giao an tieng anh 9 d sua

Trêng THCS Tri Ph¬ng  English 9
Planning date: 06/01/2010
Teaching date: 08/01/2010
Period 36
Unit 6
The environment
Getting started
Listen and read
I.Objectives:
1. Language:
- Ask somebody to do something.
- Condition sentences type 1.
- The hot problems about environment.
2. Skills:
- Read the passage and learn new language
- Answer the questions to check understanding.
II.Prep ar ation
1. Teacher:
- Pictures of the Getting started.
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.
- Read the passage at home, revise the conditional sentences type 1.
III. TECHNIQUES:
Guessing game, True/ False statements, Matching
IV.Procedure:
Items activities
1. Ice –
breaking (5”)
Getting started
- T presents the pictures about hot problems of the environment pollution and

ask Ss to name these problem in Vietnamese. T corrects.
- T presents the words and phrases to Ss, ask Ss to predict and match these
words to the pictures. T corrects:
- Asks Ss to re – explain the meaning of the words and phrases and write the
meaning of the words in the notebooks.
New words:
Mïng V¨n ThÞnh
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Trờng THCS Tri Phơng English 9
c.
e.
a.
f.
d.
b.
Garbage dump
Deforestation
Air pollution
Dynamite fishing
Water pollution
Spraying pesticides
[v]
[n]
[adj]
[n]
[n]
[n]
Nơi đổ rác
Nạn chặt phá rừng
ô nhiễm không khí

đánh cá bằng chất nổ
ô nhiễm nguồn nớc
Phun thuốc trừ sâu

2. Presentation
3. Practice:
Listen and read
- T presents the situation of the passage: This is the words of Mr. Brown, who is
talking to the volunteer conservationists.
- T plays the tape the first time, Ss listen and read the passage silently, underline
the new words if any.
- T asks some questions after the 1
st
time listening to elicit the content of the
lesson:
1. What are the volunteers going to do?
2. How many groups do the volunteers divide into?
- T explains the new words:
Plastic bags
Shore
Sand
Rocks
Provide
Disappointed
Spoil
[n]
[n]
[n]
[n]
[v]

[adj]
[v]
Túi nhựa
Bãi biển
Bãi cát
Bãi đá
Cung cấp
Thất vọng
Làm ô nhiễm
- Ss practice the new words in chorus and then in pairs make some sentences
with the new words.
- T asks Ss to read the passage again and mark the conditional sentences type 1.
- T explain the way to use the conditional sentences type 1 again.
- Ss make some more sentences using the structure, T corrects the mistakes if
any.
a. Match the name in column A with the tasks in column B, then write the full
sentences:
- Ss work in pairs and decide which name goes with which task, then write the
full sentences. T goes around to help weaker Ss.
Mùng Văn Thịnh
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IF + S + VERB (S,ES), S + MIGHT/WOULD/WILL + V
Trêng THCS Tri Ph¬ng  English 9
- Then Ss exchange their answers to compare, T call some Ss to go to bb to write
their answers
- T corrects the exercises after all.
- Ss write the correct answers into their notebooks
4. Production:
A B
1. Group 1

2. Group 2
3. Group 3
4. Mr. Jones
5. Mrs. Smith
6. Mr. Brown
f. walk along the shore
e. check the sand
b. check among the rock
a. collect all the bags and take them to the garbage
dump
c. provide a picnic lunch for everyone.
d. give out the bags.
b. Answer:
- Ss work in pairs and answer the questions. T goes around to help weaker Ss.
- Then Ss exchange their answers to compare, T call some Ss to go to bb to write
their answers
- T corrects the answers after all. Ss write the correct answers into their
notebooks.
1. The speaker is Mr. Brown.
2. The volunteer conservations are the listeners
3. They are at the beech now.
4. They are going to clean the beech.
5. If they work hard today, they can make the beech clean and beautiful again
soon.
6. Ss' answers.
7. If time is available, T can change this sentences to a new activity such as
discussion or making a survey.
- Ss work in pairs again, practice the questions and the answers about the
passage.
- T call some pairs to practice aloud.

