së gd §t tuyªn quang english 9 trêng thcs §«ng thä i teaching date class 9a jan 2009 class 9b jan 2009 class 9c jan 2009 period 37 unit 6 the environment getting started listen and read i objecti

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Teaching date: Class 9A: ... Jan 2009.
Class 9B: ... Jan 2009.
Class 9C: ... Jan 2009.

Period 37

Unit 6:

the environment

Getting started & listen and read
I. Objectives.

- By the end of the lesson, Ss will be able to get acquainted with environment
problems. Read the text for general and specific information through Matching
exercises and answering Qs.

1. Language focus: 
+ Structure: Review

+ Vocabulary: Divide, shore, rock, spoil, disappointed, conservationist…
2. Language skills:

- Ss train discussing skills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player, pictures....
2. Students: Text book, work book, school things, ....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

(Qs will be made during the new lesson)
3. New lesson:

3.1. Warm-up :

- Hang the pictures on BB, then hold the
class to discuss about enviromental
problems.

3.2. Presentation .

- Ask ss to work in pairs to match the
pictures with the enviromental problems
given.

.

- Explain meaning of the words.

- Work in groups to discuss and make a
list of people's activities that destroy the
environment, and how to prevent
enviroment from pollution. (in English or
Vietnamese)

EX:

+ Cut down trees
+ Throw garbage …

- Work in pairs to match the pictures with
the enviromental problems given.

- Give answers in front of the class.
- Give the correct answers.

a) Air pollution.
b) Spraying pesicides.
c) Garbage dump.
d) Water pollution.
e) Deforestation.
f) Dynamite fishing

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3.3. Practice .

- Ask Ss to scan the reading to note some
new words.

Divide: chia

Shore: bê biĨn

Rock: đá

Spoil: lµm háng

Disappointed: thÊt väng

Conservationist: Ngêi gìn giữ,ngời b¶o
vƯ.

- Play the tape (twice)

- Ask Ss to work in groups to match the
names in column A with the tasks in
column B.

- Call on some Ss to read their sentences

- Let Ss read the text again and answer
the questions.

- As Ss to ask and answer in front of the
class.

3.4. Production :

- Ask Ss to work in groups to discuss
questions 6 & 7 in the book.

- Write the meaning of new words:
- Read new words

- Listen to the tape.

- Work in groups to match the names in
column A with the tasks in column B.
* The right As are:

1. Group 1: f) Walk along the shore.
2. Group 2: e) check the sand.

3. Group 3: b) check among the rock.
4. Mr. Jones: a) collect all the bags and
take them to the garbage dump.

5. Mrs Smith: c) Provide a pinic lunch
for everyone.

6. Mr Brown : d) Give out the bag.
- Work in pairs to read the text again and
answer the questions.

- Correct As with partners.
* The right As are:

1. The speaker is Mr.Brown.

2. The listeners are members of
volunteer conservationists.

3. They are on the beach.

4. They are going to do ST about the

polution.

5. If they work hard, they will make the
beach clean and beautiful again soon.
- Work in groups to discuss questions 6
& 7 in the book.

- Some Ss answer the Qs loud in front of
the class.

4. Drill:

- Ask Ss to retell the activities that the students do to clean the environment.
5. Homework:

- Ask Ss to do exercise in the work book.

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Class 9C: ... Jan 2009.

Period 38

Unit 6:

the environment

(Cont…)

Speak + listen

I. Objectives.

- By the end of the lesson, Ss will be able to persuade somebody to do somethings
by using the structures: I think you should.../ It would be better if you.... And
know some reasons that cause the environmetal pollutions especially pollute the
oceans.

1. Language focus: 
- Structure: Persuade...

- Vocabulary: Dissolve, trash, to do harm, energy , exhaust fume…..
2. Language skills:

- Ss train speaking and listening kills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player, picture,...
2. Students: Text book, work book, school things, ....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

Ask Ss to retell the ways of learning El.
3. New lesson:

3.1- Warm up :

- Ask Ss to work in groups to think of the
things they often do at school and at

home to clean and protect the
environment.

- Write Ss' answers on the BB.

3.2- Speaking: 
3.2.1- Pre-speaking:

- Introduce the topic of speaking, then
present some new words:

Dissolve: hòa tan , làm biến đi.
Trash: đồ khơng cịn tác dụng.
To do harm: lm hi.

Energy: năng lợng.
Exhaust fume: thải khói.
3.2.2- While-speaking:

- Ask Ss to read the persuading
expressions in the text book carefully.
- Conduct Ss to practice

- Work in groups to think of the things
that can protect the environment.

EX:

- Clean the house.

- Clean the neighborhood.

- Recycle the paper and the cans, bottles.
- Put the garbage in the garbage bins.
- Use tree leaves to wrap things

- Copy and read the new words:

- Read the persuading expressions in the
text book carefully.

- Work in pairs to persuade parners to do
Ss' activities

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- Ask Ss to give their answers in front of
the class

3.2.3- Post-speaking:

- Ask Ss to work in pairs to find the
answers for the questionaire by using the
ideas given in the text.

- Call some Ss to the BB to write the
answers.

- Call some pairs to give the remarks and
give more ideas.

3.3- Listening:

3.3.1- Pre-listening:

- Hang the picture on BB. Ask Ss to listen
to the introduction of the listening: The
reasons that cause the pollution of the
oceans.

