Giáo án anh 9 HK2 theo PPCT

Period : 37 Unit 6: The environment
Lesson 1: Getting started + Listen and read
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
I. Teaching points:
By the end of the lesson students will be able to know more about the environment problems and the solutions
Understand conditional sentence type I
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homework
3. Content :
Teacher's activities Students' activities
1. Warm up:
*Brainstorming:
Asks students to think of the environmental
problems in the city and write them on the board
? Work in 2 groups
Gives feed back
2. Presentation:
*New words:
- deforestation: (n) Sù tµn ph¸ rõng
- garbage dump: (n) ®èng r¸c
- dynamite fishing (viec ®¸nh b¾t c¸
- spraying pesticides (n) viÖc phun thuèc s©u bä
- sewage (n) picture nuíc cèng
Checks R.O.R
* Matching:
? Look at the pictures and match these
environmental problems to the pictures

? Work in 2 groups
Gives feed back
* Presentation text:
Sets the scene: Mr Brown is talking to some
volunteer conversations. They are going to clean
the beach
Asks students to read the text silent
* Matching: Exercise 2 on page 48.
? Read the text again to do exercise 2 on page 48.
? Match the names in column A with the activities
in column B
? Work in pairs
Gives feed back n
* Comprehension questions:
? Read the text again and prepare answer the
question to play lucky numbers (question on page
48 exercise 2b)
? Work in 2 groups
Gives feed back
Think of the environmental problems in the city and write
them on the board
Work in 2 groups
Destruction of the forests
Rubbish
Smoke from cars, motorbikes
Smoke from factory
Guessing the meaning of the words from teacher's
eliciting
Read and repeat
Copy them

Check R.O.R
Look at the pictures and match these environmental
problems to the pictures
Work in 2 groups
Picture a. air pollution
Picture b. spraying pesticides
Picture c. garbage dump
Picture d. water pollution
Picture e. deforestation
Picture f. dynamite fishing
Listen to the teacher
Read the text silent
Read the text again to do exercise 2 on page 48.
Match the names in column A with the activities in column
B
Work in pairs
1. f 2. e 3. b 4. a 5. c 6. d
Read the text again and prepare answer the question to
play lucky numbers (question on page 48 exercise 2b)
Work in 2 groups
1. Mr Brown
2. members of the volunteer
3. on the beach
4. clean the beach
5. If they work hard today, they will make the beach clean
and beautiful again soon.
6. Yes, I have.
7. The environment around us won't be good and it will be
harmful to our health, our life.
* Model sentences:

Elicits: If you can't find your place I will help you
get there with this map
? Give form
? How can you use it?
3 Practice
* Matching: exerciser 4 on page 56 in language
focus
Runs through the sentences in exercise 4
? Match column A with column B
? Work in pairs
Gives feed back
4. Production:
* Write it up:
? Work in 2 groups
? One group makes a half sentence with form: " If
+ S +V present tense " other makes a half sentence
with form: S + V future tense"
? One student in your group read a half sentence
other read their half sentence.
Gives feed back
5. Home work:
? Do exercise in exercise books
Listen and look at the Model sentences
Form: If + S +V present tense, S + V future tense
Use: Express persuasion
Look at the sentences
Match column A with column B
Work in pairs
1. e 2. a 3. c 4. d 5. b
Work in 2 groups

One group makes a half sentence with form: " If + S +V
present tense " other makes a half sentence with form: S +
V future tense"
One student in their group read a half sentence other read
their a half sentence
Do exercise in exercise books
Display on the board
1. New words:
- deforestation: (n) Sù tµn ph¸ rõng
- garbage dump: (n) ®èng r¸c
- dynamite fishing (viec ®¸nh b¾t c¸
- spraying pesticides (n) viÖc phun thuèc s©u bä
- sewage (n) picture nuíc cèng
2. Matching:
3. Presentation text:
4. Model sentences:
Elicits: If you can't find your place I will help you get there with this map
5. Matching: exercise 2 on page 48.
6. Comprehension questions
7. Model sentences: If you can't find your place I will help you get there with this map
Form: If + S +V present tense, S + V future tense
Use: Express persuasion
8. Matching: exerciser 4 on page 56 in language focus
9. Write it up:
10. Home work:
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period: 38 Unit 6: Lesson 2: Speaking + Listen
I. Teaching points:

By the end of the lesson students will be able to persuade other people by using given expression: I think you
should ; Why not ? Why don’t you?
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : No
3. Content :
Teacher's activities Students' activities
1. Warm up: * Jumble words
- onpilulo
- mpud
- ira
- sptesesecidi
- ands
? Work in 2 groups
? Write the right words
Gives feed back
Work in 2 groups
Write the right words
pollution
dump
air
pesticide
sand
Guessing the meaning of the words from teacher's
2. Pre – speaking
*New words
- Wraps (v) (mine)
- Reduce: (v) ( Example)
- faucet: (n) (picture)

- Leaf – leaves : (realia)
Checks R.O.R
*Matching:
? Read the words in column A and B then match
? Work individually
Gives feed back
Notes:
I think you should
Won’t you
It would be better if you
can I persuade you to Why don’t you
Why not
Express persuasion
3. While speaking
*Work in pair
? Persuade your partners to do things to protect the
environment.
Calls some pairs to practice in the front of the class
2. Pre listening
* New words:
- Raw sewage (n)
- marine life (n)
- Waste materials (n)
- Regulation (n)
Checks R.O.R
Sets the scene: You are going to listen to a report on
how our oceans are polluted
Gives poster and asks students to read the words
carefully
? Guess information to fill in the bland

