Giao an tieng anh 9 HKII 3 cot dung tam

English 9
Week: 20
Period: 55, 56 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: Getting started – listen and read
I- Objectives: By the end of the lesson, students will be able to:
+ know more about the environment problems and the solutions.
+ read and answer the questions in the textbook.
II. Language Focus:
a. Vocabulary:
Environment (n) Water pollution (n)
Garbage (n) Dynamite (n)
Dump (n) Spray (v)
Deforestation (n) Pesticide (n)
Air pollution (n) Sewage (n)
Pollute (v) polluted (a) pollution(n)
b. Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.
III. Methods: communicative approach
IV. Teaching aids: text book, sub- board, tape, cassette player, pictures.
V. Procedures:
Teacher’s activities Student’s activities Content
* Warm up : Word quiz
- Ask Ss to guess words form the
information .
- Introduce and lead in the new
lesson .
* Presentation:
1.Getting started:

-pictures to teach words  they
cause “pollution”
-Asking Ss to repeat( twice)
(choral- individual)
-Have Ss copy down new words.
- To remember words do
exercise in Getting started / page 47
( without looking at books)
-Correct
-Using pictures and ask Ss
Where is it?-It’s pure and beautiful
beach.
Do you like swimming?
 Garbage makes the
environment dirty
Can you swim there?
What do you do to make it clean?
Now, listen and answer my
questions.
? Who is talking? > T introduces
? What does he mention?
-Asking Ss to reread the reading
silently to get information and
- play game

- work in pairs (1
minute)
-Ss read words
1. What word is it ?
+ It is about things around us like air , water

, land ,trees, forests.
+ It is being polluted now . And when it is
polluted it affects our lives ( If necessary )
 Key word : Environment
a. New words:
Environment (n) Water pollution(n)
Garbage (n) Dynamite (n)
Dump (n) Spray (v)
Deforestation (n) Pesticide (n)
Air pollution (n) Sewage (n)
Pollute (v) polluted (a) pollution(n)
1
English 9
find difficult sentences.
- Explains the Grammar (ask
questions)
- Have Ss copy down
- What do Mr. Brown share the
work to the volunteer
conservationists? > Do exercise a/
page 48( work in small group)
-Get Ss to copy down.
? Do you understand the reading?
Let’s discuss some questions in
exercise
b/ page 48 (group work)
- Asking Ss to correct.
-Have Ss copy down.
? Have you done anything similar?
If yes, what did you do? Where did

you do it?
(pictures)
? If the pollution continue, what
might happen?
* Practice
2. Listen and read
Asking Ss to look at 2 VD clip &
answer.
? Is VD clipping 1 human effects
or natural
disasters?
Then write out these things in 2
columns
(flash cards)
Give Ss to look at VD clips again
to
correct. ( Ss read these words)
-Looking at the
books to read
Ss read again
Ss look at 2 VD
clips
b. Match these environmental problems to
the pictures
 It’s beach / sea
 Yes, it is.
 No, we can’t.
 Collect the garbage/ trash/ rubbish.
 It’s Mr. Brown.
 Garbage, environment, pollution….

2. Listen and read
a. Match the name in column A with the
tasks in column B. Then writethe full
sentences.
1 f: Group 1 walks along the shore.
2 e: Group 2 checks the sand
3 b: Group 3 checks among the rocks
4 a: Mr. Jones collects all the bags and
takes them to the garbage dump.
5 c: Mrs. Smith provides a picnic lunch for
everyone.
6 d: Mr. Brown gives out
b. Answer:
1. It is Mr. Brown.
2. They are (members of) the volunteers
conservationists.
3. They are on the beach.
4. They are going to clean the beach.
5. If they work hard today, they will make
the beach clean and beautiful again
2
English 9
Production
* Natural disasters are difficult to
avoid I think, people themselves
cause.
Homework
- Practice at home.
- prepare: speak
Ss take notes

 Yes, I have. / No, I haven’t.
-collect the rubbish/ trash, take them to the
garbage bins
- clean my house/ class/ school- yard/…
The environment around us won’t be
good. It will be harmful to our health. 
Cause disease. (Cough……)
 It’s human effect
*Human effects *Natural Disasters
-Deforestation - Storm
- Dust - Volcanic Eruption
- Garbage - Tidal wave =
-Smoke
Tsunami
-Sewage - Flood
-Bomb
 Don’t throw garbage
Should take them in the garbage bins/ …
Examples: cut & fire the trees/ forest /
Waste a lot of rubbish
 So we must protect our environment and
make it clean& beautiful
What should we do?
Experiences:





3

English 9
Week: 20
Period: 57 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: SPEAK
I- Objectives: By the end of the lesson, students will be able to persuade their friends to protect the
environment.
II. Language Focus:
a. Vocabulary:
- Wrap (v) : cover , fold sth as protection
- Dissolve (v) : change sth from solid and liquid condition
- Trash = Garbage
- Traffic jam (n) : a state that vehicles gt stuck in the street .
- Exhaust fume (n) : gases escaped from motor vehicles as waste products .
b. Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.
III- Methods: communicative approach
IV. Teaching aids: text book, sub- board, tape, cassette player, pictures.
V. Procedures:
TEACHER’S ACTIVITIES ST’S ACTIVITIES CONTENT
* Warm up:
Jumble words
Divide the class into two
teams .Ss from 2 teams go to the
board and write the correct
words.
The team which writes
more correct words first wins the

game
* Pre – speaking :
Introduce the topic of the
speaking and some new words to
students
+ Pre-teach vocabulary
+ Checking technique : Rub
out and remember
* While – speaking
- Ask Ss to read the persuading
expressions and the idea cues
given in the text book carefully .
- Call on some Ss to read the
examples aloud .
- Let the work in pairs , persuade
Play game
Listen and repeat in
chorus and
individually .
Guess its meanings and
copy .
Play games .
- Read all the
expressions aloud .
- Read the examples
aloud .
- Work in pairs
1. Uaderpse = persuade
2. Bearogg = garbage
3. Roderpvi = provide

4. Lupolilion = pollution
5. Duproce = produce
1.New words:
- Wrap (v) : cover , fold sth as
protection
- Dissolve (v) : change sth from
solid and liquid condition
- Trash = Garbage
- Traffic jam (n) : a state that
vehicles gt stuck in the street
- Exhaust fume (n) : gases escaped
from motor vehicles as waste
products
Form:
oI think you should….
oWon’t you….
oIt would be better if you…
oCan I persuade you to
oWhy don’t you……
oWhy not…….
4
+
V-ing
English 9
their partners to do things to
protect the environment .
+ Go around and provide help if
necessary
- Call on some pairs to practice
the dialogue.

