Giao an tieng anh 9 hoc ki 2 chuan kien thuc 2015

Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
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Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 37
Unit 6: THE ENVIRONMENT
Lesson 1: Getting started+ Listen and read
I. The aims of the lesson
1. Knowledge
a. The aims of the whole unit:
By the end of the unit, ss will be able to:
- Read a dialogue to get the information about cleaning the environment,
read and understand a poem about the environment
- Persuade someone to do something to protect the environment
- Listen to the talk about the reasons of the environment pollution
- Write a complaint letter using the outlines
b. The aims of the lesson
By the end of the lesson ss will be able to: Listen and read a talk at the beach
about the beach cleaning, then answer the questions
+ Standard : Read and understand the talk for general or detailed information
about missions of the people in the group
Answer the questions from 1 to 5
+ Higher: Write a passage about what they did to clean the environment
2. Skills :
+ Speaking: Ask for and give opinions
Persuade
Talk about the problems of environment pollution and solutions to the
problem
+ Listening: Listen to monologues or dialogues within about 100-120 words for
general or detailed information
+ Reading: Read passages within 150-180 words for general or detailed
information

+ Writing: Write a letter of complaint within 80-100 words based on frame and
idea cues
3. Knowleges:
+ Vocabulary: garbage dump, deforestation, pollution, dynamite, spraying, pesticide,
plastic bag, shore, spoil.
+ Structures: - Adjectives and adverbs
- Conditional sentences: type 1
- Adverb clauses of reason
- Adjective + that clause
4. Education: Educate ss to learn hard and do as much things as possible to save the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, tape, cassette, pictures, extra boards
2. Students: review the grammar points above and vocabulary about environment
III. The stages of the lesson


:

1. The old lesson check-up
Check ss’ preparations
2. The new lesson
Teacher’s activities

- Stick 6 pictures on the
board.
- Ask Ss to match the
environmental
Problems to the pictures.

- Use situation to present
new words.

- Write them on the b.
- Ask ss to copy down.
- Ask ss to find out the
sentences with “if”.
- Explain the real
condition.
- Ask ss to look at the
pictures and make the
sentences with if.
- Ask ss to do ex. a(P48).
- Call on some Ss to read
aloud their answers.
- Give feed backs.

Student’s activities
Contents
Warm up
- Match.
 Matching.
- Garbage dump:
- Deforestation:
- Air pollution:
- Water pollution:
- Dynamite:
- Spraying pesticide:
 Answer key.
a. Air pollution.

b. Spraying pesticides.
c. Garbage dump
d. Water pollution
e. Deforestation.
f. Dynamite fishing.
Presentations
1. Pre-teach vocabulary
- Repeat.
- Plastic:
- Rock:
- Disappointed (adj)
- Copy down.

2. Presentation the text (P4748).
o Model sentences.
- Read aloud the
- If you can’t find your place, I
sentences with “if”. will help you get there with this
- Listen and give
map.
the structure.
- If we work hard, we’ll make
this beach a clean and beautiful
- Look at the
place again.
pictures and make
II. PRACTICE.
the condition
 Picture drill.
sentence.

a. Match.
- Do exercise
o Answer key.
a(P48).
1. Group 1:f
2. Group 2:e
3. Group 3:b.
4. Mr. Jones.a
5. Mrs Smith.c.


- Ask Ss to do the Exe b)
-Ask Ss to work in pairs to
discuss the questions 6 +7.
-Call some pairs to practice
infront of the rest.
Discuss.

6. Mr. Brown.d.
b. Answer key.
1. The speaker is Mr. Brown.
2. The listeners are the volunteer
conservationists.
3. They are on the beach.
4. They ‘re going to clean the
beach.
5. If they work hard today,
they’ll make the beach clean and
beautiful again soon.

