Giao an 9 ky 2

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Week 19

Preparing date: 7.1.2012

Teaching date: 9.1.2012

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:

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.
3.3. Practice.

- 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

- Write the meaning of new words:

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- 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 bảo
vệ.

- 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.

- 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.

* For class 9A,B

- 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.

Preparing date: 7.1.2012

Teaching date: 10.1.2012

Period 38

Unit 6:

the environment

(Cont…)

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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: hịa tan , làm biến đi.
Trash: đồ khơng cịn tỏc dng.
To do harm: lm hi.

Energy: năng lợng.
Exhaust fume: th¶i khãi.
3.2.2- While-speaking:

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

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

- 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
things to protect the environment.

EX:

S1: I think you should reuse and
recycle bottles and cans.

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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 dới nc.

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

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

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

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.

- Compare answers with partners.
- Give answers.

How the ocean is polluted

Firstly: rau sewage is pumped directly into the
sea.

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3.3.3- Post-listening:

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

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.

Preparing date: 7.1.2012
Teaching date: 1 .1 2012

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:
 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
practice to discuss about poetry.

+ Do you like poetry?

+ Which poetry do you like best ?

+ Name some poems that are your favorite ?

- Work in groups to discuss about
poetry, use the T' s questions.

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+ 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): sự quý giá

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

Foam (n): bät
 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
class.

- Give the right As on the extra-board

- 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

- Listen to the T and copy

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-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

Preparing date: 15.1.2012
Teaching date: 1 .1 2012.

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

2. Language skills:

- 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:
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.

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

- Give answers …

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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)

3.4- Post-writing:

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

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:
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.

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- Write a letter for your pen pal.

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

Preparing date: 29.1.2012
Teaching date: 2 .2. 2012.

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. Checking up:

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

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:

- 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

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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.

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

 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’ ’

phone me about it.

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:

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Preparing date: 31.1.2012
Teaching date: 2 .2. 2012.

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. Checking up:

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

.1. Warm-up:

- 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 nớc

- 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

- Work in groups to look at the picture
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

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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.

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:

- Learn new words and the dialogue by heart.
- Prepair for the next lesson (Speak and Listen).

Preparing date: 4.2. 2012
Teaching date: 7 .2.2012.

Period 43

Unit 7: saving energy (Cont…)
Speak + language focus 3

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. Checking up:

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

.1- Warm up:

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

- 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.

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.2.1- Pre-speaking:

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

.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.

.2.3- Post-speaking:

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

.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

+ 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...

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

Why don’t we...?
How about + V-ing...

What about + V-ing....

That is agood idea.
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.

..
…

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:

3.3- Language focus:

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exercise 3 (P.64)

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

Make suggestions to improve your
English.

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

- Give answers
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.

Preparing date: 5.2 .2012
Teaching date: 9.2. 2012.

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. Checking up:

- (Qs will be made on the new lesson)
2. 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 ?

- 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:

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- Present some new words

Luxury: sù xa xØ.

Consumer: ngời tiêu dùng

Necessity: sự cần thiết

Household: h gia ỡnh

Labeling scheme: kế hoạch dán nhÃn

Tumble dryer: máy sấy.

Innovation: s i mi.

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.

3.4- Post-reading:

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

Why should we save energy ?

- 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
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.

Week 23

Preparing date: 12.2 .2012

Teaching date: 14.2. 2012.

Period 45

Unit 7:

saving energy

(Cont…)

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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 33 36 24

Out

2. Checking up:

(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

- 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:

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(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.

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

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.

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.
Preparing date: 12.2 .2012

Teaching date: 16.2. 2012.

Period 46

Unit 7:

saving energy

(Cont…)

Listen +

Language focus 1,2

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. Checking up:

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2.1- 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.

2.2- 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

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

- Call Ss to give the answers.

- Give the correct answers and check if
necessary.

2.3- 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 ?

.
…

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.
+ 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.

- 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:

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.

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

- 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.

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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)

- 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.

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

1) Could you ……… the radio ? I m trying to finish this– ’
assignment.

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.

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Preparing date: 17.2 .2012
Teaching date: 21.2. 2012.

Period 47

THE WRITTEN TEST No. III

Time: 45mins

A. Objective:

- At the end of the lesson, ss can:

+ Practice some exersices about the main contents they have learnt.
+ Check knowlegde and get mark.

B. Contents:

- Vocabs:

- Tenses: Present simple, past simple, present perfect, passive....

C. Matrix:

Theme NhËn biÕt Th«ng hiĨu VËn dơng Tỉng

A-Language

focus(4,5ms) TN TL TN TL TN TL

1-Pronunciation 2

0,5

4
1.0
2-Language & vocab 2

0,5 4 1,0 2 0,5 8 2,0

B-Skills(5,5ms)

1-Reading. 1

0,5 3 1,5 2 1,0 6 3,0

2-Writing. 2

2,0 1 1,0 1 1,0 4 4,0

Total 4

1,0 3 2,5 6 1,5 4 2,5 2 0,5 3 2,0 22 10

Quang Lien secondary school. THE WRITTEN TEST No 3.
Class: 9 ... Time : 45'.( 1)

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Question 1: Choose the different sound of the underline words.

1. A. ordinary B. polution C. provide D. account for
2. A. faucet B. garbage C. install D. quarter .
3. A. deforestation B. effectively C. energy-saving D. efficiency
4. A. pesticide B.provide C. environment D. disapointed

Question 2: Choose the best options.

