GIÁO ÁN TIẾNG ANH 9 UNIT 6

Date of preparation: Jan 6th 2013
Period: 37

Week: 20
Classes: 9A2,3,5

UNIT: 6
Lesson:

THE ENVIRONMENT
GETTING STARTED& LISTEN AND READ

I. AIMS AND OBJECTIVES:
- Language content: To introduce some new words relating to the topic of environment.
Reading about the work of a group of conservationists
- Language function:To help the Ss use the words to talk about the environment problems
and the solutions
- Educational aim: To educate in the Ss to protect the environment.
1. Language
a. Vocabulary:(n)garbage dump, deforestation, dynamite fishing, spraying pesticides, sewage
(a)disappointed
b. Structures: Revise that clause, conditional sentences type 1.
2. Skills: Integrated skills.
3. Educational factor: To encourage the Ss to join in the campaign of cleaning the
environment in schools, neighborhood and homes.
II- TEACHER AND STUDENTS’PREPARATION:
1- Method: Communicative approach.
2- Techniques: using pictures, pairwork, roleplay,substitution,explanation,
repetition,groupwork,brainstorming,matching,prediction,ask and answer
3- Materials needed:Textbook, pictures
4- Students’preparation: new lesson, pictures.

5- Previous exercises: The teacher’s keys to the last exercises.
III- PROCEDURE IN CLASS:
1- Stabilization (2ms)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2. Checking up the previous knowledges (3ms):
-Asks some knowledge about vocabulary and grammar points in the first semester
3. New lesson
Time

Teacher’s activities

I.Presentation of
the new
materials:
5ms

I. LEAD-IN
* Getting started:
BRAINSTORMING
- Asks the Ss to think of the
environmental problems in their
city.
- Gets the Ss to go to the board
and write down their ideas.

Teaching Plan English 9

Students’ activities

- Play the game with
the teacher’s
guiding.

The content of the
lesson.
UNIT: 6
THE
ENVIRONMENT
Lesson: 1
GETTING
STARTED &
LISTEN AND

School year: 2012-2013


Time

Teacher’s activities
air pollution

Students’ activities

Dirty street

* Getting started:
Answer key:
+ Picture a: air
pollution

+ b: spraying
pesticides
+ c: garbage dump
+ d: water pollution
+ e: deforestation
+ f: dynamite fishing

* Possible answers:
+ the destruction of the forests.
+ rubbish/ garbage/ trash.
+ smoke from car, motorbikes…
+ smoke from factories.
10ms

II. PRE-READING:
- Plays the tape one time.
1.Says “ today we’ll study some
more words relating to the
environmental problems”.
+ deforestation(n)
(explanation:the destroying of
the forests)
+ garbage dump (n)(picture)
+ dynamite fishing(n)(picture)
+ spraying pesticides (n)(picture)
+ disappointed(by/about/at
something) (adj)(synonym)
+ sewage (n)(explanation)
- Asks the Ss to read the new
words.

2.Checks understanding of the
new words, using the technique:
“ what and where”.
- Revises the use of that clause
and conditional sentences type
3.Matching
- Asks the Ss to match the
environment problems to the
pictures.
- Corrects and gives key

Teaching Plan English 9

The content of the
lesson.
READ.

- Listen to the tape.
- Listen to her and
write down.

I. New words:
+ deforestation (n)
+ garbage dump (n)
+ dynamite fishing(n)
+ spraying pesticides
(n)
+ disappointed (adj)
+ sewage (n)
* Revise the use of

that clause and
conditional sentences
type 1.

- Play the game with
the teacher’s
helping.
- Listen to her and
take notes.
- Match the
environment
problems to the
pictures.
School year: 2012-2013


Time

Teacher’s activities
answers.
4.Prediction
-Asks the sts to keep the books
closed
- Sets the sence: “ Mr Brown is
talking to some volunteer
conversationists. Guess the place
where they are going to work.
-Gives the sts 1 minute to guess
-Gives feedback
-Asks the sts to open their books

and read the text on page 47-48
-Lets the sts check their
prediction

12ms

Students’ activities

The content of the
lesson.

- Take notes.
- Keep the books
closed
- Listen to and
answer:
The conversationists
are going to clean
the beach.
- Open their books
and read the text on
page 47-48
- Check their
prediction

III. WHILE-READING:
- Plays the tape again.
- Calls on some Ss to read the
text.
* Exercise a:

- Asks the Ss to match the names
in column a with the activities in
column b.