3. Consolidation
-Ask ss to retell the activities that the students do to clean the environment.
4. Homework:
- Learn new words by heart


Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 38
Unit 6: THE ENVIRONMENT
Lesson 2: Speak+ Listen
I.The aims of the lesson
1. The aims
By the end of the lesson, ss will be able to:
- Persuade someone to do something to protect the environment
- Listen to a text about pollution of the Ocean
2. Skills :
+ Speaking: Persuade someone to do something to protect the environment
+ Listening: Listen to a talk about the pollution of the Ocean
3. Knowledges:
a. Vocabulary: regulation, wrap, dissolve, recycle, reuse, harm, pump, drop, litter,
raw, guilty, deliberate...
b. Structures: The passive. The words of orders
Structures of persuasion
4. Education: Educate ss to learn hard and do things to protect the environment
II. Preparations
1. Teacher: lesson plan, English 9-book, pictures, extra board, stereo, tape, flash
cards
2. Students: review the grammar points and vocabulary of environment

III. The stages of the lesson
1. The old lesson check-up
Check ss’ preparations
2. The new lesson
Warm up
Teacher’s acts
Students’ acts
Contents
- Divide the class into two - Play jumbled words * Jumble words:
team. Students from to
1. uadepse
= Persuade
teams go to the board and
2. beaargg
= Garbage
write the correct words.
3. roderpvo = Provide
- The team which writes
4. lupotilon = Pollution
more correct words fists
5. duproce
= Produce
wins the game.
6.paispoided = Disappoi
nt
nted
Presentations
* Pre-speaking
New words
- Ask students to complete - Do as require.

Prevent (v): (translation)
the expressions in column
- Match the lines in
- Reduce (v): (example: last
A by using one of the lines column B with an
time, this shirt cost) 50.000
in column B (page 49) then expression in column dongs. Now it costs 30.000
compare with their
A so that they have
dongs. What happens?)
partners.
sentences of
- wrap (v): (mine)


- Have students match the
lines in column B with an
expression in column A so
that they have sentences of
persuasion
* While- speaking
- Each student’s calls out
one of their sentences
unstill all sentences are
finished.
- Let students work in pair
to answer to the questions
in the questionnaire.
- Give feedback, teacher
can write some possible

answer on the board so that
weak students can follow.
- Ask students to practice
asking and answering.
- Ask the whole class to
work in pairs.
* Listening:
- Ask students to complete
the notes about the reasons
why ocean is polluted by
listening to the tape.
- Let students listen twice/
three times.
- Give feedback
.

persuasion

- fauce (n): (picture)
- leaf (n): --leaches (pl.) (realia)

* Form :
- Each student’s calls I think you should
out one of their
Won’t you
sentences unstill all
It would be better if you +
sentences are
Can I persuade you to
I

finished.
Why don’t you
N
- Work in pairs to
Why not
F
answer to the
questions in the
What / how about + V-ing
questionnaire.
* Use: Express persuasion
- Practice asking and * Example:
answering.
S1: I think you should use
- Work in pairs.
banana leaves to wrap food.
- The students in
S2: Won’t you use banana
groups have
leaves to wrap food?
opinions, the
S4: ……………………
secretary writes
down.
- After finishing, the * Answer keys:
students stick the 4
1. Garbage is dumped into the
posters on the wall.
ocean.
They can go around 2. Oil spills come from ships at

the class and read 4
sea
posters.
3. Oil is washed from land.
- Complete the notes
- Listen twice/ three
times.

3. Consolidation
-Ask ss to retell the main content of the lesson:
The reasons that cause the oceans polluted.
4. Home work
-Ask Ss to do exercises in the work book.
-Prepare new lesson: Read


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Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 39
Unit 6: THE ENVIROMENT
Lesson 3: Read
I. The aims of the lesson
1. The aims
By the end of the lesson, ss will be able to read and understand the poem about
the environment
2. Skills: Reading: Reading comprehension skills about the environment, read the
poem in correct voice
3. Knowledge:
a. Vocabulary: end up, second hand, junk yard, treasure, litter, cover, foam, hedge,

silly, folf, stream, woods...
b. Structures: Conditional sentences type 1
4. Education: Educate ss to learn hard and do things to protect the environment
II. Preparations
1. Teacher: lesson plan, English 9-book, pictures, extra board, flash cards
2. Students: review the grammar points and vocabulary of environment
III. The stages of the lesson
1.The old lesson check- up
Ask ss some questions :
Do you like poetry?
Do you often read poetry?
Who is your favorite poet?
Have you ever read a poem in English?
2.The new lesson
Warm up
- Ask ss some questions
- Write vocabulary and
Do you like poetry?
sentences.
Do you often read
- Answer.
poetry?
Who is your favorite
poet?
Have you ever read a
poem in English? Do
you understand it?
Presentations
PRE – READING.
- Use situations, synonym Listen.

