Giáo án tiếng anh 9 kì 2 soạn cv 5512

Matching - Have students work in pairs, guess the meaning of the words by matching each word in column A with an appropriate explanation in column B - Call on some students for their - R

Week: Planning: Period: 37 Teaching:

UNIT 6: THE ENVIRONMENT Lesson 1: GETTING STARTED + LISTEN AND READ

I OBJECTIVES

1 Knowledge:

By the end of the lesson, Ss will be able to

-know more about the environmental problems and solutions tothem in the world, practise 4 skills

-protect the environment

2 Competences:

Develop communicative competence, discovery, cooperation compentence and thinhking compentence

3 Quality:

Know the environmental problems

II TEACHNG AIDS

- T: textbook, cassette, pictures

a Goal: help ss know the environmental problems

b Content: think of the environmental problems and match them with pictures

c Expected result: match the envirmental problems to pictures

d Performance:

- Ask Ss to think of the environment

problems in their city/villages

- Ask Ss to look at the pictures in

Getting started and go to the board to

match the pictures with environment

- Give feedback and correct

2 Presentation (15’)

a Goal: help ss know some new words and the content of the text between Mr

Brown and volunteer conservationists

b Content: new words, some information about the text

c Expected result: know and understand some new wordsand some informaion of

the text

d Performance:

Pre –teach( vocab)

Introduce some new words and guide

ss to read

* Checking: What and where

- Ask Ss to read the statements

carefully then predict the result of the

matching by completing the table:

- garbage dump (picture ) đống rác

- dynamite fishing (picture) việc đánh bắt cá bằng thuốc nổ

- spraying pesticides (n) picture: việc phun thuốc diệt sâu bọ

- disappointed (synonym) thất vọng

- sewage (n) nước thải

* Matching

3 Practice (17’)

a Goal: help ss understand the content of the dialogue and match the names in

column A with the tasks in column B, answer the questions

b Content: match the names in column A with the tasks in column Band answer

the questions

c Expected result: ss know the tasks of each group and answer the questions

d Performance:

- Ask Ss to look at the part a page 48

and listen to the tape to match the

II Practice

a Match

names in column A with the Tasks in

column B

- check their guessing

- Open the tape 2 times

- Give feedback and correct

* Comprehension

- Ask Ss to read the text individually

- Give ss some questions and ask

them to work in pairs to find out

answers

1 Who is the speaker?

2 Who are the listeners?

3 Where are they?

4 What are they going to do?

5 What will they achieve if they

work hard today?

6 Have you ever polluted the

environment?

* practice text

- Let Ss practise the dialogue

Group 1 –f walk along the shoreGroup 2 - e check the sand

Group 3 – b Check among the rock

Mr Jones –a collect all the bags and take them to the garbage dump

Mrs Smith –c provide picnic lunch for everyone

Mr Brown-d Give out the bags

b Answer

1 The speaker is Mr Brown

2 The listener are members of the volunteer conservationists

3 They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will make the beach clean and beautiful again soon

6 Yes, I have

4 Production (8’)

a Goal: help ss know the effects of polluting the environmentand the way of using

the conditional type 1

b Content: say the effects of polluting the environment and the way of using the

Ask ss to make some sentences using

the conditional type 1

 Conditional type I (a real action, may happen)

If + Present simple, S + Will + V(bare

inf.)…

+Ex: “If you are at home, I will come

to visit you”

*Homework:

Ask Ss to learn new words

- Prepare for “Speak and Listen”

- Do Ex1p58 in workbook

Week: Planning: Period: 38 Teaching:

UNIT 6: THE ENVIRONMENT Lesson 2: Speak + Listen

- Co – operation: Work in pair, group, team

- Self study:Work in individually

- Creactiveness: Talk about the environmental problems and the sollutions

3.Quality

- Student know how to protect the environment.

- Ss be responsible for keeping the environment clean and beautiful

II TEACHNG AIDS

1 T: Text-book, lesson plan, picture , radio,

2 SS: Text-books, notebooks, pen, exercise book

III PROCEDURE

1.Warm up (5’)

- Organization 9A: 9B: 9C:………

a Goal: ask Ss some vocabulary about the environmental problems.

b Content: Ss can play game.

c Expected result:Ss can review vocabulary.

d Performance:

- Guides Sts to play the game “Jumble

words” with the words

- Play the game follow the teacher’s

1 onpitlulo  pollution

2 mpud  pump

T: guides sts to put the letters in the

correct order to make good words

a Goal:Ss persuade their friends to protect the environment

b Content:model sentences and grammar about express the persuasion

c Expected result: Ss can persuade their friends to protect the environment.

d Performance:

