Giáo dục công dân 9 HKII đầy đủ

Hoàng Văn Bình Trờng THCS Văn Phú Giáo án anh
văn 9
Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 37
Unit 6: the he ENVIRONMENT
Getting started & listen and read
I. Objects
By the end of the lesson, Ss will be able to:
+ Use new words about environments in the correct way.
+ Read the text for general and specific information through Matching exercises and answering
questions.
1. Language focus:
Vocabulary: garbage dump, deforestation, air pollution,
dynamite fishing, water pollution, spraying pesticides
Structures: + Adjectives and adverbs
+ Adverb clauses of reason
+ Adjective + that clause
+ Conditional sentences: type 1
2. Language skills: Practice reading and speaking skills.
II. Teaching aids
1. Teacher s : Teaching plan, Cassette, pictures, extra board.
2. Students : Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A
9B
9C

2. Checking up:
3. New lesson
Teachers activities Students activities
3.1. Warm up:
- Ask Ss to discuss and make a list of peoples
activities that destroy the environment.
- Call some groups to talk about their lists.
- Give English equivalences.
- Give suggested answers .
2. Presentation:
- Explain the meaning of the new words.
- Work in groups of 3 to 4.
- May use Vietnamese when discussing.
1. Getting started
+ Throw garbage in the street
+ Cut down trees
+ Leave the light on when unnecessary
..
* New words:
+ Garbage dump: bãi đổ rác
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- Help Ss to read new words and ask them to
read.
3. Practice:
- Ask Ss to match these above environmental
problems to the pictures in the textbook.
- Call on some Ss to check the answers and
then give correct answers.

- Tell Ss to listen and read the passage in the
book: Mr. Brown is talking to some
volunteer conservationists
- Ask Ss to look at Listen and read; play the
tape 2 times.
- Ask Ss to match the names in column A with
the tasks in column B. then write the full
sentences.
- Call on some Ss to read the full sentences.
- Give correct answers
- Have Ss read the passage again and answer
the questions in b).
- Go around the class and provide necessary
corrections.
- Give correct answers
- Let Ss work in group of three to four and
discuss questions 6 & 7 in the book.
- Call on some Ss to answer the questions loud
in front of the class.
+ Deforestation (n): nạn phá rừng
+ Air pollution (n): Ô nhiễm không khí
+ Dynamite fishing (n) đánh bắt cá bằng
thuốc nổ
+ Water pollution (n) ô nhiễm nớc
+ Spraying pesticides (n) phun thuôc trừ
sâu.
- Listen and repeat the new words.
- Individual work and pair work.
* Answers:
a) air pollution

b) spraying pesticides
c) garbage dump
d) water pollution
e) deforestation
f) dynamite fishing
- Listen and read the passage I Listen and
read Mr. Brown is talking to some
volunteer conservationists
a) Answers:
Groups 1: f, walk along the shore.
Groups 2: e, check the sand.
Groups 3: b, check among the rocks
Mr. Jones: a, collect all the bags and take
them to the garbage dump.
Mrs. Smith: c, provide a picnic lunch for
everyone.
Mr. Brown: d, give out the bags.
- Compare their answers with a friend.
b). Answers:
1. The speaker is Mr. Brown
2. The listeners are members of volunteer
conservationists.
3. They are on the beach.
4. If they work hard, they will make the
beach clean and beautiful again soon.

- Work in groups; discuss to find out the
answers.
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4. Consolidation.
- Summarize main points
- Whole class.
4. Drill:
- Repeat the vocabularies and structures
Vocabulary: garbage dump, deforestation, air pollution,
dynamite fishing, water pollution, spraying pesticides
Structures: + Adjectives and adverbs
+ Adverb clauses of reason
+ Adjective + that clause
+ Conditional sentences: type 1
5. Homework:
- Summarize main points.
- Learn by heart new words and do homework at workbook (1, 2, 3)
- Prepare “SPEAK + LISTEN”
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Hoµng V¨n B×nh  Trêng THCS V¨n Phó Gi¸o ¸n anh
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 38
Unit 6: the he ENVIRONMENT
Speak & listen
I. Objects
By the end of the lesson, Ss will be able to:
+ Persuade other people by using give expression:
I think you should .; Why not ..? Why don’t you ? …… … … …

