GIAO AN ANH 9 KY II

1

English Syllabus 9 -Term 2

Week: 20
Period: 37

Date to prepare: 08/01/2011

Date to teach: 10/01/2011

Unit 6: THE ENVIRONMENT
Lesson 1: Getting started & listen and read
I. Objectives: By the end of the new lesson, Ss will be able to read the paragraph about the work of a
group of conservationists and know more about the environment problems and the solutions
II. Language contents
1. Vocabulary: spray, environmental, environment, deforestation = the destruction of the
forests, garbage dump, dynamite fishing
2. Grammar:
The conditonal sentence type 1
If + S + V/be(present simple)…, S + will/shall + V(bare infinitive) ….
III. Techniques:
Communicative approach, match, brainstorm
IV. Teaching aids:
Lesson plan , textbook , cassette , tape , picture, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
+ T asks Ss to think of the environmental
Brainstorm

problems in Tran De District.
air pollution
+ Ss think and tell their ideas (may be in
Vietnamese).
Environmental
+ T writes their ideas on the board.
problems in our
hometown

Water
pollution

Dynamite fishing
Possible answers
- The destruction of the forests.
- Rubbish/ garbage/ trash.
- smoke from cars, motorbikes…
- smoke from factories.
Presentation (13’)
+ T presents vocabulary in getting started by using
explaining and pictures.
+ Ss repeat and write new words in notebook.

+ T checks new words by using “Rub out and
remember” technique.
+ Ss practice after the teacher.

Vocabulary
environment (n) : môi trường
environmental (adj) : thuộc về môi trường

sewage (n) (picture) : chất thải
Deforestation: ( n) = the destruction of the
forests : sự tàn phá rừng
o Garbage dump (n): (picture) bãi rác
o Dynamite fishing (n): việc đánh cá bằng
thuốc nổ
o Spraying pesticides: phun thuốc trừ sâu
o
o
o
o

Dang Hoang Huy - Nguyen Du Secondary School


2

English Syllabus 9 -Term 2

+ T asks Ss to look at the pictures and match these
environmental problems to the pictures.(p.47)
+ Ss look at the pictures and match these
environmental problems to the pictures.
+ T checks and gives feedback.
+ Ss copy down.
+ T asks Ss to close their book and introduces:
“Mr. Brown is talking to some volunteers
conservationists. Look at the sentences and
guess the best answers.”
+ Ss work in pairs and guess.

+ T writes their guessing on the board. Then T
plays the tape once.
+ Ss listen and check their guessing.

Practice (13’)
+ T asks Ss to read the text and match the names
in column A with the activities in column B.
+ Ss work in groups to match.
+ T calls on some Ss to gives their answer.
+ Ss give the answer.
+ T checks and gives the correct answer.
+ Ss write the correct answer in notebook.

Production (12’)
+ T asks Ss to read the text again and answer the
questions in page 48.
+ Ss work in pairs.
+ T calls some pairs to ask and answer in front of
the class.
+ Ss ask and answer in front of the class then
write their answer on the board.
+ T checks and gives feedback.
+ Ss write the correct answer in notebook.

Matching
Answers
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.

- Picture e: deforestation
- Picture f: dynamite fishing
Prediction
1. The volunteer conservationists are …
a. on the beach
b. in the street
c. in the park
2. They are going to ….
a. plant the trees
b. clean the beach.
c. clean the street.
Answers
o Group 1: - f. walk along the shore
o Group 2: - e. check the sand
o Group 3: - b. check among the rock
o Mr. Jones: - a. collects all the bags and
takes them to the dump.
o Mrs. Smith: - c. Provide the picnic lunch
for everyone.
o Mr. Brown: - d. give out the bags

Answers: (p.48)
1. The speaker is Mr. Brown
2. The listeners are members of volunteer
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 soon
6. (Yes, I have. We clean our school/the

pair/street. We collected the rubbish and take them
to the garbage dump)
7. (If the pollution continues, the environment
around us won’t be good and it will be harmful to
our health, our life)

Homework (2’)
+ Ss learn the vocabulary by heart, Do exercises 1,
3 in exercise books. (p. 41,42)
Dang Hoang Huy - Nguyen Du Secondary School


3

English Syllabus 9 -Term 2

Week: 20
Period: 38

Date to prepare: 10/01/2011

Date to teach: 12/01/2011

Unit 6: THE ENVIRONMENT
Lesson 2: Speak & Listen
I. Objectives: By the end of the new lesson, Ss will be able to read the paragraph about the work of a
group of conservationists and know more about the environment problems and the solutions.
II. Language contents
1. Vocabulary:
Prevent, reduce, wrap, exhaust fume

2. Grammar:
Adverbs clause of reasons: because, as, since
III. Techniques:
Communicative approach, chatting, matching, pair work
IV. Teaching aids:
Lesson plan , textbook , cassette , tape , picture, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
Chatting
+ T asks Ss some questions.
o Have you ever done something to protect
the environment? If yes, what did you do?
Where did you do it?
o What do you do with used bottles and cans,
plastic bags at home?
o What should you do to keep your school
clean?
o If the pollution continues, what might
happen?
+ Ss listen and answer the teacher’s questions.
+ T checks and leads
+ T leads into the new lesson, using the answer of
the question 4. “We you should do something
to protect the environment. If the pollution
continues, the environment around us will be
harmful to our health, our life.”
+ Ss listen to the teacher.
Pre-speaking (13’)