II. Exercises:
- Listen again.
* Exercise a:
- Read the text.
+ Group 1: f, 2: e,
3: b,
Mr Jones: a, Mrs
- Match the names in Smith: c,
column a with the
Mr Brown: d.
activities in column
* Exercise b:
b.
1. The speaker is Mr
- Asks the Ss to read the text
- Work in pairs to
Brown.
again and work in pairs to match. match.
2. The listeners are
- Gives answers and corrects.
the volunteer
+ Group 1: f, 2: e, 3: b,
- Listen to
convervationists.
Mr Jones: a, Mrs Smith: c,
3. They are on the

Mr Brown: d.
beach
* Exercise b
4. They are going to
- Asks the Ss to work in pairs to
clean the beach
answer the questions.
- Work in pairs to
5. If they work hard
- Lets the Ss read the text again
answer the
today, they will make
and answer the questions.
questions.
the beach clean and
- Gives feedback and corrects.
beautiful again soon.
6. Yes, I have. We
- Take notes.
clean our school/ the
park/ the street. We
collected the rubbish

Teaching Plan English 9

School year: 2012-2013


Time

Teacher’s activities

5ms

IV. POST-READING:
- Asks the Ss to discuss:
+ Have you ever done anything
similar? If yes, what did you do?
where did you do it?
+ If the pollution continues, what
might happen?
*NETWORK
Cleaningtheschoolyard

II.Consolidation
:
5ms

Students’ activities

The content of the
lesson.
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.

- Discuss two
questions in groups
of 8

- Play the game with
the teacher’s
guiding.

Collecting trash
Plantingtrees, flowers
Cleaningthestreets?roads/parks
III. Homework - Asks the Ss to learn the new
3ms
words well, read the text and
questions and answers.
- Asks the Ss to prepare for the
next period: “ Speak”

***Self-evaluation :
…………………………………………………………………………………………………
…………………………………………………………………………………………………
….
…………………………………………………………………………………………………
….
…………………………………………………………………………………………………
….…………………………………………………………………………………………
Week: 20
Classes: 9A2,3,5

Teaching Plan English 9

Date of preparation: Jan 6th 2013
Period: 38
School year: 2012-2013


UNIT: 6
Lesson:

THE ENVIRONMENT
SPEAK- LISTEN

I. Aims and objectives:
- Language content: To revise some words and provide some new words and structures
about protecting the environment.
Practice speaking to persuade people to protect the enviroment
Listening for details to complete the notes
- Language function: To help the Ss know how to give opinion to persuade the others to do
things to protect the environment.
By the end of the lesson, the sts will be able to persuade their friends
to protect the enviroment
- Educational aim: To encourage the Ss to reuse old or recycled things
To make the sts aware of the importance of protecting the
the enviroment
1. Language
a. Vocabulary: (v) prevent, reduce, wrap, dissolve,recycle
(n)trash, leaf
(n) raw sewage, oil spills, waste material
(v) pump, drop

b. Structures: Why/why not…?
I think you should…
It would be better if you….
Won’t you…….?
Why don’t you……?
What/How about….?
2. Skills: Integrated skills.
3. Educational factor:
-To know to save the nature source and protect environment.
II- Teacher and Students’preparation:
1- Method: Communicative approach.
2- Techniques: repetition, pairwork, explanation, substitution,groupwork,
questionaire,ask and answer, network,jumbled words, using examples,pictures
3- Materials needed:Textbook, posters, pictures
4- Students’preparation: new lesson, pictures.
Practice speaking to friends
5- Previous exercises: The teacher’s keys to the last exercises.
III- Procedure in class:
1- Stabilization (2ms)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2. Checking up the previous knowledges (5ms):
Teaching Plan English 9

School year: 2012-2013


* Questions:
- Asks the Ss to read the text, answer the questions and write some new words.
1. Who is the speaker?

2.Where are they?
* Key to the questions: According to each Ss’ideas.
OR: Jumbled words
-Divides the class into 2 teams.Sts from 2 teams go to the board and write the

correct

words
-The team which writes more correct words first wins the game
*Keys to the questions:
1.uaderpse
persuade
2.beaargg
garbage
3.roderpvi
provide
4.lupotilon
pollution
5.duproce
produce
6.paispoidednt
=
disappointed
3.New lesson
Teaching steps
and time
I.Presentation of
the new materials
2ms

Teacher’s activities
* SPEAK(15MS)
I. LEAD-IN:
- Plays the game: “ networds”

Students’ activities

-Answer in 2 groups

How to protect
the
enviroment

3ms

- Introduces the new lesson:
Today you will learn how to
give opinion to persuade S.B
to do S.T to protect the
environment.
II. PRE-SPEAKING:
- Introduces some new words:
+ prevent (v)(translation)
+ reduce (v)(example: last

Teaching Plan English 9

=
=
=

=
=

The content of the
lesson.
UNIT: 6
THE
ENVIRONMENT.
Lesson: 2 SPEAK.
Period: 38

-Listen

-Listen,repeat,

I. New words:

School year: 2012-2013


Teaching steps
and time

6ms

Teacher’s activities

Students’ activities

time,this shirt cost 50.000

dongs.Now it costs 30.000
dongs.What happens?
+ wrap (v)(mine)
+ leaf(n)-leaves(pl)(realia)
+ recycle(v)(translation)
+trash(n)(picture)
+dissolve(v)(translation)
- Asks the Ss to read the new
words.
- Checks understanding of the
new words, using the
technique: “ Slap the board”.
-Asks the sts to complete the
expressions in column A by
using one of the idea cues
given(page 49),then compare
with their partners
-Has the sts match the idea
cues given with an expression
in column A so that they have
sentences of persuasion
* Structures:
I think you should…..
Won’t you………?
It would be better if you……
Why don’t you…..?
Why not….?
Can I persuade you to…?
What/ How about…..?

