GIÁO ÁN ANH 9 HKII (2010-2011)

LESSON PLAN 9
Unit 6: THE ENVIRONMENT
Period 1: Getting Started - Listen and Read
  
I/ Objectives:
After the lesson, Ss may
- Talk about the environmental problems and take part in some particular activity to protect the
environment
II/ Language contents:
- Grammar: Conditional sentences type 1
- Vocabulary: Words relating to environmental problems and activities done to clean the beach
III/ Techniques:
- Brainstorming
- Questions – Answers
IV/ Teaching aids:
- Pictures (on page 47) and some other photographs
- Cassette recorder and tape
V/ Time: 45’
VI/ Procedures:
Getting Started – Page 47 (15’)
Steps Teacher’s activities Students’ activities
Warm- up - Showing six pictures, one after another, while asking
questions.
Picture a:
What’s happening to the city?
Can you see the sight clearly? Why?
Picture b:
What can you see in the picture?
- Introducing the new word: spraying pesticides
Picture c:
What’s this? What do you think about it?

Introducing the new word: dump
Picture d:
How is the water here?
Picture e:
What about the forest?
- Introducing the new word: deforestation
Picture f:
How does this man catch fish?
- Introducing the new word: dynamite fishing
- Having Ss repeat the words in the box and matching
them to the pictures.
- Listening and answering.
It’s full of dust and smoke.
No.
Guessing and answering.
Garbage. It’s very dirty.
It’s polluted.
Many trees are cut down.
Guessing and answering
Doing as directed.
Listen And Read – Pages 47, 48 (25’)
Lesson plans 9
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LESSON PLAN 9
Pre-reading
5’
- Introducing the context
“Our environment is destroying. What’s happening to our
health? To save our environment, we should take part in
some particular activity on our holiday. Now let’s study

one of these activities in the context”
- Presenting the new words: divide (v), provide (v),
disappointed (adj.)
- “Listen to the tape while reading the text, and take
notes: Who? What will she/ he do?”
- Listening
- Vietnamese equivalent.
- Writing down in the
notebook.
- Doing the task.
While-
reading
15’
- Having Ss compare their answers to the partners.
- Correcting the task.
- Having Ss match the name in column A with the task in
column B (p. 48)
- Having Ss work in pairs.
- Correcting
* Answers:
1-f, 2-e, 3-b, 4-a, 5-c, 6-d
- Having some Ss read the text aloud.
- Having Ss ask and answer the questions on page 48 in
pairs.
- Checking some pairs and having some Ss write the
answers on the board (if necessary)
* Answers:
1/ The speaker is Mr. Brown.
2/ The listeners are (members of) the volunteer
conservationists.

3/ They are on the beach.
4/ They are going to clean the beach.
5/ If they work hard today, they will make the beach clean
and beautiful again soon.
6/ I picked up trash and clean the streets in my
neighborhood.
7/ If the pollution continues, our health will get worse
- Comparing their answers to
the partners.
- Matching
- Working in pairs.
Post-
reading
5’
-Briefly explaining the use of the conditional sentences
type 1
If clause Main clause
Present simple Future simple
-Some examples
- Having Ss retell what he/ she did to reduce the pollution
of the city
-Answers
HOMEWORK:
- Write the answers on page 48 down in the exercise notebook.
- Do

exercise 8,9,10 (workbook/ p.45, 46)
- Prepare period 2: Speak (p. 49)
Lesson plans 9
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LESSON PLAN 9
UNIT 6: THE ENVIRONMENT
Period 2: Speak & Listen
  
I/ Objectives:
* After the lesson , students may :
- Develop speaking and listening skill
- Persuade someone to do something
II/ Language contents:
- Expressions used in persuade: I think you shouid…, Why don’t you…? Won’t you…?
III/ Techniques:
- Survey interview
- Role play
- Pre – questions
- Write – it – up.
IV/ Teaching aids:
- Pictures related to protect the environment
- Cassette recorder + tape
V/ Time: 45 minutes
VI/ Procedures:
1. Revision of the old lesson : - Students tell some environment problems
2. New lesson : ( speak + listen)
Steps Teacher’s activities Students’ activities
* Speak
Warm up
Presentation
- Asking Sts some ways to protect environment.
- Showing pictures related to protect the environment and
make a survey interview to know which ways Sts usually
do.