+ T gives new words, guides Ss to pronounce.
Vocabulary
+ Ss listen and repeat words (in chorus,
o wraps (v) (translation) : gói, bọc, làm kín
individual). Then Ss write new words in
o reduce: (v) ( Example) : giảm
notebooks.
o faucet: (n) (picture) vòi
o Exhaust fume: ( example) Smoke from
factories or cars, motorbikes…: Khí thải.
o leaf – leaves (real thing) lá
o Prevent (v) (translation) ngăn ngừa, ngăn
cản
+ Checks vocabulary by technique “matching”
+ T asks Ss to read the words in yellow box.
+ Ss read the words in yellow box.
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4

English Syllabus 9 -Term 2

+ T explains.
+ Ss write notes

+ T asks Ss to read the words in section a) and
questions in section b) then match
+ Ss read the words in section a) and questions in
section b) then match

+ T checks and gives feedback.

Notes:
o I think you should ……
o Won’t you ……
o It would be better if you ……
o Can I persuade you to Why don’t you ….
o Why not…….
o Express persuasion…..
Matching
Possible answers
1) How can we save paper?
I think you should recycle used paper, newspaper/
write on both sides of the paper/ use banana leaves
for wrapping.
2) How can we use fewer plastic bags?
3) How about cleaning and reusing them?
4) Why not use paper bags instead of plastic
bags?...

While-speaking (12’)
+ T asks Ss to persuade your partners to do things
to protect the environment. (depending on the cues
in section a)
+ Ss persuade their partners to do things to protect
the environment.
+ T calls some pairs to practice in the front of the
class.
+ Ss practice in the front of the class.
Example 1:

+ T checks and corrects Ss’ mistakes if necessary. S1: I think it would be better if we use banana
leaves instead of paper or plastic bags to wrap
food.
S2: Why? How come?
S1: Because plastic bags are very hard to
dissolve. They will cause pollution. And if we use
less paper, we can save trees in the forest. That’s
how we can save the environment.
Example 2:
S1: I think you should use public buses instead of
motorbike.
S2: Why?
S1: Because we can avoid traffic jams. Moreover,
using public buses can reuse exhaust fume and we
can keep the air cleaner. That’s how we can save
the environment.

Dang Hoang Huy - Nguyen Du Secondary School


5

English Syllabus 9 -Term 2

Post-speaking (4’)
+ T asks Ss to discuss with partners the best way
to protect the environment.
+ Ss discuss in pairs.
+ T calls some Ss to give their ideas.
+ Ss give their ideas in front of the class.

+ T checks and gives feedback

Pre-listening (2’)
+ T shows the picture and introduces “ This is the
pacific ocean. Do you think oceans can be
polluted? If yes, discuss in groups of four to find
out the reasons why the oceans are polluted.”
+ Ss work in groups of four to discuss.
+ T writes what Ss guess on the board.
+ T hangs the poster on the board and asks Ss to
guess the blanks.

While-listening (6’)
+ T plays the tape twice.
+ Ss listen to the tape and check their prediction.
+ T asks Ss to share their answers with partners.
+ Ss do as directed.
+ T calls on some Ss to gives their answers.
+ Ss gives their answers.
+ T checks and gives feedback.
+ Ss copy down.
+ T gives Ss homework and explains how to do.
+ Ss listen and write them in notebook.
(Tapescript in teacher’s book)

Discussion
Why are the oceans polluted?

Keys
1. garbage is

2. come from ships at sea
3. Waste materials come from factories.
4. Oil is washed from the land.

Post-listening (2’)
+ T corrects students’ result.

Homework (1’)
+ T gives Ss homework and explains how to do.
+ Ss listen and write them in notebook.
- Learn new words by heart
- Do exercises 4,5 in exercises books in page 42,
43.
- Prepare Unit 8: Read
Dang Hoang Huy - Nguyen Du Secondary School


6

English Syllabus 9 -Term 2

Week: 21
Period: 39

Date to prepare: 15/01/2011

Date to teach: 17/01/2011

Unit 6: THE ENVIRONMENT
Lesson 3: Read

I. Objectives: By the end of the lesson, Ss will be able to understand a poem about the environment.
II. Language contents
1. Vocabulary:
treasures, stream, foam, hedge, junk yard
2. Grammar:
Adverbs clause of reasons: because, as, since
III. Techniques:
Communicative approach, chatting, matching, pair work, gap-fill
IV. Teaching aids:
Lesson plan , textbook , picture, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
Chatting
+ T asks students some questions about poetry:
o Do you like poetry?
o Which poetry do you like best?
o Name some poems that are your favorite?
o Do you think it is easy understand a poem?
o Have you ever read an English poem? Do
you understand it? Do you like it?
+ Ss answer
+ T gives feedback. If Ss answer them in English,
T can give marks.
Pre-reading (15’)
+ T elicits words from Ss and guides Ss to read
words
+ Ss listen and repeat words in chorus
+ T checks vocabulary by technique “What and

Where”
+ Ss copy down
+ T gives table
+ Ss copy
+ T asks students to read the words in the table
carefully and guess information in the blank
+ T asks Ss to work in pairs to guess

o
o
o
o
o

Vocabulary
treasure (n) ( translation) của cải
stream (n) (picture) con suối
foam (n) (picture) bọt (nước)
hedge (n) (picture) hàng rào
junk yard (n) (synonym) nơi để đồ đồng nát

Gap-fill
If all the pollution goes on what will
happen?
1. The world ..................................
2.The treasures...............................
3. The stream..................................
4. The fields....................................
5. The woods..................................

