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LESSON PLAN ENGLISH 9Period : Hai Son Secondary School School year : Unit 6 : The environment Lesson 1: Getting started & Listen and Read Presentation * Brainstorming: Ss think of t

LESSON PLAN ENGLISH 9

Period :

Hai Son Secondary School

School year :

Unit 6 : The environment

Lesson 1: Getting started & Listen and Read

Presentation

* Brainstorming: Ss think of the

environment problems in our city Suggested questions: What are we doing toour environment? )

* Suggested answers:

- cutting down the forests /trees

- destroying wild animals and plants

- burning too much coal, oil and gas / smoke from cars, motorbikes

- producing too much trash / garbage / rubbish

- polluting the land with chemicals / polluting air / smoke from factories

a Pre- teach: New words

1 deforestation (unc): sự tàn phá

rừng ( exp: the destruction of the forest )

- (to) deforest: phá rừng

2 disappointed ( by / about / at somethg ) (adj): thất vọng, buồn rầu ( syn- upset / unhappy )

3spray pesticide (unc): phun thuốc trừ sâu ( trans )

4 dynamite fishing (n)

5 garbage dump (n): đống rác ( picture )

6 (a) conservationist: ( exp- the person who protects the environment ) 7.air pollution(n)

* Checking: What and where

b Matching: ( getting started )

T lets Ss read 6 environmental problems in the box on p 47 Then they match the words

with the correct pictures ( in pair )

P a – air pollution P b – spraying pesticides P c – garbage dump P

d – water pollution P e – deforestation P f – dynamite fishing

Next they work in groups to talk

about what people should do to protect the environment

And say the activities they have done

to protect / clean environment of their school

Ss- cleaning the school yards / cleaning the floors, windows, doors / planting trees /

flowers / collecting trash …

* Set the scene:

• Do you think clean the beach is protecting environment?

• – Yes So Mr Brown and some volunteer conservationists are going

to clean the beach

* Listen to the tape and follow the text ( p

47.48 ) and find out what each of them is going to do What does Mr Brown want to happen to the beach?

*Ss read the text again ( in silence ) and do the matching in section a ( P.48 )

* Ex1: Matching – Listen and Read a

( p 48 ) ( do themselves then share with thepartner )

Key: 1 – f 2 – e 3 – b 4 – a 5 – c 6 – d

* Ex2: Answer the questions – Listen

and Read b ( p 48 ) ( Ss work in pair )

Answers: 1 The speaker is Mr Brown

2 They are the volunteer conservationists

3 They are on the beach

4 They are going to clean the beach

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

6 Yes, I have We clean our school / …

7 If the pollution continues, the environment around us won’t be good and

it will be harmful to our health, our life

T elicits the model sentence from the answer to the question:

What will they achieve ( đạt đợc ) if they work hard today?

Model sentence:

lf they work hard today, they'll make the beach clean and beautiful again

* Check meaning, use and form

Notes: Conditional sentences type real conditional sentences

group work

* Ex3: Make up the sentences as the

model using the given words ( Ss do it by themselves

first then work in groups by playing ): Noughts and Crosses

a throw trash / pollute, the rivers E.g lf we throw trash into the water, we'll pollute the rivers

b tum the light off before leaving / save electricity

If we turn the light off before leaving, we’llsave electricity

c plant more trees / have more fresh air

If we plant more trees, we’ll have more fresh air

d spray pesticide l pollute the land

e cut down trees / damage the forests

f use dynamite to catch fish / pollute the water

g put trash, trash can / make the environment clean

h collect, waste food / have more food to feed pigs

I work / hard / make / everything / clean / beautiful

Ss work in two groups:

1 – e 2 – c 3 – d

4 – b 5 – I 6 – h

7 – a 8 – f 9 – g

What should and should not we do to protect the environment?

LESSON PLAN ENGLISH 9

Procedure

ARRANGEMENT Warm up

Pre-

speaking

While-speaking

Networks: Protecting the environment is a very

important problem, isn’t it?

So What should we do to protect the environment? / How to protect the environment?

Plant trees Reuse milk bottles Collect scrap metal Or: Play: Jumbled words ( in two groups )

1 uaderpse = persuade 3 roderpvi = provide

5 beaargg = garbage 2 paispoidednt = disappointed

4 duproce = produce 6 lupotilon = pollution

a Pre teach: New words

1 ( to ) dissolve: lµm tan / hoµ tan,tieu huy

2 ( to to prevent: ng¨n chÆn / phßng chèng ( trans )

3 exhaust fume ( unc ): h¬i khãi th¶i ra ( trans )

4 (to) wrap: gãi / bäc, bao bäc ( mime )

5 (to) reduce: gi¶m / lµm gi¶m ( exaple-

6 (a) leaf (n) – leaves(plu): c¸i l¸ / ngän l¸

( realia )

7 how come + S + V? = why?