1. If you ... to attend the course, you must pass the written examination.
A. want B. wants C. wanted D. wanting.

2. The lakes in town are polluted so ...

A. bad B. badly C. good D. well
3. "Can you ... a computer ?" She asked.

A. use B. to use C. used to D. using.
4. Do you like country .... city?.

A. and B. if C. or D. but.
5. Nam got wet .... he forgot his umbrella.

A. because B. so C. and D. but.

6. I'd love to see a movies ... I have to do my homeworks.
A. because B. so C. and D. but.

7. Farmers have to work very ... during the havest time.
A. hard B. hardly C. free D. freely

8. What ... you ... last night?

A. did/did B. do/did C. do/ do D. did/ do.

Question 3: Complete the sentences using the correct verb forms.

1. I suggest (join) ... them on the trip on the moutains

2. If Tam (see) ... Mr Tim, she (give) ... him your message.

3. Lan suggests that you should (open) ... the window for more fresh air.
4. The teacher (explain) ... that question for you if you (ask) ... him.
5. We must learn about (keep) ... the environment unpolluted.

Question 4: Write the following sentences use guided words.:

1. If people / stop/ use/dynamite/for / fish/ lot/ sea creature/ be/ good / preserved.
=> ...
2. I suggest/ that/ you/ collect/ all/ bags/ and/ take/ them/ to /garbagedump.

=> ... ...
3. Energy-saving bulbs/ be / used/ save/ electricity..

=> ... ...
4. .We /can /save/ natural resources/ by/ use/ solar energy.

=> ...

THE END.

Quang Lien secondary school. THE WRITTEN TEST No 3.
Class: 9 ... Time : 45'.( 2)

Name: ...

Question 1: Choose the different sound of the underline words.

1. A. account for B. polution C. provide D. ordinary
2. A. faucet B. quarter C. install D. garbage
3. A. deforestation B. effectively C. energy-saving D. efficiency

4. A. disapointed B. provide C. environment D. pesticide

Question 2: Choose the best options.

1. Do you like country .... city?.

A. and B. if C. or D. but.

2. Farmers have to work very ... during the havest time.
A. hard B. hardly C. free D. freely

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A. did/did B. do/did C. do/ do D. did/ do.

4. If you ... to attend the course, you must pass the written examination.
A. want B. wants C. wanted D. wanting

5. Nam got wet .... he forgot his umbrella.
A. because B. so C. and D. but.

6. I'd love to see a movies ... I have to do my homeworks.
A. because B. so C. and D. but.

7. The lakes in town are polluted so ...

A. bad B. badly C. good D. well
8. "Can you ... a computer ?" She asked.

A. use B. to use C. used to D. using.

Question 3: Complete the sentences using the correct verb forms.

1.The teacher (explain) ... that question for you if you (ask) ... him.
2. If Tam (see) ... Mr Tim, she (give) ... him your message.
3. We must learn about (keep) ... the environment unpolluted.
4. I suggest (join) ... them on the trip on the moutains

5. Lan suggests that you should (open) ... the window for more fresh air

Question 4: Write the following sentences use guided words.:

1. If people / stop/ use/dynamite/for / fish/ lot/ sea creature/ be/ good / preserved.
=> ...
2. I suggest/ that/ you/ collect/ all/ bags/ and/ take/ them/ to /garbagedump.

=> ... ...
3. Energy-saving bulbs/ be / used/ save/ electricity..

=> ... ...
4. .We /can /save/ natural resources/ by/ use/ solar energy.

=> ...

THE END.
KEYS:

Q1: (1m)

1. A 2. B 3. C 4. D

Q2: (2m)

1. A 2. B 3. A 4. C 5. A 6. D 7. B 8. D

Q3: (3m)

1. joining

2. sees / will give
3. open

4. will explain / ask
5. keeping.

Q4: (4m)

1. If people stop using dynamite for fishing, a lot of sea creature will be good
preserved.

2. I suggest that you should collect all the bags and take them to the gabbagedump.
3. Energy saving bulbs should be used to save electricity.

4. We can save natural resources by using solar energy.

THE END.

Preparing date: 17.2 .2012
Teaching date: 23.2. 2012.

Period 48

Correcting the 3

th

Test

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I. Objectives.

- 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

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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.

4. Drill:

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

- Ss do exercises again
- Prepare the next lesson.

Week 25
Preparing date: 16.2 .2012

Teaching date: 28.2. 2012.

Period 49

Unit 8:

celebrations

Getting started & listen and read

I. Objectives.

- By the end of the lesson, Ss will be able to get further information about
celebrations in the world. To practice reading and listening for speciafic information
about famous celebrations around the world.

1. Language focus:

+ Structure: Relative clause

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- Ss train reading, listening and speaking 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 33 36 25

Out
2. Checking up:

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

3.1. Warm-up :

- Ask Ss to work in groups and make a list
of famous celebrations in Vietnam and

worldwide.

- Introduces some more celebrations.
- Hang the P

3.2. Presentation:

- Give the introduction of the lesson then
ask Ss to scan the reading to find out the
new words:

- Explain new words and phrases

Sticky rice cake(n): traditional chung cake

Occur: happen , take place.

Live apart: far away.

Jewish: ngêi Do Thái.

Pasover: lễ quá hải

Slavery: sự nô lệ.

Joyful: cheerful

Parade: cuộc diƠu hµnh.

- Teacher presnets the new struture:

Relative clause

+ Family members who live apart try to 
be together at Tet

+ Tet is a festival which occers in the late
January or early February.

 who, which are relative words

3.3. Practice:

- Play the tape (twice)

- Work in groups and make a list of
famous celebrations in Vietnam and
worldwide.

EX: Birthday, May Day, Christmast,
Wedding …..

- Listen to the T

- Look at the picture. Match the icons
with the names of the celebrations.