guess the meaning of
new words
-Write down

The content of the
lesson.
+ prevent (v)
+ reduce (v)
+ wrap (v)
+ leaf(n)-leaves(pl)
+recycle(v)
+trash(n)
+dissolve(v)

-Play the game

-Individual work

-Pair work

-Write down

*Form:
I think you should…..
Won’t you………?
It would be better if
you……
Why don’t you…..?
Why not….?
Can I persuade you

to…?
What/ How about….

III. WHILE-SPEAKING:
a) Asks the sts to work in pairs - Pair work
to practice speaking
-Checks and gives feedback
-Listen and correct
b)Questionaire

Teaching Plan English 9

School year: 2012-2013


Teaching steps
and time

Teacher’s activities

Students’ activities

- Gives example:
S1: I think you should use
-Take notes
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 persude you to
check all the faucets before
going out?
S6: Why put not 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 motorbikes?
S9:………
- Lets the Ss work in pairs to
answer to the questions in the
questionnaire.
- Gives feedback,the teacher
can write some possible
answers on the board so that
- Pair work
wak sts can follow
- Asks the Ss to practice
asking and answering
-Open pairs
- Asks the whole class to work
in pairs.
-Possible answers
.Write on both sides
of the papes,recycle

used paper
.Save plastic
bag,clean and reuse
them
.Don’t throw waste
Teaching Plan English 9

The content of the
lesson.
II. Exercise:
1. 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 the
paper?
2. How about
cleaning and reusing
them?
- why not use paper
bags instead of plastic
bags?
3. It would be better if
you don’t throw
wastes and garbage
into streams, lakes or
rivers and even ocean.

4. I think we should
put garbage bins
around the school
yard.
- Why don’t you
throw all garbage in
waste bins.
5. Can I persuade you
to go to school by
bike.
- Why not use private
vehicles less?
6. Won’t you try to
reuse and recycle
things.

School year: 2012-2013


Teaching steps
and time

Teacher’s activities

Students’ activities

The content of the
lesson.

and garbage into

streams,lakes and
even oceans
.Discard/throw
garbage in waste bins
.Use fewer private
vehicles and don’t
release pollutants into
the air
.Try to reuse and
recycle things
2ms

2ms

IV. POST-SPEAKING:
-Has the sts discuss with a
partner the best way to protect
the environment.
Try to persuade your partner
into doing things you think the
most practical.Use the ideas
and expressions for persuading
in section a) and the answers
to the questionnaires in b)
- Has the Ss read example©
- Have the Ss work in pairs
- Calls on some pairs to speak
- Corrects if necessary.
* LISTEN (15MS)
I. LEAD-IN:

- Asks the Ss to play a game to
find out the word “ Ocean”.
N O T
C O O L
T E A C H
R E A D
L I S T E N
1. Are you a doctor?
2. It’s ….. in the autumn.
3. People who teach in the
school.
4. I’d like to……. To look.
5. I want to…… to music.
- Asks the Ss to tell the useful
of Ocean.

Teaching Plan English 9

-Pair work

- Play the game with
the teacher’s guiding.

E

- Tell the useful.
- Listen to

School year: 2012-2013

Teaching steps
and time

Teacher’s activities

Students’ activities

The content of the
lesson.

- Says “ Ocean is very useful
for our lives but nowadays,
Ocean is being polluted”.
- Asks the Ss to tell some
causes of polluting Ocean.
Cause to
pollute the
ocean

5ms

7ms

- Today, we are going to listen
to a text relating to the
pollution of Oceans.
II. PRE-LISTENING:
I. Teaches some new
words:

+ raw sewage (n)(picture)
+ pump (v)(drawing)
+ oil spills (n)(real thing)
+ waste materials(n)
(translation)
+ drop(v)= throw(v)
- Reminds the Ss of the
sequence markers: firstly,
secondly…..
- Asks the Ss to read the new
words.
- Checks understanding of the
new words, using the
technique: “slap the board”.
-Asks the sts to read the notes
silently and predict the
second,third reason and so on
cause ocean pollution
III. WHILE-LISTENING:
- Asks the Ss to close their
book, listen to the tape and
match.
A
B
firstly
oil
secondly
garbage

Teaching Plan English 9

- Focus on the
teacher’s explanation
and write down.