Pre teach vocabulary.
to present new words.
(v) end up
- Read and ask ss to repeat. Repeat new words.
(a) second hand
Write on the b.
(n) junk yard
- Ask ss to copy down.
Copy down.
(n) treasure
(n) stream
(n) foam


- Ask ss to answer some
questions.

Answer.

A- sk ss to read the poem
and check the prediction.

Read and check the
prediction.

Ask ss to read poem again.
Ask ss to compare their
answer with their friends.
Call some ss to read the
answers.

Read poem again.
Compare the answers with
a friend.
Read the answer aloud.
Listen.

Review conditional
sentence (type 1).
Ask ss to answer the
questions. Divide the class
into 2 groups A & B. Each
group gets 5 if clauses and
5 main clauses.
A read its half and B have
to complete the sentence
about environment.

Answer.
Make 5 if-c and 5 main-c
A read its half and B have
to complete sentence.
Take notes.

(n) nonsense
(n) folk
Jumbled words
Maof, lkfo, rtamse.
Open prediction.
1. What is the poem about?

2. How many people are
there in the poem? What is
their relationship?
3. Where are they?
WHILE – READING.
Answer key.
1. about pollution.
2. There are two.
Mum and Son.
3. Probably in the forest.
Matching.
Answer key.
1-c, 2-g, 3-f, 4-e, 5-d, 6-a,
7-b.
Questions.
Review conditional
sentence (type 1) quickly.
Answer key.
If the pollution goes on, the
world will end up like a
second hand junk yard.
The mother thinks other
folk pollute the
environment but not her
and her son.
If the boy keeps an asking
such questions, his mother
will take him home right
away.
No, because he is right: if

he throws the bottles that
will be polluting the
woods.
The poet wants us to learn
that everyone is
responsible for keeping the
environment form
pollution.


3. Consolidation
-Ask ss to retell the main content of the reading:
People and their effects to the environment.
4. Home work
-Ask ss to do exercises in the work book.


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Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 40
Unit 6: THE ENVIRONMENT
Lesson 4: Write.
I. The aims of the lesson
1. The aims: By the end of the lesson, students will be able to write a complaint
letter about the environment
2. Skills:
+ Writing skills: guided writing skills.
3. Knowledge
a.Vocabulary: float, surface, frog, toad, shock wave, local authority, prohibit.

b. Structures: The format of a complaint letter (an informal letter):
Situation: states the reason for writing
Complication: mentions the problem
Resolution: makes a suggestion
Action: talks about future action
Politeness: ends the letter politely
4. Education: Educate ss to learn hard, and protect the environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.
2. Students: review the grammar points and vocabulary, a sheet of white paper
III. The stages of the lesson
1. The old lesson check-up
Ask ss some questions:
Tell me the pollution that you can see around your house.
* Key: water, land, streets ...etc
2. The new lesson
Teacher’s activities
Student’s activities
Contents
I. PRE – WRITING.
Pre teach vocabulary.
- Ask Ss to listen and take - listen and take note.
- (v) complain – (n)
note.
complaint.
- (n) truck:
- (n) fly:
- (n) break
1. Introduce the format of
a complaint letter.

 5 sections.
1. Situation: States the
reason for writing.
- Ask ss to read the letter,
- Read the letter.
2. Complication: mention the
then do the labeling and
problem.


ordering.
- Call on some pairs read
aloud the letter with the
correct order.

- Ask ss to work
individually.
- Ask ss to compare with
their partners.

-Give the suggested
writing

- Label each section
with the appropriate
letter: S,C,R,A,P.
- Read aloud the
letter.

- Write a letter.

- Compare with the
partners.
ss to retell

3. Resolution: makes a
suggestion.
4. Action: talks about future
action.
5. Politeness: ands the letter
politely.
SCRAP
2. Label.
o Answer key.
1(R); 2(S); 3(A); 4(C); 5(P).
II. WHILE – WRITING.
o Write a letter to
complain about the way of
catching fish in the lake.
III. POST- WRITING.
o Compare with the
partners.

