Asks students to read the words in the table carefully and guess information in the bland?. Work in groups 3?[r]
(1)Period : 37 Unit 6: The environment
Lesson 1: Getting started + Listen and read Planning: 20-12-09
Teaching: 9A1…………
9A2: ……… I Teaching points:
By the end of the lesson students will be able to know more about the environment problems and the solutions Understand conditional sentence type I
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homework
3 Content :
Teacher's activities Students' activities
1 Warm up: *Brainstorming:
Asks students to think of the environmental problems in the city and write them on the board ? Work in groups
Gives feed back
2 Presentation: *New words:
- deforestation: (n) Sự tàn phá rừng - garbage dump: (n) đống rác - dynamite fishing (viec đánh bắt cá
- spraying pesticides (n) viƯc phun thc s©u bä - sewage (n) picture nuíc cèng
Checks R.O.R * Matching:
? Look at the pictures and match these environmental problems to the pictures
? Work in groups Gives feed back
* Presentation text:
Sets the scene: Mr Brown is talking to some volunteer conversations They are going to clean the beach
Asks students to read the text silent * Matching: Exercise on page 48.
? Read the text again to exercise on page 48 ? Match the names in column A with the activities in column B
? Work in pairs Gives feed back n
* Comprehension questions:
? Read the text again and prepare answer the question to play lucky numbers (question on page 48 exercise 2b)
? Work in groups Gives feed back
Think of the environmental problems in the city and write them on the board
Work in groups Destruction of the forests Rubbish
Smoke from cars, motorbikes Smoke from factory
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Look at the pictures and match these environmental problems to the pictures
Work in groups Picture a air pollution Picture b spraying pesticides Picture c garbage dump Picture d water pollution Picture e deforestation Picture f dynamite fishing Listen to the teacher Read the text silent
Read the text again to exercise on page 48
Match the names in column A with the activities in column B
Work in pairs
1 f e b a c d
Read the text again and prepare answer the question to play lucky numbers (question on page 48 exercise 2b) Work in groups
1 Mr Brown
2 members of the volunteer on the beach
4 clean the beach
5 If they work hard today, they will make the beach clean and beautiful again soon
6 Yes, I have
(2)* Model sentences:
Elicits: If you can't find your place I will help you get there with this map
? Give form
? How can you use it? 3 Practice
* Matching: exerciser on page 56 in language focus
Runs through the sentences in exercise ? Match column A with column B ? Work in pairs
Gives feed back 4 Production: * Write it up: ? Work in groups
? One group makes a half sentence with form: " If + S +V present tense " other makes a half sentence with form: S + V future tense"
? One student in your group read a half sentence other read their half sentence
Gives feed back 5 Home work:
? Do exercise in exercise books
Listen and look at the Model sentences
Form: If + S +V present tense, S + V future tense Use: Express persuasion
Look at the sentences
Match column A with column B Work in pairs
e a c d b Work in groups
One group makes a half sentence with form: " If + S +V present tense " other makes a half sentence with form: S + V future tense"
One student in their group read a half sentence other read their a half sentence
Do exercise in exercise books Display on the board
1 New words:
- deforestation: (n) Sự tàn phá rừng - garbage dump: (n) đống rác - dynamite fishing (viec đánh bắt cá
- spraying pesticides (n) viƯc phun thc s©u bä - sewage (n) picture nuíc cèng
2 Matching:
3 Presentation text: 4 Model sentences:
Elicits: If you can't find your place I will help you get there with this map 5 Matching: exercise on page 48.
6 Comprehension questions
7 Model sentences: If you can't find your place I will help you get there with this map Form: If + S +V present tense, S + V future tense
Use: Express persuasion
8 Matching: exerciser on page 56 in language focus 9 Write it up:
10 Home work: Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period: 38 Unit 6: Lesson 2: Speaking + Listen
I Teaching points:
By the end of the lesson students will be able to persuade other people by using given expression: I think you should ; Why not ? Why don’t you?
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : No
3 Content :
Teacher's activities Students' activities
1 Warm up: * Jumble words - onpilulo
- mpud - ira
- sptesesecidi - ands ? Work in groups ? Write the right words Gives feed back 2 Pre – speaking *New words
Work in groups Write the right words pollution
dump air pesticide sand
Guessing the meaning of the words from teacher's eliciting
(3)- Wraps (v) (mine) - Reduce: (v) ( Example) - faucet: (n) (picture) - Leaf – leaves : (realia) Checks R.O.R
*Matching:
? Read the words in column A and B then match ? Work individually
Gives feed back Notes:
I think you should Won’t you
It would be better if you
can I persuade you to Why don’t you Why not
Express persuasion 3 While speaking *Work in pair
? Persuade your partners to things to protect the environment
Calls some pairs to practice in the front of the class
2 Pre listening * New words: - Raw sewage (n) - marine life (n) - Waste materials (n) - Regulation (n) Checks R.O.R
Sets the scene: You are going to listen to a report on how our oceans are polluted
Gives poster and asks students to read the words carefully
? Guess information to fill in the bland ? Work in groups
While listening:
Asks students to listen to the tape to check the guess
* Questions given:
1 How are our oceans becoming extremely polluted?
2 Where does most of this pollution come from? Where waste materials come from?
4 What will happen if a ship has an accident? ? Listen to the tape again to answer the questions ? ? Work in groups
Gives feed back 4 Post listening: * Retell:
? Use the words in poster and the answer to retell the content of the listening
Calls some students to the tasks Gives feed back
5 Home work
? Do exercises in exercises books, prepare lesson
Copy them Check R.O.R
Read the words in column A and B then match Write note
Persuade their partners to things to protect the environment
Some pairs to practice in the front of the class A: I think it would be better if we reuse and recycle bottles and cans
B: Why? How come?