? Work in groups
3. While listening:
Asks students to listen to the tape to check the
guess
* Questions given:
1. How are our oceans becoming extremely
polluted?
2. Where does most of this pollution come from?
3. Where do waste materials come from?
4. What will happen if a ship has an accident?
? Listen to the tape again to answer the questions ?
? Work in 2 groups
Gives feed back
4. Post listening:
* Retell:
? Use the words in poster and the answer to retell
the content of the listening
Calls some students to do the tasks
Gives feed back
5. Home work
? Do exercises in exercises books, prepare lesson 4
eliciting
Read and repeat
Copy them
Check R.O.R
Read the words in column A and B then match
Write note
Persuade their partners to do things to protect the
environment
Some pairs to practice in the front of the class

A: I think it would be better if we reuse and recycle
bottles and cans
B: Why? How come?
A: Because reusing and recycling bottlers

Work in groups
Ask their friends and fill in the table using the
questions
Do the tasks
Do exercises in exercises books, prepare lesson 3
Guessing the meaning of the words from teacher's
eliciting
Read and repeat
Copy them
Check R.O.R
Listen
Look at the poster and read the words carefully
Guess information to fill in the bland
Work in groups
Listen to the tape to check the guess
1. garbage is
2. come from ships at sea
3. Waste materials come from factories.
4. Oil is washed from the land.
Listen to the tape again to answer the questions
Work in 2 groups
1. extremely polluted
2. the land
3. factories
4. oil will spills from the vessel

Use the words in poster and the answer to retell the
content of the listening
Do the tasks
Do exercises in exercises books, prepare lesson 4
Display on the board
1. New words:
- Wraps (v) gãi
- Reduce: (v) gi¶m
- faucet: (n) vßi níc
- Leaf – leaves: (n) l¸ c©y
- Raw sewage (n)
- marine life (n)
- Waste materials (n)
- Regulation (n)
2. Reading:
*Matching:
I think you should
Won’t you
It would be better if you
Can I persuade you to why don’t you?
Why not
Express persuasion
*Survey:
How can we
- save paper?
- use fewer plastic bags?
- reduce water pollution?
- prevent littering?
- reduce air pollution?
2. Listening:

1. garbage is
2. come from ships at sea
3. Waste materials come from factories.
4. Oil is washed from the land.
* Questions given:
1. extremely polluted
2. the land
3. factories
4. oil will spills from the vessel
-
Nam
e
How can do
3. Home work:
Period : 39 Unit 6: Lesson 3: Listen
Preparing: 14 /1 /2007
Teaching: 16 / 1 /2007
I. Teaching points:
By the end of the lesson students will be able to improve vocabulary and knowledge about environment.
II. Teaching steps:
Teacher's activities Students' activities
1. Warm up:
* Sentences race:
Gives new words:
banana leaves
plastic bags
garbage

Asks students to make the sentences with the words
teacher say

? Work in 2 groups
? Write your sentences on the board
Gives feed back
2. Pre listening
* New words:
- Raw sewage (n)
- marine life (n)
- Waste materials (n)
- Regulation (n)
Checks R.O.R
Sets the scene: You are going to listen to a report on how
our oceans are polluted
Gives poster and asks students to read the words carefully
? Guess information to fill in the bland
? Work in groups
3. While listening:
Asks students to listen to the tape to check the guess
* Questions given:
1. How are our oceans becoming extremely polluted?
2. Where does most of this pollution come from?
3. Where do waste materials come from?
4. What will happen if a ship has an accident?
? Listen to the tape again to answer the questions ?
? Work in 2 groups
Gives feed back
4. Post listening:
* Retell:
? Use the words in poster and the answer to retell the
content of the listening
Calls some students to do the tasks

Make the sentences with the words teacher say
Work in 2 groups
Write their sentences on the board
Guessing the meaning of the words from teacher's
eliciting
Read and repeat
Copy them
Check R.O.R
Listen
Look at the poster and read the words carefully
Guess information to fill in the bland
Work in groups
Listen to the tape to check the guess
5. garbage is
6. come from ships at sea
7. Waste materials come from factories.
8. Oil is washed from the land.
Listen to the tape again to answer the questions Work
in 2 groups
1. extremely polluted
2. the land
3. factories
4. oil will spills from the vessel
Use the words in poster and the answer to retell the
Gives feed back
5. Home work
? Do exercises in exercises books, prepare lesson 4
content of the listening
Do the tasks
Do exercises in exercises books, prepare lesson 4

Display on the board
1. New words:
- Raw sewage (n)
- marine life (n)
- Waste materials (n)
- Regulation (n)
2. Listening:
1. garbage is
2. come from ships at sea
3. Waste materials come from factories.
4. Oil is washed from the land.
* Questions given:
1. extremely polluted
2. the land
3. factories
4. oil will spills from the vessel
* Retell:
3. Home work






Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period: 40 Unit 6: Lesson 4: Read
I. Teaching points:
By the end of the lesson students will be able to understand the poem about the environment

II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : No
3. Content :

Teacher's activities Students' activities
1. Warm up:
*Kim– game:
Gives the picture and asks students to look at the picture
carefully to remember the things in the picture
? Write the things on the board
? Work in 2 groups
Gives feed back
2. Pre reading
* New words;
- Treasures: (n) ( translation)
- stream: (n) (picture)
- foam: (n) (picture)
- hedge: (n) (picture)
- Junk yard: (n) (synonym)
Check: R.O.R
*Gap fill
Gives table:
If all the pollution goes on what will happen?
1. The world
2. The treasures
3. The stream
4. The fields
5. The woods