Answer:

1. Easter; 2. Wedding; 3. Birthday;
4. Chrismas; 5. Mid - Fall Festival;

6. Lunar new year.

- Listen to theTthen scan the reading to
find out the new words:

- Copy

- Read the words in chorus then
individually

- Write down the new struture: Relative
clause

+ Family members who live apart try to 
be together at Tet

+ Tet is a festival which occers in the 
late January or early February.

 who, which are relative words

- Look at book and listen to the tape.

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- Ask Ss to read the text again and use the
words above to compplete the table about
the celebration.

- Go round the class to help

- Have some representatives give their

answer before the class.

- Check up and gives the keys.

3.4. Production:

- Ask Ss to work in groups of four to talk
about the Mid - Fall Festival in VN
following these cues: When ? Activities ?
Foods ?

- Ask some groups to practice speaking
before class

- Check up and commit

- Work in groups to read the text again
and use the words above to compplete the
table about the celebration.

- Some representatives give answer
before the class.

* The right As:

Celeb-ration When ? Activities Food Country

Tet

Late Jan
or early
Feb

Cleaning and
decorating
homes, and
enjoying
special food

Sticky rice

Cake Viet Nam

Passover

Late Mar
or early
Apr

(not

available) Specialmeal
called the
Seder

Israel

Easter

Around the
same time
as
Passover

People crowd
the streets to
watch colorful
parades

Chocolate
or sugar
eggs

In many
countries

- Work in groups of four to talk about the
Mid - Fall Festival in VN following the
T’s cues.

- Practice speaking before class.

4. Drill:

- Ask Ss to retell the main content of the lesson : Somethings about the celebrations.
5. Homework:

- Learn new words by heart.

- Prepair for the next lesson (Speak and Listen).
Preparing date: 16 .2 .2012

Teaching date: 1. 3. 2012.

Period 50

Unit 8:

celebrations

(Cont…)

Speak + listen

I. Objectives.

- By the end of the lesson, Ss will be able to give and respond to complement, sing
the famous song “Auld lang syne”.

1. Language focus:

- Structure: Let s + V-infinitive, Let me + V-infinitive/ It s nice of you to say so’ ’ …
- Vocabulary: Auld, lang, syne, acquantance, kindness…

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:

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Total 33 36 24
Out

2. Checking up:

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

3.1- Warm up:
- Make questions:

+ When do people give a compliment to
others ?

+ Do you usually give a compliment ? On
which occasion ? To whom ?

+ Do you know how to respond it ?

3.2.1- Pre-speaking:

- Ask students to answer the question:

what do you say and answer on
someone s celebration’ ?

- Give some stuations:

+ welldone

+ That s a great/ an excellent ’ ….
+ Let me congratulate you on …

3.2.2- While-speaking:
- Hang the pictures on BB.

- Ask Ss to look at the picrures and work
in pairs to give and respond to the
celebrations.

- Ask some pairs to practice speaking
before class.

- Check up and correct mistkes if
necessary

- Ask Ss to read stuations and work in
pairs again

- Go round to help

- Ask some pairs to practice speaking
before the class

- Correct mistakes if necessary.

3.2.3- Post-speaking:

- Ask students to give complement for
following stuation: Women s day,’
teacher s day, good final test’ ….

- Has some ss give their opinions
- Corrects mistakes and commit

- Work in small groups to practice
asking and answering the questions. Use
the T’s questions.

- Answer the question: what do you say
and answer on someone’s celebration?
- Respond to the stuations

- Work in pairs to look at the Ps, and
give and respond to the celebrations.
- Some pairs practice speaking before
class.

- Read stuations and work in pairs again

- Some pairs practice speaking before
the class.

a) Mother: well done, Huyen.

Huyen: Thanks mom.

b) Friends: Congratulations on your
nomination, Tuan.

Tuan: It s nice of you to say so.’

c) You : That s an excellent picture,’
Hoa.

Hoa: That s very nice of you to say so.’

- Give complement following the T’s
suggestion.

- Some Ss give their opinions
Ss' activities
T' s activities

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3.3.1- Pre-listening:

- Set the sence: We ll listen to a famous’
song in English, it is one of the best
known song in English for both teanagers
and adults in new year Eve. In Scots:’
auld = old; lang = long; syne = since 
Auld lang syne = The time gone past, the
good old day.

- Asks ss to predict the missing words.

3.3.2- While-listening:

- Play the tape (once) then explain some
new words:

Acquaintance: ngêi quen.
Bring to mind: nhí

Kindness: lßng tèt. 
Trustly : tin tëng

- Ask students to listen to the tape again
for three times and fill in the missing
words.

- Call on some students to give their
answers in front of the class.

- Check up and gives the key

3.3.3- Post-listening:

- Asks students to listen to the tape and
sing follow the tape.

- Has some good ss sing this song

- Listen to the T

- Predict the missing words.

- Listen to the tape

- Copy and read words

- Listen again and fill in the missing
words.

- Some students give their answer in
front of the class.

Answer:

a. day b. take c. mind 
d. hand e. kindness

- Listen to the tape and sing follow the
tape.

- Some good ss sing this song before
class.

4. Drill:

- Ask ss to retell the way to give and respond to the complement
5. Home work:

- Write the dialogue they made into note book.
- Sing the song “auld lang syne.

- Prepare for the next lesson (U8 - Read)

Week 26
Preparing date: 4.3 .2012

Teaching date: 6. 3. 2012.

Period 51

Unit 8:

celebrations

(Cont…)

reading

I. Objectives.

- By the end of the lesson, Ss will be able to get to know about more one of the
important celebrations in Australia and the USA: Father ‘s day through the reading
about the opinions, feelings and memories of children about their fathers.