- Ss discuss about things they have done to keep the environment clean and make
a survey to show to the class.
- T goes around to help each group with difficult words.
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
5. Homework:
- Ss learn new words by heart.
- Prepare the next lesson.
Planning date: 11/01/2010
Teaching date: 13/01/2010
Period 37
Unit 6
The environment
speak & listen
I. Objectives:
1. Language:
- Persuade somebody to do something.
- Wh - questions: Why? How can…?
2. Skills:
- Persuade other people to do something to protect the environment.
- Listening for detailed information (missing words).
II. Prepa ration:
1. Teacher:
- A game of Brainstorming.
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.
- A listening table.
III. TECHNIQUES:

Guessing game, True/ False statements, Matching
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
Brainstorming
- T asks Ss to work in groups to find as many words as they can to add to the
Brainstorm with the topic: WHAT DO YOU OFTEN DO TO PREVENT
OUR ENVIRONMENT?
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
2. Speaking:
- T collects all the ideas and present the new lesson: Persuade your friends to
join some activities to protect the environment.
Pre – activity:
- T presents the vocabulary and structure can be used in the speaking:
- Structures :
1. I think you should …
2. Won’t you …?
3. It would be better if you …
4. Why don’t you ?
5. Why not …?
6. What/How about …?
- Word phrases:
1. Use banana leaves to wrap food. (plastic bags are very hard to
dissolve/save paper).
2. Reuse and recycle bottles and cans. (Reduce garbage/save natural
resources)
3. Not throw trash onto the water. (keep the water clean/polluted water can

directly do harm to people’s health and kill fish)
4. Go to school or go to work by bike (save energy/keep the air cleaner)
5. Put garbage bins around the schoolyard.(prevent lazy students from
throwing trash/keep the schoolyard clean)
6. Use public buses instead of motorbikes (avoid traffic jams/reduce exhaust
fume/ save energy).
Mïng V¨n ThÞnh
Things to do
5
Trêng THCS Tri Ph¬ng  English 9
While – activity:
1. Work in pairs:
- T asks Ss to work in pairs and make a conversation to persuade their partners to
do things to protect the environment , follow the example:
A: I think it would be better if we use banana leaves to wrap food instead of
paper or plastic bags.
B: Why? How come ?
A: Because plastic bags are hard to dissolve, they will cause pollution. And if we
less paper, we save trees in the forests. That’s how we can save the environment.
- T goes around to help weak Ss, corrects the mistakes if any.
- T call some pairs to practice their conversation aloud, T should not pay too
much attention to the correction but the fluency.
3. Listening:
Post - activity
2. Find possible answers to the questionnaire:
- T presents the questionnaire on the sub – board, asks Ss to answer the
questions using information in section a).
- Ss work in pairs, one S asks and the other answers, then change the roles.
Follow the example:
A: How can we save paper?

B: We can save paper by using tree leaves instead of using paper to wrap
food.
- T goes around to help Ss with their finding the answers. Then call some pairs to
practice their questions and answers. Correct the mistakes if necessary
Questionnaire
Protecting the environment
How can we …
• save paper ?
• use fewer plastic bags?
• Reduce water pollution?
• prevent littering?
• Reduce air pollution?
• Reduce the amount of garbage we
produce?
Pre – activity:
- T presents some new words in the listening lesson:
Raw
Sewage
Pump
Directly
[adj]
[n]
[v]
[adv]
Th«, cha xö lý
Níc th¶i
B¬m
Th¼ng, trùc tiÕp
Mïng V¨n ThÞnh
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Trờng THCS Tri Phơng English 9
4. Homework:
Oil spill [n]
Dầu cặn
- T present the requirement of the listening: Listen to the report on how the
Oceans are polluted. Then complete the notes.
While activity:
- T plays the tape for the first time, Ss listen to get general ideas.
- T plays the tape again for two more time, Ss listen and take notes in their
drafting paper.
- T play the tape last time and check the answers:
(1): garbage is (3) waste materials come from factories
(2): come from ship at sea (4) Oil is washed from the land
- At home, Ss learn the new words by heart.
- Prepare the next lesson: READ.
Planning date: 13/01/2010
Teaching date: 15/01/2010
Period 38
Unit 6
The environment
READ
I. Objectives:
1. Language:
- The poem about the environment.
- The Simple future tense in the First conditional sentences.
2. Skills:
- Read and match words from the poem to appropriate explanation.
- Read and answer the questions.
II. Prepa ration:
1. Teacher:

- New words of the poem.
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary & Drafting paper.
III. TECHNIQUES:
Guessing game, True/ False statements, Matching
Mùng Văn Thịnh
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Trờng THCS Tri Phơng English 9
IV. Pro ce dure:
Items activities
1. Ice
breaking (5)
2. Pre task:
Brainstorming
- T asks Ss to work in groups to find as many answers as they can to add to the
Brainstorm with the topic: WHATS GOING TO HAPPEN IF ALL THE
POLLUTION GOES ON?
- Ss can answer in Vietnamese and T collect their ideas.
a. Vocabulary:
- T asks Ss to skim the poem and underline the new words then T gives the
meaning.
- Ss practice the new words in chorus just once.
End up
Second hand Junk yard
Treasure
Litter
Tin
Stream
Foam

Hedge
folk
[v]
[n]
[n]
[v]
[n]
[n]
[n]
[n]
[n]
Kết thúc
Bãi thải
Tài sản vô giá
Chất đầy
Vỏ đồ hộp
Dòng suối
Bọt
Hàng rào, bìa (rừng)
kẻ
3. While task
b. Grammar:
- T presents the conditional sentences type 1, asks Ss to find the sentences in the
poems.
-E.g.
Whats going to happen if all the pollution goes on?
If I throw the bottles , wont that be polluting the woods?
If you are going to start getting silly ideas, Ill take you home right away.
Match
- Ss read the poem, then match the words to the explanation.

- Ss exchange their words to compare and corrects for each other. T corrects the
work after all.
A B
1. Junk yard
2. end up
3. treasure
4. foam
5. stream
a) a row of things forming a fence
b) people
c) a piece of land full of rubbish
d) a flow of water
e) mass of bubbles of air or gas
Mùng Văn Thịnh
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Trêng THCS Tri Ph¬ng  English 9
4. Post – task:
5. Homework
6. hedge
7. folk
f) valuable or precious things
g) reach a state of

1.c 2. g 3. f 4. e 5. d 6. a 7.b
Answers:
- Ss read the poem again, then work in pairs, answer the questions in the section
b). T goes around to help weaker Ss.
- Ss exchange their answers to compare, T call some SS to write their answers
on bb. Then T corrects the mistakes.
1. If the pollution goes on, the world will end up like a second – hand junk –

yard.
2. The mother think other folks pollute (are responsible for the pollution of) the
environment but not her and her son.
3. If the boy keeps on asking such questions, she will take him home right away.
4. No. Because he’s 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.
6. Ss’ answer.
Discussion
- Ss read the poem aloud for fluency.
- Ss discuss to find some solutions to keep the environment.
- Learn the new words by heart and prepare the next lesson.
Planning date: 18/01/2010
Teaching date: /01/2010
Period 39
Unit 6
The environment
write
I. Objectives:
1. Language:
- Form of a complaint letter.
- Formal language
2. Skills:
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
- To get familiar with the structure of a complaint letter.
II. Prepa ration:
1. Teacher:

- A letter form.
- A sub - board.
2. Students:
- Study the letter form.
III. TECHNIQUES:
Guessing game, True/ False statements, Matching
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
2. Pre – task:
Revise the letter form:
- T asks Ss to work in groups to write down the sections of a letter that they
have already learnt.
- T collects the ideas and corrects.
Present the complaint letter:
- T presents the sections of the complaint letter, then asks Ss to read the content
of each sections carefully:
- T notices Ss the letters S – C – R – A – P stand for the 5 sections of the
complaint letter.
3. While - task
Rewrite the complaint letter:
- T presents the letter of Mr. Nhat and explain that the letter is now not in the
right order, Ss should read the letter and rearrange it by writing the correct
letter in front of each passage.
- Ss work in pairs to complete the task, T goes around to help Ss with their
Mïng V¨n ThÞnh
10
A complaint letter have 5 sections
Situation

Complication
Resolution
Action
PolitenessStates the reason for writing
Mentions the problems
Make a suggestion
Talks about future action
Ends of the letter politely
Trêng THCS Tri Ph¬ng  English 9
arrangement.
- SS exchange their work to compare, T calls some Ss to go to bb to write their
order.

26 Tran Phu Street Ha Noi
October 9, 2003
The Director
L & P Transport Company
431 Lee Loi Boulevard, HCMC
Dear Sir/Madam,
R

I would suggest that your company should tell your
drivers to clean 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 respond from your company.
C When the trucks of your company have a short break
on the street around my house, the drivers have left

lots of garbage on the ground after their refreshment.
P When the trucks leaves the place, the ground is covered
With trash and a few minutes later there is smell and
Flies.
Faithful,
Tran Vu Nhat
Write a complaint letter:
- T presents the situation of the writing task: these days, many people begin to
catch fish in the lake behind your house. What makes you worried most is they
use electricity to catch fish. A lot of small fish died and floated on the water
surface. Other animals such as frogs, toads, and even birds also died from
electric shock waves . You think that local authorities should prohibit and fine
heavily anyone catching fish in this way.
- SS write a letter to the head of the local authorities to complain about the way
of catching fish in the lake behind your house. Following S C R A P format.
Begin with:
Dear Mr. President,
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
4. Homework:
I am writing to you about the problem of fish catching in the lake
behind my house
I am very worried about the way people use electricity to catch fish.
After a short time they left the lake, a lot of small fish died and floated
on the water surface. Other animal such as frogs, toads and even birds
also died of electric shock wave.
I would suggest the local authority should prohibit and fine heavily
anyone uses this way of catching fish.
I look forward to hearing from you and seeing the protection of

environment from local authorities.
Sincerely,
….
- Ss work individually, write the complaint letter, T goes around to help weak Ss
with the format of the letter.
- T choose some letter of good and weak Ss to correct.
- Rewrite the letter in their exercise notebooks.
- Prepare the exercises in the Language focus.
Planning date:
Teaching date:
Period 40
Unit 6
The environment
Language focus
I. Objectives:
1. Language:
- Adverbs and adjectives.
- Adverb clauses of reason
- Adjective + that clause.
- Conditional sentences type 1.
2. Skills:
- Complete the exercise orally in pairs or in groups.
- Revise grammar knowledge.
II. Prepa ration:
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
1. Teacher:
- A sub - board.
2. Students:

- Prepare the exercises at home.
III. TECHNIQUES:
- group, pair work ……
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
2. Presentation
3. Exercises:
- Settle the class.
- Check Ss’ preparation
Revise the grammar:
1. Change the adjectives into adverbs:
- T asks: What are the main function of the adverbs? (To modify verbs and
sentences).
How to change an adjective into an adverbs (add – ly to the regular
adjective)
2.Adverb clause of reasons: Because, As, Since
- Adverb clause of reasons: Because, As, Since to tell the reasons of actions in
the main clause.
3. Adj + that clause to show attitude about smt:
4. Conditional sentences type 1:
If + main clause, + subordinate clause
(Verb in present tense) (Verb = aux + Verb)
- Ss recall the way to use the conditional sentences type 1. T explain some
exceptions of the structure.
Exercise 1:
Adjectives Adverbs
Extreme Extremely
Good Well