Asks students to read the words in the table carefully and
guess information in the bland
? Work in groups
3. While reading:
Asks students to reading the poem to check the guess
Gives feed back
*Matching:
Asks students to read the poem again to match the word
in A to an appropriate explanation in B
? Work in individually
Gives feed back
b
Asks students to read the questions and the poem to
prepare the answers
? Work in 2 groups to play the game Lucky numbers
Gives feed back
4. Poster reading
* Survey:
Gives table:
What could you do in your school/ house to
minimize pollution?
Name What do
? Work in groups
? Ask your friends and fill in the table using the question:
Gives feed back
9. Home work
Do exercises in exercises books, prepare lesson 4
Look at the picture carefully to remember the things
in the picture
Write the things on the board

Guessing the meaning of the words from teacher's
eliciting
Read and repeat
Copy them
Check R.O.R
Read the words in the table carefully and guess
information in the bland
Reading the poem to check the guess
If all the pollution goes on, what will
happen?
1 The world will end up like a second - hand
junk - yard
2 The treasures will be destroyed (quite gone)
3 The wood will be polluted
4 The streams will be covered with foam
5 The fields will be littered with plastics and
tins
Read the poem again to match the word in A to an
appropriate explanation in B
1. c 2. g 3. f 4. e 5. d 6. a 7. b
Read the questions and the poem to prepare the
answers
Play the game Lucky numbers
Do the tasks
Ask their friends and fill in the table using the
question:
Do exercises in exercises books, prepare lesson 4
Display on the board
1. New words:
- Treasures: (n) vËt quý b¸u

- stream: (n) suèi
- foam: (n) bät
- hedge: (n) hµng rµo
- Junk yard: (n) r¸c th¶i
2. Reading:
*Guessing missing the information:
If all the pollution goes on what will happen?
1. The world
2. The treasures
3. The stream
4. The fields
5. The woods
*Matching:
1. c 2. g 3. f 4. e 5. d 6. a 7. b
*Questions given:
* Survey:
What could you do in your school/ house to
minimize pollution?
Name What do
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period: 41 Unit 6: Lesson 5: Write
I. Teaching points:
By the end of the lesson students will be able to write a complaint letter
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Reading then answer question –What could you do in your
school/ house to minimize pollution?–

3. Content :
Teacher's activities Students' activities
1. warm up
*Categories
Asks students to find out the verbs beginning
with the letters that teacher give
a. b. c. d e. f. g. h. j
? Work in 2 groups
Gives feed back
2. Pre writing
* Pre teach: New words
- complain (v)
Find out the verbs beginning with the
letters
Work in 2 groups
Guessing the meaning of the words from
- Resolution (n)
- Float (v)
- Prohibit (v)
Checks R.O.R
* Ordering
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: Make a suggestion
? Work in pair to put the sections in a correct
order
Gives answer keys
1.b 2. d 3. e 4. a

5. c
* Matching
? Read the letter to match
? Work in pairs
Gives feed back
3. While writing
* Questions given
a. What do people do in the lake behind your
house these days?
b. What makes you worried?
c. To whom do you write the letter to ?
d. What suggestion do you want to make?
? Read the letter again to answer the
questions
? Work in pairs
Gives feed back
* Write it up
? Write letter individually and then share
with your friends.
4. Post reading
* Correction
Take some letters to correct on front of the
class
5. Home work
? Do exercise in to note book
teacher's eliciting
Read and repeat
Copy them
Check R.O.R
Work in pair to put the sections in a

correct order
Read the letter to match
Read the letter again to answer the
questions
Work in pairs
Write letter individually and then share
with their friends.
Correct letters
Do exercise in to note book
Display on the board
1. New words:
- complain (v)
- Resolution (n)
- Float (v)
- Prohibit (v)
2. Writing
* Ordering
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: Make a suggestion
* Matching
* Questions given
* Write it up
* Correction
3. Home work
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………

Period: 42 Unit 6: Lesson 6: Language focus
I. Teaching points:
By the end of the lesson students will be able to use adj and advers to make sentences with adj +
that clause
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Reading then answer question –What could you do in your school/ house to
minimize pollution?–
3. Content :
Teacher's activities Students' activities
1. Warm up
*Pelmanism
Gives 12 cards which have adj and adverbs
? Work in 2 groups
Gives feed back
2. Presentation
*Pre teach : New words
- sigh (v)
- amazed (a)
- disappointed (a)
3. Activity 1: Revision of adj and adverbs
Asks students to give form
Adj + ly = Adverb of manner
Asks students to use the adverbs provided in
“Pelmanism game” to complete
Gives feed back
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
* 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
Choose the number
Work in 2 groups
extreme extremely happy happily sad sadly
good well slowly fast fast
Guessing the meaning of the words from

teacher's eliciting
Read and repeat
Copy them
Give form
Adj + ly = Adverb of manner
Use the adverbs provided in “Pelmanism
game” to complete
Listen and think about them
Give form
S + be + adj + that clause
Do exercise 3 P55
Do exercise 2 in your note book
- Exchange their results and compare .
- Read the correct sentences aloud .
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 .
4. Activities 2
Sets the scene to introduce the structure
adj + that clause
Ba: Dad! I got mark 9 on my test
Father: That/s wonderful. I’m please that you are
working hard
Asks students to give form

Asks students to do exercise 3 P55
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.
2. 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 .
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 .
5. Home work
1. Redo all the exercises and copy .
2. Do the exercises in the workbook .
3. Prepare the next lesson .