- Answering
- Looking at the
pictures and doing the
task
* Practice - Reviewing the expressions used in persuades someone to
do something (I think you should …, Won’t you …? Why
don’t you …?)
- Giving a model by.
- Using the given example.
- Asking Sts to work in pairs.
* Further practice :
- Asking Sts to do the task b (p.49) by working in pairs.
- Asking some pairs to present before class
- Letting Sts discuss with a partner the best way to protect
the environment and take turns to persuade your partner into
doing things you think the most practical
- Giving a model (task c page 50)
- Listening
- Doing the same

- Working in pairs
- Doing as directed
- Doing as directed
- Working in pairs
* Produchion
Consolidation
- Having Sts work in pairs to tell their own ways to protect
the enviroment
- Asking same pairs to perform before class
- Working in pairs

Lesson plans 9
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LESSON PLAN 9
* Listen :
- Pre-
listening
- Introducing the new lesson by asking some pre –
questions:
 How often do you go to the beach ?
 Do you see a lot of garbage on the sands ?
 Do you think the ocean is polluted ? by littering ?
 Tell me some reasons to cause the polluted ocean
- Answering the
questions
Once/twice a year
 Yes /
 Yes /
 Answers may vary
* White –
listening
- Having Sts listen to the tape and do the listening task
(twice)
(If Sts have difficulty in writing the reasons, the teacher can
pause the recording after the inportant information)
- Asking Sts to give the answers + correcting mistakes
- Listening and doing
the task
* Post –
listeng
- Having Sts retell the report . “Now , look at the report you

have heard . You can start like this : There are some reasons
to cause the polluted occean . Firstly ….”
- Asking Sts to write the report into their notebooks
- Doing the task
-Writing into Sts’
notebooks
* Home work:
- Write down the conversation when you and your parner discuss the best way to protect the
Environment
- Write the report into notebooks.
- Prepare Unit 6 .The environment (Reading)
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LESSON PLAN 9
UNIT 6: THE ENVIRONMENT
Period 3: Read
  
I/ Objectives:
* After the lesson students may:
- Develop reading skill.
- Understand a poem in English.
II/ Language contents:
* New words: (n) foam, junk yard, folk, hedge
(v) cover
III/ Techniques:
- Scanning
- Questions – Answers
- Network
- Role - play
IV/ Teaching aids:

- Game board (Network)
- OHP (task a, b)
V/ Time: 45 minutes
VI/ Procedures:
* New lesson: Read
Steps Teacher’s activities Students’ activities
* Warm up
/Pre-reading
* Game: Network
- Rule: Dividing class into 2 groups. Sts of each group have
to think of the words the know related to the topic and write
them on network. The winner is the group that has more
than words.
Pollution
garbage


—

—

——
- Introducing the content of the poem: “A mother and her
son are on the streets. The son sees that the place is polluted.
He asks his mother about the poems of pollution. What does
the mother think about pollution?”
- Asking Sts to look at the poem and explaining the new
words
+ Foam (n): using picture
+ Junk yard (n): using picture

+ Folk (n): simple English
+ Hedge (n): drawing
+ Cover (v): using gesture
- Playing game
- Listening to teacher
- Listening and writing
down
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LESSON PLAN 9
* Task 1: Having Sts scan the text and do the task a (p51)
-Asking Sts to do the exercise 5/p 56
-Using OHP to correct the exercise
- Scanning
* While –
reading
- Having Sts do task a
- Asking Sts to compare answers in pairs
- Giving the correct answers by using OHP
* Task 2 : Having Sts work in pairs and do task b. (Answer
the questions)
- Asking Sts to perform before class
- Giving the correct answer by using OHP
- Doing task a
- Doing task b in pairs
* Post-
reading
* Task3 : Role play
- Asking Sts to woak in pairs to make conversation
between a mother and a son ,using the questions and

answers in task b
- Some pairs perform before class .
- Do the task .
Son : Mum , What will
happen if the pollution
go on ?
Mother : The world will
end up like a second –
hand junk – yard if the
pollution goes on …
Son: … … … … … … …
… … … … … … … …
Mother: … … … … … …
… … … … … … …
* Home work:
- Learn new words by heart
- Write the conversation into the notebooks
- Do exercise 9 ( in the workbook/46)
- Prepare unit 6 : The environment ( Write)
UNIT 6: THE ENVIRONMENT
Lesson plans 9
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LESSON PLAN 9
Lesson 4: Write (page 52 - 53)
  
