Giáo án tiếng anh lớp 9 cả năm_bộ 9

English plan 9 Nguyen Van Tuan

Date of planning: 07/1/2012
Date of teaching: 10/01/2012 9b c
d
UNIT 6: THE ENVIRONMENT
Period 37: - Getting started
- Listen and read
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.
2. Lead in. Can you tall the class some of the environment polluion in your country?
What are thy? How do you do to prevent them?
3. New lesson.(40minutes)
Steps Activities The content of the lesson
Warm-up
(4 )’
Pre-teach
vocabulary
(5 )’

* Brainstorming:
- Ask students to think of
the environment problems
in their city.
- Get students to go to the
board and write down their
ideas.
* 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.
Air pollution dirty street
I. Vocabulary.
- deforestation (n): sù tan ph¸ rõng
- garbage dump (n): ®èng r¸c
- dynamite fishing (n): viªc ®¸nh b¾t c¸ b»ng thuèc
næ
- spraying pesticides (n): viÖc phun thuèc s©u
- disappointed (by/with/at something) (adj): thÊt
väng, buån rÇu
- Sewage (n): níc th¶i, níc cèng
Hien Van Secondary School School year:2012-2013

71
Environmental
problems in our
city
Deforestation
Spraying
pesticides
English plan 9 Nguyen Van Tuan

Set the scene
(1 )’
Text
(14 )’
Do
comprehesio
n
(9 )’
- 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.

- Ask students to look at the
six pictures on page 47 in
their text books.
- Ask them to match the
words in the box with the
correct picture.
- 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.
- Ask students to work in

pair to answer the question
on page 48 (exercise 2b)
- Let students read the text
again and answer the
II. Text.
1. Matching
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.
- 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,
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Disappointed
Dynamite
fishing
Sewage
English plan 9 Nguyen Van Tuan

New target
items
(7 )’
questions.
- Give feedback
- Ask students to work in
closed pairs.

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
erea.
Forms:
a, Conditional sentence type I. To express a
condition happened in the present or future.
If clause ( present simple) , Main clause( future
siple)
b. Adj + that clause: To express someone s opinion, ’
idea and thought about a problem or situation
S + be+ Adj + that clause
4. Summary: Sum upthe main content of the lesson
5. Homework: Write fives sentences uding the conditional sentence typeI and 5 about
Adj + that clause.
Prepair the new lesson U 6 Lesson 2 : Speak
*Self evaluation:–
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Date of planning: 10/1/2012
Date of teaching: 13/01/2012 9b c
d
UNIT 6: THE EMVIRONMENT
Periods 38: - Speak
I.Aims and Objectives:

Help students Practice speaking (to persuade people to protect the environment)
Vocabulary: - Prevent (v): - Reduce (v): - wrap (v): bao bäc (mine)
- fauce (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.
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English plan 9 Nguyen Van Tuan

Textbook, disc, poster.
III. Procedure.
1. Check up. Have two ss do exercise 1 page 54
2. Lead in. 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.(40minutes)
Steps Activities The content of the lesson
Pre-
speaking
(7 )
Whle-
speaking
(24 )
* 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.
- 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
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
Can I persuade
you to
Why dont you
Why not

+ INFINITIVE
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Prevent
Reduce
Leaf
Wrap
Faucet
Garbage

bin
1. uadepse
2. beaargg
3. roderpvo
4. lupotilon
5. duproce
6.paispoidednt
=
=
=
=
=
=
Persuade
Garbage
Provide
Pollution
Produce
Disappointed
English plan 9 Nguyen Van Tuan

Post-
speaking
(9 )’
lines in column B with an
expression in column A so
that they have sentences of
persuasion
* Use: Express persuasion
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.
- After finishing, the

students stick the 4 posters
on the wall. They can go
around the class and read 4
posters.
- Give feedback.
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: Sum up the expression using to persuade the other
5. Homework: Write a passage about 100 words to persuade the other to protect the
environment
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English plan 9 Nguyen Van Tuan