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 .
Work individually
Read the complete sentences loudly .
Repeat the correct sentences aloud and
copy .
Work individually
Read the complete sentences loudly
*Comment:
…………………………………………………………………………………………………
……………………………………………………………………
*******************
Display on the board
1. New words:
- sigh (v)
- amazed (a)
- disappointed (a)
2. Revision of adj and adverbs
Adj + ly = Adverb of manner
3. Activities 2
Form
S + be + adj + that clause
4. Home work
Planning: 26-1-2010

Teaching: 9A1…………
9A2: …………
Period: 43 Unit 7: Saving energy
Lesson 1: Getting started
Listen and read
I. Teaching points:
By the end of the lesson students will be able to understand the dialogue and about the ways to save
energy
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homewok
3. Content :
Teacher's activities Students' activities
1. Warm up
*Chatting:
Asks students to look at the picture P 57 to answer some
questions
? Who is watching T.V?
? Is light still burning?
? What happens to faucets ?
? Should we turn the T.V off?
2. Pre reading
*Pre teach:
New words
- Water bill (n)
- Enormous (adj)
- Reduce (v)
- Plumber (n)
- Crack (n)

- dripping faucets (n)
Checks: R.O.R
* T/F statements Prediction
Sets the scene: Mrs ha is talking to his neighbor, Mrs Ha
and Mr ha looks very worried
? Work in pairs
? Read T or F statement carefully
? Guess F or T
3. While reading
Asks students to read the dialogue to check T or F
? If it is F why? and how can you correct?
*Comprehension questions
? Read the dialogue again
? Work in pairs to find out the answer the questions
Asks students to play the game: Lucky numbers
4. Post reading
* Discussion
? Work in 2 groups
? Discuss the topic: “What do you do to save energy at
home and at school?”
? Calls some leader of the groups to talk in the front of
the class
5. Home work
? Do exercise in to note books
Look at the picture P 57 to answer some
questions
Guessing the meaning of the words from
teacher's eliciting
Read and repeat
Copy them

Check R.O.R
Listen
Read T or F statement carefully
Guess F or T
Read the dialogue to check T or F
Read the dialogue again
Work in pairs to find out the answer the
questions
Discuss the topic: “What do you do to save
energy at home and at school?”
Leader of the groups to talk in the front of the
class
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Planning: 26-1-2010
Teaching: 9A1…………
9A2: ……………
Period: 44 Unit 7: Saving energy
Lesson 2: Speak
I. Teaching points:
By the end of the lesson students will be able to make and respond to suggestions
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homewok
3. Content :
Teacher's activities Students' activities

1. Warm up
*Kim game
Asks students to look at the picture on P 59 to
remember the things in 20 seconds
? Work in 2 groups
Look at the picture on P 59 to remember the
things in 20 seconds
Work in 2 groups
Gives feed back
2. Pre speaking
Elicits from students to draw the exchange
I suggest taking a shower
Ok. I’ll do that
Asks students to find out other ways of making
suggestions
3. While speaking
* Pictures drill
Asks students to do Exercise 3 a on P 58-59
Asks students to look at the pictures on P 59 and
table on P 58 and make responses to the
suggestions
* Write it up
? Look at the pictures to make suggestions about
how to save energy at home
? Work in pairs to write down
4. Post speaking
* Discussion
? Work in 2 groups
? Group A discuss the topic in 3a on P64 “ What
you do to help the poor in the neighborhood” and

groups B discuss 3 b on P 64 “giving suggestions
that help your friend to improve English”
? Asks a volunteer from each group to show ideas
before the class
5. Home work
? Do exercise in to note books
Find out other ways of making suggestions
Look at the pictures to make suggestions
about how to save energy at home
Work in pairs to write down
Group A discuss the topic in 3a on P64 “ What
you do to help the poor in the neighborhood”
Groups B discuss 3 b on P 64 “giving
suggestions that help your friend to improve
English”
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Planning: 27-1-2010
Teaching: 9A1…………
9A2: ……………
Period: 45 Unit 7: Saving energy
Lesson 3: Listen
I. Teaching points:
By the end of the lesson students will be able to know more about solar energy by listening
By the end of the lesson students will be able to make and respond to suggestions
II. Teaching steps:
1. Organization : 9a1 : ………………………

9A2 ………………………
2. Check up : Student’s homewok
3. Content :
Teacher's activities Students' activities
1. Warm up
*Kim game
Gives some new words about the text and asks
students to remember the words in 20 second
? Work in 2 groups to write down
Give feed back
2. Pre listening
* Pre teach: New words
- solar (n)
- Solar panel (n)
- Nuclear power (n)
- in stall (v)
Checks: R.O.R
* T/ F statements predictions
Look at the post to remember the words to
write down
Work in 2 groups
Guessing the meaning of the words from
teacher's eliciting
Read and repeat
Copy them
Check R.O.R
Asks students to read the statements on P 60
? Work in pairs to guess T or F
3. While listening
Asks students to listen to the tape to check T or F

Gives feed back
Gets students to correct the F statements
*Gap fill
Asks students to look at the exercise 4 b on P 60
? Work in pairs to guess the word in blanks
Asks students to listen to the tape again to do
exercise
Gives feed back
4. Post listening
* Write it up
Asks students to write a passage (about 50 – 70
words) about solar energy, using information in
listening to write
? Work individually and then share with your
friends
5. Home work
? Do exercise in to note book
Read the statements on P 60
Work in pairs to guess T or F
Listen to the tape to check T or F
Correct the F statements
Look at the exercise 4 b on P 60
Work in pairs to guess the word in blanks
Listen to the tape again to do exercise
Write a passage (about 50 – 70 words) about
solar energy, using information in listening to
write
Work individually and then share with their
friends
Do exercise in to note book

