Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
Planning date: January 12
th
2009
Period 37
Unit 6: the environment
Lesson 1 Getting started + Listen and read + L.focus 2
A. Aim: By the end of the lesson, students will be able to know some vocabulary
about environment problems and conditional sentence type 1
1, Teaching aids: - posters, tape.
2, Ways of teaching: - pair work, individual
B. Procedures::
I. Warm up: - Greetings * Brainstorm:
- Hang on the pictures on p.47
- Let Ss to look at them and ask them question:
What make our environment polluted?
- Elicit the words/ phrases from Ss through the pictures above and get them to repeat.
- Ask them to match the words/ phrases to the pictures.
- Ts correction.
II. Pre teach vocabulary:
Deforestation:(n) sự tàn phá rừng (explanation)
Garbage dump:(n) đống rác (picture)
Dynamite fishing:(n) việc đáng bắt cá bằng thuốc nổ (picture)
Spraying pesticides:(n) việc phun thuốc diệt sâu bọ (picture)
Sewage: (n) nớc thải (translation)
Disappointed: (adj) thất vọng (explanation)
- Checking vocabulary: What and where
III. Presentation:
- T. uses the pictures above to elicit the environment cleaning activities that Ss often do
in their school/ neighborhood.
Ex: - cleaning the schoolyard/ roads.

- planting trees....
- collecting the garbage.....
- Ask Ss read the text on p.47 to compare.
IV. Practice:
1. Matching:
- Ask Ss to read out the text.
- Ask them to do Ex.1 on p.48
- Get Ss go to the board and match.
- Check the answer with the whole class.
* Answerkey:
Năm Học: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
1/ Matching:
1.f; 2.e; 3. b; 4. a; 5. c; 6. d
2. Answer questions:
- Let Ss to read the text again then answer the questions on p. 48
- Work in pair.
- Ask some pairs to answer.
* Answer key:
1/ The speaker is Mr. Brown
2/ They are voluteer conservationists
3/ They are on the beach
4/ They are going to clean the beach.
5/ Ss’ answer
6/ Ss’ answer
- Modal sentence:
If they work hard, they will make the beach clean.
- T. introduces the conditional sentence type 1
* Form: If + S + V
(s,es)

, S + will + V.
- Ask Ss to give an example
- Ex: If you work hard, you will pass the exam.
- Language focus 2:
Adverb clause of reason ( as/ because/ since)
- Ask Ss to look at the pictures and combine two sentences in to one using as/ because/
since
* Ex: Ba is tired because he stayed up late watching TV
V. Production:
Activities Mr. Brown and the volunteer are going to do
Mr. Brown does The volunteer do
- Hang on the poster on board.
- Ask Ss to look at the table then complete them.
- Work in groups.
- Ask Ss to write on board.
VI. Homework: - Learn by heart vocabulary
- Do exercise 1 in workbook.
- Prepare for “ Speak + L.F 4,5”
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
Planning date: January 15
th

2009
Period 38
Unit 6: the environment
Lesson 2 Speaking + L.focus 4,5
A. Aim: By the end of the lesson, students will be able to persuade their
friends to protect the environment.
1, Teaching aids: - posters, tape.

2, Ways of teaching: - pair work, individual
B. Procedures::
I. Warm up: - Greetings
- Ask Ss a question:
What do you do to protect the environment?
- Ss answer: + plant more trees
+ collect papers, bottles, bags to recycle....
II. Preteach vocabulary:
- energy (n) : năng lợng (example)
- (to) wrap : bọc, bao bọc (mime)
- leaf (n) : lá (realia)
- (to) dissolve : phá huỷ (translation)
- (to) prevent : ngăn chặn, phòng chống (visuals)
- (to) avoid : tránh (explanation)
- faucet (n) : vòi nớc ( picture)
- Checking vocabulary: What and where.
III. Pre speaking:
* Hang the poster on board to present language functions of persuading somebody
to do something on p.49.
- Let Ss to look at this then choose the expressions of persuading.
- Why dont you travel by bike?
- Lets go to the beach
- Id like you to come to class on time.
- I think you should wear a uniform when going to school.
- It would be better if you stay in bed for a few days.
- Why dont you put waste paper in to the dust bin?
- Have Ss open their books and look at the yellow part on p.49 to study
expressions.
* Model:
Năm Học: 2008 - 2009

Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
S
1
: I think. It would be better if we use banana leaves to wrap food.
S
2
: Why?
S
1
: Because plastic bags are very hard to dissolve and we can save paper, they will
cause pollution, and if we use less paper, we can save trees in the forest. That how
can we save the environment.
III. While-speaking:
- Ask Ss to use cues in the pink box on p.49 to make up similar dialogue.
- Ask Ss to work in pairs
- Ask 6 pairs to present in front of the class
- T. corrects mistakes.
IV. Post-speaking:
* Discussion:
- Let Ss to look at the questionaire on p.49.
- Run through.
- Ask Ss work in group of 6 Ss to answer these questions above.
- One group goes to the board to present their ideas. If the others have different
ideas, they can persuade the group to agree with what they think.
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 bags?
- How about cleaning and reusing them?

- Why not use paper bags instead of plastic bags?
* Language focus 4,5:
- Conditional sentence (Type 1)
* model sentence: If we use less paper, we can save trees in the forests
* Form: If + S + V
(s,es)
, S + will/ can … + V
(bare)
+ …
- Ask Ss to do exercise at page 56.
* Answer key: L.F 4: 1-e; 2-a; 3-c; 4-d; 5-b.
V. Homework: - Learn new words
- Do exercise 2-3 (workbook)
- Prepare for “Listen + L.F 1-3”
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
Planning date: January 16
th
2009
Period 39
Unit 6: the environment
Lesson 3 Listening + L.focus 1,3
A. Aim: By the end of the lesson, Ss will be able to listen to the report on
how our ocean are polluted and complete the form given.
1, Teaching aids: - posters, tape, pictures
2, Ways of teaching: - pair work, individual
B. Procedures::
I. Warm up: - Greetings
- Hang on the pictures on p.47 on board.
- Let Ss to look at them then elecit.

+ pullution: noise, air, land, water.
+ water: lakes, streams, rivers, seas, oceans.
- How is the ocean is polluted?
II. Pre-listening:
* T/ F statements prediction:
No Statements T F
1 People pump raw sewage directly into the sea.
2 Every year, ships drop about 16 billion tons of garbage into the
sea.
3 Oil spills from ships do not kill marine life
4 Factories let waste materials run into the rivers.
5 Oil which is washed from the land does not pollute the ocean
- Hang on the poster on board.
- Have Ss read the statements and guess which one is true or which one is false.
- Write Ss’guess on board.
III. While-listening:
1. Checking Ss guess:’
- Open tape (twice)
- Let Ss to listen to the tape then check.
- Ask to share with their friends.
- Open tape again
- Ss listen again and correct
- Answer key: 1. T 2. F 3. F 4. T 5. F
2. Gap fill (with answer key)
- Get Ss to look at the table on p.50 – read and find suitable words to complete
the table
- Run through.
- Open tape
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u

- Ss listen and fill in the table.
- Ask Ss to compare with their partner.
- Call Ss to go to the board to fill in the table.
How the ocean is polluted
Firstly: Raw sewage is pumped directly into the sea.
Secondly: Garbage droped in to the see
Thirdly: Oil spills come from ships at sea
Next: Waste materials come from factories
Finally: Oil is washed from the land
- Correct mistakes
IV. Post-listening:
* Dicussion:
- Let Ss look at the chart above then discuss with their friends how the ocean is
polluted.
- Work in group of 6.
* Language focus 1:
- Ask Ss to change the adjectives in to adverbs. Then use the adverbs to complete
the sentences
Adjectives Adverbs
Extreme extremely
Good
Happy
Sad
slow
* Language focus 3: complete the dialogues. Use the words in blankets
V. Homework:
- Do exercise: 4 (workbook)
- Prepare for “Read.”
N¨m Häc: 2008 - 2009
cars ships land

raw sewage garbage waste marerialoil
ocean pollution
people
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
Planning date: January 16
th
2009
Period 40
Unit 6: the environment
Lesson 4 Reading
A. Aim: By the end of the lesson, Ss will be able to understand
a poem about the environment
1, Teaching aids: - text book, posters,
2, Ways of teaching: - pair work, individual
B. Procedures::
I. Warm up: - Greetings
- Ask Ss some questions?
Do you like poetry?
Have you ever written a poem in English?
What was it about?
Was it about environment?
II. Preteach vocabulary:
treasure (n) : kho báu (example)
stream (n) : suối, dòng nớc (visuals)
junk yard (n) : bãi phế thải (explanation)
foam (n): bọt (picture)
mass (n) khối, đống (traslation)
(to) minimize : làm giảm thiểu (translation)
-Checking vocabulary: Rub out and Remember.
III, Pre reading:

