> Explain what Ss have to do in each section 
+ What you write if the first section ? – Situation ? 
state the reasons for writing 
+ Complication ?
mentions the problem 
+ Resolution ?
makes a suggestion 
+  Action ?
talks about future action
+ Politeness ?
ends the letter politely 
1. Vocabulary pre – teach:
- Complain (v) -> complaint (n): express dissatisfaction:phàn nàn
- Truck (n): strong lorry for heavy goods : xe tải
- Fly (n): two – winged insect :ruồi
- Response (v): make an answer :trả lời
- Break (v) : pause or interval at work: nghỉ
* Checking technique : What and where 
2. Set the scene:
“ Mr. Nhat wrote a complaint letter to the direction of L & P company in Ho Chi Minh city. The five sections of the letter are not in the right order”
- Ask Ss to work in pairs to order the letter .
- Call on some pairs to read the letter with the correct order aloud .
- Give feed back and answer key : 
1. Situation : I am writing .. The north .
2. Complication : When the truck .... flies .
3. Resolution : I would suggest .... leaving.
4. Action : I look forward. your company .
5. Politeness: Faithfully, 
 Tran Vu Nhat 
- Ask Ss to read the correct letter and answer the questions 
a. What does Mr. Nhat complain about ?
b. What problems does he mention ?
c. What does he suggest ? 
- Call on some pairs to practice in the front .
3. Writing: 
Ask Ss to read the situation in the textbook and answer the questions below :
1. What do you complain about ?
2. What problem do you want to mention ?
3. What suggestions do you want to make ?
- Call on some pairs to ask and answer in the class.
- Correct and give correct answers : 
1. The way people catch fish .(Use electricity to catch fish)
2. Fish and other animals have died .
3. Prohibiting and fining heavily anyone catching fish in this way .
* Have Ss work individually, write a letter to the head of local authorities to complain about the way of catching fish in the lake behind your house .
- Ask Ss to compare the writing and correct mistakes if any
- Call on some Ss to read their writings aloud .
- Correct and give suggested writing : 
Dear Mr. President, 
I am writing to you about the problem of fish catching in the lake behind my house .
I am very worried because they do not know use fishing rod or net but use electricity to catch fish . After a short time they leave the lake , a lot of fish die and float in the water surface . Other animals such as frogs , toads , and even birds have also died from electric shock waves .
I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish .
I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local