1. Language focus:
+ Structure: Review

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+ Vocabulary: hug, generous, priority, terific, distingush…
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:

Class 9A 9B 9C

Total 33 36 24

Out
2. Checking up:

- Ask Ss to sing the song Auld lang sine
3. New lesson:

3.1- Pre-reading:

- Ask Ss to answer some questions:

+ Do you know father s day?’

+ Where do people celebrate father s day?’
+ What are the activities in this occattion?
+ What do people eat? drink?

+ Do VN-ese people have father s day?’

- Present the lesson: We’ll read some
feelings and memories of children about their
fathers on father’s day in Australia and the
USA(third Sunday in June)

- Ask Ss to predict by answering the
question: What does Rita/Jane/Bob think
about their father?

- Presents some new words

hug(n): ôm (khi chào nhau) 
generous(adj): rộng lợng

priority(n): sự u tiên, quyền u tiên
terific(adj): khủng khiếp

distingush(n) : phân biệt, làm cho khác biệt
sense of humor(adj): hµi híc, vui tÝnh

3.2- While-reading:
- Play the tape (twice)

- Ask Ss to read the text carefully then
answer the question above in groups of four.
- Calls on some students to give their answer
in front of the class.

- Correct mistakes

- Ask students to read the text in pairs. Then
answer the questions.

- Cals on some some pairs to practice in front

of the class.

- Check up and corrects mistkes.

(Notices about the relative word “whose”)

- Answer some questions

- Listen to

- Predict by answering the question:

What does Rita/Jane/Bob think about
their father ?

- Read in chorus
- Read individually
- Write down.

- Listen to the text, look at their book
and check their predictions.

- Read the text and answer the question.

- Some students give their answer in
front of the class.

- Read the text in pairs. Then answer the
questions.

- Some pairs to practice in front of the
class.

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3.3- Post-reading:

- Ask Ss to work in groups to discuss about
their fathers.

+ How old ?

+ The job he does ?
+ What he look like ?

+ What do you like him best ? 
+ Your opinion about him ?...

- Call on some Ss to practice speaking in
front of the class.

- Checks up and commits

* The right As:

a. to her dad.

b. He is possibly dead: these ideas may
tell about that: how much you are
missed …, I now have children, dead.
c. His sense of humor.

d. A father as a teacher, caretaker, a
friend…

- Work in groups to discuss about
fathers.

- Some students practice speaking in
front of the class.

4. Drill:

Ask Ss to give the main content of the reading : The important celebrations in
Australia and the USA. The relatives: Who, whom , which, whose.

5. Home work:

- Write a passage about their feelings and memories about their father.
- Learn new words and phrases by heart.

- Prepare for the next lesson(U8 - Write).

Preparing date: 4.3 .2012
Teaching date: 8.3. 2012.

Period 52

Unit 8:

celebrations

(Cont…)

writing

I. Objectives.

- By the end of the lesson, Ss will be able to write a letter to afriend to share their
ideas about a particular issue.

1. Language focus:
+ Structure: A letter

+ Vocabulary: Enchance, nationwide, essential, important, opportunity…
2. Language skills:

- Ss train writing a 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

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Out
2. Checking up:

- Call Ss to do the exercises in the work book.
- Read aloud their writing.

3. New lesson:
3.1- Warm - up:

- Ask Ss to work in groups to classify the
words under three headings:

Who - which - when.

New year s Eve. Gift, songs . friends,’
Australia, tourist, mother s day, National‘

Day, season, cake, key board, Mid- fall
festival.

3.2- Pre-writing:

- Ask Ss to answer some questions.

+ Do you think we should celebrate
mother s day and father s day for out’ ’
parents ?

+ What will you do on your celebrations
for Mom and Dad ?

- Introduce the writing: In VN, people do
not celebrate Mother s day or Father s’ ’
day. You think it is necessary to have a
day to celebrate for your mom and Dad.
Write to a friend to share this idea

- Ask Ss to read the outline P.70

- Ask Ss to discuss these ideas in groups.
- Call on some groups give their opinion in
front of the class.

- Presents some new words:

Essential ; cần thiết, chính yếu

Enhance: thúc đẩy, nâng cấp

Support: ủng hộ

Nationwide: réng kh¾p
3.3- While-writing:

- Ask Ss to write the complete their
writing individually base on their opinions
above.

- 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 classify the words
under three headings.

Who Which When

People
.

… Gift ….

New Year’s Eve
…

- Answer some questions.

- Listen to

- Read the outline p.70

- Discuss these ideas in groups.

- Some groups give their opinion in front
of the class.

- Copy and read the new words

- Write the complete their writing
individually base on their opinions.

- Some ss give their result.
* Suggested letter:

In my opinion, it is important to have a day to
celebrate for our parents.

The first reason for this is that, On these
occasions, children will have a special day to
express their feelings, memories, and great love for
their parents. We have an opportunity to enhance
family traditions. Besides , members of families can
have a chance to get together and to help one

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3.4- Post-writing:

- Ask Ss to work in pairs to say about their
activities they do on special day.

another. I think the first Sunday of April is the most
suitable day to celebrate because Sunday is the day
off so everybody is free from work or study.
Moreover, April is in late Spring or early summer, The
weather is fine so many activies can happen out
door.

It is a good idea to have a family gathering when
members have lunch or dinner together.

Children should give their parents flowers, send
them cards, or bring them a special cake.

In conclusion, I believe the idea will be supported
and the day will be celebrated nationwide because

everybody loves their parents and wants their
parents to be happy.

- Work in pairs to say about activities
that are on special day.

4. Drill.

- Ask Ss to retell the main content of the writing.
5. Home work.

