Giáo án Tiếng anh 9 Học kỳ II

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UNIT 6: THE ENVIRONMENT

I. Aims:

Học sinh có thể:

- Đọc lấy thông tin về làm sạch môi trường, đọc hiểu bài thơ về môi trường.

- Thuyết phục người đối thoại thực hiện hành động nào đó nhằm bảo vệ mơi trường.
- Nghe nói về ngun nhân gây ô nhiễm môi trường.

- Viết thư phàn nàn theo những gợi ý đã cho.

II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.
III/ Plan of the unit

There are 6 lessons:

Lesson 1: Getting started- Listen and read
Lesson 2: Speak

Lesson 3: Listen
Lesson 4: Read
Lesson 5: Write

Lesson 6: Language focus

Date of preparing: ………./……../2015
Period 37:

LESSON 1: GETTING STARTED- LISTEN AND READ

A. Objectives:

By the end of the lesson, ss will be able to read about the work of a group of
conservationists and listening for details to complete the notes

1. Vocabulary:

Garbage dump spray dynamite fishing

deforestation pesticides raw sewage

2. Grammar: Simple present tense
3. Skills: reading, speaking, writing
B. Teaching aids: posters, notebooks
C. Methods: Guessing game, matching
D. Contents

I. Organization (1’)

Class Date of teaching Absent students

9a
9b

………/………./ 2015
………/………./ 2015

………..
……….…….
II. Warmer

- Brainstorming (5’)

- Ask ss to think of the environmental problems in their place
- Get ss to go to the board and write down their ideas

- 2 groups

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polluted air dirty street
* Possible answers:

- the destruction of the forests
- rubbish / garbage / trash
- smoke from cars / motorbikes
- smoke from factories, …
III. New lesson:

Teacher and students’ activities Content
Step 1: Pre- reading: (10’)

Activity 1: Pre- teach vocab:
- picture

- examination

- explanation: the destruction of the
forests

- picture
- picture
- picture

- Translation

Checking vocab: Matching:
Getting started

- Ask ss to look at the six pictures on p.47
in their textbooksthen ask them to match
the words in the box with the correct
? Compare with the partners

Activity 2. Pre-questions

- Set the scene : Mr Brown is talking to
some volunteer conservationistsabut how
toclean the environment

- Ss think of the answers for the 2
questions.

Step 2: While- reading (15’)

Activity 1. Checking the prediction:
- Ask ss to read the text and check the
prediction

Activity 2. Matching:

? Ask ss to match the names in column B
? Ask ss to read the text again and work

I. Vocabulary

- Garbage dump (n): đống rác thải
- spray (v): phun thuốc diệt sâu
- deforestation (n): sự tàn phá rừng
- pesticides (n): thuốc trừ sâu

- dynamite fishing (n): việc đánh cá bằng
thuốc nổ

- raw sewage (n) nước thải không qua xử
lý

- spoil (v) : phá hủy
I. Getting started:
Matching pictures
- Answer key :
Picture a: pollution

Picture b: spraying pesticide
Picture c: garbage dump
Picture d: water pollution
Picture e: deforestation
Picture f: dynamite fishing
III. Listen and read
1. Answer the questions:

a, How many groups will they take part in
cleaning the beach?

b, What will they do to clean the beach?

* Keys:
a. three

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in pairs to match.

Activity 3: Model sentences
Concept check

+ Meaning
+ Form:

? How many clause are there? (two)
? What tense is used in the if clause?
(simple present)

? What tense is used in the second one?
(simple future tense)

Use: express a condition may happen in
the future

Step 3: Pracitce (10’)

T gives a poster on the board and asks ss
to go thought the sentences

SS work in vidual to do first

Divide the class into two teams to go to
the board and write the full sentences

IV. Summary (2’)

The first conditional sentences
V. Homework (1’)

Write it up the sentences

* Answers:

G1- f. Walk along the shore
G2- e. Check the sands
G3- b. Check among the rock.

Mr Jones - a. Collect all the bags and take
them to the garbage dumb.

Mrs Smith – c. Provide the picnic lunch
for everyone.

Mr Brown – d. give out the bags.
3. Model sentences

If we work hard, we’ll make this place
clean and beautiful again

If+ present simple , S + will + Vo

- Collect the garbage at the beach and
take it to the garbage dump.

A B

1. If you work
hard

2. It doesn’t rain
3. If we keep our
school clean

4. If our streets are
full of trash

5. If we use too
many cars

6. Is she gets up
early

a. The air will be
polluted.

b. They will be
dirty.

c. She will be
healthy.

d. You’ll pass the
exam.

e. The plants will
die.

f. It will be
beautiful.

Homework

Write it up the sentences
E. Evaluation:

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Date of preparing : ………./……../2015
Period 38:

UNIT 6: THE ENVIRONMENT

LESSON 2: SPEAK

A. Objectives:

By the end of the lesson, ss will be able to persuade people to protect the
environment.

1. Vocabulary :

exhaust fume dissolve reduce

2. Grammar: Simple present tense

3. Skills : speaking, writing

B. Teaching aids: 
Posters, notebooks
C. Methods:

- Brainstorming, Rub out and remember
D. Contents:

I. Organization (1’)

Class Date of teaching Absent students

9a
9b

………/………./ 2015
………/………./ 2015

………..
……….…….
II. Warmer (5’)

Brainstorming

Ss go to the board and write the words to the topic: Environmental problems
cutting dynamite fishing

III. New lesson:

Teacher and students’ activities Content
Step 1: Pre- speaking (10)

Activity 1. Pre teach
T elicits by:

- Picture
- explanation
- translation

Activity 2: Checking vocab : R-O-R
Get ss to copy the words into their

books and then ss copy, then close
notebooks ask them to close the books
rub out the new words one at a time.
Each time rub out a word in English,

I. Vocabulary

- exhaust fume (n) khói xăng
- reduce (v) giảm

- dissolve (v) phân hủy
Environmental

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point to the Vietnamese translation and
ask “what is this in English?”.

- When all the English words are rubbed

out, go through the Vietnamese list and
get ss to call out the English words
Activity 3. Putting the staments into the
right column

Ask ss to run through the poster

Ss put the statements into the right
column

Step 3 While speaking (15)
Activity 1: Qs – As

In pair ss practice closed pair.
Activity 2: Group work

(group of 5-6), students discuss the
question.

What should we do to protect our
environment?

Ss use the suggestion in the yellow box
and the “should” column.

Activity 3: How can we do that?

Ss use Qs in the questionnaire and the
cues in the pink box to answer:

Step 3: Post speaking: (10)
Poster exhibition

What should/ shouldn’t we do to protect
the environment?

2. Speak : Should? Shouldn’t?
1. Save paper.

2. Throw litter on to the water.
3. Go to work / school by bike cars.
4. Use dynamite fishing.

5. Put garbage bins in the public places.
6. Cut down trees.

7. Recycle bottles and cans.
8. Use public transport means

Should Shouldn’t

- save paper

- put garbage bins
in the public
places.

- recycle bottles
and cans

- use public
transport means

- throw litter onto
the water

- go to work/
school by car
- use dynamite
fishing

- cut down trees

S1: should we…….?

S2: Yes,…………../ No, ……….
S1: I think we should save paper.

S2: Why don’t we go to school by bike?
S3: How about putting garbage bins in
the public place?

S4: It would be better if you use banana
leaves to wrap food.

S5: ...

S1: How can we save paper?

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Use cues the pink box to answer.

Group work

IV. Summary (2’):

What should we do to protect the
environment?

V. Homework (2’):
Write 10 sentences about:

What we should/shouldn’t do to keep
our school clean.

3. Homework:

Write 10 sentences about:

What we should/shouldn’t do to keep our
school clean.

E.g:

- We should put the waste paper into the
garbage bins.

- We should clean our school yard
everyday.

E. Evaluation:

………
………
………
Date of preparing : ………./……../2015

Period 39

UNIT 6: THE ENVIRONMENT

LESSON 3: LISTEN

A. Objectives:

By the end of the lesson, the students will be able to practice listening for specific
information about the pollution of the ocean.

1. Vocabulary :

pump oil spills raw sewage

marine life

2. Grammar: Simple present tense
3. Skills : listening, speaking, writing
B. Teaching aids: posters, notebooks

C. Methods: - Brainstorming, Rub out and remember
D. Contents:

I. Organization (1’)

Class Date of teaching Absent students

9a
9b

………/………./ 2012
………/………./ 2012

………..
……….…….
II. Warmer (5’)

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Ss have 1 minute to prepare, then 2 groups compete writing the words on board.
T’s correction - Praise the winner

- eveptron =prevent
- olpluiot = pollution
- econas = oceans
III. New lesson:

Teacher and students’ activities Content
Step 1: Pre- listening (10’)

Activity 1. Pre- teach vocabulary:
T elicits by:

Explanation
Explanation
Explanation
Translation

Activity 2: Chec vocabulary R.O.R
Activity 3. T/F prediction:

Run through the poster:

- Individually, students guess if the
statements are T or F.

- Pair compare.
- T collects ideas.

Step 2: While- listening (15’):

Activity1. Ss listen and correct the
prediction.

- SS listen and check their prediction
* Tape transcript:

Our oceans are becoming extremely
polluted. Most of this pollution comes
from the land, which means it comes
from people. Firstly, there is raw
sewage, which is pumped directly into
the sea. Many countries, both
developed and developing, are guilty
of doing this. Secondly, ships drop
about 6 million tons of garbage into
the sea each year. Thirdly, there are

oil spills from ships. A ship has an
accident and oil leaks from the vessel.
This not only pollutes the water, but it
also kills marine life. Next, there are
waste materials from factories.
Without proper regulations, factory
owners let the waste run directly into
the rivers, which then leads to the sea.
And finally, oil is washed from the

I. Vocabulary:
- pump (v): bơm

- oil spills (n): lượng dầu tràn

- marine life (n): đời sống ở đại dơng đời
sống đại dương

II. Listen

1. T/F prediction:

a. People pump raw sewage directly into
the sea

b. Every year ships drop about 6 million
tons of garbage into the sea

c. Oil spills from ships do not kill the
marine life.

d. Factories let the waste materials run
into the rivers.

e. Oil which is washed from the land
doesn’t pollute the oceans.

* Key:

sentence a b c d e

Listen T T F T F

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land. This can be the result of
carelessness or a deliberate dumping
of waste.

Activity 2- Gap-fill:

Ss listen and complete the notes (P50)
- Run through the note (p50).

- Ss listen to the tape again and
complete it.

- Pair compare.
- T’s correction.

Step 3: Post- listening(10’)

Discussion: How the ocean is
polluted?

Use the notes (p50) as cues.
IV. Summary (2’):

What do people do to pollute the
ocean?

V. Homework (2’):
Write it up.

How the ocean is polluted?

Key: How the ocean is polluted.

+ Firstly: raw sewage is pumped directly
into the sea.

+ Secondly: Garbage is dropped into the
sea.

+ Thirdly: Oil spills come from ships.
+ Next: Waste materials from factories.
+ Finally: Oil is washed from the land
E.g: People pump raw sewage into the sea.

Homework 
Write it up.

How the ocean is polluted?
E. Evaluation:

………
………
………
Date of preparing : ………./……../2015

Period 40:

UNIT 6: THE ENVIRONMENT

LESSON 4: READ

A. Objectives:

- By the end of the lesson, ss will be able to to read a text about the environment
1. Vocabulary :

junk yard Treasure Foam

Folk Nonsense: Hedge

2. Grammar: Simple present tense
3. Skills : reading, speaking, writing
B. Teaching aids: posters, notebooks

C. Methods: - Brainstorming, Rub out and remember
D. Contents

I. Organization (1’)

Class Date of teaching Absent students

9a
9b

………/………./ 2015
………/………./ 2015

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II: Warmer (6’) 
Hangman

Draw strokes on the board. Each stroke stands
for a letter of the word

ss take turn to guess the letters of the word
if a students guess is not right, the teacher draws
a stroke ( according to the order in the picture)
if ss guess wrong eight times, they lose.

Teacher gives the answer.
( Environment, Protect.)
III. New lesson:

Teacher and students’ activities Content
Step 1; Pre reading (10’)

Activity 1. Pre teach:
T elicits by

Picture
Situation
Picture
Example
Translation
Synonym

Choral – individual
Copy

Activity 2: Checking vocab:
What and Where

- Have ss repeat the words in chorus then
rub out word by word but leave the
circles. Remember to let ss repeat before
and after rubbing out each word.

- Go on until ss can remember the words
- Get ss to write the words again in the
correct circles

Activity 3: Pre questions

Who are the people in the poem?
Where are they?

In pair ss guess

 show their prediction to T

Skimming reading & check
Step 2: While Reading (15’)
Activity 1. Check prediction

SS read the text and check their
prediction

Activity 2. Matching

Ask ss to run throught the phrase into

I. Vocabulary

- junk yard (n) bãi phế thải
- treasure (n): kho tàng
- foam (n): bọt

- hedge (n): hµng rµo
- nonsense (adj) bậy bạ

- folk (n): người (cách nói thơ tục)

II. Read:
1. Key:

1. Mother and her son.
2. In the park / words.
2. Matching:

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two columns

Ask ss to work in pairs
Get ss’ answers

Activity 3. Comprehension qts (LN)
1, LN.

2, qt1:
3, qt4:
4, LN.
5, qt3:
6, qt5:
7, qt2:

Step 3: Post – reading (10’) 
Discussion qt6 – P51.

? What could you do in your school/
house to minimize pollution?

Group of one table to write on the paper.
IV. Summary (2’)

Read their ideas
V. Homework (1’)

Write the way to minimize pollution in
your school/house

1- c 2- g 3- f 4- e

5- d 6- a 7- b

IV. Comprehension questions:

1. If the pollution goes on, the world will
end up like a second hand junk-yard.
2. The mother thinks other folk pollute
the environment but not her and her son.
3. If the boy keeps on asking such
questions, his mother will take him home
right away.