*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period: 46 Unit 7: Saving energy
Lesson 4: Read
I. Teaching points:
By the end of the lesson students will be able to get general idea of reading through choose the best
summery and answering questions
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homewok
3. Content :
Teacher's activities Students' activities
1. Warm up
*Kim game
Give poster which have the words: electricity, gas,
America, present, bill, Earth, resources
? Look at the poster to remember the words in 20
seconds
?Work in 2 groups to write the words
Gives feed back
2. Pre reading
*Pre teach: New words
- Consumer (n)
- house hold (n)

- bulb (n)
- tumble dryer (n)
- innovation (n)
Checks R.O.R
* T or F statements
? Look at the T or F statements to read them
carefully
? Work in pair to guess T or F
3. While reading
Asks students to read the text carefully to check T
or F
Look at the poster to remember the words in 20
seconds
Work in 2 groups to write the words
Guessing the meaning of the words from
teacher's eliciting
Read and repeat
Copy them
Check R.O.R
Read T or F statements
Work in pair to guess T or F
Read the text carefully to check T or F
Correct the F statements
? If it is F how to correct?
Gives feed back
* Comprehension questions
Asks students to read the text to prepare answers
? Work in pairs to prepare
? Work in 2 groups to play game : Lucky numbers
Gives feed back

*Summery
? Read the text again to tell the best summery of
the passage
Gives feed back
4. Post reading
* Discussion
Gives question “why should we save energy ?”
? Work in 4 groups to asks and answer this
question
? The leader before the class to repost
5. Home work
? Do exercise in to note books
Read the text to prepare answers
Work in pairs to prepare
Read the text again to tell the best summery of the
passage
Work in 4 groups to asks and answer this question
The leader before the class to repost
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Planning: 2-2-2010
Teaching: 9A1…………
9A2: ……………
Period: 47 Unit 7: Saving energy
Lesson 5: Write
I. Teaching points:
By the end of the lesson students will be able to write a short, simple speech with clear organization and

present it in front of the whole class
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homewok
3. Content :
Teacher's activities Students' activities
1. Warm up
*Jumble words
latispe = plastic
taswe= waste
palec = place
teshe= sheet
tevoss =store
? Work in 2 groups
? Come to the board to write right words
Gives feed back
2. Pre writing
* Matching:
Gives table
A B
Work in 2 groups
Come to the board to write right words
Look at the table and read them
Work in pairs
Part of a
speech
1. Instruction
2. Body
3. Conclusion

Functions
A. Summing up what you
have said
B. Getting people’s attention
and telling them what you are
going to tall about
C. Giving details is easy to
understand language
? Work in pairs
? Match A with B
Gives feed back
1.C 2. B 3. A
* Ordering
? Work in 2 groups
? Put the sections in 6b on P 62 in the correct order to
form a speech
Calls some students to read a loud the speech
Calls students to present the speech before the class
naturally
Gives feed back
Gives answer keys
3. 2.1
3. While writing
*Writ it up
? Work in 4 groups
? Each groups flows each topic
? Group 1 write topic 1
Group 2 write topic 2
Group 3 write topic 3

Group 4 write topic 4
4. Post writing
*Correction
? Hang your posters
? Read them and find out mistakes
Gives feed back
5. Home work
? Do exercise in to note books
Match A with B
Work in 2 groups
Put the sections in 6b on P 62 in the correct order to
form a speech
Read a loud the speech
Present the speech before the class naturally
Work in 4 groups
Each groups flows each topic
Group 1 write topic 1
Group 2 write topic 2
Group 3 write topic 3
Group 4 write topic 4
Hang your posters
Read them and find out mistakes
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Planning: 2-2-2010
Teaching: 9A1…………
9A2: ……………

Period: Unit 7: Saving energy
Lesson 6: Language focus
I. Teaching points:
By the end of the lesson students will be able to use the connectives and, but, because, or, so, therer fore,
however and some phrasal verbs
II. Teaching steps:
1. Organization : 9a1 : ………………………
9A2 ………………………
2. Check up : Student’s homewok
3. Content :

Teacher's activities Students' activities
1. Warm up
* Bingo
Gives some verb and preposition
Look for
turn on
want for
listen to
look after
turn off
go on
talk to
? Write 5 verbs and preposition you want
? Listen to me and cross out the verbs and preposition
you heard in yours
Gives feed back
2. Activity 1: Exercise 1:
? Read the exercise 1 P 63 to use suitable verbs to
complete the sentences

? Work in pairs
Gives feed back
1. look after
2. go on
3. turn on
4. looked for
5. turn off
3. Activity 2. exercise 3
*Information transmitting
? Work 2 groups of 6 students
? I show the first student in each lines a sentence and
this student to whisper to the whole sentence to second
student in your line
Sentence 1: I suggest collecting waste paper
2: I suggest
4. Activity 3: Exercise 1
* Brainstorming
? Think of connectives that they’ve learn
? Write down the connectives
Gives feed back
? Work individually to do exercise Language focus 1 on
P 63
Gives feed back
1. and
2. but
3. because
4. there fore
5. or
6. and
7. hoverer