- Ask Ss to predict the causes that lead to
the oceans polluted after looking at the
picture and reading the information given.
- Give the meaning of new words:

Raw sewage: nớc thải cha đợc xử lý

Pump: b¬m ra, tu«n ra.

Spills: tràn ra, đổ ra.

Marine life: động vật di nc.

Deliberate: cân nhắc kỹ, thảo luận kỹ.
3.3.2- While-listening:

- Set the scene of the listening.
- Play the tape 3 times.

things to protect the environment.
EX:

S1: I think you should reuse and

recycle bottles and cans.

S2: Why ? and How come?

S1: Because we can reduce garbage
and save the natural resources . That is
how we save the environment.

- Work in pairs to find the answers for
the questionaire by using the ideas given
in the text.

- Give answers:

+ Save the plastic bags, clean and reuse
them. Use tree leaves to wrap things.

+ Don t throw waste and garbage into’

streams, lakes, rivers.

+ Discard/ throw garbage in waste bins.

+ Use fewer private vehicles and don t’

release pollutians into the air.

+ Try to reuse and recycle things.

- Give the remarks and give more ideas.

Ex:

S1: I think we should burn trash to

reduce the amount of garbage we
produce to protect the environment.
S2: I think we shouldn t do that. Burning’

trash will pullute the air.The best way is
to reduce and recycle things.

- Look at the picture and discuss the
reasons that cause the pollution of the
oceans.

- Predict the causes that lead to the
oceans polluted after looking at the
picture and reading the information
given.

- Read and copy new words:

- Listen to the tape and complete the
notes.

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- Call on Ss to read aloud their answers.
- Play the tape again (once), and give the
correct answers.

3.3.3- Post-listening:

- Ask Ss to work in pairs to give the
reasons that cause the oceans polluted.

- Give answers.

How the ocean is polluted

Firstly: rau 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 to give the reasons that
cause the oceans polluted.

4. Drill:

- Ask ss to retell the main content of the lesson: The reasons that cause the oceans
polluted.

5. Home work:

- Ask Ss to do exercises in the work book.
- Prepare new lesson: Read.

Teaching date: Class 9A: ... Jan 2009.
Class 9B: ... Jan 2009.
Class 9C: ... Jan 2009.

Period 39

Unit 6:

the environment

(Cont…)

reading

I. Objectives.

- By the end of the lesson, Ss will be able to understand the poem with some old
English.

1. Language focus:

+ Structure: Conditional sentences type 1

+ Vocabulary: End up, second-hand, stream, folk…..

2. Language skills:

- Ss train reading comprehension skills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player, extra-board,...
2. Students: Text book, work book, school things, ....

III. Procedures.

1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

- (Qs will be made on the new lesson)
3. New lesson:

3.1- Warm up:

- Give some suggested questions, then let Ss - Work in groups to discuss about

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practice to discuss about poetry.

+ Do you like poetry?

+ Which poetry do you like best ?

+ Name some poems that are your favorite ?
+ Do you think it is easy understand a poem ?
+ Have you ever read a poem in English ? Do
you understand it ? Do you like it ?

.
…

3.2- Pre-reading:

- Introduce the situation of the reading then
present some new words and phrases:

Junk yard (n): bãi chứa đồ phế thải
 Treasure (n): kho tàng

Hedge (n): hµng rµo cây xanh
 Nonsense (n): sự vô lý

Foam (n): bọt
 Folk: ngêi

.
…

- Checking vocabulary by doing "Rub out
and Remember".

3.3- While-reading:

- Let Ss scan the poem on page 51 (text
book).

- Make some questions:

1) How many people are there in the poem ? 
2) What is their relationship ?

3) Where are they ?

4) What problem of the environment is
mentioned in the poem ?

- Play the about the poem (3 times)

- Ask Ss to read the poem again and match
the word in A to an appropriate explanation
in B.

- Ask Ss to give their answers in front of the
class

A B

1. junk yard
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. folk

a. a row of things forming a fence.
b. people

c. a piece of land full of rubbish.
d. a flow of water

e. mass of bubbles of air gas
f. valuable or precious things
g. reaches of state of.

- Explain grammar: Conditional sentence
type1.

If + S + do, S + will + do

EX: If the pollution goes on, the world will
end up like a second hand junk yard.

3.4- Post-reading:

- Ask Ss to read the poem carsfully and
answer the questions.

- Ask some pairs to practice in front of the

poetry, use the T' s questions.

- Listen to the T
- Copy new words

- Read the words in chorus then
individually.

- Work in groups to rearrange the letters
in good order to make right words.

- Scan the poem

- Answer the T' s questions

- Give answer in front of the class.
Answer may be:

1) There are two …

- Listen to the tape (look at book)

- Work in small groups to read the
poem again and match the word in A to
an appropriate explanation in B.

- Give answers

* Ss' answers may be:

1 -c, 2 - g, 3 - f, 4 -e,
5 - d, 6 - a, 7 - b

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class.

- Give the right As on the extra-board

- Work in pairs to read the poem
carsfully and answer the questions 1)
-6).

- Do in front of the class
* The right As are:

1. If the pollution goes on, the world
will end up like a second hand junk
yard.

2. The mother thinks other folk pollute
(are responsible for the pollution of)
the environment but not her or her son.
3. His mother will talk him home right
away

4. No. Because he is right; if he throws
the bottles that will be polluting the
woods.

5. The poet want us to learn about that
everyone is responsible for keeping the
environment unpolluted.

4. Drill:

- Ss repeat and remember the conditional sentence type 1, people and their effects to
the environment.