+ Complete the information notes about ocean pollution through a report.
+ Use new word in the right context by playing word games and engaging in different class
activities.
1. Language focus:
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
Structures: + Conditional sentences: type 1.
+ Adverb clauses of reason.
2. Language skills: Practice speaking and listening skills.
II. Teaching aids
1. Teacher s’ : Teaching plan, Cassette, pictures, extra – board
2. Students :’ Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A …… ……
9B …… ……
9C …… ……
2. Checking up:
+ Write new words
3. New lesson
Teacher’s activities Students’ activities
3.1. Warm up:
- Ask Ss question: What can you do to“
protect the environment?”
3.2. Speak:
* Pre speaking:–
- Write all new words on the board in both
English and Vietnamese.
- Help Ss to read.
- Discuss in small groups and find the

answers.
3. SPEAK.
* New words:
- Wrap (v): gãi, bäc l¹i
- Dissolve (v): hoµ tan
- Traffic jam (n): t¾c nghÏn giao th«ng
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- Read new words after the teacher
- Ask Ss to look at the structures and sentences
in partt a)
- Explain them.
* While - speaking:
- Ask Ss to read the persuading expressions
and the idea cues give in the textbook
carefully. Make sure Ss understand all of the
ideas suggested.
- Go around and provide help if necessary.
- Call on some pairs to practice the dialogue
T: Give feedback and suggested answers:
- Ask Ss to work in group and find the answers
to the questionnaire
- Divide class in 6 groups.
- Call on some Ss from groups to present in
front of class.
- Call on some representatives to present in
front of
- Give feedback and suggested answers.
3.3. Listen:

- Exhaust fume (n): khãi th¶i tõ xe cé
- Trash = garbage
a) Try to persuade your partner to do the
following things to protect the environment.
- Work in pairs, persuade your partners to do
things to protect the environment. Follow the
example.
* Example: (textbook)
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.
2.
A: I think it would be better if we don’t
throw trash onto water.
B: Why? How come?
A: Because it can keep the water clean.
Polluted water can directly do harm to
people’s health and skill fish.
- Practice in pairs.
a) Suggested answers:
A: I think it would be better if we go to work
by bike.
B: Why? How come?
A: Because going to work by bike can save
energy and at the same time it can keep the
air cleaner.
b) Find possible answers to the

questionnaire.
- Discuss in groups and find the answers to
these.
* Example:
Save papers by
Recycling and reusing paper.
Using tree leaves to wrap food and othe
things
c) Now discuss with a partner the best way
to protect the environment. .…
( Student s answers)’
4. Listen.
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Hoàng Văn Bình Trờng THCS Văn Phú Giáo án anh
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* Pre Listening
- Guessing game
- divide class into small groups.
- Ask Ss to have guesses on how the ocean is
polluted.
- Call some Ss to explain their ideas in front of
class.
- Provide some necessary words in the tape
* While Listening:
- Set the scene: You are going to listen a
report on how our oceans are polluted. Study
the notes carefully then listen to the tape and
complete the notes.
- Call on some Ss to read aloud the answers.
- Give the correct answers

* Post Listening:
- Ask Ss to work in pairs, use the note as the
outline and make a short presentation on how
the ocean is polluted.
- Call on some Ss present in front of the class.
- Give feedback on the presentation.
* New words:
+ raw sewage (n): nớc thải (cha đợc xử lý)
+ oil spills (n): giếng dầu
+ marine life (n): sinh vật biển.
+ Regulation (n): thông lệ
- Listen to the tape more than once and
complete the notes.
- Compare the answers with their partners.
* Answers:
How the ocean polluted
- 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.
- Work in pairs and can add more ideas of
their own in the presentation.
4. Drill:
- Repeat the vocabulary and structures
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
Structures: + Conditional sentences: type 1.
+ Adverb clauses of reason.