4. No. Because he is right: if he throws
the bottles that will be polluting the
woods.

5,. The poet wants us to learn that
everyone is responsible for keeping the
environment from pollution/ stopping
pollution.

6. Put the bins around the school yard.
Pick up the rubbish/ garbage and throw it
into a trash bin. Should not litter/ spit on
the ground.

- put garbage bins around the school
yard.

- Pick up the rubbish/ garbage and throw

it into a trash bin.

- Should not litter/ spit on the ground/....
Homework

Write the way to minimize pollution in
your school/house

E. Evaluation:

………
………
………
Date of preparing : ………./……../2015

Period 41:

UNIT 6: THE ENVIRONMENT

LESSON 5: WRITE

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By the end of the lesson, ss will be able to write a complaint letter
1. Vocabulary :

Complaint Complication Resolution

Float Prohibit Fine

Complicate

2. Grammar: Simple present tense

3. Skills : writing ,speaking

B. Teaching aids: posters, notebooks

C. Methods: - Brainstorming, Rub out and remember
D. Contents

I. Organization

Class Date of teaching Absent students

9a
9b

………/………./ 2015
………/………./ 2015

………..
……….…….
II: Warmer

Chatting:

Questions Answers

- Have you ever written a letter?
- Who do you often write to?

- If you see some one your class throwing
garbage in your class/ school who will

you tell / write to?

- If some one damages the river near
house, who will you write to?

- Yes, I have

- I often write to my pen pal
- I will tell to my teacher.
- I write to TV station
III. New lesson:

Teacher and students’ activities Content
Step 1: Pre writing (10’)

Activity 1. Pre-teach:
T elicits by:

Translation
Translation
Picture
Situation
Situation

Synonym = difficult
Choral, individual – copy
Activity 2: Checking vocab:
Slap the board

Put the new words on the board

Call on 2 ss in both sides to the
front of the

class standing at equal distance from the
board

I . Vocabulary:

- Complaint (V) - Complication (N):
Phàn nàn

- Resolution (N) sự quyết định
- Float (V): nổi, trôi nổi

- Prohibit (V): cấm
- Fine (V): phạt

- Complicate (V)- Complicated (adj):
phức tạp

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- call out one of the new word in
Vietnamese in aloud voice two ss must
run forward and slap the word, the
student who slaps the correct word first
is the winner and gets a mark.

go on with the next ss ....
Activity 3: Matching ( Poster)

In pair – compare with the origin in the

book P52.

- do in pair  show to T.

Step 2: While writing (17’)
Activity 1. Exb P53:

Check understanding:

Answer the T’s Qts individually

Activity 2. In groups ss write a letter to
the president on the poster.

? Let ss work in group.

Do monitoring and give help.

Step 3: Post writing (8’)
Share among groups

I. Matching: Exercise a

5 section of a complaint letter with
definition.  scrap letter.

* Order 5 section of a letter P52
following scrap letter.

* Answers:

Paragraph 1: R
Paragraph 2: S
Paragraph 3: A
Paragraph 4: C
Paragraph 5: P

III. Answer the questions: EXb

1. What do people do in the lake behind
your house?

2. What makes you worried?

3. What suggestion do you want to
make?

4. What do you book forward to?
IV Write:

* Possible answers:

I am writing to you about the problem of
fish catching in the lake behind my
house.

I am very worried because people (don’t
use fishing rod or net but) use electricity
to catch fish. After a short time they left
the place/ lake, a lot of small fish died
and floated on the water surface.

Another 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.

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IV. Summary (2’)
Correct ss’ mistakes
V. Home work (1’)

Write it up in your exercise book Home work:

Write it up in your exercise book
E. Evaluation:

………
………
………
Date of preparing : ………./……../2012

Period 42:

UNIT 6: THE ENVIRONMENT

LESSON 6: LANGUAGE FOCUS

A. Objectives:

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

- Use adj / advs to make sentences with adj clause correctly.
- 1st conditional sentence.

- As, because, since
1. Vocabulary :

2. Grammar: Simple present tense
3. Skills : writing ,speaking

B. Teaching aids: posters, notebooks

C. Methods: - Brainstorming, Rub out and remember
D. Contents

I. Organization (1’)

Class Date of teaching Absent students

9a
9b

………/………./ 2012
………/………./ 2012

………..
……….…….
II. Warmer

Pelmanism(6’)

- Prepare 10 cards with numbers on one side and the
adj and adv on the others

- Make sure the adj and adv are mixed up.

- Stick the cards on the board so students can only see
the numbers.

- Divide students into two teams and ask them to
choose two numbers. Turn the cards over and see if
they match. If not, turn the cards over again and ask
the next team.

- Continue until all the cards are turned over.
III. New lesson:

Teacher and students’ activities Content

Extreme Extremely
Fast Fast

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Activity 1: Language focus 1 (8’)

Activity 2: Language focus 2 (8’)
Scene: Where’s Lan?

She’s absent
Why? She is tired.

Why? She got a bad cold.

Picture cues: Ex2 (p54-55)

Activity 3: Language focus 3 (10’)
She’s happy 

Lan’s mum is please that she could get
good marks.

- Do individually

- word cues drill:

a. I / pleased / you / working hard.
b. I / excited / go / Dalat / tomorrow.
c . I / sorry / break / your bike ytd.
d. I / disappointed / you / not phone me
e. I / amazed / he / win /first prize.

Activity 4: Language focus 4 (10’)
1.

Set the scene: Picture d (p47)
Eliciting questions:

- What can you see? - Litter.

- What happens to the water? - It is
polluted.

Poster- Chain game

I/ throw/ litter/ onto/ water.
It/ be/ polluted

We/ have/ no fresh water.

We/ have to/ use/ polluted water
We/ be/ unhealthy.

Language focus 1:
* Answers:

a) extremely b) slowly
c) sadly d) happily
e) well

Language focus 2:

Lan’s tired because she got a bad cold.
as

since
Language focus 3

Lan’s Mum

 Form: Tobe – adj + that clause
( should)

 I’m excited that we are going to Dalat

tomorrow.

 She’s sorry that she broke my bike
ytd.

* Answers:

a. I’m pleased that you are working hard.
b. I’m excited that I am going to Da Lat
tomorrow.

c. I’m sorry that I broke your bicycle
yesterday

d. I’m disappointed that you did not
phone me about it.

e. I’m amazed that he won the first prize
Language focus 4

Model: If we throw the litter into the
water, it will be polluted.

If + Present simple , S + will + Inf

If I throw litter onto the water,
It will be polluted,

We will have no fresh water,

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2. Matching :

- ask ss to match the names in column A
with the activities

IV. Summary (1’)

? What did you review?

V. Homework (1’)

Write it up in your exercise book

1.If you work
hard,

2,If it doesn’t rain,
3.If we keep our
school clean,
4.If our streets are
full of trash,

5.If we use too
many cars,

6. If she gets up

early,

a. The air will be
polluted

b. They will be
dirty

c. Le will be
healthy

d. You’ll pass the
exam

e. The plants will
die

f. It will be
beautiful.

Adjectives and adverbs

Adverb clauses of reason (as, because,
since)

Adjective + that clause
Conditional sentences: type
Homework

Write it up in your exercise book
E. Evaluation:

………
………
………

UNIT 7: SAVING ENERGY

I. Aims:

Học sinh có thể:

- Đọc hội thoại về chủ đề tiết kiệm năng lượng, đọc hiểu một đoạn văn ngắn để xác
định nội dung chính và trả lời câu hỏi để kiểm tra mức độ đọc hiểu.

- Nêu gợi ý, đề xuất giải pháp tiết kiệm năng lượng và đáp lại (tán thành hoặc phản
đối) các đề xuất, gợi ý.

- Nghe thông tin về năng lượng mặt trời, xác định thông tin đúng sai

- Soạn thảo một bài diễn văn đơn giản theo từ và cấu trúc của dàn bài gợi ý.
II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.
III/ Plan of the unit:

There are 6 lessons:

Lesson 1: Getting 
started-Listen and read

Understand the reading text about saving water.

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Lesson 3: Listen Listen to the news to do T/F exercise.

Lesson 4: Read Read a text about saving energy for details in
North American and European countries.

Lesson 5: Write Write a speech about saving energy.

Lesson 6: Language focus Help Ss practice the form “S+ suggest + V-ing/
that + Clause” and review how to use
connectives.

Date of preparing:……./……/2015 
Period 43:

UNIT 7: SAVING ENERGY

LESSON 1: GETTING STRATED- LISTEN AND READ

A. Objectives:

By the end of the lesson, Ss’ll be able to understand the reading text about saving
water.

1. Vocabulary:

water bill enormous plumber

crack dripping faucet

2. Grammar: Simple present tense
3. Skills: reading, speaking, writing
B. Teaching aids: posters, notebooks

C. Methods: Chatting, Rub out and remember, recall 
D. Contents

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. Warmer (6’)
Getting started

Chatting: Asking some questions about pictures on page 57
1. Is the TV on?

2. Is the light still on?
3. Is the radio working?

4. What happens to the faucets?

5. What should we do to save energy?
III. New lesson:

Teacher and students’ activities Content

Step 1: Pre Reading (10’)

Activity 1. Vocabulary:
 1. ( realia )

2. ( synonym )
 4. ( picture )
 5. ( visual )

I. Vocabulary:

- water bill (n): hoá đơn tiền nước
- enormous (adj): khổng lồ, to lớn

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6. ( picture )

* Checking vocabulary: Rub out and
Remember

- Get students to copy the words in their
books.

- Ask students to repeat the words
chorally. Rub out the words one a time.
Each time you rub out an English word
but leave the Vietnamese translation.
- When all the English words are rubbed
out, go through the Vietnamese list and
get students to call out the English
equivalent.

- Get students to come to the board and
write the English words again.

- Check and focus on the spelling.
Activity 2. T/ F statements prediction
- Set the scene: Mrs. Ha is talking to his
neighbor, Mrs. Ha and Mrs. Ha looks
very worried.

Now, work in pairs and guess about the
conservation between them.

- Hang the poster of statements on the
board and ask students to guess which
statements are true and which are false.
Step 2: While Reading (15 )’

Activity 1. Reading and checking
predictions

- Ask students to read the dialogue on
page 57 and check their prediction.

Have students correct false statements.

Activity 2: Comprehension questions:
(poster)

? Ask Ss to work in pairs to find out the

answers

1. Why is Mrs Ha worried?

2. How much money does she pay for her
water bill?

3. What does Mrs Chi advice Mrs Ha to
do?

- dripping faucet (n): vòi nước bị rỉ nhỏ
giọt

a. Mrs. Ha is worried about his water bill.
b. Mrs. Mi gives Mr. Ha advice on how
to save water.

c. Mrs. Ha has checked the pipes in her
house and found no cracks.

d. Mrs Ha suggests getting some tool to
check cracks in the pipes

e. Mrs My suggests taking showers
because they can save water.

II. Listen and read
1. True or False:
a. T

b. T

c. F (Mrs. Ha will have a plumber check
the pipes.)

d. F (Mrs. Ha doesn’t suggest getting
some tool to check cracks in the pipes.)
e. T

2. Comprehension questions :

1. Because she has to pay an enormous
water bill.

2. She pays 200,000 dong

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Activity 3. Model sentences
* Concept check

+ Meaning

+ Form: S + suggest + Ving

+ Use: To give advise for somebody
Activity 4: Word cues drill

Step 3: Post reading (10’)
Recall (poster)

? Use these words to

a. Mrs Ha / worried/ because/ water bill/
enormous.

b. Mrs Mi/ advise/ her/ reduce/ amount of
water

c. Mrs Mi/ say/ Mrs Ha/ make sure/ no
cracks/ pipes

d. Mrs Ha/ should/ take/ shower/ and
remember/ turn off/ faucets/ after/ use
IV. Summary (1’)

What should we do to save water?
V. Homework (1’)

Write it up

3. Model sentences

I suggest taking shower instead of baths

She suggests

play video games
switch on the radio

get some tools to check cracks
recycle waste paper

take pulic transport
4. Recall

a, Mrs Ha was worried because her water
bill was enormous.

b. Mrs Mi advised her to reduce amount
of water.

c. Mrs Mi said Mrs Ha to make sure there
were no racks in the pipes.

d. Mrs Ha should take a shower and
remember to turn off the faucets after use

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 44:

UNIT 7: SAVING ENERGY

LESSON 2: SPEAK

A. Objectives:

By the end of the lesson, Ss’ll be able to make and respond to suggestions

1. Vocabulary:

2. Grammar: Simple present tense.
3. Skills: reading, speaking, writing.
B. Teaching aids: Text books, pictures.

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I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2013

9B ….../…../2013

II. Warmer:
Kim’s game(6’)

- Have students look at the poster of things dealing with activities in free time (for 20
seconds) on page 59 and try to remember as many activities as possible.

- Divide the class into 2 groups.

- Put away the posters and ask students 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.

* Answer:

1 - go to the movies.
2 - play badminton.

3 - watch TV

4 - play chess.
5 - do homework.

6 - read books/ go to the library.
7 - go skiing/ ski.

8 - play games.
III. New lesson:

Teacher and students’ activities Content
Step 1: Pre- speaking (12’)

- T hangs the poster

Turn off the faucets Fix the faucet Turn off the air
conditioner when
going out

Turn off the fan
after using
Use public transport Go to school by

bike instead of
motorbike

Turn off the lights
before leaving

Keep gas fire
suitable.

Activity 1: Matching

- The phrases below with the suitable
pictures in text book page 59.

? Ss do it in 2 groups.