* Pre-teach vocabulary:

- T elicits the vocabulary from Ss

- T asks Ss to repeat in chorus then

individually

* Checking the vocab:

What and Where

* Expressions

- Ask students to persuade the partner

to do the following things to protect the

- prevent (v-translation ): ngăn chặn

- reduce (v-translation): giảm

- wrap (v-mime): gói, bọc

- faucet (n-picture): vòi nước

- leaf-leaves (n-realia): lá cây

2 Grammar.

* Express the persuasion:

I think you should

Won't you ? It would be better if you

Can I persuade you to ? Why don't you/Why not ? What about /How about + V-ing…

3 Practice (15’)

a Goal: Use the expressions to persuade the partner to do the following things to

protect the environment

b Content:

- Persuade their friends to protect the environment

- Work out an ACTION PLAN to protect the environment

c Expected result:SS can present before the class.

d Performance:

1 Practice speaking

- Ask students to call out one of their

sentences until all the sentences are

* Suggested ideas:

S1: I think you should use banana leaves to wrap food

finished after running through

examples, suggestions

2 Questionnaire

- Let students answer the questions in

the questionnaire (pair work)

- Give feedback, teacher can write

some possible answers on the board so

that weaker students can follow

- Ask students to practice asking and

answering the questions

- Call on some pairs to practice in front

of the class

- Correct the mistakes if necessary

S2: Won't you use banana leaves to wrap food?

S3: Why don't you turn off the light before going out?

S4: It would be better if you go to school or go to work by bike

S5: Can I persuade you to check all the faucets before going out?

S6 : Why not put garbage bins around the schoolyard?

* Questionnaire

# How can we save paper?

I think you should recycle used paper , newspapers

……

# How can we use fewer plastic bags? How about cleaning and reusing them?

Why not use paper bags instead of plastic …

* Find possible answers to the questionnaire:

1 How can we save paper ?

- I think we should recycle used paper, write on both sides of the paper, use tree leaves for wrapping

2 How can we use fewer plastic bags ?

- We can use used plastic bags, then clean and reuse them

3 How can we reduce the amount of garbage we produce ?

- I think we should try to reuse or recycle things

* Discuss the best way to protect the environment.

4 Production: Listening (10’)

a Goal:SS can control some new words and listen and complete the notes.

b Content:Ss listen to the tape 3 times and complete the notes.

c Expected result:listen to the tape again and complete the notes.

d Performance:

Teacher and students’ activities Contents

1 Pre - listening :

* Set the scene: " You are going to

listen to the talk about the causes of

oceans' pollution."

- Run through the table (p.50)

- Ask students to complete the notes

about the reasons why oceans are

polluted by listening to the tape

- Let students listen to the tape 3 times

- Ask students to share with the partner

- Call on some students to give their

answers

- Let students listen to the tape again to

check their answers

2 While - listening :

T shows the notes then play the tape

and get sts listen and compete it

Sts : listen and do their task

T : calls some sts to read their answer

aloud

Gives the correct answer

3 Post - listening:

T: guide ss to speak the general ideas

about the listening

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

I Objectives:

1 Knowledge: By the end of the lesson, the ss will be able to

+Use the lexical items related to the topic ‘The Environment’

+Understand the poem about the pollution

2 Competences:

+ Develop communicative competence, discovery, cooperation compentence and

thinhking compentence

+ Use the lexical items related to “The Environment”.

+ Practice reading skill

3 Quality:

- Love nature

- Be interested in protecting the environment

II TEACHING AIDS:

1 Teacher: Textbook, workbook, projector

2 Students: Textbook, workbook

III TEACHING PROCEDURE

1 Warm up (5')

* Organization

9A: 9B:

a.Goal: - Motivate ss to interest in the topic of the lesson, lead in the lesson.

b Contents: game “Shark attack”

c Expected result:Ss can find out the word.

d Performance

Teacher's &Ss' activities Contents

* Shark attack (4’)

- Prepare a shark and a boy

- Draw some steps on the board, and

the sea around the steps

- Stick the boy on the top of the steps,

the shark in the sea

- Draw 4 gaps for the word poem

- Students guess the letters, if their

guess is right, they will get 1 mark

- Explain the meaning of the key word

* Shark attack

2 Presentation: Pre teach Vocabulary (10’)

a Goal: Provide ss necessary vocabulary related to the topic to help Ss understand

the content of the poem and do the tasks effectively

b Content : vocabulary of the poem

c Expected result: understand using and meaning of the vocabularies

d Performance:

Teacher's &Ss' activities Contents

* Pre-teach vocab

- T elicits the vocabulary from Ss

- T asks Ss to repeat in chorus then

individually

* Checking Matching

* Set the scene: " Two people are going

on a picnic "