- Complete their writing into note book.

- Prepare for the next lesson(U8 - Language focus)

Preparing date: 11.3 .2012
Teaching date: 13.3. 2012.

Period 53

Unit 8:

celebrations

(Cont…)

Language focus 1,2

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- By the end of the lesson Ss will be able to recognize and distinguish the relative
clauses and know how to use them.

1. Language focus:

+ Structure: Review the relative with a series of exercises.

+ 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 33 36 24

Out
2. Checking up:

3. New lesson:

3.1- Relative clause:

- Ask Ss to retell the usage of the relative
pronouns. Then give the examples for
each cases.

- Ask students to do exercise 1 on page
70-71.

- Calls on some pairs practice in front of
the class.

- Correct Ss’ mistakes, gives the keys. (on
tre extra-board)

- Conduct Ss to do exercise 2 (P.71)

- Give the usage of relative pronouns.

Replace
for
Function

people things

subject who which

object Whom/that Which/that

Other relative pronouns and relative
adverbs:

Whose: replace for possesive
where : place
when: time

- Work in pairs to do exercise 1 on page
70, 71. Join the sentences. Use relative
clauses:

- Some pairs practice in front of the class.
Answers:

a) Auld Lang Syne is asong which is
sung on new Year Eve.

b) This watch is a gift which was given to
me by aunt on my 14th birthday.

c) My friend Tom , who sings Western
folk songs verry well , can compose
songs

..
…

- Use the pictures (P.71) and use the
relative clauses to describeeach of the
people in the pictures.

EX:

+ Mom is the woman who is sitting in an

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- Ask Ss to say in front of the class.

arm chair receiving a gift from the little
girl.

+ Dad is the man who is stading behind
my sister.

+ Uncle Jonh is the man who is wearing
a violet blouse

…

- Listen to the T and review.

4. Drill:

- Teacher retells the way to use the word relative clauses
5. Homework:

- Do all exercises again and copy them into note-book.
- Prepare for the next lesson

Preparing date: 11.3 .2012
Teaching date: 15.3. 2012.

Period 54

Unit 8:

celebrations

(Cont…)

Language focus 3,4

I. Objectives.

- By the end of the lesson Ss will be able to recognize and distinguish the relative
clauses and know how to use them.

1. Language focus:

+ Structure: Review the relative clauses and adverbs of concession with a series of
exercises.

+ 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 33 36 24

Out

2. Checking up:

Hold the class to do 15 minutes test

Join the pairs of sentences together. Use the words in brackets:
1. Her book was published last month. It became the best seller. (Which)
Her book...…
2. The boy is my cousin. He is playing in the garden. (Who)

The boy...……

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We……… ………..
4. Lan is a girl. Lan will go to America nex month. (Who)

Lan ………

5. On my birthday my parents gave me a gilf. The gilf was a new bicycle. (Which)

On my birthday………

Answers:

1. Her book which became the best seller was published last mounth.
2. The boy who is playing in the garden is my cousin

3. We often go to the public library which always opens on Wednesday
4. Lan is a girl who will go to America nex month

5. On my birthday my parents gave me a gilf which was a new bicycle.
3. New lesson:

3.2- Adverb clause of concession:

- Repeat: Though, although, even
though + clause. (They are used to
express the opposite ideas.)

- Process as exercise 1 and 2 above:

- Use the pictures (P.71) and use the
relative clauses to describeeach of the
people in the pictures.

EX:

+ Mom is the woman who is sitting in an
arm chair receiving a gift from the little
girl.

+ Dad is the man who is stading behind
my sister.

+ Uncle Jonh is the man who is wearing
a violet blouse

…

- Listen to the T and review.

- Do exercise 3 (P.71-72) by Joining the

sentences:

EX:

b) Although we don t have a mother s’ ‘
Day in Vietnam, Dad and I have special
gifts and parties for my mom every year
on the 8th of march.

c) Many tourists enjoy festivals in Viet
nam though they don t understand’
Vietnamese culture very much.

…

- Do exercise 4 (P.72 - 73) by completing
sentences:

EX:

a) Although Mrs Thoa was tired, she
helped Tuan with his home work.

b) Even though Liz has an examination
tomorrow, she is still watching TV now

.
…

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4. Drill:

- Teacher retells the way to use the word relative clauses
5. Homework:

- Do all exercises again and copy them into note-book.
- Prepare for the next lesson

Week 28

Preparing date: 18.3 .2012

Teaching date: 20.3. 2012.

Period 55

Unit 9:

natural disasters

Getting started & listen and read

I. Objectives.

- By the end of the lesson, Ss will be able to get to know and use the new words
about the weather and understand the information in a weather forcast.

1. Language focus:
+ Structure: (Review)

+ Vocabulary: disaster, snowstorm, typhoon, earthquake, volcano…
2. Language skills:

- Ss train reading, listening and speaking 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:

Class 9A 9B 9C

Total 33 36 24

Out
2. Checking up:

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

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3.1. Warm-up :

- Provide 3 clues about the weather
forcast. Ss have to guess the words. (The
first clue is 30 points, the second clue is
20 points, the third clue is 10 points).

1. We know whether it is going to rain or
to be sunny if we watch this program.

2. It is usually broadcasted on TV after
the news.

3. It started with the letter W.
3.2. Presentation:

- Introduce the topic of the unit:
- Make questions:

+ Is raining in picture 4 ?

+ Do you think it s an ’ earthquake in
picture 2 ?

+ Is there snow in picture 1 ?

- Ask Ss to do matching exercise in pairs
(use the question: what can you see in
picture 1, 2, 3, 4 )

- Have some pairs give their answer in
front of the class

- Check up and gives the keys

- Explain meaning of the new words:

- Aks Ss to look at the map P.75 and the
weather forecast to answer some
questions.