Suggested writing:
Lung phin commune
Dong van district.
January 1st,2009.
Dear Mr. president,
I’m writing to you about the problem of fish catching in the lake behind my house.
I’m very worried because people use the electricity to catch fish. After the short time
they left the place, a lot of small fish died and floated on the water surface. Other

animals such as frogs, toads and even birds also died from electric shock waves.
I would suggest that the local authorities should prohibit and fine heavily anyone
using this way of catching fish.
I’m looking forward to hearing from you and seeing the protection of environment
from the local authority.
Sincerely.
3. Consolidation
- Ask ss to retell the main content of the writing :
- A complaint letter and its sections.
4. Home work
- Write the letter to your headmaster to tell
- about students throw the garbage on the school yard.
- Prepare new lesson: Language focus.


Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 41

Unit 6: THE ENVIRONMENT
Lesson 5: Language focus.

I.The aims of the lesson
1. The aims
By the end of the lesson, ss will have a good chance to review:
- Adjectives and adverbs
- Adverb clauses of reason ( as, because, since)
- Adjective + that clause
- Conditional sentences: type 1

+ Standard: Change the adjectives into adverbs, and then use the adverbs to
complete the sentences
Join the pairs of sentences together
Use the adjectives to complete the sentences
Complete the sentences using the conditional sentences type 1
+ Higher: Write sentences using the conditional sentences type 1
2. Skills:
+ Speaking and writing skills
3. Knowledge:
a.Vocabulary: extreme, sigh, fall over, excited, amazed, disappointed, floods,
preserve, respiratory, ideal, inedible.
b. Structures: Adjectives and adverbs, adverb clauses of reason( as, because, since),
adjective + that clause, conditional sentences: type 1
4. Education: Educate ss to learn hard and protect the environment
II. Preparations
1. Teacher: lesson plan, English 9-book, pictures, extra boards
2. Students: review the grammar points and vocabulary, drafting paper
III. The stages of the lesson
1. The old lesson check-up
Check ss’ preparations
2. The new lesson
Teacher’s activities
Student’s activities
Contents
1. Activity 1: Adj and
Exercise 1/p. 53 -54
B. Adverb of manner.
Adv
- Give the usage of
Adverb of manner =

- Asks students to give the using adverbs of
Adjective + ly
usage of adverbs of
manner.
Ex: Quickly, slowly,
manners. Then complete - Work in pairs:
happily.....
the dialogues (exercise
complete the dialogues Ex1:
1/p.53-54) in pairs.
then compares their
a)Slowly. b) Sadly.
- Calls on some pairs
result to each other.
c) Happily. d) Well.
practice in front of the
- Some pairs practice
Irregular adjectives:
class.
in front of the class.


- Corrects students’
mistakes.

Answers:
a. extremely; b. slowly;
c. sadly; d. happily; e.
well.

Good -> well.
Fast -> fast.
Early -> Early.
Late-> Late.
Bad -> badly
2. Activity 2. adverb
C. Adverb clause of reason.
clause of reason
Since, because, as..
- Asks students to retell
Exercise 2.
the way to use modal
- Retells the way to use a) Nam has a broken leg since
verbs and the meaning of modal verbs and the
he fell over while he was
“should”
meaning of “should”
playing basketball.
- Asks students to advise - Work in pairs: advise b) Lan is going to be late for
Mr. Hao “What he should Mr. Hao what he
school because the bus is late.
do” in pairs.
should do.
c. Hoa broke the cup as she
- Goes round to help.
was careless.
- Calls on some practice
- Some pairs give their a) Mai wants to go home
speaking in front of the
answer in front of the

because she feels sick.
class.
class.
b) Nga is hungry because she
- Corrects students’
hasn’t eaten all day.
mistakes, gives some
D. Adjective + that clause.
suggestions.
a). I’m excited that I can go to
Dalat this time.
3. Activity 3. conditional
b) I’m sorry that I broke your
sentences type 1
bike yesterday.
- Relates to the dialogue
- Retell the structure
c)I’m disappointed that you
then writes the guiding
with modal verbs the
didn’t phone me about it.
sentences(students’ book way to use “used to”.
E. Conditional sentence I.
p.53)
- Work in pairs: look at a) If we plant more trees along
- Asks students to do
the photograph and
the streets, we will have more
exercises 3,4/p.53 in
complete the