5. Home work
? Do exercise in to note book

Write 5 verbs and preposition you want
Cross out the verbs and preposition they heard from
the teacher
Read the exercise 1 P 63 to use suitable verbs to
complete the sentences
Work in pairs
Work 2 groups of 6 students
The first student in each lines a sentence and this
student to whisper to the whole sentence to second
student in their lines
Sentence 1: I suggest collecting waste paper
2: I suggest
connectives
and but because there fore
or and hoverer
Write down the connectives
Work individually to do exercise Language focus 1 on
P 63
Do exercise in to note book
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************

Connectives
and but because there fore
or and hoverer

Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period: 49 Check 45’
Preparing: 12 /3 /2007
Teaching: 14 / 3 /2007
I. Teaching points:
Review all the grammar they have learnt in unit 6 and unit 7 to do the text
Classification of students according to marks
B. Teaching steps:
I. Choose the best answer and fill in the blanks (3.0)
1. I want everybody to listen to me
a. care b. careful c. careless d. carefully
2. We feel very today.
a. happy b. happiness c. happily d. happen
3. I've looked my new pen everywhere and can't find it any where
a. at b. for c. up d. on
4. Solar energy doesn't cause
a. pollution b. polluted pollute d. pollutant
5. Where you go if you have a car?
a. have b. had c. will d. did
6 is a person who installs and repairs water pipes.
a. Electrician b. Carpenter c. Locksmith d. Plumber
II. Read the following and answer the questions.
Last week I had important interview for a job. I got up early and dressed carefully. I put on my best
jacket and trousers. I had to travel by train, so I walked to the station. It isn't far from my house. I was
walking quiet fast when I saw a man just a head paint. He didn't notice me as I walked past. Then he
turned suddenly and splashed my beautiful trousers! He had acted stupidly and he apologized, but the
damage was done. There was a big store on the corner, so I decided to buy a new pair quickly. I rapidly
found a nice pair, and it was quiet cheap. The shop was full so I paid hurriedly, grabbed my shopping- bag

and left. On The train, I went to the toilet to change. I took off my attained trousers and threw them out of
the window. Then I opened the bag to get my new ones, but all I found was a pink woolen sweater!
1. What did the writer had for a job?
2. Did the writer travel by train ?
4. What did the writer buy?
IV. Use the words given to write a letter of complaint. (2.0)
Dear Mr President,
1. I/ write/ the noise caused/ Karaoke shop/ near/ house/
2. They play/ music/ loudly/ so I / not study/ evening/ sleep/ night.
3. They/ should lower / volume / when/ it/ 9 PM
4. I/ look forward/ hear/ you/ and see/ how/ solve/ problem.
Sincere/ Tom baker.
III. Listen to the test then fill the missing words (1.5).
The first advantage of (1) is that it is infinite and readily available. For example, if only 1% of the
never ending solar energy (2) on the Sahara Desert could be converted into (3) power. It would supply all
the world projected energy (4) for the year 2020. Second, solar energy is the cleanest and safe of all
energy sources. In particular, solar energy (5) used to hydrogen gas as a replacement for (6)
natural gas and petrol.
(1) (2) (3) (4) . (5) (6)
IV. Give the correct form of the verbs in the brackets (2.0).
1. Many buildings in our city by solar energy in 2050 (heat)
2. I suggest coal to heat the house (burn)
3. If it rains, we at home (stay)
4. Last year, we some plastic bags (collect)
I. Choose the best answer and fill in the blanks (3.0)
1. I've looked my new pen everywhere and can't find it any where
a. for b. at c. on d. up
2. We feel very today.
a. happen b. happily c. happiness d. happy
3. Where you go if you have a car?

a. did b. will c. had d. have
4. Solar energy doesn't cause
a. polluted b. pollution pollute d. pollutant
5. I want everybody to listen to me
a. care b. careful c. careless d. carefully
6 is a person who installs and repairs water pipes.
a. Electrician b. Carpenter c. Locksmith d. Plumber
II. Read the following and answer the questions.
Last week I had important interview for a job. I got up early and dressed carefully. I put on my best
jacket and trousers. I had to travel by train, so I walked to the station. It isn't far from my house. I was
walking quiet fast when I saw a man just a head paint. He didn't notice me as I walked past. Then he
turned suddenly and splashed my beautiful trousers! He had acted stupidly and he apologized, but the
damage was done. There was a big store on the corner, so I decided to buy a new pair quickly. I rapidly
found a nice pair, and it was quiet cheap. The shop was full so I paid hurriedly, grabbed my shopping- bag
and left. On The train, I went to the toilet to change. I took off my attained trousers and threw them out of
the window. Then I opened the bag to get my new ones, but all I found was a pink woolen sweater!
1. What did the writer buy?
2. Did the writer travel by car ?
4. What did the writer had for a job?
IV. Use the words given to write a letter of complaint. (2.0)
Dear Mr President,
1. I/ write/ the noise caused/ Karaoke shop/ near/ house/
2. They play/ music/ loudly/ so I / not study/ evening/ sleep/ night.
3. They/ should lower / volume / when/ it/ 9 PM
4. I/ look forward/ hear/ you/ and see/ how/ solve/ problem.
Sincere/ Tom baker.
III. Listen to the test then fill the missing words (1.5).
The first advantage of (1) is that it is infinite and readily available. For example, if only 1% of the
never ending solar energy (2) on the Sahara Desert could be converted into (3) power. It would supply all
the world projected energy (4) for the year 2020. Second, solar energy is the cleanest and safe of all