8.(to ) litter; xa rac

* Checking: Slap the board

T helps Ss give some examples:

S1- I think / It would be better if we ( we should ) Clean our school / put trash into the garbage bins…

T says these are the sentences of persuasion

T elicits from Ss to write on the board: Ss copy

* Form: - I think you should

- Won’t you

- It would be better if you

- Can I persuade you to + Infinitive

- Why don’t you

- Why not

- What / How about + V+ing

3 While-speaking:

Ss read the example- speak a ( p 49 ) then work

in pairs to persuade their partner into doing something to protect the environment Use the expressions and the ideas in the box to make the similar dialogues

S3- Why not put garbage bins around the school yard?

S4- How come?

S3- Because it can prevent lazy Ss from throwing garbage all over the yard And it can also keep the school yard clean

S4- It’s a good idea We should do it and begin “ a clean week’s programme “ in our school

S3- Well, let’s go ahead

* Ex2: Answer the questions- speak b ( p 49 )

( work in groups to discuss the answers to the questions in the Questionnaire ( p.49 )

Give feedback, T can write some possible answers on the board so that weak Ss can follow

*Suggested answers: 1 How can we save paper?

- I think you should recycle used paper, newspapers

- Why don’t you use banana leaves for wrapping?

- Won’t you write on both sides of the paper?

2 How can we use fewer plastic bag?

- How about cleaning and reusing them?

- Why not use paper bags instead of plastic bags?

3 … reduce water pollution?

- It would be better if you don’t throw wastes and garbage into streams, lakes or river and even ocean

4 … prevent littering?

- I think we should put garbage bins around the school yard

- Why don’t you throw all garbage in waste bins

5 …… reduce air pollution?

- Can I persuade you to go to school by bike

- Why not use private vehicles less?

6 …… reduce the amount of garbage we produce?

- Won’t you try to reuse and recycle things

- We can bury or burn trash

* Ex3: Discuss the question “ What you do to

protect the environment”

- We can prevent littering by putting garbage bins along streets and in parks in cities

Group work

Group work

Group work

- We can reduce air pollution by banning ( cÊm ) cars and trucks from the city centers and limit the emmision ( sù th¶i ) of dangerous chemicals from industrial smoke stack ( èng khãi nhµ m¸y ); I think people should go to work by bus / tram ( xe ®iÖn ) or bike instead of cars or motorbikes

After finishing, each group speaks out beforeclass

Do exercises 1,2 ( WB ) LESSON PLAN ENGLISH 9

III/ Teaching aids: Sts' and teacher's book, pictures , radio.

Procedure

stages activities Work

arrangemen t

Warm up 1.Warm up: Crosswords: Fill in the suitable letters to

complete the verbs that match the words or phrases

following them All of the verbs are the harmful activities people do to environment

1

fields2

1 spray 4 spoil 7 pick

2 destroy 5 use 8 throw

Or: Check the previous lesson: - calls two Ss complete sentences:

- I think you should ………

- Why don’t you ……… ?

- Can I persuade you to ……… ?

- It would be better if you ……

Now you are going to listen to the speaking about factors ( nhân tố ) that cause ocean pollution

2 Pre – Listening:

a Pre- teach: New words

1 sewage (unc) [ su:id ]: nớc thải, nớc cống ( trans )

2 (to) spill: tràn, đầy ( visual )

3 (to) pump [ p^mp ]: bơm, đổ ( mime ) 4.(to) leak [ li:k ]: rò rỉ ( trans )

6 marine [ mơ’ri:n ](adj): thuộc biển ( trans ) ~ life: cuộc sống ở biển

7 deliberate [di’libơrơt ](adj): tính toán, chủ tâm ( trans )

* Checking: Matching

b Set the scene: Before listening to the speaking about factors ( nhân tố ) that cause ocean

pollution Let’s do T/F statement prediction

* Ex1: T/F statement prediction.