A: Because reusing and recycling bottlers
Work in groups
Ask their friends and fill in the table using the questions
Do the tasks
Do exercises in exercises books, prepare lesson Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R Listen
Look at the poster and read the words carefully Guess information to fill in the bland
Work in groups
Listen to the tape to check the guess garbage is
2 come from ships at sea
3 Waste materials come from factories Oil is washed from the land
Listen to the tape again to answer the questions Work in groups
1 extremely polluted the land
3 factories
4 oil will spills from the vessel
Use the words in poster and the answer to retell the content of the listening
Do the tasks
Do exercises in exercises books, prepare lesson
Display on the board 1 New words:
- Wraps (v) gói - Reduce: (v) giảm - faucet: (n) vòi nớc - Leaf leaves: (n) - Raw sewage (n)
(4)*Matching: I think you should Won’t you
It would be better if you
Can I persuade you to why don’t you? Why not
Express persuasion *Survey:
How can we - save paper?
- use fewer plastic bags? - reduce water pollution? - prevent littering? - reduce air pollution? 2 Listening:
1 garbage is
2 come from ships at sea
3 Waste materials come from factories Oil is washed from the land
* Questions given: extremely polluted the land
3 factories
4 oil will spills from the vessel
-Nam
e How can
3 Home work:
Period : 39 Unit 6: Lesson 3: Listen Preparing: 14 /1 /2007
Teaching: 16 / /2007
I Teaching points:
By the end of the lesson students will be able to improve vocabulary and knowledge about environment II Teaching steps:
Teacher's activities Students' activities
1 Warm up: * Sentences race: Gives new words: banana leaves plastic bags garbage
Asks students to make the sentences with the words teacher say
? Work in groups
? Write your sentences on the board Gives feed back
2 Pre listening * New words: - Raw sewage (n) - marine life (n) - Waste materials (n) - Regulation (n) Checks R.O.R
Sets the scene: You are going to listen to a report on how our oceans are polluted
Gives poster and asks students to read the words carefully ? Guess information to fill in the bland
? Work in groups While listening:
Asks students to listen to the tape to check the guess
Make the sentences with the words teacher say
Work in groups
Write their sentences on the board
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R Listen
Look at the poster and read the words carefully Guess information to fill in the bland
Work in groups
(5)* Questions given:
1 How are our oceans becoming extremely polluted? Where does most of this pollution come from? Where waste materials come from?
4 What will happen if a ship has an accident? ? Listen to the tape again to answer the questions ? ? Work in groups
Gives feed back 4 Post listening: * Retell:
? Use the words in poster and the answer to retell the content of the listening
Calls some students to the tasks Gives feed back
5 Home work
? Do exercises in exercises books, prepare lesson
6 come from ships at sea
7 Waste materials come from factories Oil is washed from the land
Listen to the tape again to answer the questions Work in groups
1 extremely polluted the land
3 factories
4 oil will spills from the vessel
Use the words in poster and the answer to retell the content of the listening
Do the tasks
Do exercises in exercises books, prepare lesson Display on the board
1 New words: - Raw sewage (n) - marine life (n) - Waste materials (n) - Regulation (n) 2 Listening:
1 garbage is
2 come from ships at sea
3 Waste materials come from factories Oil is washed from the land
* Questions given: extremely polluted the land
3 factories
4 oil will spills from the vessel * Retell:
3 Home work
(6)Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period: 40 Unit 6: Lesson 4: Read
I Teaching points:
By the end of the lesson students will be able to understand the poem about the environment II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : No
3 Content :
Teacher's activities Students' activities
1 Warm up: *Kim game:’
Gives the picture and asks students to look at the picture carefully to remember the things in the picture
? Write the things on the board ? Work in groups
Gives feed back 2 Pre reading * New words;
- Treasures: (n) ( translation) - stream: (n) (picture) - foam: (n) (picture) - hedge: (n) (picture) - Junk yard: (n) (synonym) Check: R.O.R
*Gap fill Gives table:
If all the pollution goes on what will happen? 1 The world
2 The treasures 3 The stream 4 The fields 5 The woods
Asks students to read the words in the table carefully and guess information in the bland
? Work in groups 3 While reading:
Asks students to reading the poem to check the guess Gives feed back
*Matching:
Asks students to read the poem again to match the word in A to an appropriate explanation in B
? Work in individually Gives feed back b
Asks students to read the questions and the poem to prepare the answers
? Work in groups to play the game Lucky numbers Gives feed back
4 Poster reading
Look at the picture carefully to remember the things in the picture
Write the things on the board
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Read the words in the table carefully and guess information in the bland
Reading the poem to check the guess
If all the pollution goes on, what will happen?
1 The world will end up like a second - hand junk - yard
2 The treasures will be destroyed (quite gone) The wood will be polluted
4 The streams will be covered with foam The fields will be littered with plastics and
tins
Read the poem again to match the word in A to an appropriate explanation in B
1 c g f e d a b
Read the questions and the poem to prepare the answers
(7)* Survey: Gives table:
What could you in your school/ house to minimize pollution?