- Give the students two pre questions

- Have students guess the answer

- Call on some students for their

- hedge (n-synonym = fence): hàng rào

- stream ( n-picture): suối

- treasure (n-picture): kho báu

- folk (n-synonym= people): người

1 Who are the people in the poem?

2 What are they talking about?

3 While (17’)

a Goal: SS understand the poem through doing exercises

b Content: matching the word to meaning and answer the questions.

c Expected result:Ss cando the exercises effectively.

d Performance:

Teacher's &Ss' activities Contents

1 Reading and checking

- Get students to read the poem and

check their prediction

- Ask students to share the answer with

1 The mother and her son

2 They are talking about the pollution/ polluted environment

2 Matching

- Have students work in pairs, guess

the meaning of the words by matching

each word in column A with an

appropriate explanation in column B

- Call on some students for their

- Run through all the questions (p.51)

- Ask students to read again the text

and answer the questions

- Ask students to share with the partner

- Divide the class into 2 groups: A , B

- Let Ss to play “ Lucky Numbers

game”

- Give feedback

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

b The mothers think other folk pollute the environment but not her or her son

c His mother will take him home right away

d No Because he is right If he throwsthe bottles that will be polluting the woods

4 Post (13’)

a Goal: Help Ss have critical thinking about protecting environment

b Content :the solution of protecting environment

c Expected result:Ss canmemorize the learnt words and brainstorm how

toprotectthe school environment

d Performance:

Teacher's &Ss' activities Contents

* Discussion

- Divide the class into 3 groups

- Have students discuss the question

- Move around and help them do

- Call on some SS to talk about their

answers

- Correct common mistakes

- Ask ss work in groups at home to

present the solution of projecting

- Ask ss work in groups at home to find out the solution of protecting environment

- Prepare the next lesson

1 Knowledge By the end of the lesson, students will be able

+to understand the form of the letter of complaint about theenvironment

+write the letter of complaint about the environment

+know to protect environment in our neighbourhood

+practice 4 skills: speaking, listening, reading, writing

2.Competences: form ability of creating, solving the problem,studying and

controling themselves, communicating, cooperating, using languages

3 Quality: Students know how to write a complaint letter

a.Goal: see pollution of waste in the lake river /on the street

b.Content: s can tell the cause of pollution

c Expected result: s can tell the affect of pollution to our life

d Performance

T gives s some pictures about polluting the environment from waste and ask them: What can you see in the pictures?

Ss: People thow a lot of waste on the street/ in the rivers / lakes

T lets s see pictures of trucks loading garbage near your neighborhood Ss can see pollution from it What should we do?

- introduce new lesson: A letter from Mr Nhat to the director of L and P Company

2 Pre- writing( 15’)

a.Goal: introduce new words and form of a complaint letter

b.Content: s can pronouce new words and know form of a complain letter

c Expected result: s can understand and use new words , know form of a complain

letter

d Performance

Teacher’s and Ss’ activities Contents

Pre teach vocab:

-T introduces some new words and

guide s to read

Ss listen and repeat

- complain (v) translation phan nan

- complaint (n)

Checking: rub out and remember

Ordering

- Ask Ss to keep their books closed

- Provide students five sections of a

complaint letter (with their definitions)

in random order

- Get them to put the sections in a

correct order

a. Action: talks about future action

b. Situation: states the reason for

- Have Ss read the letter on page 52

* Set the scene: Mr Nhat wrote a letter

to the director of L& P company in Ho

Chi Minh city The five sections of the

letter are not in the right order Label

each section with the appropriate letter:

S,C,R,A and P

- Ask Ss to work in pair

- Give feedback and correct

- Let Ss read the production 6b on page

53

- Ask Ss some questions to make sure

they know what they have to write

- complication (n) dieu gay rac roi

- resolution (n) su quyet tam (translation)

- float (v) picture (troi, noi bong benh

- prohibit (v) ngan can, ngan cam (translation)

S - I am writing to you about……… their way to the north

A - I look forward to hearing from you and seeing good response fromyour company

C - When the trucks……… …………There is smell and flies

P - Sincerely, Tran Vu Nhat

3 While writing (15’)

a.Goal: write a complaint letter

b.Content: s can write a letter to the head of local authorities to complain about the

way of catching fish in the lake behind your house

c Expected result: s can understand and write a complain letter

d Performance

Teacher’s and Ss’ activities Contents

- Ask Ss to write the letter to the head

of local authorities to complain about

the way of catching fish in the lake

behind your house

Individually

- T asks s to follow S C R A P

- T.Move around the class and help

Dear Mr President

I am writing to you about the problem

of fish catching in the lake behind my house

4 Post writing (10’)

a.Goal: understand and write a complaint letter

b.Content: s can write a complain letter well

c Expected result: s can understand and use new words , know form of a complain

letter

d Performance

Teacher’s and Ss’ activities Contents

- Move around the class and help Ss

- Call on some Ss to read aloud their

letters

- Give feedback, correct some letter

Dear Mr President

I am writing to you about the catching

of fish of many people in the lake behind my house

I am very worried because they use electricity to catch fish After a short time, they leave the lake, a lot of small fish die and float on the water surface