I/ OBJECTIVES
By the end of the lesson, students will
- be able to write a complaint letter.
- develop writing skill
II/ LANGUAGE CONTENTS:

1. Vocabulary:
- complain (v) complaint (n) complication (n)
- resolution (n) - float (v) - prohibit (v)
2. Grammar and structures:
- Use S C R A P format to write a letter of complaint
III/ TECHNIQUES:
- Group work – pair work
- Communicative approach
- Transferring information
IV/ TEACHING AIDS:
- Transparency sheets - Overhead projector
- Handouts
V/ PROCEDURES:
Steps Activities
Warm up
Pre-writing
* GAME: (time allowed 2 minutes)
- Ask students to find out the verbs beginning with the letters that teacher gives.
- Divide the class into four groups.
- Give handouts - students have to find out the verbs beginning with the letters given.
- The group which finishes first will win the game.
Examples:
a b c d
add borrow cut drive
s t u v
study talk use value
m n o p
meet nod open put
1. Pre - teach vocabulary
- complain (v) - complaint (n) - complication (n)

- resolution (n)
- float (v)
- prohibit (v)
* Checking vocabulary: Rub out and Remember
- Get students to copy the words and then ask them to close their books.
- Rub out the new words. Each time you rub out the word in English, point to the
Lesson plans 9
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LESSON PLAN 9
While-
Vietnamese translation and ask "what's this in English?" or “How do you say it in
English?”.When all the English words are rubbed out, go through the Vietnamese list and
get students to call out the English words.
(If there's time, get students to come to the board and write the English words again.)
2. Ordering
- Ask students to keep their books closed.
- Provide students five sections of a complaint letter in random order.
- Get them to put the sections in a correct order. (pair work)
a. Action: talks about future action,
b. Situation: states the reason for writing.
c. Politeness: ends the letter politely,
d. Complication: mentions the problem,
e. Resolution: makes a suggestion.
- Have ss open their books and check for the right order.
* Answer key: (S C R A P)
1- b
2 - d 3 - e 4 -a 5 - c
- Help ss to understand what the letters S C R A P mean. (abbreviation of : Situation Complication
Resolution Action Politeness)
3. Reading and matching

- Have students read the letter on page 52.
- Help ss to know how to do the task.
a) Mr. Nhat wrote a complaint letter to the director of L & P Company in Ho Chi Minh
City. The five sections of the letter are not in the right order. Label each section with the
appropriate letter: S, C, R, A, P.
- Ask students to work in pairs. Give feedback: Call on some students to read aloud the letter
(in the correct order). Teacher gives ideas if necessary.
* Answer key:
Dear Sir / Madam
R I would suggest your company to 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 from your
company.
C When the trucks of your company have a short break on the streets around my house,
the drivers have left lots of garbage on the ground after their refreshment. When the
trucks leave the place, the ground is covered with trash and few minutes later there
is smell and flies.
P Your faithfully,
Tran Vu Nhat
- Let students read the production 6b on page 53.
Lesson plans 9
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LESSON PLAN 9
writing
Post-writing
- Ask some questions to make sure the students know what they have to write.

* Questions:
a. What do people do in the lake behind your house these days?
(They begin to catch fish)
b. What makes you worried?
(They use electricity to catch fish.)
c. Who do you write the letter to ?
(We write to the head of the local authorities)
d. What suggestion do you want to make?
(We suggest the local authorities should prohibit and fine heavily anyone using
electricity to catch fish.)
e. What do you look forward to seeing?
(We look forward to seeing the protection of environment from the local authorities).
- Have students use the answers that they’ve said to write the complete letter in group of
4.
- Get students to share with their partners and correct if possible.
* Sample:
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,
- Call on some students to read aloud their letter.
* Homework:
- Give feedback, correct some letters before the class. T can write the mistakes (spelling,
grammar...) on the board.