Name What ? Work in groups
? Ask your friends and fill in the table using the question: Gives feed back
9. Home work
Do exercises in exercises books, prepare lesson
Do the tasks
Ask their friends and fill in the table using the question:
Do exercises in exercises books, prepare lesson Display on the board
1 New words:
- Treasures: (n) vËt quý b¸u - stream: (n) suèi
- foam: (n) bät - hedge: (n) hµng rào - Junk yard: (n) rác thải 2 Reading:
*Guessing missing the information:
If all the pollution goes on what will happen? 1 The world
2 The treasures 3 The stream 4 The fields 5 The woods
*Matching:
1 c g f e d a b *Questions given:
* Survey:
What could you in your school/ house to minimize pollution?
Name What
Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period: 41 Unit 6: Lesson 5: Write
I Teaching points:
By the end of the lesson students will be able to write a complaint letter II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ………
2 Check up : Reading then answer question What could you in your school/“ house to minimize pollution?”
(8)Teacher's activities Students' activities 1 warm up
*Categories
Asks students to find out the verbs beginning with the letters that teacher give
a b c d e f g h j ? Work in groups Gives feed back 2 Pre writing
* Pre teach: New words - complain (v)
- Resolution (n) - Float (v) - Prohibit (v) Checks R.O.R * Ordering
a Action: talks about future action b Situation: states the reason for writing c politeness: ends the letter politely d Complication: mention the problem e Resolution: Make a suggestion
? Work in pair to put the sections in a correct order
Gives answer keys
1.b d e a 5 c
* Matching
? Read the letter to match ? Work in pairs
Gives feed back 3 While writing * Questions given
a What people in the lake behind your house these days?
b What makes you worried?
c To whom you write the letter to ? d What suggestion you want to make? ? Read the letter again to answer the questions
? Work in pairs Gives feed back * Write it up
? Write letter individually and then share with your friends.
4 Post reading * Correction
Take some letters to correct on front of the class
5 Home work
? Do exercise in to note book
Find out the verbs beginning with the letters
Work in groups
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Work in pair to put the sections in a correct order
Read the letter to match
Read the letter again to answer the questions
Work in pairs
Write letter individually and then share with their friends.
Correct letters
(9)Display on the board 1 New words:
- complain (v) - Resolution (n) - Float (v) - Prohibit (v) 2 Writing * Ordering
a Action: talks about future action b Situation: states the reason for writing c politeness: ends the letter politely d Complication: mention the problem e Resolution: Make a suggestion * Matching
(10)Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period: 42 Unit 6: Lesson 6: Language focus
I Teaching points:
By the end of the lesson students will be able to use adj and advers to make sentences with adj + that clause
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ………
2 Check up : Reading then answer question What could you in your school/ house to“ minimize pollution?”
3 Content :
Teacher's activities Students' activities
1 Warm up *Pelmanism
Gives 12 cards which have adj and adverbs ? Work in groups
Gives feed back 2 Presentation
*Pre teach : New words - sigh (v)
- amazed (a) - disappointed (a)
3 Activity 1: Revision of adj and adverbs Asks students to give form
Adj + ly = Adverb of manner
Asks students to use the adverbs provided in “Pelmanism game” to complete
Gives feed back
Ask : “ How are adverbs formed ? / What we use adverbs for ? “
+ Formation : Adjective + ly = adverb
Ask Ss to look at the table and read them aloud
Adjective Adverb Extreme Extremely
Good Well Happy Happily Sad Sadly Slow Slowly
+ Use : We use adverbs of manner to modify the verb and it usually goes after the main verb
Ask Ss to the exercise : Use the adverbs to complete the sentences :
- Call on some Ss to read the complete sentences aloud
- Correct and give correct answers :
a) extremely b) slowly c) sadly d) happily e) well
Choose the number Work in groups
extreme extremely happy happily sad sadly good well slowly fast fast
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Give form
Adj + ly = Adverb of manner
Use the adverbs provided in “Pelmanism game” to complete
Listen and think about them Give form
S + be + adj + that clause
(11)* Exercise : Join the pairs of sentences together Use because , as , since
a) Ba is tired because / as / since he stayed up late watching TV
- Ask Ss to join the pairs of sentences together - Have Ss compare the answers with a friend - Call on some Ss t read their sentences aloud - Feedback and give correct answers :
b) I have a broken leg because / as / since I fell over while I was playing basketball
c) I am going to be late for school because /as / since the bus is late
d) I broke the cup because / since / as I was careless.
e) I want to go home because / as / since I feel sick .
f) I am hungry because / as / since I have not eaten all day
4 Activities
Sets the scene to introduce the structure adj + that clause
Ba: Dad! I got mark on my test
Father: That/s wonderful I’m please that you are working hard
Asks students to give form
Asks students to exercise P55
Then give correct answers :
b) I am excited that I can go to Da Lat this time c) I am sorry that I broke your bicycle yesterday d)I am disappointed that you did not phone me about it e) I am amazed that I could win the first prize
2 Revision of conditional sentence type :
- Repeat the form and use of the conditional sentence type :
If + main clause , subordinate clause … ( simple present tense ) , ( will + V infi )
- Ask Ss to the exercise :
- Call on some Ss to read the complete sentences aloud - Correct and give correct answers :
1- e , 2-a , 3-c , 4-d , 5- b
- Have them read the complete sentences aloud b) If we go on littering , the environment will become seriously polluted
c) If we plant more trees along the streets , we will have more shade and fresh air
d) If we use much pesticide on vegetables , the vegetables will become poisonous and inedible e) If we keep our environment clean , we will live a happier and healthier life
- Ask Ss to read the complete sentences aloud
5 Home work
1 Redo all the exercises and copy Do the exercises in the workbook Prepare the next lesson
Do exercise in your note book
- Exchange their results and compare - Read the correct sentences aloud
Listen and write down Read the example aloud
Practice in pairs in front of class.