- Pre-questions
- Have Ss to work in pairs to guess to answer the following questions:
How many peole are there?
Who are the people in the poem?
Where are they?
Whats the poem about?
- Ask Ss to work in pairs to guess the answer.
IV. While-reading:
- Let Ss read the poem on p.51
- Ask Ss to read out the poem and check their prediction
- Let Ss look at this then match each word in column A to an approriate
explanation in column B.
Năm Học: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
- Run through.
- Ask Ss to go to the board and match. - Correct mistakes and read.
A B
1/ junk-yard
2/ end up
3/ treasure
4/ foam
5/ stream
6/ hedge
7/ folk
a/ a row of things forming a fence
b/ people
c/ a piece of land full of rubbish
d/ a flow of water
e/ mass of bubbles of air or gas
f/ valuable or precious things

g/ reach a state of
Answer key: 1-> c 2-> g 3-> f 4-> e 5-> d 6-> a 7-> b
- Comprehension questions : (lucky numbers)
1 2 3 4 5 6 7 8 9
LN a e LN b f c d LN
* Questions:
a/ Who does the mother think pollute the environment?
b/ According to the mother, what will happen if the pollution goes on?
c/ What will happen to the boy if he keeps on asking his mother such questions?
d/ Do you think the boy’s question (line 9-10) is silly? Why (not?)
e/ What does the poet want us to learn about keeping the environment un
polluted?
f/ Is this poem interesting?
IV. Post-reading:
* Dicussion:
a/ Do you like the mummy in the poem?
b/ What could you do in your school/ house to minimize pollution?
c/ Should we keep the environment in our school clean?
- Work in group of 6. - Ask them write their answer on a poster.
- Call each group stick their poster on board.
- Class check and correction.
V. Homework: - Learn by heart vocabulary.
- Do exercise 4,5 (workbook)
- Prepare for Write.
Planning date: Febraury 12
th
2009
Period 41
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu

Unit 6: the environment
Lesson 5 Writing
A. Aim: By the end of the lesson, Ss will be able to write a complaint letter
1, Teaching aids: - text book, posters,
2, Ways of teaching: - pair work, individual
B. Procedures::
I. Warm up: - Greetings

II. Vocabulary:
- complication (n) : điều phàn nàn (translation)
- resolution (n) : giải quyết vấn đề (explanation)
- (to) prohibit: ngăn cản, ngăn cấm (situation)
- (to) complain: phàn nàn (mime)
- (to) float: trôi, nổi bồng bềnh (picture)
- Checking vocabulary: Slap the board.
III. Pre writing :
- Give Ss some questions:
Have you ever written a letter to head of a company?
What do you often write on the top of the letter?
What do you often write at the end of the letter?
How many sections does the complaint letter have?
- Ask Ss to look at violet box on p.52.
- Explain to Ss a complaint letter has five sections:
1. Situation: states the reason for writing.
2. Complication: mentions the problem.
3. Resolution: make a suggestion.
4. Action: talks about future action.
5. Politeness: ends the letter politely.
- Get Ss to read the letter on p.52 then order the letter following five sections above.
* Answer key:

a/ Ordering the letter:
S: I am writing to you about the short stop of your trucks around my house....
C: When the trucks of your company have a short break on the streets aroud
my house...
R: I would suggest that your company should tell your drivers to clear up all
the trash....
A: I look forward to hearing from you and seeing good response from your company.
P: Faithfully,
- Ask sts to answer- correct mistakes.
IV. While-writing:
- Ask Ss some questions to make sure the Ss know what they have to write.
What do people do in the lake behind your house these days?
Năm Học: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
- They begin to catch fish.
 What make you worried?
- They use electricity to catch fish.
 To whom do you write the letter to?
- We write to the head of the local authorities.
 What suggestion do you want to make?
- We suggest the local authorities should prohibit and fine heavily
anyone using electricity.
 Any future plan you want to make?
- We look forward to seeing the protection of environment from the
local authorities.
- Ask Ss to write the letter individually following five sections above.
- Ask Ss to share with their friends.
- Ask Ss to present their letter in front of the class
- Ask Ss to liten and find mistakes (if there is one).
b/ Suggested letter

Dear Mr. President,
I am writing to you about the problem of fish catching 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, and even birds have also die from electric shock waves.
I would suggest the local authorities should prohibit and punish 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,
V. Homework: - Learn by heart vocabulary.
- Complete the writing.
- Prepare for Unit 11: Getting started –
Listen and read.