5. Home work:

- Ask Ss to make sentences, use the conditional sentence type 1

Teaching date: Class 9A: ... Fe 2009.
Class 9B: ... Fe 2009.
Class 9C: ... Fe 2009.

Period 40

Unit 6:

the environment

(Cont…)

writing

I. Objectives.

- By the end of the lesson, Ss will be able to write a completed complain letter with
the right format and language.

1. Language focus: 
+ Structure: Review

+ Vocabulary: Review

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- Ss train writing a completed complain letter.
II. Teaching aids.

1. Teacher: Text book, work book, extra board ...
2. Students: Text book, work book, school things, ....
III. Procedures.

1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

- Ask some Ss to give their sentences, use the conditional sentence type 1 that they
wrote at home, the correct them in front of the class.

3. New lesson:
3.1- Warm - up:

- Divide clas into small groups, then ask
them to write the main parts of a formal
letter.

3.2- Pre-writing:

- Ask students to look at the form letter in
the book.

- Introduce the format of a complaint
(P.52)

Situation: states the reason for writing

Complication: mentions the problem

Resolution: makes a suggestion

Action: talks about future action

Politeness: ends the letter politely
 SCRAP

- Explain some words and phrases
- Conduct Ss to do practice a)

- Call on some Ss to give their answer in
front of the class.

- Give feedback and answer key

- Corrects mistakes and gives the right
order.

3.3- While-writing:

- Ask Ss to rite a letter to the head of the
local authorities to cmplain about the way
of catching fish in the lake bihind their
house.

- Go round to help

- Call on some Ss to give their result.
- Check up and gives the suggested letter.
(on the extra-board)

- Work in groups to write the main parts
of a formal letter.

- Give answers …
EX:

Sender' s address
Receiver' s address
Salutation

.
…

- Look at the form

- Listen to the T and copy.
- Read and copy

- Read the letter, order and lable each
section with the appropriate letter: S, C,
R, A or P.

- Read the letter aloud
Answer:

The right order: R  S  A  C  P

- Write a letter to the head of the local
authorities to cmplain about the way of
catching fish in the lake.

- Read writing aloud
- Check the letter.
Suggested letter:

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3.4- Post-writing:

- Ask Ss to read their letter aloud.
- Ask for comments from other Ss

Date …

Dear Mr. president

I am writing to you about the problem of fissh
catching in the lake behind my house.

I am very worried because people use electricity to
catch fish. After a short time they left the place, a lot
of small fish died and floated on the water surface.
Other anomals such as frog, toads and even birds
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 look forward to hearing from you and seeing the
protection of environment from the local authorities
- Read and listen.

- Comments from other ones
4. Drill.

- T reminds Ss to remember: “How to write an informal letter”.
5. Home work.

- Write a letter for your pen pal.

- Prepare for the next lesson(U6 - Language focus)

Teaching date: Class 9A: ... Fe 2009.
Class 9B: ... Fe 2009.
Class 9C: ... Fe 2009.

Period 41

Unit 6:

the environment

(Cont…)

Language focus

I. Objectives.

- Ss will review and understand the use of adjectives and adverbs, adverb of clause
and the conditional sentence type 1.

1. Language focus:

+ Structure: Adverb of clause and the conditional sentence type 1.
+ Vocabulary: Review

2. Language skills:

- Ss train speaking, reading and writing skills ...
II. Teaching aids.

1. Teacher: Text book, work book, extra-board...
2. Students: Text book, work book, school things, ....
III. Procedures.

1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

Ask Ss to make sentences, use the conditional sentene type 1.
3. New lesson:

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3.1- Adjectives and adverbs:

- Ask Ss to repeat the formation and the use
of adverbs of manner.

- Give the formation:

Adjective + ly = adverb

- Let Ss do exercise 1 on page 53
- Ask Ss to give As.

* Use: We use adverbs of manner to
modify the verb. Is usually goes with the
main verb.

- Let Ss complete the sentences, use the
advebs.

- Give the right As

3.2- Adverbs clauses of reason: 
- Give 2 clauses:

He failed the exams. He is too lazy.

- Ask Ss about the relation between 2
clauses.

- Introduce the words expressing clauses
if reason: "Because" = "as" = "since"
- Ask Ss to do exercise 2 on page 54.

- Ask Ss to give their As:

- Give feedback and the correct As: (on
the extra-board)

3.3- Adverbs + that clauses:

- Ask Ss to repeat the structure:

S + be + adjective + tha clause

- Let Ss do exercise 3 on page 55

- Call Ss to read the completed dialogues
aloud.

- Repeat in front of the class
- Listen to the T and copy

- Do exercise 1: Change the adjs into
advs:

- Read answers aloud.

- Complete the sentences, use the advebs.
- Some Ss practice in front of the class.
Answers:

a. extremly; b. slowly; c. sadly; d.
happily; e. well.

- Look at and read the T' s sentences
 reason.

- Listen and copy.

- Do exercise by joining the pairs of

sentences together. Use "because, as or
since".

- Compare the As with friends.
- Read answers aloud.

* Answers:

a) I have a broken leg since I fell over
while I was playing basketball.

b) I am going to be late for school
because the bus is late.

c. I broke the cup as I was careless.
d) I want to go home bacause I feel sick.
e) I' m hungry because I haven't eaten
all day.