Listen and copy
Work individually
Read the complete sentences aloud Repeat the correct sentences aloud and copy
Work individually
Read the complete sentences loudly
Repeat the correct sentences aloud and copy
Work individually
Read the complete sentences loudly
*Comment:
……… ………
*******************
Display on the board 1 New words:
(12)- amazed (a) - disappointed (a)
2 Revision of adj and adverbs Adj + ly = Adverb of manner 3 Activities
Form
S + be + adj + that clause 4 Home work
Planning: 26-1-2010
Teaching: 9A1…………
9A2: …………
Period: 43 Unit 7: Saving energy
Lesson 1: Getting started Listen and read I Teaching points:
By the end of the lesson students will be able to understand the dialogue and about the ways to save energy II Teaching steps:
(13)2 Check up : Student’s homewok 3 Content :
Teacher's activities Students' activities
1 Warm up *Chatting:
Asks students to look at the picture P 57 to answer some questions
? Who is watching T.V? ? Is light still burning? ? What happens to faucets ? ? Should we turn the T.V off? 2 Pre reading
*Pre teach: New words - Water bill (n) - Enormous (adj) - Reduce (v) - Plumber (n) - Crack (n)
- dripping faucets (n) Checks: R.O.R
* T/F statements Prediction
Sets the scene: Mrs is talking to his neighbor, Mrs Ha and Mr looks very worried
? Work in pairs
? Read T or F statement carefully ? Guess F or T
3 While reading
Asks students to read the dialogue to check T or F ? If it is F why? and how can you correct?
*Comprehension questions ? Read the dialogue again
? Work in pairs to find out the answer the questions Asks students to play the game: Lucky numbers 4 Post reading
* Discussion ? Work in groups
? Discuss the topic: “What you to save energy at home and at school?”
? Calls some leader of the groups to talk in the front of the class
5 Home work
? Do exercise in to note books
Look at the picture P 57 to answer some questions
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Listen
Read T or F statement carefully Guess F or T
Read the dialogue to check T or F Read the dialogue again
Work in pairs to find out the answer the questions
Discuss the topic: “What you to save energy at home and at school?”
Leader of the groups to talk in the front of the class
Do exercise in to note books
*Comment:
……… ………
******************* Planning: 26-1-2010
Teaching: 9A1…………
9A2: ………
Period: 44 Unit 7: Saving energy
Lesson 2: Speak
I Teaching points:
By the end of the lesson students will be able to make and respond to suggestions II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homewok
(14)Teacher's activities Students' activities 1 Warm up
*Kim game
Asks students to look at the picture on P 59 to remember the things in 20 seconds
? Work in groups Gives feed back 2 Pre speaking
Elicits from students to draw the exchange I suggest taking a shower
Ok I’ll that
Asks students to find out other ways of making suggestions
3 While speaking * Pictures drill
Asks students to Exercise a on P 58-59
Asks students to look at the pictures on P 59 and table on P 58 and make responses to the suggestions
* Write it up
? Look at the pictures to make suggestions about how to save energy at home
? Work in pairs to write down 4 Post speaking
* Discussion ? Work in groups
? Group A discuss the topic in 3a on P64 “ What you to help the poor in the neighborhood” and groups B discuss b on P 64 “giving suggestions that help your friend to improve English”
? Asks a volunteer from each group to show ideas before the class
5 Home work
? Do exercise in to note books
Look at the picture on P 59 to remember the things in 20 seconds
Work in groups
Find out other ways of making suggestions
Look at the pictures to make suggestions about how to save energy at home
Work in pairs to write down
Group A discuss the topic in 3a on P64 “ What you to help the poor in the neighborhood” Groups B discuss b on P 64 “giving suggestions that help your friend to improve English”
Do exercise in to note books *Comment:
……… ………
******************* Planning: 27-1-2010
Teaching: 9A1…………
9A2: ………
Period: 45 Unit 7: Saving energy Lesson 3: Listen
I Teaching points:
By the end of the lesson students will be able to know more about solar energy by listening By the end of the lesson students will be able to make and respond to suggestions
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homewok
3 Content :
Teacher's activities Students' activities
1 Warm up *Kim game
Gives some new words about the text and asks students to remember the words in 20 second ? Work in groups to write down
Give feed back 2 Pre listening
* Pre teach: New words - solar (n)
Look at the post to remember the words to write down
Work in groups
(15)- Solar panel (n) - Nuclear power (n) - in stall (v)
Checks: R.O.R
* T/ F statements predictions
Asks students to read the statements on P 60 ? Work in pairs to guess T or F
3 While listening
Asks students to listen to the tape to check T or F Gives feed back
Gets students to correct the F statements *Gap fill
Asks students to look at the exercise b on P 60 ? Work in pairs to guess the word in blanks Asks students to listen to the tape again to exercise
Gives feed back 4 Post listening * Write it up
Asks students to write a passage (about 50 – 70 words) about solar energy, using information in listening to write
? Work individually and then share with your friends
5 Home work
? Do exercise in to note book
teacher's eliciting Read and repeat Copy them Check R.O.R
Read the statements on P 60 Work in pairs to guess T or F Listen to the tape to check T or F Correct the F statements
Look at the exercise b on P 60
Work in pairs to guess the word in blanks Listen to the tape again to exercise
Write a passage (about 50 – 70 words) about solar energy, using information in listening to write
Work individually and then share with their friends
Do exercise in to note book *Comment:
……… ………
******************* Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period: 46 Unit 7: Saving energy
Lesson 4: Read I Teaching points:
By the end of the lesson students will be able to get general idea of reading through choose the best summery and answering questions
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homewok
3 Content :