energy sources. In particular, solar energy (5) used to hydrogen gas as a replacement for (6)
natural gas and petrol.
(1) (2) (3) (4) . (5)
(6)
IV. Give the correct form of the verbs in the brackets (2.0).
1. If it rains, we to school ( not go)
2. I suggest that we coal to heat the house (burn)
3. Many buildings in our city by solar energy in 2050 (heat)
4. Last year, we some plastic bags (throw)
Answer keys
I. Choose the best answer and fill in the blanks (3.0)
1. d. carefully
2. a. happy
3. a. at
4. a. pollution
5. c. will
6. d. Plumber
II. Read the following and answer the questions.
1. The writer had important interview for a job
2. Yes,
3. The writer bought a new pair
IV. Use the words given to write a letter of complaint. (2.0)
Dear Mr President,
1. I am writing to you about the noise caused that is from Karaoke shop near my house
2. They play music loudly so I cannot study in the evening and sleep at night.
3. They should lower volume when it is 9 PM
4. I am looking forward to hearing from you and seeing how to solve this problem.
Sincere Tom baker.
*Comment:
………………………………………………………………………………………………

………………………………………………………………………
*******************
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period 50: Unit 8: Celebration
Lesson 1: Getting started
Listen and read
Preparing: 14 / 3 /2007
Teaching: 16 / 3 /2007
Period 51: Unit 8: Celebration
Lesson 2: Speak
Preparing: 19 / 3 /2007
Teaching: 21 / 3 /2007
(§i thi gi¸o viªn d¹y giái ë tØnh t¹i thµnh phè §ång Híi)
Period 52: Unit 8: Celebration
Lesson 3: Listen
Preparing: 21 / 3 /2007
Teaching: 23 / 3 /2007
(§i thi gi¸o viªn d¹y giái ë tØnh t¹i thµnh phè §ång Híi)
Planning: 20-12-09
Teaching: 9A1…………
9A2: ……………
Period 53: Unit 8: Celebration
Lesson 4: Read
Preparing: 27 / 3 /2007
Teaching: 30 / 3 /2007
I. Aims of lesson:
Reading for details about children’s emotion on Father’s Day.
II. Objective:

By the end of the lesson, students will know more about the opinion, feelings, and memories of children
about their Father’s Day on the Father’ Day in the USA and an Australia.
III. Teaching aids:
Text books, cards and computer
I. Warm
up: (3’)
I. Pre
reading:
Pre teach
(27’)

II. While
read
* Kim game:
Gives some words on characters of men and on
the others and asks students to read and remember
them write them on the board.
generous, humorous, great, the best, laugh, heart,
feels, strong, wedding, tears
Asks some questions
? Do you love your father?
? Have you ever given any presents for him?
? When?
? How about your mother?
? When do you give presents for her?
? Do you have Father’ Day in Vietnam?
Ok, now we are going to read about Father’ Day
in Unit 8 Lesson 4.
1. New words:
Considerate: (a) ©n cÇn, chu ®¸o

(translation)
Priority: (n) quyÒn uu tiªn
(explanation: being earlier in time or order)
Distinguish: (v) ph©n biÖt
(translation)
Terrfic: (a) tuyÖt vêi
(Synonym: terrible)
Hug: (n) «m (khi chµo nhau)
(mine)
Asks students to read all new words again and rub
the words (not in order) Checks : What and Where
2. Guessing missing words
Shows three pictures to ask students some
questions
Picture 1:
? Who are they?
Picture 2:
? Who are they?
? Where are they?
Picture 3:
? Who are they?
? What are they talking about?
Now guess the missing words
What are the opinions, feelings and memories of
them about their fathers on the Father’s Day?
Rita’s father teaches her how (1) cry, laugh and
her feelings for her father are (2) that the word
love can’t describe them.
Jane missed and (3) her father very much. On her
(4) day he gave her (5) and never wanted to let

her go. But finally she had to leave him and start
her new life.
Bob’s father is the (6) in the world, and his
priority is always (7). Bob is (8) his father.
Asks students to read them and tell they are in
Vietnamese.
Asks students to guessing information then write
down on the board.
Asks students to read the three texts to check their
guesses.
Gives feedback
Checks: How do you know?
How can you correct?
Look through the words carefully to
remember then write them on the board.
Answer the teachers’ questions
- yes,
- yes,
- on his birthday
- love her very much
- on her birthday the day and Mother’ Day
- No,
Listen
Listen and guess the words from teacher’s
eliciting
Repeat in chorus and individually
Give meaning of the words
Copy the words
Check vocabulary: What and where - Read
the words again

- Come and rewrite
Look at the pictures and answer
- They are the father and his daughter.
May be she is Rita
- They are the father and his daughter
- They are in the wedding
- They are father, mother, daughter and
son
- They are taking about sense of humor
Go through the exercises
Work in groups of three students to guess
Work in 2 groups of 20 students to write
Read the three texts to check the guesses.
Give feed back
Answer
love, cry 2. so strong
loved 4. wedding
hug 6. the best
priority 8. proud of
III. Post
reading:
(15’)
Other activity to understand the three texts
carefully
2. Answer the questions:
a. Who do you think Rita sends this card to?
b. Is Jane’s father alive or dead? How do you
know this?
c. What quality makes Bob’s father different from
others?

d. What image of father can you draw from three
passages?
Asks students to read them and tell what they are
in Vietnamese.
Asks students to read the three texts again to
prepare their answer and play the game
Asks students to answer the questions: Luckey
numbers
1 2 3 4 5 6
a b c LN d LN
Let’s students to know more about Father’ Day
Gives last activity
3. More exercise
Father’s day
The United States is one of the few countries in
the world that has an official day on which fathers
are honored by their children. On the third Sun
day in June, fathers all across the United States are
given presents, treated to dinner or made to feel
special. The origin of father’s Day is not clear.
Some say that it began with a church service in
West Virginia in 1908. Others say the first father’s
Day ceremony was held in Vancouver. On this
day, if children can’t visit their fathers or take
them out to dinner, they send a getting card.
Gap fill
When Where activities of
children
Asks students to read the text to fill the
information

