giáo án tiếng anh lớp 9 soạn 2 cột tham khảo

Lesson plan English 9 School year: 2013- 2014
Date of planning : 7-1-2014
Date of teaching: 10-1-2014
UNIT 6: THE ENVIRONMENT
Period 37:Lesson 1: - Getting started (page 47)
- Listen and read (page 47, 48)
I.Aims and Objectives:
Help students read about the work of a group of conservationists and listening for details to complete.
Vocabulary: - deforestation (n): - Disappointed (by/about/at something) (adj):
- garbage dump (n): - dynamite fishing (n)- spraying pesticides (n) Sewage (n):
- Skill: + Target skill : Reading
+ Other skill: Listening, speaking, writing.
- Main teaching point: Grammar: Adj + that clause
- By the end of the lesson, students will know more about the environment problems and the solutions.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up.(5’)
2. Lead in.(1’) Can you tall the class some of the environment pollution in your country? What are thy?
How do you do to prevent them?
3. New lesson.
Activities The content of the lesson
Warm-up
(4’)
* Brainstorming:
- Ask students to think of the environment
problems in their city.
- Get students to go to the board and write
down their ideas.
Pre-teach
vocabulary(5’)

* Possible answers:
- The destruction of the forests.
- Rubbish/ garbage/ trash.
- smote from cars, motorbikes…
- smote from factories.
* Checking vocabulary: what and where
Write the words on the board, put one word on
each circle.
Set the scene
(1’)
- Have students repeat the words in chorus,
then rub out word by word but leave the circle.
- Go on until all the words are rubble out.
- Point to each circle and ask students to repeat
chorally the English words.
- Ask students to go to the board and write the
words again in their correct circles.
Text
(10’)
- Ask students to look at the six pictures on
Air pollution dirty street
I. Vocabulary.
- deforestation (n): sự tàn ph¸ rừng
- garbage dump (n): đống rác
- dynamite fishing (n): việc đ¸nh bắt c¸ bằng thuốc nổ
- spraying pesticides (n): việc phun thuốc sâu
- Disappointed (by/about/at something) (adj): thất vọng,
buồn rầu
- Sewage (n): nước thải, nước cống
II. Text.

1. Matching
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.
Author: Le Thi San School: Trung Kenh secondary school
53
Environmental
problems in our
city
Disappoin
ted
Deforestation
Dynamite
fishing
Sewage
Spraying
pesticides
page 47 in their text books.
- Ask them to match the words in the box with
the correct picture.
- Ask students to keep the books closed.
* Set the scene: Mr. Brown is talking to some
volunteer conservationists. Guess the place
where they are going to work
- Give students 1 minute to guess
- Give feedback
- Ask students to open their books and read the
text on page 47-48

- Let students check their prediction
* Answer keys:
- Ask students to match the names in column a
with the activities in column B (exercise 2a on
page 48)
- Ask them to read the text again and work in
pairs to match.
Do comprehesion
(10’)
II. Comprehension questions
- Ask students to work in pair to answer the
question on page 48 (exercise 2b)
- Let students read the text again and answer
the questions.
- Give feedback
- Ask students to work in closed pairs.
* Listening:
- Ask students to complete the notes about the
reasons why ocean is polluted by listening to
the tape.
New target items
(5’)
- Let students listen twice/ three times.
- Give feedback.
* Answer keys:
1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea
3. Oil is washed from land.
- Picture e: deforestation
- Picture f: dynamite fishing

2. Matching
* Answer key:
Group 1: f. walk along the shore
Group 2: e. check the sand
Group 3: b. check among the rock
Mr. Jones: a. collects all the bags and
takes them to the dump.
Mrs. Smith c. Provide the picnic lunch for
everyone.
Mr. Brown d. give out the bags
3 Questions and answer:
- Who is the speaker?
(The speaker is Mr. Brown)
- Who are the listeners?
(The listeners are (members of) the volunteer
conservationists)
- Where are they?
( They are on the beach)
- What are they going to do?
( They are going to lean the beach)
- What will they achieve if they work hard today?
( If they work hard today, they will make the beach
clean and beautiful again soon)
- Have you ever done anything similar? If yes, what did
you do?
Where did you do it?
(Yes, I have. We clean our school/the pair/street. We
collected the rubbish and take them to the garbage
dump)
- If the pollution continues, what might happen?

(If the pollution continues, the environment around us
won’t be good and it will be harmful to our health, our
life)
III. Grammar.
1.Examples
a. If you can’t find your place, I will help you get there
with this map.
b. I’m disappointed that people have spoiled this area.
Forms:
a, Conditional sentence type I. To express a condition
happened in the present or future.
If clause ( present simple) , Main clause( future simple)
b. Adj + that clause: To express someone s opinion, ’
idea and thought about a problem or situation
S + be+ Adj + that clause
4. Summary(1’): Sum up the main content of the lesson
5. Homework(1’): Write fives sentences using the conditional sentence type I and 5 about Adj + that
clause.
Prepare the new lesson U 6 Lesson 2 : Speak
54
Lesson plan English 9 School year: 2013- 2014
Date of planning: 7-1-2014
Date of teaching: 10-1-2014
UNIT 6: THE EMVIRONMENT
Periods 38: Lesson 2: - Speak
I. Aims and Objectives:
Help students Practice speaking (to persuade people to protect the environment)
Vocabulary: - Prevent (v): - Reduce (v): - wrap (v): bao bọc (mine)
- faucet (n):- leaf (n): leaves (pl.)
- Skill: + Target skill : Speaking

+ Other skill: Listening, Reading, writing.
- Main teaching point: Grammar: Expression to persuade the other
- By the end of the lesson, students will be able to persuade their friends to protect environment
II. Teaching aids.
Textbook, disc, poster .
III. Procedure.
1. Check up(5) Have two ss do exercise 1 page 54
2. Lead in(1) Are there any pollution in your village? How do you do with this matter? How do you
persuade other to prevent pollution?
3. New lesson.
Activities The content of the lesson
Pre-speaking
(7)
* Jumble words:
- Divide the class into two team. Students
from to teams go to the board and write the
correct words.
- The team which writes more correct
words fists wins the game.
* Checking vocabulary:
- Put the new words all over the board,
each word in a circle.
Whle-speaking
(15)
- Call two students or two teams (6
students for each team) to the from of the
class. Ask them to stand at an equal
distance from the blackboard.
- Teacher calls out some of the new words
on Vietnamese in a loud voice; the two

students must run forward and slap the
word on the blackboard. The one who slap
the right word first is the winner.
- Ask 2 more students to come forward, etc
until all the words are slapped.
- Ask students to complete the expressions
in column A by using one of the lines in
column B (page 49) then compare with
their partners.
- Have students match the lines in column
B with an expression in column A so that
they have sentences of persuasion
* Use: Express persuasion
I. Pre-teach vocabulary
- Prevent (v): ngăn chặn , phòng ngừa
- Reduce (v): giảm , làm giảm
- wrap (v): bao bọc, gói
- fauce (n): cái vòi nớc
- leaf (n): leaves (pl.) lá cây
II. Speaking
1. Expression using to presuade the other
I think you should
Wont you
It would be better if
you

+ INFINITIVE
Author: Le Thi San School: Trung Kenh secondary school
55
Reduce

Leaf
Wrap
Faucet
Garbage
bin
1. uadepse
2. beaargg
3. roderpvo
4. lupotilon
5. duproce
6.paispoidednt
=
=
=
=
=
=
Persuade
Garbage
Provide
Pollution
Produce
Disappointed
III. Practice speaking
- Each student’s calls out one of their
sentences unstill all sentences are finished.
IV. Questionnaire
- Let students work in pair to answer to the
questions in the questionnaire.
- Give feedback, teacher can write some

possible answer on the board so that weak
students can follow.
- Ask students to practice asking and
answering.
- Ask the whole class to work in pairs.
* Possible answer:
* Exhibition:
- Divide the class into 4 groups, each group
has a secretary. Ask them to discuss the
question: “What you do to protect the
environment”.
- The students in groups have opinions, the
secretary writes down.
- Gets students to use the ideas in exercise
3a, b.
Post-speaking
(10’)
- After finishing, the students stick the 4
posters on the wall. They can go around the
class and read 4 posters.
- Give feedback.
Can I persuade you
to
Why don’t you
Why not
What / how about + V-ing ?
2. Example:
S1: I think you should use banana leaves to wrap food.
S2: Won’t you use banana leaves to wrap food?
S3: Why don’t you turn off the lights before going to bed?