Dang Hoang Huy - Nguyen Du Secondary School


7

English Syllabus 9 -Term 2

While-reading (18’)
+ T asks students to reading the poem to check the
guess.
+ Ss reading the poem to check the guess.
+ T gives feedback

+ T asks students to read the poem again to match
the word in A to an appropriate explanation in B.
+ Ss read the poem again to match the word in A
to an appropriate explanation in B.
+ T asks Ss to work in individually.
+ Ss give their answers
+ T gives feedback.
+ T asks Ss to read a poem again and work in
pairs to answer the questions.
+ Ss read a poem again and work in pairs to
answer the questions.
+ T calls some pairs to practice asking and
answering the questions.
+ Ss practice asking and answering the questions
before the class. Then write the answers on the
board.

If all the pollution goes on what will
happen?
1 The world will end up like a second
– hand junk - yard
2 The treasures will be destroyed
(quite gone)
3 The streams will be covered with
foam
4 The fields will be littered with
plastics and tins
5 The wood will be polluted.

a) Match each word in A to ……..
1- c, 2 – g, 3 – f, 4 – e, 5- d, 6 – a, 7- b
b) Answers
1. If the pollution goes on, the world will end up
like a second hand junk yard.
2. The mother thinks other folk pollute (are
responsible for the pollution of) the environment
but not her or her son.
3. His mother will talk 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 environment from
pollution.

Post-reading (6’)
+ T corrects their mistakes
+ Ss copy

+ Ss discuss some problems about environment in
their village.

Homework (1’)
+ T gives homework
+ Ss write down.

o Do exercises in exercises books, prepare
lesson 4 : write

Dang Hoang Huy - Nguyen Du Secondary School


8

English Syllabus 9 -Term 2

Week: 21
Period: 40

Date to prepare: 17/01/2011

Date to teach: 19/01/2011

Unit 6: THE ENVIRONMENT
Lesson 4: Write
I. Objectives: By the end of the lesson, Ss will be able to write a complaint letter with the right format
and language.
II. Language contents
1. Vocabulary:

Complain, truck, refreshment, fly, response, break
2. Grammar:
Format of a formal letter
III. Techniques:
Communicative approach, group work
IV. Teaching aids:
Lesson plan , textbook , picture, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (7’)
What is in a formal letter?
+ Divide class into small groups.
+ Ss write the main parts of a formal letter.
+ The team with enough necessary details in the
Answers
shortest time is the winner.
o Sender’s address
o Receiver’s address
o Greeting “Dear ……,”
o Body
o Closure
o Signature
Pre-writing (10’)
+ T teaches vocabulary
Vocabulary
+ Check with “R.O.R”
o Complain (v) than phiền
Complaint(n)
o Truck (n) xe tải

o Refreshment (n) sự nghỉ ngơi
o Fly (n) con ruồi
o Response (n) câu trả lời
o Break (n) sự dừng lại
+ T gives the format of a complaint letter.
Format of a complaint letter
+ Ss write down.
o Situation: give reason for writing
o Complication: mention the problem
o Resolution: make a suggestion
o Action: talk about the future action
o Politeness: end the letter politely.
+ Ss work in groups to match sections of a
(S.C.R.A.P)
complaint letter to the letter in section a.
+ Ss give answers, T gives feedback.
Answers
R: I …leaving
S: I ….north
A: I …company
C: When ….flies
P: faithfully…Nhat

Dang Hoang Huy - Nguyen Du Secondary School


9

English Syllabus 9 -Term 2

While-writing (15’)
+ T clears the writing task by asking questions:
o Are there any lakes behind your house?
o What do people do in the lake?
o Which problems remain?
+ T asks Ss to read the situation in the book and
work individually to write a letter to the head of
local authorities to complain about the way of
fishing in the lake.
+ Ss compare their writings.
+ Feedback
The sample letter
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 don’t use the
fishing rod or net but use electricity to catch fish.
Afterr a short time, they leave the lake, a lot of
small fish die and float on 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
seeingthe actions taken to protect the environment
from the local authority.
Sincerely,
…………
Post-writing (10’)

+ Ss read their writing.
+ T and the whole class give comments and
correct if necessary.

Homework (3’)
+ T summarizes main points before assigning the
homework
+ Ss write down the tasks.

Students’ writings

o Learn words by heart
o Prepare “Language focus”

Dang Hoang Huy - Nguyen Du Secondary School


10

English Syllabus 9 -Term 2

Week: 22
Period: 41

Date to prepare: 21/01/2011

Date to teach: 24/01/2011

Unit 6: THE ENVIRONMENT
Lesson 5: Language focus

I. Objectives: By the end of the lesson, Ss will be able to know how to use adverb clause of reason,
conditional sentence: type 1, and revise how to use adjectives and adverbs.
II. Language contents
1. Vocabulary:
polluted, poisonous, shade, inedible
2. Grammar: Adverb clause of reason, conditional sentence: type 1, adjectives and adverbs
III. Techniques:
Communicative approach, group work
IV. Teaching aids:
Lesson plan , textbook , picture, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
+ Ss give adverb form of the following adjecives: Answers
o Extreme
o Extreme → extemely
o Good
o Good → well
o Happy
o Happy → happily
o Sad
o Sad → sadly
o Slow
o Slow → slowly
+ Ss work individually, then T calls some to
answers. If they say right, T can give marks for
check-up.
Presentation (10’)
+ T teaches some main grammar points.