Unit 6: the environment
Period 6/42: Language focus
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
A. Aim: By the end of the lesson, students will be able to use structures:
- Adjectives + that clause.
- Conditional sentence type 1; “adjectives and adverbs, adverb clause of
reason (as, because, since) to do exercises.
 Teaching aids: - posters.
 Anticipated problems:
B. Content:
I. Warmer: - Greetings
* Pelmanism:


(1) (2) (3) (4) (5)

(a) (b) (c) (d) (e)
Instruction: - Prepare 10 cards with numbers on one side and the adjectives (5 cards),
adverbs (5 cards) on the other side.
- Make sure the adjectives and adverbs are mixed up. Stick the cards on the board so
sts can only see the number. Dvide class into two teams and ask them to choose two
numbers.
- Turn the cards over and see if they match -Ex: happy-> happily, give them one mark.
If not, turn the cards over again and ask the next team to choose nunbers. Continue
untill all cards are finished.
II. Revision:
1. Advreb clause of reason with: “since, because, as”
- Hang on the picture on p.54 and let sts to look at this and ask?
 How does he feel? - He is tired.
 Why? - Because he stayed up late last night.
- Write sentence on board: He is tired because he stayed up late last night.
- Explain sts the function of because and other words for because: “since, as”.
2. Adjective + that clause:
- T’instruction: I’m pleased that you are working hard.
- Let sts to look at the sentence then give the form (T explains the function if
necessary).
* Form: S + be + adjective + that clause.
3. Conditional type 1:
- Give an example: If we pollute the water, we will have no fresh water to use.
- Let sts to look at the sentence above then give the form.
* Form: If + S + V(present), S + will + V(bare).
III. Practice:
1. Exercise 1: p.54.
- Ask sts to use the adverbs at the pelmanism then fill in the sentences.

- Work individually.
- Ask sts to answer and correct.
2. Exercise 2: p.54.
- Hang on the pictures on p.54 on board and ask sts to look at them.
N¨m Häc: 2008 - 2009
extreme good happy sad slow
slowly sadly extremely well happily
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
- Run through all the pictures.
- Ask them join the pairs of sentences together using adverb clause of reason: “
because, as, since”.
- Work individually.
- Ask them to share with their friends.
- Ask them to go to the board and write down their answers.
3. Exercise 3: p.55.
- Get sts to look at exercise 3 on p.55 then use structure: Adj + that clause with words
in the brackets to complete the dialogue.
- Pair work.
- Ask sts to answer and correct.
4. Exercise 4:p.56
- Hang on the poster about exercise 4 on board.
- Ask sts to look at them then match each half-sentence in column A with a suitable
one in column B.
- Ask sts to go to the board and match and correct.
5. Exercise 5: p.56.
- Have sts to look at the book at Ex.5 on p.56.
- Ask them to comple the sentences using the words in brackets with conditional type
1.
- Model: If we go on littering, the environment will become seriously polluted.
- Ask them to compare with their friends.

- Call sts to write on board and correct mistakes.
IV. Homework:
- Prepare for Unit 7: Getting started + Listen and read.
V. Remarks:
* Answer key:
Exercise 1: a/ extremely b/ slowly c/ sadly d/ happily e/ well
Exercise 5:
c/ If we plant more trees along the streets, we will have more shade and fresh air.
d/ If we use much pesticide on vegetables, the vegetables will become poisonous and
inedible.
e/ If we keep our environment clean, we will live a happier and healthier life.


Planning date: 30/01/2007
Teaching date: 31/01/2007
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u

Test 15 minutes
A. Aim: - Check sts’knowledge
B. Topic:
I. Complete the sentence. Using adverbs in the box:
weekly well carefully hurriedly extremely
1. Tom is a careful student. He learns ----------
2. Jana is a good cook. she can cook ----------
3. The lesson is ----------------------- important.
4. Would you like to read this ------- newspapers?
5. The man ----------------- walked to the station.
II. Make sentences from the words and phrases provided:
1. If/ homework/ not be / long and difficult/ I/ finish/ on time.