Other animals such as frogs, toads, andeven birds have also die from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish

I look forward to hearing from you andseeing the protection of environment from the local authorities

Sincerely,

* Homework

- Ask Ss to write the letter on their notebook

- Prepare Language focus.P53

1 Knowledge By the end of the lesson, students will be able

+ make sentences with adj +That clauses and further practice in conditional

sentences Adj + that clause, Conditional sentences

+know to protect environment in our neighbourhood

+practice 4 skills: speaking, listening, reading, writing

2 Competences: Develop self-learning ability, discovery ability, ability to solve

problems, a bility to think creatively, self-management capacity, ability to

communicate, ability to cooperate and strengthen the use of language

3 Quality: Help sts to have skills to protect the environment

Pronounce L/N correctly

Life skill education: Sts protect the environment

II Teaching aid:

T Text book, teaching plan

S: textbooks, prepare the lesson at home

III Procedure:

1 Warm up (7’)

- Organization: 9A ……… 9B ……….…

a.Goal: see pollution of waste in the lake river /on the street

b.Content: s can tell the cause of pollution

c Expected result: s can tell the affect of pollution to our life

d Performance

Write types of pollution in the words in bracket

- Organize the game for 2 teams

- Ask ss in each team write the types of pollution in 2 minutes

- The team with more and correct words is the winner

- Introduce the new lesson

2 Language focus 1(5’)

a.Goal: Revision of Adjectives and Adverbs.

b.Content: Ss can understand the adjectives and know form of adverbs.

c Expected result: Ss can use the adverbs to complete the sentences exactly.

d Performance

Types of pollution

Teacher’s and Ss’ activities Contents

Revision of adj and adverbs

Adj + ly = adverb of maner

Adjectives can come in two places in a

sentence

* Before a noun: a nice girl

* After the verbs be, look, appear,

seem, feel, taste, sound, smell……

- Adverbs normally go after direct

object

- If there is no direct object, the adverb

goes after the verb

- Get ss to work in pairs

- sigh (v) (mime) thở dài

- amazed (adj) (syn) ngạc nhiên

a.Goal: Revision about Adverb clauses of reason.

b.Content: Ss can join the pairs of sentences together, use because, as or since.

c Expected result: Ss can join the pairs of sentences together, use because, as or since exactly

d Performance

Teacher’s and Ss’ activities Contents

* Revision of adverb clauses of reason

with because, since, as

- Give two sentences and ask ss to

combine them into one

- Have ss do the exercise 2 on page

54-55

- T moves around the class and help

Adverb clauses of reason with because,since, as

b.Content: Ss can complete the dialogues, use the words in brackets.

c Expected result: Ss can complete the dialogues, use the words in brackets

exactly

d Performance

Teacher’s and Ss’ activities Contents

- Set the scene to introduce the

structure

Adjective + that clause

Ba: Dad! I got mark 9 on my test

Father: That’s wonderful I’m please

that you are working hard

Form: S + be + adj + that clause

- Ask Ss to do the exercise in LF 3 -

Let Ss work in pairs to complete the

b… excited that I can go to Da lat

c I’m sorry that I’ve broken your bicycle

d I’m disappointed that you did not phone me

e I’m amazed that I won the first prize

5 Language focus 4 (8’)

a.Goal: Review the conditional sentences style I

b.Content: Ss can match each half-sentence in column A with a suitable one in

column B

c Expected result: Ss can match each half-sentence in column A with a suitable

one in column B exactly

d Performance:

Teacher’s and Ss’ activities Contents

- Set the scene to introduce form:

If+ S+ V(htđ), S+ will +V

Answer key:

- Write the statement on the sub - board

- Have ss do exercise language focus 4

in pairs

- Get feedback and correction

Answer key:

- Conditional type I1-e: 2-a: 3-c: 4- d: 5-b

6 Language focus 5 (15’)

a.Goal: Do the test 15 minutes with the conditional sentences style 1.

b.Content: Ss can complete the sentences

c Expected result: Ss can complete the sentences exactly.

d Performance:

Teacher’s and Ss’ activities Contents

- Have ss combine the sentences in the

- Prepare: Unit 7: Getting

started-Listen and Read

Answer key:

a,….rice plants die

b, The environment will become seriously poluted

c, We’ll have more shades and fresh air

d, the vegetables will become poinsonous

e, …we’ll live a happier and healthier

Lesson 1: GETTING STARTED & LISTEN AND READ

I Objectives

1 Knowledge

By the end of the lesson, students will be able to:

+ know how to save water (natural resources)

+ know more about the way to save energy, use adjectives and adverbs.