1. Adjectives and adverbs
+ T asks Ss to give forms, meanings and uses
o Adjectives modify a noun, Adverbs modify
+ Ss master them and give some examples.
a verb.
+ Ss take note.
She is a beautiful dancer.
She dances beautifully.
o Adjectives can stand before that clause.
I’m pleased that you are working hard.
2. Adverb clause of reason
o It is introduced with “because, since or as”.
Because she’s ill, she can’t go to class.
She can’t go to class because she’s ill.
Because
As
+ S + V, S + V
Since
3. Conditional sentence: type 1
o It is introduced with “If”.
If she’s ill, she will stay at home.
If + S + V(present simple), S + will/shall + Vo
If Lan works hard, she will pass the exams.
Note:
o Because / since / as: vì, bởi vì
o If : nếu
Dang Hoang Huy - Nguyen Du Secondary School


11

English Syllabus 9 -Term 2

Practice (20’)
Activity 1
+ Ss do language focus 2. use since / as / because
to combine pairs of sentences below each picture.
+ Ss read answers or write them down on the
board.
+ Feedback.

Activity 2
+ Ss do language focus 3 in pairs to complete
dialogues.
+ T calls some to do before class.
+ Feedback.

Activity 3
+ Ss work in groups to complete language focus 4
by matching each half-sentence in A with a
suitable one in B.
+ Ss read answers or write them down on the
board.
+ Feedback.

Further practice (7’)
+ Ss discuss in groups to complete language focus
5 with cue words in brackets.
+ Ss read answers or write them down on the
board.

+ Feedback.

Homework (3’)
+ T summarizes main point of the lesson before
assign the homework

Answers: Language focus 2
b) I have a boken leg as I fell over while I was
playing basketball.
c) I’m going to be late for school since the bus’s
late
d) I broke the cup because I was careless.
e) I want to go home as I feel sick
f) I’m hungry because I haven’t eaten all day.

Answers: Language focus 3
b) I’m excited that I can go to Dalat this time.
c) I’m sorry that I broke your bicycle yesterday
d) I’m disappointed that you didn’t phone me
about it.
e) I’m amazed that I won’t first prize.

Answers: Language focus 4
o 1-e
o 2-a
o 3-c
o 4-d
o 5-b

Answers: Language focus 5

b)…, the environment will become seriously
polluted
c)…, we’ll have more shade and fresh air
d)…, the vegtables will become poisonous and
inedible.
e)…, we’ll live a happier and healthier life.

Assignments
o Complete the language focus 1
o Prepare “listen and read” in unit 7

Dang Hoang Huy - Nguyen Du Secondary School


12

English Syllabus 9 -Term 2

Week: 22
Period: 42

Date to prepare: 24/01/2011

Date to teach: 26/01/2011

Unit 7: SAVING ENERGY
Lesson 1: Getting started & Listen and read
I. Objectives: By the end of the lesson, Ss will be able to talk about how to save energy.
II. Language contents
1. Vocabulary: energy, bill, crack, faucet (a dripping faucet), turn on, turn off, enormous

2. Grammar:
Suggest+ V-ing
III. Techniques:
Question & Answer, roleplay, T/F, Discussion
IV. Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
+ Asking students to look at two pictures (p. 57)
Getting started
and answering the questions:
a) Is the anybody in piture 1?
a) Nobody
b) What can you see in picture 1 ?
b) A lot of water on the floor …
c) Is the the TV on in picture 2 ?
c) Yes, it is.
 Who’s watching TV?
 Nobody.
 Who’s listening the radio?
+ Ss answer questions above.
Presentation (15’)
+ T pre-teaches the words.
Listen and read
1.
Vocabulary
 Listen
 Energy (n) Năng lượng
 Speak

 Bill (n) Hoá đơn
 Read
 Crack (n) vết nức
 Write
 Faucet (n) vòi
 Turn on (expr) <> Turn off
+ Check the words “ R.O.R”
 Enormous (adj) lớn, khổng lồ
+ T explains grammar.
2. Grammar: suggest (đề nghị) + V-ing
+ Ss give some other examples.
 Mrs. Mai suggests taking showers instead
of baths to save water
+ T intruduces the context: Mrs Mi is talking with
her neighbor, Mrs Ha, about something relating
to saving energy. Listen and choose what they
mention in the dialogue.
+ Ss close the book, listen anfd choose the right
ones.
a) Electricity / water / telephone
b) 200.000dong /500.000dong / 300.000dong Answers
a) water
b) 200.000dong per a month

Dang Hoang Huy - Nguyen Du Secondary School


English Syllabus 9 -Term 2

Practice (15’)

+ Ss practice the dialogue in pairs in 3 minutes.
+ T chooses some pairs to practice before the
class.
+ T listens and correct the pronunciation faults if
necessary.
+ Ss read the dialogue again, discuss its content
and do section b, choosing T/F, and then correct
the wrong sentences.
+ Ss give answers
+ Feedback

Production (9’)
+ Asking students to discuss about the cases
which waste the electricity energy and how to
save it.
+ Asking students to make a similar dialogue (as
Mrs Mi and Mrs Ha ) about saving electricity
energy.
+ Asking studens list the cases which waste the
electricity energy and how to save it. After that,
having some pairs perform the dialogues in front
of the class
+ Feedback.

