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Week 20 - Period 38
Date of preparing: 10/01/2021
Date of teaching:…./01/ 2021

Unit 6: The environment
Lesson :Speak + Listen
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able persuade their partners to
protect the environments
2. Competence: Cooperation, persuading their partners to protect the environments .
3. Behaviour: Ss are aware of protecting the environments.
II. Teaching aids: posters, book, cassette, projector…
III. Procedure:
Teacher’s activities
1. ACTIVITY 1 (WARM-UP) (5’)
a. Aim: Set the scene, lead students to the

Students’ activities

main part of the period.
b. Content: Active words and structures
c. Outcome: Ss’ understanding, ability of
using the words and structures
d. Organization:

- The student will answer the

question:

- Give some ideas on subboard and ask Ss to
tick T or F (Subboard)
Which actions to protect the environment?
2. ACTIVITY 2: PRESENTATION (15’)
a. Aim: Students can memorize some new
words
b. Content: pre-reading (vocabulary, set the
scene)
c. Outcome: students can read and write the
new words
d. Organization:

- Students pay attention to the

a.Pre-teach Vocab

teacher

prevent (v): ngăn chặn, phòng chống

- Listen and repeat.

(transl) /pri'vent/ (prevent O from Ving)

- Copy the new words in their
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reduce (v): giảm (example) /ri'du:s/ (recycle,
reuse)
wrap (v): bọc

notebooks
- Repeat all the words

(mime)

faucet (n): vòi nước (pictrure) /'fɔ:sət/
leaf (n) – leaves (pl): lá

(realia)

- Listen and repeat

dissolve (v) : phân huỷ /dizɔ:lv/

* Form.

do harm to : có hại tới

What/ how about + V- ing

keep O adj

I think you should

raw sewage (n): nước thải chưa qua xử lí


Won’t you

pump(v):bơm, đổ

It would be better if you

drop (v): rơi xuống, bỏ

+

Can I persuade you to

oil spill (n): sự tràn dầu

Why don’t you

waste material (n): vật liệu phế thải

Why not
* Use: Express persuasion

* Checking: R . O .R

- Individual work

b. Structure
- Give a banana leave, a paper, a plastic bag
and ask :
? Should I use paper to wrap food


- Read aloud

? Should I use a banane leave? Why?
- Give dialogue on subboard
- Ask Ss to call out the expression of

-

persuasion

Practise asking and answering.

* Possible answers.

3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students to speak and listen
about enironment problem.
b. Content:

b. Save plastic bags, clean and
reuse them.
c. Don’t throw waste and garbage
into streams, lakes and even oceans.

- answer the questions in the questionaire.

d. Discard/ throw garbage in waste

- listen fill the note


bins.
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c. Outcome: ss can do the task correctly
d. Organization:

e.Use fewer private vehicles and
don’t release pollutants into the air.

- Ask Ss to complete the expressions in the
box with the idea cues given.

f.Try to reuse and recycle things.
-The secretary writes down the

.Eg: I think you should use banana leaves to
wrap food instead of plastic or paper

opinions in her/his group
- After finishing, the Ss give it to the

- Ask Ss to read out one of their sentences.
- Get feedback

teacher
Take note


Questionaire.
- Let Ss work in pairs to answer the questions
in the questionaire.

- Repeat in chorus
- Repeat individually

- Give feedback, teacher can write some

- Copy

possible answers on the board so that weak Ss
can follow.
* Eg: a.How can we save paper?
- I think we should recycle used paper,
newspapers.
- Control and correct
- Ask Ss to listen to the CD twice or three
times and check their predictions
Answer key:
1 a, 2 b, 3 a, 4 c, 5 a
Ask Ss to listen fill the note

- Work individual to predict

- Ask Ss to write the correct answers on board
- Control and correct mistakes.
4. ACTIVITY 4: APPLICATION (5’)
a. Aim: Stundents apply the knowledge about
environmental protection they learnt in

practice
b. Content: Discussion
3

- Share with their partners


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c. Outcome: knowledge about environmental

- Listen and check individual

protection
d. Organization:

- Share with their partners

Discussion:
- Divide the class into four groups
- Have students discuss the question:

*Answer keys

“What do we do to protect ocean?”