+ What s the weather like in HN/Thanh’
Hoa/Hue …?

+ How is the temperature in HN/Hue …?

- Play the tape Listen and read (twice.)
3.3. Practice:

- Ask Ss to practice the dialogue in groups
of three. Then swap role.

- Call on some groups to play the role of
Thuy, her grandma and weatherman.
- Correct Ss’ mistakes.

- Ask Ss to read the text again and do
exercise below in groups of three. Then
compare their result to each other.

- Have Ss give their answer before class.
- Check up and gives the keys.

- Work in groups to play the guessing
game.

Weather forecast

- Listen to

- Look at the pictures and answer the
questions.

- Do matching exercise

- Practice in front of the class.
*The correct As:

1. Snowstorm. (bão tuyết)
2. Earthquake.(động đất)
3. Volcano.(núi lửa)
4. Typhoon. (bão)

- Read and copy the words:

- Look at the map P.75 and the weather
forecast to answer questions.

- Listen to the tape.

- Practice the dialogue in groups of three.
Then swap role.

- Some groups play the role of Thuy, her
grandma and weatherman practice
reading beforeclass.

- Read the text again and do exercise
below in groups of three. Then compare
their result to each other

- Give answer before class
* Answers:

1. turn up; weather focast. 
2. raining

3. central highland 
4. have temperature

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3.4. Production:

- Ask Ss to read the dialogue carefully and
then do true / false exercise.

1. There won’t be any sunshine in Hanoi.
2. Temperature in Hue will be over 30 C.
3. it will be coudy in Cuu Long Detal.
4. Thuy is going out for a picnic with her
old friends.

5. Thuy ‘s grandmother asks her to bring
along a warm coat.

6. Thuy follows her grandmother ‘s
advice.

- Read the dialogue carefully and then do
true / false exercise.

4. Drill:

- Ask Ss to retell the main content of the lesson: About the weather and the natural
desasters.

5. Homework:

- Learn new words by heart.

- Read and translate the dialogue into Vietnamese.
- Prepair for the next lesson (Speak and Listen).
Preparing date: 18.3 .2012

Teaching date: 22.3. 2012.

Period 56

Unit 9:

natural disasters

(Cont…)

Speak + listen

I. Objectives.

- By the end of the lesson, Ss will be able to speak about natural disasters and how
to prepare before these disasters happen, listen to a text about earthquake and
complete the table.

1. Language focus:

- Structure: I thing we should + V- infinitive.

- Vocabulary: canned, candles, match, ladder, peg, block, roller, flying gass,
drill…

2. Language skills:

- Ss train speaking and listening kills.

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 33 36 24

Out
2. Checking up:

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

3.1.1- Pre-speaking:

- Make some questions: - Answer the T’s questions.

Ss' activities
T' s activities

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+ What are your preparations for a
typhoon ? (What do you do ? What do
you buy ?)

+ Which places in Viet Nam often have
typhoon ?

+ What do people do there ?

- Presents some new words

Canned(adj): đợc đóng hộp
Ladder (n): thang

Candle(n): nÕn

Peg(n): c¸i mãc, c¸i cäc
Door latch (n): chèt cưa
Bucket (n): thïng xô, gầu
Power cut: sự cắt điện

- Ask Ss to look at the list of things and
work at P.76 and check what preparations
they think should be done/ made for a
typhoon.

- Call on some students to practice in
front of the class.

- Check up and asks them to add some
more.

3.1.2- While-speaking:

- Ask Ss to talk about what do you think
you want to buy and do to prepare for a
typhoon, explain why use the ideas in the
box P.76

- Call on some Ss practice speaking in
front of the class.

- Correct Ss’ mistakes if necessary.

- Guide Ss to practice with the
information in the book at P.76 in pairs
- Practice speaking with some students.
- Guide Ss to practice the same.

- Call on some Ss to practice in front of
the class.

- Check up and corrects mistkes if
necessary.

3.1.3- Post-speaking:

- Ask Ss to rewrite what preparations they
think should do for a typhoon.

- Read in chorus
- Read individually
- Write down.

- Look at the list and check tick on what
preparations.

- Answer in front of the class.

Buying candles.

 Buying matches.

 Filling all buckets with water.

 Buying a ladder.

 Fixing the leak in the roof.

 Tying the roof to the ground with pegs
or ropes.

 Checking all the windows and the
doors latches.

- Talk about what do you think you want

to buy and do to prepare for a typhoon,
explain why use the ideas in the box
P.76

- Some Ss practice speaking in front of
the class.

- Practice with the information in the
book at P.76 in pairs

- Practice speaking with the teacher.
- Practice the same.

- Some students practice in front of the
class.

EX:

A : I think we should buy some candles
and matches before the typhoon.

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3.2.1- Pre-listening:

- Hang the extra-board about the table on
page 77.

- Set the sence: (You ll listen to a’

tapetranscrip that an expert is giving a
talk on how to live with earthquakes).

- Make some questions:

+ What do your family do when there is
an earthquakes ?

+ What do your family do when there is
a flood ?

+ What do your family do when there is
a typhoon ?

- Ask Ss to predict the missing
informations.

- Present some new words and phrases.

block(v): làm trở ngại
roller(n): con quay
flying glass: (kÝnh vì)
drill (n): lun

Fixture: các thứ đợc gắn lại với nhau

3.2.2- While-listening:
- Play the tape (once) .

- Ask Ss to listen again then fill in the
gaps with the missing information.

- Call on some students to give their

answers in front of the class.