S4: It would be better if you go to school or go to work by bike.
S5: Can I persuade you to check all the faucets before going
out?
S6: Why not put garbage bins around the school yard?
S7: I think you should use public buses instead of motorbike.
S8: What about using public buses instead of motorbike?
S9: ……………………….
Questionaire: Protecting th environment
1. How can we save paper?
* I think you should recycle used paper, newspapers
* Why don’t you use banana leaves for wrapping?
* Won’t you write on both sides of plastic bags?
2. How can we use fever plastic bags?
* How about cleaning and reusing them?
* Why not use paper bags instead of plastic bags?
3. How can we reduce water pollution?
* It would be better if you don’t throw waster and garbage into
streams, lakes or rivers and even ocean.
4. How can we prevent littering?
* I think we should put garbage bins around the school yard.
* Why don’t you throw all garbage in waster bins?
5. How can we reduce air pollution?
* Can I persuade you to go to school by bike?
* Why not use private vehicles less?
6. How can we reduce the amount of garbage we produce?
* Won’t you try to reuse and recycle things?
4. Summary(1’): Sum up the expression using to persuade the other
5. Hoework(1’): Write a passage about 100 words to persuade the other to protect the environment
Date of planning: 14-1-2014
Date of teaching: 17-1-2014

UNIT 6: THE ENVIRONMENT
Period 39:Lesson 3: Listen (page 50)
I.Aims and Objectives:
- Helpinng students listen to the report on how our oceans are polluted .Then complete the notes.
Developing the listening skill.
- Vocabulary: to pump, to drop, raw sewage, oil, a vessel, to wash,
- Skill: + Target skill : Listening
+ Other skill:, Reading, speaking, writing.
- Main teaching point: Grammar: Listen for specific information
56
Lesson plan English 9 School year: 2013- 2014
- By the end of the lesson , students will be able to listen to the report on how our oceans are polluted .Then
complete the notes.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1 Check up (5’) Have two students to read their passage before the class
2 Lead in (1’). Have your heard about the pollution in the ocean? How are Oceans polluted? Today we
‘ll listen to the report and find out how tey are polluted.
3 New lesson.
Activities The content of the lesson
Pre-Listening
(10’)
Warm up: have ss 5 minutes to find out how the
environment is polluted and how to protect it
from pollution.
Present some new vocabulary.
Examle
Mime
Translation

Realia
- Have students work in pairs to foind out how
our oceans are polluted.
- Ask some to speak out before the class
- TWC and ive feedback
While-Listening
(17’)
- Have students listen to the tape twice to check
their guess
- Listen again to check the answers
Post-Listening
(10’)
- Work in pairs to discuss to find out how to
solve this matter.
- TWc and check.
I. Vocabulary.
to pump, b¬m (níc)
to drop, th¶ ,nÐm
raw sewage, níc th¶i sèng( cha qua sö lÝ)
oil, dÇu má
a vessel, tµu chë dÇu
to wash, röa
II. Listening
1. Guessing.(Fill in the blanhks)
How the ocean is polluted
Firstly: raw sewagew is pumped directly into the sea
Scendly: ___(1)__dropped into the sea
Thirly: oil spills______(2)________
Next: __________(3)_______-
Finally: _______(4)______________

Keys:
1. gabbage is …………………
2. ……….come from ships at sea
3. Waste materials come from factories
4. Oil is washed from the land.
4. Summary(1’): Sum up the main way to pollute the oceans
5. Homework(1’): Write a passage about 100 words about the sollution of oceans p[olluted.
Prepair the new lesson Unit 6 Lesson 4 Read.
Date of planning: 14-1-2014
Date of teaching: 17-1-14
UNIT 6: THE ENVIRONMENT
Period 40:Lesson 4: Read
I.Aims and Objectives:
- Helpinng students read a poem about the environment. Developing the reading skill.
Vocabulary: - Junk yard (n): - treasure (n): - Hedge (n): - nonsense (n): - Foam (n):
- Skill: + Target skill : Reading
+ Other skill:, Listening, speaking, writing.
- Main teaching point: read for details
- By the end of the lesson, students will be to understand a poem about the environment
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up.(5’) Have two students to read their passage before the class
Author: Le Thi San School: Trung Kenh secondary school
57
2. Lead in.(1’) Have your evar read a poem about the environment? Can you read now? Today we ‘ll red
a poem about the environment.
3. New lesson.
translation and ask “what’s this in English?” (the
whole class answer chorally)

- When all the English words are rubbed out, go
through the Vietnamese list and get students to call
out the English equivalent.
- If there’s time; get students to come to the board
and write the English words again.
- Give students two questions and ask them to answer
before reading the poem.
* Set the scene:
Two people are going on the picnic. They are talking
about the pollution.
- Have students work impairs to guess the answers.
- Give feeback
Post reading
(7’)
- Have students read the poem and check their
answers.
- Ask students to practice asking and answering the
questions in pairs.
- Have students practice guessing the meaning if the
words by matching each word in column A with an
appropriate explanation in column B.
- Show 5 questions (from 1-5) on page 51.
- Get students to work in pairs to answer the
questions.
* Discussion:
- Divide the class into four groups
- Have students discuss the question:
“What could you do in your house to minimize
pollution?”
3. treasure

4. foam
5. stream
6. hedge
7. folk
b. people
c. a piece of land full of rubbish.
d. a flow of water
e. mass of bubbles of air gas
f. valuable or precious things
g. reaches of state of.
* Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b
3. Comprehension questions
* Answer key:
1. According to the mother, what will happen of the
pollution goes on?
- If the pollution goes on, the world will end up like a
second hand junk yard.
2. Who does the mother think pollute the
environment?
- The mother thinks other folk pollute (are
responsible for the pollution of) the environment but
not her or her son.
3. What will happen to the boy if he keeps on asking
his mother such questions?
- His mother will talk him home right away
4. Do you think the boy’s question is silly (line 9-
10)? Why not?
- No. Because he is right; if he throws the bottles that
will be polluting the woods.

5. What does the poet want us to learn about keeping
the environment unpolluted?
- The poet wants us to learn that everyone is
responsible for keeping the environment from
pollution.
4. Summary(1’): Sum up the main content of the poem.
5. Home work(1’)- Ask students to write 5 things that they have to do to keep the environment unpolluted.
- Prepair the new lesson Unit 6 lesson 5 Write
58
Lesson plan English 9 School year: 2013- 2014
Date of planning: 21-1-2-14
Date of teaching: 24-1-2014
UNIT 6: THE ENVIRONMENT
Period 41:Lesson 5: Write
I.Aims and Objectives:
- Helpinng students Write a letter of complaint. Developing the writing skill.
- Vocabulary: - complain (v): complication (n)- resolution (n)- float (v):- prohibit (v):
- Skill: + Target skill : Writing
+ Other skill:, Reading, speaking,. Listening
- Main teaching point: Write a letter
- By the end of the lesson, students will be able to write a complaint letter
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up(5’). Have 5 students to write things to protect the environment
2. Lead in(1’) Have your write a letter? How did you write? Today we ‘ll deal with this matter.
3. New lesson.
Activities The content of the lesson
3.1.Pre writing
(5’)