Happy Happily
Sad Sadly
Slow slowly
- Ss work in pairs, complete the table, using the adverbs form of the adj. Then
use the adverbs to complete the sentences:
b. Hoa was extremely pleased that he got an A for her assignment.
c. The old man walk slowly to the park
d. Tuan signed sadly when he heard that he failed the exam
e. The baby laughed happily as she played with her toys
f. Mrs. Nga speaks English quite well
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
4. Homework:
Exercise 2
- Join the two pairs of the sentences together. Use because, As, Since:
- Ss work in pairs, join the two pairs of the sentences, T goes around to help
weak Ss.
- T calls some Ss to give their answers, T corrects all the answers:
b. I’m tired since I stayed up late last night.
c. I have a broken leg since I fell over while I was Playing basket ball.
d. I’m going to be late for school because the bus is late.
e. I broke the cup since I was careless.
f. I want to go home because I feel sick
g. I’m hungry as I haven’t eaten all day
Exercise 3
- Complete the dialogues. Use the words in the brackets:
- Ss work in pairs, complete the sentences using that clause.
- T goes around to help, then call some pairs to practice the dialogue aloud. T
corrects after all.

a) I’m pleased that you are working hard.
b) I’m excited to go to Da Lat
c) I’m sorry to break your bicycle
d) I’m disappointed that you didn’t phone.
e) I’m amazed that I win first prize
Exercise 4
Match the half-sentence in column A with a suitable one in column B:
- Ss work in pairs again, discuss and decide how to match the two halves of
each sentences. T goes around to help Ss.
- T calls some Ss to write their answers on bb, T corrects after all.
Answers:
1 – e 2 – a 3 – c 4 – d 5 - b
Exercise 5
Complete the conditional sentences type 1:
- Ss work in pairs again, discuss and complete the sentences. T puts a
questions :
? What will happen if … ?
a) the rice plant will die.
b) The environment will become seriously polluted
c) We will have more shade and fresh air
d) The vegetable will become poisonous and inedible.
e) We will live a happier and healthier life.
- Ss check all the exercises again.
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
- Prepare the next lesson.
Planning date:
Teaching date:
Period 41

Unit 7
Saving energy
Getting started
Listen and read
I. Objectives:
1. Language:
- Suggestions, offers and reply to the suggestions, offer:
Suggest + V-ing /suggest(that)+ S + should
- Connectives: and, but, because, or, so, therefore, however.
2. Skills:
- Making suggestions
II. Preparation
1. Teacher:
- Pictures of the Getting started.
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.
III. TECHNIQUES:
- group, pair work ……
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
Getting started
- T presents the pictures about the over – using of natural resources. T explains
the requirements of the exercise: SS should make a list of things family could
do to save energy.
- T puts some eliciting questions for Ss to answer:
1. Who is using the toilet?
2. Who is watching TV?

3. Who is listening to the radio?
4. What should we do in the above situations?
Mïng V¨n ThÞnh
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Trờng THCS Tri Phơng English 9
2. Presentation
- T asks Ss to work in group to make the list of things. T calls each group to
show their list to the class. T corrects the list.
New words:
- T plays the tape for the first time, Ss listen and underline the new words that
they see in the dialogue.
- T explains the new words for Ss, using pictures, real objects and explanation.
- T write the new words on bb.
3. Practice
Recent
Bill
Enormous
Reduce
Plumber
Crack
Pipe
Twice as much
Dripping
Faucet
Waste
[adj]
[n]
[adj]
[v]
[n]