- Ask students to rewrite their letter in their notebooks.
Fullname:.................................. English test for grade 9
Class:........................................ Time: 15 minutes.
Lesson plans 9
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LESSON PLAN 9
Choose the best answer A,B,C or D.
1/ I suggest ..................... the faucet.
a. fix b. fixed c. fixing d. fixs
2/ Nam bought a book, a pen........................ a ruler.
a. but b. and c. or d. so
3/ She likes watching TV ...................... she has to do her housework first.
a. but b. and c. or d. so
4/ Do you like Coca – cola ....................... orange juice ?.
a. but b. and c. or d. so
5/ Lan has to do her homework........................... she can’t watch TV.
a. but b. and c. or d. so
6/ He got up late...........................he stayed very late at night.
a. but b. and c. because d. so
7/ I always ...................... TV at 6 am.
a. turn off b. turn on c. turn d. turning
8/ We should ..........................the light when we go out.
a. turn off b. turn on c. turn d. turning
9/ I can’t go to the movies because I have to .........................my little sister.
a. look for b. look on c. look after d. look at
10/ Ba ................................... his pen everywhere but it is in his school bag.
a. looks for b. looks on c. looks after d. looks at
UNIT 6: THE ENVIRONMENT
Period 5: Language Focus
  

I. Objectives:
* After the lesson students may:
- Use some grammar points related to unit 6
II. Language contents:
* Grammar:
Lesson plans 9
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LESSON PLAN 9
- Adjectives and adverbs
- Adverb clauses of reason
- Adjective + that clause
- Conditional sentences: type I
III. Techniques:
- Pair work
- Group work
IV. Teaching aids:
- OHP
- Pictures
V. Time: 45 minutes
VI. Procedures:
* Unit 6: Language focus.
Steps Teacher’s activities Students’ activities
1.Adjectives and adverbs
- Asking Sts to change the adjectives into adverbs:
Adjective Adverb
Extreme
Good
Happy
Sad
Slow

Extremely
- Having Sts read aloud the adj and adv in the box.
- Calling some Sts to check.
- Asking Sts to complete the following sentences by using the
adverbs. (using OHP)
a/ Hoa was extremely pleased that she got an A for her
assigment.
b/ The old man walked ………to the park.
c/ Tuan sighed…………..when he heard that he failed the test.
d/ The baby laughed…….as she played with her toys.
e/ Mrs Nga speaks English quite …………..
- Asking Sts to work in pairs and compare their answers
- Having Sts read aloud.
- Doing the exercise
- Reading
- Doing the exercise
- Working in pairs
- Reading
2. Adverb clause of reason
- Showing some pictures (in the textbook / P.54) and asking sts
to make sentences with as/because/since).
- Giving a model.
+ Ba is tired because / as / since he stayed up late watching
TV.
- Asking Sts to work in pairs
- Asking some Sts to perform before class.
- Looking at the
picture and making
sentences
- Doing the same.

- Working in pairs
Lesson plans 9
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LESSON PLAN 9
3. Adjective + that clause
- Showing the dialogues (by using OHP) and asking Sts to work
in pairs, by using the words is brackets.
- Giving a model.
+ Student : I got mark 9 on my test !
+ Teacher : That’s wonderful. I’m pleased that you are
working hard.
- Asking some pairs to perform before class.
- Listening and
working in pairs
- Performing before
class.
4. Conditional sentences : Type I
- Asking sts to match each half – sentence in column A with a
suitable one in column B. by using OHP
A B
1. If we pollute the water,
…
2. If you cut down the
trees in the forests,…
3. If there is too much
exhaust fume in the air,…
4. If you can keep your
neighborhood clean,…