* Categories:
- Ask students to find out the verbs
beginning with the letter that teacher gives.
- Divide the class into groups.
- Give four, five letters at the same time,
students are to find out four/five verbs
beginning with four/five letters given.
- The team which finish first gets one mark
Example:
* Checking vocabulary: rub out and
Remember
3.2.While writing
(20’)
- Get students to copy the words in their
books and then ask them to close their
books.
Rub out the new words one at a time. Each
time you rub out the word in English, point
to the Vietnamese translation and ask
“What’s this in English?” When all the
English words are rubble out, go thought the
Vietnamese list and get students to call out
the English words. (If there’s time, get
students to come to the board and write the
English words again.)
- Ask them to keep their books closed
- Provide students five section of a
complaint letter (with their definitions) in
random order.
- Get them to put the sections in a correct

order.
- Have students read the letter on page 52
* Set the scene:
Mr. Nhat wrote a letter to the director of L &
T
Writes:
S
Writes:
T
Writes:
S
Writes:
a
add
s
study
m
meet
b
borrow
t
talk
n
nod
c
cut
u
use
o
open

d
drive
v
value
p
put
I. Pre-teach vocabulary
- complain (v): phµn nµn
complication (n): ®iÒu g©y r¾c rèi
- resolution (n):¸nù quyÕt t©m
- float (v): tr«I næi bång bÒnh
- prohibit (v): ng¨n c¶n ng¨n cÊm
II. Writing.
1. 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: makes a suggestion.
* Answer key:
1-b
2-d
3-e
4-a
5-c
2. Reading and matching
R I would suggest your company to tell your
drives to clear up all the trash on the
ground before leaving.
S I am writing to you about the short stop of

your trucks around my house on their way
to the North
Author: Le Thi San School: Trung Kenh secondary school
59
P Company in Ho Chi Minh City. The five
sections of the letter are not in the right
order. Label each section with the
appropriate letter: S, C, R, A or P
- Ask students to work in pairs.
- - Give feedback: call on a student to read
aloud the letter (in the correct order).
Teacher gives ideas if necessary.
* Answer key:
Dear Sir/Madam
- Let students read the production 6b on
page 53.
- Ask some questions to make sure the
students know what there have to write.
- Ask students to write the letter
individually.
- Get students to share with their partners
and correct if possible
- Move around the class and help students
3.3.Post writing
(7’)
- Call on some students to read aloud their
letter.
- Give feedback, correct some letters before
the class. T can write the mistakes (spelling;
grammar ) on the board.…

A I look forward to hearing from you and
seeing good response from your company
C When the trucks of your company have a
short break on the streets around my
house, the drives have left lots of garbage
on the ground after their refreshment.
When the trucks leave the place, the
ground is covered with trash and few
minutes later there is smell and flies.
P Sincerely,
Tran Vu Nhat
3. Questions:
a. What do people do in the lake behind your house these
days?
( They begin to catch fish)
b. What makes you worried?
( They use electricity to catch fish)
c. To whom do you write the letter to?
(We write to the head of the local authorities)
d. What suggestion do you want to make?
(We suggest the local authorities should prohibit and fine
heavily any one using electricity to catch fish).
e. Any future plant you want to make?
( We look forward to seeing the protection of environment
from the local authorities)
4. Sample:
Dear Mr. President.
I am writing to you about the catching of fish of many people
in the lake behind my house.
I am very worried because they use electricity to catch fish.

After a short time, they leave the lake; a lot of small fish die
and float on the water surface.
I would suggest the local authorities should prohibit and fine
heavily anyone using this way of catching fish. I look forward
to hearing from you and seeing the protection of environment
from the local authorities.
Sincerely
4. Summary(1’): Sum up th five sections of the complaint letter
5. Homework(1’)- Ask students to write their letter in their notebooks.
- Prepair the new lesson unit 6 lesson 6 Language focus
Date of planning: 21-1-2014
Date of teaching: 24-1-2014.
UNIT 6: THE ENVIROMENT
Period 42: Lesson 6: Lnguage focus
I.Aims and Objectives:
- Helpinng students further practice in Adjectives and adverbs , Adverbs clauses of reason, Adjective + that
clause and Conditional sentences type 1
- Vocabulary: Revised
- Skill: + Target skill : Writing.
+ Other skill:, Reading, speaking, Listening
- Main teaching point: Adjective + that clause and Conditional sentences type 1
- - By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that
clause
II. Teaching aids.
Textbook, disc, poster .…
60
Lesson plan English 9 School year: 2013- 2014
III. Procedure.
1 Check up.(5’) Have two students to read their letters before the class
2 New lesson.

Activities The content of the lesson
2.1.Practice 1
(10’)
-Prepare twelve cards with numbers on one side and
the adjectives (6 cards), adverbs (6) on the other side.
- Make sure the adjectives are mixed up.
- Stick the cards on the board so students can only
see the number.
- Divide the students into two teams and ask them to
choose two numbers.
- Turn the cards over and see if they match.
I. Adjectives and adverbs
Adj

Adv
Adj + ly

Adv
Adj _y

i + ly = Adv
Irregular.
Good

well
Early

early
Hard


hard
Fast

fast
Late

late
Adjective + that clause
Ba: Dad! I got mark 9 on my text
Father: That’s wonderful. I’m pleased that you are
working hard.
2.2.Practice 2
(10’)
Eg: happy – happily, give them on mark. If not,
tune the cards obvert again and ask the next team to
choose numbers.
- Continue until all the cards are finished.
EXERCISE 1:
* From the result of the game, sts give the formation
of adv of manner.
Adj + LY Adverb of maner–
- T. asks sts to do the exercise (p 51-1) in groups.
- T gives the answer keys.
- T. asks sts to tell the positions of adj – adv
EXERCISE 2:
* Revision of adverb clauses of reason with because,
since, as: Give two sentences and ask students to
combine them into one.
Example: a) Nam goes to school late.
b) He missed the bus

 Nam goes to school late because he missed.
* Ask students to use other words for BECAUSE
ANSWER: SINCE or AS
- Have students to language Focus 2 exercise on
page 54-55
- Let students work in park and join the pair of
sentences together using, Because, Since or As.
Practice 3
(10’)
- T: call on some students to read aloud their
sentences.
- T: correct the sentences.
G ive feedback.
 adjective + that clause
To express some one thought, feeling, emotion, …
about a problem or a situation.
Ex: Complete sentences.
1.That’s wonderful. I’m (pleased /work hard)…
2. He’s .(excited/go/Da lat)……………
3. We (sorry/break/bike)…………
4. They 9disappointed/not phone)…
5. She (amazed/win the first prize)……
II. Adverbs clauses of reason,
Exaple: Ba is tired because/since/as he stayed up late
ast night.
Adverb clauses reason
- Begin with Because/Since /As to poin out the reason
why some one or thing happened
Exercise. Join the pairs of the sentences together. Use
because/since/as

1. I have a broken leg. I fell over while I was
playing basketball.
2. She’s going to be late for school. The bus is
late.
3. I broke the cup. I was careless.
4. I want to go home. I feel sick.
5. Nga is hungry. She hasn’t eaten all day.
III. Conditional sentences type 1
.
If we pollute the water, we will have no fresh water to
use.
If + main clause, subordinate clause
(Simple present tense) (will / infinitive)
* Matching:( Page 56 Exercise 4)
4. Summary(2’): Sum up the language items
5. Home work(1’): - Write – it – up
- Prepair the new lesson unit 7 lesson 1
Author: Le Thi San School: Trung Kenh secondary school
61
Date of planning: 4-2-2014
Date of teaching: 7-2-1014
UNIT 7: SAVING ENERGY
Period 43: Lesson 1: Getting started + Listen and read
I. Objectives:
- Hep students understand the content of the text and know how to say energy
and give and respond to suggestions.
- Vocabulary: - the wwater bill, a plumber, a crack, a dripping faucet, to turn off:
- Skill: + Target skill : Reading
+ Other skill:, , speaking,. Listening Writing
- Main teaching point: mke suggestions

- By the end of the lesson, students will be able to understand the dialogue and know how to make suggestions
II. Teaching aids.
Textbook, disc, poster .
III. Procedure.
1. Check up. Have 5 students to write things to protect the environment
2. Lead in. Have your write a letter? How did you write? Today we ll deal with this matter.
3. New lesson.(40minutes)
Activities The content of the lesson
Warm-up
5
- Sing the song Turn on Turn off (based on Stand
up Sit down)
- Teacher shows the pictures and asks Ss to tell about
these 2 rooms:
Pre-teach 5
+ Is there any one in the bath-room/ living-room?
+ Is the TV on?
+ Who is watching TV/ listening to the radio?
+ Who is using water?
+ How about the lights/ the water in the bath-room?
- SS answer
Set the scene 2
- Teachers says: Wasting energy
+ What should we do?
+ Should we turn the TV off then we go out of the room?
+ What should we to do save energy?
Dialogue 10
- T introduces section listen and read
- T explains a few new words that Ss need for the
dialogue.