Homework (1’)
+ T gives assignments
+ Ss write down

13

Answers
1.T
2.T
3.F (Mrs. Ha hasn’t checked the pipes in her
house.)
4.F (Mrs. Mi suggests getting a plumber to check
cracks in the pipes.)
5.T

Cue answers
 Turn off all electricity devices not being
used.
 Use energy-saving bulbs: Rang Dong bulb15W

 Learn new words
 Write 5 cases which waste the energy and
how to solve these cases to save energy.

Dang Hoang Huy - Nguyen Du Secondary School


14

English Syllabus 9 -Term 2

Week: 23
Period: 43

Date to prepare: 12/02/2011

Date to teach: 14/02/2011

Unit 7: SAVING ENERGY
Lesson 2: Speak & Listen
I. Objectives: By the end of the lesson, Ss will know how to make suggestion about saving energy.
II. Language contents
1. Vocabulary: energy, bill, crack, faucet (a dripping faucet), turn on, turn off, enormous
2. Grammar:
Suggest+ V-ing / suggest (that) S + should
III. Techniques:
Question & Answer, pair work, group work, brainstorming
IV. Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player.
PROCEDURES
Teacher’s and students’ activities
Contents
Check-up (5’)
+ Ss go to the board and write the words learned
in the last lesson, then pronounce them.
+ Ss make a sentence with “suggest”.
+ T comments and gives marks.
Speak
Pre-speaking (5’)
+ Ss loo at the pictures on page 59, work in groups
o Lock the water faucets when not using
to give some ways to save energy.
them.
+The group with the most correct ways and the
o Lower the gas fire.
quickest time is the winner.
o Don’t use electric fans to dry things.

+ T comments.
o Turn off the air-conditioner, electricity,
TV, etc.
o Go by bike instead of motorbike.
o Go to school by bus.
+ T explains some expressions about suggestions.
+ Ss listen and take notes.
Expressions
Suggestion
I suggest + V-ing
I thinh we should …
Shall we…?
Why don’t we ….?
How / What about + V-ing…?
Let’s ……
Response
Ok
That’s a good idea.
All right.
No. I don’t want to.
I prefer to ….
Let’s ……

Dang Hoang Huy - Nguyen Du Secondary School


15

English Syllabus 9 -Term 2

While-speaking (10’)
+ Having students make suggestions before the
class, then write some suggestions on the board.
+ Correcting the mistakes if any.
+ Having students write on their notebooks

Answers
A. I think we should turn off the faucet.
B. Why don’t we turn down the gas fire?
C. I suggest turning off the fan.
D. Shall we turn off the air – conditioner?
E. I think we should turn off the lights and
the television.
F. Let’s turn off the faucets before going out.
G. How about/ What about traveling by bikes
instead of motorbikes?
H. Why don’t we use the public transport
instead of private one?

Post-speaking (5’)
+ Ss work in groups of 4 to make an action plan to
save energy for your class.
+ Call some to practice the dialogue in class.

The sample dialogue.
A: I think we should take a shower instead of a
bath to save energy.
B: That’s a good idea.
C: How about making posters on energy-saving
and hanging them around our school?

D: Great! Let’s do that.

Listen
Pre-listening (8’)
+ Ss look at the picture and answer the questions.

Dang Hoang Huy - Nguyen Du Secondary School


16

English Syllabus 9 -Term 2

Ex: T.: What is she doing?
Ss.: She is cooking.
T.: Right. She uses solar energy to cook
instead of coal, gas and oil.
- What do you know of solar energy?
- Is solar energy usefull in our life?
- Is it popular?
+ T explains some words.
 Listen
 Speak
 Read
 Write
+ Check words “R.O.R”
While-listening (6’)
+ Explaining to students the task (a):
“Listen to the news on solar energy and decide
whether the statements are true or false. Check

() the boxes and correct the false statements.”
+ Having students listen to the tape without
pausing, then do the task (a).
+ Having students exchange and check the
answers one another in pairs.
+ Having students listen to the tape again. Teacher
can pause the recording after the important
information.
+ Correcting the mistakes if necessary.
+ Having students listen to the tape to correct the
false sentences.
+ Having students listen to the tape without
pausing.
+ Having students fill the blanks by themselves.
+ Having students listen to the tape again to check
their answers.
+ Having students read the complete sentences
aloud or write these sentences on the board.
+ Correcting and giving the answer key:
Post-listening (5’)
+ Ss work in groups to talk more about the solar
energy.
+ Ss give ideas
Homework (1’)
+ Ss prepare next lesson.
+ Ss learn old lesson

o
o
o

o
o
o

Vocabulary
Effective (adj) Hiệu quả
Resource (n) Nguồn
Effectively (adv) Một cách hiệu quả
Source of power (n) Nguồn năng lượng
Store (v) Tích trữ
Nuclear power (n) Năng lượng hạt nhân

a)Answers: 1/ T

2/ F
3/ F
4/ T
5/ F
Corrections
2. Most of our electricity comes from the use of
coal, gas, oil or nuclear power.
3. One percent of the solar energy that gets to the
Earth is enough to provide power for the total
population.
5. All buildings in Sweden will be heated by solar
energy in 2015.
b) Fill in blanks
1/ effective
2/ pollution 3/ countries
4/ store