- Repeat

- Work in pairs to complete the
dialogues, use the words in brackets.
- Give answers in front of the class.

b) I m excited that I can go to Dalat this’

time.

c) I m sorry that I broke your bike’

yesterday.

d) I m disappointed that you didn t’ ’

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3.4- Conditional sentences type 1:

- Ask Ss to review the formation of
conditional sentences type 1

If + main clause, subordinate clause

(simple present tense) (will infinitive)

- Conduct Ss to do exercise 4 (P. 56)
- Ask Ss to give As

e) I' m amazed that I could win the first
price.

- Review the formation of conditional
sentences type 1.

- Match each half-sentence in column A
with a suitable one in column B.

- Give As in front of the class.
* The right As:

1 - e 2 - a 3 - c 4 - d 5 - b

4. Drill:

- Ss repeat and remember adjectives and adverbs, adverb of clause and the
conditional sentence type 1.

5. Homework:

- Ask Ss to do exercise 5 on page 56 (text book).

Teaching date: Class 9A: ... Dec 2008.
Class 9B: ... Dec 2008.
Class 9C: ... Dec 2008.

Period 42

Unit 7:

saving energy

Getting started & listen and read
I. Objectives.

- By the end of the lesson, Ss will be able to talk about energy and how to save
anergy in everyday life.

1. Language focus:

+ Structure: Suggest + V-ing

+ Vocabulary: bill, enomuos, plumber, faucet, crack …..
2. Language skills:

- Ss train discussing skills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player, pictures....
2. Students: Text book, work book, school things, ....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

(Qs will be made during the new lesson)
3. New lesson:

3.1. Warm-up : - Work in groups to look at the picture

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- Hang the picture on BB.

3.2. Presentation:
- Make questions:

+ Who are talking ?
+ Where are they now ?

- Present new words and phrases.

Bill (n) - Hoá đơn

Enormous (adj) - To, lớn
Crack (n) - Chỗ nứt 
Fauce t(n) - Vòi nớc

Plumber (n) : Thợ lắp ống níc

- Play the tape (twice)

- Ask Ss to practice the dialogue in pairs.
- Call on some pairs of students to play
the role of Mrs Mi and Mrs Ha.

- Correct students’ mistakes
- Present the new structure:
 Suggest + V-ing

3.3. Practice :

- Asks ss to work in groups of 4 read the
statements and decide which sentences
are true and which are false. Then
compare their result to each other.

- Has some representatives give their
answers in front of the class.

- Corrects mistakes and gives the keys

3.4. Production :

- Ask Ss to role play the dialogue and then
work in pairs to retell the best way to
save water in their own house.

and make a list of things the family could
do to save energy.

EX: Turn off TV and radio when nobody
watches or listen …

- Read the list aloud

Dialogue P.57 - Listen and read
- Scan the dialogue and answer the Qs.
- Read in chorus

- Read individually
- Write down.

- Listen to the tape

- Practice the dialogue in pairs.

- Some pairs practice reading in front of
the class.

- Make sentences with this structure

Exercise 2/P.58

- Work in groups of 4 read the statements
and decide which sentences are true and
which are false. Then compare their
result to each other.

- Some representatives give their answers
in front of the class.

Answer key:

1. T
2. T

3. F ( Mrs Ha hsan t checked the pipes’

yet )

4. F.( Mrs Ha suggests taking shower.)
5. T.

- Practice in pairs

4. Drill:

-Ask Ss to retell the main content of the lesson : How to save the energy.
- Read and translate the dialogue into Vietnamese.

5. Homework:

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Teaching date: Class 9A: ... Dec 2008.
Class 9B: ... Dec 2008.
Class 9C: ... Dec 2008.

Period 43

Unit 7:

saving energy

(Cont…)

Speak + listen

I. Objectives.

- By the end of the lesson, Ss will be able to speak about the way to save energy,
listen to a text about solar energy.

1. Language focus:

- Structure: Why don t you..?/ What/ how about’ …? suggest + V-ing; suggest +
should + V-infinitive; I thing we should + V- infinitive.

- Vocabulary: Solar, solar energy, nuclear power, solar panel, advanced, roof…

2. Language skills:

- Ss train speaking and listening kills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player, picture,...
2. Students: Text book, work book, school things, ....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

(Ss will be made on the new lesson)
3. New lesson:

3.1- Warm up:

- Ask Ss to list the ways to save the
energy in your own house.

3.2.1- Pre-speaking:

- Hold the class to review the ways to
make suggestions.

- Work in groups to list the ways to save
the energy in the house.

+ Turn off the lights when go out.
+ Turn off the faucets.

+ Using bikes.

+ Using wood to cook.
+ Take a shower.

...

- Read the table to use the structures to
make suggestions and the ways to
respond to them.

Suggestions Response
Suggest + V-ing... That is agood idea.

Ss' activities
T' s activities

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3.2.2- While-speaking:
- Hang the picture on BB.
- Ask Ss to give As:

- Ask Ss to work out an action plan to
save energy for their class .

- Call some groups to practice in front of
the class.

3.2.3- Post-speaking:

- Ask Ss to work in individual to give the
best way to save energy.

3.3.1- Pre-listening: 
- Sets the sence.

- Presents some new words and phrases.

Solar: thuéc vÒ mặt trời

Solar energy. năng lợng mặt trời
Nuclear power: năng lợng hạt nhân
Solar panel: tấm bảng thu năng lợng
Advanced: tiên tiến.