1 Most of the pollution comes from people

( … )

2 Many countries are worried about raw sewage flowing into the sea ( …… )

3 Little garbage is dropped into the sea ( …… )

4 Oil spill pollutes the water and kills marine life materials ( …… )

5 Waste from schools runs directly into the rivers ( )

6 Oil is washed from the sea ( …… )

3 While Listening:

Ss listen to the tape and check their prediction

Answer key:

1 – T 2 – F 3 – F 4 – T 5 – F 6 – F

Ss listen again and complete the notes ( P.50 )

* Ex2: Complete the notes- Listen ( p 50 )

Ss listen and complete individually first, then compare with their partner

T checks with the whole class / Ss read aloud Key: Secondly: garbage is……

Thirdly: …… come from ships at sea

Next: Waste materials come from factories

Finally: Oil is washed from the land

4 Post- Listening:

* Ex3: Talk about reasons that cause ocean

pollution ( work in groups )

1. Adjectives and adverbs:

Ss comment on the ways to form adverbs from adjectives

Adjective + ly = Adverb of manner

Adjectives can come in two places in a sentence

- Before a noun: a nice girl / new shoes

- After the verb: be, look, appear, seem, feel, taste, sound, smell, becom, get…

+ These shoes are new

+ That soup smells good

Adverbs normally go after the direct object

+ I read the letter carefully

- If there is no direct object, the adverb goes afterthe verb

+ She walked slowly

* Ex1: Complete the sentences- Language focus 1

( p.54 )

Ss pair compare T checks with the whole class

Answer key: a extremely b slowly c sadly

d happily e well

2 Adverb clauses of reason ( as, because, since )

Make sure Ss understand that all the three of these words can be used to give the reason

for an action or situation There are differences between them

a Because is generally used when the reason is the most important part of the sentence

the because - clause usually comes at the end

E.g People dislike because I’m handsome and

successful

b As and since are used when the reason is already well known or is less important than the rest of the sentence Since is a little more formal than as As and

since - clauses often begin the sentence

E.g As it was a public holiday, all the shops was shut.

* Ex2: Matching- Language focus 2 ( p 54 )

T writes each sentence on a card for them to dothe matching ( the action/situation to

the suitable reason and picture ) and then they add Because, Since or As

E.g

I’m tiredThe bus is late

I have a broken leg

T does one as an example: T – S1 ( Ss look at the pictures – p 54 )

T- I’m tired because / as / since I stayed up late watching TV

T- WC

Pair work

T- WC

T- WC

3 Adjective + that clause ( expressing feeling )

* Set the sence:

Ba Ba’s fatherDad! I got mark 9 on my test That’s wonderful I’m pleased that you’re working hard

Form: S + be + adjective + that clause complement

Adjectives of this type are: happy, glad, surprised, relieved, sad, disappointed, delighted,

amazed, pleased, excited, sorry, etc

E.g I am delighted that you can come

He was relieved that no one had been hurt

* Ex3: Complete the dialogue on p.55 ( Ss work in

pairs )

T checks with whole class

4 Conditional sentences: Type 1 ( Exercise 4 + 5,

P.56 )

* Ex4: Matching- L F 4 ( p 56 )

Let Ss do the matching in Exercise 4, P.56 individually, then pair compare

T checks with the whole class and elicits the form

of conditional sentences type 1

Form: If + clause, main clause

present simple future simple

If we pollute the water, we will have no fresh water

to use

* Ex5: Complete the sentences- L F 5 ( p 56 ) ( in

pairs first ) Then T checks with the whole class Some

Ss write them on the board

5 Homework:

1 Learn by heart the new words and write them

2 Do Exs 1; 2 ( p 41 )- workbook 3.Rewite all the exercises in language focus in your notebooks

Pair work

Individual

Pair work

LESSON PLAN ENGLISH 9

Pre-

reading

While-

reading

* Chatting: Asks Ss some questions about poetry.

- Do you like poetry?

- Which poet do you like best?

- Name some poems that are your favorite?

- Do you think it is easy to understand a poem?

- Have you ever read an English poem

? Do you understand it? Do you like it?

Now we are going to read the poem about the environment

a Pre- teach: New words

1 a junk-yard [ ‘d3^nkja:d ] (n): b·i phÕ th¶i ( exp-

a place where people store wastes )

2 a treasure [ ‘tre3¬ ](n): kho b¸u ( trans )

3 foam [ f¬um] (n): bät ( picture

4 a hedge [ hed3 ] (n): hµng rµo c©y xanh ( visual )

5 (to) litter: x¶ r¸c ( trans )

6 (to) save sb from doing sth cøu ai khái … ( exa- )

7 nonsense (n): ®iÒu v« nghÜa, lêi nãi phi lý ( trans )

* Checking: R O & R

b Set the scene: Two people are going on the picnic They are talking about the pollution

Let’s answer the following question

* Ex1: Open prediction:

What will happen to the world / to us if all the pollution goes on?