5. If people stop using
dynamite for fishing,…
a. there will be big
floods.
b. a lot of sea creatures
will be well preserved.
c. more and more people
will cope with
respiratory problems.
d. you will have an ideal
place to live.
e. we will have no fresh
water to use.
- Correcting
- Giving the formation of conditional sentences.
+ Type I : Real in present
If – clause
Simple present tense.
Main – Clause
Will
+ V
Can
- Asking Sts to do the exercise 5/ 56
- Using OHP to correct the exercise.
- Doing the task
- Listening
- Writing down
- Doing the exercise
* Home work:
- Do the exercises/ 55,56 in the notebooks

- Prepare Unit 7: Saving energy (Getting started + Listen and read)
UNIT 7: SAVING ENERGY
Period 1: Getting Started, Listen and read
  
I/ Objectives:
- Introducing the new lesson topic: saving energy.
- Talking about how to save energy
II/ Language Contents:
Lesson plans 9
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LESSON PLAN 9
- Grammar: Suggest+ V_ing
- Vocabulary: (n) energy, bill, crack, faucet (a dripping faucet)
(v) turn on, turn off
(adj) enormous
III/ Techniques:
- Questions - Answers
- Role play
- True - False
- Discussion
IV/ Teaching aids:
- Pictures (enlarged from textbook)
- Cassette recorder + tape
V/ Time: 45 minutes
VI/ Proceduces:
1/ Getting started \ Warm up (10 minutes)
Steps Teacher’s activities Students’ activities
Warm- up * Questions- Answers
- Asking Students to look at two pictures (page
57) and answering the questions:

a/ Is the any body in piture1?
b/ What can you see in picture1 ?
c/ Is the the TV on in picture2 ?
Who’s watching TV?
Who’s listening the radio?
- Teach the words: energy, faucet (a dipping
faucet), turn on, turn off.
- Having students understand there are a lot of
thing wasteful in picture 1 and 2. Asking students
to make a list of things tha family could do to
save energy.
- Answering the questions
 Nobody
 A lot of water on the floor …
 Yes, it is.
o Nobody.
- Listening and repeating.
- Working with a partner to make a
list.
Ex:_ Turn off the faucet
_ Turn off the TV
_ Turn off the lights…
2/ Listen and read / Presentation
Steps Teacher’s activities Students’ activities
Lead-in /
Pre-reading
(10’)
- Intruducing the context (Mrs Mi is talking with her
neighbor, Mrs Ha something relating to saving
energy. Listen and choose what they mention in the

dialogue.)
a/ Electricity / water / telephone
b/200.000dong/500.000dong/300.000dong
- Listening to the teacher
 water
 200.000dong
Lesson plans 9
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LESSON PLAN 9
 water (200.000dong/ a month )
wasteful (a big amount of water the family uses )
- Teaching some new words (enormous, crack )
o Suggest + v_ing
Ex: Mrs MI suggest talking showers instead of
baths to save water.
- Checking the new words
- Listening and repeating
- Taking notes
- Answering
While-reading - Having students practise the dialogue in pairs.
- Asking some pairs to perform the dialogue
- Having students do True-False exercise ( page 58 )
in pairs.
- Correcting the T/F exercise
Answer Keys
1.T , 2.T , 3.F , 4.F , 5.T
- Having students read the sentences a loud.
- Taking the roles of Mrs Mi and
Mrs Ha.
- Performing the dialogue.

- Working in pairs and doing T/F
exercise.
- Reading aloud.
Post-reading
Consolidation
(12’)
- Asking students to discuss about the cases which
waste the energy and how to save it.
- Asking students to make a similar dialogue (as Mrs
Mi and Mrs Ha ) about saving energy.
- Asking studens list the cases which waste the energy
and how to save it. After that, having some pairs
perform the dialogues in front of the class
- Discussing in groups of 4 and
taking notes.
- Working in pairs and making
dialogues.
- Performing in front of the class.
HOMEWORK: (3 minutes)
- Learn new words
- Write 5 cases which waste the energy and how to solve these cases to save energy.
Lesson plans 9
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LESSON PLAN 9
UNIT 7: SAVING ENERGY
Period 2: Speak and Listen
  
I/ Objectives
After the lesson, students may
- Develop speaking and listening skill.