+ Enormous (adj): very big
+ Turn on (phr.v) # Turn off (phr.v)
Waste (v) # Save (v)
- Ss listen to tape (books closed)
- Ss listen to tape (books opened)
- Ss practice the dialogue in pairs.
* True- False statements (group work)
- Ss reread the dialogue & do the
I. Vocabulary.
- the water bill, hoá đơn iền nớc
a plumber, thợ sửa ống nớc
a crack, chỗ rò rỉ
a dripping faucet, vòi nớc rỉ
to turn off: tắt, ngắt
II. Dialogue
a. True or false.
1 T 2 T 3 F
4 F 5 T
3=> Mrs Ha has not checked
4=> Mrs Mi suggests .a plumber
b. Answer.
1/ What is Mrs. Ha worried about?
- Her most recent water bill
2/ Why is Mrs. Ha worried?
Because Its enormous
3/ Which sentences tell you that Mrs. Mi advises
Mrs. Ha to save money?
Get a plumber to make sure that there are no
cracks n the pipes
4/ What does Mrs. Mi advise Mrs. Ha to do?

Taking shower
62
Lesson plan English 9 School year: 2013- 2014
Comprehesion 10’
exercise
- Ss exchange their works with a parser
- Feedback: T asks, Ss answer
For the False statements, T asks Ss to give the correct
ones.
* Comprehension:
- Ss work in pair to answer the question:
- Fill in the blanks with correct words (group work)
Grammar 8’
- Free practice: about saving energy (pairs)
Write 5 sentences about saving energy
III. Grammar.
1. I suggest taking shower.
2. Remember to turn off the faucets
= > Making suggestions
S + suggest + V ing.
= > Phrase verbs
V + adv
prep
To turn off
To turn on
To look after
4. Summary: Sum up the new target item
5. Homework: Do exercise 1& 2 in the work book
Leran by heart Vocab
Prepare the new lesson Unit 7 Lesson 2

Date of planning: 3-2-2014
Date of teaching: 7-2-2014
UNIT 7: SAVING ENERGY
Period 44: Lesson 2: SPEAK
I.Aims and Objectives:
- Helpinng students make suggestions about how to save energy
- Vocabulary: instead of, to turn down, to hang, to turn off,
- Skill: + Target skill : speaking,
+ Other skill:, Reading,. Listening&Writing
- Main teaching point: Make suggestions
- By the end of the lesson, students will be able to make suggestions and responses about how to save energy
II. Teaching aids.
Textbook, disc, poster.
III. Procedure.
1. Check up. Have 5 students to write things to protect the environment
2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter.
3. New lesson.(40minutes)
Activities The content of the lesson
Author: Le Thi San School: Trung Kenh secondary school
63
Pre-speaking
6’
- Supposing a situation: It is in the morning and the weather is cool. All
the fans in the classroom are on. Ask students what would do to save
energy in the case  Giving suggestions.
- Asking students to give on the suggestions Mrs. Mi gives to Mr. Ha
in the previous lesson.
- Reminds Sts of the structures they have learnt that are used to give
suggestions. (What about / Why don’t we / Let’s /)… … …
While-speaking

26’
- Asking students to open the textbooks. Page 58, part 2 – Speak and
to add some mores structures, paying more attention on the two
structures using “should”.
- Asking students how to response a suggestion (Agree and Disagree)
+ Agree: OK/ That’s a good idea/All right
+ Disagree: No. I don’t want to/ I prefer to/ Let’s …
- Conducting repetition these structures among the students.
- Asking some pair to perform before the class and checking
(pronunciation, grammar)
* Predicting the activities: asking students to predict the activities for
each pictures that are for saying energy (more than one activity for
each picture is fine_ = page 59
- Checking before the class
* Pair work: Giving suggestions and responses out if these activities.
- Checking before the class.
* Group work: Students workings in groups of 4, playing the roles of
A, B, C and D
Post-speaking
8’
- Some groups forming before the class.
- Explaining the task of this activity.
- Students working in groups of 4 again, working out a similar
exchange to save energy foot their class, using the expressions and
ideas in the previous activities.
Some groups performing the class then checking.
I . Vocabulary.
instead of, thay v×
to turn down, gi¶m, vÆn nhá
to hang, treo

to turn off, t¾t
II. Speaking
Suggestion
I suggest + V ing…
I think we should………
Shall we… ?
Why don’t we/you……………?
How about + Ving…… ?
What about + Ving…… ?
Let’s………………
I suggest that we/ you
should……
Response
Ok!
That’s a good idea
All right.
No, I don’t want to.
I prefer to…….
Let’s………….
Example:
A: Why don’t you turn off the
faucet after use?
B: All right.
4. Summary: Sum up the expressipon to make suggestion
5. Homework:- Asking students to compare the two sources of power: “solar energy and nuclear energy”,
which is better, more convenient, easier to exploit, etc.
- Prepare the new lesson Unit 7 lesson 3
Date of planning: 11-2-2014
Date of teaching: 14-2-2014.
UNIT 7: SAYING ENERGY

Period 45:Lesson 3: -Listen
I.Aims and Objectives:
- Helpinng students listen to the news on solar energy
- Vocabulary: solar energy, nuclear power, to provide, to heat, a solar panel
- Skill: + Target skill : Listening
+ Other skill:, Reading, speaking,. Writing
- Main teaching point: Listen for details
- By the end of the lesson, students will be able to know more about solar energy by listening.
II. Teaching aids.
64
Lesson plan English 9 School year: 2013- 2014
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things to protect the environment
2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter.
3. New lesson.(40minutes)
Activities The content of the lesson
Pre-listening
10’
* Information transmitting:
- Divide class into two teams
- Choose six volunteers from each team.
- The volunteers stand in two lines. The
teacher shows the first student in each line a
sentence.
- The first students whisper the whole
sentences to the second students in his / her
line.
- The second student whispers to the third
and so on.

While listening
15’
- The last students shout out the sentence,
(or write it on the board) if it is the same as
the sentence teacher shows, that team wins
the match.
* Sentence 1: I suggest collecting waste
paper.
* Sentences 2: I suggest practicing English
every day.
- Call on two students or 2 teams of students
to the front of the class.
- Make sure they stand at an equal distance
from the board
- Call out one word in Vietnamese, the 2
students much run forward and slap the
correct word on the board. The one who
slaps first is the winner.
- Continue to ask 2 more students to come
forward.
- Go to until students have slapped all the
words.
- Ask students to look at the statements on
page 60 (4a)
- Have they work in pairs and guess which
statements are true and which one are false.
- Get students to correct the false statement
* Answer keys:
Post-listning
15’

- Give feedback
- Have students listen to the tape again and
fill in the gaps. If students can’t finish, let
them listen once more.
* Write it up:
- Have students write passage (about 100
words) about solar energy, using the
information in the two exercises above
I. Vocabulary.
solar energy, n¨ng lîng mÆt trêi
nuclear power,n¨ng lîng h¹t nh©n
to provide, cung cÊp
to heat, lµm nãng
a solar panel tÊm pin n¨ng lîng mÆt trêi
II. Listening.
A. True – False statements prediction
1. Solar energy can be cheap and clean
2. Most of our electricity now comes from nuclear power.
3. The solar energy that gets to the Earth cannot provide
enough power for the world’s population.
4. Solar energy can be used on cloudy days.
5. All buildings in Sweden will be heated by solar energy in
2050
1. T

2. F

Most of our electricity comes
from the use of coal, gas, oil or
nuclear power.