*Self evaluation:–
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Date of planning: 14/1/2012
Date of teaching: 17/01/2012 9b c
d
UNIT 6: THE ENVIRONMENT
Period 39: Listen

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
- 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. Have two students to read their passage before the class
2 Lead in. 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.(40minutes)
Steps Activities The content of the lesson
Pre-
Listening
(20 )’
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

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
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English plan 9 Nguyen Van Tuan

While-
Listening
(10 )’
Post-
Listening
(10 )’
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
- Have students listen to the
tape twice to check their
guess
- Listen again to check the
answers
- Work in pairs to discuss to

find out how to solve this
matter.
- TWc and check.
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* Listening:
* Answer keys:
1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea 3.Waste
materials come from factories
4. Oil is washed from land.
4. Summary: Sum up the main way to pollute the oceans
5. Homework: Write a passage about 100 words about the sollution of oceans p[olluted.
Prepair the new lesson Unit 6 Lesson 4 Read.
*Self evaluation:–
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Date of planning: 15/1/2012
Date of teaching: 18/01/2012 9b c
d

UNIT 6: THE ENVIRONMENT
Period 40: 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
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English plan 9 Nguyen Van Tuan

- 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. Have two students to read their passage before the class
2. Lead in. 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.(40minutes)
Stage Activities The content of the lesson
Pre-
reading
(10 )
While
reading
(20 )
* Chatting:
- Ask students some questions
about poetry

+ Do you like poetry?
+ Which poetry do you like best?
+ Name some poems that are your
favorite?
+ Do you think it is easy
understand a poem?
+ Have you ever read an English
poem? Do you understand it? Do
you like it?
* Checking vocabulary: Rub out
and Remember
- Get students to copy the work in
their books.
- Ask students to repeat the words
chorally.
- Rub out the words one at a time.
Each time you rub out an English
word, point to the Vietnamese
translation and ask whats 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 theres 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
I. Vocabulary
- Junk yard (n): bãi phế thải
- treasure (n): kho báu
- Hedge (n) hàng rào
- nonsense (n): điều vô nghĩa, dại dột
- Foam (n): bọt
II. Read.
1. Pre questions
Question:
a) Who are the people in the poem?
b) Where are they?
* Answer key:
a) The mother and her son.
b) They are in the park/woods
2. Matching
A B
1. junk yard
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. folk
a. a row of things

forming a fence.
b. people
c. a piece of land full
of rubbish.
d. a flow of water
e. mass of bubbles of
air 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?
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English plan 9 Nguyen Van Tuan

Post
reading
(10 )’
guess the answers.
- Give feeback
- 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?”
- 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: Sum up the main content of the poem.
5. Home work- 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
*Self evaluation:–
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Date of planning: 28/1/2012
Date of teaching: 31/01/2012 9b c
d
UNIT 6: THE ENVIRONMENT
Period 41: 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
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English plan 9 Nguyen Van Tuan

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)
Stages Steps/Activities The content of the lesson
Pre writing
(6 )’
* 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
- 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
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
A I look forward to hearing from you
and seeing good response from your
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English plan 9 Nguyen Van Tuan

While
writing
(26 )’

Post
writing
(8 )’
on page 52
* Set the scene:
Mr. Nhat wrote a letter to the
director of L & P Company in
Ho Chi Minh City. The five
sections of the letter are not
in the right order. Label each
section with the appropriate
letter: S, C, R, A or P
- Ask students to work in
pairs.
- - Give feedback: call on a
student to read aloud the
letter (in the correct order).
Teacher gives ideas if
necessary.
* Answer key:
Dear Sir/Madam
- 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
- 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.…
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: Sum up th five sections of the complaint letter
5. Homework- Ask students to write their letter in their notebooks.
- Prepair the new lesson unit 6 lesson 6 Language focus
*Self evaluation:–
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English plan 9 Nguyen Van Tuan

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Date of planning: 30/1/2012
Date of teaching: 1/02/2012 9b c
UNIT 6: THE ENVIROMENT
Period 42: Language focus
I.Aims and Objectives:
- Helping 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.
III. Procedure.
1 Check up. Have two students to read their letters before the class
2 New lesson.(40minutes)
Steps Activities The content of the lesson
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
I. Adjectives and adverbs