? They go to the board stick the suitable
phrases next to the right pictures (each
group - 4 pictures)

* Key:

A-Turn off the faucets
B- Keep gas fire suitable
C- Turn off the fan after using

D- Turn off the air conditioner when
going out

E- Turn off the lights before leaving
F- Fix the faucet

G- Go to school by bike instead of
motorbike

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Activity 2: Model sentences

T use the picture a to set the scene

Step 2: While- speaking (15’)

- T divides class into groups of 4. Each of
them have to make suggestion about how
to save energy (each of them use one
different way) using pictures A - H (p59))
- One group do in front of the table.

- T corrects the mistakes.
Step 3: Post- speaking (8’)
Mapped dialogue:

S1: Shall we go to Con Son pagoda by
motorbike?

S2: No, let’s not. It does not save energy.
How about going by bike?

S1: No, I don’t want to. What about going
by bus.

S2: That is a good idea

IV. Summary (2’)

What form of the verb which stands after
suggest?

V. Homework (1’)

- Learn structures, grammar

* Model sentences:

- I suggest turning off the faucets after
using.

- I suggest that we should turn off the
faucets after using.

* Form:

S + suggest + Ving

S + suggest that + sb + should + inf
Eg:

S1: I think we should turn off the faucets
S2: How about using public transport?
S1: I suggest turning off the air
conditioner when going out.

S2: I suggest that we should go to school
by bike instead of motorbike

S1 S2

Shall we … Con
Son pagoda ….
motorbike?
No, I …. to.
What about ....
bus?

No, let’s not. It …
save energy.
How about ... by
bike?

That is a good
idea

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 45

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By the end of the lesson, students will be able to listen to the news to do T/F exercise
1. Vocabulary:

solar panel nuclear power install cloudy Sweden
2. Grammar: Simple present tense,future simple tense

3. Skills : listening,speaking ,writing
B. Teaching aids: Posters, cassette, tape
C. Methods: Slap the board, recall
D. Contents

I. Organization(1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. Warmer (7’)

Information transmitting: (play in groups of 5 Ss)
- Divide class into two teams.

- Choose six volunteers from each team.

- The volunteers stand in two lines. The teacher shows the first student in each line a
sentence.

- The first student whispers the whole sentence to the second student in his/ her line.
- The second student whispers to the third and so on.

- The last student shouts out the sentence, (or write it on the board) if it is the same as
the sentence teacher shows, that team wins the match.

Sentence 1: I suggest collecting waste paper.

Sentence 2: I suggest practing English everyday.
III. New lesson

Teacher and students’ activities Content
Step 1: Pre- listening (10’)

Activity 1. Pre teach:
T elicits by

- situation
- example
- translation
- example

- Translation

Check vocabulary: Slap the board
Activity 2. T/F statements prediction
(P60):

- Ask students to look at the statements
on page 60 (4a).

- Have they work in pairs and guess.
which statements are true or which one
are false.

- Give feedback.

I. Vocabulary

- solar panel (n): tấm pin nl mặt trời.
- nuclear power (n) : năng lượng hạt
nhân

- install (v): lắp đặt, cài đặt
- cloudy (adj): có mây

- Sweden (n): Thụy Sỹ
II. T/F statements prediction

1 Solar energy can be cheap and
clean.

2 Most of our electricity now comes
from nuclear power.

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Step 2: While- listening (15’)
Activity 1. Checking predictions
Ss listen and correct the predictions

Activity 2. Comprehension questions:
1. Does solar energy cause pollution?
2. Where are solar panels placed?
3. How long can solar energy be
stored?

Activity 3, Gap-fill: (textbook-p60)

Step 3: Post- listening (10’)

Recall:

? ss to work in groups of 5
1, Solar energy/ cheap/ clean.

2, 1% solar energy/ provide/ power/
for world's population.

3, We/ get energy/ from/ Sun/ with/
panels/ placed on the house’s roof.
4, If we use solar energy/ we/ save/
natural resources.

IV. Summary: (1’)
T corrects their mistakes
V. Homework (1’)
Write it up

4 Solar energy can be used on cloudy
days.

5 All buildings in Sweden will be
heated by solar energy in 2010.
III. Listen:

1. T/ F statements
Sen Guess liste

Correct

1 T/F T

2 ... F Nuclear power – gas,
coal, oil or nuclear
power

3 ... F can’t - can
4 ... T

5 ... F 2015 - 1010
2. Answers:

1. No, it doesn’t

2. on the roof of a house
3. for a number of days.
3. Gap-fill

1. effective 2. pollution
3. countries 4. store
5. roof 6. instead

1. Solar energy can be cheap and clean.
2, 1% solar energy can provide enough
power for the world’s population.

3, We can get energy from the sun with the
panels which are placed on the house’s roof.

4. If we use solar energy, we can save
natural resources.

* Tape transcript:

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Many countries are already using solar energy. Solar panels are placed on the
roof of a house and the Sun’s energy is used to heat water. The energy can be stored
for a number of days, so on cloudy days you can use solar energy too.

Sweden has an advanced solar energy program. There, all buildings will be
heated by solar energy and cars will use solar power instead of gas by the year 2015.
E. Evaluation:

………
………
……….
Date of preparing:……./……/2013

Period 46

UNIT 7: SAVING ENERGY

LESSON 4: READ

A. Objectives:

By the end of the lesson students will be able to read a text about saving energy for
details in North American and European countries.

1. Vocabulary:

consumer scheme category innovation bulb

2. Grammar: Simple present tense
3. Skills: reading, speaking, writing
B. Teaching aids: textbooks, posters
C. Methods: What and where

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. Warmer: Brainstorming (6’)
T puts the topic on the board.

T gives an example, then asks ss to think the words belong to the topic in two
minutes.

T divides the class into two teams, and ask them to write the words on the the board
The winner team is the one who has most correct words

III. New lesson:

Teacher and students’ activities Content
Step 1: Pre Reading: (10’)

Activity 1. Vocabulary: I. Vocabulary:
electric appliances

washing
machin

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(a person who buys goods that he
will use himself)

(realia)

(synonym: a plan)
(translation)
(translation)

* Check vocabulary: What and
where

Activity 2. Pre - questions

- Give students two questions and ask
them to discuss with their partners to
predict the answers.

Step 2: While Reading (15’)
Activity1. Reading and checking:
- Have students read the text on page
60 - 61 to check their prediction.

Activity 2: Matching:

? One by one goes to the board and do

matching.

* Answers:

1- d 2- e 3- b 4- c 5- a
Activity 3: Exercise 5a Reading for
main ideas

Have students read the text again and
do exercise 5a.

Students have to work in pairs to
choose the best summary of the
passage.

? Read the text a again

? Have students work in pairs to
choose the best summary of the
passage?

Activity 4: Comprehension questions :
Lucky numbers game. (Key Exb-p61)

- consumer (n): người tiêu dùng
- bulb (n): bóng đèn tròn
- scheme (n): kế hoạch
- category (n): loại, hạng

- innovation (n): sự đổi mới, sáng chế mới

II. Reading:
1. Questions:

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

b/ Do they want to save electricity?

What do they do to spend less on lighting?
* Answer keys:

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

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

2. Matching:
1. label (n)/(v)
2. ultimately (adv)
3. standard (n)
4. replace (v)
5. therefore

a. cho nên
b. tiêu chuẩn
c. thay thế

d. nhãn, dán nhãn
e. cuối cùng
3. The best summary of the passage:
Answer key:

3. North American …..

4. Lucky numbers

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question 3
question 4
lucky number
question 1
question 5
lucky number
question 2
lucky number

Step 3: Post – reading (10’)
Discussion about saving energy
? work in 2 groups, using should/
shouldn’t:

IV. Summary (2’)
? Read the discussion
V. Homework (1’)

Write it up (about saving energy)

but also save money.

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

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

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

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

Should Shouldn’t

- Use solar energy.
- Save bulb

- Use public
transport.

- Label scheme for
appliances

- Turn off the fan

after using.

- Turn the lights on
all day.

- Use motorbikes and
cars everyday.

- Use energy

Homework

Write it up (about saving energy)

Beginning: Electricity, gas, water cost us lots
of money, so most of us have to....

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 47

UNIT 7: SAVING ENERGY

LESSON 5: WRITE

A. Objectives:

By the end of the lesson students will be able to write a speech about saving energy
1. Vocabulary:

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2. Grammar: Simple present tense
3. Skills: writing

B. Teaching aids: Posters

C. Methods: Network, Matching 
D. Contents

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2013

9B ….../…../2013

II. Warmer: Network (5’)

III. New lesson

Teacher and students’ activities Content
Step 1: Pre – writing (10’)

Activity 1. Vocab:
- example

- example

- situation
- example

Activity 2. Matching : Ex 6a (p61)

Have students match each part of a
speech in column A to a suitable function
in column B.

- Teacher asks students to match them,
share their ideas with others in the class.

Step 2: While – writing (15’)
Activity 1. Ordering

Have students put the sections in 6b on
page 62 in the correct order to form a
speech.

- Call on some students to read aloud the

I. Vocab:

- detail (n): Chi tiết 
- draft (n) giấy nháp

- attention (n): sự quan tâm/chú ý
- sum up (v):tóm tắt

II.Matching

Parts of a speech Functions
1. Introduction

2. Body

3. Conclusion

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.

* Answer keys:

1 - B 2 - C 3 - A

III. Write

1. Ordering 
* Answer keys:
3) 2) 1)

Parts of speech body

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speech.

- Help students to present the speech
before class naturally.

Activity 2. T models, using the topic
-reducing garbage- (a poster)

Ss work in groups of five or six:
Transformation writing (6 groups)

3-4 groups write one topic:
- Reusing paper.

- Saving energy in the kitchen.

Step 3: Post – writing (10’)
Correction

- Have a volunteer from each group
present his/her group’s speech before
class

- Correct their mistakes.

- Give feedback.

IV. Summary (2’)
Read the speech
V. Homework (2’)

- learn newwords, do exercise 3

2. Ex 6a (p61)
3. EX 6b:

3. Good evening, ladies and gentlemen.
I’m Professor Roberts and tonight I’m
going to tell you how to save money.
2. Most of us use too much gas. You can
reduce this amount by:

- Traveling by bicycle or public
transports.

- Having a mechanic check your
motorbike regularly.

4. EX 6c:

1. If you follow these simple rules, not
only will you save money, but also
environment will be cleaner

3. EX 6c:

Good morning boys and girls. I’m teacher
Quang and this morning I’m going to tell
you how to reduce garbage. Most of us
produce too much garbage. You can
reduce this amount by:

+ collecting plastic bags

+ not keeping solid waste with food waste
+ putting different kinds of waste in
different places

If you follow these simple rules, not only
will you save money, but also the
environment will be cleaner.

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 48

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A. Objectives:

To help Ss practice the form “S+ suggest + V-ing/ that + Clause” and review
how to use connectives.

1. Vocabulary:

2. Grammar: Simple present tense
3. Skills: speaking, writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents:

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. Warmer
Network (5’)

Teacher and students’ activities Content
Activity 1: Language (15’)

Choosing the best connectives:

T sets the scene to explain the use of
"therefore/however''

Qs:

T: Is Nga tired?
Ss: Yes, she is

T: Does she still get up in time?
Ss: Yes, she does

T: Does she have to take some medicine?
Ss: Yes, she does

Activity 2: Matching (8’)

Pictures and the phrasal verbs given:
? match the right phrasal verbs with the
picture

Activity 3: Gap- fill (8’)

T asks Ss to do exercise 2 (p63)

? Do individually and then read the
sentences aloud.

Activity 4: Brainstorming (6’)
T models:

T: What should we do to help the poor?
Ss: We should collect some money.

T: Yes, I suggest collecting some money.

Language focus 1:
* Model sentences:

Nga is tired. However, she still gets up on
time.

Nga is tired. Therefore, she has to take
some medicine.

* Key:

a. and b. but
c. because d. therefore
e. or f. so
g. and h, however
Language focus 2: Matching

Turn off Picture 1

Look for Picture 2

Go on Picture 3

Turn on Picture 4

Look after Picture 5
* Keys:

Sentence a. look after
Sentence b. go on

Sentence c. turn on
Sentence d. look after
Sentence e. turn off

collect some
money

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Ss work in groups of 4-5 to give
suggestion.

IV. Summary (1’)
V. Homework (1’)
Ex 3 (p64)

read English books

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 49:

Forty five - minute test

A. Objectives:

Students will be able to:

- Listening: Listen to the passage about Lan, Hoa and Nam and complete the table
- Reading: Read the passage and complete the statements that follow .

- Language Focus: Choose the best option to complete each of the following
sentences and match the questions in column A with the appreciate answers in
column B.

- Writing: Write a paragraph about themselves , using the given cues.

KQ TL KQ TL KQ TL

I. Listening 6 câu

0,5 đ’

6 câu
3,0 điểm
II. Phonetic 4 câu

0,25 đ’

4 câu
1,0 điểm

III.

Language
focus:

8 câu
0,25 đ’

8 câu
2,0 điểm
IV.

Reading:

4 câu
0,5 đ’

5 câu
2,0 điểm

V. Writing 4 câu

2,5 đ’

4 câu
2,0 điểm

Tổng 12 câu 10 câu 4 câu 26 câu

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3,0 điểm 5,0 điểm 2,0 điểm 10 điểm

B. Teaching aids: text papers

C. Methods:
D. Contents:
I. Organization

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. THE CONTENT OF THE TEST
I. LISTENING:

Listen to the passage and tick T (true) or F (false) to the following statements
(3pts)

…………1. Solar energy is a cheap, clean, effective source of power.

…………2. The solar energy is not enough to provide power for the total pollution.
…………3. Many countries are already using solar energy.

…………4. Solar panels are placed on the roof of a house.
…………5. Solar energy can be used on cloudy days.