3. F

1% of the solar energy that gets
to the Each can provide enough
power for the world’s
population.
4. T

5. F

They will be heated by solar
energy in 2015.
B. Answer keys:
1. The Sun can be an effective source of power
2. Solar energy doesn’t cause pollution
3. A lot of countries in the world are already using solar
energy
4. It is possible to store solar energy for a number of days.
5. Solar panels are installed on the roof of a house to receive
the energy from the Sun
6. We can save natural resources by using solar energy instead
of coat, gas and oil
* Sample:
Most of our electricity now comes from coal, gas, oil, or
nuclear power. The sun could provide this power so many
countries are already using energy. Only one percent of the
solar energy that gets to the Earth can provide enough power
for the work’s population. Solar energy is a cheap, clean
effective source of power that doesn’t cause pollution or waste
natural resources.

There’s an advanced solar energy program in Sweden. It is
said that by the year of 2015, all building in Sweden will be
heated by solar energy and cards will use solar power too.
We hope that there is such a program in Vietnam. We can save
natural resources such as coal, oil, gas by using solar…
energy. And every house hold in Vietnam has hot water in
Winter without paying money.
Author: Le Thi San School: Trung Kenh secondary school
65
4. Summary: Sum up the information abpout solar energy,
5. Homework: write – it – up
Prepare the new lesson Unit 7 Lesson 4.
* Tape transcript:
“Are you using looking for cheap, clean, effective source power that doesn’t cause pollution or waste natural
resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the
use of coal and gas, oil or nuclear power. This power could be provide by the sun. One percent of the solar
energy that reaches the Earth is enough to provide power for the total population.
Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun’s
energy is used to heat water. The energy can be stored for a number of days, so on cloudy days you can use
solar energy too.
Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars
will use solar power instead of gas by the year 2015”
Date of planning: 11-2-2014
Date of teaching: 14-2-2014
UNIT 7: SAVING ENERGY
Period 46 ; Lesson 4 : Read
I.Aims and Objectives:
- Helpinng students read the text about energy saving
- Vocabulary: a luxury, a consumer, a product, an energy-saving bulb, effectively(adv), efficency(adj)
- Skill: + Target skill : Reading

+ Other skill:, , speaking,. Listening Writing
- Main teaching point: Read for details
- By the end of the lesson, students will be able to know how European countries save energy.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things to save energy.
2. Lead in. Have you ever do thngs to save energy ? How did you do? Today we ‘ll deal with this matter.
3. New lesson.(40minutes)
Activities The content of the lesson
Pre-reading (8 )’
- Show this picture and ask sts:
“What does this picture advertise for?” 
energy – saving bulb
- Ask sts to tell the advantages of energy –
saving bulb
- Have sts read the passage silently and find out:
While-reading (20 )’
+ How many paragraphs
+ The main idea of each paragraph
- Have some sts read the text loudly
- Ask sts to choose the best summary of the
passage
- Have sts work in pairs to find out the answers of
questions page 61 (text book)
- Ask sts to make questions and answer  give
feedback
Post-reading (12 )’
- Ask sts to work in groups, discussing the
ways to spend less on lighting then write these

ideas on the poster.
- Have sts exchange posters and choose the best
poster
I Vocabulary.
a luxury, ®å xa xØ
a consumer, kh¸ch hµng
a product, ss¶n phÈm
an energy-saving bulb, bãng ®Ìn tiÕt kiÖm ®iÖn
effectively(adv), cã hiÖu qu¶
efficency(adj) hiÖu suÊt cao
II. Reading.
1. Which is the best summary of the passage.
=> 3. North America and European countries are
interested in saving money and natural resources.
2. Answer.
=>1 . They are interested in products that will not only
work effictively, but also save money.
=>2. We can replace an ordinary 100-watt bulb with an
energy-saving bulb.
=> 3. She will only pay US$ 2 for llighting.
=> 4. It tells the consumers how much energy
efficiency each model has.
=> 5. Because we could conserve the Earth’s resources.
4. Summary: sum up how North America and Europe countries to save energy.
66
Lesson plan English 9 School year: 2013- 2014
5. Hoework: - Write 5 sentences on how to save energy
- Write answer of the exercise b/page 61
- Prepare the new lesson Unit 7 Lesson 5 Write.
pDate of planning: 19-2-2014

Date of teaching: 21-2-2014
UNIT 7: SAVING ENERGY
Period 47: Lesson 5 Write
I.Aims and Objectives:
- Helpinng students Write a speech. Developing the writing skill.
- Vocabulary: - a speech, to sum up, easy-to-understand, the solid garbage, separate(adj), to draft
- Skill: + Target skill : Writing
+ Other skill:, Reading, speaking,. Listening
- Main teaching point: Write a speech
- By the end of the lesson, students will be able to write a speech
II. Teaching aids.
Textbook, disc, poster .
III. Procedure.
1. Check up. Have 5 students to write things to write a composition I Vietnamese
2. Lead in. Do you have a speech before the class? How did you do? Today we ll deal with this
matter.
Activities The content of the lesson
Warm-up
5
- Introduce some MC: Thanh Baùch, Nguyeõn
Vuừ, Laùi Vaờn Saõm
- Ask questions:
+ How can we do to become a good MC?
- Listen
Pre-writing
5
- Discuss & answer:
+ Speak fluently and clearly
+ What should we do in order to speak fluently
and clearly?

- Have students discuss and find out the three
parts of a speech
- Ask students about the function of each part:
introduction, body and conclusion.
- Correct mistakes and give the answers:
While-writing
20
I. Vvocabulary.
- a speech, bài phát biểu, diễn thuyết
to sum up, tóm tắt
easy-to-understand, dễ hiểu
the solid garbage, rác thảI rắn
separate(adj), tách rời
to draft. Nháp
II. Writing.
1. A speech usually has three parts.
A B
Parts of a speech Functions
1. Introduction
2. Body
3. Conclusion
Getting peoples attention and
tellig them what you are going
to talk about
- giving details in easy-to-
understand language
- summing up what you have
said
1-B 2-C 3-A
- Practice:

+ Have students work in groups (part B, p61)
- Correct the mistakes and give the corrects answers.
- Discuss and find by reading the information in textbooks
- Answer the question by matching each part speech in
column B.
- Some students read aloud the three parts of a speech.
- Discuss and put the following section in the correct place
complete a speech
- (part C, p.62) have some sts work on groups. Divide the
class into 3 groups: each group prepare a speech, write it
2. Choose one topic and prepare a speech.
a. Reducing garbage
- collect plastic bags
- not put the solid garbage with food waste
- put different kinds of waste in different places.
b. Reusing paper
- have a separate waste basket for wastepaper
- keep sheets with single printed page for
drafting
c. Saving energy in the kitchen
- turn off the lights
- prepare food carefully before turning on the
Author: Le Thi San School: Trung Kenh secondary school
67
on the paper and stick it on the board.
Post-writing
10’
- Correct the mistakes and give remarks.
- Choose one topic, discuss and write down the speech on a
paper and then stick it on the board.