Teacher's activities Students' activities
1 Warm up *Kim game
Give poster which have the words: electricity, gas, America, present, bill, Earth, resources
? Look at the poster to remember the words in 20 seconds
?Work in groups to write the words Gives feed back
2 Pre reading
*Pre teach: New words - Consumer (n)
- house hold (n) - bulb (n)
- tumble dryer (n) - innovation (n) Checks R.O.R * T or F statements
? Look at the T or F statements to read them carefully
? Work in pair to guess T or F
Look at the poster to remember the words in 20 seconds
Work in groups to write the words
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
(16)3 While reading
Asks students to read the text carefully to check T or F
? If it is F how to correct? Gives feed back
* Comprehension questions
Asks students to read the text to prepare answers ? Work in pairs to prepare
? Work in groups to play game : Lucky numbers Gives feed back
*Summery
? Read the text again to tell the best summery of the passage
Gives feed back 4 Post reading * Discussion
Gives question “why should we save energy ?” ? Work in groups to asks and answer this question
? The leader before the class to repost 5 Home work
? Do exercise in to note books
Read the text carefully to check T or F Correct the F statements
Read the text to prepare answers Work in pairs to prepare
Read the text again to tell the best summery of the passage
Work in groups to asks and answer this question The leader before the class to repost
Do exercise in to note books *Comment:
……… ………
******************* Planning: 2-2-2010
Teaching: 9A1…………
9A2: ………
Period: 47 Unit 7: Saving energy
Lesson 5: Write
I Teaching points:
By the end of the lesson students will be able to write a short, simple speech with clear organization and present it in front of the whole class
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homewok
3 Content :
Teacher's activities Students' activities
1 Warm up *Jumble words latispe = plastic taswe= waste palec = place teshe= sheet tevoss =store ? Work in groups
? Come to the board to write right words Gives feed back
2 Pre writing * Matching: Gives table
A B
Work in groups
Come to the board to write right words
(17)Part of a speech Instruction Body
3 Conclusion
Functions
A Summing up what you have said
B Getting people’s attention and telling them what you are going to tall about
C Giving details is easy to understand language
? Work in pairs ? Match A with B Gives feed back 1.C B A * Ordering ? Work in groups
? Put the sections in 6b on P 62 in the correct order to form a speech
Calls some students to read a loud the speech
Calls students to present the speech before the class naturally
Gives feed back Gives answer keys 2.1
3 While writing *Writ it up
? Work in groups
? Each groups flows each topic ? Group write topic
Group write topic Group write topic Group write topic 4 Post writing *Correction ? Hang your posters
? Read them and find out mistakes Gives feed back
5 Home work
? Do exercise in to note books
Work in pairs Match A with B
Work in groups
Put the sections in 6b on P 62 in the correct order to form a speech
Read a loud the speech
Present the speech before the class naturally
Work in groups
Each groups flows each topic Group write topic
Group write topic Group write topic Group write topic Hang your posters
Read them and find out mistakes Do exercise in to note books
*Comment:
……… ………
******************* Planning: 2-2-2010
Teaching: 9A1…………
9A2: ………
Period: Unit 7: Saving energy
Lesson 6: Language focus
I Teaching points:
By the end of the lesson students will be able to use the connectives and, but, because, or, so, therer fore, however and some phrasal verbs
II Teaching steps:
1 Organization : 9a1 : ……… 9A2 ……… 2 Check up : Student’s homewok
3 Content :
Teacher's activities Students' activities
(18)Gives some verb and preposition Look for
turn on want for listen to look after turn off go on talk to
? Write verbs and preposition you want
? Listen to me and cross out the verbs and preposition you heard in yours
Gives feed back
2 Activity 1: Exercise 1:
? Read the exercise P 63 to use suitable verbs to complete the sentences
? Work in pairs Gives feed back look after go on turn on looked for turn off
3 Activity exercise 3 *Information transmitting ? Work groups of students
? I show the first student in each lines a sentence and this student to whisper to the whole sentence to second student in your line
Sentence 1: I suggest collecting waste paper 2: I suggest
4 Activity 3: Exercise 1 * Brainstorming
? Think of connectives that they’ve learn ? Write down the connectives
Gives feed back
? Work individually to exercise Language focus on P 63
Gives feed back and but because there fore or and hoverer Home work
? Do exercise in to note book
Write verbs and preposition you want
Cross out the verbs and preposition they heard from the teacher
Read the exercise P 63 to use suitable verbs to complete the sentences
Work in pairs
Work groups of students
The first student in each lines a sentence and this student to whisper to the whole sentence to second student in their lines
Sentence 1: I suggest collecting waste paper 2: I suggest
connectives
and but because there fore or and hoverer Write down the connectives
Work individually to exercise Language focus on P 63
Do exercise in to note book
*Comment:
……… ………
*******************
Connectives
and but because there fore or and hoverer Planning: 20-12-09
(19)9A2: ………
Period: 49 Check 45’
Preparing: 12 /3 /2007 Teaching: 14 / /2007
I Teaching points:
Review all the grammar they have learnt in unit and unit to the text Classification of students according to marks
B Teaching steps:
I Choose the best answer and fill in the blanks (3.0) I want everybody to listen to me
a care b careful c careless d carefully We feel very today
a happy b happiness c happily d happen
3 I've looked my new pen everywhere and can't find it any where a at b for c up d on
4 Solar energy doesn't cause
a pollution b polluted pollute d pollutant Where you go if you have a car?
a have b had c will d did
6 is a person who installs and repairs water pipes
a Electrician b Carpenter c Locksmith d Plumber II Read the following and answer the questions.