…………6. All buildings in Sweden will be heated by solar energy in 2050.
II. PHONETICS:

Choose the word that has the underlined part pronounced differently from

the

others (1pts)

1. A. conserve B. provide C. innovation D. solid 
 2. A. category B. garbage C. crack D. standard 
 3. A. sewage B. pesticide C. hedge D. energy 
 4. A. dump B. bulb C. plumber D. polution
III. READING:

Read the passage and write answers to the questions that follow. (2 pts)

Everyone wants to reduce pollution. But the pollution problem is as complicated
as it is serious. It is complicated because much pollution is caused by things that
benefit people. For example, exhaust from automobiles causes large percentage of air
pollution. But the automobiles provide transportation to millions of people. Factories
discharge much of the material that pollutes the air and water, but factories give
employment to a large number of people.

1. Why is the pollution complicated?

………
2. What causes large percentage of air pollution?

………
3. Do the automobiles provide transportation to millions of people?

………
4. What do factories give to a large number of people?

………
III. LANGUAGE FOCUS:

Choose the best answer to complete the sentences (2 pts)
1. Can you ...the light? It's too dark to do homework.

A. turn off B. turn on C. turn down D. turn up

2. She suggested ...money for the poor people in our neighborhood.

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3. If he ... a student, he will get a discount.

A. is B. was C. were D. will be

4. She is very tired; ..., she has to finish her homework.

A. moreover B. so C. and D. however
5. I suggest you …………. practise speaking English every day.

A. must B. can C. should D. have to
6. Solar energy doesn’t cause...

A, polluted B, polluting C, pollution D. to pollute
7. I think we should use shower……….bath to save water.

A. because of B. inspite of C. in case of D. instead of.
8. A ………..faucet can waste a lot of water a month.

A. running B. dripping C. dropping D. cutting

IV. WRITING

Use the suggested words to write a speech (2pts)

* afternoon/ boys and girls./ name/ Lan.
* I/ tell/ you/ how/ keep our school clean
* many students/ throw trash/ in/ schoolyard.
* we / stop it by:

+ not/ eat/ in the school.

+ put/ the waste baskets around the schoolyard.
+ fine/ heavily anyone throwing trash.

* we follow/ these simple rules,/ our school/ be cleaner and more beautiful.

Start like this:

Good afternoon, boys and girls………..………
………
………
………
………...

III. KEY :
I.( 0,5 each )

1. T 2. F 3. T 4. F 5. T
II. 0,5/each

1. Because much pollution is caused by things that benefit people.
2. Exhaust from automobiles causes large percentage of air pollution.
3. Yes, they do.

4. They give employment to a large number of people.

5. Scientists and engineers can work to find ways to lessen the amount of pollution.

III. 0,25/each

1. B 2. C 3. A 4. D 5. C 6. C 7. C 8. B 9. D 10. B

IV. 0,5/each

Good afternoon boys and girls. My name is Lan. I’m going to tell you how to keep
our school clean.

Many students throw trash in the schoolyard. We can stop it by:
+ not eating in the school.

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+ Fining heavily anyone throwing trash.

If we follow these simple rules, our school will be cleaner and more beautiful

IV. TEST FOR LISTENING :

Solar energy is a cheap, clean, effective source of power. One percent of the solar
energy that reaches the Earth is enough to provide power for the total pollution.
Many countries are already using solar energy. Solar panels are placed on the roof of
a house and the Sun’s energy is used to heat water. The energy can be stored for a

number of days, so on cloudy days you can use solar energy. Sweden has an
advanced solar energy program. There, all buildings will be heated by solar energy
and cars will use solar energy instead of gas by the year 2015.

Lớp Sĩ số 0 - 2 3 - 4 5 - 6 7 - 8 9 - 10 TB

9a 26

9b 25

E. Evaluation:

………
………
……….

UNIT 8: CELEBRATIONS

I. Aim:

Học sinh có thể:

- Đọc đoạn văn nói về ngày lễ của một số nước và xác định thông tin cụ thể trong bài.
- Đưa lời khen và đáp lại lời khen.

- Nghe bài hát “Auld Lang Syne’ và điền thông tin vào chỗ trống.

- Viết thư cho bạn chia sẻ quan diểm là cần có một ngày lễ lớn cho cha và một ngày
lễ dành cho mẹ ở Việt Nam.

II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.

III/ Plan of the unit:

There are 6 lessons:

Lesson 1: Getting started- Listen and read
Lesson 2: Speak

Lesson 3: Listen
Lesson 4: Read
Lesson 5: Write

Lesson 6: Language focus

Date of preparing:………/……./2015 
Period 50:

UNIT 8: CELEBRATIONS

LESSON 1: GETTING STARTED- LISTEN AND READ

A. Objectives:

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1. Vocabulary:

2. Grammar: Simple present tense
3. Skills: speaking, writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents:

I: Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II: Warmer (5’)

Matching (Getting started )

- Give Ss some picture about birthday, wedding, Tet holiday,… and then ask Ss to
guess the names of the pictures.

- Ask Ss to look the picture are the books and then have they read the names of the
celebration.

- Give Ss the corrects answers.

- Ask Ss which celebrations they like best
* Answer:

1. Easter 2. Wedding 3. Birthday

4. Christmas 5. Mid-Fall Festival 6. Lunar New Year
III. New lesson

Teacher and students’ activities Content
Step1: Pre Reading: (10’)

Activity 1. Vocabulary:
 1. ( synonyms )

2. ( picture )
 3. ( translation )
 4. ( picture )
 5. ( translation ) 
 6. ( picture )

* Checking vocabulary: Rub out and
Remember.

Activity 2. Pre - questions:

1. How many celebrations are there in
the text? What are they?

Step 2: While Reading (15’)
Activity 1: checking prediction

? Ask ss to read the text on page 65 and
Find out the answers

Activity 2: Grid

- Have students read silently and listen

I. Vocabulary: 
- occur (v): xảy ra

- decorate (v): trang trí
- freedom (n): sự tự do
- slavery (n): sự nô lệ

- Jewish (n): người Do Thái

- parade (n): cuộc diễu hành, đám rước

Answer key

There are three. They are Tet, Passover,
Easter

II. Listen and read
1. Grid

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to the cassette at the same time.

- Have them work in pairs to complete
the word map on page 66.

- Give feedback

Activity 2: Model sentences
? Ask ss to find out the sentences

T asks ss to read in choral and repeat
then write them on the board.

Check

+ Meaning
+ Form

Who = person
Which = thing

+ Use: Relative pronounce
(Who/Which) used to replcare the noun
which we don’t want to mention again.
+ Pronunciation

Step 3: Post Reading (12’)
Matching:

- Ask ss to work invidual to match the
columA,B and C to make a meaningful
sentences

January
or early
February

March or
early
April

the same
time as
Passover
Activities Cleaning

and
decorating
homes,
and
enjoying
special
food

Not
available

People
crowd the
streets to
watch
colorful
parades
Food Sticky rice

cakes

Special
meal
called the
Seder

Chocolate
and surge
eggs

Country Viet Nam Israel In many

countries
2.

Model sentences:

Tet is a festival which occurs in late
January or early February.

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

1. I am the boy

2. Happy New Year is a song
3. Nam is the boy

4. I like watching the films
5. She’s the singer

6. “Harry Porter”
B

Which
Who
C

a. is standing behind me.
b. are about wild animals.
c. often sings pop songs.

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IV. Summary (1’)

? What relative pronoun is used for
person, thing

V. Homework (1’)

Write it up, using the grid.

In Vietnam, Tet occurs in late January
or early February. People usually clean
and decorate their homes. They often
enjoy special food such as stick rice
cakes.

V. Homework:

Write it up, using the grid.

In Vietnam, Tet occurs in late January or
early February. People usually clean and
decorate their homes. They often enjoy
special food such as stick rice cakes.

E. Evaluation:

………
………
……….
Date of preparing:……./……/2013

Period 51:

UNIT 8: CELEBRATIONS

LESSON 2: SPEAK

A. Objectives:

By the end the lesson, students will be able to give a respond to compliments
1. Vocabulary:

active activist nominate nomination charity

2. Grammar: Simple present tense
3. Skills: speaking, writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents:

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2013

9B ….../…../2013

II. Warmer (6’)

* Revision of adjectives

- Have students review adjectives
- Get students to make sentences.
I have + a/an adjective + friend

- The first students has to use the adjective beginning with the letter A. The second
students has to use the adjective beginning with the letter B. The third with C.

- Go on until the last student with the adjective beginning with the letter Y.
(explanation: kindness in giving help to the poor)

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S1: I have an active friend
S2: I have a beautiful friend
S3: I have a clear friend
S4: I have a dirty friend
...

Teacher and students’ activities Content
Step 1: Pre Speaking (10’)

Activity 1. Vocabulary:
(translation)

(translation)
(translation)

(explanation: kindness in giving help to
the poor)

* Checking vocabulary: What and Where
- Write the words on the board, put one
word in each circle.

- Have students repeat the words on
chorus then rub out word by word but
leave the circle.

- Go on until the circle are empty.

- Get students to rewrite the words in
their correct circle.

Activity 2. Model sentences:

- Set the scene: Trang has just won the
first prize in the English speaking
contest. What does Mai say to pay Trang
a compliment? And what does Trang
respond?

Eg : Mai: Well done, Trang.
 Trang: Thanks.

- Ask students how to give and respond
to compliments.

Step 2: While Speaking (15’)
Activity 1. Word - cue drill:

- Have students practice giving and
responding the compliments.

- Have students work in pairs then closed
pairs.

1. Vocabulary :

- active (adj): năng động
- activist (n): người hoạt động
- nominate (v): chọn

- nomination (n): sự chọn lựa
- charity (n): hội từ thiện

2. Model sentences:

* Give a compliment:
- Well done.

- That’s a great...
- That’s an excellent...
- Congratulations on....

- Let me congratulate you
on...

* Respond to a compliment:
- Thanks/ thanks a lot.

- It’s very nice/ kind of you to
say so.

- That’s very kind of you.
3. Speak:

Well done/ thanks.

Congratulations/ thanks a lot.
Let/ congratulate/ on passing
the exam/ kind.

active
charity

nomination
nominate

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Activity 2. Making dialogues:

- Ask students to work in pairs, to read
the situation on page 66, 67 the give and
respond to compliments.

- Give feedback.

- Call on some pairs of students to act

out.

Step 3: Post Speaking (10’):

- Divide the class into 4 teams: A, B, C,
D.

- Have students work in groups to think
of situations which they can give
compliments.

- Ask team A to give the situation, team
B, C, D to make up the dialogue.

- Have the teams take turns giving the
situations.

- Give good marks for the teams which
give good situations and make up
suitable dialogue.

IV. Summary (2’)

- Practice giving and responding to
compliments.

V. Home work (1‘)

- Ask students to write some situations
with the compliments, the response to the

compliments into their notebooks.

Great report/ nice of you.
* Making dialogues:
Answer keys:

b Mother: Well done, Huyen.
 Huyen: Thanks, Mom.

c) Friend: Congratulations on your 
 nomination, Tuan.

Tuan: It’s very nice of you to say so.
d) You: That’s an excellent drawing, 
 Hoa.

Hoa: That’s very kind of you to say so.
* Suggested answers:

a) Situation 1: Tam has just passed the
graduation examination.

Friends: Congratulations!
Tam: Thanks a lot.

b) Situation 2: Hoa made an excellent
report on saving energy.

Teacher: That’s an excellent report, Hoa.
Hoa: It’s very kind of you to say so. c)

Situation 3: Lan got high mark for Math.
You: Well done.

Lan: It’s very nice of you to say so.

d) Situation 4: Ba has just won the school
swimming championship.

Friends: Congratulations on your great
efforts, Ba.

Ba: Thank you very much.

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 52

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LESSON 3: LISTEN

A. Objectives:

By the end the lesson, students will be able to listen and fill in the blanks.
Vocabulary :

AuldLang Syne due to bureau acquaintance trustly

2. Grammar: Simple present tense
3. Skills : listening , writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents:

I. Organization (1’)

Class Date of teaching Absent ss:

9A …./…../2015

9B ….../…../2015

II. Warmer: Shark attack: (6’)
- sing a song

- celebration
III. New lesson:

Teacher and students’ activities Content
Step 1: Pre Listening: (10’)

Activity 1. Vocabulary:
(translation)

(synonyms: caused by)

(synonyms: a business office)

(example)

(translation)

* Checking vocabulary: Slap the board
Activity 2. Guessing

- Have students read the song Auld Lang
Syne and work in pairs to guess the
words in the blanks.

- Give feedback

No Guess

A
B
C
D
E

...
...
...
...
...
Step 2: While listening (14)
Activity 1: Checking predictions
- Let students listen to the song twice
- Check their guess

- Give feedback

1. Vocabulary :

- Auld Lang Syne (n): tên 1 bài hát:
The Good Old Days.

- due to (adj): do bởi, tại

- bureau (n): văn phòng, cục, sở
- acquaintance (n): người quen biết
- trustly (adj): đáng tin cậy

II. Listen:

No Guess Listen

A
B
C
D
E

...
...
...
...
...

Days
Take
Mind
Hand
kindness
Tape transcript:

Auld Lang Syne

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- Have some students sing a song

- Let students listen to the song twice and
check their predictions

Step 3: Post-listening (10’)

- Ask students to write some situations
with the compliments, the response to the
compliments into their notebooks

IV. Summary (1’)

Listening to a song and filling the
missing words

V. Homework: (1’)
Do exercises in textbook.
Rewrite new words.

Should Auld acquaintance be forgot.

And days of Auld Lang Syne?

For Auld Lang Syne, my dear,
For Auld Lang Syne,

We’ll take a cup af kindness yet.
For Auld Lang Syne,

Should Auld acquaintance be forgot.
And never brought to mind?

Should Auld acquaintance be forgot.
And days of Auld Lang Syne?