Ss write down 2 or 3 things, then compare with their partner

E.g - We will have no clean water to drink

- We will have more serious diseases

Post-

reading

prediction with the mother’s answers

Ss read the poem again and match in section

a ( P.51 )

* Ex2: Matching- Read a ( p 51 )

Key:

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

* Ex3: Answer the questions- Read b from 1 to

5 ( p 51 ) ( in pairs ) Answer key:

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 and her son

3 If the boy keeps on asking such question, his mother will take him home right away

4 No Because he’s right: If he throws the bottles that will be polluting the woods

5 The poets wants us to learn that everyone is responsible for keeping the environment

from pollution / stopping pollution (

keeping the environment unpolluted is a necessary and important thing because it'’

our living home with all of its treasure

6 In our school we can do something to minimize pollution by keeping it always clean and beautiful ( We can put the bins around the school yard Pick up the rubbish /

garbage and throw it into a trash bin Shouldnot litter … )

* Ex4: Discuss the answers to questions 6 in section

b ( P.51 ) ( work in groups )What could we do in our school / house to minimize pollution?

E.g - Clean our classrooms/school yard everyday

Throw trash into trash bins around the schoolyard

5 Homework:

1 Learn by heart the new words and write them

2 Write Ex4 up Rewite the answers in Read – b ( p 51 )

By the end of the lesson, Ss will be able to write a complaint letter

III/ Teaching aids: Sts' and teacher's book, poster

Procedure

arrangement Warm up

Pre-

writing

While-writing

* Single word dictation:

T dictates a list of words, Ss write them down, then find the connection between these words As soon

as they find the connection, they shout out the word

E.g throw away, waste paper, vegetable waste,

useless things, smell ( trash ) envelop, write, send, receive, stamp, post ( letter )

Today we are going to practice in writing a complaint letter

a Pre- teach: New words

1 complication [ k¬mpli’keiSn ](n): sù phøc t¹p / r¾c rèi ( trans )

2 ( to ) fine [ fain ]: ph¹t / ph¹t tiÒn ( trans / exp )

3 resolution [ rez¬’lu:Sn ](n): c¸ch gi¶i quyÕt ( trans )

4 refreshment [ ri’freSm¬nt ](n): sù nghØ ng¬i ( trans )

5 a frog [ frog ](n): con Õch ( visual )

6 a toad [ t¬ud ](n): con cãc

7 a fly [ flai ](n): con ruåi

8 (to) complain [ k¬m’ plein ] to sobody: than phiÒn / phµn nµn ( trans )

9 complaint (n): sù than phiÒn / phµn nµn ( from the verb )

10 (to) prohibit [ pr¬’hibit ]: ng¨n c¶n / ng¨n cÊm ( trans )

* Checking: R O & R

b Ordering: ( Ss work individually then

compare with their partners )

- Ss keep their books closed T provides Ss 5 sections of a complaint letter in random order:

a Action: talks about future action

b Situation: states the reason for writing

c Politeness: ends the letter politely

d Complication: mention the problem

e Resolution: makes a suggestion Answer key: 1 – b 2 – d 3 – e 4 – a 5

* Ex1: Reading and matching ( work in pairs )

Answer key: R – I would ……

T- Wc

Individual Pair work

Pair work

* Ex2: Answer the questions ( in pairs )

1 What do people do in the lake behind your housethese days?

( They begin to catch fish )

2 What makes you worried? ( They use electricity

to catch fish )

3 To whom do you write the letter to?

( We write to the head of the local authorities [ ‘l¬ukl o: thar¬tiz ]: ch/ quuyÒn ®/ ph )

4 What suggestion do you want to make? ( We suggest the local authorities should prohibit and fineheavily anyone using electricity to catch fish )

5 Any future plan you want to make? ( We look forward to seeing the protection of environment from the local authorities )

* Ex3: Write the complaint letter- Write b ( p 53 )

- Ss write the letter individually first then share with their partners

- T monitors and notes down the typical mistakes

animals such as frogs, 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

Sincerely

( Signature xxxxxxxx )

* Ss swap their letters, read and correct mistakes

T writes some typical mistakes on the board and elicits the correction from ss

1 Learn by heart the new words and write them

2 Write their letter in their notebooks

Unit 7: Saving energy

Lesson 1: Getting started & listen and read ( p 57 58 )

Presentation

*Getting started

T focuses Ss' attention on the second picture and asks some questions

1 Is the TV on? ( Yes, it is )

2 Who's watching TV? ( Nobody is )

3 What should we do to save energy?

( We should turn it off ) Then T asks Ss to look at the pictures and make

a list of things they could do to save energy

- turn off the faucets

- switch off the radio, the lights…

Today we learn the topic about saving energy

a Pre- teach: New words

1 enormous [ i’no:mơs ] (adj): khổng lồ, to lớn ( synonym- very much / very big )

2 (a) plumber [ ‘plAmơ ] (n): thợ sửa chữa đờng nớc ( picture )

3 (a) crack [ ‘kr k ] (n): vết nứt, gãy ( visual )