+ Secondly: garbage is...

- Learn by heart vocabulary.

+ Thirdly:....come from ships at the


- Write the answers to the questionaire in the

sea.

notebook.

+ Next: Waste materials come from
factories.
+ Finally: Oil is washed from the
land.
Work in group

Week 20 - Period 39
Date of preparing: 10/01/2021
Date of teaching:…../01/ 2021

Unit 6: The environment
Lesson 3: Read
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to understand a poem
about the environment and memorize some new words in the poem.
2. Competence: Cooperation, understanding a poem about the environment.
3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids: Pictures, posters, book, cassette, projector…
III. Procedure:
Teacher’s activities

1. ACTIVITY 1 (WARM-UP) (5’)
a. Aim: Set the scene, lead students to the

Students’ activities

main part of the period.
b. Content: Active words and structures
c. Outcome: Ss’ understanding, ability of
using the words and structures
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d. Organization:
- T invites one student to stand up and answer
- The student will answer the
some above questions
- Explains the meaning of the word “poetry” if question:
necessary.
+ Do you like poetry?
+ Which poetry 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?

+ Yes, I do/ No I don’t
+ I like…..best.

+ Some of my favorite poems
are…..
+ I think it’s difficult/ easy to
understand a poem.
+ Yes, I have. I have ever read the
poem named…../ No, I haven’t.
+ Yes, I do/ No, I don’t.
+ Yes, I do/ No, I don’t.
- Listen and open their books.

- Introduces the new lesson: Today we are
going to read a poem about the environment.
2. ACTIVITY 2: PRESENTATION (15’)
a. Aim: Students can memorize some new
words
b. Content: pre-reading (vocabulary, set the
scene)
c. Outcome: students can read and write the
new words
d. Organization:
* Pre-reading
a.Vocabulary:
- Junk yard /jʌnk jʌd/ (n): bãi rác thải

- Students pay attention to the
teacher

(explanation: a place where people store

- Listen and repeat.


wastes)
- treasure /'trezə/ (n): kho báu (translation)

- Copy the new words in their
notebooks
- Repeat all the words

valuable things
- hedge /hedʒ/ (n): hàng rào (visual)
- nonsense /nʌnsens/ (n): vô nghĩa
(translation) something silly or stupid
- foam (n): bọt (picture)
- Teacher writes each new word on the board
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then say aloud
- Asks students to repeat, then explains the

- Come to board and write and pay

meaning of the words with the method of

attention when teacher gives

translation/ visual
* Checking vocabulary: Rub out and


feedback.

remember
b. Pre questions
- Give students questions and ask them to

- Listen to the teacher’s instruction

answer before reading the poem.
* Set the scene:
Two people are going on the picnic. They are
talking about the pollution.
Questions:
a) Who are the people in the poem?
b) What are they talking about?
- Have students work in pairs to guess the

- Guess the answers
- Listen

answers.
3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students understand the poem,
do the exercise a & b
- Aware of bad effects of pollution and
raise awareness of environmental protection
b. Content:
a.Matching (Subboard)
b.Comprehension questions
c.Discussion

c. Outcome: ss can do the task correctly
d. Organization:
* While- reading:
- Have students read the poem and check their
answers.
Questions:
a) Who are the people in the poem?
b) What are they talking about?

- Read and check
* Answer key:
a) The mother and her son.
b) They are talking about the
environment/ the pollution.
- Ask students to practice asking and
answering the questions in pairs.

a. Matching (Subboard)
- Match
- Have students practice guessing the meaning
- Students work individually
of the words by matching each word in
- Try to memorize the new words
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column A with an appropriate explanation in
column B.
A

1. junk

B
a. a row of things forming a

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

fence.
b. people
c. a piece of land full of

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

- Work in pairs to answer 6

rubbish.
d. a flow of water
e. mass of bubbles of air gas
f. valuable or precious things
g. reaches of state of.

b. Comprehension questions
- Show 5 questions (from 1-6) on p51.