[n]
[n]
[adj]
[n]
[v]
Gần đây
Hoá đơn
Khổng lồ, nhiều
Giảm
Thợ sửa ống nớc
Vết nứt
ẩng
Gấp đôi
Rò rỉ
Vòi nớc
Lãng phí
- Ss practice the new words in chorus, T let Ss play the game of What and
Where or Slap at the board.
- T plays the tape again for Ss to listen again the new words in the dialogue. T
call some Ss to practice the new words individually.
New grammar:
- T present the way to make a suggestion by using the sentences in the dialogue.
- E.g. I suggest taking showers.
S + suggest + V-ing
- SS make some more sentences using the structure. T encourage SS to make
real sentences.
Practice the dialogue:
- Ss practice the dialogue in pairs, T goes around to help Ss with their
pronunciation.
- T calls some pairs to practice the dialogue aloud, T corrects the pronunciation

and intonation.
True or False:
- Ss work in pairs, read the dialogue again and check the True/False sentences,
then correct the false sentences.
- T goes around to help weak Ss, then call SS to go to the bb and write the
answers.
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Trêng THCS Tri Ph¬ng  English 9
- T corrects the sentences.
Mrs. Ha is worried about her water bill
Mrs. Mi gives Mrs. Ha advice on how to save water.
Mrs. Ha has checked the pipes in her house and found no cracks.
Mrs. Ha suggests getting some tool to check cracks in the pipes
Mrs. Mi suggests taking showers to save water.
4. Production
5. Homework
1. True 2. True 3. False 4. False 5. True
- SS correct the false sentences using the information in the dialogue.
Discussion:
- Ss work in groups to discuss about how to save energy in the family.
- T goes around to help the groups, Ss make the report to show the result of the
discussion.
- Ss make the report again
- Learn the new words by heart.
- Prepare the next lesson.
Planning date: 22/02/2010
Teaching date: 24/02/2010
Period 42
Unit 7

Saving energy
speak and listen
I. Objecti ves:
1. Language:
- Suggestions, offers and reply to the suggestions, offer:
Suggest + ving /suggest(that)+ S + should
- Show agreement.
- A new source of energy: Solar power.
- Verbs in the simple tenses.
2. Skills:
- Making suggestions.
- Listen and check True or False sentences, corrects the false ones.
- Listen and fill in the missing words.
Mïng V¨n ThÞnh
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Trêng THCS Tri Ph¬ng  English 9
II. Preparation
1. Teacher:
- Pictures of the Section.
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.
III. TECHNIQUES:
- group, pair work ……
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
- T settles the class.
- Check Ss’ preparation and homework.

2. Pre - task :
Brainstorm:
water
electricity
- Ss work in groups to add as many words as they can to the brainstorm. T
collects all the ideas and write the words on bb.
- T put the questions: What should we do too save energy?
- T write the new words on bb.
Grammar structures:
Suggestion Responds
1. I suggest + V-ing …
How about + V-ing …
What about + V-ing …
2. I think we should + bare inf …
Shall we + bare inf …?
OK.
That’s a good idea.
All right.
No. I don’t want to.
I prefer to …
Mïng V¨n ThÞnh
Energy
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Trêng THCS Tri Ph¬ng  English 9
3. While – task
Why don’t we + bare inf ….
Let’s + bare inf …
Let’s …
- T hangs the sub – board, asks Ss work in pairs to make suggestions and
responds up to the structures given.

E. g. I suggest taking showers.
How about taking showers?
Make suggestions:
- T hangs the pictures on the bb, ask Ss to work in pairs and use the expressions
in the tables and the pictures to make suggestions about how to save energy.
- T gives the guided phrases for each picture in the weaker class:
A. turn off/faucet E. turn off/light/TV
B. turn down/gas fire. F. fix/faucet
C. Turn off/fan G. travel by bikes
D. Turn off/ air – conditional. H. take the public traffic means.
4. Post – task:
- T goes around to control the activity, then calls some pairs to practice their
sentences aloud.
E.g. I think we should turn off the faucet.
Yes, that’s a good ideas.
Discussion:
- Ss work in groups of 4 to work out an action plan to save energy for your
class. The expressions and ideas in section a) may help.
- T work with three Ss to make an example first to show the class what to do.
Example:
A: I think we should take a shower instead of a bath to save energy.
B: That’s a good ideas.
C: How about making posters on energy saving and hanging them around our
school ?
D: Great! Let’s do that.
- T goes around to help the Ss with their discussion and control the activity.
Then call some groups to practice their conversation aloud, give remarks and
points for the groups having good performance.
True or False
- T presents the statements at page 60, Ss read the statements and predict