- Ask Ss to read the statements in a) thee
do T/F prediction.

3.3.2- While-listening: 
- Play the tape (once)

- Play the tape again (twice)

- Call on some Ss to give their answer in
front of the class.

- Check up and gives the key

I think we should + V ....
Shall we...?

Why don’t we...?

How about + V-ing...
 What about + V-ing....

All right/ No, I don’t want
to / I prefer to...

- Work in pairs to look at the pictures
and give the suggestions to the pictures.
- Give As in front of the class.

Ss' answers may be:
+ We should turn off the faucets.

+ We should you the gas cooker at the medium
level.

+ We should turn off the fan before going out.
+ We should turn off the air conditioner when there

is nobody in the room.

+ We should turn off the lights or use bulbs instead
of lights.

- Work in groups of four to work out an
action plan to save energy for your
class:

EX:

A: I think we should public buses to school
everyday to save energy and to prevent the
environment from pollution.

B: That s a good idea.‘

C: How about going by bikes and
persuading all members in our family to do
so ?

D: Great! Let s do that.’

- Work in individual to give the best
way to save energy.

..
…

- Listen to.
- Read in chorus
- Read individually
- Write down.

- Read then do T/F prediction

- Listen for the first time and compare
with your predictions.

- Listen again for three times and do the
exercise.

- Give As in front of the class
* The right As are:

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- Play the tape again and ask Ss to task 2.
- Call Ss to give the answers.

- Give the correct answers and check if
necessary.

3.3.3- Post-listening: 
- Make questions:

+ Have you ever used solar energy ?
+ How do you use solar energy by ?
+ Do you think use solar energy is the
cheapest ?

.
…

1. T

2. F ( most of our electricity comes from
the use of coal, gas, oil or nuclear
power.)

3. F( It is enough to provide power for
total population )

4. T

5. F ( in 2015).

- Listen to the tape again then fill in
each blank with one word.

- Give answers:

1. effective. 2. pollution.
3. countries. 4. store.
5. roof 6. instead.

- Answer the T' s questions.

4. Drill:

- Ask ss to retell the main content of the lesson: One kind of alternative energy:
solar energy.

5. Home work:

- Ask Ss to do exercises in the work book.
- Prepare new lesson: Read.

Teaching date: Class 9A: ... Dec 2009.
Class 9B: ... Dec 2009.
Class 9C: ... Dec 2009.

Period 44

Unit 7:

saving energy

(Cont…)

reading

I. Objectives.

- By the end of the lesson, Ss will be able to know about the ways to save energy
and get the general idea of reading through choosing the best summary and answering
questions.

1. Language focus: 
+ Structure: Review

+ Vocabulary: luxuries, consumer, bulb, scheme, category, effectively…

2. Language skills:

- Ss train reading comprehension skills.
II. Teaching aids.

1. Teacher: Text book, work book, tape and cassette player,...
2. Students: Text book, work book, school things, ....

III. Procedures.
1. Organization:

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Total 37 37 35
Out

2. Checking up:

- (Qs will be made on the new lesson)
3. New lesson:

3.1- Warm up:

- Ask Ss to retell the advantages of using
solar energy.

- Call some to speak aloud in front of the
rest.

3.2- Pre-reading: 
- Set the sence.
- Make questions:

+ How much is your family s electricity bill ?’
+ How much electricity does your TV use ?

- Ask Ss to scan the text for the first time and
and answer some questions:

+ What is the passage about ?

+ What is the main idia of the passage ?

- Present some new words

Luxury: sù xa xỉ.

Consumer: ngời tiêu dùng

Necessity: sự cần thiết

Household: h gia ỡnh

Labeling scheme: kế hoạch dán nhÃn

Tumble dryer: máy sấy.

Innovation: s đổi mới.

Account for: chiÕm.
3.3- While-reading:

- Play the tape (twice)

- Ask Ss to share the answers.
-Ask Ss to give their answers.
- Make necessary corrections.

- Ask Ss to read the text again and work in
pairs to discuss the answers.

- Call Ss to practice asking and answering the
answers before the class.

- Call some to write the answers on the BB.
- T gives the correct answers.

- Work in groups to retell the
advantages of using solar energy.

EX:

Cheap, clean, effective, available….

- Listen to the T.

- Look at the picture p.60 and answer
the T' s questions

- Scan the text for the first time and and
answer the questions:

- Read the new words and phrases in
chorus.

- Read individually.
- Write down.

- Listen to the tape, then work in pairs
to find the best summary for it among
four options.

- Share answers with parners.
- Give answers.

* The right A is:

3. North Amarica and European
countries are interested in saving
money and natural resources.

- Work in pairs to practice asking and
answering the Qs 1. - 5.

* The right As are:

1. Western consummers 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

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3.4- Post-reading:

- Ask Ss to work in groups to discuss about
the question 5:

Why should we save energy ?

uses energy - saving bulbs instead.
4. The pupose of …..so that they can
save money and energy.

- Work in groups to list the reasons for
saving energy.

EX:

+ Protect environment
+ Save money

…
4. Drill:

- Ss repeat and remember how do people save energy
5. Home work:

- Write a passage about the way to save energy in your home.
- Learn new words and phrases by heart.

Teaching date: Class 9A: ... Dec 2009.
Class 9B: ... Dec 2009.
Class 9C: ... Dec 2009.