- One person in each group makes
stove
- keep fridge door closed
3. Writing a speech
Good morning , ladies and gentlemen. I’m
……
4. Summary: Sum up the fomat of a speech
5.Home-work
- Have students prepare a speech and write down on their notebooks, using the topic in textbook
* Make a speech on the topic. Saving energy in the class-room.
Date of planning: 19-2-2014
Date of teaching:21-2-2014.
UNIT 7: SAYING ENERGY
Period 48:Lesson 6: -Language Focus
I.Aims and Objectives:
- Helpinng students Further practice in connectives and phrasal verbs
- Vocabulary: Revised
- Skill: + Target skill : Writing
+ Other skill:, Reading, speaking,. Listening
- Main teaching point: Phrase verbs
- By the end of the lesson, students will be able to use connectives and phrasal verbs II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 2 students to have their speech before the class.
2. New lesson.(40minutes)
Activities Work arrangement
Practice 1
(18’)
* Bingo:
- Ask students to write down in their

notebook 5 verbs with prepositions.
- Prepare a list of verbs + preposition.
Then call out each word in a loud voice.
- Students listen to the teacher carefully. If
anyone has the same verb + prepositions,
they cross it out.
Practice 2
(22’)
The first students crossing out all 5 verbs
+ prepositions shout “Bingo” and win the
game.
- Provide students 5 verbs + prepositions
and then ask them to match the verbs with
the pictures on page 64.
Language Focus 2 exercise on the page
63. They have to use suitable verbs to
complete the sentences.
- Ask students to thinks of connectives
that they’ve learnt.
- Have students go to the board write
down the connectives.
- Give feedback
I. Phase verbs.
* Suggest list of verbs + Prepositions
Look for
Turn on
Want for
Depend on
Listen to
Dream about

Look after
Turn off
Belong to
Go on
Talk to
* Answer keys:
- Picture 1: look after the baby
- Picture 2: go on (wasting paper)
- Picture 3: turn off TV
- Picture 4: look for
- Picture 5: turn off the faucet
- Have students work in pairs to do * Answer keys:
1) Hanh can’t go to the movies with us tonight. She will have to
look after her little sister.
2) If we go on watching water, there will be a shortage of fresh
water in a few decades.
3) Turn on the TV for me, will you? I want to watch weather
forecast.
4) I think I’ve lost my new pen. I’ve looked for it everywhere
and I can’t find it anywhere.
5) Mrs. Yen forgot to turn off the faucet when she left for work.
II. Connectives
1.* Brainstorming:
therefore however and
68
Connect
ives
Lesson plan English 9 School year: 2013- 2014
- Have students work individually to do
the exercise

Language focuses 1 on page 63. They
have to complete the sentences by using
correct connectives.
- Ask students to work in pairs to compare
their answers.
- Give feedback. Have some students read
aloud the completes sentences, chalk their
pronunciation and the meanings.
Naught and Crosses:
- Divide the class into to teams. One team
is Naught (O) and the other is Cross (X).
- Have two teams choose the words in the
boxes in turns. And make sentences with
the connectives given. If the sentences in
correct, they will get one mark.
- The team which has 3 Nougats or 3
Crosses in a line will win the game.
- Draw this chart on the board and the
game begins.
- Ask students to write 5 sentences with
connectives.
 Therefore
 Because
 However
 Or
 So
so
moreover
or
but

because
* Answer keys(ex 1 page 62):
a) Mrs. Quyen bought com, potatoes and cabbage at the market.
b) I’d love to play volleyball but I have to complete an
assignment
c) Nam got was because he forgot his umbrella.
d) Hoa failed her math test. Therefore, she has to do the test
again
e) Do you want Vietnamese tea or milk tea?
f) Its raining, so I can’t go to the beach.
g) Ba’s hobbies are playing football and collecting stamps.
h) Na is very tired. However, she has to finish her homework
before she goes to bed.
2. Practice.
* Possible
answers:
1) Do you want to take a bath or take a shower?
2) I’ll get a plumber to check the pipes and to repair the faucets.
3) He got up late so he had to take a taxi to school.
4) It’s raining but he is still going swimming.
5) Her English is not good therefore she decides to practice
more.
6) Lan
7) Baths use twice as much water, so I suggest talking showers
8) The water bill is enormous this month because there is a crack
in the pipes.
9) I suggest taking showers and fixing the faucet,
4. Summary: Sum up the new language items
5. Homework: - Do all exercises in the language focus again and in the workbook.
- Revise from unit 6 to unit 7

Date of planning: 3-2-2013
Date of teaching: 27-2-2013
Period 49 writen test 45 minutes
I. Aims and Objectives
To evaluate ss’ knowledge from unit 6 to unit 7
Classification of students according to marks
II. Content of the test.
1. Ma trËn.
Author: Le Thi San School: Trung Kenh secondary school
Chñ ®Ò NhËn biÕt Th«ng hiÓu VËn dông Tæng
TN TL TN TL TN TL
Language focus 18
6
18
6[[[[[
Reading 5
2
5
2
writing 5
2
5
2
Tæng 18
6
5 2 5
2
28
10
69

1 or 2 and 3 so
4 but 5 therefore 6 however
7 so 8 because 9 and

(Chữ số phía trên bên trái trong mỗi ô là số lợng câu hỏi, chữ số góc phải phía dới là tổng số điểm cho các
câu ở ô đó. TN = trắc nghiệm ,TL = tự luận
2. Nội dung.
I. Choose the word that is pronounced different from others
1.A. thing B. they C. there D. than
2. A. realize B. organize C. surprise D. promise
3. A.enough B.laugh C.cough D.plough
4 ,A.champagne B.check C.cheese D.choose
II. Choose the best answer to complete the sentences.
5. If she hard, she
,
ll break past records and set new ones
a. try b. tries c.will try
6. If her father doesnt drink much wine, he so sick
a. won
,
t be b. doesnt get c. isn
,
t
7. Lan suggested to the zoo at weekend
a. to go b. going c.went
8. shall we clean up the kitchen, Mom?
a. Yes, we do b. OK c. No, we dont
9. This movie is not interesting. How about to the concert?
a. to go b. going c. go
10. Her former leader suggested that she should harder to break her past records

a. to train b.train c. training
11. Her father smoking last month
a. gave away b. gave off c. give up
12. Lan of ten her younger sister when her mum is out of town
a. Look over b. look often c. look into
13. Remember to the faucet after use
a. turn off b. turn on c. turn down
III. Put the words in the brackets in the correct forms
14. My mother (teach) in the morning, but now she teaches at night.
15. If she (hurry), she (catch) the train.
16. I suggest ( join) our club.
17. Mrs linda forgot (turn off ) the faucet when she lesft for work.
IV. Find and correct the mistakes in the underlined parts.
18- Unfortunate, it started to rain heavily
A B C D
19- The girls never complained and just did them best to help their parents
A B C D
20.She wishes she can speak English as fluenthy as her brother
A B C D
21.This book consists about three parts introduction development and conclusion
A B C D
70
Lesson plan English 9 School year: 2013- 2014
22.Bill used to going to work by bus , but now he goes by motorbike
A B C D
109.A new school is going to build in the town centre
A B C D
V. Read the first sentences, then write the second one without changing the meaning.
23. Why don’t you paint these walls light blue instead of green?
 I suggest…………………………………………………………………

24. she has 50 000 dong. Na will to buy a new hat .
 If Na…………………………………………………
25. He seems a friendly person, but I didn’t like him.
 ………………………… however…………………………….
The end
Date of planning: 4-2-2014
Date of teaching: 7-3-2014
Period 50: the correction of test
I. Aims and objectives
- Help ss check how they did the test and evaluate thier skills.
- Vocabulary: (review from the test)
- Skill: Target skill: Reading & Listening
- Other skills: Writing and Speaking
- Main teaching poit: Check the language they have done.
- By the end of the lesson ss will be able to check how they did the test and find out their mistakes and
know the full answers.
II. Teaching aids.
Teachers: wordsheets.
Students: The paper of the test.
III. Procedure.
1. Ckeck up. Have two students write two coditional sentences on the board.
2. New lesson.(40')
Activities The content of the lesson
Practice 1
(10')
- Have two students hand out the paper
of test, and two hand out the wordsheets
of the test.
- Have students works in pairs in 10
minutes

- Share and compare
Practice 2
(10')
- Ask 3 students to do on the board
- TWC and check indirect.
Ask students to compare with their test
and check out the mistake.
- Have students works in pairs in 10
minutes
- Share and compare
Practice 3
(10')
- Ask 3 students to do on the board
I. Choose the word that is pronounced different from others
Keys. 1 -A
2 -D
3- D
4 - A
II. Choose the best answer to complete the sentences.
Keys. 5 - B
6 - A
7 - B
8 - B
9- B
10- B
11 – C
12 –B 13 – A
III. Put the words in the brackets in the correct forms
write the second one without changing the meaning.
14 – used to teach 15 .hurries will catch 16. joining ……