- Check up and gives the key

3.2.3- Post-listening:
- Make questions:

+ Where should we play place heavy
books ?

+ What should we do with the roller of
washing machine ?

……

- Work individually to rewrite what
preparations they think should do for a
typhoon.

- Look at the board and listen to the T

- Answer some questions

- Read the detail on the table and predict
the missing informations.

- Read in chorus
- Read individually
- Write down.

- Listen for the first time and check the
predictions.

- Listen again for three times t fill in the
gaps with the missing information.

- Some students to give their answer in
front of the class.

* The right As:

(1) bottom shelf of your bookshelves.
(2) fridge

(3) washing machine.
(4) mirrors

(5) a window.
(6) inside

(7) under a strong table
(8) doorway

(9) corner of room.

- Answer the questions

4. Drill:

- Teacher retells the words and phrases to talk about the preparations for a typhoon,

the things we should do to prepare for an earthquakes

5. Home work:

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- Write a short passage about the things we should do to prepare for a typhoon and
an earthquakes.

- Prepare for the next lesson(U9- Read.)

Week 29
Preparing date: 25.3 .2012

Teaching date: 27.3. 2012.

Period 57

Unit 9: natural disasters (Cont…)
 reading

I. Objectives.

- By the end of the lesson, Ss will be able to understand more about some natural
disasters.

1. Language focus:

+ Structure: Review Relative pronouns

+ Vocabulary: Pacific Rim, hurricane, tidal waves, cyclone, abrupt, tornado,
shift…

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:

Class 9A 9B 9C

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Out
2. Checking up:

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

3.1- Pre-reading:

- Ask Ss to look at the pictures, then name
some natural disasters illustrated.

- Give feedback.

3.2- Pre-reading:

- Show the pictures and make some
questions:

+ Where is Kobe ?

+ What happened in Kobe in 1995 ?

+ How were people/office blocks and
buildings in Kobe in 1995 ?

+ What are the tidal waves ?….
- Present some new words

Pacific Rim: vành đai Thái Bình Dơng
Hurricane: bão(cấp 8: 117km/h)
Tidal waves: sóng thần (do động đất)
Cyclone: bão lốc xốy

Abrupt: bất ngờ, thình lình
Tornado: vịi rồng, gió lốc
Shift: sự thay đổi, dịch chuyển
Suck: hút.

- Play the tape (once).
3.3- While-reading:

- Play the tape again (once)

- Ask Ss to read the text and do T/F

statements.

- Call on some pairs to give their answers in
front of the class.

- Correct mistakes and gives the keys.

- Ask Ss to read the text in groups of four and
complete the missing sentences.

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

- Check up, corrects mistkes and gives the
keys.

- Look at the pictures, then name some
natural disasters illustrated.

* The right answer.

a. earhtquakes.
b. tornadoes.
c. volcanoes.

- Look at the picture and answer the
questions

- Read the new words and phrases in
chorus.

- Read individually.
- Write down.

- Listen to the tape and check the
answer for the questions above.

- Listen to the tape

- Work in pairs to read the text and do
T/F statements. Then compare their
results to each other.

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

* Answer keys:

1 - T 2 - T 3 - F
4 - T 5 - F 6 - T

- Work in groups of four to read the text
and complete the missing sentences.
- Some groups to practice in front of the
class.

* Answers:

1. … occers around Pacific Rim.

2. ….people were killed, many homes,
officce blocks and highway collapsed.

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3.4- Post-reading:
- Make some questions

+ Why do people call Pacific Rim as a Ring“

fire ?”

+ What happened in Anchorage, Alaska in
1960s ?

+ What other words of typhoon ?

+ What happened in mount Pinatubo in the
Philipines ?

+ What is the shape of a tornado?

- Call on some Ss to practice speaking in
front of the class.

- Corrcet mistakes if necessary.

3. … there is an abrupt shift in the
underwater movement of the earth.
4. … a cyclone.

5…. the words typhoon.

6. … pass overland below a
thunderstorm, which can suck up any
thing in its path.

- Read the text again and answer the
teacher’s questions

- Some students to practice speaking in
front of the class.

4. Drill:

- Teacher asks students summarize main points of the lesson.
5. Home work:

- Learn new words and phrases by heart.
- Prepare for the next lesson.(U9 - Write)
Preparing date: 15.3 .2012

Teaching date: 29.3. 2012.
Period 58

Unit 9: natural disasters (Cont…)
 writing

I. Objectives.

- By the end of the lesson, Ss will be able to write a story about typhoon by using
guided information and pictures.

1. Language focus:

+ Structure: Review Relative clause, past simple tense.
+ Vocabulary: Scared, circle, shelter, …

2. Language skills:
- Ss train writing a story.

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 33 36 24

Out
2. Checking up:

- Call 2 Ss to write the new words of the last lesson on BB
3. New lesson:

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3.1- Warm - up:

- Hold the class to do “Network”

3.2- Pre-writing:

- Ask Ss to look at the picture P.80 in the
book and ask them some questions

+ What were they doing? 
+ What is Lan doing ?

+ What did Lan's mother tell her ?
+ What is there in picture 5 ?

+ How did her dog go when they were
playing ?

3.3- While-writing:

- Ask Ss to use the words given and look
at the pictures P.80, write the coplete
passage in groups.

- Ask Ss to compare their result to each
other.

- Go round to help

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

3.4- Post-writing:

- Hold the class to practice

- Whole class do “Network” about
natural disasters:

Typhoon earthquakes

….. …..

- Look at the picture P.80 in the book and
answer teacher’s questions

- Use the words given and look at the
picture P.80 write the coplete passage in
groups.

- Compare result to each other.