Last week I had important interview for a job I got up early and dressed carefully I put on my best jacket and trousers I had to travel by train, so I walked to the station It isn't far from my house I was walking quiet fast when I saw a man just a head paint He didn't notice me as I walked past Then he turned suddenly and splashed my beautiful trousers! He had acted stupidly and he apologized, but the damage was done There was a big store on the corner, so I decided to buy a new pair quickly I rapidly found a nice pair, and it was quiet cheap The shop was full so I paid hurriedly, grabbed my shopping- bag and left On The train, I went to the toilet to change I took off my attained trousers and threw them out of the window Then I opened the bag to get my new ones, but all I found was a pink woolen sweater!
1 What did the writer had for a job? Did the writer travel by train ? What did the writer buy?
IV Use the words given to write a letter of complaint (2.0) Dear Mr President,
1 I/ write/ the noise caused/ Karaoke shop/ near/ house/
2 They play/ music/ loudly/ so I / not study/ evening/ sleep/ night They/ should lower / volume / when/ it/ PM
4 I/ look forward/ hear/ you/ and see/ how/ solve/ problem Sincere/ Tom baker
III Listen to the test then fill the missing words (1.5).
The first advantage of (1) is that it is infinite and readily available For example, if only 1% of the never ending solar energy (2) on the Sahara Desert could be converted into (3) power It would supply all the world projected energy (4) for the year 2020 Second, solar energy is the cleanest and safe of all energy sources In particular, solar energy (5) used to hydrogen gas as a replacement for (6)
natural gas and petrol
(1) (2) (3) (4) (5) (6) IV Give the correct form of the verbs in the brackets (2.0).
1 Many buildings in our city by solar energy in 2050 (heat) I suggest coal to heat the house (burn)
3 If it rains, we at home (stay)
4 Last year, we some plastic bags (collect) I Choose the best answer and fill in the blanks (3.0)
1 I've looked my new pen everywhere and can't find it any where a for b at c on d up
2 We feel very today
a happen b happily c happiness d happy Where you go if you have a car?
a did b will c had d have Solar energy doesn't cause
a polluted b pollution pollute d pollutant I want everybody to listen to me
a care b careful c careless d carefully
6 is a person who installs and repairs water pipes
(20)II Read the following and answer the questions.
Last week I had important interview for a job I got up early and dressed carefully I put on my best jacket and trousers I had to travel by train, so I walked to the station It isn't far from my house I was walking quiet fast when I saw a man just a head paint He didn't notice me as I walked past Then he turned suddenly and splashed my beautiful trousers! He had acted stupidly and he apologized, but the damage was done There was a big store on the corner, so I decided to buy a new pair quickly I rapidly found a nice pair, and it was quiet cheap The shop was full so I paid hurriedly, grabbed my shopping- bag and left On The train, I went to the toilet to change I took off my attained trousers and threw them out of the window Then I opened the bag to get my new ones, but all I found was a pink woolen sweater!
1 What did the writer buy? Did the writer travel by car ? What did the writer had for a job?
IV Use the words given to write a letter of complaint (2.0) Dear Mr President,
1 I/ write/ the noise caused/ Karaoke shop/ near/ house/
2 They play/ music/ loudly/ so I / not study/ evening/ sleep/ night They/ should lower / volume / when/ it/ PM
4 I/ look forward/ hear/ you/ and see/ how/ solve/ problem Sincere/ Tom baker
III Listen to the test then fill the missing words (1.5).
The first advantage of (1) is that it is infinite and readily available For example, if only 1% of the never ending solar energy (2) on the Sahara Desert could be converted into (3) power It would supply all the world projected energy (4) for the year 2020 Second, solar energy is the cleanest and safe of all energy sources In particular, solar energy (5) used to hydrogen gas as a replacement for (6)
natural gas and petrol
(1) (2) (3) (4) (5) (6) IV Give the correct form of the verbs in the brackets (2.0).