5. Homework:
- Summarize main points.
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- Learn by heart some new words and practice talking about the problem to protect the
environment.
- Prepare “Read”
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Hoµng V¨n B×nh  Trêng THCS V¨n Phó Gi¸o ¸n anh
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 39
Unit 6: the he ENVIRONMENT
Read
I. Objects
By the end of the lesson, Ss will be able to understand the poem with some old
English by doing Matching exercise and Answering questions
1. Language focus:
Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk.
Structures: conditional sentence type 1
2. Language skills: Practice reading skill.
II. Teaching aids
1. Teacher s’ : Teaching plan, pictures, extra – board
2. Students :’ Textbook, workbook.
III. Procedure
1. Organization

Class Total Out
9A …… ……
9B …… ……
9C …… ……
2. Checking up:
What is the name for each one?
a) dump
b) trash
c)water matter
d) pesticide
e) dynamite
1. You can put your rubbish in it:……
2. You must put it in a rubbish bin: .…
3. Factories produce it: .……
4. crops are spayed with it: ……
5. It is a powerful explosive
3. New lesson
Teacher’s activities Students’ activities
3.1. Warm up:
- Ask Ss to work in pairs, ask and answer the
following questions about poetry.
+ Do you like poetry?
+ Do you often read poetry?
+ Who is your favorite poet?
+ Have you ever read a poem in English?
+ What is it? Do you understand it?
3.2. Pre reading:–
- Ask Ss to look at the poem in the book.
- Work in pairs or groups.
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Hoàng Văn Bình Trờng THCS Văn Phú Giáo án anh
văn 9
- Read the poem.
- Give some new words and explains the
meaning
- Help Ss to read the new words.
3.3. While Reading:
T: Set the scene You are going to read a
poem about environment. Please scan the
poem and answer the following questions
- Call on some Ss to answer the questions
- Correct and give answers
- Ask Ss to read the poem again and match the
word in A to an appropriate in B encourage Ss
to guess the meaning of the word if they dont
know some words.
- Call some Ss to read the answers aloud.
- Give the correct answers
- Explain the grammar quickly.
- Read and write down into notebook.
* New words:
+ End up (v): cạn kiệt, sử dụng hết, kết thúc
+ Second hand (a) đã qua sử dụng.
+ Junk yard (n): bãi phế thải
+ Treasure (n): kho báu, châu báu
+ Foam (n): bọt khí
+ Nonsense (n): Đều vô nghĩa.
* Questions:
- How many people are there in the poem?
What is their relationship?

- Where are they?
- What problem of the environment is
mentioned in the poem?
- Read the poem and find the answers.
- Discuss and give answers.
- Compare their answers with a friend.
* Answers:
- There are two (mum and son)
- Probably in the forest
- Pollution
a, Matching each word in A to an
Appropriate explanation in B.
* Answers:
A B
1. junk-yard c. a piece of land full of
rubbish
2. end up g. reach a state if
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
a)Answer. Then write the answers in your
exercise book.
+ conditional sentences type 1
There are two clauses:
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- Ask Ss to read the poem more carefully and
answer the questions. This task can be done in
pairs
- Call on some Ss to read their answers aloud
in class.
- Give the answers.
- Calls on some Ss to read the passage aloud in
front of class.
- Checks Ss’ pronunciation and intonation.
3.4. Post reading:–
“What if… ”
- Divide the class into two or four groups
namely A, B, C, D. each group gets 5
sentences with only IF half.
- Help Ss to complete and correct the mistakes
+If clause: present simple
+ Main clause: present simple/ future
simple/inf
(If S + do, S + will do)
Eg: If the pollution goes on, the world will
end up like a second hand junk yard.
- Look at the questions in exercise b) and
then find out the answers.
- Compare the answers with a partner.
- Practice the questions and answers in pairs.
* Answers:
1. If the pollution goes on, the world will end
up like a second hand junk yard.

2. The mother think other folk pollute (are
responsible for the pollution of) 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 environment form
pollution.
6. (Student’s answers) eg: put the bin around
the school yard. Pick up the rubbish/garbage
and throw it into a trash bin. Should not
litter/spit on the ground/..
- Student A read its half and B has to
complete the sentence with the idea on the
board to protect our environment.
Ex:
A: If you throw rubbish into street,…
B: it will pollute the environment.
- Practice in groups
A.
1. If I see somebody throwing an empty
packet on the street, I will ..…
2. If I meet the Minister for the
environment, I will...
3. If I live on an island, I will ..…
4. If I live in a jungle, I will…
5. If I catch an injured species, I would .…
B.