- Make suggestions about how to save energy.
- Have more knowledge of solar energy.
II/ Language contents
- Make suggestions : suggest + V-ing
suggest (that) S+ should
- Vocabulary: turn down (v.), store (v.),
resource (n.), source (n.),
effective (a.), effectively (adv.), nuclear (a.)
III/ Techniques
- Pair work, group work
- Game
- Question – answers
- Brainstorming
IV/ Teaching aids
- Pictures
- Cassette recorder + tape
Lesson plans 9
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LESSON PLAN 9
V/ Time : 45 minutes
VI/ Procedures
- Revision of the old lesson (5’)
-Checking vocabulary :
1/ tiết kiệm năng lượng 3/ làm nứt 5/ tắt
2/ hóa đơn 4/ nhỏ giọt 6/ bật
-Write the suggestions:
7/ She/ suggest/ get/ tool/ check/ cracks/ the pipes.
8/ She/ suggest/ take showers/ save water.
Speak (skill development)


(20 minutes)
Steps Teacher’s activities Students’ activities
Warm up
Presentation
(3’)
Practice (7’)
Production:
(10’)
- Dividing the class into two groups
- Having students play “Chung Suc Game” to present the
pictures.
- The question: Tell about the cases of wasting energy in our
life.
- If necessary, teacher can explain new word: turn down (v.)
- Explaining to students the task (a.): “Look at the expression
in the tables (p. 58) and pictures (p. 59). Make suggestions
about how to save energy.
Ex.: A/ I think we should turn off the faucet.
I suggest fixing the faucet.
- Having students make suggestions before the class, then write
some suggestions on the board.
- Correcting the mistakes if any.
- Having students write on their notebooks
- The answer key:
B/ Why don’t we turn down the gas fire?
C/ I suggest turning off the fan.
D/ Shall we turn off the air – conditioner?
E/ I think we should turn off the lights and the television.
F/ Let’s turn off the faucets before going out.
G/ How about/ What about traveling by bikes instead of

motorbikes?
H/ Why don’t we use the public transport instead of private
one?
- Having students working in groups of four and work out an
action plan to save enrgy for the class,school, local,…
Ex: (Teacher and students)
T : I think we should take a shower instead of a bath to save
energy.
S
A
: That’s a good idea.
- Playing
(The group with the
most points at the end
is the winner)
- Making suggestions
and writing them on
the board.
- Writing down their
notebooks
- Working in groups
Lesson plans 9
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LESSON PLAN 9
S
B
: How about making posters on energy saving and hanging
them around our school?
S
C

: Great ! Let’s do that.
- Asking some groups to perform before the class.
Listen (skill development)

(20 minutes)
Steps Teacher’s activities Students’ activities
Warm up
Pre-listening
(5’)
While –
listening (8’)
-Having students look at the picture and answer some
questions.

Ex: T.: What is she doing?
Ss.: She is cooking.
T.: Right. She uses solar energy to cook instead
of coal, gas and oil.
- What do you know of solar energy?
- Is solar energy usefull in our life?
- Is it popular?
………………………………….
- Explaining to students new words of “Listen”:
effective (a.) resource (n.)
effectively (adv.) source of power (n.)
store (v.) nuclear power (n.)
- Checking new words (ask – answer).
- Explaining to students the task (a):
“Listen to the news on solar energy and decide
whether the statements are true or false. Check () the

boxes and correct the false statements.”
- Looking at the picture and
answering the questions.
- Listening/ Repeating
- Writing down their
notebooks.
- Answering
Lesson plans 9
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LESSON PLAN 9
Post –
listening:
(7’)
- Having students listen to the tape without pausing,
then do the task (a).
- Having students exchange and check the answers one
another in pairs.
- Having students listen to the tape again. Teacher can
pause the recording after the important information.
- Correcting the mistakes if any.
- Giving the answer key:
1/ T 2/ F 3/ F 4/ T 5/ F
- Having students listen to the tape to correct the false
sentences.

2/ Most of our electricity comes from the use of
coal, gas, oil or nuclear power.
3/ One percent of the solar energy that gets to the
Earth is enough to provide power for the total
population.