1 If it rains, we to school ( not go)
2 I suggest that we coal to heat the house (burn)
3 Many buildings in our city by solar energy in 2050 (heat) Last year, we some plastic bags (throw)
Answer keys
I Choose the best answer and fill in the blanks (3.0) d carefully
2 a happy a at
4 a pollution c will d Plumber
II Read the following and answer the questions. The writer had important interview for a job Yes,
3 The writer bought a new pair
IV Use the words given to write a letter of complaint (2.0) Dear Mr President,
1 I am writing to you about the noise caused that is from Karaoke shop near my house They play music loudly so I cannot study in the evening and sleep at night
3 They should lower volume when it is PM
4 I am looking forward to hearing from you and seeing how to solve this problem Sincere Tom baker
*Comment:
……… ………
(21)Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period 50: Unit 8: Celebration
Lesson 1: Getting started Listen and read
Preparing: 14 / /2007 Teaching: 16 / /2007
Period 51: Unit 8: Celebration
Lesson 2: Speak
Preparing: 19 / /2007 Teaching: 21 / /2007
(Đi thi giáo viên dạy giỏi tỉnh thành phố Đồng Hới)
Period 52: Unit 8: Celebration
Lesson 3: Listen
Preparing: 21 / /2007 Teaching: 23 / /2007
(Đi thi giáo viên dạy giỏi tỉnh thành phố Đồng Hới)
Planning: 20-12-09
Teaching: 9A1…………
9A2: ………
Period 53: Unit 8: Celebration
Lesson 4: Read
Preparing: 27 / /2007 Teaching: 30 / /2007 I Aims of lesson:
Reading for details about children’s emotion on Father’s Day II Objective:
By the end of the lesson, students will know more about the opinion, feelings, and memories of children about their Father’s Day on the Father’ Day in the USA and an Australia
III Teaching aids:
Text books, cards and computer I Warm
up: (3’) * Kim game: Gives some words on characters of men and on the others and asks students to read and remember them write them on the board
generous, humorous, great, the best, laugh, heart, feels, strong, wedding, tears
Asks some questions ? Do you love your father?
? Have you ever given any presents for him?
Look through the words carefully to remember then write them on the board
Answer the teachers’ questions - yes,
(22)I Pre reading: Pre teach (27’)
II While read
? When?
? How about your mother?
? When you give presents for her? ? Do you have Father’ Day in Vietnam?
Ok, now we are going to read about Father’ Day in Unit Lesson
1 New words:
Considerate: (a) ân cần, chu đáo (translation)
Priority: (n) qun uu tiªn
(explanation: being earlier in time or order) Distinguish: (v) ph©n biƯt
(translation)
Terrfic: (a) tut vêi (Synonym: terrible)
Hug: (n) «m (khi chµo nhau) (mine)
Asks students to read all new words again and rub the words (not in order) Checks : What and Where 2 Guessing missing words
Shows three pictures to ask students some questions
Picture 1: ? Who are they? Picture 2: ? Who are they? ? Where are they? Picture 3:
? Who are they?
? What are they talking about? Now guess the missing words
What are the opinions, feelings and memories of them about their fathers on the Father’s Day? Rita’s father teaches her how (1) cry, laugh and her feelings for her father are (2) that the word love can’t describe them
Jane missed and (3) her father very much On her (4) day he gave her (5) and never wanted to let her go But finally she had to leave him and start her new life
Bob’s father is the (6) in the world, and his priority is always (7) Bob is (8) his father
Asks students to read them and tell they are in Vietnamese
Asks students to guessing information then write down on the board
Asks students to read the three texts to check their guesses
Gives feedback
Checks: How you know? How can you correct?
Other activity to understand the three texts carefully
2 Answer the questions:
a Who you think Rita sends this card to? b Is Jane’s father alive or dead? How you know this?
c What quality makes Bob’s father different from
- on his birthday - love her very much
- on her birthday the day and Mother’ Day - No,
Listen
Listen and guess the words from teacher’s eliciting
Repeat in chorus and individually Give meaning of the words Copy the words
Check vocabulary: What and where - Read the words again
- Come and rewrite Look at the pictures and answer - They are the father and his daughter May be she is Rita
- They are the father and his daughter - They are in the wedding
- They are father, mother, daughter and son - They are taking about sense of humor
Go through the exercises
Work in groups of three students to guess Work in groups of 20 students to write Read the three texts to check the guesses Give feed back
Answer
love, cry so strong loved wedding hug the best priority proud of Listen
Go through the exercises
Read the three texts again to prepare the answers
Play game in groups of 20 students Answer:
to her dad
(23)III Post reading: (15’)
others?
d What image of father can you draw from three passages?
Asks students to read them and tell what they are in Vietnamese
Asks students to read the three texts again to prepare their answer and play the game Asks students to answer the questions: Luckey numbers
a b c LN d LN
Let’s students to know more about Father’ Day Gives last activity
3 More exercise Father’s day
The United States is one of the few countries in the world that has an official day on which fathers are honored by their children On the third Sun day in June, fathers all across the United States are given presents, treated to dinner or made to feel special The origin of father’s Day is not clear Some say that it began with a church service in West Virginia in 1908 Others say the first father’s Day ceremony was held in Vancouver On this day, if children can’t visit their fathers or take them out to dinner, they send a getting card Gap fill
When Where activities of children Asks students to read the text to fill the information
Asks students to work in groups of three
Asks students to write the information in groups of 20 students
IV Home work
Asks students to write the feelings and memories about your fathers (about 50 – 100)
missed I now have children ” His sense of humor
The best person in the word, teacher, a friend
Read the text to get the information and fill in the table
Work in groups of three
Write the information in groups of 20 students
When Where Activities of children Third
Sunday in June In 1908
West Virginia Vancouver
Visit , take out to diner, send a cad
Write the feelings and memories about their fathers (about 50 – 100)
*Comment:
……… ………
*******************
Period 54: Unit 8: Celebration
Lesson 5: Write