1. I will collect and put it in the trash bin.
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2, I will plant some trees.
……
4. Drill:
- Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk.
- Structures: conditional sentence type 1
5. Homework:
- Summarize main points.
- Do homework at workbook
- Prepare the next period 42 “WRITE”
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 40
Unit 6: the he ENVIRONMENT
Write
I. Objectives
- By the end of the lesson, students will be able to write a complaint letter with the right
format and language.
1. Language focus:
Vocabulary: complaint, refreshment, fly, response
2. Language skills: Practice writing skill.
II. Teaching aids

1. Teacher s’ : Teaching plan, extra – board
2. Students :’ Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A …… ……
9B …… ……
9C …… ……
2. Checking up:
Write 2 conditional sentences type 1
3. New lesson
Teacher’s activities Students’ activities
1. Warm up
- Guides Sts to play game “Jumble words”
+ edn up = ..…
+ secndo – hand = .…
+ Jnuk – yard = ..…
+ Treaseru = …
+ foma = …
+ nonnesse
2. Pre Writing –
T: Explain the meaning of new words
- Play follow teacher’s guides
+ Answers
+ End up
+ Second – hand
+ Junk – yard
+ Treasure
+ Foam
+ Nonsense

6. Write
* New words
- complaint (n) than phiÒn
- fly (n): con ruåi
- refreshment (n): sù khoan kho¸i
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T: Help Ss to read
T: Introduce the formal complaint letter
T: Set the scene
Mr. Nhat wrote a complaint letter to the
director of L & P company in HCM city. The
five sections of the letter are not in the right
order. Label each section with the appropriate
letter: S, C, R, A or P.
T: Read the letter once
T: Call on some pairs read the aloud the letter
with the correct order. Each pair reads aloud one
part.
T: Give feedback and answer key
3. While writing
T: Implicit the writing task by asking questions:
Are there any lakes behind your house?
What do people do in the lake? Which problems
remain
T: Ask Ss to read the situation in the textbook
- response (v): trả lời, đáp lại
- situation (n): tinh huống
- complication (n): sự phức tạp

- resolution (n): quyết định
- action (n): hoạt động
- politeness (n): lễ phép
Ss: Read and write down into notebook
Ss: Work in pairs and do the labeling and
ordering.
Answer key:
Dear sir/madam
R: I would suggest that your company
should tell your drivers to clear up all the
trash on the ground before leaving.
S: I am writing to you about the short stop
of your trucks around my house on their
way to the north.
A: I look forward to hearing from you and
seeing good response form your company.
C: When the truck of your company has a
short break on the streets around my house,
the drivers have left lots of garbage on the
ground after their refreshment. When the
truck leave the place, the ground is covered
with trash and a few minutes later there is
smell flies
P: Faithfully,
Hoang Binh
Ss: Work individual, write a letter to the
head
Dear Mr. president
I am writing to you about the problem of
fish catching in the lake behind my house.

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of local authorities to complain about the way of
catching fish in the lake behind your house.
Following S-C-R-A-P format
T: Ask Ss to compare the writing and gives feed
back and suggested writing.
I am very worried because they don't use
fishing rod or not net but 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 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
4. Drill
T: Ask Ss to read their writing aloud
- Ask for comments from other Ss
5. Homework
- Summarize the main points
- Prepare " Language focus”
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 41
Unit 6: the he ENVIRONMENT
Language focus
II. Objectives
- By the end of the lesson, students will be able to use the adverbs correctly.
1. Language focus:
Vocabulary: assignment, sigh
Grammar: + Adjectives and adverbs
+ Adverb clauses of reason (as, because, since)
+ Adjectives + that clause
+ Conditional sentences type 1
2. Language skills: Practice writing skill.
II. Teaching aids
1. Teacher s’ : Teaching plan, extra – board
2. Students :’ Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A …… ……
9B …… ……
9C …… ……
2. Checking up:
No
3. New lesson

Teacher’s activities Students’ activities
1. Warm up
T: Ask Ss to arrange the letter to make complete
words
1. wols =
2. asd =
3. dogo =
4. pahapy =
2. Presentation and practice 1:
T: Explain vocabulary
- Help the Ss to review the formation and the use
of adverbs of manner through questions
+ How are adverbs formed?
+ What do we use adverbs for?
Answers:
1. slow
2. sad
3. good
4. happy
1. Change the adjectives into adverbs:
New words
Assignment (n): exercise
Sigh (n): long deep breath
• Formation
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T: Ask Ss to go on with exercise 1, use the
adverbs to complete the sentences
3. Presentation and practice 2.