Period 45

Unit 7:

saving energy

(Cont…)

writing

I. Objectives.

- By the end of the lesson, Ss will be able to write a short , simple speech with a
clear organization and present in front of the whole class.

1. Language focus:

+ Structure: Format of a speech: Introduction - body - conclution

+ Vocabulary: gentlement, call out, draft.
2. Language skills:

- Ss train writing a speech.
II. Teaching aids.

1. Teacher: Text book, work book, extra board ...
2. Students: Text book, work book, school things, ....
III. Procedures.

1. Organization:

Class 9A 9B 9C

Total 37 37 35

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(Qs will be made on the new lesson)
3. New lesson:

3.1- Warm - up:

- Ask Ss to practice asking and answering
the questions:

+ How many parts are there in a

speech ? +What are they ?

3.2- Pre-writing:

- Give the introduction about writing a
speech to an audience.

- Make questions:

+ What do we do in Introduction ?
+ What is included in Body ?

- Ask Ss to do exercise 1/P. 61 in groups.
- Call on some groups to give their answer
in front of the class.

- Correct mistakes and give the right
order.

- Ask Ss to work in pairs to put the
sections in the correct place to complete
the speech.

-Ask Ss to giver their answers.
3.3- While-writing:

- Ask Ss to choose one of the topics in the
book and work dependently to prepare a
speech for the classmates.

- Ask Ss to share the writing to others.
- Ask Ss to read their writing aloud.

- Check up and give the suggested speech
(on the extra-board.)

3.4- Post-writing:

- Ask Ss to work in groups to discuss and
make a speech about the ways to reduce
the garbage.

- Work in groups to discuss.

(A speech usually has three parts:
Introduction, body, and conclusion)
- Listen to the T.

- Answer the questions:

- Work in groups to match each part of a
speech in column A to a suitable function
in column B.

- Some groups give answers in front of
the class.

Answer:

The right order: 1- B; 2- C; 3- A

- Work in pairs to put the sections in the
correct place to complete the speech.
- Give answers

- Choose one of the topics in the book
and work dependently to prepare a
speech for the classmates.

- Compare the writing with partners.
- Read their writing in front of the class.
* Suggested writing:

Good morning, ladies and gentlement. I
am professor Nam. I m going to tell you’

about the ways of saving energy in the
kitchen.

As you know that we are using too
much electricity. So saving electricity is
necessary.

We can save electricity by :

Turning off the lights when it is not
necessary. Prepare the food carefully
before turning on the stove.

Keeping refrigerator door closed.

I hope that you will be able to find the
suitable way to save energy.

- Work in groups to discuss and make a
speech about the ways to reduce the
garbage.

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-Ask Ss to speak aloud in front of the
class.

EX:

- Collecting plastic bags.

- Not keeping solid waste with food
waste.

...

4. Drill.

- Ask ss to retell and remember the main content of the lesson: Writing a speech
about saving energy and other school- relate topics.

5. Home work.

- Write other speech about saving energy.

Teaching date: Class 9A: ... Dec 2009.

Class 9B: ... Dec 2009.
Class 9C: ... Dec 2009.

Period 46

Unit 7:

saving energy

(Cont…)

Language focus

I. Objectives.

- By the end of the lesson Ss will be able to further improve their understanding
about common connectives, phrasal verbs and suggestions through sentence
completion and suggestions - making.

1. Language focus:

+ Structure: Review Adverbs of manner, adverds clause of reason, adj + that
clause…

+ Vocabulary: Review

2. Language skills:

- Ss train speaking, reading and writing skills ...
II. Teaching aids.

1. Teacher: Text book, work book, papers of questions...
2. Students: Text book, work book, school things, ....
III. Procedures.

1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

(Qs will be made on the new lesson)
3. New lesson:

3.1- Connectives:

- Explain function of the connectives.

+ And: To add a similar or another idea.
+ But: , However; to add an opposite

idea.

+ Because: to give the reason.
+ So, Therefore: To give an effect.

- Listen to the T (whole class)
- Make examples.

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+ Or: To give an alternative

- Ask Ss to do exercise 1 (P.62-63).
- Call Ss to their As in front of the class.
- Correct Ss’ As then give the right As.

3.2- Phrasal verbs:

- Implicit the meanings of the phrasal
verbs through examples.

+ It s dark here. Can you ’ turn on the
light?

+ Please turn off the TV when you finish
watching.

+ I m ’ looking for my keys. I lost them this
morning.

Turn on = switch on / start.
Turn off = switch off/ stop.
Look for = try to find.
Look after = take care of.
Go on = continue.

- Conduct Ss to do exercise 2 on page 63.
(prosess as Ex 1 above)

3.3- Suggest:

- Review the structure to make

suggestions. I think you should.../ let s ....’

shall we..?

- Give the difference between “suggest +
V-ingand Suggest + that + S + should + V.

- Divide the class into 2 groups to do
exercise 3 (P.64)

- Call Ss to read aloud their suggestions in
front of the class.

- Work individually to complete the
sentences, use the correect connectives.
- Give answers in front of the class.
* The right As:

a. and b. but c. because d. Therefore
e. or f. so g.and h. However.
- Following the T

- Copy

- Work in pairs to complete the
sentences. …

* The right As are:

a) look after b) go on c) turn on

d) look for e) turn off.

- Repeat with the T.

- Work in groups:
Group 1:

Make suggestions to help the poor in the
neighborhood of your school.