-> -----------------------------------------------------------------------------
2. We/ can/ not go/ a walk/ because/ it/ rain/ heavily.
-> -----------------------------------------------------------------------------
3. His parents/ be happy/ as/ he/ get/ good job.
-> -----------------------------------------------------------------------------
4. If/ I/ win/ this competition/ I/ give/ the award/ to/ the unlucky/ people.
-> ----------------------------------------------------------------------------
Answerkey
I. 4 points.
1. carefully
2. well
3. extremely
4. weekly
5. hurriedly
II. 6 pionts.
1. If the homework isn’t long and difficult, I will finish on time.
2. We can not go for a walk because it rains heavily.
3. His parents are happy as he gets a good job.
4. If I win this competition, I will give the award to the unlucky people.


Planning date: Febraury 13
th
2009
Period 42 :
Unit 7: Saving energy
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
lesson 1 : Getting started + Listen and read + Language focus 2
A. Aim: By the end of the lesson, students will be able to understand the contend

of the dialogue about the ways to save energy.
1, Teaching aids: - posters, pictures, tape.
2, ways of working : - pair work, group work
B. procedures:
I. Warm up: - Greetings
* Chatting:
- Hang on the picture on p.57 on board.
- Get Ss to look at this and ask the questions.
? What room is it?
? Is there anybody in the room?
? Is the TV on?
? Are the lights on?
? How about the water?
? What can/ should we do to save energy?
- Ask Ss to look at the picture then discuss with their friends to make a list of things
the family could do to save energy.
II. Pre teach vocabulary:
- enormous (adj): khổng lồ, to lớn (synonym)
- plumber (n): thợ sửa chữa đờng nớc (example)
- crack (n): vết nứt, gãy (visuals)
- faucet (n): vòi nớc (realia)
- pipe (n): ống nớc (visuals)
- (to) drip: nhỏ giọt, rỉ nớc (picture)
- Checking vocabulary: Slap the board.
2. T/ F statements prediction:
- Give Ss a situation: Mrs. Ha is talking to his neighbor, Mrs.Mi and Mrs. Mi looks
very worried.
- Ask Ss guess about conversation between them.
- Hang on the poster on board.
- Let Ss to look at this and predict which statements are true or which statements are

false.
- Write Ss guess on the board.
N
o
Statements T F
1 Mrs.Ha is worried about her water bill.
2 Mrs.Mi give Mrs.Ha advice on how to save water.
3 Mrs.Ha has checked the pipes in her house and found no cracks.
4 A plumber is a person who repairs electric appliances.
Năm Học: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
5 Mr. Robinson suggests taking showers because they can save water
III. Reading:
- Ask Ss to read the text
- Checking Ss’prediction:
- Ask Ss read the dialogue on p. 57 in pairs to check their predictions.
- Open tape - Ss litten.
- Have Ss correct false statements.
* Answerkey:
1, 2, 5: T
3. F: Mrs. Ha has checked the pipes in her house.
4. F: A plumber is a person who repairs water pipes.
* Comprehension questions: ( Lucky numbers)
- Explain Ss how to play this game. - Devide class in to two teams.
? When do you get a mark? - Answer correctly a question.
? When don’t you have to answer? - Get a lucky number.
* Questions:
a/ Who is talking to Mrs. Mi?
b/ Why is Mrs. Ha worried?
c/ How much money does Mrs. Ha pay for her water bill?

d/ What does Mrs.Mi advice Mrs.Ha to do?
e/ How much water can be wasted a month by a dripping faucet?
f/ Who can help Mrs. Ha to find a crack in the pipes?
IV. Production:
* Language focus 2( P. 63)
- Ask Ss to complete the sentences. Use the right tense form of the phrasal verbs in the
box and the pictures.
* Answer key: a, Look after b, Go on c, turn on d, Look for e, turn off
V. Homework: - Learn new words
- Do exercise 1-2
- Prepare for Speak + Language focus 3