+ persuade their friends to save energy

+ practice listening skill and speaking skill, reading skill

2 Competences

- Co – operation: Work in pair, group, team

- Self study:Work in individually:

- Creactiveness:awareness about the energy

3 Quality: Student know how to save energy.

II Teaching aid:

T: textbook, projector, cassette, pictures (p.57) ……

SS: textbook, exercise book

III Procedures

1 Warm up (5’)

* Organization

9A: 9B: 9C:………

a Goal: ask Ss some questions about the types of energy.

b Content: Ss can tell the types of energy.

c Expected result: Ss can tell the way to save energy.

d Performance:

Teacher’s and student’s activities Contents

“Getting started”

- Have Ss look at the pictures on page

57 (or show the picture on the board)

and ask some questions so that they

can understand the pictures

Sts : discuss then answer

T: comment

Introduce the topic of the lesson

* GETTING STARTED:

What do you think about the 2 pictures?

*Is the TV and cassette player on ?

*What about the lights?

*Is the water running?

*Is there anyone in the livingroom?/bathroom?

*Do you think they save energy?

- Turn off the light before going out

- Turn off the TV when you don’t watch it

- Turn off the radio when you don’t listen to it

2 Presentation (15’)

a.Goal:- elicit the vocabulary from Ss.

- introduce new words

b.Content:Ss can repeat in chorus then individually.

c.Expected result: Ss can understand and use new words

d.Performance

Teacher’s and student’s activities Contents

1 Pre teach

- T elicits the vocabulary from Ss

- T asks Ss to repeat in chorus then

individually

* Checking Matching

* Checking: Rub out and remember

2 Presentation dialogue

Mrs Mi and Mrs Ha are talking to

each other about how to save energy

So what does Mrs Mi advise Mrs Ha

- pipe (n-realia): ống nước

- plumber (n-explanation): thợ sửa ống nước

- crack (n-realia): vết nứt, vỡ

- dripping faucet (n-picture): vòi nước rò rỉ

- water bill (n-realia): hoá đơn nước

- enormous (adj-synonym = big, huge, jumbo): to lớn, khổng lồ

Ss: She advises her to take showers.T: What exactly does she say?

Ss: She says: “I suggest taking showers.”

II/ Model sentence:

to do to save water?

3 T/ F statements

1 Prediction

* Set the scene: "Mrs Mi is talking to

Mrs Ha, her neighbor, about the water

bill this month."

- Give some statements and ask them

to guess T/ F

- Take notes

2 Checking

- Let students to listen to the tape and

check their prediction

T/ F statements

* Answer:

1 T

2 T

3 F ( hasn't checked the pipes yet)

4 F ( Mrs Ha doesn't know to save water clearly.)

5.T

3 Practice (15’)

a.Goal: Read the dialogue again and answer the questions.

b.Content:- Read the dialogue on page 57 then answer the questions.

- Ss can repeat in chorus then individually

c.Expected result: Ss can answer the questions

d.Performance:

Teacher’s and student’s activities Contents

T: guide ss to read the dialogue again

Ss:work in pairs to ask and answer

the questions

T: correct and give the feedback

a Why is Mrs Ha worried ?

b How much money does Mr Ha pay

for her water bill ?

c What does Mrs Mi advise Mrs Ha to

do ?

d How much water can be wasted a

month by a dripping faucet ?

- Ask Ss to work in pairs to ask and

answer

- Give feedback and write the answers

on the board if necessary

* Answer keys:

a Because her recent water bill is enomous

b She pays 200.000 dongs

c She advises Mrs Ha to get plumber

to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after use

d 500.000 liters of water a month

4 Production (10’)

a.Goal: Tell the way to save energy .

b.Content: Ss can repeat in chorus then individually.

c.Expected result: Ss can tell the way to save energy.

d.Performance:

Teacher’s and student’s activities Contents

- Ask some questions

What should we do to save energy in

your house / kitchen /school?