- Get students to work in pairs to answer the
questions.
1. According to the mother, what will happen

questions and write down in their
notebooks.
* 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

of the pollution goes on?
2. Who does the mother think pollute the
environment?
3. What will happen to the boy if he keeps on

not her or her son.
3. If the boy keeps on asking such
questions, his mother will take him

asking his mother such questions?
4. Do you think the boy’s question is silly

home right away
4. No. Because he is right; if he

(line 9-10)? Why not?

5. What does the poet want us to learn about

throws the bottles that will be

keeping the environment unpolluted?

polluting the woods.
5. The poet wants us to learn that
everyone is responsible for keeping
the environment from pollution.

c. Discussion:
- Divide the class into four groups
- Have students discuss the question:
“What could you do in your school/ house to

Expected answers:
- Always put the trash in the waste
basket.
- Carry the recycled bag to go
shopping instead of plastic bags

minimize pollution?”
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- Invites some students stand up and give their - Walk or go to school
- Reuse bottles and cans or bring
answers

- Gives feedback
them to the recycling factories
4. ACTIVITY 4: APPLICATION (5’)
a. Aim: Stundents apply the knowledge about
environmental protection they learnt in
practice
b. Content:
- Apply in practice
c. Outcome: knowledge about environmental
protection
- Copy the homework in their
d. Organization:
- Writes the homework on the board
notebooks
Homework: Learn by heart vocab and write 5
things that they have to do to keep the
environment unpolluted.
- Asks students to do it at home by the 8th
January

Thanh khê, ngày 14/ 1/ 2021
TTCM:
Bùi Thị Nhiên.

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Week 20 - Period 39

Date of preparing:
10/01/2021
Date of teaching:……………

Unit 6: The environment
Lesson 4: Write
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to write a complaint letter
2. Competence: Cooperation, self- study, writing a complaint letter.
3. Behaviour: Ss have right attitude in protecting the environment
II. Teaching aids:
1. Teacher: Subboard
2. Students: Book, notebook
III. Procedure:
Teacher’s activities
1. ACTIVITY 1: WARM-UP (5’)
a. Aim: Set a friendly environment and review

Students’ activities
- Greet
- Answer teacher’s questions

the previous lesson
b. Content: Greet, check attendance and check
the knowledge of protecting the environmen
c. Outcome: knowledge of environmental
protection

d. Organization:
- Greets
- Ask Ss what they can do to minimize the

Expected answers:
- Always put the trash in the waste

pollution.
- Check their grammar and pronunciation

basket.
- Carry the recycled bag to go shopping
instead of plastic bags
- Walk or go to school
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- Reuse bottles and cans or bring them
to the recycling factories
- Clean the streets, roads where we live

2. ACTIVITY 2: PRESENTATION (10’)
a. Aim: Students can memorize some new
words
b. Content:
- Vocabulary
- Ordering
- Reading & matching
c. Outcome: memorize and write the new

words, ability of reading comprehension
d. Organization:
1. Pre- writing
a. Pre-teach Vocabulary(5ms)
- complain (v): phàn nàn
(translation) /kəm'plein/
complaint (n)
complication (n): điều phàn nàn /
kəmplə'keiʃən/
- resolution (n): (translation) /rezə'luʃən/
- float (v): trôi , nổi (picture) /fləut/
- prohibit (v): cấm ( translation) (O + not to
V) /'prɒhəbit/
* Checking vocabulary: Rub out and Remember
b. Ordering(4ms)
- Ask them to keep their books closed
- Provide students five section of a complaint

- Read and put the letters in the correct
order
* Answer key:
1-b
2-d
3-e
4-a
5-c

SCRAP

letter (with their definitions) in random order on

sub board
- Get them to put the sections in a correct 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.
c. Reading and matching(8ms)
- Have students 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
10

* Answer key:
Dear Sir/Madam
R

I would suggest your company
to tell your drives to clear up all
the trash on the ground before

S

leaving.
I am writing to you about the
short stop of your trucks around
my house on their way to the



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sections of the letter are not in the right order.
Label each section with the appropciate letter:
S, C, R, A or P
- Ask students to work in pairs.
- Give feedback:
Teacher gives ideas if necessary.
- Let students read the production 6b on page

A

you and seeing good response
C

from your company
When the trucks of your
company have a short break on
the streets around my house, the

53.
- Explain the excercise
- Ask some questions to make sure the students

drives have left lots of garbage
on the ground after their

know what there have to do
* Questions (subboard)
a. What do people do in the lake behind your
house these days?