4 (a) dripping faucet = … tap [ driping ‘fo:sit ] (n):

vòi nớc bị rỉ nhỏ giọt ( picture )

5 water bill (n): hoá đơn tiền nớc ( realia )

* Checking: R O & R

b The dialogue ( p 57 )

* Set the scene: Mrs Mi is talking with her neighbor, Mrs Ha Mrs Ha looks very worried ( T uses the poster on the board to ask Ss to

do the exercise )

* Ex1: T / F statement prediction

1 Mrs Ha is worried about her water bill (……)

2 Mrs Mi gives Mrs Ha advice on how to save water (……)

3 Mrs Ha has checked the pipes in her house and found no cracks (……)

4 Mrs Ha suggests getting some tool to check cracks in pipes (……)

5 Mrs Mi suggests taking showers to save water One writes his prediction on the board

*Ss listen to the dialogue ( p 57 ) twice to correct Ex1

T- WC

T- WC

T- Wc

Pair work

* Ex2: Answer the questions ( pair work )

1 Why is Mrs ha worried? ( …… because her recent water bill is enormous )

2 How much money does Mrs Ha pay for her water bill? ( She pays 200,000 dongs )

3 What does Mrs Mi advise Mrs Ha to

do to save water? ( She advises her to take showers )

4 What exactly does she say? ( She says:

“ I suggest taking showers “ ) Model sentence: I suggest taking showers

* Concept check: - Meaning

- Form: suggest + V(ing)

- Use: Make suggestions

- Pronunciation

* Ex3: Substitution drill ( pair work )

Example:

S1- turn the light off before going out

S2- I suggest turning the light off before going out

1 watch only good programmes

2 reduce the amount of water you use

3 turn off faucets

4 turn off TV or radio when noone watch or listen

* Ex4: Discuss the topic “ What do you do to

save energy at home and at school? “ ( work in groups ) Then some groups speak out before class

Suggested answer: - To save energy at home and at school: I suggest…

+ taking a showers instead of a bath

+ turning off faucets after using + ………

1 Learn by heart the new words, the

model sentences and write them

2 Read the dialogue again

3 Rewrite Ex4 in your notebooks

Individual

Pair work

Pair work

Group work

LESSON PLAN ENGLISH 9

- Asks ss to compare their networks with the

Mrs Ha: I see Thank you

Ss have to find out other ways of making suggestions:

- I think you should take a showers

- Why don’t you take a showers?

- How about taking a showers?

- What about taking a showers

* Form: Ss read the form on p 58

Ss work in pairs to make and respond to suggestions about how to save energy using the expressions in the tables and pictures on P.58-59

* Ex1: Picture cue drill – Speak a ( p 58, 59 ) (

Team work

T- WC

Pair work

Ways of making suggestions

S2- OK

B tum down the gas fire / keep an eye on the gas fire while you are cooking

C tum off the fan when no one is there

D tum off the air conditioner and open the window

E tum off the lights before going out/ use either neon light or chandelier

F tum off the faucet before leaving / have the dripping faucet checked and repaired

G go by bicycle instead of motorbike

H go by bus

T checks with the whole class by using Noughts and Crosses with pictures A- H and aad 1

more picture

* Ex2: Noughts and crosses ( Ss work in groups )

* Ex3: Do exercise- Speak b ( 59 )

Ss work in groups of 4 to work out an action plan to save energy for their class / school /

families Example Exchange:

A I think we should turn off the lights and the fans before leaving our classroom

B That's a good idea

C Why don't we ask the students on duty to dothat everyday?

D Great ! Let's do that

3 Making suggestions: ( Language Focus 3- p.64)

do all the homework before going to class

- help them with their study

- make sentences with the new words *Review: ways to make and respond to suggestions

* Ex3: Make suggestions- Language focus 3 ( p.

Group work

Team work

Team work

How to help the poor? How to improve our English?

Home

work Example Exchange: S1: I suggest keeping our textbooks clean to

give to the poor children

S2: That's a good idea

T checks with whole class

1 Practice with your partners the ways to make suggestions and responds

By the end of the lesson, Ss will be able to know more about solar energy by

listening to the news on solar energy and use the connectives: and, but, because, or, so, therefore, however and some phrasal verbs: turn off, look for…., to make suggestions

III/ Teaching aids: Sts' and teacher's book, pictures radio

Procedure

ARRANGEMENT Warm up .*Jumbled words:

sag = gas cityceleirt = electricityloac = coal awert = water Group work

Ss practice reading in chorus.