Author: Le Thi San School: Trung Kenh secondary school
71
- TWC and check indirect.
Ask students to compare with their test
and check out the mistake.
17. to turn off
Practice 4
(10')
- Have students works in pairs in 10
minutes
- Share and compare
- Ask 3 students to do on the board
- TWC and check indirect.
Ask students to compare with their test
and check out the mistake.
IV. Find and correct the mistakes in the underlined parts.
18. A  Unfortunately 19.C their best
20. B could 21. B  of 22. A  go 109. B
 be built
V. Read the first sentences, then
23. I suggest painting these walls light blue instead of green.
24. If Na has 50 000 dong ,She will buy a new hat.
25. He seems a friendly person. However, I didn’t like him.
4. Summary: Sums up the grammar used in the test.
5. Home work : Do the test again in the work book.
Prepare new lesson Unit 8 Lesson 1.
Date of planning: 4-3-2014
Date of teaching: 7-3-2014
UNIT 8: CELEBRATION
Period 51: Lesson 1: Getting started + listen and read

I.Aims and Objectives:
- Hep students understand the content of the text and know what the relative clauses and adverb claues of
concession
- Vocabulary: the Lunar New Year, to celebrate-> celebration, to occur, to decorate, the Passover, Jewish, the
easterto crowd, a parade.
Skill: + Target skill : Listening Reading,
+ Other skill:, speaking,. Writing
- Main teaching point: The text for details
- By the end of the lesson, students will be able to know some iformation about the celebrations in the wold.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things they know about Tet in Viet nam
2. Lead in. What did you do for Tet? How did you do? Today we ‘ll deal with this matter.
3. New lesson.(40minutes)
StepsActivities The content of the lesson
Pre-teach(7’)
- Ask Ss the name of some celebrations on VN
& in other countries.
- Give Ss some picture about birthday, wedding,
Tet holiday, and then ask Ss to guess the …
names of the pictures.
- Ask Ss to look the picture are the books and
then have they read the names of the celebration.
Ste the scence(5’)
- Give Ss the corrects answers.
- Ask Ss which celebrations they like best
Listen and read:
- Introduce the subject matter of the text
- Introduce new words and then explain them

Text( 15’)
- Get Ss to copy.
I. Vocabulary
- Celebration (n)/ To celebrate (v) kØ niÖm
- Easter (n) lÔ phôc sinh
- Lunar New Year (n) TÕt
- To occur (v)/ occurrence (n) diÔn ra
- Sticky rice (n) b¸nh chng
- Passover (n) lÔ qu¸ h¶i
- Jewish (a)/ Jew (n) = Jewish people ngêi do th¸i
- Freedom (n)/free (v)/ free (n) sù tù do
- Parade (n) diÔu hµnh
II. Text
1. Getting started
1. Easter 2. Wedding 3. Birthday
4.
Christmas
5. Mid-Fall Festival 6. Lunar New
Year
2. Listen and read
72
Lesson plan English 9 School year: 2013- 2014
- Ask Ss to listen to the tape (books closed); ask
them to find out the celebrations mentioned in
the text.
- Ask Ss to give the answers.
- Get Ss to listen to the tape (books opened)
- Then have them find out the words or phrases
which are concerted with celebrations.
Comprehesion (7’)

- Ask Ss to reread the new words on the board
- Explain new structure briefly: relative clauses (
Meänh ñe quan heä) – Who, whom, which, à
whose, that.
- Get Ss to finish the table in the text
- Correct the mistakes if necessary
Present new target items
(6’)
- Give Ss some questions to check their
comprehension.
. (Ex: Mid-Fall Festival, Wedding, Lunar New
Year, )…
a. Complete the table
Celeb
ration
When? Activities Food Countr
y
Tet In late
Januar
y or
early
Februa
ry
Cleaning and
decorating
homes, and
enjoying
special food
Sticky rice
cakes

Viet
Nam
Passo
ver
Late in
March
or
early
April
Not
available
Special
meal called
the Seder
Israel
Easter Aroun
d the
same
time as
Passov
er
People
crowd the
streets to
watch
colorful
parades
Chocolate
and surge
eggs

In
many
countri
es
b. Answer.
1. Can you tell me the names of some celebrations you
know?
2. In what occasion do young children receive chocolate
or sugar eggs?
3. Which celebration occurs in late January or early
February?
4. Which festival is celebrated in many countries?
- Ask Ss to give some information about the other
celebrations which they know
c. Grammar
- Tet is a festival which occurs in late jan or early Feb
- Family members who live apart try to be together at Tet.
 Relative pronoun: Who for people
Which for things
A sentence contain a relative pronoun is relative clause
( adjective clauses)
4. Summary: Sum up the information about celebrations in the text.
5. Homework
- Rereading the text
- Find more information about celebrations.
- Prepare the new lesson Unit 8 Lesson 2 Speak
Date of planning: 11-3-2014
Date of teaching: 14-3-2014.
UNIT 8: CELEBRATION
Period 52: Lesson 2:- Speak + Listen

I.Aims and Objectives:
- Helping students Practice giving and responding to compliments
- Vocabulary: to cogratulate congratulation, to win wonwon, the English Speaking Contest, an active
student, to nominate, the charity program
- Skill: + Target skill : speaking
+ Other skill:, Reading, Writing,. Listening
- Main teaching point: Practice giving and responding to compliments
- By the end of the lesson, students will be able to give a respond to compliments
Author: Le Thi San School: Trung Kenh secondary school
73
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write names of occasion to celebrate and congratulate
2. Lead in. Have you ever made compliments in English? How did you do? Today we ‘ll deal with this
matter.
3. new lesson ( 40 minutes)
Activities The content of the lesson
Pre-speaking
(10’)
* Revision of adjectives
- Have students review adjectives
- Get students to make sentences.
I have + a/an adjective + friend
- The first students has to use the adjective
beginning with the letter A. The second
students has to use the adjective beginning
with the letter B. The third with C…
While-speaking
(25’)

* Ex:
S1: I have an active friend
S2: I have a beautiful friend
S3: I have a clear friend
S4: I have a dirty friend
……………………………………
- Go on until the last student with the adjective
beginning with the letter Y.
* Checking vocabulary: What and Where
- Write the words on the board, put one word
in each circle.
- Have students repeat the words on chorus
then rub out word by word but leave the circle.
- Go on until the circle are empty
- Get students to rewrite the words in their
correct circle
II. Model sentences:
- Ask students how to give and respond to
compliments
- Have students practice giving and responding
the compliments
- Have students works in open pairs then
closed pairs
- Ask students to works in pairs, to read the
situation on page 66. 67 then give and respond
to compliments.
- Give feedback
- Call on some pairs of students to act out.
- Divide the class into 4 teams: A, B, C and D
- Have students work in groups to think of

situations in which they can give compliments
- Ask team A to give situation, team B, C, D to
make up the dialogue.
- Have the teams take turns giving the
situations
- Give good marks for the teams which give
I. Vocabulary
- active (adj) n¨ng ®éng
-activist (n): ngêi ho¹t ®éng tÝch cùc
- nominate (v): ghi danh,
Nomination (n) (translation)
- charity (n): lßng tõ thiÖn, nh©n ®¹o
II. Speaking
- Set the scene: Trang has just won the first prize in the
English speaking contest. What does Mai say to pay Trang a
compliment? And what does Trang respond?
Mai: Well done, Trang
Trang: Thanks.
* Give a compliment:
- Well done
- That’s a great…
- That’s an excellent…
- Congratulation on…
- Let me congratulate you on…
* Respond to a compliment:
- Thanks/ Thanks a lot
- It’s very nice/kind of you to say so
- That’s very kind of you
* Word-cue drill:
a. Well done/thanks

b. Congratulations/ thanks a lot
c. Let/congratulate/ on passing the exam/kind
d. Great report/ nice of you
* Answer keys:
a. On her mother’s birthday, Huyen made a big beautiful
cake to celebrate.
* Mother: Well done, Huyen
* Huyen: Thanks, Mom.
b. Tuan is an active student. He has taken pair in different
charity activities in his town. Tuan has been the most
nominated as the most effective activist in the town charity
program.
o Friend: Congratulation on your nomination, Tuan
o Tuan: It’s very nice of you to say so.
c. Hoa brings to class a new picture she has painted
You: That’s an excellent drawing, Hoa.
74
Chari
ty
Well-
done
Effecti
ve
Activ
ist
Nomina
tion
Activ
e
Lesson plan English 9 School year: 2013- 2014