I. New words:
+ raw sewage (n)
+ pump (v)
+ oil spill (v)
+ waste materials(n)
+ drop(v)= throw(v)

- Listen to
- Read the new
words.
- Play the game with
the teacher’s helping.
-Predict

II. Exercise:
3. Listen and
match.

1. Garbage is dumped
into the Ocean.
2. Oil spills come
from ships at sea.
3. Oil is washed from

School year: 2012-2013

Teaching steps
and time

Teacher’s activities
thirdly
sewage
next
waste
materials
finally
oil spill
- Asks the Ss to open their
books, listen to the tape again
and check whether their
answers are right or wrong.
- Asks the Ss to continue to
listen to the tape for 3rd time
and do the exercise in their
textbook.
- Has the Ss work individually.

2ms

II.Consolidation:
3ms

III. Homework
5ms

IV. POST-LISTENING:
- Asks the Ss to retell the
causes of polluting Ocean.
- Asks the Ss to discuss how to
prevent the Ocean from being
polluted.
-Review the form and use of
the expressions express
persuasion
- Summaries what they have
just learnt in the lesson.
- Asks the Ss to learn the new
words and the persuasion
expression
-Write opinions as many as
possible to answer the
question: what you do to
protect the enviroment
- Asks the Ss to prepare for the
next period: “ read”

Students’ activities

The content of the
lesson.
land.

- Listen and check

- Do exercise in the
textbook.
- Work individually.
- Answer.
- Retell the causes of
polluting Ocean.
- Discuss

-Remind and take
notes

***Self-evaluation :
…………………………………………………………………………………………………
…………………………………………………………………………………………………
….
…………………………………………………………………………………………………
….
Teaching Plan English 9

School year: 2012-2013


…………………………………………………………………………………………………
….…………………………………………………………………………………………

Week: 21
Classes: 9A2,3,5

UNIT: 6

Date of preparation: Jan 12th 2013
Period: 39 – Extending period: 41

THE ENVIRONMENT
READ

Teaching Plan English 9

School year: 2012-2013


I. Aims and objectives:
- Language content: To introduce some words relating to the environment, the things caused
polluted enviroment
To revise the conditional sentences type 1 and passive form.
To read a poem about enviroment
- Language function: To enable Ss to give their opinions about pollution by reading a poem
about the environment.
- Educational aim: To educate the Ss to protect the environment.
1. Language
a. Vocabulary: (n)junk-yard, foam, hedge, folk, stream.
b. Structures: conditional sentences, future passive, future simple tense
2. Skills: Integrated skills.
3. Educational factor: To encourge the Ss to act/do specific things to their school, houses
and neighborhood to minimize pollution and keep the environment clean.
II- Teacher and Students’preparation:
1- Method: Communicative approach.
2- Techniques: using pictures, using games, matching, pairwork, question-answer.
3- Materials needed:Textbook, posters, pictures
4- Students’preparation: new lesson, pictures.

5- Previous exercises: The teacher’s keys to the last exercises.
Write opinions as many as possible to answer the question:
What do you do to protect the enviroment
III- Procedure in class:
1- Stabilization (2ms)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2. Checking up the previous knowledges (5ms):
* Questions:
- Asks the Ss to answer the question: What do you do to protect the environment?
* Keys to the question: According to each Ss’ideas.
3. New lesson:

Time

Teacher’s activities

I.Presentation
of the new
materials:
5ms

I. LEAD-IN:
- Gives a game : “ chatting”
- Asks the Ss some questions
about poetry.
+ Do you like poetry?
+ Which poet do you like best?
+ Name some poems that are
your favorite ?

+ Do you think it is easy to

Teaching Plan English 9

Students’ activities
- Play the game with
the teacher’s guiding.

The content of the
lesson.
UNIT: 6
THE
ENVIRONMENT.
Lesson: 4 READ

School year: 2012-2013


7ms

understand a poem?
+ Have you ever read an
English poem? Do you
understand it? Do you like it?
- Introduces the new lesson: “
A mother and her son are
having a picnic in a park, the
boy sees that the place is
polluted. He asks his mother
about the problems of

pollution.
What does the mother think
about pollution? Let’s read the
poem and find out the matter.
II. PRE-READING:
- Plays the tape one time.
- Teaches new words:
+ foam (n)(picture)
+ junk-yard (n)(explanation: a
place where people store
wastes)
+ hedge (n)(drawing)
+ folk (n)(synonym)
+ stream(n)(drawing)
- Asks the Ss to read the new
words.
- Checks understanding of the
new words, using the
technique: what and where.
- Revises the structures:
+ Conditional sentences type 1
+ Future passive
+ Future progressive tense.
3. Gets the sts 2 questions and
asks them to answer before
reading the poem
-Sets the scene: 2 people are
going on the picnic. They are
talking about the pollution
Questions

a. Who are the people in the
poem?
b. Where are they?
-Has the sts work in pairs to

Teaching Plan English 9

- Listen to

- Listen to the tape.
- Focus on the
teacher’s explanation
and write down.

- Read the new
words.