shade and fresh air.
groups of four.
conversation between
b)If we use much pesticide on
- Goes round to help.
Nga and Hoa.
vegetables, the vegetables will
- Calls on some pairs to
- Some pairs practice
become poisonous and
practice in front of the
speaking in front of the inedible.
class.
class
c) If we keep our environment
- Checks up and corrects
clean, we will live happier and
students’ mistakes.
healthier life.
3. Consolidation
-Ask ss to retell the main grammatical points of the lesson
4. Home work
- Do exercise in the work book.
- Prepare new lesson: Unit 7: Getting started + Listen and read.


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Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 42

Unit 7: Saving energy
Lesson 1: Getting started + listen and read.
I. The aims of the lesson
1. The aims: By the end of the lesson, students will be able to know more about
saving energy protecting the environment
- Students know how to make suggestions.
- To introduce the topic of saving energy, protecting the environment and making
suggestions.
- To help students read a text about saving energy for details.
2. Skills: listening skill, reading skill.
3. Knowledge
a.Vocabulary: energy, bill, enormous, plumber, crack, faucet,
dripping faucet, pipe.
b. Structures: make suggestion: suggest + V-ing
4. Education: Educate ss to learn hard, and protect the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.
2. Students: review the grammar points and vocabulary, a sheet of
white paper
III. The stages of the lesson
1. The old lesson check-up
2. New lesson.
Teacher’s activities
Students’ activities
Contents
I. New words:
* Preteach vocabulary:
- Teacher uses techniques - observe and listen water bill:
a plumber:

to teach students new
a crack:
words.
a pipe:
- Checking
a faucet (= a
undersrstanding:
tap):
Slap the board
(to) drip:
* Set the scene:
(to) suggest:
- Ask ss to look at the
pictures and answer the
teacher's questions:
- Students look at
+ Are the faucets running? the pictures and
+ Is the TV on?
answer the teacher's
+ Who's watching TV?
questions:
+ Who's listening to the
radio?
+ What should we do to


save energy?
+ Should we turn off the
TV? The radio? The
lights?

* True/False prediction:
- Teacher introduce the
dialogue: You are going to
listen and read about a
dialogue between Mrs. Mi - observe and listen
and Mrs. Ha. Here, I have
some statements. These
may true or false. Please, - work in pair
predict.
* Listen and read:
- Students read the
- Teacher elicits the model dialogue as they are
sentences
listening to the
dialogue, then
check their
prediction.
- Students practice
- Concept checking:
the dialogue in pair.
+ What do these sentences
mean in Vietnamese?
- Answer the
+ When do we use these questions
sentences?
+ What is the form of the
sentence when we suggest
something?
- Ask students to look at - Students look at
the pictures again and

the pictures
practice about the things - practice
the family / the students
could do to save energy

II. True / False prediction:
6
1. Mrs. Ha is worried about her water
bill.
2. Mrs. Mi gives Mrs. Ha advice on
how to save water.
3. Mrs. Ha has checked the pipes in her
house and found no cracks.
4. Mrs. Ha suggests getting some tool
to check cracks in the pipes.
5. Mrs. Mi suggests taking showers to
save water.
III. Listen and read P. 57
1. Checking T/F prediction:
* Key:
1. T
2. T
4. F
5. T

3. F

2. Model sentences:
- You should reduce the amount of
water your family uses.

- I suggest taking showers.
* Note: Suggestions:
- (I think) you should + V.........
- I suggest + V- ing................
- I suggest + clause (S + should + V
+O)
3. Practice:
E.g: - We should turn off the faucets
when we don't need water.
- We should...................................
- I think we should turn off the
light when we have a break.
- Yes, I agree. And we should also
turn off the lights and fans when we go
out to have Physical Education.