- Write 5 things you should do to save energy at home and at school

* Homework

Ask Ss to:

- Learn by heart the new words

- Read and translate the dialogue

- Do exercises 1, 2-Unit 7 in workbook - Prepare: Unit 7 Speak + Language focus3

suggestions to suggest ways to save energy through group discussion

+ Understand and know how to do 2 common listening tasks: TRUE or FALSE and gap filling

+ Get general knowledge about one kind of alternative energy: solar energy

Vocabulary: solar, nuclear power, solar panel, advance

Grammar: Making suggestions

2 Competences

- Co – operation: Work in pair, group, team

- Self study:Work in individually:

- Creactiveness:awareness about the energy

3.Quality: Student know how to save energy.

II TEACHNG AIDS.

1 T: textbook, projector, pictures (p.57) ……

2 SS: textbook, exercise book

III PROCEDURE.

1.Warm up (5’)

- Organization 9A: 9B:

a Goal: ask Ss some vocabulary about the types of energy.

b Content: Ss can play game

c Expected result:Ss can review vocabulary.

d Performance:

Teacher and students’ activities Contents

- Guides Sts to play the game “Jumble

words” with the words

- Play the game follow the teacher’s

guide

+ awter llbi = Water bill+ suomrone = Enormous + kcrac = Crack

+ ippe = Pipe + rebmulp = Plumber + facetu = faucet

2 Presentation (15’)

a Goal:Ss to review the way to make suggestions

b Content:model sentences and grammar about suggestion and response

c Expected result:

SS can make suggestions about how to save energy

d Performance:

-T: Helps Ss to review the way to make

suggestions

T: Asks Ss to make some sentences

with the structures above

Câu hỏi 2.1

Look at the expressions in the tables

and pictures Make suggestions about

how to save energy

- Look at the expressions in the tables

1 Model Sentences

A I think we should turn off the faucet

I suggest fixing the faucet

and pictures Make suggestions about

how to save energy How about + V-ing…?What about + V-ing…?

Let's…

2 Practice (15’)

a Goal:make suggestions about how to save energy

b Content:

- To make suggestions about how to save energy

- Work out an ACTION PLAN to save energy for your class

c Expected result:

SS can present before the class

d Performance:

Teacher and students’ activities Contents

T: Haves Ss looked at the expressions

in the above tables and pictures in the

book to make suggestions about how to

save energy Follow the example

T: Calls some Ss to read the

Work out an ACTION PLAN to save

energy for your class

T: Ask Ss to work in group of four

Work out an ACTION PLAN to save

a Suggested answers:

b I think we should turn off the gas fire

c I suggest turning off the fan

d I think we should turn off the air conditioner when no one is in

e Why don't we turn off the TV when

no one watches it

f I think we shouldn't go to school by motorbike

g Let's go to school by bus or bicycle

A: I suggest collecting used paper to recycle things

energy for your class

T: Explain the example in the book

T: Go around class and provide help if

necessary

Ss: Work in group

T: Call on some groups act out the

discussion

- Correct and give suggested answers

-Making sentences, get ready to give

the answers to the whole class

+ …suggest(s) Doing S.th+ …suggest(s) that + S + should / shouldn’t Do S.th

-T: Explain some newwords

-Check Vocab: R & Ruse

-True/False prediction

- Ss guess T or F

While – listening

Câu hỏi 1.5

- Listen to the news on solar energy

and decide whether the statements are

T or F

Ss: Ss: Listen to the tape 3 times and

check their predictions

T: Call on Ss to give answers

T: Give correct answers

T: Ask Ss to read the

Post– Listening

Câu hỏi 1.6

- Listen and fill in each blanket with

one word you hear

T: Call on some Ss to read the

New words

- solar (a): thuộc về mặt trời

- solar energy (n): năng lượng mặt trời

- nuclear power (n): năng lượng nguyên tử

- solar panel (n): tấm pin mặt trời

of coal, gas, oil or nuclear power

3 False (it is enough to sentences in b) and guess the missing words

4 true

5 false (in 2015)

4 Filling Answers:

completed sentences aloud

T: Give correct answers

Ss: Look at the sentences, listen to the

tape again and complete them

Ss: Compare the answers with

partnersprovide power for total

- Write 10 sentences use suggestion structure

- Review the lesson, make sentences with these structures above

1 Knowledge: By the end of the lesson, Ss will be able to know more how north

American and European countries save money and natural resources; Reading for detailed information about the ways to save energy; present simple tense

- Be interested in saving energy

II TEACHING AIDS:

1 T: Textbook, workbook, projector

2 Ss: Textbook, workbook

III PROCEDURE

1 Warm up (5')

a.Goal: Motivate ss to interest in the topic of the lesson, lead in the lesson.

b.Contents: Use an electricity bill and a water bill to chat.

c Expected result:Ss can answer the questions.

d Performance

Teacher's &Ss' activities Contents

Use an electricity bill and a water bill

to chat

- What’s this?