I. New words:
+ foam (n)
+ junk-yard (n)
+ hedge (n)
+ folk (n)
+ stream(n)
- Revises the structures:
+ Conditional sentences
type 1
+ Future passive
+ Future progressive
tense.

- Play the game with
th teacher’s guiding.
- Listen to her and
take notes.
-Listen and answer
-Listen

-Work in pairs

II. Exercises:
* Exercise a:
1- c, 2-g, 3-f, 4- e

School year: 2012-2013


12ms

guess the answers
-Gives feedback
III. WHILE-READING:
1. Reading and checking
-Has the sts read the poem and
checks their answers
-Asks the sts to practice to ask
and answer the questions in
pairs
Yes, a moher and her son are
having a picnic in the park…
The son sees that the place is

polluted. He asks his mother
about the problems of pollution
What does the mother think
about pollution?
2. Matching
- Plays the tape again.
- Asks the Ss to read the text.
- Calls on some Ss to read the
text.
- Gives instructions and asks
the Ss to do task a.
- Has the Ss compare the
results with a partner.
- Calls on the Ss to give
answers.
- Gives feedback and corrects.
- Gives instructions and asks
the Ss to do task b.

5ms

- Calls on the Ss to give
answers and read aloud.
- Corrects and gives the correct
answers.
IV. POST-READING:
- Divides the class into 4
groups.
- Has the Ss discuss the
question:

“ What could you do in your

Teaching Plan English 9

5- d, 6- a, 7- b.
* Exercise b:
1. If the pollution goes
-Read
on, the world will end up
like a second hand junk
-Pairwork
yard.
-Answer key
2. The mother thinks
a. The mother and her other folk pollute the
son
environment but nit her
b. They are in the
or her son.
park/woods
3. His mother will take
him home right away.
-Read the poem and
4. No, Because he is
answer
right; if he throws the
bottles that will be
- Listen to the tape
polluting the woods.
again.

5. The poet wants us to
- Read the text.
learn that everyone is
responsible for keeping
the environment from
- Listen to the
pollution.
instructions and do
the task a.
- Compare with a
partner.
- Give answers
- Look at and take
notes.
- Listen to the
instructions and do
the task b.
- Give answers and
read aloud.
- Listen and take
notes.

- Listen to
- Discuss in groups.
- Give ideas.
Ex:
- Not littering on the
School year: 2012-2013

school/ house to minimize
pollution?”
- Calls on each group to give
their ideas.

ground.
- Putting the bins
around the school
yard.
- Picking up the
garbage abd throwing
it into a trash bin….

II.
-Answer the question:
Consolidation: Who do you think pollute the
environment everyday?
5ms
Do you think the same as the
mother?
Is the mother right when she
thinks so?
III.
- Asks the Ss to learn the new
Homework
words by heart, read the text
4ms
again and write down actions
to keep the environment
around their school/house

clean.
- Asks the Ss to prepare for the
next period: “ Write”

-Answer

** Self-evaluation:
…………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………..
Week: 21
Classes: 9A2,3,5

UNIT: 6
Lesson:

Date of preparation: Jan 12th 2013
Period: 40 – Extending period: 42

THE ENVIRONMENT
WRITE

I. Aims and objectives:
- Language content: To revise and introduce some words and structures to write a complaint
letter.
To develop skill of writing: write complete sentences into a passage as
the form of a complaint letter based on ideas given
- Language function: To help the Ss write a complaint letter.
Teaching Plan English 9

School year: 2012-2013


- Educational aim: To educate the Ss to protect the environment.
1. Language
a. Vocabulary: (v) complain, float, prohibit.
(n) resolution, complication, complaint
b. Structures:
2. Skills: Integrated skills.
3. Educational factor: To encourge the Ss to act/do specific things to their school, houses
and neighborhood to minimize pollution and keep the environment clean.
II- Teacher and Students’preparation:
1- Method: Communicative approach.
2- Techniques: explanation, asking-answering, groupwork, correction, rub out and
remember, ordering, matching
3- Materials needed:Textbook, posters, pictures
4- Students’preparation: new lesson, pictures.
5- Previous exercises: The teacher’s keys to the last exercises.
Write 5 things that they have to do to keep the environment
unpolluted
III- Procedure in class:
1- Stabilization (3ms)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2. Checking up the previous knowledges (5ms):
* Questions:
- Asks the Ss to read the text, answer the questions and write some new words.
1. According to the mother, what will happen if the pollution goes on?
2. Who does the mother think pollute the environment?

* Key to the questions: According to each Ss’ideas.
3. New lesson:
Time
I.Presentation
of the new
materials:
5ms

Teacher’s activities
I. LEAD-IN:
- Asks the Ss:
1. How do you feel when your
neighbors throw rubbish
around your house? angry/
happy/ normal?
2. What do you do? Listen to
music/ complain?
- Introduces the topic: “ Today
we are going to write a
complain letter”. How do you
write a complaint letter ? You
will know how to write in this
period

Teaching Plan English 9

Students’
activities
- Answer the
questions.