And here s a hand, my trusty friend’
And give a hand o thine’

We ll tak a cup o kindness yet.’ ’ ’
For Aulf Lang Syne.

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 53:

UNIT 8: CELEBRATIONS

LESSON 4: READ

A. Objectives:

By the end the lesson, students will be able to express their opinions.
1.Vocabulary:

hug considerate generous sense of humor Distinguish

terrific

2. Grammar: Simple present tense
3. Skills : reading , writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents

I. Organization

Class Date of teaching Absent ss:

9A …./…../2015

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II. Warmer 
Pelmanism

- Prepare twelve cards with numbers on one side and the dates (6 cards), the
celebrations (6 cards) on the other side.

- Make sure the celebrations and the dates are mixed up.

- Stick the cards on the board so students can only see the numbers.

- Divide the students into two teams and ask each team to choose two numbers in
turns.

- Turn over 2 cards at a time and see if they match. E.g: Independence Day - 2/9
- Give them one mark. If not, turn the cards over again and ask the next team to
choose.

- Continue until all the cards are finished.

Women’s Day May 1

Teacher’s Day December 25

Vietnamese Independence
Day

2/9

(September 2)

Children’s Day 8/3

Christmas Day 20/11

(November 20)

May Day June 1

III. New leson

Teacher and students’ activities Content
Step 1: Pre Reading:

Activity 1. Vocabulary:
(translation)

(explanation)

(translation: how do you say…in English.
(what’s the opposite of “mean”?)

(what’s the opposite of “terrible”)
Check: ROR

Activity 2. Matching

* Setting the scene: On Father’s Day in
Australia and in the USA, children show
their love to their fathers by giving their
fathers presents, cards

Step 2: While- reading:
Activity 1. Read and check:

* Having Sts read the text in silence.
* Having Sts work in groups to match the
details with the suitable names.

* Having some groups to perform their
work in front of the class.

* Giving the feedback.

Activity 2. Questions and Answers

1. Vocabulary :

- distinguish (v): phân biệt, làm khác biệt
- sense of humor (n): khiếu hài hước
- considerate (adj): ân cần, chu đáo
- generous (adj): rộng lượng

- terrific (adj): tuyệt vời, kì diệu.
2. Read:

RITA
JANE
BOB

1. Received the best
education from him.

2. Is proud of him because
he is a considerate and
generous man.

3. Is always a little girl of

her father although she had
children

RITA - 1
JANE - 3
BOB - 2

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* Having Sts read the text again, then
work in pair to discuss the questions.
* Having some pair to act out their work
in front of class.

* Giving comment.
Step 3: Post- reading;
 Write – it – up

* Having Sts write a short paragraph
(about 50 words) to show their opinions,
feelings, and memories about their father.
* Having some Sts read this paragraph in
front of class.

IV. Summary:

* Having Sts find some details about
Mother’s Day

V. Homework:

- Ask students to write their feelings,

opinions and memories about their
fathers.

a. To her dad.

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

d. The best person in the world, a teacher,
a care taker, a friend...

c) Writing:

E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

Period 54

UNIT 8: CELEBRATIONS

LESSON 5: WRITE

A. Objectives:

By the end the lesson, students will be able to write a letter to a friend to share
their ideas

1.Vocabulary :

enhance support nationwide have a day off

2. Grammar: Simple present tense
3. Skills : writing

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents

I. Organization

Class Date of teaching Absent ss:

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9B ….../…../2015
II. Warmer:

Wordsquare:

- Divide the class into two teams.

- Have students go to the board and circle the words they find.
The team which circles more words will win the game.

: celebrate, tradition, flowers
: card

: special food

: gift

: memory
III. New lesson

Teacher and students’ activities Content
Step 1: Pre Writing:

Activity 1: Vocabulary:

(expalnation: add to the value, size,
beauty of...)

(translation/ example )

(synonym: help, give strength to )
(translation )

* Checking vocabulary: what and where
Activity 2: Ordering

- Ask students to keep their books closed,
show the outline on the board.

- Get students to put the parts in the
correct order.

(1) Give details about:

When to celebrate, in what

season, or what month (why?)
How to celebrate: having
parties, sending cards...

What special gift to give.
What special food to offer.
(2) State whether or not you
think your idea will be
supported and you hope the
day will be celebrated
nationwide.

1. Vocabulary:

- enhance (v): tăng cường, tôn lên
- have a day off (v): nghỉ 1 ngày

- support (v): ủng hộ, hỗ trợ

- nationwide (adv): toàn quốc, cả nước
2. Ordering

* Answer keys:

- paragraph 1: ( 3 )
 - paragraph 2: ( 1 )
 - paragraph 3: ( 2 )

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(3) Tell your friend the reason
for celebrating this day.

Step 2: While- writing

* Giving some suggesting questions for
each paragraph on the board on order to
help Sts discuss in groups more easily.
* After discussing in groups, asking each
group write a letter to a friend to share
their ideas about celebrating a Day for
Father or Mother on the papers A4.

Ss work in groups of 6 writing a letter
using the given ideas.

- Sharing and comparing

Ss swap the letters among the groups
Step 3: Post- writing:

* Asking 2 representatives of 2 groups to
stick their papers on the board.

* Asking Sts to give their opinions about
the two papers on the board.

* Correcting mistakes.

Ss discuss in groups to give their ideas.
IV. Summary

* Having Sts write a letter about
celebrating a Day for Father/Mother in
their notebooks.

V. Homework:

- Do exercises in textbook.
- Rewrite new words 5 times

3. Writing:
Paragraph 1:

- Do you love your parents? If yes, I do
thinks it is necessary to have a Day for
your Father? Your Mother?

- Tell the reason for celebrating this day.
(Sts can use the suggesting ideas in the
Paragraph 2:

- When do you celebrate? Why?

- Celebrating this day at home or a
restaurant? Why?

- Should you have a party with many
guests or should you have lunch/dinner
with family members?

- What gifts should you buy for your

father/mother)

- What food should you serve?

(Sts can use the suggesting ideas in the
Paragraph 3:

Do you think your idea will be celebrated
nationwide? Why?

.
E. Evaluation:

………
………
……….
Date of preparing:……./……/2015

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UNIT 8: CELEBRATIONS

LESSON 6: LANGUAGE FOCUS

A. Objectives:

By the end the lesson, students will be able to use relative clauses 
1.Vocabulary:

compose - culture occur satisfy violet

jumper lap

2. Grammar: Simple present tense

3. Skills: writing, speaking

B. Teaching aids: Pictures, posters.
C. Methods: Network, Matching 
D. Contents

I. Organization

Class Date of teaching Absent ss:

9A
9B
II. Warmer
Jumbled words:

- Write the words whose letters are in a random order on the board (or on the poster).
- Divide the class into two teams. Students from 2 teams go to the board and write the
correct words.

- The team which writes more correct words first will win the game.
III. New lesson

Teacher and students’ activities Content
Step 1: Presentation

Activity 1. Vocabulary:
1. (translation)

2. .(synonym: happen) 
3. (synonym: please)

4. (translation) 
5.(realia/picture) 
6. (realia)

* Checking vocabulary: Slap the board
Activity2. Grammar:

- Explain the new words, and how tousle
Relative Pronouns WHO, WHICH,

EVEN THOUGH, THOUGH,

CONCESSION, ALTHOUGH (using
pictures, objects or Vietnamese)

- Give students 2 examples.

Step 2: Practice
Activity 1: writing

1. Vocabulary:

- compose (v): sáng tác, soạn thảo
- occur (v): xảy ra

- satisfy (v): làm thoả mãn
- culture (n): nền văn hoá
- jumper (n): áo tròng qua đầu
- lap (n): đùi

2. Grammar:
Form and use:

Who-which: replace the pronoun

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

3. Practice:

Even though

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Language focus 1: Using replace the
pronoun: who or which:

Note:

- Đứng ngay sau người hoặc vật mà
muốn giải thích thêm.

- Nếu bổ nghĩa cho chủ ngữ thì thêm dấu
(,)

Guessing game: 
Language focus 2

T reviews “who, which” clauses from the
guessing game.

E.g: Linda is the girl who is wearing a

pink dress.

T asks Ss answer, using relative pronoun.
1, Who’s Uncle John?

2, Who’s Aunt Judy?
3, Who’s grandmother?
4, Which present is for Jack?
Language focus 3+4:

T gives the model sentence by using
realia.

T divides class in to 3 groups. Each
group write 3 sentences.

Language focus 1

Practice speaking or matching
(A poster)

a b c

Auld
Lang
Syne is a
song

Who is sung on

New
year’s eve
Which

a. Auld Lang Syne is a song which is sung
on new year’s Eve.

b. This watch, which was given to me by
my aunt on my 14th birthday, is a gift.
c. My friend Tom, who sings Western
folk songs very well, can compose songs.
d. We often go to the culture house which
always opens on public holidays.

e. I like reading books which tell about
different people and their cultures.

f. On my mom’s birthday my dad gave
her roses which were very sweet and
beautiful.

g. Tomorrow I’ll go to the airport to meet
my friends who come to stay with us
during the Christmas.

Language focus 2

Guessing game: Use the pictures in
language focus 2 on page 71.

E.g: The girl is wearing a pink dress.
Who is she? - Linda

Language focus 3+4:

E.g:
Even though

Though + adverbial clause of Concession
Although

Even though

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T gives feedback

Step 3: Furhter practice: 
Noughts and crosses.

3b 3c 3d

3e 3f 4b

4c 4d 5e

IV. Summary:
? Relative clauses

? adverbial clause of Concession
V. Homework:

Do exercises in textbook.

I am tired today, but I go to school.
Although I am tired today, I go to school.
Answer key:

Lf3:

a. Although We don’t have a Mother’s
Day in Viet Nam, dad and I have special
gilfs and parties for my mom every year
on the 8th of March.

c. We went to Ha Noi to watch the parade
on national Day last year even though we
live in Nam Dinh.

d. Many tourists enjoy festivals in Viet
Nam though they don’t understand
Vietnamese culture very much.

e. Even though in Australia Christmas
season in summer, the Australians enjoy
Christmas as much as people in European
countries do.

f. Jim could see the main part of the show
althought he came to the show late due to
the traffic jam.

Lf4:

b. Even though Liz has an exam
tomorrow, she watches TV.

c. It rained yesterday although the
weather bureau had predicted there
would be fine weather.

d. Ba ate a lot of food though he wasn’t
very hungry.

e. Even though the keyboard wasn’t
working well, she finished the letter.

Homework:
Who/ which

Even though/Though/Although
E. Evaluation:

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UNIT 9: NATURAL DIASTERS

I. Aims:

Học sinh có thể:

Đọc hội thoại, đoạn văn về các thảm họa thiên nhiên và làm các bài tập xác định
thông tin đúng/ sai, hoàn thành các câu theo nội dung của bài đọc.

Đưa ra các gợi ý, đề xuất về những việc nên làm để chuẩn bị khi sắp có bão nhiệt đới.

Nghe về cách sống ở những khu vực có động đất và sử dụng thông tin điền vào bảng.
Viết hoàn thành câu truyện theo tranh và từ gợi ý.

II/ Teaching aids:

Text books, cassette recorder, posters, pictures, word cues.
III/ Procedure:

There are 6 lessons:

Lesson 1: Getting started- Listen and read
Lesson 2: Speak

Lesson 3: Listen
Lesson 4: Read
Lesson 5: Write

Date of preparing:……./……/2015
Period 56:

UNIT 9: NATURAL DIASTERS

LESSON 1: GETTING STARTED-LISTEN AND READ

A. Objectives:

By the end the lesson, students will be able to get the information about weather
from the weather forecast

* Language contents:
1. Vocabulary :

turn up expect thunderstorm delta just in case

trust

2. Grammar: past simple with wish
3. Skills: reading, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Matching, ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II. Warmer: 
Chatting:

- Ask students some questions about weather :

+ What’s the weather like today?
 + Do you like hot/ cold weather?

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the radio or on TV?

+ Do you think weather forecast is useful for us? 
 How is it useful?

III. New lesson

Teacher and students’ activities Content
Step 1: Pre reading

Activity 1. Pre-teach
mime

translation
picture
visual
translation

* Checking vocabulary: what and where
Have students repeat the words chorally
then rub out word but leave the circles.
Remember to let students repeat before
and after rubbing out each word.

- Go on until students can remember the
words.

- Get students to write the words again in
the correct circles.

Activity 2. Pre-questions:

- Set the scene: Thuy is talking to her
grandmother while they both are

watching TV.

- Give students one question and ask
them to guess the answer

a. What are they watching?
- Give feedback

Step 2: While- reading:

Activity 1:Anwering the questions

- SS read the text and answer the
question.

Activity 2. Gap filling:

- Have students read the dialogue silently
and do exercise 2b on page 75.

- Get them to share their answers with
their partners.

- Give feedback

Activity 3: Comprehension questions:
- Show the questions on the poster. Ask
students to answer the questions in pairs.
- Get students call out their answers,

1. Vocabulary: 
- turn up (v): vặn to

- expect (v): mong đợi, chờ đón 
- thunderstorm (n): bão có sấm sét
- delta (n): vùng châu thổ

- just in case (n): phòng khi, lỡ khi

What are they watching?

2. Read:
Answer keys :

They are watching the weather forecast
on TV

3. Gap filling:
Answer keys:

1. turn up; weather forecast.
2. raining.

3. central highlands
4. have temperature

5. weather forecast; watching
them.

4. Answer the questions:

delta

turn
up
thunderstorm

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teacher corrects if necessary.

- Have students practice asking and
answering in pairs.

* Questions:

1. Why does Thuy’s grandmother ask her
to turn up the volume?

2. Which City is the hottest today?
3. Where is Thuy going?

4. What’s does Thuy’s grandmother want
her to do?

Step 3: Post Reading:
Speaking:

- Ask students to read again the weather
forecast on TV and notice some phrases.
- Ask students to look at the map and
play the role of the weatherman to

present the weather forecast, based on the
information given.