T: Give out 2 clauses
He failed the exams. He is too lazy.
T: Ask Ss about the relation between 2 clause. ->
reason.
T: Introduce the words expressing clause of
reason: because = as = since
T: Ask Ss to do exercise 2
- Explain the example.
T: Give feedback and the correct answers
4. Presentation and practice 3
T: Explain the structure
T: Let Ss practice the structure by completing the
dialogue in the book.
T: Call some pairs to practice the dialogues aloud.
T: Feedback and give correct answers
- Help the Ss to revise the conditional sentences
type 1
"If + main clause, subordinate clause"
(simple present tense) (will infinitive)
T: Have Ss do exercise 4. Match each half
Adjective + ly = adverb
Adjective Adverb
Extreme Extremely
Good Well
Happy Happily
Sad Sadly
Slow Slowly
Ss: Do exercise 1, change the adjectives into
adverbs
• Usage: we use adverbs of manner to

modify the verb. It usually goes after
the main verb.
Answers
b. slowly
c. sadly
d. happily
e. well
2. Join the pairs of sentences together use
"because; as; since"
Eg: Ba is tired because/as/since he stayed up
late watching TV
Ss: Compare the answers with a friend.
* Answers
b. I have a broken led because/as/since I fell
over while I was playing volleyball
c. I am going to be late for school
because/as/since the bus is late.
d. I broke the cup because/since/as I was
careless
e. I want to go home because/as/since I feel
sick
f. I am hungry because/as/since I haven't
eaten all day.
3. Complete the dialogues
* Structures:
S + be + adj + that clause
Eg: I am pleased that you are working hard
Ss: Compare the answers with their partners
* Answers:
b. 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 price
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sentence in column A with suitable one un
column B, if it is ok, this activity can be done
orally through the game watching
T: Feedback and give correct answers
4. Match each half sentence
* Answers
1. e
2. a
3. c
4. d
5. b
4. Drill
- Repeat the forms and structures:
+ Adjectives and adverbs
+ Adverb clauses of reason (as, because, since)
+ Adjectives + that clause
+ Conditional sentences type 1
5. Homework
T: Summary the main points
- Prepare "Unit 7 – getting started + listen and read”
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 42
Unit 7: Saving energy
getting started & listen and read
I. Objectives
- By the end of the lesson, students will be able to use the words and phrases relating to
energy saving. Understand the dialogue and the ways to save energy.
1. Language focus:
Vocabulary: water bill, enormous, crack, pipe, dripping faucet
2. Language skills: Practice Listing and reading skill.
II. Teaching aids
1. Teacher s : Teaching plan, cassette, textbook, sub-board, poster
2. Students : Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A
9B
9C
2. Checking up:
Write 5 sentences, using conditional sentence type 1
3. New lesson
Teachers activities Students activities
1. Warm up
- Talk about the name of energy
+ water, wind, oil, wood, sun, nuclear,

- How do we can save that energy?
2. Presentation
T: Ask Ss to loot at picture in part 1 "Getting
started" have them work in pairs and make a list
of thing the family could do to save energy.
T: Call on some Ss to read the list aloud
T: Give suggested answers
T: Introduce the new words
- Talk about the name of energy
- Answer the questions
1. getting started
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
Ss: May use sentences with modal verbs
such as "must, should"
* New words:
Water bill: hoá đơn trả tiền nớc
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T: Play the tape once
T: Divide class into group 4
T: Give group a piece of consisting columns: A
(new words) and B (Vietnamese meanings)
T: Ask Ss to match the words in A with the
meaning in B.