Today we are going to listen to the news on solar energy Before listening, let’s find out some new words

a Pre- teach: New words

1 solar (adj) [ ‘sơulơ ]: thuộc hệ mặt trời ( exp- everything which is connected with the sun ) ~ energy (unc): năng lợng mặt trời ( trans )

2 (a) ~ panel (n): tấm kim loại để tiếp nhận năng lợng mặt trời ( picture )

3.(to) install [ in’stl ]: lắp đặt, thiết kế ( trans )

4 (to) store: lu trữ ( trans )

5 nuclear power (n) [ nju:’kliơ pauơ ]: năng lợng nguyên tử ( trans )

6 (an) effective source of power [ I’fektiv

‘so:sơv ‘pauơ ]: nguồn điện có hiệu quả (trans)

* Checking: Slap the board

b Set the scene: Before listening to the news

on solar energy Let’s do T/F statement prediction ( section a on p 60 )

* Ex1: T/F statement prediction- listen a

(p 60 )

Ss look at the statements ( 4a p.60 ), work

in pairs and guess One writes on the board

I think I hear1

2345

Ss listen to the tape twice, the fill in “ I hear

“ column One writes on the board

Ss listen to the tape again and check their prediction

Answer key:

1 – T 2 – F 3 – F 4 – T 5 – F

Then correct the false statements

2 Most of our electricity comes from the use

of coal, gas, oil or nuclear power

3 1% of the solar energy that gets to the Earth can provide enough power for the world’s population

5 They will be heat by solar energy in 2015

* Ex2: Fill in each blank with one word you

1 effective 2 pollution 3 countries

4 store 5 roof 6 instead

* Ex3: Brainstorming: Ss work in groups

Revision

and

practice

Homework

to discuss the topic

Why is solar energy a cheap, clean and effective source of power?

2 Revision and practice:

1. Connectives:

Review: helps Ss find out the difference(s) between + and / or- but

+ so - because + but - however + however- therefore

Ss work individually to complete the sentences in Language Focus 1, P.62- 63

• Ex1: Complete the sentences-

T asks Ss to make a list of verbs + prepositions:

- look for / after / out - go on

- turn on / off - listen to

- depend on - talk to …

* Ex2: Matching then complete the sentences- Language focus 2 ( p 63 )

Ss read out 5 verbs in the box

- Match the verbs with the pictures ( p 63 ) a- 1 b- 2 c- 4 d- 3 e- 5

- Complete the sentences:

a- look after b- go on c- turn on d- looked for e- turn off

LESSON PLAN ENGLISH 9

Reading for details about North American and European countries

save money and natural resources

Use an electricity bill and a water bill to chat to Ss

- What’s this? ( It’s a water bill… )

- How much is your family’s water bill? ( Ss answer )

- How much is your family’s electricity bill? ( Ss answer )

- Do you think it is enormous?

- Are your parents worried about that?

- Do you want to reduce the amount of electricity and water your family use?

- What should you do?

- Do you want to know how the people in other countries save energy?

a Pre- teach: New words

1 (a) consumer [ kơn’sju:mơ ] (n): ngời tiêu dùng ( exp- a person who buys goods sothat he will use himself )

2 (a) luxury [ ‘l^kSơri ](n): xa xỉ phẩm ( trans )

3 (a) labeling scheme [ ‘leibl ski:m ] (n): kế hoạch dán nhãn ( trans )

4 energy effciency: [ ~ I’fiSnsi ] (n): hiệu quả năng lợng ( trans )

5 (to) account for: chiếm ( trans )

6 (an) innovation [ inơ’veiSn ] (n): sự đổi mới, sáng chế mới ( trans )

7 category [ ketigơri ] (n): loại, hạng ( trans )

8 (a) bulb [ b^lb ] (n): bongs đèn tròn ( picture )

* Checking: What and where

b Predict the main idea of the passage:

* Ex1: Open prediction ( pairwork ).

Ss predict which statement is the main idea of the passage ( section a, P.61 )

* Ss read the passage and check their prediction

T checks with the whole class

T- WC

T- Wc

Pair work

Post-

reading

Homework

Key: 3 North American …

* Ex2: Answer the questions- Read b ( p 61 ) (

in pairs )

Ss read the passage again to find the information

to answer the questions in section b, P.61

1 Western consumers are interested in products that will not only work effectively but also 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 purpose of the labelling scheme is

to help consumers to know how efficient each model

is, compared with other appliances in the same category so that they can save money and energy

5 Suggested answer: We should save energy because by saving energy we can conserve (baá tån, b¶o vÖ [ k¬n’s¬:v ] ) the Earth’s resources

* Ex3: Discussion- Ss work in groups to talk about how people in different countries save energy.