weather they are True or false.
- T plays the tape for three times, pause after each time to check if there are any
correct answers. Ss exchange their answers to compare, T plats the tape for the
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Trêng THCS Tri Ph¬ng  English 9
5. Homework:
last time to check and correct all the answer.
1. Solar energy can be cheap and clean.
2. Most of our electricity now comes from nuclear power
3. The solar energy that get to the Earth cannot provide enough power for the
world’s population.
4. Solar energy can be used on cloudy days.
5. All buildings in Sweden will be heated by solar energy in 2050.
Answers:
1. True
2. False
3. False
4. True
False
Corrects:
2. Most of our electricity now comes from the use of coal, gas, oil and nuclear
power.
3.The solar energy that get to the Earth can provide enough power for the
world’s population.
5. All buildings in Sweden will be heated by solar energy in 2015.
Complete the sentences:
- T asks Ss to read the sentences again. Then play the tape again, Ss listen and
fill in the sentences with the missing words.
- Ss exchange the sentences to compare, T checks and corrects the sentences.

Answers:
1. The sun can be an effective source of power.
2. Solar energy doesn’t cause pollution.
3. A lot of countries in the world are already to using solar energy.
4. It is possible to store solar energy for a number of days.
5. Solar panel 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 coal, gas and
oil.
- Ss complete the exercise 2 again
- Prepare the next lesson.
- Learn the new words by heart.
Planning date: 24/02/2010
Teaching date: 26/02/2010
Period 43
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20
Trờng THCS Tri Phơng English 9
Unit 7
Saving energy
read
I. Objectives:
1. Language:
- Saving energy topic.
- Modal verbs.
2. Skills:
- Read and find the topic of the passage
- Read and answer the questions.
II. Prepa ration
1. Teacher:

- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.
III. TECHNIQUES:
- group, pair work
IV. Pro ce dure:
Items activities
1. Ice
breaking (5)
2. Pre- task:
- T settles the class.
- Check Ss preparation and homework.
Vocabulary:
- T asks some questions to elicit the content of the passage, Ss answers the
questions using real information:
1. How much is your familys electricity bill?
2. How much electricity does your TV use?
Luxury
Consumer
Household
Lighting
Account
Energy-saving
Bulb
Labeling scheme
Tumble dryers
Efficiency
innovation
[n]
[n]

[n]
[n]
[v]
[adj]
[n]
[n]
[n]
[n]
[n]
Sang trọng
Ngời tiêu dùng
Hộ gia đình
Thắp sáng
Chiếm
Tiêt kiệm năng lợng
Bóng điện
Nhãn hiệu
Máy sấy
Công xuất sử dụng điện
Cuộc cách mạng
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Trêng THCS Tri Ph¬ng  English 9
3. While – task
4. Production:
Find the topic:
- T asks Ss to read the passage silently and read the sentences too. Then choose
the statement which can be the best summary of the passage.
- Ss can work in groups of 8 to decide which sentence can be the best summary.
- T give out the correct answer:

3. North American and European countries are interested in saving money and
natural resources.
True or false:
1. Western consumers are interested in products that will only work
effectively.
2. We can use energy –saving bulbs instead of ordinary 100 Walt-light bulbs
to spend less on lighting.
3. An energy-saving bulb uses half of electricity of standard bulb.
4. The purpose of the labeling scheme is to help consumers to know how
efficient each model is so that they can save money and energy.
The answer:
1- F 2- T 3- F 4- T
Answer the questions:
- Ss read the passage again and answers the questions at page 61, write the
answers in your exercise books.
- T goes around to help weaker Ss and control the activity. Then asks Ss to
exchange their answers to compare, T calls some Ss to say their answers aloud.
Then corrects all the answers.
1. Western consumers are interested in products that will not only work
effectively but also save money.
2. We can use energy –saving bulbs instead of ordinary 100 Walt-light bulbs
to spend less on lighting.
3. She will pay US 2$for lighting if she uses energy – saving bulbs instead.
4. The purpose of the labeling scheme is to help consumers to know how
efficient each model is so that they can save money and energy.
5. Ss’ answers.
Prepositions:
- T presents the content of exercise , Ss must use prepositions to complete
sentences.
- Ss work in pairs and complete the sentences, using prepositions