T: Call on Ss to read the answers
- Give answers
3. Practice
T: Set the scene " Mrs. Mi is talking to her
neighbor, Mrs. Ha about the water bill this
month"
T: Ask Ss to practice the dialogue with a partner
- Call on some pairs to practice aloud
- Feedback on Ss' pronunciation and intonation.
Correct the mistakes if any.
T: Ask Ss to read the dialogue again and decide
the statements in the book true of false. Correct
the false one.
T: Call some Ss to read the answers
T: Ask them to explain their choice.
Enormous (a): lớn, nhiều
Crack(v): rạn, nứt, rò rỉ
Pipe (n): ống dẫn nớc
Plumber (n): thợ lắp đặt, sửa ống nớc
Dripping faucet (n): vòi nớc chẩy nhỏ nhọt
New words Meaning
1. water bill a. thợ sửa ống nớc
2. enormous b. Hoá đơn tiền nớc
3. crack c. vòi nớc bị chảy
nhỏ giọt
4. pipe d. to, lớp
5. plumber e. ống nớc
6. dripping faucet f. vết nứt, gãy
Answers:
1. True

2. True
3. False (Mrs. Ha hasn't check the pipes
yet)
4. False (Mrs. Ha suggest taking
showers)
5. True
Ss: Compare the answers with a friend
4. Drill
T: Call on some Ss to translate the dialogue into Vietnamese
T: Help Ss to revise the new vocabulary
5. Homework
- Review the lesson, copy the answers
- Prepare "speak"
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 43
Unit 7: Saving energy
Speak + listen
I. Objectives
- By the end of the lesson, students will be able to:
+ Use suggestions to suggest ways to save energy through group discussion
+ Understand and know how to do 2 common listening tasks: TRUE or FALSE and gap
filling.
+ Get general knowledge about one kind of alternative energy: solar energy.
1. Language focus:

Vocabulary: solar, nuclear power, solar panel, advance
2. Language skills: Practice speaking and listening skill.
II. Teaching aids
1. Teacher s’ : Teaching plan, textbook, sub-board, poster, tap, cassettes
2. Students :’ Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A …… ……
9B …… ……
9C …… ……
2. Checking up:
Ss: Make a list of things the family could do to save energy.
3. New lesson
Teacher’s activities Students’ activities
1. Warm up
- Guides Sts to play the game “Jumble
words” with the words
+ awter llbi = Water bill
+ suomrone = Enormous
+ kcrac = Crack
+ ippe = Pipe
+ rebmulp = Plumber
+ facetu = faucet
2. Presentation
T: Help Ss to review the way to make
suggestions
- Play the game follow the teacher’s guide
3. Speak
a. Look at the expressions in the tables and pictures.

Make suggestions about how to save energy.
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T: Ask Ss to make some sentences with
the structures above.
3. Practice
T: Have Ss looked at the expressions in
the above tables and pictures in the book
to make suggestions about how to save
energy. Follow the example
T: Call some Ss to read the suggestions
aloud.
Ss: Individual work
T: Correct and give suggested answers
4. further practice
T: Ask Ss to work in group of four. Work
out an ACTION PLAN to save energy for
your class.
T: Explain the example in the book
T: Go around class and provide help if
necessary
Ss: Work in group
T: Call on some groups act out the
discussion.
- Correct and give suggested answers
5. Pre listening –
T: Give some questions to ask Ss about
solar energy.
- What is solar energy?

- What are advantages of solar energy?
- Is solar energy operated in VN?
T: Explain some new words
Example:
A. I think we should turn off the faucet
I suggest fixing the faucet
Suggestion Response
I suggest + V-ing
I think we should…
Shall we ?…
Why don't we ?…
How about + V-ing ?…
What about + V-ing ?…
Let's…
OK
That's a good idea
All right
No. I don't want to.
I prefer to …
Let's...
• 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 the TV when no one
watches it.
f. I think we shouldn't go to school by motorbike.
g. Let's go to school by bus or bicycle.
b. Answers:

A: I think we should turn off all the lights before
leaving the class.
B: That is a good idea
C: What about going to school by bus?
D: Great! Let's take the bus to school every day.
---------
A: I suggest collecting used paper to recycle things.
B: All right.
C: Why don't we reduce the amount of water we use
every day?
D: OK
4. Listen
Ss: Give their answers
• New words
Solar (a): thuéc mÆt trêi
Solar energy (n): n¨ng lîng mÆt trêi
Nuclear power (n): n¨ng lîng nguyªn tö
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6. while listening
T: Let the Ss read the statements in a)
carefully and helps them to understand
all statements.
T: Call on Ss to give answers
T: Give correct answers
T: Ask Ss to read the sentences in b) and
guess the missing words
T: Call on some Ss to read the completed
sentences aloud

T: Give correct answers
7. Post Listening
T: Read aloud 5 to 7 statements about
content of the listening. If the statements
are true, Ss repeat after the teacher. If the
statements are false, Ss stay silent
Solar panel (n): tấm pin mặt trời
Advance (a): múc độ cao, tiên tiến
Roof (n): mái, tấm
Ss: Listen to the tape 2 times and do
exercise.
Ss: Compare the answers with a partner
a). Answers:
1. true
2. false (most of our electricity comes from the use
of coal, gas, oil or nuclear power.
3. False (it is enough to provide power for total
population
4. true
5. false (in 2015)
Ss: Look at the sentences, listen to the tape again
and complete them.
Ss: Compare the answers with partners
b). Answers:
1. effective
2. pollution
3. countries
4. store
5. roof
6. instead

8. Drill
- Repeat the content of the lesson
9. Homework
- Review the lesson, make sentences with these structures above
- Prepare "READ
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Teaching date:
Class 9A: / /2007
9B: / /2007
9C: / /2007
Period 44
Unit 7: Saving energy
read
I. Objectives
By the end of the lesson, students will be able to get general idea of the reading through
choosing the best summary and answering questions
1. Language focus:
Vocabulary: luxury, necessity, consumer, household,
Account for, tumble dryer, innovation
2. Language skills: Practice speaking and listening skill.
II. Teaching aids
1. Teacher s: textbook, white board markers
2. Students : Textbook, workbook.
III. Procedure
1. Organization
Class Total Out
9A
9B

9C
2. Checking up:
T: Asks Ss to talk about how to save energy in their house
3. New lesson
Teachers activities Students activities
1. Warm up
- Guides Sts to play the game net words
Water
2. Pre reading
T: Read the text firstly
T: Explain the new words
- Play the game follow the teachers
guide
5. Read
Ss: write down new words
* New words
Luxury (n): sự xa xỉ >< necessity
Consumer (n): ngời tiêu ding
Household (n): hộ gia đình
Account for (v): chiếm, chủ yếu là
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T: Ask Ss to work in pairs and make sentences with
new words they have learnt
T: Call on some Ss read their sentences aloud.
T: Give comment to make sure Ss understand the use
of the words.

3. While reading
T: Ask Ss to read the passage very quickly and answer
the following questions
+ Which continents are mentioned in the text?
+ Are electricity, gas and water luxuries or
necessities?
T: Call on some Ss to answer the questions
T: Give the correct answers
+ America and Europe
+ They are necessities
T: Have Ss read the passage more carefully and choose
the best summary for it among 4 following options
T: Ask Ss to give explanations for their choice.
- Give correct answers
- Tell Ss to read the passage again and answer the
question
T: Call on some Ss to read their answers aloud in front
of class.
- Make necessary corrections and gives correct
answers.

4. Post reading
- Expand the topic by opening a discussion on
question:
Why should we save energy?
T: Ask Ss to work in group to list the reasons for
saving energy.
T: Call on representative of some groups to present in
front of class.
Tumble drỷe (n): máy xấy

Innovation (n): sự đổi mới
Ss: Practice reading
Ss: Choose and then compare the
answers with the partners.
a) Answers:
3. North American and European
countries are interested in saving
money and natural resources.
b) Answers:
1. Western consumers are interested
in products that will not only work
effectively but also save money.
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 if
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 appliances in the same
category so that they can save money
and energy.
* Suggested answers:
- Save money
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- Give suggested answers: - Conserve the Earth's resources
- Protect environment

- Prevent natural disasters
….
5. Drill
- Asks Sts to read again, repeat some words and model of sentences
6. Homework
- Review the lesson
- Assign homework
- Prepare the next part "WRITE"
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