Planning date: Febraury 18
th
2009
Period 43 :
Unit 7: Saving energy
lesson 2 : Speaking + Language focus 3
N¨m Häc: 2008 - 2009
1- c 2 - LN 3- e 4 - a 5 - f
6 - b 7 - LN 8 – d 9 LN
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
A. Aim: By the end of the lesson, students will be able to make and respond to
suggestions.
1, Teaching aids: - posters, pictures.
2, ways of working : - pair work, group work
B. procedures:
I. Warm up: - Greetings
* Kim’game:
- Have sts look at the poster of things dealing with activities in free time (for 20

second) on p. 59 and try to remember as many activities as possible.
- Divide class into two groups.
- Put away the posters and ask sts to go to the board and write the names of the
activities they’ve just seen from memory. The group having the most right English
words is the winner.
II. Pre-speaking:
- Review the different ways of making suggestion.
- Using picture A to set an example of making suggestion:
+ I think we should turn off the faucet.
+ I suggest fixing the faucet.
- Ask Ss to give out different ways of making suggestion.
Suggestion Response
I suggest + V-ing ....
I think we should ....
Shall we ....?
Why don’t we ....?
How about + V-ing ....?
What about + V-ing ....?
Let’s + infinitive
Ok.
That’s a good idea.
All right.
No. I don’t want to.
I prefer to ....
Let’s ....
- Ask Ss to give some examples.
III. While-speaking:
* Activity one:
- Have Ss to look at the pictures at Ex.3(a) on p.59.
- Run through all the pictures.

- Ask them to look at the pictures the make suggestions and responses using the form
above.
- Work in pairs.
- Ask 7 pairs to perform.
- T gives feedback.
* Activity two:
- Let Ss to look at the pictures at Ex.3(a) again to make suggestions about how to save
energy at home.
- Model: Why don’t we turn off the lights before leaving rooms.
- Work in pairs.
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
- Call some pairs to read out.
- Correct mistakes.
* Answerkey:
Ex.3(:a):
B. I think we should turn off the gas cooker.
I suggest turning off the gas cooker.
C. I think we should turn off the electric fan.
I suggest turning off the electric fan.
D. I think we should turn off the TV.
I suggest turning off the TV.
E. I think we should turn off the light.
I suggest turning off the light.
G. I think we should go by bike instead of motorbike.
I suggest going by bike instead of motorbike
IV. Post-speaking:
* Language focus 3 (P. 64):
- Remind Ss that after “suggest” we can use “that clause”
- Devide class into two groups A and B.

- Group A discuss the topic in 3(a) on p.59: “What do you do to help the poor in the
neighborhood of your school?” using stucture: suggest + V-ing.
- Group B discuss the topic in 3(b) on p.59: “Giving suggestions that help your friend
to improve his/ her English” using the stucture: suggest + that clause.
- Model: ? What do you do to help the poor in the neighborhood of your school?”
+ Collect some money.
+ Collect unused clothes.
+ Organized a show to raise money.
- Ask a volunteer from each group to show their ideas before class.
- Give feedback.
IV. Homework: - learn by heart the way to make suggestion
- Prepare for Listen.



Planning date: Febraury 19
th
2009
Period 44 :
Unit 7: Saving energy
lesson 3 : Listening
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
A. Aim: By the end of the lesson, students will be able to kow more about solar
energy by listening.
1, Teaching aids: - posters, pictures.
2, ways of working : - pair work, group work
B. procedures:
I. Warm up: - Greetings
II. Preteach vocabulary

- solar (adj): thuộc về mặt trời (explanation)
- solar panel (n): tấm kim loại để tiếp nhận năng lợng mặt trời (picture)
- nuclear power (n): năng lợng hạt nhân (translation)
- (to) install: lắp đặt, cài đặt (translation)
- Checking vocabulary: What and where.
III. Pre- listening:
* T/ F statements prediction:
N
o
Statements T F
1 Solar energy can be cheap and clean.
2 Most of our electricity now comes from nuclear power.
3 The solar energy that gets to the Earth cant provide enough power for
the worlds population.
4 Solar energy can be used on cloudy days.
5 All buildings in Sweden will be heated by solar energy in 2050.
- Hang on the poste on board.
- Ask Ss look at this and read then guess which one is true or which one is false.
- Write Ssguess on board.
IV. While-listening:
- Ask Ss to listen to the tape (twice)
- Ss listen again and check their prediction
- Get Ss to correct the false statements.
* Answerkey:
a/ T/ F:
1, 4: T
2: F: Most of our electricity comes from the use of coal, gas, oil or nuclear power.
3: F: 1% of the soler energy that gets to the Earth can provide enough power for the
worlds population.
5: F: They will be heated by solar energy in 2015.