5/ All buildings in Sweden will be heated by solar
energy in 2015.
- Explaining to students the task (b);
“Listen again and fill in each blank with one word
you here”
- Having students listen to the tape without pausing.
- Having students fill the blanks by themselves.
- Having students listen to the tape again to check their
answers.
- Having students read the complete sentences aloud
or write these sentences on the board.
- Correcting and giving the answer key:
1/ effective 2/ pollution 3/ countries
4/ store 5/ roof 6/ instead
-Having students work in groups to tell some more
about solar energy.
-Having some groups perform before the class.
- Listening and doing as
directed.
- Listening and doing as
directed
-Working in groups
Homework:
- Do exercises 5 – 6 – 7 (Work book / p. 49 – 50 – 51 )
- Learn by heart vocabulary & suggestion / response
- Rewrite the news on solar energy.
Lesson plans 9
18
LESSON PLAN 9
UNIT 7: SAVING ENERGY

Period 3: Read
  
I/ Objectives:
After the lesson, students may
- Develop reading skill
- Have more knowledge of saving energy
II/ Language contents:
- Vocabulary: electricity bill, energy efficiency, model, innovations, resources
III/ Techniques:
- Scanning
- Questions-Answers
IV/ Teaching aids:
- An Electricity bill, textbook (Tiếng Anh 9)
V/ Time: 45 minutes
VI/ Procedures
REVISION OF THE OLD LESSON (5 minutes)
Correct the homework
Read (40 minutes)
Steps Teacher’activities Student’s activities
Lesson plans 9
19
LESSON PLAN 9
Warm-up
Pre-reading
10’
- Game “Chung Suc”: In your house what use the
electricity most?
- Questions-Answers
- Which appliances in your house use much
electricity?

- Show an electricity bill to convey the meaning
- Do your family pay much for electricity?
- Explain new words
Energy efficiency, model, innovations
- Giving task 1
Scan the text and answer question a
- Students play game in 2 groups
- Listen and answer the questions
- Refrigerator, TV, computer…
- Listen & repeat
- Yes
Listen and copy down the new words
While-
reading
15’
Have students read and do task 1
- Ask students to compare answers in pairs
- Give correct answers
Task 2: Work in pairs, answer the questions (b)
in the textbook
- Have students do task 2
- Have Students answer and write the answers on
the board
- Correct the answers
Read silently and answer the question
a in the textbook
Answer:
Task 1: sentence 3. North American
and European countries are interested
in saving money and natural resources

Do task 2 in pairs
Post-
reading
10’
Discussion (groupwork)
What do you do to save electricity or natural
resources?
Representatives of groups express their opinions
Work in groups
Give opinions before class
Homework (5’)
- Write answers in your notebook
- Answer these questions
 How many paragraphs does the text have ?
 What is the last paragraph used for ?
Lesson plans 9
20
LESSON PLAN 9
UNIT 7: SAVING ENERGY
Period 4: Write
  
I/ Objectives
After the lesson, students may
- Develop writing skill
- Have more knowledge of the basic format of a speech
- Write a simple speech based on suggested ideas
II/ Language contents
- Review phrasal verbs: turn on, turn off
III/Techniques
- Questions – answers

- guessing
IV/ Teaching aids
- Game board
V/ Time: 45 minutes
VI/ Procedures
REVISION OF THE OLD LESSON (5’)
Game: Hidden word
1 G A S
2 A P P L I A N C E
3 E L E C T R I C I T Y
M O N E Y 4
5 C O N S U M E R
6 S C H E M E
Lesson plans 9
21
LESSON PLAN 9
1. ___ and water are not luxuries but necessities
2. Washing machine, refrigerator are household ___
3. Energy-saving bulbs should be used to save _____
4. These innovations will save _____
5. The label tells the ____ how much energy efficiency each model have.
6. In Europe, there is a labeling _____ for refrigerators
Write (45 minutes)
Steps Teacher’s activities Students’activities
Warm-up/
Pre-Writing
(15’)
- How many parts does a letter have?
- How about a speech? (Have students look at the table
(a))