1/ We should replace ordinary bulbs ………. energy-saving bulbs.
2/ Lan had to pay US$1000 ………… her new computer.
3/ Heating account ……… 30 percent of electricity bill.
4/ An energy-saving bulb will spend less energy ……… lighting.
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Trêng THCS Tri Ph¬ng  English 9
5. Homework:
Answers:
1- with 3- for
2- for 4- on
- Ss complete the exercise 1 again.
- Prepare the next lesson.
- Learn the new words by heart.
Planning date: 01/03/2010
Teaching date: 03/03/2010
Period 44
Unit 7
Saving energy
write
I. Objectives:
1. Language:
- Language of a Speech
2. Skills:
- Write a speech on how to save energy and money.
II. Prepa ration
1. Teacher:
- A sub - board.
2. Students:
- Search for the meaning of the new words in the Glossary.

III. TECHNIQUES:
- group, pair work ……
IV. Pro ce dure:
Items activities
1. Ice –
breaking (5”)
2. Pre- task:
- T settles the class.
- Check Ss’ preparation and homework.
Discussion:
- T asks Ss to work in groups of 8 and discuss on how to save money as well as
protect our environment. The secretary of each groups will note down all their
friends’ opinions. T goes around to help Ss change their ideas into English
sentences.
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23
Trêng THCS Tri Ph¬ng  English 9
- T can gives some guided ideas from the previous lessons:
1. We can use solar energy in stead of electricity
2. We can use electricity – saving equipments in stead of ordinary ones.
The structures of a speech:
- T presents the structure of a speech but in jumbled order, Ss work in groups to
discuss and decide how to match each part of the speech with its suitable
function.
A B
1. Introduction
2. Body
3. Conclusion
A. summing up what you have said
B. getting people’s attention and

telling them what you are going to talk about.
C. Giving details in easy – to
understand language
- Ss discuss and note down their arrangements,, T checks, corrects and gives
clearer explanation: 1. B 2. C 3. A
Arrange the jumbled parts of a speech
- T asks Ss to read the sections of speech in the correct place to complete a
speech.
- Ss discuss to arrange the sections, T goes around to control the activity, then
checks and corrects the speech.
Answer:
1. Good evening , ladies and gentlemen. I’m Professor Roberts and tonight
I’m going to tell you how to save money.
2. Most of us use too much gas. You can reduce this amount by:
* traveling by bicycle or public transport.
* having a mechanic check your motorbike regularly.
3. If you follow these simple rules, not only will you save money but also the
environment will be cleaner.
Write a speech:
- Ss choose one of the given topics and prepare a speech for the classmates, use
the information in the callout.
- T goes around to help weaker Ss and control the activity. Then asks Ss to read
the information themselves and choose the topic. Ss prepare the speech in
groups.
• Reducing garbage
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24
collect plastic bags
not keep solid waste with food
wastes.

Put different kinds of wastes in
different places
Trêng THCS Tri Ph¬ng  English 9
4. Post - task:
5. Homework
• Reusing paper
• Saving energy in the kitchen
- T chooses one or two speech for correcting before the class. Then asks each
group to make a speech before the class.
- Ss complete the speech again
- Prepare the next lesson.
Planning date: 03/03/2010
Teaching date: 05/03/2010
Period 45
Unit 7
Saving energy
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25
Turn off the lights
Prepare food carefully before
turning on the stove
Keep refrigerator door closed
Have a separate wastebasket for
waste paper.
Keep sheets with single printed page
for drafting.