( tape transcript is in the teachers book)
- Gap fill:
- Ask Ss to look at (b) on p.60.
- Ask them to listen to the tape again and fill in each blank with one word you hear.
- Let them listen to the tape then check.
- Ask Ss to share with their friends.
Năm Học: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
- Call Ss go to the board to fill in the gaps.
- T. corrects mistakes
* Answer key:
1/ effective
2/ pollution
3/ countries
4/ store
5/ roof
6/ instead
IV. Post-listening:
* Discussion:
- Work in groups then answer the questions.
? What kinds of energy can be used nowadays?
? What is solar energy?
? Can we use solar energy on rainy/ cloudy days?
? Do you want to use solar energy? Why?
- Ask Ss to answer and correct.
V. Homework: - Learn by heart vocabulary.
- Do exerxice 2-3
- Prepare for Read.



Planning date: Febraury 26
th
2009
Period 45 :
Unit 7: Saving energy
lesson 4 : Reading + Language focus 1
A. Aim: By the end of the lesson, Ss will be able to kow more how
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
North American and European countries save money and natural
resources.
1, Teaching aids: - posters.
2, ways of working : - pair work, group work
B. procedures:
I. Warm up: - Greetings
- Ask sts some questions:
? How much is your familys gas bill?
? What should we do to save energy?
II. Pre-reading:
1. Vocabulary:
- luxurious (adj): lộng lẫy, sang trọng (explanation)
- efficiency (ạd): hiệu suất cao, hiệu quả (translation)
- consumer (n): ngời tiêu dùng (synonym)
- category (n): loại, hạng (situation)
- household: hộ gia đình (translation)
- Checking vocabulary: What and where.
2. Pre-questions:
- Give Ss some questions:
? Do people in Western countries think electricity, gas and water are luxury?
? Do they want to save electricity?

? What do they do to spend less on lighting?
- Ss discuss with their friends then predict.
III. While-reading:
1. Checking Ss prediction:
- Get Ss read the text on p.60-61 then check their predictions.
- Ask Ss to read out.
2. Main idea of the text:
- Ask them to look at (a).
- Run through
- Ask them read the text again then choose the main idea of the text.
- Work individually.
- Ask Ss to answer and correct.
- Answer key:
North American and Europeancountries are instead in saving money
and natural resources.
3. Lucky numbers:
- Explain Ss how to play this game. - Devide class into two teams.
? When do you get a mark? - Answer correctly a question.
? When dont you have to answer? - Get a lucky number.
* Questions:
a/ What are Western consumers interested in?
b/ Lucky and number.
Năm Học: 2008 - 2009
1(g) 2(h) 3(c) 4(d)
5(a) 6(e) 7(f) 8(b)
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
c/ What can we do to spend less on lighting?
d/ Lucky and number.
e/ Mrs.Jones uses only two ordinary bulbs and she pays US$8 for lighting. How much
will she pay if she uses two energy-saving bulbs instead?

f/ What is the purpose of the labeling scheme?
g/ why should we save energy?
h/ Lucky and number.
* Answerkey:
2/ Lucky number:
a/ Western consumers instead in products that will not only work effetively but also
save money.
c/ They can use energy-saving bulbs instead of ordinary 100 watts bulbs to spend less
on lighting.
e/ She will pay US$2. Because these bulbs use a quater of the electricity of standard
bulbs.
f/ The labeling scheme help the consumers know how energy efficient the household
appliances are.
g/ Because when we save energy, we will save money and conserve the
Earth’resources.
IV. Post-reading:
* Discussion:
- Get Ss work in groups to answer question:
? What do you do to save electricity at home?
- Ask each group to give own idea.
* Language focus 1 P.62-63.
- Ask Ss to give out the connectives that they have learnt.
Ex: and, or, therefore, however, because, but …
- Ask Ss to use the connectives to fill in the gaps to complete the sentences
V. Homework: - Learn new words
- Prepare for Write.