(They begin to catch fish)
b. What makes you worried?
(They use electricity to catch fish)
c. To whom do you write the letter to?
(We write to the head of the local authorities)
d. What suggestion do you want to make?
(We suggest the local authorities should prohibit

North
I look forward to hearing from

refreshment. When the trucks
leave the place, the ground is
covered with trash and few
minutes later there is smell and
P

flies.
Sincerely,
Tran Vu Nhat

and fine heavily any one using electricity to
catch fish).
e. Any future plant you want to make?
( We look forward to seeing the protection of
environment from the local authorities)
3. ACTIVITY 3: PRACTICE
a. Aim: students can master the steps to write a
complaint letter
b. Content: write a complaint letter

c. Outcome: students can write a complete
letter
d. Organization:
While - writing
- Ask students to write the letter individually.
- Move around and help weak sts (explain new

- Students write the letter with the

words)

teacher’s help if necessary.
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- Copy typical mistakes
Post- writing
* Sample:
- Asks ss to write a letter to the head of the local Dear Mr. President.
I am writing to you about the catching
authorities to complain about the way of
of fish of many people in the lake
catching fish in the lake behind the house.
- Then call 1-2 students come to the board to
behind my house.
I am very worried because they use
write
- Then checks their composition
electricity to catch fish. After a short

4. ACTIVITY 4: APPLICATION
a. Aim: students can master the steps to write a
complaint letter
b. Content: write a complaint letter
c. Outcome: students can write a complete

time, they leave the lake; a lot of small
fish die and float on the water surface.
I would suggest the local authorities
should prohibit and fine heavily anyone
using this way of catching fish. I look

letter

forward to hearing from you and seeing

d. Organization:

the protection of environment from the

- Ask ss to complete letter in their notebooks.

local authorities.
Sincerely,

- Learn by heart how to write a complaint letter
- Rewrite this letter in your notebook

- Students copy homework and do it at


- Prepare the next lesson ( Language focus )

home

Ngày
Ký duyệt của tổ chuyên môn

tháng
năm 2020
Ký duyệt của BGH

Week 21
Date of preparing: 18/01 / 2021

Unit 6: The environment
Lesson 5: Language Focus
Subject: English 9; Class: 9A, 9B

Date of teaching: 26/01 / 2021

Time: 1 period

Period 41

I. Objectives:
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1. Knowledge: By the end of the lesson, Ss will be able to do all the exercises using

these grammar items.adjectives, adverbs of manner, adverb clauses of reason,
conditional sentences - type 1.
2. Competence:communicative competence, linguistic competence, cooperative
competence, self-study competence.
3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids:
- Teacher: lesson plan, textbook, poster
- Students: textbooks, new
III. Procedure:
1. Activity 1: Warm up (6)
(warm up/ check up/ setting the scene)
a. Aims:Set the scene, lead students to the main content of the period.
b. Contents:Adverbs of manner
c. Outcome: b. slowly, c. sadly, d. happily,

e. well.

d. Organization:
Teacher’s activities
Students’ activities
- Elicits from Ss: How can you form an - Pay attention
adverb of manner?
Formation: adj + ly = adverb of manner
Use: to modify the verbs
Position: right after the verb or verb phrase
Language Focus 1
- Asks Ss to change the adjectives in the box - Work in pairs
into adverbs
- Gets feedback and corrects


- Read out the answers

- Asks Ss to fill in the gaps with the adverbs

- Work individually

above
- Gets feedback and corrects
Answer key
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b, slowly

d, happily

c, sadly
e, well
2. Activity 2: Presentation (6')
a) Aims:Sts understand Adverb clauses of reason and do exercises.
b) Contents: because/ as/ since
c) Outcome: I was broken leg as/ since/ because/.....
d) Organization:
Teacher’s activities
Adverb clauses of reason:

Students’ activities

because/ as/ since

- Elicits from Ss:

- Pay attention

Ba is tired. He stayed up late watching TV.
- Asks Ss to combine the two sentences
Ba is tired because he stayed up late watching
TV.
main clause

adverb clause of reason

- Explains some more: We can use as/ since
instead of because
Language Focus 2
- Gives instructions: Join the pairs of sentences - Pay attention
together using because/ as/ since.
- Runs through all the pictures and word cues

- Work individually

- Asks Ss to do the exercise

- Write the answers on the board

- Gets feedback and corrects
3. Activity 3: Practice (17')
a. Aims:Sts understand Adjective + that clause,etc... and do exercises.
b. Contents:Form: S + be + adj + that S + V/ be...
Noun clause


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c. Outcome: a. That’s wonderful. I’m pleased that you are working hard, etc...
d. Organization:
Teacher’s activities
*Adjective + that clause

Students’ activities

- Sets the scene to introduce the structure: - Pay attention
Ba: Dad! I got mark 9 on my test.
Mr Ha: That’s wonderful. I’m pleased
that you are working hard.
Form: S + be + adj + that S + V/ be...
Noun clause
- Explains some more about the structure
*Language Focus 3
-

Gives

instructions:

Complete

the - Pay attention


dialogues using the words in brackets
- Asks Ss to do the exercise

- Work in pairs

- Gets feedback and corrects

- Call out the answers

* Conditional Sentences
Model Sentences
- Elicits the model from Ss:

- Pay attention

If we work hard, we’ll make this beach a
clean and beautiful place again.
Concept check
Form: If S + V(s/es), S + will + V...
(if clause)

(main clause)

Conditional Sentence: Type 1
Use: to talk about a real condition in the
present.
*Language Focus 4
- Gives instructions: match each half- - Pay attention
15



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sentence in column A with a suitable one
in column B to make

meaningful

sentences.
- Asks Ss to do the exercise

- Work individually

- Gets feedback and corrects

- Call out the answers

Answer key
1-e

3-c

2-a

4-d

5-b

*Language Focus 5
-


Gives

instructions:

Complete

the - Pay attention

sentences using the words in brackets.
- Models: in the book
- Asks Ss to do the exercise

- Work individually

- Gets feedback and corrects

- Call out the answers

4. Activity 4: Application (16')
a.Aims:Do a 15-min test, do exercise again and make 3 sentences with grammar,...
b.Contents: Circle the best option ..... Rewrite each sentence below ......, etc...
c.Outcome: 1-C , 2-B, 3-A, 4-C, etc...
d.Organization:
Teacher’s activities
*15-minute test (15’)

Students’ activities

- Hands out the papers and asks Ss to do - Do the test
the test

*Homework (1’)
- Write all the exercises in your Ex-book - Take notes
and make 3 sentences with grammar.
- Prepare the new lesson: Unit 7/ Getting
Started + Listen and Read: new words,
the ways of saving energy
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15-minute test
Test A

I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
A. good

B. best

C. well

2. __________ water can directly do harm to people’s health and kill fish.
A. pollute

B. polluted

C. pollution

3. I switched the TV off ____________ no one was watching it.

A. since

B. so

C. but

4. They provided him ...................... a lot of food and drinks.
A. for

B. to

C. with

5. I’m very surprised __________ Vietnam won Australia in the U23 Championship.
A. if

B. that

C. so

II. Rewrite each sentence below so that it has the same meaning as the first one. (5
points)
1. Tuan got up late, so he didn’t have time for breakfast.
=> As ............................................................................................................................
2. Work hard and you will get good grades.
=> If ..............................................................................................................................
3. Unless it rains this weekend, I will go on a picnic with my classmates.
=> If ..............................................................................................................................
4. Go to bed early or you will get up late tomorrow.
=> If ..............................................................................................................................