- Use simple English to explain the new words: sum
up, get one’s attention (Good morning lady and
gentleman), detail
- Have students match column A to column B
- Correct the answer by using questions:
What is the function of the introduction? /
What does the introduction do?
- Have students look at b and put the sections in the
correct place
- Have students exchange their works
- Correct their works
- Have students choose one of the three topics to
prepare a speech
- 5 parts
- 3 parts
Answers
1. Introduction + A getting
people’s attention and telling
them what you are going to
talk about.
2. Body + C giving details in
easy-to-understand language
3. Conclusion + A summing
up what you have said.
- do as requested
- Exchange their works with
their partners
- Answers 3,2,1
Topics
-Reducing gabage

-Reusing paper
-Saving energy in the kitchen
While-
Writing
(15’)
- Have students discuss in groups of 4 for what to
complete in their speeches, follow the format above
- Ask students to write speeches in groups
Writing in groups
Post-Writing
(10’)
- Choose 2 students’works to correct with class

Homework: (5’)
Lesson plans 9
22
LESSON PLAN 9
- Find some other two-word verbs
- Choose one another topic to make your own speech
Date of Teaching : 22/02/2010
Date of Preparation: 21/2/2010
UNIT 7: SAVING ENERGY
Period 5: Language Focus
Lesson plans 9
23
LESSON PLAN 9
  
I/ Objectives :
After the lesson, students may
- use some connectives.

- use some phrasal verbs.
- make suggestions.
II/ Language Contents
- Connectives : and, but, because, or, so, therefore, however
- Phrasal verbs : turn off, turn on, look after, go on, look for
- Make suggestions : suggest + V - ing
suggest + (that) S + should
- New words : war invalid (n.), chore (n.)
III/ Teachniques :
- Listening, speaking, reading, writing
- Questions – answers
- Pair work and group work
- Discussion
IV/ Teaching aids:
- Pictures, flashcards
- Projector
V/ Time: 45 mnutes
V/ Procedures
 A/ Review (5’)
- Having two students answer and write on the board.
1/ What should you do to save energy in the class/ the school ?
 The answer key :
- I suggest we should turn off all the lights and fans in the class before we going out.)
- I suggest we should rementber to turn off the faucet after using.
2/ What should you do to save energy in the kitchen ?
 B/ New lesson (40’) : (skill development)
Lesson plans 9
Steps Teacher’s activities Students’ activities
Warm - up - Having students listen to a piece of music of a game
show on TV and guess its name.

- Asking :
Would like to play The Pyramid Game?
- Let’s play.
- Deviding the class into 2 groups.
- Explaining The Pyramid Game.
Each group choose one of two topics (1/ 2
- Listening and guessing
( The Pyramid Game)
- Answering.
- Yes, let’s.
- Listening
24
LESSON PLAN 9
Activity 1
(page 62, 63)
(10’)
Presentation
Practice

- A student of the group tries to describe or to ask some
questions so that others guess the words or make the
sentences. ( If students don’t answer, they can leave out.)
- If group A chooses topic 1 (Connectives: and, but,
because, or, therefore, however).
- A student of group A tries to define these connectives.
Ex :
• S
A
: It comes before a clause of reason.
• S

S
: Because
• S
A
: We can use it to introduce the result of some
thing.
• S
S
: Therefore
…………………………………………………
- Explaining to students the task : Complete the sentences.
Use the correct connectives.(page 62 – 63)
- Having students read carefully from sentence a/ to
sentence
b/ then do the task by themseloves.
- Having students exchange the answers in pairs or groups.
- Having students read the complete sentences.
- Correcting the mistakes if there are any.
- Giving the answer key.
a/ and b/ but c/ because
d/ therefore e/ or f/ so
g/ and h/ however
- Having students read the right complete sentences.
- Having some students make sentences with connectives
in the task
-Reading and doing the
task.
-Working in pairs/ groups
Lesson plans 9
25

3
1
2
Make suggestions
Connectives : and, but,
because, or, so,
therefore, however
Phrasal verbs : turn off
turn on, look for, look
after, go on