5/ roof
6/ instead

Dang Hoang Huy - Nguyen Du Secondary School


17

English Syllabus 9 -Term 2

Week: 23
Period: 44

Date to prepare: 14/02/2011

Date to teach: 16/02/2011

Unit 7: SAVING ENERGY
Lesson 3: Read
I. Objectives: By the end of the lesson, Ss may develop reading skill, have more knowledge of saving
energy.
II. Language contents
1. Vocabulary: electricity bill, energy efficiency, model, innovations, resources
2. Grammar:
Suggest+ V-ing / suggest (that) S + should
III. Techniques:
Question & Answer, pair work, group work, game
IV. Teaching aids: Lesson plan , textbook , picture, poster, tape, cassette player.
PROCEDURES
Teacher’s and students’ activities

Contents
Warm-up (7’)
+ T check the old lesson by asking Ss to to give
some suggestions about saving energy.
+ Ss go to the board and do
+ T comments and gives marks.
+ Ss answer some questions:
o In your house, what uses the electricity most?
o Does your family pay much for electricity?

Pre-reading (13’)
+ T teaches the vocabulary.
o Listen
o Speak
o Read
o Write

Vocabulary
o Electricity bill (n) Hoá đơn tiền điện
o Energy efficiency (n) Hiệu quả năng lượng
o Model (n) Mẫu, kiểu
o Innovation (n) Sự đổi mới
o Resources (pln) Tài nguyên
o Appliance (n) Đồ dùng
o Effectively (adv) Một cách hiệu quả
o Conserve (v) Bảo tồn
o Category (n) loại, hạn

+ “Rub out and remember” to check words
+ Ss work in groups to guess the main idea of the

passage by skipping it.
+ T calls some to give results.
+ Ss answer some questions:
o Are the gas, electricity and water in
Western countries necessary?
o What about North American households?

Dang Hoang Huy - Nguyen Du Secondary School


English Syllabus 9 -Term 2

While-reading (15’)
+ Ss work in groups to read the passage again and
correct the results guessed.
+ T gives feedback.

18

a) Which of the following is the best summary of
the passage?
3. American and European countries are interested
in saving money and natural resources

+ Ss work in pairs to ask and answer questions.
+ T calls some to practice.
+ Ss give answers.
+ T gives feedback.
b) Ask and answer.
1) Western consumers are interested in

products that will not only work effectively
but also save energy.
2) We can use energy-saving bulbs instead of
ordinary 100 watt-light bulbs to spend less
on lighting.
3) She will pay US$2 for lighting is she uses
energy-saving bulbs instead.
4) The purpose of the labeling scheme is to
help consumers to know how efficient each
model is, compared with other appiances in
the same category so that they can save
money and energy.
5) Students’ answers

Post-reading (9’)
+ Ss practice reading the passage.
+ Call some to do.
+ T corrects the pronunciation faults for students
if necessary.
+ T asks Ss to summarize the main contents.

Homework (1’)
+ Ss answer these questions
 How many paragraphs does the text
have ?
 What is the last paragraph used for ?
+ Ss learn the vocabulary.

Dang Hoang Huy - Nguyen Du Secondary School

19

English Syllabus 9 -Term 2

Week: 24
Period: 45

Date to prepare: 20/02/2011

Date to teach: 21/02/2011

Unit 7: SAVING ENERGY
Lesson 4: Write
I. Objectives: By the end of the lesson, Ss will be able to write a short, simple speech with clear
organization and present it in front of the whole class.
II. Language contents
1. Vocabulary:
sum up, easy-to-understand, draft
2. Grammar:
connectives
III. Techniques: Question & Answer, pair work, group work, Noughts and Crosses
IV. Teaching aids:
Lesson plan , textbook, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (7’)
Noughts and crosses
The table

+ T draw a table with 9 words in each cell.
Electricity
Freezer
Consumer
+ T divides the class into two groups.
Gas
Washing machine
Household
+ T asks Ss to choose a word and make a sentence
water
Dryer
Innovation
with it. A right sentence with given word will get
on O or X. the group with 3 O or X vertically,
horizonally or even diagonally will be the winner.
Pre-writing (13’)
+ T instructs how to make a speech.

+ T clears the functions of speech parts.
o What do we do in Introduction?
o What is included in Body?
+ Ss answer.
+ Ss work individually to match functions with
parts of a speech.

Definition of a speech
It is the act of delivering a formal spoken
communication to an audience. A speech usually
has three parts: introduction, Body and
Conclusion.

Matching
A
Parts of a speech

1. Introduction

2. Body

3. Conclusion

B
Functions

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-tounderstand language.

Answers
+ Feedback

1. B

2. C

3. A

Dang Hoang Huy - Nguyen Du Secondary School


20

English Syllabus 9 -Term 2

While-writing (15’)
Ordering
+ T asks Ss to work in pairs, put the sections in
the correct place to complete a speech.
+ T calls some to deliver the speech in front of the
class.
+ T comments and corrects any necessary
mistakes.
+ Feedback

Answers
3–2–1

+ Ss choose one of topics in the book: Reducing,
reusing paper and saving energy in the kitchen and
then prepare a speech for the class.
+ T asks Ss to compare the writing with a friend.
+ Ss correct the writings together.