EX: I suggest collecting some money.
Group 2:

Make suggestions to improve your
English.

EX: I suggest (that) you should work
harder on your pronunciation.

- Give answers.
4. Drill:

- Ss do 15 minutes test:

Fill in the gap in each sentences below with a suitable phrasal verb in the box.

Saw off getting off cut off turn off take off

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2) Remember to ……… your shoes when you go into the temple.
3) Nam dropped his watch when he was ………. the bus.

4) My parents ……… me ………. at the railway station.
5) If you don t pay the bill within two weeks, electricity will be ’ ………

5. Homework: 
- Redo all exercises.

- Prepare for the next lesson (Test 4)

Date of testing: Class 9A: ...Mar 2009.
Class 9B: ... Mar 2009.
Class 9C: ... Mar 2009.

Period 47

The 4

th

Written Test

Time: 45 minutes

I. Objectives.

- By the end of the test students will be able to review main contents from Unit 6
to Unit 7.

1. Language focus:

Topic of the environment and saving energy, connectives, advebs, conditional
sentences, suggestion.

2. Language skills:

- Pay attention to listening, reading and writing skill.
II. Teaching aids.

1. Teacher: Teaching plan, matrix, papers of questions ....
2. Students: School things,....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out

2. Checking up: 
(Don't check)
3. New lesson:
Matrix:

Unit
(Topic)
Contents

Requirement

Total

Realize Grasp thoroughly Apply

Object Subject Object Subject Object Subject

Listening 8 (2) 8 (2)

Reading 8 (2) 8 (2)

Voca... 5 (1) 5 (1)

Grammar 8 (2) 8 (2)

Writing 6 (3) 6 (3)

Total 16 (4) 13 (3) 6 (3) 35 (10)

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I- Listen and fill in each blank with one suitable word that you hear to
complete the passage. (2 points)

Electrical appliances are so widely used that you are probably familiar
(1) ... many different kinds. You know that each
(2)... those appliances is operated (3)... some
ways (4)... electrical energy. An energy appliance changes this form of
energy (5) ... another form we want, such as radiant energy, heat sound or
mechanical energy whenever we use an electrical appliace, it must have a source of
electrical energy and there must be a way (6) ... this energy to get
(7)... the source to where it is used. An electric current must flow
(8)... the source and the appliance.

II. Choose A, B, C or D to complete the passage. (2 pts)

Everyone wants to reduce .…(1).… But the pollution problem is as complicated as
it is ..…(2)..… It is complicated because much pollution is caused by things benefit
people. For example, ..…(3)…… from automobiles causes large percentage..…(4).…
air pollution. But the automobile provides transportation to millions of people. …….
(5)……. discharge much of the material that pollutes air and water, but factories give
employment to a large number of people.

Thus, to end or greatly …….(6) … …. pollution immediately, people would have to
stop using many things that benefit them. Most people do not want to do that, of
cause. But pollution can be gradually reduced in several ways. ….(7)…. and
engineers can work to find ways to lessen the amount of pollution that such things as
automobiles and factories cause. Governments can pass and enforce laws that …..(8)..

businesses and individuals to stop, or cut down on certain polluting activities.
…

1) A. pollute B. pollution C. polluted D. polluting
2) A. seriousness B. serious C. seriously D. serioused
3) A. exhaust B. exhausted C. exhaustedly D. exhauster

4) A. to B. with C. in D. of

5) A. Hills B. Mountains C. Factories D. Rivers
6) A. reducing B. reduced C. reduce D. reduction
7) A. Doctors B. Engineers C. Workers D. Scientists

8) A. require B. requires C. required D. requiring

III. Choose the correct option A, B, C or D to complete the sentences. (2 pts)
1. I suggested ... money for the poor people in the region.

A. to save B. saving C. to saving D. save

2. If we plant more trees, we ... have more fresh air.

A. would B. are C. will D. had

3. I suggest …………. to the movies.

A. go B. going C. went D. to go

4. Unless you understand, I …… explain it again to you.

A. will B. am C. would D. was

5. I will be …….. if she manages to sell that motorbike at a high price.

A. surprising B. surprise C. to surprise D. surprised.
6. We will make this beach clean and ……. again.

A. beauty B. beautiful C. beautifully D. beautify.
7. Where ….. you go if you have a car ?

A. have B. did C. will D. had

8. What will you do if you ……. the final examination ?

A. pass B. passed C. passes D. will pass

IV. Match a word in A with its definition in B. (1 pt)

A Match B

1. environment
2. pollution
3. garbage dump
4. acid rain
5. junk - yard

1 + ……
2 + ……
3 + ……
4 + ……
5 + ……

a. a place to put our garbage

b. the air, land and water around us

c. rain that contains dangerous chemicals
d. dirty air, land and water

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V. Rewrite the following sentences in such a way that they mean almost the 
same as those printed before. (3 pts)

1. Tom was lazy, so he failed the exam.

 Because Tom………...
2. Nam is fat because he drinks so much milk.

 If Nam doesn’t ………...
3. Why don’t we speak English in class?

 I suggest ………...
4. Unless you study hard, you will fail the exam.

 If you ...
5. She was tired therefore she wanted to go home.

 She wanted to ...
6. Let’s put gabage bins around the school yard.