Adj

Adv
Adj + ly

Adv
Adj _y

i + ly = Adv
Irregular.
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English plan 9 Nguyen Van Tuan

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.
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.
Hien Van Secondary School School year:2012-2013
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Practice
2
(10’)
Practice
3
(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 manner–
- 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.
- T: call on some students to read
aloud their sentences.
- T: correct the sentences.
Give 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/Dalat)
3. We…………(sorry/break/bike)
4. They… 9disappointed/not phone)
5. She ……(amazed/win the first
prize)
II. Adverbs clauses of reason,
Example: Ba is tired
because/since/as he stayed up late at
night.
Adverb clauses reason
- Begin with Because/Since /As to
point 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: Sum up the language items
5. Homework: - Write – it – up
- Prepare the new lesson unit 7 lesson 1
*Self evaluation: –

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Date of planning: 4/2/2012
Date of teaching: 7/02/2011 9b c
UNIT 7: SAVING ENERGY
Period 43: Lesson 1: Getting started + Listen and read
I. Objectives:
- Help students understand the content of the text and know how to say energy
and give and respond to suggestions.
- Vocabulary: - the water bill, a plumber, a crack, a dripping faucet, to turn off:
- Skill: + Target skill : Reading
+ Other skill:, , speaking,. Listening Writing
- Main teaching point: make 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)
Steps Activities The content of the lesson
Warm-up
5
Pre-teach
5
Set the
scene
2
Dialogue
10
- 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:
+ Is there any one in the bath-
room/ living-room?
+ Is the TV on?
+ Who is watching TV/ listening
to the radio?
+ Who is using water?

+ How about the lights/ the water
in the bath-room?
- SS answer
- Teachers says: Wasting energy
+ What should we do?
+ Should we turn the TV off then
we go out of the room?
+ What should we to do save
energy?
- T introduces section listen and
read
- T explains a few new words that
Ss need for the dialogue.
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?
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+ 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
Taking shower
Comprehen
sion
10’
Grammar
8’
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)
- 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
Learn by heart Vocab
Prepare the new lesson Unit 7 Lesson 2
*Self evaluation:–
………………………………………………………………………………………………
………………………………………………………………………………………………
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………………………………………………………………………………………………

Date of planning: 7/2/2012
Date of teaching: 10/02/2011 9b c
UNIT 7: SAVING ENERGY
Period 44: Lesson 2: SPEAK
I.Aims and Objectives:
- Helpinng students make suggestions about how to save energy
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- 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)
Steps Techniques and Content The content of the lesson
Pre-
speakin
g
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.
I . Vocabulary.
instead of, thay v×
to turn down, gi¶m, vÆn nhá
to hang, treo
to turn off, t¾t
II. Speaking
While-
speakin
g
26’
Post-
speakin
- Reminds Sts of the structures they have learnt
that are used to give suggestions. (What
about…/ Why don’t we…/ Let’s…/)
- 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.
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.
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g
8’
* Group work: Students workings in groups of
4, playing the roles of A, B, C and D
- Some groups forming before the class.
- Explaining the task of this activity.
- Students working in groups of 4 again,
working out a similar exchange to save energy
foot their class, using the expressions and ideas
in the previous activities.
Some groups performing the class then
checking.
4. Summary: Sum up the expression 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
*Self evaluation:–
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
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Hien Van Secondary School School year:2012-2013
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Date of planning: 1/2/2013
Date of teaching: 4/02/2013 - 9A 05/02-9B
UNIT 7: SAYING ENERGY
Period 45:Lesson 3: -Listen
I.Aims and Objectives:
- Helping students listen to the news on solar energy
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- 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.
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)

Stage Steps/ 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.
- 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
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
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While
listening
15’
Post-
listening
15’
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:
- 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
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.
4. Summary: Sum up the information about solar energy,
5. Homework: write – it – up
Prepare the new lesson Unit 7 Lesson 4.
* Tape transcript:
“Are you using looking for cheep, clean, effective source power that doesn’t cause pollution
or waste natural resources? Look no further than solar energy from our sun. At present, most
of our electricity comes from the use of coal and gas, oil or nuclear power. This power could
be provide by the sun. One percent of the solar energy that reaches the Earth is enough to
provide power for the total population.
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”

*Self evaluation:–
…………………………………………………………………………………………………
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………………………………………………………………………………………………….