- Give feedback and suggested
answers :
* Post speaking :
- Ask Ss to work in group
and find the answers to
the questionnaire :
How can we …………
• save paper ?
• use fewer plastic bags ?
• reduce water pollution ?
• prevent littering ?
• reduce air pollution?
• Reduce the amount of
garbage we produce ?
* Model : We can save papers
by recycling, reusing paper and
using tree leaves to wrap food
and other things .
- Call on some Ss from each
group to present in front of class.
- Correct mistakes if necessary .
* Exercise : Match the verb in A
to the words in B
Homework :
1. Summarize main points .
2. Learn by heart new words .
3. Prepare the next lesson part :
Listen.
- Practice in front of
class.

Work in groups to find
the answers .
Demonstrate in front of
class.
Match the verbs to the
words .
Read their answers
aloud .
oWhat\How about +V-ing…
Example :
1. A: I think it would be better if we
reuse and recycle bottles and cans .
B : Why ? how come ?
A: Because reusing and recycling
bottles can reduce garbage and save
natural resources .
*Answer:
a. I think you should recycle used paper,
newspaper.
b. How about cleaning and reusing them.
c. It would be better if you don’t throw
wastes and garbage bin into streams,
Lake or river and even Ocean.
A
B
Answer key
1. wrap
a. public buses
1.b
2. throw

b. food
2.c
3. save
c. trash
3.d
4. use
d. energy
4.a
Experiences:




5
English 9
Week: 21
Period: 58 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: LISTEN
I- Objectives: By the end of the lesson, students will be able to listen to a report and then complete the
note.
II. Language Focus:
a. Vocabulary:
- Raw sewage (n) : untreated wastewater .
- Oil spills (n) : the release of oil into the natural environment , usually the ocean .
- Marine life (n) : Plants and animals of the oceans
- Waste materials (n) : waste material , especially metal awaiting reprocessing .
- Regulations (n) : rules
b. Grammar: + Adverbs and adjectives
+ Adverb clause of reason

+ Adjective + that clause
+ Conditional sentence type 1.
III- Methods: communicative approach
IV. Teaching aids: text book, sub- board, tape, cassette player, pictures.
V. Procedures:
I / Warm up : Guessing game
( Environmental protection )
* Pre – listening :
Introduce the aims of the lesson
and some new words to Ss :
Play games
Listen and copy down .
- Listen and repeat in
chorus , individually
- Guess its meanings
- Copy down
S1: Write “ I think we should we
write on both sides of the paper. “
and speak to class about the topic
which he/she are interested .
Ss : make questions
Example :
S1: I am interested in saving
paper .
S2: Do you think we should use
banana leaves to wrap food ?
S1 : No, I do not .
S2: Do you think we should recycle
waste Paper ?
S1: No, I do not .

S2: Do you think we should write
on both sides of the paper ?
S1 : Yes, I do . ( S1 shows their
classmates what she wrote )
If many people can not predict => “
What do you think we should do ?”
- Lead in new lesson .
Vocabulary:
- Raw sewage (n) : untreated
wastewater .
- Oil spills (n) : the release of oil
into the natural environment ,
usually the ocean .
- Marine life (n) : Plants and
animals of the oceans
- Waste materials (n) : waste
material , especially metal awaiting
reprocessing .
6
English 9
* Checking technique : What and
where
- Ask Ss to predict “ What pollutes
the oceans ? “
- Call on some Ss to report their
ideas and write on the board .
* While – listening :
• Set the scene “ You are
going to listen to a report on
how our oceans are

polluted . Study the notes
carefully then listen to the
tape and complete the notes
“
- Turn on the tape (2 or 3 times )
- Ask Ss to compare the answers
with their friends .
- Call on some Ss to read aloud the
answers , and give the correct
answers :
- Have Ss compare with their
predictions and give marks to Ss
who have guessed truly .
* Post - listening :
Chain game
- Divide class into four groups to
play games to summarize the
contents of the listening .
- Call on Ss to speak in front of
class. Correct mistakes if
necessary .
4. Homework :
- Copy down the main points
- Learn by heart new words .
- Prepare part Read
- Predict and report .
Listen carefully .
- Listen and complete
the notes .
- Compare their

answers with their
partners .
- Read their answers
aloud
- Read the complete
passage aloud .
Compare their
predictions with the
correct answers .
Play games
Listen and copy .
- Regulations (n) : rules
Firstly : raw sewage is pumped
directly into the sea .
Secondly : Garbage is dropped into
the sea .
Thirdly : oil spills come from ships
at sea .
Next : Waste materials come from
factories .
Finally : Oil is washed from the
land .
S1: Firstly ,…………….secondly
……
S2: Firstly ,……….secondly ,
……… thirdly …….
S3: …………., finally …

Experiences:

7
English 9
Week: 21
Period: 59 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: READ
I- Objectives: By the end of the lesson, students will be able to:
- Understand a poem about the Environment.
- Know what to do to protect the environment.
II. Language Focus:
a. Vocabulary:
- Raw sewage (n) : untreated wastewater .
- Oil spills (n) : the release of oil into the natural environment , usually the ocean .
- Marine life (n) : Plants and animals of the oceans
- Waste materials (n) : waste material , especially metal awaiting reprocessing .
- Regulations (n) : rules
b. Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.
II- Methods: communicative approach
IV. Teaching aids: text book, sub- board, tape, cassette player, pictures.
V. Procedures:
* Warm up :
Question and answer
- Have Ss work in groups , ask
and answer the questions

above .
- Call on Ss to practice in front
of class.
* Pre – reading :
Checking technique :
Jumbled words :
- Write new words in the wrong
order :
- Call on some Ss to write the
good words . Correct and give
the correcct answers :
- Call Ss to read the correct
words aloud .
* While – reading :
• Set the scene “ We will
Work in groups
-
Practice in front of class.
Listen and repeat in
chorus and individually.
Guess its meanings and
copy .
Play games
Write the good words on
the boards
Read them aloud .
1. Do you like poetry ?
2. Do you often read poetry ?
3. Who is your favorite poet ?
4. Have you ever read a poem in English ?

5. What is it ? Do you understand it ?
Vocabulary pre- teach :
- End up (v) : use up / finish
- Second – hand (a) : used
- Junk-yard (n) : a place to store
rubbish and waste .
- Treasure(n) : valuable / precious
things
- Stream (n) : current or flow of
water / small river .
- Foam (n) : mass of bubbles of air
or gas
Nonsense(n) : meaningless words or ideas
- Write new words in the wrong order :
+ maof / aryd- kujn / maetsr/ esnesno/ pu
den/ esurraet / daso /
+ foam / junk – yard / stream / nonsense /
end up / treasure / soda .
While – reading :
1. True / false statements prediction
1. The boy is really interested in the
problems of pollution .
2. He does not want to make the place
more polluted .
8
English 9
listen to a poem about :
A mother and her son
are having a picnic in a
park . The son sees the

place is polluted . He
asks his mother about
the problems of
pollution “
- Call on some Ss to read their
predictions and write them on
the board .
1. True / false statements
prediction
2. Prediction check :
- Turn on the tape 2 times and
ask Ss to read the poem to
check their predictions . Then
compare their results with
friends .
- Call on some Ss to read their
answers aloud .
3. Match each word in A to an
appropriate explanation in B .
- Ask Ss to work individually to
match .
- Get Ss to compare their
answers with a friend .
- Call on some Ss to read their
answers aloud .
- Correct and give correct
answers :
* Answering questions:
- Ask Ss to read the poem more
carefully and answer the

questions
- Call on some Pairs to read
their answers aloud in class.
+ Call Ss some Ss to read the
correct answers aloud . Then
read the passage loudly .
- Check Ss
,
pronunciation and
intonation .
* Post – reading :
Discussion
- Ask Ss to work in group of
four to discuss question 6
What we could do in our
school / house to minimize the
pollution ?
- Call on some representatives
from each group to demonstrate
in front of class.
- Correct and give further

Listen carefully
Work in groups to predict
.
- Report their predictions
aloud .
Listen to the tape
carefully , read the poem
and check their

predictions .
Read them aloud , and
copy down .

Work individually to do
the exercise .
- Read their answers
aloud .
Write down .
- Listen and copy
- Read the example aloud
.
- Work in pairs
- Practice in front of
class.
Read the correct answers
aloud .
Read the passage aloud .
3. His mother is aware of the danger of
pollution .
4. His mother thinks she should protect
the environment even when she is on
holiday .
2. Prediction check :
Correct and give answers :
1.T 2.T 3.F 4.F
3. Match each word in A to an appropriate
explanation in B .
- Correct and give correct answers :
A

B
1. Junk-yard
c. a piece of land full of rubbish
2. end up
g. reach a state of
3. treasure
f. valuable or precious things .
4. foam
e. mass of bubbles of air or gas
5. stream
d. a flow of water
6. hedge
a. a row of things forming a fence
7. folk
b. people
4. Answer :
* Quick grammar presentation :
Conditional sentence type 1 :
If S + V ( present simple ) , S + will +
V
Example :
If the pollution goes on , the world will
end up like a second- hand junk – yard.
- Give correct answers :
1. If the pollution goes on , the world will
end up like a second – hand junk – yard .
2. The mother thinks other folk pullet the
environment but not her and her son .
3. If the boy keeps on asking such
questions , his mother will take him home

right away .
4. No. Because he is right : If he throws
the bottles that will be polluting the woods
.
5. The poet wants us to learn that
everyone is responsible for keeping the
9
English 9
information to the questions
4. Homework :
- Learn by heart new words
and copy down .
- Do the exercises in the
workbook .
Prepare part Write
- Work in groups
- Demonstrate in the
front .
- Listen and copy .
environment from pollution .
+ Suggested ideas :
- Put the bins around the school yard
.
- Pick up the rubbish / garbage and
throw it into a trash bin .
- Should not litter / spit on the
ground ….
Experiences:

Week: 21
Period: 60 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: WRITE
I. Objectives: By the end of the lesson, students will be able to write a complaint letter with the right
format and language .
II. Language Focus:
a. Vocabulary:
- Complain (v) -> complaint (n) : express dissatisfaction .
- Truck (n) : strong lorry for heavy goods .
- Fly (n) : two – winged insect
- Response (v) : make an answer
- Break (v) : pause or interval at work .
b. Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.
II. Methods: communicative approach
IV. Teaching aids: text book, sub- board, pictures.
Techniques: pairs, elicit, individually
V. Procedures:

* Warm up :
Ordering
- Write the five main parts on a

complaint letter on the board .
Look at the board . 1. Politeness
2. Complication
10
English 9
- Ask Ss to guess the correct order
of a complaint letter and write
them on the board .
 - Have them open their
books and check their
results.
* Pre – writing :
1. Vocabulary pre – teach :
- Complain (v) -> complaint (n) :
express dissatisfaction .
- Truck (n) : strong lorry for
heavy goods .
- Fly (n) : two – winged insect
- Response (v) : make an answer
- Break (v) : pause or interval at
work .
* Checking technique : What and
where
2. Set the scene
“ Mr Nhat wrote a complaint
letter to the direction of L*P
company in Ho Chi Minh city .
the five sections of the letter are
not in the right order “
- Ask Ss to work in pairs to order

the letter .
- Call on some pairs to read the
letter with the correct order
aloud .
- Give feed back and answer
- Ask Ss to read the correct letter
and answer the questions :
1. What does Mr Nhat complain
about ?
2. What problems does he
mention ?
3. What does he suggest ?
- Call on some pairs to practice in
the front .
* While – wring :
Write b) :
- Ask Ss to read the situation in
the textbook and answer the
questions below :
1. What do you complain about ?
2. What problem do you want to
mention ?
3. What suggestions do you want
to make ?
- Call on some pairs to ask and
answer in the class.
- Correct and give correct answers
:
* Have Ss work individually ,
- Read and guess the

order of the letter .
- Read their predictions
.
- Open their books and
compare .
- Write down their
note books .
- Listen and answer
- Listen and repeat in
chorus and individually
.
- Guess its meanings
and copy .
- Play games .
- Listen to the scene .
- Work in pairs to order
the letter .
- Read their answers
aloud .
- Read the correct letter
aloud .
- Read the letter again
and answer the
questions .
- Demonstrate in class.
- Read the situation and
3. Resolution
4. Action
5. Situation
Then give correct order :

1. Situation
2. Complication
3. Resolution
4. Action
5. Politeness.
=> Explain what Ss have to do in
each section
+ What you write if the first section ?
– Situation ?
 state the reasons for writing
+ …Complication ?
 mentions the problem
+ …Resolution ?
 makes a suggestion
+ … Action ?
 talks about future action
+ Politeness ?
ends the letter politely.
key :
1. Situation : I am writing ……….
The north .
2. Complication : When the truck …
flies .
3. Resolution : I would suggest …
leaving.
4. Action : I look forward …… your
company .
5. Politeness: Faithfully ,
Tran Nhat Vu
11

English 9
write a letter to the head of local
authorities to complain about the
way of catching fish in the lake
behind your house .
- Ask Ss to compare the writing
and correct mistakes if any .
- Call on some Ss to read their
writings aloud .
IV / Post – writing :
- Call on some Ss to read the
writing loudly .
4. Home work :
1. Copy the letter .
2. Do exercises (………… ) in
work book .
3. Write a complaint letter about
the environment where you are
living .
prepare: language focus
answer the questions .
- Practice asking and
answering in front of
class.
- Repeat the correct
answers .
- Work individually.
- Exchange their
writings and compare .
- Read their writings

aloud .
- Read the letter aloud (
3 Ss )
- Listen and copy .
- Correct and give correct answers :
1. The way people catch fish .( Use
electricity to catch fish )
2. Fish and other animals have died .
3. Prohibiting and fining heavily
anyone catching fish in this way .
- Correct and give suggested writing :
Dear Mr . President ,
I am writing to you about the
problem of fish catching in the lake
behind my house .
I am very worried because they do
not know use fishing rod or net but
use electricity to catch fish . After a
short time they leave the lake , a lot
of fish die and float in the water
surface . Other animals such as frogs ,
toads , and even birds have also died
from electric shock waves .
I would suggest the local authorities
should prohibit and fine heavily
anyone using this way of catching
fish .
I am looking forward to hearing from
you and seeing the actions taken to
protect the environment from the

local authority .
Sincerely,
Ngoc .
Experiences:







12
English 9
Week: 22
Period: 61 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: LANGUAGE FOCUS (1)
I. Objectives: By the end of the lesson, students will be able to:
- Use the Adjectives and adverbs to make sentences with Adjectives + that +Clause.
- Revise conditional sentence (type I)
II. Language Focus:
Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.
III. Methods: communicative approach
IV. Teaching aids: text book, sub- board, pictures.
V. Procedures:
Teacher’s activities Students’ activities Content
* Warm up:

Jumbled words
Have Ss work in 2 teams.
-Give the words with the random
letters.
-Ask Ss to put the letters into the
right order making the
meaningful words.
-Give feedback.
* Presentation:
Act 1: Adjective and
Adverbs
- Teacher reviews how to make
an adverb from an adjective
- give them some special cases
- Use the adverb to complete the
sentences.
- Remark and correct.
* Practice:
Act 2: Because/As/Since+ S +V
*Revision of adverb clauses of
reason (becuase, since, as)
-Give 2 sentences & ask Ss to
combine them into one.
(use 3 words above)
*Have Ss join the pairs of
sentences together using
because, since or as.
-Give feedback
Team work
Get ready to write the

words on the board.
- Students work in pairs:
change the given adjective
into adverb.
- Write their answers on
the board.
- Read their answer aloud.
Whole class
Revise the adv clause of
reason.
Get ready to give the
answers to the whole class.
1. WOSL - slow ( chËm)
2. ASD - sad (buån)
3.DOGO - good (tèt, giái)
4.PAPYHA - happy (vui, h.p)
5.XETERME - extreme (tét ®é)
Adv= adj+ ly
Ex: careful- carefully
beautiful- beautifully
• Note
- Nếu tính từ tận cùng là “y” thì phải
đổi “y” thành “i” rồi mới thêm “ly”
Ex: happy- happily
- good- well
- một số tính từ tận cùng là “ly”: silly,
friendly, lovely, lively, likely……
EXERCISE 1
- good-well
- happy- happily

- sad- sadly
- slow- slowly
EXERCISE 2
*(a) Ba is tired
(b) He stayed up late watching tv
Ba is tired because/since/as he stayed
up late watching TV
*Answers:
c.I'm going to be because the bus
d.I broke the cup because/since I was
e.I want to go home as I feel sick
f.I'm hungry since I haven't eaten
13
English 9
4. Consolidation:
- T repeats the structures and
asks Ss to remember .
5. Homework:
-Sumarize the main points of the
lesson.
-Asign home work.
- listen and remember.
Write into notebook
- Adjectives and adverbs
- Since / as / because
- Learn by heart new vocabulary
-Prepare part LF (2)
Experiences:

Week: 22
Period: 62 Date of planning: ……/……/………
UNIT 6: THE ENVIRONMENT
Lesson: LANGUAGE FOCUS (2)
I- Objectives: By the end of the lesson, students will be able to:
- Use the Adjectives and adverbs to make sentences with Adjectives + that +Clause.
- Revise conditional sentence (type I)
II. Language Focus:
Grammar: + Adverbs and adjectives
+ Adverb clause of reason
+ Adjective + that clause
+ Conditional sentence type 1.