The content of the lesson.

UNIT: 6
THE ENVIRONMENT.
Lesson: 5
WRITE.

- Listen to

School year: 2012-2013


10ms

II. PRE-WRITING:
- Teaches some new words:
+ complain (v)(translation)
+ complaint(n)
+complication(n)
+ resolution (n)(translation)
+ float (v)(picture)
+ prohibit (v)(translation)
- Asks the Ss to read the new
words.
- Checks understanding of the
new words, using the
technique: “ slap the board”
- Asks the Ss to keep their
books closed.

- Provides the Ss five sections
of a complaint letter in random
order.
- Gets them to put the sections
in a correct order.
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.
- Gives feedback and corrects.
1- b, 2- d, 3- e, 4-a, 5-c,
-Has the sts read the letter
-Sets the scene: Mr Nhat wrote
a letter to the director of L and
P company in Ho Chi Minh
City. The five sections of the
letter
- Has the Ss read the letter and
answer the questions:
1. What do people do in the
lake behind your house these
days?
2. What makes you worried?

Teaching Plan English 9

- Focus on the
teacher’s
explanation and
write down.

- Read the new
words.
- Play the game with
the teacher’s
guiding.
- Keep their books
closed.
- Look at.
- Put the sections in
a correct order.

I. New words:
+ complain (v)
+ resolution (n)
+ float (v)
+ prohibit (v)
II. Writing:
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.
Other animals such as
frogs, toads, and even
birds have also die from
electric shock waves.
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,

- Read the letter and
answer the
questions.
1. They begin to
catch fish.
2. They use
electricity to catch
fish.
3. We write to the
head of the local

authorities.
School year: 2012-2013


3. To whom do you write the
letter to?
4. What suggestion do you
want to make?

5. Any future plan you want to
make?
III. WHILE-WRITING:
12ms
- Asks the Ss to write the letter
individually.
- Gets the Ss to share with
their partners and corrects if
possible.
IV. POST-WRITING:
5ms
- Moves around the class and
helps the Ss .
- Calls on some Ss to read
aloud their letter.
- Gives feedback and corrects
some letters before the class.
II.
- Summaries what they have
Consolidation: just learnt in the lesson.
2ms

III.
- Asks the Ss to learn the new
Homework
words by heart and write their
3ms
letter in their notebooks.
- Asks the Ss to prepare for the
next period: “ Language
focus”.

4. We suggest the
local authorities
should prohibit and
fine heavily anyone
using electricity ti
catch fish.
5. We look forward
to seeing the
protection of
environment from
the local authorities.

- Write the letter
individually.
- Share with their
partners.
- Asks for
- Read aloud their
letter.
- Look at and write

down.
- Listen and take
notes.

**Self- evaluation
…………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………

Teaching Plan English 9

School year: 2012-2013


Week: 22
Classes: 9A2,3,5

UNIT: 6
Lesson:

Date of preparation: Jan 20th 2013
Period: 41 – Extending period: 45

THE ENVIRONMENT
LANGUAGE FOCUS

A. Aims and objectives:
* Language content:

-To revise the structures: adjectives and adverbs, adverbs clauses of reason, adjective + that
clause, and conditional sentences type 1.
* Language function:
-To enable the Ss to use adverbs of manner, to tell the reason of events, to show their feelings
and to talk about real conditions.
* Educational aim:
-To educate the Ss to use the language suitably in communication.
1. Language
a. Vocabulary: Adverbs of manner: well, slowly….
Adverbs of reason : since, because, as
Adjectives: pleased, disappointed, amazed,….
Teaching Plan English 9

School year: 2012-2013


b. Structures: Adj + ly – adv
As/ because/ since – clause.(reason)
Adj + (that) + clause.
If clause (present tense) + main clause (simple future)
B. Procedure in class:
I. Warm up: (2ms) - Greets the students and asks the monitor about the absence
II. Checking up the previous knowledge : (5 ms )
* Questions:
- Asks the Ss to read the text, answer the questions and write some new words.
* Key to the questions: According to each Ss’ ideas.
-Teacher gives remarks and marks
III. Revision and Exercises:
1 / Revision1(7ms)
1. Adverbs of manner:

Ex:
He drives carefully. He is a careful driver.
* Adjective + ly = Adverb
+ Meaning: adv show/ tell us how someone does something.
+ Usage: Advs are used to modify verbs and the sentences.
* Exercise:
- Has the Ss give more examples
- Draws the Ss’ attention to the irregular cases:
Good- well, hard- hard, happy- happily.
- Explains the exercise 1 and asks the Ss to do the exercise.
- Asks the Ss to compare the results with a partner.
- Calls on some Ss to check and corrects.
* Answer:
Good- well, happy- happily, sad- sadly, slow- slowly.
b. slowly, c. sadly, d. happily, e. well.
2/ Revision 2: (7ms) Adverb clause of reason
Ex:“ Lan is absent because she is ill”.
* Clause 1 + because/ since/ as + clause 2.
* Exercise 2:
a. Ba is tired because/ as/ since he stayed up late watching TV.
3/ Revision 3: (7ms) Adjective + that clause:
Ex:
I am very glad that you passed the exam.
S + be + adj + (that) + clause.
* Exercise 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.
Teaching Plan English 9

School year: 2012-2013


e. I’m amazed that I could win the first prize.
4/ Revision 4(12ms) Conditional sentences: type 1
Ex:
If it rains, I will stay at home.
* Exercise 4:
* Answer:
1-e, 2- a, 3- c, 4- d, 5- b.