Post-writing (9’)
+ T corrects students’ writings if necessary.
+ T gives the sample writings.
Reducing garbage

Good morning, ladies and gentlemen. Thank you
for coming here today. I’m professor Hung,
President of Friends of the Earth. I’m going to tell
you about the ways of reducing garbage.
As we know that reducing garbage is necessary.
We can reduce garbage by:
o Collecting plastic bags
o Not keeping solid watse with food waste.
Putting different kinds of waste in different
places.
I hope that you will be able to find the most
suitable way to reduce the amount of garbage we
produce.
+ T summarize main points
+ Ss listen and remember.
Homework (1’)
+ Ss prepare language focus.
+ Ss write the rest of topics.

Dang Hoang Huy - Nguyen Du Secondary School


21

English Syllabus 9 -Term 2

Week: 24
Period: 46

Date to prepare: 21/02/2011

Date to teach: 23/02/2011

Unit 7: SAVING ENERGY
Lesson 5: Language focus
I. Objectives: By the end of the lesson, Ss will be able to use some connectives, use some phrasal
verbs, make suggestions.
II. Language contents
1. Vocabulary:
war invalid, chore
2. Grammar:
Connectives : and, but, because, or, so, therefore, however
Phrasal verbs : turn off, turn on, look after, go on, look for
Make suggestions : suggest + V - ing
suggest + (that) S + should
III. Techniques:
Pair work, group work,gap-fill, multiple choice
IV. Teaching aids:
Lesson plan , textbook, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
+ Ss play game “matching”.

1.
2.
3.
4.
5.

6.

A
And
But
Because
Or
Therefore
however

a.
b.
c.
d.
e.
f.

B
Cho nên
Và
Hoặc
Tuy nhiên
Nhưng
Vì, bởi vì

Answers
o 1-b
o 2-e
o 3-f
o 4-c

o 5-a
o 6-d

+ Ss work in groups.
+ The group with the most correct answers and
shortest time is the winner.
Presentation (10’)
+ T instructs Ss to learn connectives.
+ Ss notice and write down.

Connectives
o And (và, còn): dùng để liên kết các mục
cùng loại lại với nhau.
I shall go and you stay here
o Or (hoặc): dùng để đưa ra một sự lựa chọn.
He has to stay at home or you have to
stay at home.
o But (nhưng), however (tuy nhiên): dùng để
liên kết hai mệnh đề có ý nghĩa tương phản nhau.
Tuy nhiên chỉ khác nhau về cách dùng đấu câu.
She likes fruits, but he dislikes them.
Dang Hoang Huy - Nguyen Du Secondary School


22

English Syllabus 9 -Term 2

Lighting accounts for 10% to15% of the
electricity bill. However, this amount can be

reduced by using energy-saving bulbs.
o So (vì thế, cho nên), therefore (vì thế, cho
nên): hai từ này đều dùng để diễn tả kết quả. Tuy
nhiên chỉ khác nhau ở cách dùng dấu câu.
She got up late, so she went to school late.
She got up late. Therefore, she went to school
late.
Practice (20’)
Activity 1
+ Ss work in groups to complete the sentences in
language focus 1.
+ Ss give answers.
+ Feedback.

Activity 2
+ T explains the meanings of phrasal verbs in the
box.
+ Ss complete the sentences. Use the right tense
form of the phrasal verbs in the box and the
pictures.
+ Ss give answers
+ Feedback
Activity 3
+ T instructs Ss how to nake suggestions with
“suggest”.
+ Ss listen and write down.
+ Feeadback
Production (9’)
+ Ss make suggestions about improving English.
+ Ss read the answers.

+ Feedback

Answers
a) and
e) or

b) but
f) so

c) because
g) and

d) Therefore
h) however

Answers
a) Look after
b) Go on
c) Turn on
d) Looked for e) Turn off
Matching pictures
( a-1; b-2; c-4; d-3; e-5 )

a)
I suggest collecting unused clothes.
I suggest organizing a show to raise money.
I suggest giving lessons to poor children.

b)
I suggest (that) you should write sentences with

new words.
I suggest (that) you should speak English in class.
I suggest (that) you should buy a good dictionary.

+ T asks Ss present the main contents.
Homework (1’)
+ Ss prepare next test.
+ Ss revise the main points of grammar and the
words from unit 6 to unit 7.

Dang Hoang Huy - Nguyen Du Secondary School


English Syllabus 9 -Term 2

Week: 25
Period: 47

Date to prepare: 27/02/2011

23

Date to teach: 28/02/2011

FIRST 45-MINIUTE TEST
Subject: English 9
I. Give the correct form of the verbs in brackets. (2ms)
1. According to the mother, what will happen if the environment (go) ………….on?
2. Baths use twice as much water as showers, so I suggest (take)………………showers.
3. I think I have lost my bag. I (look) ……………..for it since yesterday.