III. Methods: communicative approach
IV. Teaching aids: text book, sub- board, pictures.
V. Procedures:

* Warm up : Jumbled
words
- Write the words whose letters are
not in good order on the board :
- Call on some Ss to write the
correct words on the board.
- Correct and give the correct words
* Presentation and practice 3
1. Adjective + that clause
- Explicit the structure :
S + be + adjective + that clause

Ex : I am pleased that you are
working hard .
- Have Ss practice the structure by
completing the dialogues in the
book.
- Call on Ss to read the completed
dialogues aloud in class.
- Listen and correct mistakes . Then
give correct answers :
Play games
- Read the example
aloud .
- Work individually
- Exchange their
results and compare .
1. Wols -> slow
2. Asd -> sad
3. Dogo -> good
4. Pahapy -> happy
5. Termexe -> extreme
6. Oisyn -> noisy
the structure :
S + be + adjective + that clause
Ex : I am pleased that you are
working hard .
14
English 9
b) I am excited that I can go to Da
Lat this time .
c) I am sorry that I broke your

bicycle yesterday .
d) I am disappointed that you did
not phone me about it .
e) I am amazed that I could win the
first prize.
2. Revision of conditional sentence
type 1 :
- Repeat the form and use of the
conditional sentence type 1 :
If + main clause , subordinate
clause …
( simple present tense ) , ( will + V
infi )
- Ask Ss to do the exercise 4 :
- Call on some Ss to read the
complete sentences aloud .
- Correct and give correct answers :
1- e , 2-a , 3-c , 4-d , 5- b
- Have them read the complete
sentences aloud .
3. Complete the sentences :
- Ask Ss to work individually to
complete the sentences :
- Call on some Ss to read the right
sentences aloud and give correct
answers :
- Ask Ss to read the complete
sentences aloud .
4. Consolidation:
- T repeats the structures and asks

Ss to remember .
5. Homework :
- Redo all the exercises and copy .
- Do the exercises in the
workbook .
- Prepare the next lesson .
- Read the correct
sentences aloud .
Listen and write
down
Read the example
aloud .
Practice in pairs in
front of class.
Listen and copy .
Work individually
Read the complete
sentences aloud .
Repeat the correct
sentences aloud and
copy .
Work individually
Read the complete
sentences loudly .
- listen and
remember.
Listen and copy .
answers :
b) I am excited that I can go to Da
Lat this time .

c) I am sorry that I broke your
bicycle yesterday .
d) I am disappointed that you did not
phone me about it .
e) I am amazed that I could win the
first prize.
the conditional sentence type 1 :
If + main clause , subordinate
clause …
( simple present tense ) , ( will + V
infi )
answers :
1- e , 2-a , 3-c , 4-d , 5- b
b) If we go on littering , the
environment will become seriously
polluted .
c) If we plant more trees along the
streets , we will have more shade and
fresh air .
d) If we use much pesticide on
vegetables , the vegetables will
become poisonous and inedible .
e) If we keep our environment clean ,
we will live a happier and healthier
life .
- Adjectives and adverbs
- Since / as / because
- adj+ that clause
- Conditional sentence
Experiences:

15
English 9
Week: 22
Period: 63, 64 Date of planning: ……/……/………
UNIT 7: SAVING ENERGY
Lesson: GETTING STARTED & LISTEN AND READ
I. Objectives: By the end of the lesson , Ss will be able to use the words and phrases relating to energy
saving and understand the dialogue , the ways to save energy .
II. Language Focus:
a. Vocabulary: Water bill(n) hóa đơn tiền nước
Enormous(a)khổng lồ, to lớn
Reduce (v) giảm
Plumber(n) thợ sửa chữa ống nước
Cracker(n) vết nứt gãy
Dripping faucet (n) vòi nước bị rỉ
b. Grammar: - Connectives: and, but,because,or, so, therefore, however
- Phrasal verbs: turn off, turn on, look for, look after, go on.
- Make suggest + verb-ing, suggest(that)+ S + should
III. Methods: communicative approach
IV. Teaching aids: textbook, sub- board, tape, cassette player.
V. Procedures:
* Warm up :
Brainstorming
- Ask Ss to look at picture
( Getting started )
- Have them work in pairs and

make a list of things the family
could do to save energy .
- Call on some Ss to read the list
aloud .
* Pre reading :
Introduce the topic of the passage
reading and some new words to Ss
.
1.Pre- teach vocabulary :
- Water bill (n) : statement of
charges for water used .
- Enormous (a) = big / huge
- Crack (v) = break without
complete separation of parts /
fissure
- Pipe (n) : tube of metal for
conveying water .
- Plumber (n) : a person who
installs and repairs pipes and
plumbing
- Dripping faucet (n) : the tap with
falling drop of water .
* Checking vocabulary :
Matching
- Ask Ss to match the words in A
with the meanings in B .
- Give feedback :
1-b 2-d 3-f 4-e 5-a 6-c
=> Ask “ Does Mrs Mi advise Mrs
Work in pairs