Asks students to work in groups of three
Asks students to write the information in 2 groups
of 20 students
IV. Home work
Asks students to write the feelings and memories
about your fathers. (about 50 – 100)
Listen
Go through the exercises
Read the three texts again to prepare the
answers
Play game in 2 groups of 20 students
Answer:
to her dad
He is possible dead. “how much you are
missed I now have children ”
His sense of humor
The best person in the word, teacher, a
friend
Read the text to get the information and
fill in the table
Work in groups of three
Write the information in 2 groups of 20
students
When Where Activities of
children
Third
Sunday
in June
In
1908

West
Virginia
Vancouver
Visit , take out to
diner, send a
cad
Write the feelings and memories about
their fathers. (about 50 – 100)
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Period 54: Unit 8: Celebration
Lesson 5: Write
Preparing: 2 / 4 /2007
Teaching: 4 / 4 /2007
I. Teaching points:
By the end of the lesson students will be able to write a letter to a friend to share their ideas
II. Teaching steps:
Teacher's activities Students' activities
1. Warm up
* Word square
Gives table
? Find the words the correct words
Find the words the correct words
Work in 2 groups
? Work in 2 groups
c e l e b r a t e m
s i f l j w d e d n
p k p o k r o g w k

e o n m m t p h e l
c g a l n y l j g o
t i a db u a k h p
t g a f o i s l j a
f i a g l o d p k s
i g i h f n f b n d
g h k j g m c m k h
Gives feed back
2. Pre writing
*Pre teach: New words
- enhance (v)
- have a day of (n)
- support (v)
- nation wide (adv)
Check: R.O.R
*Ordering
Gives poster
1. Give detail about
• When to celebrate, in what season, or what month? Why?
• How to celebrate: having parties. sending cards
• What special gift to give
• What special food to offer
2. State where or not you think your idea will be
supported and you hope the day will be celebrate nationwide
3. Tell your friend the reason for celebrating
? Read them and tell me what they are in Vietnamese
? Work in pairs to order them
Give feed back 1. 3 2. 1 3. 2
3. While writing
*Write it up

? Write individually to a friend to tell him / her about why they
want to celebrate mother’s Day or Father’s Day in Vietnam and
how to celebrate it. The outline on P 70 will help you
4. Post writing
* Correction
Takes some letters to correct
? Find out the mistakes
Gives feed back
5. Home work
? Do exercise in to note books
Guessing the meaning of the words from
teacher's eliciting
Read and repeat
Copy them
Check R.O.R
Read them and tell me what they are in
Vietnamese
Work in pairs to order them
Write individually to a friend to tell him /
her about why they want to celebrate
mother’s Day or Father’s Day in Vietnam
and how to celebrate it. The outline on P 70
will help them
Find out the mistakes
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************
Display on the board

1. New words
- enhance (v)
- have a day of (n)
- support (v)
- nation wide (adv)
2. Writing
Ordering
1. Give detail about
• When to celebrate, in what season, or what month? Why?
• How to celebrate: having parties. sending cards
• What special gift to give
• What special food to offer
2. State where or not you think your idea will be supported and you hope the day will be celebrate
nationwide
3. Tell your friend the reason for celebrating
*Write it up
* Correction
3. Home work
Period 55: Unit 8: Celebration
Lesson 6: Language focus
Preparing: 4 / 4 /2007
Teaching: 6/ 4 /2007
I. Teaching points:
By the end of the lesson students will be able to use relative clause
II. Teaching steps:
Teacher's activities Students' activities
1. warm up
Gives a poster
1. lofk – fold
2. ubcpli – public

3. tlaough – although
4. ppaenh – happen
? Work in 2 groups to write the right words
Gives feed back
2. Presentation
*Pre teach: New words
- compose (v)
- Culture
- occur (v) xay ra
- satisfy (a)
- jumper (n)
- lap (n)
Checks R.O.R
*Dialogue build
Gives the dialogue
A: Who is Lan
B: She is the girl who is wearing a blue shirt
A: What book are those?
B: They are novels which are written by a famous writer
Asks students to pactice the dialogue
Gives model sentences
She is the girl who is wearing a blue shirt
They are novels which are written by a famous writer
? Give form
? How can you use it ?
Gives feed back
3. Practice
*Work in pair
? Do language focus 1
? Have to join the sentences, using relative clause

? Work in pairs
Calls some pairs to practice before the class
Gives feed back
4. Further practise
* Picture drill
? Look at 2 pictures on P 71 to describe each of the people in the
pictures using Relative clause
Asks students to practice by steps
Gives feed back
5. Home work
? Do exercise in to note books
Work in 2 groups to write the right
1. words
2. fold
3. public
4. although
5. happen
Guessing the meaning of the words from
teacher's eliciting
Read and repeat
Copy them
Check R.O.R
Look at the dialogue to practice by steps
Who, which are replace pronoun
Who is used for people
Which is used for thing
Do language focus 1

Join the sentences, using relative clause
Work in pairs

Practice before the class
Look at 2 pictures on P 71 to describe each
of the people in the pictures using Relative
clause
Practice by steps
Do exercise in to note books
*Comment:
………………………………………………………………………………………………
………………………………………………………………………
*******************