 I suggest ………...
Answer

I- Listen and fill in each blank with one suitable word that you hear to
complete the passage. (2 points)

(1) with (2) of (3) in (4) by

(5) into (6) for (7) from (8) between.
II. Choose A, B, C or D to complete the passage. (2 pts)

1) B. pollution 2) B. serious 3) A. exhaust 4) D. of
5) C. Factories 6) C. reduce 7) D. Scientists 8) A. require

III. Choose the correct option A, B, C or D to complete the sentences. (2 pts)

Sentences 1 2 3 4 5 6 7 8

Answers b c b a d b c a

IV. Match a word in A with its definition in B. (1 pt)

1 + b 2 + d 3 + a 4 + c 5 + e

V. Rewrite the following sentences in such a way that they mean almost the 
same as those printed before. (3 pts)

1. Because Tom was lazy, he failed the exam.

2. If Nam doesn’t drink so much milk, he will not be fat.
3. I suggest we should speak English in class.

4. If you don't study hard, you will fail the exam.
5. She wanted to go home because she was tired.

6. I suggest putting garbage bins around the school yard.
Tape transcrip.

Electrical appliances are so widely used that you are probably familiar with

many different kinds. You know that each of those appliances is operated in some
ways by electrical energy. An energy appliance changes this form of energy into

another form we want, such as radiant energy, heat sound or mechanical energy
whenever we use an electrical appliace, it must have a source of electrical energy and
there must be a way for this energy to get from the source to where it is used. An
electric current must flow between the source and the appliance.

Date of testing: Class 9A: ...Mar 2009.
Class 9B: ... Mar 2009.
Class 9C: ... Mar 2009.

Period 48

Correcting the 4

th

Test

Time: 45 minutes

</div>
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- Help Ss check their result of the test. By the end of the lesson Ss will know what
they need to improve in the future.

1. Language focus:

Topic of the environment and saving energy, connectives, advebs, conditional
sentences, suggestion.…, topics of language.

2. Language skills:

- Ss check their skills on listening, reading and writing by doing exercises.
II. Teaching aids.

1. Teacher: Teaching plan, questions and answers....
2. Students: School things,....

III. Procedures.
1. Organization:

Class 9A 9B 9C

Total 37 37 35

Out
2. Checking up:

- T ask Ss to give their opinions on the 2nd test.
3. New lesson:

- Give paper of the test to Ss (if the T has
finished marking)

- Read the passage (three times).
- Ask Ss to give their As

- Correct Ss' As and then give the right As.

- Explain some different words and
phrases.

- Let Ss read the text again.
- Ask Ss to give their As.

- Correct Ss’ As then give the right As.

- Ask Ss to give their As.

- Explain structures that Ss don't
remember.

- Process as above

- Ask Ss to write sentences on the BB.

I- Listen and fill in each blank with
one suitable word that you hear to
complete the passage. (2 points)

- Listen to the T
- Give As

* The right As:

(1) with (2) of (3) in
(4) by (5) into (6) for
(7) from (8) between.

II. Choose A, B, C or D to complete 
the passage. (2 pts)

- Listen to the T
- Read the text again.
- Give answers.
* The right As:

1) B. pollution 2) B. serious
3) A. exhaust 4) D. of
5) C. Factories 6) C. reduce
7) D. Scientists 8) A. require

III. Choose the correct option A, B, C 
or D to complete the sentences. (2 pts)

- Give answers

Sentences 1 2 3 4 5 6 7 8
Answers b c b a d b c a

IV. Match a word in A with its
definition in B. (1 pt)

1 + b 2 + d 3 + a
4 + c 5 + e

V. Rewrite the following sentences in
such a way that they mean almost the
same as those printed before. (3 pts)

</div>
(25)<div class='page_container' data-page=25>

1. Because Tom was lazy, he failed the
exam.

2. If Nam doesn’t drink so much milk, he
will not be fat.

3. I suggest we should speak English in
class.

4. If you don't study hard, you will fail
the exam.

5. She wanted to go home because she
was tired.

6. I suggest putting garbage bins around
the school yard.

4. Drill:

- T ask Ss to repeat some grammar structures that are used in the test.
5. Homework:

</div>

së gd §t tuyªn quang english 9 tr­êng thcs §«ng thä i teaching date class 9a jan 2009 class 9b jan 2009 class 9c jan 2009 period 37 unit 6 the environment getting started listen and read i objecti

<b>Period 37</b>

Unit 6:

the environment

<b>Period 38</b>

Unit 6:

the environment

<b>Speak + listen</b>

<b>Period 39</b>

Unit 6:

the environment

<b> reading</b>

<b>Period 40</b>

Unit 6:

the environment

<b> writing</b>

<b>Period 41</b>

Unit 6:

the environment

<b> </b>

<b>Language focus</b>

<b>Period 42</b>

Unit 7:

saving energy

<b>Period 43</b>

Unit 7:

saving energy

<b>Speak + listen</b>

<b>Period 44</b>

Unit 7:

saving energy

<b> reading</b>

<b>Period 45</b>

Unit 7:

saving energy

<b> writing</b>

<b>Period 46</b>

Unit 7:

saving energy

<b> </b>

<b>Language focus</b>

<b>Period 47</b>

<b>The 4</b>

<b><sub> Written Test </sub></b>

<b>Period 48</b>

<b>Correcting the 4</b>

<b><sub> Test</sub></b>

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së gd §t tuyªn quang english 9 trêng thcs §«ng thä i teaching date class 9a jan 2009 class 9b jan 2009 class 9c jan 2009 period 37 unit 6 the environment getting started listen and read i objecti