Listen and copy .
Listen and repeat
chorally ,
individually
Copy down
- Work in groups .
- Read their answers
aloud .
Copy down .
* Suggested answers :
- Save water by turning off the faucet
when there is enough water supply .
- Turn off the lights when unnecessary .
- Turn off TV and radio when nobody
watches or listens
Vocabulary:
- Water bill (n) : statement of charges for
water used .
- Enormous (a) = big / huge
- Crack (v) = break without complete
separation of parts / fissure
- Pipe (n) : tube of metal for conveying
water .
- Plumber (n) : a person who installs and
repairs pipes and plumbing
- Dripping faucet (n) : the tap with falling
drop of water .
New words
Meaning
1. Water bill a. Thợ sửa ống nước

2. Enormous b. Hoá đơn tiền nước
3.Crack c. Vòi nước bị nhỏ rọt
4. Pipe d. To , lớn
5. Plumber e. ống nướn
16
English 9
Ha to take showers ? “ -> what
does she say ?
Model :
I suggest taking showers .
+ Word cue – drill:
Making sentences with
suggest + Ving
1. turn off / lights / before / leave /
room
2. get a plumber / make sure
there / no cracks in the pipes .
3. repair dripping faucets .
4. take / showers / instead / have /
baths .
- Call on Ss to read their sentences
aloud .
* While - reading
* Set the scene “ Mrs Mi is talking
to her neighbor , Mrs Ha about
the water bill this month
- Ask Ss to practice the dialogue
with a partner .
- Call some pairs to practice in
front of class , feedback on Ss

,

pronunciation and intonation ,then
correct the mistakes if any .
- Have Ss read the dialogue and
decide the statements in the book
True or False . Correct the false
ones .
- Get them to compare the answers
with a friend
- Call on some Ss to read their
answers in class and explain their
choice .
- Give the correct answers :
- Have them copy .
* Post – reading :
Mapped dialogue
- Write some words in the
dialogue on the board .
Matter
Worried…… water bill
……
Reduce……
Plumber …… cracks
……………
- Ask Ss to close the book and
recall the dialogue base on the
words given .
- Call on some pairs to practice the
conversation in class .

4. Homework :
- Summarize main point and copy
in their notebooks
- Do the exercises
Listen and answer the
questions
Work in pairs
Practice in class .
Listen carefully .
Practice the dialogue
( pair work )
Read the dialogue
again and do the
exercise .
Read their answers
aloud and correct the
false ones .
Copy down .
Work in pairs
Practice the dialogue
in class .
Listen and copy .
6. Dripping faucet f. Vết nứt , gãy
+ Word cue – drill:
Making sentences with suggest + Ving
1. turn off / lights / before / leave / room
2. get a plumber / make sure there / no
cracks in the pipes .
3. repair dripping faucets .
4. take / showers / instead / have / baths .

1.True
2. True
3. False
-> Mrs Ha has not checked the pipes .
4. False
-> Mrs Ha suggests taking showers .
5. True
17
English 9
Week: 23
Period: 65 Date of planning: ……/……/………
UNIT 7: SAVING ENERGY
Lesson: SPEAK
I- Objectives: By the end of the lesson, students will be able to make and response to suggestion.
II. Language Focus:
- Make suggest + verb-ing, suggest(that)+ S + should
I think we should
Shall we
Why don’t we
Let’s

I suggest
How about
What about
III. Methods: communicative approach
IV. Teaching aids: Text book, work book, ruler, chalk, board, posters, pictures.
Techniques: pairs, elicit, individually, groups.
V. Procedures:
Teacher’s activities St’s activities content
* Warm up:

- Kim’s Game:
Divide the class into two groups
Have Ss look at the poster of things
dealing with activities in free time
in page 59 and try to remember as
many activities as possible.
Put away the poster and ask Ss to
go to the board and rewrite the
names of the activities they’ve just
seen from memory
Elicit from Ss to draw the exchange
* Pre- speaking
-Elitcit from Ss to draw the
exchange.
+ I suggest taking showers!
OK. I'll do that
Ask Ss to fund out other ways of
making suggestions
-Call on Ss to read aloud to the
whole class.
- Give feedback.
Play game
Listen to T's elitciting
and try to make the
suggestions
Answer:
1.Go to the movies
2.Play badminton
3.Watch T.V
4.Play chess

5.Do homework
6.Read book/ go to the library
7.Go skiing/ski
8.Pay games
I suggest taking a shower
Ok. I’ll do that.
I think you should take a shower
Why don’t you take a shower how
about taking shower
Form:
Suggestion:
I think we should
Shall we
Why don’t we
Let’s
I suggest
How about
18
+ V(bare infinitive)
+ V_ing
English 9
* while- speaking
Ask Ss to find out other ways of
making suggestions
Have Ss do exercise 3a on page 58-
59
Ask Ss to look at the picture on
page 59 and the table on page 55
and make responses to the
suggestion.

* Post- speaking
*Discussion:
Have Ss work in group of 4
-Get them to work out an ACTION
PLAN to save energy for their
class.
- Call on Ss to give the answers.
- Give feedback and correct
answers.
4.Homework
-Sumarize the main points of the
lesson.
- Learn by heart new vocabulary
- prepare: unit 7: Listen
making suggestions.
Get ready to give the
answers.
Listen to T's correction
and take notes
Ggroup work
Get ready to give out
the solution for saving
energy.
Write
What about
Response:
− Ok./ All right/That’s a good
ideals
− Let’s…./I prefer to watch T.V
− No I don’t want

Example
+ Example:
A. I think we should turn off the
faucet.
(OR) I suggest fixing the faucet
+ Suggested answers:
B. I think we should turn off the gas
fire
C. I suggest turning off the fan
D. I think we should turn off the air-
conditioner when no one is in
E. Why don't we turn off… when
no one is in.
F. I think we shouldn't go to school
by motorbike.
G. Let go to school by bus.
*Group A
− Collect some money/ unused
clothes
− Organized a show to save
money.
− Give lesson to poor children
….
*Group B
− Work harder on your
pronunciation
− Speak English in class
− Buy a good dictionary.
Example:
A- I think we should turn off the

lights before leaving the class.
B- That's a good idea.
C- What about going to school
by bus.
D- Great! let take the bus to
school every day.
Experiences:


19
English 9
Week: 23
Period: 66 Date of planning: ……/……/………
UNIT 7: SAVING ENERGY
Lesson: LISTEN
I- Objectives: By the end of the lesson, students will be able to listen to a text for details and practice
in making suggestion.
II. Language Focus:
a. Vocabulary: Solar, Solar panel (n), Install (v), Total (v), Heat (n)
b. Grammar: Make: suggest + verb-ing, suggest(that)+ S + should
III. Methods: communicative approach
IV. Teaching aids: Text book, work book, ruler, chalk, board, posters.
V. Procedures:
Teacher’s activities Sts’ activities Content
Warm up :
Chatting
1. Is the sun important to our
life ?
2. In what way is it important to
us ?

3. Can it provide us with
energy ?
4. Do you know how we can
receive its energy ?
5. Do you know anything about
solar energy ?
-> Lead in the new lesson .
Listen and answer the
questions
1. Is the sun important to our life ?
2. In what way is it important to us ?
3. Can it provide us with energy ?
4. Do you know how we can receive its
energy ?
5. Do you know anything about solar
energy ?
* Pre- listening :
Introduce the topic of the
listening and some new words to
students .
Checking vocabulary :
Rub out remember
Work in the whole
class .
Listen and copy .
Listen and repeat
chorally , individually .
Guess its meaning and
copy .
Play game

1-vocabulary :
- Solar (a) :
- Solar energy (n) :
- Nuclear power (n) :
- Solar panel (n) :
- Advanced (a) :
- Roof (n) :
- Effective (a) - > effectively (adv)
True false statements
predictions
- Let Ss read the statements in a)
carefully and give their
predictions , then write them on
the board
- Have them copy down
Work in group
Work individually .
2- T/F statements
Answer keys
1. True
2. False -> Most of our electricity comes
from the use of coal , gas , oil or nuclear
power )
2. False -> It is enough to provide power
for total population )
4. True
5. False -> in 2015
Gap filling :
- Ask Ss to read the statements
Work in group 3-Gap-fill

20
English 9
carefully and guess the missing
words .
- Call on some Ss to read their
predictions aloud and write on
the board .
- Ask them to listen to the tape to
fill in each blank with one word
to check their predictions
- Call on some Ss to read the
completed sentences aloud .
- Feedback :
- Have them copy and read them
again .
Read their predictions
Listen to check their
predictions
Copy down .
Read the completed
sentences aloud
Anwer keys
1. effective
2. pollution
3. countries
4. store
5. roof
6. instead
Post - listening :
Discussion

- Have Ss work in group of 4 Ss
to discuss these questions
- Call on some volunteers from
each group to demonstrate in
front of class .
- Correct and give suggested
answers
Work in group of 4
Ss .
Demonstrate in front
of class
1. What kind of energy can be used
today ?
2. What are the benefits of solar energy ?
3. How can people get solar energy ?
Possible answers
1. Coal , gas , oil , nuclear power and
solar energy can be used today
2. Solar energy is cheap , clean , effective
and it does not cause pollution or waste
natural resources .
3. Solar panels are installed on the roof of
a house to receive the solar energy from
the sun .
4- Homework :
- Write a short passage
( 40-50 words ) about their
knowledge
,
s solar energy .

- Learn by heart new vocabulary
- prepare: unit 7: Read
Listen and copy
Set homework
Experiences:





21
English 9
Week: 24
Period: 67 Date of planning: ……/……/………
UNIT 7: SAVING ENERGY
Lesson: READ
I- Objectives: By the end of the lesson, students will be able to know how North America and
European countries save money and natural resources.
II. Language Focus:
a. Vocabulary: - Luxury >< Necessity (n), Consumer (n),Household (n),Account for (v),
Labeling scheme (n),Tumble dryer (n),Innovation (n), to conserve -> conservation (n), category (n)
b. Grammar: - Connectives: and, but,because,or, so, therefore, however
- Phrasal verbs: turn off, turn on, look for, look after, go on.
- Make suggest + verb-ing, suggest(that)+ S + should
II- Methods: communicative approach
IV. Teaching aids: Text book, work book, ruler, chalk, board, posters.
V. Procedures:
Teacher’s activities Students’ activities Content
* Warm up :
Brainstorming

Suggested answers :
- cheap and clean
- provides enough power for
the world population
- does not cause pollution
- can be stored for a number
of days .
- can be received by the solar
panels installed on the roof of
a house .
- can be used on cloudy days .
- help save money as well as
natural resources
=> lead in the new lesson
Work in group
Cheap and clean
Pre- reading :
Introduce the topic of the
reading passage and some
new words to Students

Checking vocabulary
What and where
Repeat chorally ,
individually and guess
its meaning , then copy
down .
Play games .
vocabulary :
- Luxury >< Necessity (n)

- Consumer (n) :
- Household (n) :
- Account for (v) :
- Labeling scheme (n)
- Tumble dryer (n) :
- Innovation (n) :
- to conserve -> conservation (n)
- category (n)
While - reading :
1. Scanning and skimming
- Ask Ss to read the passage
very quickly and answer the
following questions :
1. What continents are
read the passage
quickly and answer the
questions
Answers
1. America and Europe
2. They are necessities
22
The benefits of
using solar energy
English 9
mentioned in the text ?
2. Are electricity, gas and
water luxuries or necessities?
- Call on some Ss to answer
the questions .
- Give feedback:

2. Choosing the best
summary :
+ Which of the following is
the best summary of the
passage ?
- Have Ss read the passage
more carefully and choose the
best summary for it among
four following options
( In the text book )
- Ask them to work in groups
to find out the best answer
- Call on some Ss to give
explanation for their choice
3. Answering questions :
- Have Ss read the passage
again and answer the
questions .
- Ask them to compare with a
friend .
- call on some Ss to read their
answers aloud in front of class
.
- Give feedback :
Work in groups
- Demonstrate in front
o class .
Work in group
Present their ideas in
front of class .

a- Choosing the best summary :
=> North American and European countries
are interested in saving money and natural
resources. (It is the best answer because
three others are too specific. They only
cover part of the passage )
b- Comprehension questions
Answer keys
1. They are interested in products that will
not only work effectively but also save
money .
2. To spend less on lighting we replace an
ordinary 100 watt light bulbs by using
saving bulbs .
3. She will pay US $ 2
4. The purpose of the labeling scheme is to
tell the consumer how energy efficient each
model is, compared with other appliances in
the same category .
Post - reading :
Discussion
- Have Ss work in group of 4
Ss to find out the answers .
1. What should we save
energy ?
2. What should we do to save
money and natural resources ?
- Call on the representative
from each group to present in
front of class .

- Give feedback :
Work in group of 4 Ss
to find out the answers.
Possible answers
1 . Because we want to save money and
natural resources.
2. - Use solar energy instead of coal , gas
and oil .
- Use energy – saving house hold
appliances like bulbs , refrigerators , stoves ,
cookers .
- Reduce the amount of water and
electricity we use .
- Turn off the faucets , the TV or radio
when we do
not use them .
4.Homework :
-Summarize main points.
- Learn by heart new
vocabulary
- Preare he next lesson part
Write.
Set homework
Experiences:


Week: 24
23
English 9
Period: 68 Date of planning: ……/……/………

UNIT 7: SAVING ENERGY
Lesson: WRITE
I- Objectives: By the end of the lesson, students will be able to write a simple speech and present it in
front of the class.
II. Language Focus:
a. Vocabulary: sum up, attention, detail, solid, draft
b. Grammar: - Connectives: and, but,because,or, so, therefore, however
- Phrasal verbs: turn off, turn on, look for, look after, go on.
- Make suggest + verb-ing, suggest(that)+ S + should
III. Methods: communicative approach
IV. Teaching aids: Text book, work book, ruler, chalk, board, posters.
V. Procedures:
Teacher’s activities Sts’ activities Content
* Warm up :
Nought and crosses
 Lead in the new lesson
Play game
( Whole class )
Electricity Freezer Consumer
Gas Washing machine Dryer
Household Water Innovation
Pre writing:
Introduce the topic of the writing
and some definitions of speech .
1. Definition of a speech :
It is the act of delivering a formal
spoken communication to an
audience . A speech usually had
three parts : Introduction , Body
and conclusion

- Ask Ss some questions about the
functions of each part. a. a-What
do you do in the Introduction of a
speech ?
b. What do you do in the body of a
speech ?
c. What do you do in the
conclusion of a speech ?
- Call on some Ss to answer the
questions .
- Give feedback :
2. Matching :
- Ask Ss to work individually ,
match each part of speech in
column A to a suitable function in
column B
- Give correct answers :
Listen and copy
Listen and answer the
questions.
Work individually ,
match each part of
speech in column A to
a suitable function in
column B
1-Definition of a speech
c. Sum up what we have said .
1. Introduction
2. Body
3. Conclusion

A. summing up what you have said
B. getting people
,
s attention and telling
them what you are going to talk about .
C . Giving details in easy – to –
understand language .
Matching:
Answers
1- B 2- C 3- A
While - writing :
1. Ordering :
- Ask Ss to work in pair , put the
sections in the correct place to
complete a speech .
Work in pair , put the
sections in the correct
place to complete a
3. Ordering
Answers :
24
English 9
- Call on some Ss to deliver the
speech in front of class .
- Comment and correct and
necessary mistakes.
- Give the correct answers : 3-2
-1
- Ask Ss some questions :
a. What does Professor Roberts do

in the introduction of his speech ?
What is he going to talk about ?
b. What are his ideas about saving
the amount of gas ?
c. What does he say finally ?
- Call on some pairs to practice in
front of class .
2. Discussion :
- Ask Ss to read carefully the aims
of the exercise .
- Have them work in pairs to
answer the questions below .
a. What do you think about the
amount o garbage nowadays ?
b. Why do we have to reduce
garbage ?
c. How can you help with reducing
garbage ?
3. Writing :
- Have Ss work in group of 4 to
write “ Reducing the amount of
garbage “
- Monitor and provide help if any .
- Call on some representative of
each group to present their writings
.
speech .
Deliver the speech in
front of class .
Read carefully the

aims of the exercise .
Work in pairs to
answer the questions
Work in group of 4 to
write “ Reducing the
amount of garbage “
Present their writings
3-2 -1
Suggested answers :
a. Every household produces a lot of
garbage .
b. Pollute the environment / affect
people
,
s health
c. Collect plastic bags , empty cans and
bottles send them to factories for
recycling / use cloth bags / not keep
solid waste with food waste / use food
waste to feed pigs , chickens and other
animals .
4- Writing:
(Possible answer)
Reducing garbage:
Good morning, everybody. I’m
(Lien) and today, I am going to tell you
how to reduce garbage.
Most of us produce too much
garbage everyday. You can reduce this
amount by:

- collecting plastic bags.
- not keeping solid waste with food
waste.
- putting different kinds of waste in
different places.
If you follow these simple rules, not
only will you reduce garbage, but also
keep the environment cleaner.
Post - writing :
Discussion
Why should we save energy ?
- Ask Ss to work in groups to list
the reasons for saving energy.
- Call on some representative of
some groups to present in front of
class .
4.Homework :
- Copy down the completed
writing in their notebooks .
- Prepare next lesson part LF
Work in groups to list
the reasons for saving
energy.
Present in front of
class.
Suggested answers :
Save money / conserve the Earth
,
s
resources / protect environment /

prevent natural disasters

25