- How much is your family’s bill?

- How much is your family’s electricity

bill?

- Do you think it is enormous?

- Are your parents worried about that?

- Do you want to know how the people

in the other countries save energy?

- Listen and answer

eg: It’s a water bill

2 Pre- reading (10’)

a Goal: Provide ss necessary vocabulary related to the topic to help Ss understand

the content of the text and do the tasks effectively

b Content: vocabulary of the text

c Expected result: understand using and meaning of the vocabularies

d Performance:

Teacher's &Ss' activities Contents

* Pre-teach vocab

- T elicits the vocabulary from Ss

- T asks Ss to repeat in chorus then

individually

* Checking: What and where

Pre questions.

- Give Ss two questions and ask them

to discuss with their partners to predict

the answers

- Get Ss’ predictions

I Vocab

- consumer (n) người tiêu dùng

- bulb (n) bóng đèn tròn

- label (n) nhãn (v) dán nhãn

- scheme (n) kế hoạch

- efficient (adj) hiệu quả

- category (n) loại,hạng

- ultimately (adv) xét về lâu dài

- innovation (n) su doi moi

- conserve (v) bao ton

Pre questions

1 Do people in Western countries think electricity, gas, and water are luxury?

2 Do they want to save electricity? What do they do to spend less on lighting?

3 While- reading (17’)

a Goal: SS understand the way of saving electricity of western countries through

doing exercises

b Content:answer the questions and choose the correct answer

c Expected result:Ss cando the exercises effectively.

d Performance:

Teacher's &Ss' activities Contents

- Have Ss read the text on page 60 – 61

to check their predictions

- Ask s to give their answer

- Check and correct

- Have Ss work in pairs to ask and

answer the questions on page 61

- Give feedback

- Call on some Ss to ask and answer

the questions T checks and writes the

answers on the board if necessary

Reading for main ideas

- Have Ss read the text again and do

exercise 5a Ss have to work in pairs to

choose the best summary of the

passage

- Get Ss’ answers

1 No, they don’t They think electricity, gas, water are not luxuries but necessities

2 Yes, they do They use energy savingbulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently

- Work in pairs to choose

II Answer.

1 Western consumers are interested in products that will not only work

effectively but also save money

2 They can use energy saving bulbs instead of ordinary 100 watts bulbs to spend less on lighting

3 She will pay US$2 Because these bulbs use a quarter of the electricity of standard bulbs

4 The labeling scheme helps the consumers know how energy efficient the household appliances are

5 Because when we saving energy, we’ll save money and conserve the Earth’s resources

* Answer keys.

North American and European countries are interested in saving money and natural resources

4 Post- reading (13’)

a Goal: Help Ss know how to save electricty

b Content:the solution of saving energy

c Expected result:Ss canmemorize the learnt words and brainstorm how to save

electricity

d Performance:

Teacher's &Ss' activities Contents

“Writing”

- Ask Ss to work in groups, choosing a

secretary the discussion the ways to

spend less on lighting The secretary

from each group has to write the ideas

- Learn by heart vocabulary and translate the text into Vietnamese

- Write down ideas on how to save energy

- Prepare the next lesson

Unit7 Lesson4 Write

1 Knowledge : write a simple speech about energy saving with clear organization

and present it before the class Revew Present simple tense

2 Competences: Develop self-learning ability, discovery ability, ability to solve

problems, a bility to think creatively, self-management capacity, ability to

communicate, ability to cooperate and strengthen the use of language

3 Quality: Help sts to practise writing and speaking skills.

Life skill education: Ss know to save energy in their daily lives

II Teaching aid:

T Text book, teaching plan

S: textbooks, prepare the lesson at home

III Procedure:

1 Warm up (5’)

- Organization 9A ……… 9B ……….…

a.Goal: know about energy resources.

b.Content: Ss can tell some energy resources.

c Expected result: can answer the questions themselves.

? What energies do we have?

? What can we do to save for energies

?