3. Summary:
- Repeat the content of the lesson.
4. Homework:
- Learn by heart the new words and model sentences + Read the dialogue again.
- Do exercise: 5. P49 - 50 (WB)
- Prepare


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Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 43
Unit 7: Saving energy
Lesson 2: Speak + Language focus 3

I. The aims of the lesson
1. The aims: By the end of the lesson, students will be able to persuade people to do
things to protect the environment and make suggestions.
- To help students persuade people to protect the environment.
- To help students make suggestions with suggest + V-ing; suggest (that) + clause.
- To develop students' speaking skill
2. Skills: speaking skill
3. Knowledge
a.Vocabulary:
b. Structures: make suggestion: suggest + V-ing
4. Education: Educate ss to learn hard, and protect the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.
2. Students: review the grammar points and vocabulary, a sheet of
white paper
III. The stages of the lesson
1. The old lesson check-up
2. New lesson.
* Warm up: * Brainstorming:
- Students write something that make our environment polluted.
deforestati
on

air
polution

Environme
nt
problems

Teacher’s activities
Students’ activities
* Preteach
- T. uses techniques to teach - Observe and listen
students new words.
* Introduce the expressions and the responses to make
suggestions about how to
save energy.

Contents
I. Expressions:

Suggestions
I suggest + Ving
I think we
should...
Shall we...?
Why don’t we...?
How about +
Ving ....?

Responses
OK
That's a good idea.
All right
No. I don't want to.
I prefer to.....
Let's

What about + Ving
Let's.................
* Speak:
II. Speak:
1. Part a. P.58 - 59: How to save
- T. can give students some - Students look at the energy?
words to help students
pictures on page 59
practice more easily:
and speak in pair.
lid:
cooking pot:
gas fire:
air conditioner:
* Key:
- T. call students to say
- Students work in
A: I think we should turn off the faucet.
about their plans
group of four to make (I suggest fixing the faucet)
plan to save energy B. Why don't we turn down the gas fire?
for their class. (write C. I suggest turning off the fan.
on posters)
D. Shall we turn off the air conditioner?
E. I think we should turn off all the
lights and the television.
F. Let’s turn off all the faucets before
going out.
G. How about traveling by bikes instead

of motorbikes?
H. Why don't we use the public
transport instead of private one?

* Language focus 3. P.64
- Ask students work in
- work in group
group of four to give
suggestions about the things
they should do to help the
poor in the neighborhood in
their school and suggest
things that their friend
should do to improve his /
her English.

2. Part b. P.59: Plan to save energy
E.g:
- Turn off all the fans when it's not hot.
- Turn off all the lights when we go out
to have break, Physical Education.
- Turn off all the faucets when we don't
need water.
- Fix all the dripping faucets.
III. Language focus 3. P.64:
Suggestions:
* Key:
+I suggest collecting unused clothes.
+ I suggest organizing a show to raise
money.

+ I suggest giving lessons to poor
children.
+ I suggest helping elderly people an
war invalids with their chores.
+ 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.
+ I suggest that you should do some
reading every day.
3. Summary:
Repeat the content of the lesson: Make suggestions about how to
save energy.
4. Homework:
- Learn by heart all the new words
- Do exercise: 4. P.49 (WB)
- Prepare: Listen + Language focus 1, 2.


Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 44
Unit 7: Saving energy
Lesson 3: Listen + language focus 1, 2
I. The aims of the lesson

1. The aims: By the end of the lesson, students will be able to listen to information
and practice using some connectives (and, but, because....), and some phrasal verbs.
- To develop students' skill
2. Skills: listening skill
3. Knowledge
a.Vocabulary: solar energy; nuclear power; solar panels; effective
(adj); (to) install
b. Structures: make suggestion: suggest + V-ing
4. Education: Educate ss to learn hard, and protect the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.
2. Students: review the grammar points and vocabulary, a sheet of
white paper
III. The stages of the lesson
1. The old lesson check-up
2. New lesson.
* Warm up ( 6 min): * Brainstorming
- Students write the natural resources they know.
water

coal

Natural
resources
Teacher’s activities

Students’
activities

o
il

Contents

* Preteach:
I. New words:
- Teacher uses
- Observe and listen solar energy:
techniques to teach
nuclear
students new words.
power:
- Checking
solar panels:
understanding:
Rubout and remember.
effective
(adj):
* Set the scene:
(to) install:
II. True / false
- True / false statements open


prediction:

*. Listen. P.60.
* Tapescript:

- Work in group

prediction:
1. Solar energy can be
cheap and clean.
2. Most of our electricity
now comes from nuclear
power.
3. The solar energy that
gets to the Earth cannot
provide enough power for
the world's population.
4. Solar energy can be
used on cloudy days.
5. All buildings in Sweden
will be heated by solar
energy in 2050.