5. Nam plays football skillfully.
=> Nam is .....................................................................................................................
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Answer key
I. Circle the best option to complete each sentence. (5 points)
5 x 1 = 5 points
1-C

2-B

3-A

4-C

5-B

II. Rewrite each sentence below so that it has the same meaning as the first one. (5
points)
5 x 1 = 5 points
1. As Tuan got up late, he didn’t have time for breakfast.
2. If you work hard, you will get good grades.
3. If it doesn’t rain this weekend, I will go on a picnic with my classmates.
4. If you don’t go to bed early, you will get up late tomorrow.
5. Nam is a skillful football player.
----------------------------------------------------------------Test B
I. Circle the best option to complete each sentence. (5 points)

1. Lan speaks English very ____________.
A. fluently

B. best

C. good

2. Water ____________ is one of the many problems that we have to solve.
A. pollute

B. polluted

C. pollution

3. No one was listening to the radio, ___________ I turned it off.
A. since

B. so

C. but

4. They provided a lot of food and drinks ___________ him.
A. for

B. to

C. with

5. I’m proud __________ my team has won the first prize of the competition.
A. if


B. so

C. that

II. Rewrite each sentence below so that it has the same meaning as the first one. (5
points)
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1. Do all your homework or you will be punished by the teacher.
=> If ..............................................................................................................................
2. Unless he starts at once, he won’t finish his work on time.
=> If ..............................................................................................................................
3. Nam and Tuan play football skillfully.
=> Nam and Tuan are ....................................................................................................
4. Study hard and you will pass your entrance exam.
=> If ..............................................................................................................................
5. It was a beautiful day, so we had a picnic on the river bank.
=> Since ........................................................................................................................
Answer key
I. Circle the best option to complete each sentence. (5 points)
5 x 1 = 5 points
1-A

2-C

3-B


4-A

5-C

II. Rewrite each sentence below so that it has the same meaning as the first one. (5
points)
5 x 1 = 5 points
1. If you don’t do all your homework, you will be punished by the teacher.
2. If he doesn’t start at once, he won’t finish his work on time.
3. Nam and Tuan are skillful football players.
4. If you study hard, you will pass your entrance exam.
5. Since it was a beautiful day, we had a picnic on the river bank.
----------------------------------------------------------------------

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DẠY HỌC THEO CHỦ ĐỀ
Tên chủ đề: SAVING ENERGY
Cơ sở hình thành chủ đề: Basing on UNIT 7: SAVING ENERGY
Thời gian dự kiến: 5 tiết
- Tiết 42: Getting Started + Listen and Read
- Tiết 43: Speak + Listen
- Tiết 44: Read
- Tiết 45: Write + Language Focus 1-2
- Tiết 46: Language Focus 3 + Project
A. Objectives
1. Language Focus:

By the end of the theme, Ss will be able to:
- use vocabulary to talk about saving energy.
- know more about solar energy.
- use connectives and phrasal verbs.
2. Skills: Listening, speaking, reading, writing skills
3. Attitudes: Ss are interested in the topic and know how to save energy.
4. Competencies: communicative competence, linguistic competence, cooperative
competence, self-study competence.
B. Project
- write a paragraph or make a poster on how to save energy
C. Tiến trình thực hiện chủ đề:

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Week 21
Period 42
Date of preparing:18 / 01/ 2021

THEME: SAVING ENERGY
Lesson 1: Getting Started + Listen and Read

Date of teaching: 28/ 01/ 2021

Subject: English 9;

Class: 9A, 9B

Time: 1 period

I. Objectives:
1. Knowledge: vocabulary to talk about saving energy.
By the end of the lesson, Ss will be able to understand the dialogue and talk about
the ways to save energy.
2. Competences:communicative competence, linguistic competence, cooperative
competence, self-study competence.
By the end of the lesson, Ss will be able to understand the dialogue and talk about
the ways to save energy.
3. Behavior: Students are interested in saving energy.
II. Teaching aids:
III. Procedure:
1. Activity 1: Warm up (7')
(warm up/ check up/ setting the scene)
a.Aims: Answers some questions to understand how to save energy.
b.Contents:Questions: Is the TV on?+ Who’s watching TV?etc...
c.Outcome:Tudents' answers
d.Organization:
Teacher’s activities
Warm up: Getting started

Students’ activities

- Asks Ss to look at the pictures in the book
- Asks Ss some questions so that they can
understand the pictures:
+ Is the TV on?
+ Who’s watching TV?
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- Answer (WC)



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+ Who’s listening to the radio?
+ Is the light still burning?
+ What happens to the faucets?
+ Should we turn the TV off?
+ What should we do to save energy?
- Asks Ss to discuss what they could do to
save energy?