* Exercise 5:
* Answer:
b…, the environment will be come seriously polluted.
c….., we will have more shape and fresh air.
d….., the vegetables will become poisonous and inedible,.
IV/ Homework: (5ms)
- Asks the Ss to review the structures in the lesson and rewrite the exercises in their notebook.
- Asks the Ss to prepare for the next period: “ Unit 7: getting started, listen and read”.
V/ Teacher’s comments:
................................................................................................................................................................................
**Self – evaluation:
…………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………
Week: 21
Classes: 9A2,3,5

Date of preparation: Jan 12th 2013
Extending period: 43

REVISION: TENSES 1
PRESENT SIMPLE, PRESENT PROGRESSIVE, PRESENT PERFECT
A. Aims and objectives:
* Language content:
-To revise the structures: Present simple, present progressive, present perfect.
* Language function:
-To enable the Ss to revise present simple, present progressive and present perfect to complete
exercises.
* Educational aim:
-To educate the Ss to use the language suitably in communication.
1. Language
a. Vocabulary: no
b. Structures: Present simple
Present progressive
Present perfect.
B. Procedure in class:
Teaching Plan English 9

School year: 2012-2013


I. Warm up: (2ms) - Greets the students and asks the monitor about the absence
II. Checking up the previous knowledge : (5 ms )
* Questions:
- Asks the Ss to write the letter on the board using the text book.
* Key to the questions: According to each Ss’ ideas.
-Teacher gives remarks and marks
III. Revision and Exercises:
1 / Revision 1: Present simple tense(7ms)
* Với động từ TO BE

(+)
I
am
You/ We /They/ Noun(plural)
are
He/ She/ It/ Noun(singular)
is
(-)
I
am not
You/ We/They/ Noun(plural)
are not
He / She / It/ Noun(singular)
is not
(?)
Am
I
?
Are
You/ We/They/ Noun(plural)
?
Is
He / She/ It/ Noun(singular)
?
* Với động từ thường
Hình thức: (+) I/You/ We /They/ Noun(plural)
+V(bare inf)
He/ She/ It/ Noun(singular)
+V(bare inf)-V(s/es)
(-) I/You/ We /They/ Noun(plural)

+ do not + V(bare inf)
He/ She/ It/ Noun(singular)
+ does not + V(bare inf)
(?) Do + We/ You/ They / Noun(plural) + V(bare inf) ?
-Yes, I/We/ You/ They
do
- No, I/We/ You/ They
don’t
Does + He/ She/ It/ Noun(singular) + V(bare inf)?
- Yes, He/ She/ It
does
- No, He/ She/ It/
doesn’t
Chú ý: ( Chỉ dùng với ngôi thứ ba số ít thể khẳng định )
+Hầu hết các động từ ở ngôi thứ ba số ít ta thêm “ s” .Nhưng những động từ tận cùng là “ o ,s
,x, sh ,ch , z” ta thêm “ es” thay vì “s”
Ex: He teaches French
+ Nếu động từ tận cùng là “y” ta chuyển “y” thành “i”rồi thêm “es”
EX: She studies at Canberra
Cách dùng:
Để diễn tả một thói quen hoặc một việc xảy ra thường xuyên lặp đi lặp lại nhiều lần ở hiện tại
(trong câu thường có trạng từ như: every …, often, usually, always, sometimes, seldom,…..)
Ví dụ: We come to school on time every day.
My mother always gets up early.
Để diễn tả một sự thật hiển nhiên
Ví dụ: The earth is round.
Two and two are four.
Teaching Plan English 9

School year: 2012-2013

2 / Revision 2: Present progressive (7ms)
Hình thức: (+) I
+am
We/ You/ They/ Noun(plural) + are
He/ She/It/ Noun(singular)
+ is
(-) I
+am
We/ You/ They/ Noun(plural) + are
He/ She/It/ Noun(singular)
+ is
(?) Are +We/ You/ They/ Noun(plural)
-Yes, I/We/ You/ They
are
- No, I/We/ You/ They
aren’t
Is +He/ She/It/ Noun(singular)
- Yes, He/ She/ It
is
- No, He/ She/ It/
isn’t

+ V-ing
+ not + V-ing
+ V-ing?
+ V-ing?