III. Listen. P.60
1. Checking the true /
Are you looking for a
false prediction:
cheap, clean, effective - Students listen
2. F
3. F 4. T
and check their 1. T
source of power that
5. F.
doesn't cause pollution prediction.
- Students listen 2. Correct the false

or waste natural
again and correct statements:
resources? Look no
2. Most of our electricity
the false
further than solar
now comes from the use
energy from our sun. At sentences.
of coal, gas, oil or nuclear
present, most of our
power.
electricity comes from
3. 1% of the solar energy
the use of coal, gas, oil,
that gets to the Earth can
or nuclear power. This
provide enough power for
power could be
- Students listen the world's population.
provided by the sun.
5. All buildings in Sweden
One percent of the solar and fill in the
will be heated by solar
energy that reaches the blank in part b.
energy in 2015.
P.60
Earth is enough to
3. Gap fill: Part b. P.60
provide power for the
1. The sun can be an

total population.
effective source of power.
Many countries are
2. Solar energy doesn't
already using solar
cause pollution.
energy. Solar panels are
3. A lot of countries in
placed on the roof of a
the world are already
house and the sun's
using solar energy.
energy is used to heat
4. It is possible to store
the water. The energy
solar energy for a number
can be stored for a


number of days, so on
cloudy days you can
use solar energy too.
Sweden has an
advanced solar energy
program. There, all
buildings will be heated
by solar power instead
of gas by the year
2015.
* Language focus 1.

P.62 - 63:
Note: "And": "But",
"However": "So",
"therefore": "Because":
"Or

of days.
5. Solar panels are
installed on the roof of a
house to receive the
energy from the sun.
6. We can save natural
resources by using solar
energy instead of coal,
gas and oil.
- Students
complete the
sentences, using
the correct
connectives:

IV. Language focus 1.
P.62 - 63:
* Key:

1. Mrs. Quyen bought
corn, potatoes and
cabbages at the market.
2. I'd love to play
* Language focus 2. P.63

volleyball but I have to
- Look at the
- Aask students look at the
complete an assignment.
pictures on page 3. Nam got wet because
pictures on page 63 and
answer the T's questions:
63 and answer
he forgot his umbrella.
+ Where are the people? What the T's questions: 4. Hoa failed her math
are they doing?
test. Therefore, she has to
- T. corrects.
- work in pair
do the test again.
5. Do you want
Vietnamese tea or milk
tea?
6. It's raining, so I can't go
to the beach.
7. Ba's hobbies are playing
football and collecting
stamps.
8. Na is very tired.
However, she has to finish
he homework before she
goes to bed.
V. Language focus 2. P.63:
* Answer key:
a. look after

b. go on
c. Turn on
d. looked for
e. turn off
3. Summary: Repeat the content of the lesson


4. Homework:
- Learn by heart all the new words.
- Do exercise:1, 2. P.47,48 (workbook)
- Prepare Read.


Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 45
Unit 7: Saving energy
Lesson 4: Read
I. The aims of the lesson
1. The aims: - By the end of the lesson, students will be able to understand the text
for details.
- Students know more how North American and European countries save money and
natural resources.
- To help students read the text about saving energy for details.
- To develop students' skills
2. Skills: listening skill
3. Knowledge
a.Vocabulary: luxury(n); consumer(n); bulb(n); replace(v); label(v); scheme
/ski:m/; category(n); ultimately(adv); innovation(n)

b. Structures: make suggestion: suggest + V-ing
4. Education: Educate ss to learn hard, and protect the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.
2. Students: review the grammar points and vocabulary, a sheet of
white paper
III. The stages of the lesson
1. The old lesson check-up
2. New lesson.
*Warm up ( 3 min): )- Network:
electricity

gas

Energy
source

Teacher’s activities
Stdents’ activities
* Preteach vocabulary:
- Teacher uses techniques to - Observe and listen
teach students new words.
- Checking understanding:
Rubout and remember.