Date of planning: 1/2/2013
Date of teaching: 5/02/2013 - 9A 19/02-9B
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UNIT 7: SAVING ENERGY
Period 46 ; Lesson 4 : Read
I.Aims and Objectives:
- Helping students read the text about energy saving
- Vocabulary: a consumer, a label, a bulb, efficient(adj), (to)conserve, a scheme
- 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 things to save energy ? How did you do? Today we ‘ll deal
with this matter.
3. New lesson.(40minutes)
Steps Activities The content of the lesson

Warm
up
Pre-
readin
g (8 )’
Look at the picture and answer the
questions
T elicits vocab
Sts read and copy
T sets the scene.
T asks sts to read and guess T/F .
T writes sts’ prediction.
T asks sts to read and check their
prediction.
T gives key
Wordquiz
SAVING ENERGY
I Vocabulary.
a consumer: kh¸ch hµng(picture)
a label: nhãn mác(ex)
a bulb: bãng ®Ìn(realia)
a scheme =a plan: kế hoạch(syn)
efficient(adj) hiÖu suÊt cao(trans)
to conserve: bảo tồn(situation)
II. Reading.
1.True/False Statements
a.Electricity ,gas, and water are luxuries
in Western countries .
b. Western consumers are interested in
the products that will work effectively

and save money .
c.Using an ordinary can help them spend
less on lighting.
d,The labeling scheme helps the
consumers use household appliances
efficiently.
e,We’ll save money and conserve the
Earth’s resources if we save energy.
2. Answer.
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While-
readin
g (20 )’
Post-
readin
g (12 )’
a-F;b-T;c-F;d-T;e-T
- 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
- 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
=>1 . They are interested in products that
will not only work effectively, 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
lighting.
=> 4. It tells the consumers how much
energy efficiency each model has.
=> 5. Because we can conserve the
Earth’s resources.
3. Which is the best summary of the
passage.
=> 3. North America and European
countries are interested in saving money
and natural resources.
4.Discussion:
What should (not) we do to save
electricity?
4. Summary: Sum up how North American and European countries to save energy.
5. Homework: - Write 5 sentences on how to save electricity
- Prepare the new lesson Unit 7 Lesson 5 Write.
- *Self evaluation:–
……………………………………………………………………………………………
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Date of planning: 15/2/2013
Date of teaching: 18/02/2013 - 9A 22/02-9B
UNIT 7: SAVING ENERGY
Period 47: Lesson 5 Write
I.Aims and Objectives:
- Helpinng students Write a speech. Developing the writing skill.
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- Vocabulary: - a speech, to sum up, easy-to-understand, the solid garbage, separate(adj), to
draft
- Skills: + 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
Steps Teacher s activities’
Student s activities’
The content of the lesson
Warm-up
5’
Pre-
writing
5’

While-
writing
20’
- Introduce some MC: Thanh Bach,
Nguyen Vu, Lai Van Sam
- Ask questions:
+ “How can we do to become a
good MC?”
- Listen
- 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:
I. Vocabulary.
- a speech, bµi ph¸t biÓu, diÔn thuyÕt
to sum up, tãm t¾t
easy-to-understand, dÔ hiÓu
the solid garbage, r¸c th¶I r¾n
separate(adj), t¸ch rêi
to draft. nh¸
II. Writing.
1. A speech usually has three parts.
A B

Parts of a
speech
Functions
1. Introduction
2. Body
3. Conclusion
Getting people’s
attention and tellig
them what you are
going to talk about
- giving details in
easy-to-understand
language
- summing up what
you have said
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