- Introduce the new lesson

- Suggested answer: natural resources (solar energy, coal, gas, oil) ; Artificial energies ( nuclear power, electricity,

…)

2 Pre -Writing (10’)

a.Goal: match each part of a speech in column A to a suitable function in column

B

b.Content: Ss can understand the content each part of a speech to match them

c Expected result: Ss can match each part of a speech in column A to a suitable

function in column B right

d Performance

* Matching

- Have ss match each part of a speech

in column A to a suitable function in

column B

- Get Ss to work in pairs

- Remind them that they share their

notes with their partners

a.Goal: Oder the sections to form a speech.

b.Content: Ss can put the sections in 6b on page 62 in the correct order to form a

speech

c Expected result: Ss can put the sections in 6b on page 62 in the correct order to

form a speech well.

d Performance

Teacher’s and Ss’ activities Contents

* Ordering

- Have ss put the sections in 6b on

page 62 in the correct order to form a

- Divide the class into 3 groups

- Ask each group to speech about one

2 Body C- Giving details in-easy to understand language

3 Conclusion A- Summing up What you have said

4 Post - Writing (15’)

a.Goal: Ss share their work with each other and combine it to choose one of the

following topics and prepare a speech for your classmates

b.Content: Ss can write about one of the following topics and prepare a speech for

your classmates based on their ideas from c.

c Expected result: : Ss can understand and use new words, know the form of the

article

d Performance

* Ordering

- Have ss put the sections in 6b on

page 62 in the correct order to form a

- Divide the class into 3 groups

- Ask each group to speech about one

of these topics

1, reduce garbage

2, reusing paper

3, saving energy in the kitchen

IV Possible answer:

1) collecting plastic bag, not keeping solid waste with food waste, Putting different kinds of waste in different places

2) Having a separate wastebasket for waste paper, keeping sheets with singleprinted page for drafting

3) Turning off the light before leaving the kitchen, prepare food carefully before turning on the stove, keeping refrigerator door closed

* Homework :

- Learn the new words by heart

- Write down a speech: how to save energy at school

- Prepare: Unit 7: Language focus.

+know to save energy at school and at home.

+practice 4 skills: speaking, listening, reading, writing

2.Competences:

- Co – operation: Work in pair, group, team

- Self study:Work in individually:

- Creactiveness: write a speech about how to save energy

3 Quality:

- Help sts to have skills to save energy

- Life skill education: Sts save energy at school and at home

II TEACHNG AIDS.

1.T: lesson plan, English 9-book, extra boards, flash cards, posters,picture (Unit 7)

2 Ss: Text-books, notebooks, pen, exercise book

III PROCEDURE.

1 Warm up (7’)

- Organization 9A ……… 9B ……….…

a.Goal: guide ss to answer some questions (use pictures)

b.Content: Ss can answer some questions

c Expected result: Ss can tell how to save energy at school and at home

d Performance:

Teacher and student’s activities Contents

T : guide Ss to answer some questions

à We should turn off the lights

Why do we turn them off ?

à We turn them off because there isn’t anyone in the sitting room.(We turn offthe lights to save energy)

Well, What can you suggest ?

à I suggest turning off the lights beforegoing out

(- Let’s turn off the lights before goingout

- Please turn off the lights before goingout./-….)

2 Practice

2.1: Language focus 1(13’)

a.Goal: Revision about connectives.

b.Content: Ss can understand the connectives

c Expected result: Ss can use the connectives to complete the sentences exactly.

d Performance

Teacher and student’s activities Contents

* Matching

- Have students match the connectives

with the meanings

T: give examples and explain the

structures

Ss: make similar examples

T: guide ss how to complete the

sentences

Sts : listen and do

T: check, comment and give the

however vì

but tuy nhiên

so cho nên because nhưng

Complete the sentences Use the correct connectives:

Ex: 1 He is hungry and tired.

2 Are you a student or a worker?

3 I’m tired but he isn’t.

4 I’m tired, so I want to go to bed.

5 I’m tired; therefore, I want to go to

a.Goal: Revision about phrasal verbs

b.Content: Ss can understand the phrasal verbs to complete the sentences

c Expected result: Ss can use the phrasal verbs to complete the sentences exactly

* Gap-fill

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

d- looked for e- turn off

a.Goal: Review the structure Adjective + that clause

b.Content: Ss can complete the dialogues, use the words in brackets.

c Expected result: Ss can complete the dialogues, use the words in brackets

the ways to make

suggestion and the

* Suggestion

I suggest + (V-ing)

I think we should +(V-inf)…

Shall we +(V-inf)/ Let + (V-inf)…

Why don't we +(V-inf)…

How about + ing)…

What about + ing)…

(V-* Response:

+ AgreementOK/ All right

give the feedback.

That's a good idea/

Of course

* Make suggestions:

Ex: I suggest turning off the faucet

=> S + suggest +V-ing

-> What do you suggest helping the poor in the neighborhood?

+ I suggest organizing a show

to raise money

+ I suggest giving lessons to poor children

+ I suggest helping elderly people and war invalids with their chores

Ex: I suggest that you should turn off the faucet

=> S + suggest + (that) + S + should+ V_ infinitive

+ I suggest you should write sentences with new words

+ I suggest you should speak in