- Call on some students to present before
the class.

- Have students work in pairs - one
student speaks, the other listens.

IV. Summary

Reading about the weather forecast.
V. Homework:

Ask students to write a weather forecast.
The dialogue will help them. Students
can change the information, the places..

* Answer keys:

1. Because she wants to listen to the
weather forecast.

2. Ho Chi Minh City is the hottest.

3. She is going on to a park on the other
side of Thang Long Bridge with her old
friends (she’s going on a picnic)

4. She wants her to bring along a raincoat.

* will have temperature between

... and...

* will experience temperature
between...and...

* HCM’s temperature will be
between ...and...

* can expect clouds/ thunderstorms.

E. Evaluation:

………
………
……….
Date of preparing:……./……/2013

Period 57:

UNIT 9: NATURAL DIASTERS

LESSON 2: SPEAK

A. Objectives:

By the end the lesson, students will be able to talk about what they want to buy
and do to prepare for a typhoon

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bucket leak tie ladder available

damage

2. Grammar:

3. Skills: reading, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Matching, ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer 
* Brainstorming:

- Have students think about what they do to prepare for a typhoon
- Have students to go to the board and write down

Buy food

Store water
* Possible answers:

+ Check the doors and the windows.

+ Cut some branches of high tree in the garden or around the house

+ Buy oil, gas

+ buy candles
+ Check the roof
III. New lesson

Teacher and students’ activities Content
Step 1: Presentation:

Activity 1. Vocabulary:
 1.( visual )

2.( visual )
 3.( mime )
 4.( picture )
 5.( translation )

6.( synonym of hurt or spoil

* Checking vocabulary: Slap the board
Activity 2. Revision:

- Ask students for the form and the use of
"must " and "may" .

- Ask students to make sentences with "
must/ may " to answer the question.
* Possible answers:

- There be must strong wind blowing

1. Vocabulary:

- bucket (n): cái xô

- leak (n): chỗ thủng, chỗ dột.
- tie (v): cột, trói.

- ladder (n): cái thang
- available (adj): có sẵn

- damage (v): phá hỏng, làm thiệt hại
2. Revision:

* Form:
must

may + infinitive

* Use: in deduction or prediction
Eg: The water pipe may be damaged
Preparation for a

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- There may be a power cut.
- There must be heavy rain.
- Big trees may fall down.
- The market may be closed.
- There may be a flood.
- ...

Step 2: Practice

- Have students do exercise 3a on page
76. The students have to check () what
preparations they think should be done for
a typhoon.

- Elicit some questions and get students to
ask and answer in pairs.

a. Why do we need to buy food?

(Because the market will be closed and
no food will be available ).

b. What food we need to buy?

( rice, oil, canned food, soy sauce,
flour...)

c. Why do we need to buy candles?
(Because there may be power cut).

d. Why do we need to fill all buckets with
water?

(Because water pipes may be damaged
and we’ll not have enough water to use
right after typhoon).

e. Why do we need to fix the roof?

(Because the roof may be damaged by the
typhoon).

f. Why do we need to buy a ladder?
(just in case we have to fix the roof)

g. Why do we need to check all window
and door latches?

(Just in case the strong wind pushes the
doors open).

Step 3: Production:

- Divide the students into two groups of
four.

- Have students talk about what they think
they want to buy and do to prepare for a
typhoon; explain why. They can use the
questions and the answers above. Besides,
the ideas in the bubbles on page 77 can
help students talk easily.

3. Speak :

a). Answer keys:

 Buying some canned food.
Paiting the house.

Buying a dog.
 Buying candles.
 Buying matches.

Hiring some video movies.
 Filling all buckets with water.
 Buying a ladder.

Washing your blankets.

 Fixing the leak in the roof to the
ground with pegd and ropes.
Inviting some friends over for a
dinner.

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- Ask students to use the expressions in
the box when talking to one another.
- Go around and help students. Encourage
students to show their own ideas.

IV. Summary:

Speaking about preparations for a
typhoon.

V. Homework:

Write something about what they have to
do to prepare for a typhoon

E. Evaluation:

………
………
……….
Date of preparing : ………..

Period 59

UNIT 9: NATURAL DIASTERS

LESSON 5:WRITE

A. Objectives:

By the end the lesson, students will be able to write a story
* Language contents :

1. Vocabulary :

behave shelter all of sudden shine in circle

perfect

2. Grammar:

3. Skills : writing, speaking

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Matching, ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B

II: Warmer: 
 Jumble words

- Write the words whole letters are in a random order on the board.

- Divide the class into two teams. Students from two teas go to the board and write
the correct words.

The teams which write more correct words first win the game
1. otnophy – typhoon

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4. tearquake – earthquake
5. ormst – storm

III. New lesson

Teacher and students’ activities Content
Step 1. Pre- writing:

Activity 1. Pre-teach vocab
translation

definition: a place of safely
synonym: suddenly

Situation
draw

synonym=good

* Checking : what and where

- Have students repeat the words chorally
then rub out word by word but leave the
circle. Remember to let students repeat
before and after rubbing out each word.
- Go on until students can remember the
words.

- Get students to write the words again in
the correct circle.

Step 2: While- writing:
Activity 1. Telling the story
- Show six pictures on the board
- Set the scene: This is

- Ask home questions to elicit the story.
Look at the picture 1:

- Who is this?
- Where is she?
- What is she doing?
Look at the picture 2:
- How is the dog?
Perhaps is it scared?
Look at the picture 3:
- What’s on TV?

- What does Lan’s mother say?
Look at the picture 4:

- What are they doing?
Look at the picture 5:

- What’s the weather like now?
Look at the picture 6:

- What’s the weather like now?
- How are they now?

I. Vocabulary

- behave (v): cư xử, ứng xử
- shelter (n): chỗ trú ngự

- all of sudden (IDM): bất ngờ, bỗng
dưng

- shine (v): chiếu sáng
- in circle (prep): vòng tròn
- perfect (adj): tuyệt vời

II. Write:
1. Picture 1:
It’s Lan

She’s outside/in the garden.

She’s playing with her dog, Skippy.
=> Lan is outside playing with her dog.
2. Picture 2:

It looks strange.  All of a student, the dog
behaves strangely

3. Picture 3:

The weather forecast

She tells Lan that she has just heard on
TV that there is a typhoon coming.

 Lan ran home and her mother tells her
that there is a typhoon coming

4. Picture 4:

They are gathering and talking about the

coming typhoon

 Mrs. Quyen gathers her family and asks
them to find shelter in the house.

5. Picture 5:

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Activity 2. Write the story

? What tense is used to retell a story
For

- Ask some students to look at the
pictures and retell the story

- Have students write a story individually.
The cues in the box on page 79 will help
students to write easily

- Ask students to use past tense.

- Go around and help students to write.

Step 3: Post- writing:

- Get students to share with their partners
and correct mistakes.

* Correction:

- Take some writing to correct on front of
the class.

- Ask students to rewrite their writings
- Collect their papers and correct.
IV. Summary:

Read the story.
V. Homework:

- Get students to write another story.
They can make changes or add more
details to the story.

rain

 Suddenly, it becomes dark. The storm
comes with strong win and heavy rain
6. Picture 6:

It’s fine.

They all are happy.

 The storm finishes soon and everyone is
glad

The past tense:
Form: S + Ved/PI

was/were+N/ adj
* Sample:

It was a beautiful day. The sun was shiny,
the sky was blue and the weather was
perfect. Lan was outside playing with her
dog, Skippy. All of a student, the dog
began behaving strangely. She kept
running around circles. Lan ran home
with her dog to tell her mother what
Skippy was doing. Lan’s mother, Mrs.
Quyen told Lan that she heard on TV that
there was a typhoon coming. Mrs. Quyen
gathered her family and told them to find
shelter in the house.

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

Date of preparing: ………..
Period 60

UNIT 9: NATURAL DIASTERS

LESSON 6: LANGUAGE FOCUS

A. Objectives:

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* Language contents:
1. Vocabulary:

tidal wave abrupt tornado Funned shaped Collapse

suck up

2. Grammar: Who/ which clause
3. Skills: reading, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Matching, ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer 
III. New lesson

Teacher and students’ activities Content
Activity 1: Lucky numbers

Language focus 1

1. Which country won the 1998 Tiger

Cup?

2. Which animal has one or two hours on
its snout?

3. LN

4. Who discovered America?

5. Which planet is closest to the earth?
6. Which animal was chosen to be the
Logo of Sea games 2003?

7. LN

8. Which ASEAN country is divided into
two regions by the sea?

9. Which food can you chew but can’t
swallow?

10. Which thing can you swallow but
can’t chew?

Ss do exercise 1 (p81) following the
example.

Activity 2: Pelmanism

I. Language focus 1

Singapore

Rhinoceros
LN

Christopher Columbus
Venus

Buffalo
LN
Malaysia
chewing gum
water

EX:

a. The city in Japan which was struck by
a huge earthquake in 1995 is Kobe.

Kangaroos Tokyo Langson Pompeii Italy

Neil

Armstrong

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Ss do Language focus 2.

Activity 3: language focus 3.

- Defining Relative clause identify nouns

these.

Asks Ss to do language focus 3.

IV. Summary

- Relative/ non relative clauses
V. Homework

- Finish the excersise in LF

II. Language focus 2.
Answer key:
1e 2g 3f
4a 5c 6d 7b
III. Language focus 3.

Defining and non-defining relative
clauses:

Model:

1. The novel has been lost. You gave me
on birthday.

- The novel which you gave me on my
birthday has been lost.

2.Vietnam exports rice. Vietnam is in the
Southeast Asia.

Vietnam, which is in the Southeast Asia,
exports rice.

Answer keys:

Kangaroos, which come from Australia,
have long tails.

Ba, who lives in Trang Tien street, likes
playing the guitar.

The novel that you gave me in my
birthday has been lost.

Neil Armstrong, who first walked on the
moon, lives in the USA.

The chair that I bought yesterday is
broken.

Mrs Lien, who sings very well, is my
English teacher.

Date of preparing:……./……/2013
Period 61:

FORTY-FIVE MINUTE TEST

A. Objectives:

By the end of the lesson:

- Ss will be able to know what they’ve known and what they have to study again.
- Teacher will be able to check the Ss’s knowledge from U7 – U9: Vocab and
grammar.

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I: Organization

Class Date of teaching Absent ss:

9A
9B

Ma tr n ậ đề

KQ TL KQ TL KQ TL

I. Listening 5 câu

0,5 đ’

5 câu
2,5 điểm
II. Phonetic 4 câu

0,25 đ’

4 câu
1,0 điểm
III.

Language
focus:

8 câu
0,25 đ’

8 câu
2,0 điểm
IV.

Reading:

4 câu
0,5 đ’

5 câu
2 điểm

V. Writing 5 câu

2,5 đ’

4 câu
2,5 điểm

Tổng 12 câu

3,0 điểm

9 câu
4,5 điểm

5 câu
2,5 điểm

27 câu
10 điểm
Content of the test

I. Listen to the teacher and fill the missing word in the blank (2,5 pts)

Sports and games make our body (1)..., prevent us from getting too fat and
keep us (2)..., these are not their only uses. They give us valuable practice in
making eyes, brain and muscles (3)... together. Sports and games are also
(4)... for character training, boys and girls may (5)... about such
virtues as courage, discipline and love their country.

II. Choose and circle the best answer to complete each sentence (2 pts)
1. Mrs Ha suggests …………. tennis this afternoon.

A. plays B. playing C. to play D. play
2. A tropical storm called ………… in Australia.

A. a hurrican B. cyclone C. typhoon D. tornado
3………… percent of earthquakes occur around the Pacific Rim.

A. Ninety B. Seventy C. Fifty D. Nine
4. Mrs Lan forgot to ………… the faucet when she left for work.

A. turn on B. turn up C. turn off D. turn out
5. I ………. my lost key everywhere but I can’t find it.

A. looked at B. looked up C. looked for D. looked after
6. Today jeans are …………. all over the world.

A. famous B. popular C. tranditional D. wide
7. On Tet holidays, family members who live …………. try to be together.
A. apart B. again C. far D. alone
8. He woke up late ………… he didn’t have time for breakfast.

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Every nation and every country has its own customs and tranditions. In Britain
tranditions play a more important part in the life of the people than in other countries.
English men are proud of their tranditions and carefully keep them up.

It has been the law for about 300 years that all theaters are closed on Sundays. No
letters are Milk is considered the most nearly perfect of adeliered, only a few
Sunday papers are published.

To this day an English family prefers a house with a garden to a flat in a morden
house with center heating. English people like garden in front of the house is a little
square covered with cement painted green in imitation of grass and a box of flowers.
Holidays are especially rich in old tranditions and are different in Scotland,
Ireland, Wales and England. Christmas is a great English national holiday, and in
Scotland it is not kept, except by clerks in banks, all shops and factories are working.
* Answer questions:

1.How important are tranditions in Britain?

………..

2. What do Englishmen do to their tranditions?

………..
3. Which does English family prefer, a house with a garden or a flat?

………..
4. How is Christmas kept in Scotland?

………..
IV. Make changes and additions to produce a complete letter (2,5 pts)

Last week/ I/ go/ Hanoi/ my family.

...
We/ visit/ Thu Le zoo/ and then/ we/ visit/ HCM museum.

...
I/ have/ a great time.

...
I/ have be/ doing/ homework all weekend/ but still haven’t/ finish.

...
I/ must go/ do it now.

...
Answer key + mark:

I. (2,5 p- 0,5/ sentence)

1. strong 2. healthy 3. work 4. useful 5. learn
II. (2 p- 0,25/ sentence)

1. A 2. C 3. A 4. C
5. C 6. B 7. A 8. B
III. (2 p- 0,5/ sentence)

They are more important in the life of the people than in other countries.
They are proud of their tranditions and carefully keep them up.