Cách dùng:

Để diễn tả một sự việc dang xảy ra ở hiện tại , ngay lúc đang nói (trong câu thường có các
trạng từ như: now, at present, at the moment,…hoặc động từ look, listen , be quiet, hurry up…..
đứng ở đầu câu)
Ví dụ: My father is planting flowers in the garden now.
Listen! Someone is knocking at the door.
_Thì hiện tại tiếp diễn còn được dùng để diễn tả một hành động sắp xảy ra
• Động từ Be và các động từ về cảm giác, tình cảm như: see, smell, love, like,…thường không
được dùng ở các thì tiếp diễn.
• Chú ý:
- Nếu động từ tận cùng là “e” bỏ “e” trước khi thêm đuôi “ing” ( trừ các động từ to age , todye.
( nhuộm ) to singe ( cháy xém ).Và các động từ tận cùng là “ee”)
Come - coming
- Nếu động từ có một âm tiết, tận cùng là một nguyên âm ở giữa hai phụ âm thì ta gấp đôi phụ
âm cuối trước khi thêm đuôi “ing”ing
run ----> running
- Nếu động từ có 2 hoặc hơn 2 âm tiết tận cùng là một nguyên âm ở giữa 2 phụ âm và trọng âm
rơi vào âm tiết cuối thì ta nhân đôi phụ âm đó rồi thêm “ing”
begin----> beginning
- Nếu động từ cùng là “ie” thì đổi thành “y” rồi mới thêm “ing”
lie--->lying
- Nếu động từ tận cùng là “l” mà trước nó là một nguyên âm đơn thì ta cũng nhân đôi “l” đó lên
rồi thêm “ing”
Lưu ý: Không dùng thì hiện tại tiếp diễn với các động từ chỉ nhận thức tri giác như : to be, see,
hear, understand, know, like, want, ……
Với các động từ này ta thay bằng thì Simple Present.
Ex: I am tired now.
She wants to go for a walk at the moment
3 / Revision 3: Present perfect tense( hiện tại hòan thành) (7ms)
Teaching Plan English 9

School year: 2012-2013


Hình thức:

(+) I/You/ We /They/ Noun(plural)
+ have + V-ed/C3
He/ She/It/ Noun(singular)
+ has
+ V-ed/C3
(-) I/You/ We /They/ Noun(plural)
+ have + not + V-ed/C3
He/ She/It/ Noun(singular)
+ has + not
+ V-ed/C3
(?) Have
+ I/You/ We /They/ Noun(plural) + V-ed/C3?
-Yes, I/We/ You/ They
have
- No, I/We/ You/ They
haven’t
Has
+ He/ She/It/ Noun(singular)
+ V-ed/C3?
- Yes, He/ She/ It
has
- No, He/ She/ It/
haisn’t

Cách dùng:

Dùng để diễn tả một sự việc trong quá khứ mà thời điểm không xác định rõ.
Ví dụ : I have already seen this play.
Để diễn tả một hành động vừa mới xảy ra.
Ví dụ : My father has just come home from Paris.
Để diễn tả một hành động bắt đầu trong quá khứ mà còn tiếp tục đến hiện tại.(trong câu
thường có các từ: since hoặc for / since chỉ mốc thời gian, for chỉ khoảng thời gian)
Ví dụ: They have lived here for 5 years.
My sister has been sick since yesterday.
Chú ý: Thì hiện tại hoàn thành thường dùng với các từ: just, already, never, ever, not…yet,
recently, lately, sofar, several times, since, for.)
4. Exercises: Put the verb into the correct form. (12ms)
1. “ You ( work)......................... hard today.” - Yes, I have a lot to do
2. I ( look) ........................... for Christine. Do you know where she is?
3. It ( get) ........................ dark. Shall I turn on the light?
4. They don’t have any where to live at the moment. They (stay) ....with frends until they find somewhere.
5. Things aren’t so good at work. The company ( lose) ......................... money.
6. Have you got an umberlla? It ( start) ........................... to rain.
7. You ( make) .................... alot of noise. Can you be quieter? I ( try ) ............... to concentrate.
8. Why are all these people here? What ( happen).........................?
9. Please don’t make so much noise. I ( try) ..................... to work.
10. Let’s go out now. It ( rain)................... any more.
11. My father ( work)............................. in the garden and it (rain) ....................now
12. Laura never (win) a beauty contest.
13. I (listen) to the new Tom Waits CD yet.
14. (you see) any good films recently.
15. The population of India (increase) since 1992.
16. You ever (write) a love letter for Valentine’ Day?
17. You ever (meet) a famous person.
18. We already (see) the film at home.
19. Keren (send) me an email.

20. My boy friend (give) up smoking for 2 months.
21.They (have) lunch in the cafeteria now.
22. My little sister (drink) milk every day.
23. The doctor sometimes (return) home late.
24. He (write) a long novel at present.

Teaching Plan English 9

School year: 2012-2013