oil
Contents
I. New words:

- luxury(n):
- consumer(n):
- bulb(n):
- replace(v):
- label(v):
- scheme /ski:m/


- category(n)
-ultimately(adv): innovation(n):
True/ false prediction
II. True/ false prediction.
1. In Western countries, gas is
necessity.
2. Lighting accounts for 10% to
15% of the electricity bill in
most North American families.
3. Consumers can save 50USD
per energy - saving bulb.
4. The lable tells the consumers
how much energy efficiency.
5. These innovations won't save
any money.
* Read. P.60:
III. Read. P.60:
- Students read for the 1. Checking the predictions:
first time and check * Answer key:
their prediciton.
1-T 2-T 3- F 4-T 5-F
2. Answer the questions: Part

b. P.61
* Answer key:
- Students read the
2. Western consumers are
text for the second
interested in products that will
time and answer the not only work effectively but
questions on page 61 also save money.
(part b)
3. We can use energy - saving
bulbs instead of ordinary 100
watt-light bulbs to spend less on
lighting.
- Let Ss play a game " Lucky
4. She will pay US$2 for lighting
numbers"
if she uses energy-saving bulbs
LN: 1,6,8
instead.
5. The purpose of the labeling
scheme is to help consumers to
know how efficient each model
- Students read the
is, compared with other
text for the third time appliances in the same category
and do the multiple so that they can save money and
choice on page 61
energy.
(Part a-P61)
7. (Suggested answer:

We should save energy because
by saving energy we can
conserve the Earth's resources.
3. Multiple choice: Part a. P.61


* Answer key:
3. North American and Europe
countries are interested in saving
money and natural resources.
Discussion:
- Teacher gets students to
- Make a list
make a list of how to save
money and natural resources.

4. Discussion:
What should we do to save
money and natural resources?
Example:
- Use energy- saving bulbs
instead of ordinary 100 wattlighting bulbs.
- Use household appliances
properly.
- Keep the refrigerator door
closed.
- Use solar energy instead of
coal, gas and oil.
- Reduce the amount of weter
and electricity we use.

- Turn off the faucets, the TV or
radio when we do not use them.
……………………………

3. Summary :
Repeat the content of the lesson: How to save energy.
4. Homework :
- Learn by heart all the new words.
- Do exercise: 7. P.51 (WB)
- Prepare Write.


Class: 9A Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9B Period:……..Teaching date:....... /…../………Total:……….. absent:….....
Class: 9C Period:……..Teaching date:....... /…../ ……...Total:……….. absent:….....
Period 46
Unit 7: Saving energy
Lesson 5: Write
I. The aims of the lesson
1. The aims: By the end of the lesson, students will be able to write a simple speech
about saving money.
- To help students write a speech about saving energy.
2. Skills: writing skill
3. Knowledge
a.Vocabulary:
b. Structures: make suggestion: suggest + V-ing
4. Education: Educate ss to learn hard, and protect the
environment
II. Preparations
1. Teacher: lesson plan, English 9-book, extra boards.

2. Students: review the grammar points and vocabulary, a sheet of
white paper
III. The stages of the lesson
1. The old lesson check-up
2. New lesson.
Teacher’s activities
Students’ activities
Contents
I. Matching:
* Presentation:
A
B
Matching: Write. Part
Part of speech
Function
a. P.61:
- Students match 1. Introduction A. summing up what
you have said
each part of a
B. getting people's
speech in column A2. Body
attendance and telling
to a suitable
them what you are
function in column
3. Conclusion going to talk about.
B.
C. giving details in
Ordering: Write. Part
easy-to-understand

b. P.61-62
language.
* Key: 1B; 2C; 3A
- Students put the II. Ordering: Part b. P.61-62
section in part B on * Answer key:
page 61-62 in the 3. Good evening, ladies and gentlemen.
I'm professor Roberts and tonight I'm
correct order to
going to tell you how to save money.
complete the
2. Most of us use too much gas. You can
speech.
reduce this amount by:
 traveling by bicycle or public