An English family prefers a hourse with a garden.

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IV. (2,5 p- 0,5/ sentence)

1. Last week I went to Hanoi with my family.

2. We visited Thu Le zoo and then we visited HCM museum.
3. I had a great time.

4. I have been doing my homework all weekend but still haven’t finish.
5. I must go and do it now.

E. Evaluation:

………
………
……….

UNIT 10: LIFE ON THE OTHER PLANET

I. Aims.

Học sinh có thể:

+ to talk about possibility
+ to seek information
+ to write an exposition

II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.
III/ Procedure: There are 6 lessons

III/ Procedure: There are 6 lessons
Lesson 1: Getting

started-Listen and read

read a text about UFOs

Lesson 2: Speak talk about the things that might be on Mars.
Lesson 3: Listen listen for details to know about the moon.
Lesson 4: Read read a text about a space trip.

Lesson 5: Write write an exposition about the existence of UFOs.

Lesson 6: Language focus do all the exercises using modal verbs may/ might and
conditional sentences type 1/ type 2.

Date of preparing: ………..
Period 62

UNIT 10: LIFE ON THE OTHER PLANET

LESSON 1: GETTING STARTED-LISTEN AND READ

A. Objectives :

By the end of the lesson, Ss will be able to read a text about UFOs
* Language contents :

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- a mosque

- To be impressed by
- To pray

2. Grammar: past simple with wish
3. Skills : reading, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Matching, ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer 
Hangman

unidentified, flying, objects

III. New lesson

Teacher and students’ activities Content
Step 1: Pre reading

Activity 1. Pre-teach:
- picture

- synonym: catch

- definition: a person on other planets
- picture

- translation
- translation

- definition: anything that shows to
prove

- translation

* Checking vocab: Rub out and
remember

Activity 2. Prediction: Matching

? Match the definition with the
suitable word

Activity 3. Chatting:

I. Vocabulary:

- space craft (n): tàu vũ trụ
- capture (n): bắt

- alien (n): người ngoài hành tinh
- meteor (n): sao băng

- device (n): dụng cụ thiết bị
- evidence (n): bằng chứng

- claim (v): đòi quyền, nhận là

II. Matching:
1. proof, support

2. falling star, or shooting star
3. unknown/strange people or
things

4. bringing together or

a, meteor
b,

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- Use the pictures in the book on page
83

What can you see in the pictures?

What do we call them in Vietnamese?
Do you know another word for
UFOs?

Do you think they really exist?

Have you ever seen any films on
UFOs?

If you saw a UFO, what would you
do?

Step 2: While- reading

Activity 1. Ss read and correct the
matching.

Complete the notes (2b-p84)
Group work

Activity 2. Gap -fill

Step 3: Post- reading:

Discussion: (Choose a good student to
be a controller)

IV. Summary

Write the notes on page 84

V. Homework

Learn new words by heart
Do exercise 3 at page 156

gathering

5. caught as a prisoner
6. became impossible to see

collecting
f, capture

* Answers:

1- c 2- a 3- d
4- e 5- f 6- b
III. Listen and read:

Questions:

Do you believe in Kenneth Arnold or the
women who saw a UFO above her house?
Have you ever seen a picture of an alien?
Are they small or big? Are they intelligent?
Do you think they really exist?

If you saw a UFO, what would you do?

* Answer keys:

a. An aircraft, a weather balloon or a meteor
b. Nine large round objects traveling at about
2,800 meters an hour.

c. 1,500 UFOs

d. UFO above their house.

e. an egg-shaped object in one of his fields
and also aliens collecting soil samples

f. claimed they were captured by by aliens
and taken aboard a spacecraft.

g. and his plane disappeared after sighting a
UFO in 1978.

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Date of preparing: ………..
Period 63

UNIT 10: LIFE ON THE OTHERPLANET

LESSON 2: SPEAK

A. Objectives:

By the end of the lesson, Ss will be able to talk about the things that might be on
Mars.

* Language contents:

1. Vocabulary: microorganism, creature, gemstone, trace, sparkling, mineral
2. Grammar: conditional sentences

3. Skills: speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Wordsquare, matching, Write itup ROR

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer: 
Wordsquare:

- Ask students some questions about the solar system.
- Which planet is the nearest to the sun? (M)

- Which is the biggest?
- Which is the hottest?
Earth, Moon
Sun

Mercury
Mars

III. New leson

Teacher and students’ activities Content
Step 1. Pre- speaking:

Activity 1. Pre-teach:
T elicits each word by
- translation

- translation
- realia
- visual
- realia
-example

* Check vocab: Rub out and remember
Activity 2. Revision of modal verbs
“May”, “Might”

Step 2: While -speaking

I. Vocabulary:

- microorganism (n): vi sinh vật
- creature (n) sinh vật

- gemstone (n) đá quí
- trace (n) dấu vết

- sparkling (adj) lấp lánh

- mineral (n) khoáng sản

II. Speaking:

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Activity 1. Matching:

Set the scene: A space tourist traveled to
Mars, he saw many things there and
noted them down. These are drawings of
things. Try to guess and match the
drawings with their names.

- Number from 1 to 7 from left and right.
Check and correct:

Activity 2. Practice:

a. Ss use the drawings to drill (pairs)
T- WC

WC- T
H-H

open- close pairs

b. Group- discussion: ( 2groups – one
topic)

- Have ss practice the dialogue between
Nam and Hung on Pg 85.

- Call on some pairs of students work in
pairs to practice the dialogue.

Step 3: Post- speaking
Write- it – up

Exhibition (Groups - poster)
What might be on Mars?

What might be on the moon?
IV. Summary

? Copy down the writing

1. Grammar:

* Form: may/ might + Inf

* Use: We use may/ might to talk about
present of future possibility.

2. Matching:
1. mineral
2. water

3. mountains
4. plants

5. little creature

6. gas

7. gemstone
3. Practice:
Exchange:
What’s this?

This may be minerals on Mars.
1. What are they?

They may be minerals on Mars.
2. What are they?

They might be plants on Mars.
3. What’s this?

This may be gas on Mars.
4. What are they?

They may be gemstones on Mars.
5. What are they?

they may be little creatures
* Dialogue:

A: What does this drawing say?
B: There may be water in Mars
A: What about these ones?
B: Well. they may be minerals

What do you think there might be on
Mars? on the moon?

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V. Homework

Complete the wrting at home

Date of preparing:……./……/2013
Period 64

REVISION FOR THE SECOND TERM

A. Objectives:

By the end of the lesson, Ss’ll be able to review old structures and further practice
some exercises.

B. Teaching aids: Textbook English 9, colored chalks, poster
C. Methods:

I. Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer 
III. New leson
Step 1. Revision:

1. Structure “Use to + V”

Exp: My father used to smoke.

2. The simple past tense in “wish- clause”:
I wish I had time to help you do this work

John wishes he were a good doctor to save people.
3. Passive form “Be + PP”

This house was built in 1990.
4. Report speech

He said, “I’m a plumber
He said he was a plumber
5. Conditional type 1:

If you work harder, you will pass the final exam.
If-clause (present) main- clause (future)

Unless you work harder, you won’t pass the final exam.
6. Tag- question:

She can speak English, can’t she?
I’m late, aren’t I?

7. Relative clause:

The girl who is wearing a white shirt is Lan’s sister.
defining clause (xác định)

Vietnam, which is in the Southeast Asia, exports rice.
non- defining clause (không xđ)

Step 2. Practice:
Multiple choice:

1. He ... a city bus driver for over ten years now

a. is driving b. drove c. has been driving d. has driven
2. This library ...20 years ago.

a. is built b. was built c. was made d. built
3. A: have you finished the course yet? B: No, I wish but I ...
a. would b. had c. should d. have
4. All the boards ... up to now.

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c. used to drinking d. uses to drink
6. I wish I ... what to do.

a. know b. knew c. have known d. would know
7. If he makes a lot of money, he ... that new house.

a. will buy b. buys c. bought d. can buy
8. He’s never been late for school, ...?

a. isn’t he b. has he c. hasn’t he d. doesn’t he
9. Would you mind ..., please?

a. answer the phone b. answering the phone
c. to answer the phone d. to the phone answer

10. If it ... we’ll have the party in the garden.

a. doesn’t rain b. rains c. won’t rain d. didn’t rain
11. He never used to smoke, ...?

a. didn’t he b. used he c. did he d. doesn’t he
12. Mary moved from the room ... the noise.

a. because b. because of c. as d. although
13. The case is too heavy ...

a. carrying b. carry c. to carry d. to be carried
14. I don’t like iced tea.

a. He doesn’t, too b. So does he

c. Neither does he d. Neither doesn’t he
15. Dalat, ... we visited last year, is a beautiful city.

a. where b. that c. which d. at which
IV.

Summary
V. Homework:
E. Evaluation:

………
………
……….
Date of preparing: ………..

Period 67

UNIT 10: LIFE ON THE OTHER PLANET

LESSON 3: LISTEN

A. Objectives:

By the end of the lesson, Ss will be able to listen for details to know about the
moon.

* Language contents:

1. Vocabulary: expert, crater, one- sixth, two-fifths
2. Grammar: conditional sentences

3. Skills: listening, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Hang man. mapped dialogue

D. Contents
I: Organization:

Class Date of teaching Absent ss:

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II: Warmer: 
Hangman:

life, plant, moon, creature

III. New leson

Teacher and students’ activities Content
Step 1: Pre- listening:

Activity 1. Pre-teach Vocab:
T eicits each word by:

- definition: a person who has special
knowledge, skill or practice

- visual/ picture
- translation
- translation

Activity 2. Predictions:

Set the scene: “you will listen to the
description of the moon. But before
listening. you should read the statements
on page 86 and guess which is
incorrect”.

- Let ss predict the correct statements –
p86.

- give feedback

Step 2. While- listening:

Activity 1: Checking prediction
Ss listen and correct the prediction
Activity 2: Mapped dialogue:

I. Newwords:

- expert (n): chuyên gia

- crater (n): hố bom, miệng núi lửa
- one- sixth (n): một phần sáu

- two-fifths (n): hai phần năm
II. Listening:

No Guess Listen Correct

a
b
c
d.
e.
f.
g.
h.
i.
j.


x


x

x
x



S1 S2

… life ... moon?
Why?

… any mountains?
Is ...cold?

…. interesting ...

No,...

There...no air.
Yes. They ... very
high.

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Step 3: Post- listening:

Write something you know about the

moon.

IV. Summary:
? Read the writing
V. Homework

Learn new words by heart.
Complete the writing.

know the moon.

S1: Is there life on the moon?
S2: No, there isn’t.

S1: Why?

S2: Because there is no air on it.
S1: Are there any mountains?

S2: Yes, there are. They are very high.
S1: Is it cold on the moon?

S2: Yes, it’s very cold at night, about
-151oC

S1: It’s really interesting to know about
the moon.

* Tape transcript:

Good evening. welcome to our Science For Fun Program. This week, we’ve received
a lot of questions asking about life on the moon. We’ve talked to some experts and
this is what we’ve found out. There is no water or air on the moon. It is all silent
because there is no air. Of course, there will be no music, no sounds. There are no
rivers and no lakes. At night, It is very cold. The temperature goes down to 151C
below zero. But during the day the temperature rises to 100C above zero.

There are great round holes on the moon. They look like big lakes. They are called
craters. There are more than 30,000 craters on the moon. There are also high
mountains. The highest mountains on the moon are about 26,000 feet or 8,000 meters
high.

And here is something very interesting to know: on the moon you weigh one sixth of
what you weigh on the earth. If you weigh 50 kilos, on the moon you will weigh only
a little more than 8 kilos. You will be able to jump very high, even higher than an
Olympic Champion. You can take very long steps as well. And ... May be you won’t
sleep very well because one day on the moon last for two weeks.

So, is there life on the moon? I leave the questions for you to answer yourself.
E. Evaluation:

Date of preparing: ………..
Period 68

UNIT 10: LIFE ON THE OTHER PLANET

LESSON 4: READ

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By the end of the lesson, Ss will be able to read a text about a space trip.
1. Vocabulary: push –up, orbit, totally, marvelous, physical condition.
2. Grammar: conditional sentences

3. Skills: Reading, speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: Hang man. mapped dialogue

D. Contents:
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer: 
Chatting

Do you want to travel?

Have you ever traveled in our country or abroad?
Have you ever dreamed of a trip to space?

Do you want to be an astronaut?

Do you think traveling into space takes a lot of money?
III. New lesson

Teacher and students’ activities Content
Step 1: Pre- reading

Actviity 1. Pre-teach vocabulary:

- T elicits each word by:

- situation
- translation

- synonym = completely
- synonym = wonderful
- translation

* Checking vocab: slap the board
Activity 2.Ordering statements:
5a. p87 (show the poster)

Step 2: While- reading:

Activity 1. Ss read and check their
predictions

Activity 2. Comprehension questions
(p87)

Pair work

I. Vocabulary: 
- push –up (v): hít đất

- orbit (n): quĩ đạo, di chuyển theo quĩ đạo
- totally (adv): hoàn toàn

- marvelous (adj): tuyệt diệu, kì diệu

- physical condition (n) tình trạng thể chất

II. Reading:
1. Ordering

Sentence Guess Read

1 b

2 d

3 e

4 a

5 c

* Answer key:

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Step 3: Post-reading:
Discussion: (4 Groups)

- Divide the class into 4 groups. The
students discuss in groups

- Ask each group to choose one leader
who presents his/ her group’s opinions.
- Help ss to show their ideas

IV. Summary

? What have you read?

? What will you do to prepare for a
space trip?

V. Homework:

Write a short paragraph to answer the
questions in the discussion

excellent physical condition.