- Work in pairs

- Gets feedback and corrects

- Call out the answers

- Introduces the lesson: Today you are going - Pay attention
to learn about how to save water.
2. Activity 2: Presentation (8')
a.Aims:Sts learn some vocabulary about saving energy.
b.Contents: Vocab:a water bill,a plumber , etc.../ T or F,...
c.Outcome:Vocab:a water bill,a plumber , etc.. Call out the guesses.
d.Organization:
Teacher’s activities
Pre-teach

Students’ activities

a water bill (realia): hoá đơn tiền nước


- Repeat in chorus

a plumber (e.g):

thợ sửa ống nước

- Repeat individually

a crack (realia):

vết nứt, gãy

- Copy

enormous = huge:

to lớn, khổng lồ

(to) drip (picture):

nhỏ giọt, rỉ nước

- Work in groups of 5

Checking the vocab: Slap the board
True/ False Prediction: Section b- Page - Pay attention
58
- Sets the scene: Mrs Mi is talking with her
neighbor, Mrs Ha. Mrs Ha looks very - Guess

worried. Now work in pairs and guess about
the conversation between them.
- Asks Ss to guess which statements are true
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and which are false.
- Writes some guesses on the board.

- Call out the guesses

3. Activity 3: Practice (20')
a.Aims: Understand the dialouge and answer the questions, etc...
b.Contents:T/F, Comprehension Questions, Roleplay, etc...
c.Outcome:T, T, F,... Because her most recent water bill is enormous, etc....
d.Organization:
Teacher’s activities
Students’ activities
- Gets Ss to listen to the tape and check their - Listen twice
predictions

- Call out the answers

- Gets feedback and corrects
Answer key
1. True

4. False


2. True

5. True

3. False
Comprehension Questions: (Poster)

- Work in pairs

- Asks Ss to read the dialogue again and answer the
following questions
a. Why is Mrs Ha worried? (Because her most
recent water bill is enormous)
b. How much money does she pay for her water
bill? (She pays 200,000 dong)
c. What does Mrs Mi advise Mrs Ha to do?
(She advises Mrs Ha to get a plumber to
check her water pipes and to reduce the
amount of water by taking showers and
turning off faucets after use)
d. How much water can be wasted a month by a
dripping faucet? (500 liters of water)
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- Call out the answers


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- Gets feedback and corrects
*Production

Roleplay
- Asks Ss to practice the dialogue

- Work in pairs

- Calls on some students to practice before the class - Practice before the class
- Gives feedback and corrects Ss’ pronunciation
Discussion
(Integrating environmental education)
- Asks Ss to discuss the topic:

- Work in groups of 4

What do you do to save energy at home and at
school?

- Say what to do to save energy

- Calls on some Ss to present their discussion
- Gives feedback and corrects
4. Activity 4: Application (10')
a.Aims:Sts can talk about how save energy at home and at school, etc...
b.Contents: discuss the topic: What do you do to save energy at home and at school?
etc...
c.Outcome: Talking how save energy at home and at school, etc...
d.Organization:
Teacher’s activities
Discussion

Students’ activities


- Asks Ss to discuss the topic:
What do you do to save energy at
home and at school?

- Work in groups of 4

- Calls on some Ss to present their
discussion

- Say what to do to save energy

- Gives feedback and corrects
* Homework
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- Learn the new words by heart
- Write about what you can do to save - Take notes
energy in your Ex book
- Prepare the new lesson: Unit 7/ Speak +
Listen: new words, ways of saving
energy

Duyệt giáo án ngày: 25/ 01/
2021.
Tụ trng kí duyệt

Phạm Trọng Điệp


Week 22
Period 43
Date of preparing: 24 /01/2021
Date of teaching:

THEME: SAVING ENERGY
Lesson 2: Speak and Listen
Subject: English 9; Class: 9A, 9B
Time: 1 period

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to make and respond to
suggestions about saving energy and know more about solar energy.

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