- In Western countries

- In North America

- In Europe

- In Viet Nam

1 Learn by heart the new words and write them

2 Write Ex3 up Rewite the answers in Read – b ( p 61 )

Network: ( group work )

Pre-

writing

While-writing

Or: Jumbled words:

1 usm pu = sum up 4 diosl = solid

2 ioatnetnt = attention 5 fradt = draft ( b¶n dù th¶o )

3 aeidtl = detail Today we are going to practice in writing a simple speech

a Pre- teach: New words

1 (a) funtion [ ‘f^nkSn ](n): chøc n¨ng ( trans )

2 (to) sum up [ s^m ^p ]: tãm t¾t ( trans / exp)

3 (a) detail (n): chi tiÕt ( exp )

4 (a) speech [ spi:tS ](n): bµi diÔn v¨n, bµi nãi ( visual and exp )

* Checking: R O & R

b Questions: Ss read the table on p 61 in the

textbook, then answer the questions:

a How many parts are there in a speech?

b What are they?

- Ss’ answer

* Ex1: Matching- a ( p 61 ) ( Ss work in pairs )

- one St writes his / her prediction on the board

- T checks with the whole class

b What’s the function of the body?

c What’s the function of the conclusion?

* Ex2: Ordering- Write b ( p.61 ).

*Ss work individually to put each section in the correct order to complete a speech

*Ss pair compare

T asks Ss to label each section ( Introduction/ Body / Conclusion ) and focuses Ss' attention on the language functions in each part

- Introduce – 3

- Body – 2

- Conclusion – 1 *Questions:

a What’s professor Roberts going to tell?

b How can we reduce using too much gas?

c What will happen if we follow these simple rules?

* Ex3: Writing speeches- c ( p 62 )

Divide the class into 6 groups,

prepare for “ Saving energy in the kitchen “

Ss use the ideas in the callouts on P.62 and the model speech in write b to write their speech

*Possible speeches:

1 Reduce garbage:

Good morning, [ ladies and gentlemen ],

my name is …… and I’m going to tell you how to reduce garbage

Most of us use too much garbage every day You can reduce garbage by:

- collecting plastic bags

- not keeping solid waste with food waste

- putting different kinds of waste in different places

If you follow those simple rules, you will not only reduce garbage, but also keep the

environment cleaner

2 Reusing paper:

Good morning, [ my friends and my teachers ], my name is …… and I’m going to tell you

how to reuse paper

Most of us use too much paper every day You can reuse paper by:

- having a separate waste basket for waste paper

- keeping sheets with single printed page for drafting

If you follow those simple rules, you will not only reduce garbage, but also you will save money

3 Saving energy in the kitchen:

Hi, every body, my name is …… and I’m going to tell you how to save money

Most of us use too much electricity, especially in the kitchen You can reuse this amountby:

- turning off the lights before leaving the kitchen

- Preparing food carefully before turning on thestove

- keeping refrigerator door closed

If you follow those simple rules, you will not only save money, but also conserve the resource

*CORRECTION The groups that have the same topic compare their speech, correct the mistakes and improve their speech

- T hangs 3 posters on, then corrects

Whole class

1 Learn by heart the new words and write them.

2 Write down all of these speeches in their notebooks

LESSON PLAN ENGLISH 9

By the end of the lesson, Ss will be able to know more about the popular celebrations

in the world, and relative pronoun WHO, WHICH

III/ Teaching aids: Sts' and teacher's book, radio, pictures

Procedure

ARRANGEMENT Warm up

T asks Ss to look at the pictures on page

65 ( Getting started ) and to do matching the icons with the names of the celebration

Key:

1 – Easter 2 – Wedding 3 – birthday

4 – Christmas 5 – Mid- Autumn Festival

6 – Lunar New Year

a Pre- teach: New words

1 Easter [ ‘i:stơ ] (n): lễ phục sinh ( trans )

2 Passover [ ‘pA:s,ouvơr ] (n): lễ quá hải ( lễ vợt qua ) ( của ngời Do Thái )( trans )

3 ( to ) occur [ơ’k3: ]: xảy ra ( synonym- (to) take place / (to) happen )

4 Jewish [ dzu:iS ]( adj ): ngời Do Thái, thuộc về Do Thái ( trans )

5 slavery [ ‘sleivơri ]( unc ): sự nô lệ ( picture )

6 (a) parade [ pơ’reid ] (n): cuộc diễu hành,

đám rớc ( picture )

* Checking: Slap the board

b Listen and Read ( p 65, 66 )

* Set the scene: The passage we are going to listen to is about some celebrations in Vietnam and in the world Guess: How many festivals are

T- WC

Pair work

T- WC

T- WC

Production

described in the passage?