2. You have to get a letter from the
doctor.

3. You can see pictures of the earth: your
country, interesting places, the oceans, the
big rivers, the tall mountains.

4. We can see those scenes 16 times a
day.

5. We can walk on the wall or on the
ceiling.

“If you were able to take a space trip what
would you do to prepare for the trip?
What would you like to bring along?”

E.

Evaluation:

………
………
……….
Date of preparing : ………..

Period 69

UNIT 10: LIFE ON THE OTHER PLANET

LESSON 5 : WRITE

A. Objectives:

By the end of the lesson, Ss will be able to write an exposition about the
existence of UFOs.

1. Vocabulary: imagination, trick, man like creature, mysterious, flying sauce, UFO:
unidentif flying object

2. Grammar: Simple present, future simple tense
3. Skills: speaking, writing

B. Teaching aids: Textbook English 9, colored chalks, pictures, poster
C. Methods: matching

D. Contents
I: Organization

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9A
9B
II: Warmer: 
Jumble word:

- ucinionttrod = introduction oybd =body nculcoonsi = conclusion
III. New lesson

Teacher and students’ activities Content
Step 1: Pre- writing

Activity 1. Pre teach
Explain

trans
explain
picture
picture
picture

* Check: slap the board
Activity 2. Matching:
section a –Page 88

- Asks Ss to read the outline of an
exposition in column A and put the
paragraghs in column B in order to match
the sections in A

- Gets feedback and corrects

Activity 3. Comprehension questions:
Asks Ss to read the dialogue between An
and Ba about the existence of UFOs
- Gives Ss some questions to make sure
they understand the dialogue

1. Does An believe there are UFOs?
2. Does Ba believe in UFO?

3. What does An think about UFOs?
4. Why does Ba think UFOs exist?

5. What evidence makes Ba believe in
UFOs?

Step 2 While writing:

- Asks Ss to use Ba’s opinion to write an
exposition about the existence of UFOs
- Monitors and helps weaker students

I.Vocabulary

- imagination (n) sự tưởng tượng
- trick (n) mẹo, kỹ xảo

- man like creature (n) sinh vật giống
người

- mysterious (adj) bí hiểm
- flying sauce (n) đĩa bay

- UFO: unidentif flying object : vật thể
bay không xác dịnh

II. Writing
1. Matching
Answer key

Introduction: I don’t believe there... (ii)
Body: Firstly, flying saucers... (iii)
Conclusion: Therefore, UFOs are... (i
2. Comprehension questions

Answer key
1. No, he doesn’t
2. Yes, he does.

3. He thinks that it might be people’s
imagination.

4. Because newspapers talk a lot about
UFOs and many people around the world
say they have seen flying saucers)

5. There are plenty of photos of them and
the mysterious circles on the fields

II. Writing

Suggested writing

I believe UFOs exist because articles and
reports in newspapers talked a lot about
their appearance.

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Step 3: Post writing

- After Ss finish their writing, Ss have to
compare with their partners and make
some correction

- Calls on some Ss to read their writings
before the class

- Gives feedback and corrects typical
mistakes

IV. Summary
V. Home work

Write the exposition in your exercise
book

- Prepare for the new lesson: Language
Focus

flying saucers. Secondly, there are many

photos of flying saucers and some
photographers said they saw manlike
creatures get out of the vehicles.
Moreover, people are discussing those
mysterious circles on the fields in the
countryside of Great Britain.

Therefore, I think UFOs are not our
imagination. They are real, and we should
be ready to see their visits.

Home work

Write the exposition in your exercise
book

- Prepare for the new lesson: Language
Focus

E. Evaluation:

………
………
……….

Date of preparing : ………..
Period 70

UNIT 10: LIFE ON THE OTHER PLANET

LESSON 5: LANGUAGE FOCUS

A. Objectives:

By the end of the lesson, Ss will be able to do all the exercises using modal verbs
may/ might and conditional sentences type 1/ type 2.

1. Vocabulary :

2. Grammar: conditional sentences
3. Skills : , speaking, writing

B. Teaching aids:

Textbook English 9, colored chalks, pictures, poster
C. Methods: matching

D. Contents
I: Organization

Class Date of teaching Absent ss:

9A
9B
II: Warmer 
III. New lesson

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Activity 1: Language focus 1
Guessing game: What may it be?

Activity 2: Language focus 2
Set the scene:

T gives example

Ss do exercise 2-P90 individually.

T asks some Ss to go to the board to show
their ideas

T gives feedback emphasizes the first
conditional sentences

Activity 3: Language focus 3
T sets the scene:

T gives example:

Chain game: (Ss work in groups of six)

- T divides class into 2 groups:

Group 1: Make a sentence with If- Clause
(Conditional type 2)

Group 2: Make a sentence with Main
clause.

- T picks two Ss’ papers to read aloud.
Some pairs of sentences would be fun
III: Summary

Form of conditional type 2?
Form:

If – clause (past simple) + main clause
(past future)

Language focus 1

Language focus 2:

Example: I won’t go out if it rains
tonight.

Answer key:

b, will miss/ does not hurry
c, is not/ will drop

d, will join/ finishes
e, writes/ won’t forget
Language focus 3

Nam

E.g: If I were rich I would travel around
the world.

Nam / rich

- travel around the world

- get more knowledge
- meet many people
- get a good job

- learn many new things
- be/ rich

E.g: If I were a Queen,
E.g: I’d live in a palace

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IV.: Homework

Exercise 4 (p92) Homework

Evaluation:

………
………
……….
Date of preparing:……./……/2013

Period 61:

FORTY-FIVE MINUTE TEST

A. Objectives:

By the end of the lesson:

- Ss will be able to know what they’ve known and what they have to study again.
- Teacher will be able to check the Ss’s knowledge from U7 – U9: Vocab and
grammar.

B. Teaching aids
Test papers
C. Methods:
D. Contents:
I: Organization

Class Date of teaching Absent ss:

9A
9B

Ma tr n ậ đề

KQ TL KQ TL KQ TL

I. Listening 5 câu

0,5 đ’

5 câu
2,5 điểm

II. Phonetic 4 câu

0,25 đ’

4 câu
1,0 điểm
III.

Language
focus:

8 câu
0,25 đ’

8 câu
2,0 điểm

IV. Reading: 4 câu

0,5 đ’

5 câu
2 điểm

V. Writing 5 câu

2,5 đ’

4 câu
2,5 điểm

Tổng 12 câu

3,0 điểm

9 câu
4,5 điểm

5 câu
2,5 điểm

27 câu
10 điểm

Content of the test

I. Listen to the teacher and fill the missing word in the blank (2,5 pts)

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(4)... for character training, boys and girls may (5)... about such
virtues as courage, discipline and love their country.

II. Choose and circle the best answer to complete each sentence (2 pts)
1. Mrs Ha suggests …………. tennis this afternoon.

A. plays B. playing C. to play D. play
2. A tropical storm called ………… in Australia.

A. a hurrican B. cyclone C. typhoon D. tornado
3………… percent of earthquakes occur around the Pacific Rim.

A. Ninety B. Seventy C. Fifty D. Nine
4. Mrs Lan forgot to ………… the faucet when she left for work.

A. turn on B. turn up C. turn off D. turn out
5. I ………. my lost key everywhere but I can’t find it.

A. looked at B. looked up C. looked for D. looked after
6. Today jeans are …………. all over the world.

A. if B. so C. because D. although
III. Read the passage and then answer the questions (2 pts)

It has been the law for about 300 years that all theaters are closed on Sundays. No
letters are Milk is considered the most nearly perfect of adeliered, only a few
Sunday papers are published.

1.How important are tranditions in Britain?

………..
2. What do Englishmen do to their tranditions?

………..
3. Which does English family prefer, a house with a garden or a flat?

………..
4. How is Christmas kept in Scotland?

………..
IV. Make changes and additions to produce a complete letter (2,5 pts)

Last week/ I/ go/ Hanoi/ my family.

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We/ visit/ Thu Le zoo/ and then/ we/ visit/ HCM museum.

...
I/ have/ a great time.

...
I/ have be/ doing/ homework all weekend/ but still haven’t/ finish.

...
I/ must go/ do it now.

...
Answer key + mark:

I. (2,5 p- 0,5/ sentence)

1. strong 2. healthy 3. work 4. useful 5. learn
II. (2 p- 0,25/ sentence)

1. A 2. C 3. A 4. C
5. C 6. B 7. A 8. B
III. (2 p- 0,5/ sentence)

They are more important in the life of the people than in other countries.
They are proud of their tranditions and carefully keep them up.

An English family prefers a hourse with a garden.

It is not kept (except by clerks in banks, all shops and factories are working)
IV. (2,5 p- 0,5/ sentence)

1. Last week I went to Hanoi with my family.

2. We visited Thu Le zoo and then we visited HCM museum.
3. I had a great time.

4. I have been doing my homework all weekend but still haven’t finish.
5. I must go and do it now.

E. Evaluation:

………
………
……….
Date of preparing : ………..

Period 64

REVISION FOR THE SECOND TERM
A. Objectives:

By the end of the lesson, Ss’ll be able to review old structures and further practice
some exercises.

B. Teaching aids: Textbook English 9, colored chalks, poster
C. Methods:

I: Organization

Class Date of teaching Absent ss:

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II: Warmer 
III. New leson
Step 1. Revision:

1. Structure “Use to + V”

Exp: My father used to smoke.

2. The simple past tense in “wish- clause”:
I wish I had time to help you do this work

John wishes he were a good doctor to save people.
3. Passive form “Be + PP”

This house was built in 1990.

4. Report speech

He said, “I’m a plumber
He said he was a plumber
5. Conditional type 1:

If you work harder, you will pass the final exam.
If-clause (present) main- clause (future)

Unless you work harder, you won’t pass the final exam.
6. Tag- question:

She can speak English, can’t she?
I’m late, aren’t I?

7. Relative clause:

The girl who is wearing a white shirt is Lan’s sister.
defining clause (xác định)

Vietnam, which is in the Southeast Asia, exports rice.
non- defining clause (không xđ)

Step 2. Practice:
Multiple choice:

1. He ... a city bus driver for over ten years now

a. is driving b. drove c. has been driving d. has driven
2. This library ...20 years ago.

a. is built b. was built c. was made d. built
3. A: have you finished the course yet? B: No, I wish but I ...
a. would b. had c. should d. have
4. All the boards ... up to now.

a. have already painted b. has already been painted
c. have already painted d. have already painted
5. Betty doesn’t like milk. She says she never ... it at home.
a. uses to drinking b. used to drink.

c. used to drinking d. uses to drink
6. I wish I ... what to do.

a. know b. knew c. have known d. would know
7. If he makes a lot of money, he ... that new house.

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a. isn’t he b. has he c. hasn’t he d. doesn’t he
9. Would you mind ..., please?

a. answer the phone b. answering the phone
c. to answer the phone d. to the phone answer
10. If it ... we’ll have the party in the garden.

a. doesn’t rain b. rains c. won’t rain d. didn’t rain
11. He never used to smoke, ...?

a. didn’t he b. used he c. did he d. doesn’t he
12. Mary moved from the room ... the noise.

a. because b. because of c. as d. although
13. The case is too heavy ...

a. carrying b. carry c. to carry d. to be carried
14. I don’t like iced tea.

a. He doesn’t, too b. So does he

c. Neither does he d. Neither doesn’t he
15. Dalat, ... we visited last year, is a beautiful city.

a. where b. that c. which d. at which
IV. Summary

</div>

Giáo án Tiếng anh 9 Học kỳ II

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 1: GETTING STARTED- LISTEN AND READ</b>

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 2: SPEAK</b>

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 3: LISTEN</b>

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 4: READ</b>

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 5: WRITE</b>

<b>UNIT 6: THE ENVIRONMENT</b>

<b>LESSON 6: LANGUAGE FOCUS</b>

<b>UNIT 7: SAVING ENERGY</b>

<b>UNIT 7: SAVING ENERGY</b>

<b>LESSON 1: GETTING STRATED- LISTEN AND READ</b>

<b>UNIT 7: SAVING ENERGY</b>

<b>LESSON 2: SPEAK</b>

<b>UNIT 7: SAVING ENERGY</b>

<b>LESSON 4: READ</b>

<b>UNIT 7: SAVING ENERGY</b>

<b>LESSON 5: WRITE</b>

<b>Forty five - minute test</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>LESSON 1: GETTING STARTED- LISTEN AND READ</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>LESSON 2: SPEAK</b>

<b>LESSON 3: LISTEN</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>LESSON 4: READ</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>LESSON 5: WRITE</b>

<b>UNIT 8: CELEBRATIONS</b>

<b>LESSON 6: LANGUAGE FOCUS</b>

<b>UNIT 9: NATURAL DIASTERS</b>

<b>UNIT 9: NATURAL DIASTERS</b>

<b>LESSON 1: GETTING STARTED-LISTEN AND READ</b>

<b>UNIT 9: NATURAL DIASTERS</b>

<b>LESSON 2: SPEAK</b>

<b>UNIT 9: NATURAL DIASTERS</b>

<b>LESSON 5:WRITE</b>

<b>UNIT 9: NATURAL DIASTERS</b>

<b>LESSON 6: LANGUAGE FOCUS</b>

<b>FORTY-FIVE MINUTE TEST</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>LESSON 1: GETTING STARTED-LISTEN AND READ</b>

<b>UNIT 10: LIFE ON THE OTHERPLANET</b>

<b>LESSON 2: SPEAK</b>

<b>REVISION FOR THE SECOND TERM</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>LESSON 3: LISTEN</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>LESSON 4: READ</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>LESSON 5 : WRITE</b>

<b>UNIT 10: LIFE ON THE OTHER PLANET</b>

<b>LESSON 5: LANGUAGE FOCUS</b>

<b>FORTY-FIVE MINUTE TEST</b>

<b>Content of the test</b>

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