4. She suggests that we should (help) ………………..elderly people and war invalids with their chores.
II. Choose a word below and then fill in space to complete the sentences. (2ms)
warp
consumers
junk-yard
Therefore
1. Lan is very tired. …………, she has to finish her homework before she goes to bed.
2. In Western countries, the ……want products that will not only work effectively, but also save money.
3. If all the pollution goes on, the world will end up like a second-hand ………………...
4. It would be better if you use banana leaves to ……………… food.
III. Combine the following pairs of sentences by using words in brackets. (2ms)
1. We use more oil and coal. The pollution will increase. (if)
……………………………………………………………………………………………………………………
2. My hobbies are playing soccer. I also like collecting stamps.(and)
……………………………………………………………………………………………………………………
3. I got a plumber to check cracks in pipes, but I had to pay 350,000 dong for water bill. (however)
……………………………………………………………………………………………………………………
4. You are too lazy, so you failed the semester exam. (because)
……………………………………………………………………………………………………………………
IV. Read the passage and then answer the questions. (2ms)
Water is our life source. It makes up 70 percent of our bodies, and the average person actually spends 18
months of his life in bath or shower. But we are only now learning how to look after water. Acid rain has
polluted as many as 18,000 lakes and our seas and rivers are polluted with waste products. It is now very
expensive to try to repair the damage which has been done. However, we have some hope for future because
new sources of water have been discovered. People living in the Sahara Desert have found fish swimming in
deep undergrowth steam. Scientists also believe there is a huge lake beneath London. If we have learnt anything
from our mistakes, we will try to keep these new areas of water clean.
Answers
1. How much percent of our life does water make up?
………………………………………………………………………………………………………………..

2. What are our seas and rivers polluted with?
………………………………………………………………………………………………………………..
3. Why do we have some hope for future?
………………………………………………………………………………………………………………..
4. What do scientists also believe?
………………………………………………………………………………………………………………..
V. Use cue words to make sentences. (2ms)
1. It / be / quicker / if / we / go / plane.
……………………………………………………………………………………………………………………
2. I / like / fish / however / she / not like / it.
……………………………………………………………………………………………………………………
3. He / suggest / buy / this dictionary .
……………………………………………………………………………………………………………………
4. Let’s / speak / English / class.
……………………………………………………………………………………………………………………
Dang Hoang Huy - Nguyen Du Secondary School


24

English Syllabus 9 -Term 2

Week: 25
Period: 48

Date to prepare: 27/02/2011

Date to teach: 02/03/2011

Unit 8: CELEBRATIONS

Lesson 1: Getting started & Listen and read
I. Objectives: By the end of the lesson, Ss will be able to talk about celebrations in Vietnam as well as
in the world.
II. Language contents
1. Vocabulary:
decorate, parade, freedom, slavery, Jewish, ancient
2. Grammar:
The relative clause
III. Techniques:
Pair work, group work,gap-fill, multiple choice
IV. Teaching aids:
Lesson plan , textbook, poster.
PROCEDURES
Teacher’s and students’ activities
Contents
Warm-up (5’)
+ Showing the picture of Christmas and asking:
1. Getting started
“What celebration do you think of?”
1) Easter
+ Sticking the 6 pictures on the board and saying:
2) Wedding
“Today we’ll talk about celebrations.”
3) Birthday
+ Showing 6 word cards with the celebration
4) Christmas
names on them, one by one, while having students
5) Mid-fall Festival
read the words.
6) Lunar New Year

+ Having students work in groups to match the
word cards with the pictures.
+ Ss give answers.
+ Feedback
Presentation (15’)
+ Pre-teach words
2. Listen and read
o Listen
a. Vocabulary
o Speak
o Decorate (v) Trang trí
o Read
o Parade (v) Cuộc diễu hành
o Write
o Freedom (v) Sự tự do
o Slavery (n) Sự nô lệ
+ Check the words with “R.O.R”
o Jewish (n) Người do thái
o Ancient (adj) Cổ xưa
+ T instructs the grammar.
+ Asking question “ Read the text again and tell
me something you know about Tet”

+ Briefly explaining the use of relative clauses
with “ who / which”

b. Grammar: The relative clause
Tet is a festival which occurs in late January.
N (thing) S
V

Family members who live apart try to be together
at Tet.
N(person)
S
V
o Relative clause: is used to modify, clear
and exlpain meaning for the noun before it.

Dang Hoang Huy - Nguyen Du Secondary School


English Syllabus 9 -Term 2

Practice (15’)
+ Ss listen to the tape and choose the celebrations
in the passage with the book closed.
+ Ss present the results on the board.
+ T comments
+ Feedback

+ T asks:
o What is Tet?
o What do people do at Tet?
o What food do they eat?
o In which country is Tet celebated?
+ Having Ss read the new words on the word map
& checking their meanings
+ Having some Ss read the text aloud
+ Having some Ss fill in the word map with other
celebration information they know. (group work)

+ Ss read the answers
+ Feedback

25

Answers
The lunar New Year (Tet)
Passover
Easter
Answers
Tet is the lunar New Year
They clean and decorate the houses.
They enjoy special food such as sticky rice
cake.
It is celebrated in Vietnam.

Answers
Tet
o In late January or early February
o Clean and decorate the homes
o Sticky rice cake
o Vietnam
Passover
o In late March or early April
o Celebrate freedom from slavery
o Seder
o Israel
Easter
o In late March or early April
o Crowd the streets to watch colorful parades

o Chocolate or sugar eggs
o In many countries

Production (9’)
+ Ss talk about the celebrations they like.
+ T calls some to present in front of the class.
+ T summarizes the main contents.
+ Ss listen to remember
Homework (1’)
+ Learn all the new words by heart
+ Write 2 examples with “who, which”
+ Find some information about one or more
celebrations ( The ones who can do it will get 10
marks)
Dang Hoang Huy - Nguyen Du Secondary School