Ss listen to the tape ( books closed ) to find the answer to the pre-question

Ss read the passage individually and find the information to complete the table on P.66

* Ex1: Grids ( p 66 )

Ss pair compare T checks with the whole class

T focuses Ss' attention on relative clauses inthe following sentences

* Concept check: - Meaning

- Form and Use:

Relative pronouns who, which

+ Who – Which: replace the pronoun

+ Who is used for people, which is used for things

* Ex2: Join each pair of sentences together to

make one sentence, using Who or Which

1 He picked up the book lt was on the desk

2 He's the person He wanted to buy your house

3.The children broke my window They live in the next street

4.The TV programme was very sad I watched it last night

* Ex3: Introduce the celebrations: Tet –

Passover – Easter ( group of three ) ( using the table on p 66 ) ( some Ss introduce before the class )

Everyone in Vietnam feels happy on Tet Holiday

S2- Passover is the festival in Israel and allJewish people celebrate it Passover occurs

in late March or early April On the first or second nights of Passover, Jewish families

eat a special meal called the Seder

Individual

T- WC

Pair work

Group work

Passover celebrates freedom from slavery

S3- Easter is celebrated in many countries

It happens in late March or early April On Easter Day, people crowd the streets to watch colorful parades They give children

chocolates and sugar eggs if they are good

1 Learn by heart the new words, the model

sentences and write them

2 Read the passage again

3 Rewrite Ex2 and Ex3 in your notebooks

LESSON PLAN ENGLISH 9

Help ss practice in speaking to give and respond to compliments

Practice listening to the song Auld Lang Syne and filling in

the missing words

II/ Objective:

By the end of the lesson, Ss will be able to give and respond to compliments

III/ Teaching aids: Sts' and teacher's book, radio, pictures

Procedure

ARRANGEMENT Warm

up * Divide the class into 2 teams Call one student Back to the Board:

from each team to the front They have to

it stand with their backs to the board T writes the Team work

mention the word on the board Their partner has to listen and guess what kind of

festival it is The one who can guess correctly and more quickly will be the winner

E.g T writes the word “ Easter “ on the board

Ss may say: - young children can receive chocolate or sugar eggs on this occasion

- this festival happens at the same time as Passover, etc

a Pre- teach: New words

1 (a) compliment [‘komplim¬nt ] (n): lêi khen ( situation )

2 (to) compliment sbd on sthg [………ment ]:

khen ( from the noun )

3 ( to ) nominate [‘nomineit ]: ghi danh, chän (trans )

4 charity [‘tS…r¬ti ] (n): lßng tõ thiÖn, héi … ( exp- kindness in giving help to the poor )

5 (a) charity program: ch¬ng tr×nh tõ thiÖn

b Revision : T elicits from Ss ways to give and

respond to compliments ( give a situation or the thing: What‘ s this? ……? )

- How beautiful your dress is

- Excellent ! lt’s very good / kind / nice / etc of you to say so

- That's interesting Thank you / Thanks / thanks a lot

Today we are going to practice in giving and responding to compliments

* Set the scene: Trang has won the first prize in the English speaking contest

What does Mai say to compliment Trang?

And what does Trang respond?

Mai- Well done, Trang.

Trang- Thanks.

* Ex: Picture – word cue drill ( pair work )

Ss use the situations on P.66- 67 & some more situations to practice giving and responding to appropriate compliments

* Suggested :

+- Your partner has just bought a lovely hat

- Your partner’s hand writing is very beautiful

- Your partner has made a lot of progress in speaking Englis

- Your partner is very good at arranging flowers

- Your partner has a beautiful photograph, etc.

- Hoa made an excellent report on saving energy (

That’s an excellent report, Hoa!

- Lan got high mark of Maths ( Well done – It’s very kind of you to say so ) + Ba has just won the school swimming championship

* Ss write down the dialogues they have just made

up into their notebooks

*Listen ( p 68 )

a Pre- teach: New words

1 Auld Lang Syne [ o:ld leng zain ](n): tên một bài hát = The Good Old Days

2 an acquaintance [ ơ’kweintơns ] (n): sự quen biết

3 trusty [ ‘tr^sti ] (adj): đáng tin cậy

* Checking: R O & R

b Set the scene: Before listening to the song, Ss

read the song individually and guess what word to fill in each gap and write in “ I think “ column

* Ex1: Prediction

One writes on the board

I think I heara

bcde

* Ss listen to the tape twice, the fill in “ I hear “ column One writes on the board

Ss compare with their partner ( pairwork )

Ss listen to the song again to check if they have done correctly

T checks with the whole class

1 Learn by heart new words and write them

2 Do Exs in the workbook

Individual

T- WC

T- Wc Individual

Whole class

Whole classindividual

LESSON PLAN ENGLISH 9

Period :