good situations and make up suitable dialogue.
Post-speaking
(5’)
* Suggested answers:
- Ask students to write some situations with
the compliments, the response to the
compliments into their notebooks.
Hoa: That’s very kind of you to say so.
a. Situation 1: Tam has just passed the graduation
examination. Friends: Congratulation!
Tam: Thanks a lot.
b. Situation 2: Hoa make an excellent report on saving
energy.
Hoa: It’s very kind you to say so.
c. Situation 3: Lan got high mark for Math.
You: Well done
Lan: It’s very nice of you to say so
d. Situation 4: Ba has just won the school swimming
championship
Friends: Congratulations on your great efforts, Ba.
Ba: Thank you very much
4. Summary: Sum up how to make compliments.
5. Homework: - write it up
- learn byheart vocab and expression
- Prepare the new lesson Unit 8 Lesson 3 Listen
Date of planning: 11-3-2014
Date of teaching: 14-3-2014
UNIT 8: CELEBRATION
Period : 53 Lesson 3 : Read
I.Aims and Objectives:

- Helpinng students read opinions, feelings and memories of children about their fathers on Father’s Day in
Australia and the USA.
- Vocabulary: : to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)
Skill: + Target skill : Reading
+ Other skill:, , speaking, Writing. Listening
- Main teaching point: Relatives Clauses
- By the end of the lesson, students will be able to express their opinions.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things they do on 8
th
March
2. Lead in. How do you celebrate your feelings about your father? How did you do? Today we ‘ll deal
with this matter.
3. New lesson 40 minutes
Activities The content of the lesson
Pre-reading
(10’)
* Having Sts listen to the song “Cha Yeâu”
* Having Sts sing it at the same time if they like.
* Asking Sts about the topic of the song
* Having Sts work in groups ask and answer about
Father’s Day.
- What do you know about Father’s Day?
- When did Father’s Day organized?
- Where did is fist organized?
- What is the purpose of this celebration?
- What is the representative activity of Father’s Day?
While – Writing(20’)

* Explaining some new words.
I. Vocabulary;
To lose heart thÊt väng
groom (n) chó rÓ
To distinguish kh¸c nhau, ph©n biÖt
hug (n) c¸I «m
Considerate (adj) ©n cÇn priority
(n) u tiªn
II. Reading
1. Matching
.
RITA
JANE
- ‘s farther always put his family
in the first position, got married,
he was very sad.
- Is proud of him because he is a
Author: Le Thi San School: Trung Kenh secondary school
75
* Having Sts read the text in silence.
* Having Sts work in groups to match the details with
the suitable names.
* Having some groups to perform their work in front of
the class.
* Giving the feedback.
* Having Sts read the text again, then work in pair to
discuss the questions.
* Having some pair to act out their work in front of
class.
* Giving comment.

Post-Writing(10’)
Task 3: Write – it – up
* Having Sts write a short paragraph (about 50 words) to
show their opinions, feelings, and memories about their
father.
* Having some Sts read this paragraph in front of class.
BOB
considerate and children.
- Is always a little girl of her father
although she had children
- Received the best education from
him
2. Answers
a. Her father
b. he was dead these sentences tell about that” I
am writing I now have two children”……
c. His sense of homor
A father as a good teacher and a friend
4. Summary: Sum up the chidren thought to their father on the Father’s Day
5. Homework
- Having Sts find some details about Mother’s Day
- Prepare the new lesson Unit 8 Lesson 4: Write.
Date of planning: 18-3-2014
Date of teaching: 21-3-2014
UNIT 8: CELEBRATION
Period 54: Lesson 4: WRITE
I.Aims and Objectives:
- Helpinng students Write to a friend to share their ideas.
- Vocabulary: to enhance, to support, nationwide (adj)
- Skill: + Target skill : Writing

+ Other skill:, Reading, speaking,. Listening
- Main teaching point: Write a letter to a friend
- By the end of the lesson, students will be able to write a letter to a friend to share their ideas.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things they do on Mother’s Day
2. Lead in. What do you do for your mom on Mother’s Day? How did you do? Today we ‘ll deal with
this matter.
3. New lesson 40 minutes
Activities The content of the lesson
Pre-Writing
(10’)
* Using the game “Jumbled words” to review
vocabularies.
* Giving each group (4 groups) some words
whose letters is in a random order on the board,
and asking them to write the correct words.
* Sticking the cards of the some celebrations on
the board, and asking Sts to write the correct
date for each celebration:
* Through the celebrations above, presenting
the new lesson by asking Sts some questions:
While-reading
(20’)
1. calerbetoni => celebration
5. ftigs => gifts
2. tratidoni => tradition
6. fleenigs => feelings
3. folwres => flowers

7. rebemern => remember
4. pirtase => parties
8. spicale => special
I. Vocabulary.
to enhance, t¨ng cêng
to support, hç trî , trî gióp
nationwide (adj) kh¾p ®Êt níc.
II. Writing
76
Lesson plan English 9 School year: 2013- 2014
1. In the celebrations above, which one can
stand for a Mother’s Day in Vietnam?
2. What about a Father’s Day in Vietnam?
* Reading the situation in 6 – Write/page 70.
* Asking Sts to read the outline carefully.
* Giving some suggesting questions for each
paragraph on the board on order to help Sts
discuss in groups more easily.
1. Day of celebration in Viet Nam
- Women’s Day: 8-3 - Teachers’ Day: 20-
11
- Children’s Day: 1-6 - May Day: 1-5
- Christmas Day: 25-12
- Vietnamese Independence Day: 2-9
2. Writing
Paragraph 1:
- Do you love your parents? If yes, I do thinks it is
necessary to have a Day for your Father? You’re Mother?
- Tell the reason for celebrating this day. (Sts can use the
suggesting ideas in the Paragraph 1)

Paragraph 2:
- When do you celebrate? Why?
- Celebrating this day at home or a restaurant?
Post-Writing
(10’)
* After discussing in groups, asking each group
write a letter to a friend to share their ideas
about celebrating a Day for Father or Mother
on the papers A4.
* Asking 2 representatives of 2 groups to stick
their papers on the board.
* Asking Sts to give their opinions about the
two papers on the board.
* Correcting mistakes.
Why?
- Should you have a party with many guests or should you
have lunch/dinner with family members?
- What gifts should you buy for your father/mother>
- What food should you serve?
(Sts can use the suggesting ideas in the Paragraph 2)
Paragraph 3:
Do you thing your idea will be sororities nationwide? Why?
4. Summary: Sum up how to write a ltter to a friend to share one’s ideas
5. Homework
- Having Sts write a letter about celebrating a Day for Father/Mother in their notebooks.
- Prepare the new lesson Unit 8 lesson 5 Language focus
Date of planning: 11-3-2013
Date of teaching: 20-3-2013
UNIT 8: CELEBRATION
Period 55: Lesson 5: Language Focus

I.Aims and Objectives:
- Helpinng students practice in relative clauses and adverb clauses of concession.
- Vocabulary: (revised)
- Skill: + Target skill : Writing
+ Other skill:, Reading, speaking,. Listening
- Main teaching point: Relative clauses and adverb clauses of concession
- By the end of the lesson, students will be able to use relative clauses.
II. Teaching aids.
Textbook, disc, poster .…
III. Procedure.
1. Check up. Have 5 students to write things they know about the relative pronoun and clause
2. New lesson 40 minutes
Activities The content of the lesson
Warm-up
(5’)
Jumbled words:
Give the words whose letters are in a random
order on the board/poster.
Ex:
ubclpi = public
Paephn = happen
Vocabulary:
• Compose (v) so¹n nh¹c
• Occur (v) = happen x¶y ra
Author: Le Thi San School: Trung Kenh secondary school
77