Planning date: Febraury 26
th

2009
Period 46 :
Unit 7: Saving energy
lesson 5 : Writing
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
A. Aim: By the end of the lesson, Ss will be able to write a speech about
saving energy.
1, Teaching aids: - posters.
2, ways of working : - group work
B. procedures:
I. Warm up: - Greetings -
Ask Ss some questions:
? What’s a speech?
? How many parts are there in a speech?
? What are they?
II. Pre-writing:
* Matching:
- Hang on the poster on board.
- Ask Ss look at this then match each part of speech in column A to a suitable function
in column B.
A B
Part of speech Function
1. Introduction a/ summing up what you have said
b/ getting people’s attention and telling them what you are
going to talk about
c/ giving details in easy-to-understand language
2. Body
3. Conclusion
- Ask Ss go to the board to match and correct.

- Explain Ss a speech usually has three parts: Introduction, Body, Conclusion.
* Answer key: 1,b 2,c 3,a
III. While-writing:
1. Ordering:
- Have Ss look at the book on p.61-62.
- Run through.
- Ask them to put the sections in (b) on p.61-62 in the correct order to form a speech.
- Call Ss read out and correct.
* Answer key: 3 – 2 – 1
2. Writing speeches-Exhibition:
- T. presents three topics of writing (exercise c)
- Elicit from Ss following topics.
- Devide class into three groups.
- Ask each group to a speech about one of these topics.
Group 1: Reduce garbage
Group 2: Reusing paper
Group 3: Saving energy in the kitchen
- Work in group.
* Suggested writing:
*Reduce garbage
N¨m Häc: 2008 - 2009
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
Good morning, ladies and gentlement, my name is Ba and I’m going to tell you how to
reduce garbage.
Most of us use too much garbage everyday. 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.

IV. Post-writing:
- Have a volunteer from each group present his/ her group’s speech before class.
- Correct their mistakes.
- Give feedback.
V. Homework: - Prepare for Language focus.


Planning date: 26/02/2007
Teaching date: 27/02/2007
Unit 7: Saving energy
Period 6/48: Language focus
N¨m Häc: 2008 - 2009
Giáo án anh 9 - Lê văn H ng - Tr ờng THCS Mỹ Châu
A. Aim: By the end of the lesson, students will be able to revise structures
making suggestions and connectives and know some more phrasal
verbs vocabulary.
Teaching aids: - posters.
Anticipated problems:
B. Content:
I. Warmer: - Greetings and or
* Brainstorming:
? Ask sts to think of connectives so
that theyve learnt?
- Get sts go to the board and write down
- Explain: therefore, however.
- Ex: He is only 17 years old and therefore not eligible to vote.
II. Presentation:
1. Matcching:
A B
- turn on

- turn off
- look for
- look after
- go on
- chăm sóc
- tìm kiếm
- tắt
- tiếp tục
- mở (bật)
- Hang on the poster on board.
- Ask sts look at this and match.
- Ask sts go to the board to match and correct.
2. Making suggestion:
- Give examples:
- He suggests that I should save energy = He suggests saving energy.
- Ask sts look at sentences above then give the form.
Form: S + suggest + V-ing
S + suggest + (that) + S + should + V(bare)
Use: To make suggestion.
III. Practice:
* Activity one: p.62-63
- Ask sts look at exercise on p.62-63.
- Let them complete the sentences using the correct connectives.
- Work individually.
- Call sts answer and correct.
* Activity two: p.63
- Hang on the pictures on p.63 on board and ask them look at pictures.
- Rub through all words in the box.
- Have sts use the right tense form of the phrasal verbs in the box and pictures to
complete the sentences.

- Ask them share with their friends.
- Get sts go to the board to write their answers.
Năm Học: 2008 - 2009
connectives
Gi¸o ¸n anh 9 - Lª v¨n H ng - Tr êng THCS Mü Ch©u
* Activity three: p.64
- Let sts look at exercise 3 on p.64.
- Ask sts read the situations at ex.3 then make suggestions.
- Work individually.
- Ask sts read out.
- Correct mistakes.
IV. Homework: - Prepare for Test.
V Remark:
* Answerkey:
* Activity one: p.62-63
a/ and
b/ but
c/ because
d/ Therefore
e/ or
f/ so
g/ and
h/ However
* Activity two: p.63
1/ look after
2/ go on
3/ Turn on
4/ looked for
5/ turn off



Planning date: Febraury 27
th
2009
Period 47: Test 45’
A. Aim: - Check students’ knowledge.
B. Topic:
N¨m Häc: 2008 - 2009