- Some groups give writing.
* Suggested passage:

It was a beautiful day. The sun was shining, the sky
was blue, and the weather was perfect. Lan was outside
playing with her dog, Skippy. All of a sudden, the dog
began behaving strangely. She kept running around in
circles. Lan ran home with the dog to tell her mother what
Skippy was doing. Lan's mother, Mrs. Quyen, told Lan

that she heard on TV that there was a typhoon coming.
Mrs. Quyen gathered her family and told them to find
shelter in the home.

Suddenly, the sky became very dark. The storm came
with strong wind and heavy rain. Mrs.Quyen and her
family were scared. But soon the storm finished and
everyone was glad. What a clever dog Skippy is! She
saved Lan from being caught in the typhoon.

- Retell the story briefly.
- Tell some signs of a storm.
4. Drill.

- Teacher retells: past simple tense
5. Home work.

- Complete the writing into note book.

- Prepare for the next lesson (U9 - Language focus)

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Preparing date: 30.3 .2012
Teaching date: 3.4. 2012.

Period 59

Unit 9: natural disasters (Cont…)
 Language focus

I. Objectives.

- By the end of the lesson Ss will be able to use the words and structures in this unit
to do all exercises.

1. Language focus:

+ Structure: Review relative pronouns “who, that, which”; relative clause.
+ 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 33 36 24

Out
2. Checking up:

(Qs will be made on the new lesson)

3. New lesson:

3.1- Warm-up:

- Hold the class to do “Network”

3.2- Relative pronouns and relative
clause:

- Ask Ss to give the usage of relative
pronouns

- Call on some pairs to practice in front of
the class.

- Correct Ss’ mistakes

3.2- Exercises:

- Ask Ss to use relative pronouns to
answer the Qs.

- Do network

Who Whom

…… …… ……
- Give the usage of relative pronouns.

Replace for

Function people things

subject who which

object whom that which,

that

Other relative pronouns and relative
adverbs:

Whose: replace for possesive
where: place
when: time

* Relative clause (definite and
non-definite).

* Exercise 1:

- Work in pairs to answer the Qs. Use
relative pronouns:

Teacher's activities Ss' activities

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- Let Ss compare their answers with
partners.

- Ask Ss to give As in front of the class.

- Correct and give the right As.

- Ask Ss to match each of the sentences in
column A with a relative sentence in
column B. Use a suitable relative pronoun
to join the two sentences.

- Ask Ss to read out the completed
matching.

- Instruct Ss to underline the relative
clause in the sentence. Then add commas
to separate the non-defining relative
clause from the rest of the sentence.

(Give all sentences on the extra-board)

- Compare their answers with partners.
- Give answers:

+ The right As:

b. The country which won the 1998 Tiger Cup is
Singapore.

c. The animal which has one or two horn on its snout
is rhinoceros.

d. The explorer who discovered America is
Christopher Columbus.

e. The planet which is closest to the Earth is Venus.
f. The animal which was chosen to be the logo of
SEA Games 2003 is the buffalo.

g. The ASEAN country which is divided into two
regions by the sea is Malaysia.

h. The food which you can chew but you can't
swallow is the chewing gum; and the thing you can
swallow but you can't chew is water.

* Exercise 2:

- Work in groups to match each of the
sentences in column A with a relative
sentence in column B. Use a suitable
relative pronoun to join the two
sentences.

+ Keys:
1 - e
g
f

4 - a 5 - c

d 7 - b

- Read the completed sentences in front

of the class.

* Exercise 3:

- Work individually to underline the
relative clause in the sentence. Then add
commas to separate the non-defining
relative clause from the rest of the
sentence.

+ The right As:

+ Defining relative clause: d - f.

+ Non - defining relative clause: b, c, e, g

4. Drill:

Remind Ss the way to practice with the relative clauses, both definingg and non
-defining.

5. Homework:
- Do exercise 4.

</div>

Giao an 9 ky 2

<b>Week 19</b>

Preparing date: 7.1.2012

Teaching date: 9.1.2012

<b>Period 37</b>

Unit 6:

the environment

Preparing date: 7.1.2012

Teaching date: 10.1.2012

<b>Period 38</b>

Unit 6:

the environment

<b>Period 39</b>

Unit 6:

the environment

<b> reading</b>

<b>Period 40</b>

Unit 6:

the environment

<b> writing</b>

Unit 6:

<b><sub>saving energy</sub></b>

(Cont

<b>Week 23</b>

<b>Period 45</b>

Unit 7:

saving energy

<b>Period 46</b>

Unit 7:

saving energy

<b> Listen + </b>

<b>Language focus 1,2</b>

<i><b>THE WRITTEN TEST No. III</b></i>

<b>Period 48</b>

<b>Correcting the 3</b>

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

<b>Period 49</b>

Unit 8:

<b><sub>celebrations</sub></b>

<b>Period 50</b>

Unit 8:

<b><sub>celebrations </sub></b>

<b>Speak + listen</b>

<b>Period 51</b>

Unit 8:

<b><sub>celebrations </sub></b>

<b> reading</b>

<b>Period 52</b>

Unit 8:

<b><sub>celebrations </sub></b>

<b> writing</b>

<b>Period 53</b>

Unit 8:

<b><sub>celebrations </sub></b>

<b> </b>

<b>Language focus 1,2</b>

<b>Period 54</b>

Unit 8:

<b><sub>celebrations </sub></b>

<b> </b>

<b>Language focus 3,4</b>

<b>Week 28</b>

<b>Period 55</b>

Unit 9:

<b><sub>natural disasters</sub></b>

<b>Period 56</b>

Unit 9:

<b><sub>natural disasters </sub></b>

<b>Speak + listen</b>

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