Preparing: / /2007 Teaching: / /2007 I Teaching points:
By the end of the lesson students will be able to write a letter to a friend to share their ideas II Teaching steps:
Teacher's activities Students' activities
1 Warm up * Word square Gives table
? Find the words the correct words ? Work in groups
c e l e b r a t e m
s i f l j w d e d n
p k p o k r o g w k
e o n m m t p h e l
c g a l n y l j g o
t i a db u a k h p
t g a f o i s l j a
f i a g l o d p k s
i g i h f n f b n d
(24)g h k j g m c m k h Gives feed back
2 Pre writing
*Pre teach: New words - enhance (v)
- have a day of (n) - support (v) - nation wide (adv) Check: R.O.R *Ordering Gives poster
Give detail 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
State where or not you think your idea will be supported and you hope the day will be celebrate nationwide Tell your friend the reason for celebrating
? Read them and tell me what they are in Vietnamese ? Work in pairs to order them
Give feed back 3 While writing
*Write it up
? Write individually to a friend to tell him / her about why they want to celebrate mother’s Day or Father’s Day in Vietnam and how to celebrate it The outline on P 70 will help you
4 Post writing * Correction
Takes some letters to correct ? Find out the mistakes Gives feed back 5 Home work
? Do exercise in to note books
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Read them and tell me what they are in Vietnamese
Work in pairs to order them
Write individually to a friend to tell him / her about why they want to celebrate mother’s Day or Father’s Day in Vietnam and how to celebrate it The outline on P 70 will help them
Find out the mistakes
Do exercise in to note books *Comment:
……… ………
******************* Display on the board 1 New words
- enhance (v) - have a day of (n) - support (v) - nation wide (adv) 2 Writing Ordering
1 Give detail 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
State where or not you think your idea will be supported and you hope the day will be celebrate nationwide Tell your friend the reason for celebrating
*Write it up * Correction 3 Home work
Period 55: Unit 8: Celebration
Lesson 6: Language focus
(25)By the end of the lesson students will be able to use relative clause II Teaching steps:
Teacher's activities Students' activities
1 warm up Gives a poster
1 lofk – fold ubcpli – public tlaough – although ppaenh – happen
? Work in groups to write the right words Gives feed back
2 Presentation
*Pre teach: New words - compose (v)
- Culture
- occur (v) xay - satisfy (a) - jumper (n) - lap (n) Checks R.O.R *Dialogue build Gives the dialogue A: Who is Lan
B: She is the girl who is wearing a blue shirt A: What book are those?
B: They are novels which are written by a famous writer Asks students to pactice the dialogue
Gives model sentences
She is the girl who is wearing a blue shirt
They are novels which are written by a famous writer ? Give form
? How can you use it ? Gives feed back 3 Practice *Work in pair ? Do language focus
? Have to join the sentences, using relative clause ? Work in pairs
Calls some pairs to practice before the class Gives feed back
4 Further practise * Picture drill
? Look at pictures on P 71 to describe each of the people in the pictures using Relative clause
Asks students to practice by steps Gives feed back
5 Home work
? Do exercise in to note books
Work in groups to write the right words
2 fold public although happen
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them Check R.O.R
Look at the dialogue to practice by steps
Who, which are replace pronoun Who is used for people
Which is used for thing Do language focus
Join the sentences, using relative clause Work in pairs
Practice before the class
Look at pictures on P 71 to describe each of the people in the pictures using Relative clause
Practice by steps
Do exercise in to note books *Comment:
……… ………
******************* Display on the board 1 New words
- compose (v) - Culture
- occur (v) xay - satisfy (a) - jumper (n) - lap (n)
2 Model sentences
She is the girl who is wearing a blue shirt
They are novels which are written by a famous writer Note:
Who, which are replace pronoun Who is used for people
Which is used for thing
(26)*Picture drill 3 Home work
Period 56: Unit 9: Natural disasters
Lesson 1: Getting started Listen and read
Preparing: 8/ /2007 Teaching: 10/ /2007 I Teaching points:
By the end of the lesson students will be able to get the information about weather from the forecast II Teaching steps:
Teacher's activities Students' activities
1 Warm up * Chatting
Asks students to answer some questions about the weather ? What is the weather to day?
? Do you like hot/ cold weather ?
? Have you ever listened to the weather fore cast on the radio or on T.V ?
? Do you think weather fore cast is useful for us? How is it useful?
2 Pre reading
*Pre teach : New words - turn up (v)
- Expect (v) - thunderstorm (n) - Delta (n)
- just ion case (n) - trust (v)
Checks what and where
turn up Delta Expect thunderstorm
just in case trust * Guessing the missing words
Sets the scene: Thuy is talking to her grandmother while they both are watching T.V
Gives table Exercise b on 75
? Read them and tell me what they are in Vietnamese ? Guess the missing words
? Work in pairs 3 While reading
Asks students to read the dialogue to check your guess ? Work in groups
? Write down the missing words turn up
weather fore cast raining thunderstorm have temperature
5 weather fore cast , watching them *Comprehension question
Gives question and asks students to read the dialogue again to answer the questions
? Work in pairs Gives feed back 4 Post reading *Retell
? Think about the content of the dialogue to retell what they are talking about
Calls students to retell before the class 5 Home work
? Do exercise in to note books
Answer some questions about the weather
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them
Check what and where
Listen
Read Exercise b on 75 and tell the teacher what they are in Vietnamese
Guess the missing words Work in pairs
Read the dialogue to check your guess Work in groups
Write down the missing words
Read the dialogue again to answer the questions
Work in pairs
Think about the content of the dialogue to retell what they are talking about
Retell before the class Do exercise in to note books *Comment:
……… ………
(27)Display on the board 1 New words
- turn up (v) - Expect (v) - thunderstorm (n) - Delta (n)
- just ion case (n) - trust (v)
2 Reading
* Guessing the missing words turn up
weather fore cast raining thunderstorm have temperature
5 weather fore cast , watching them *Comprehension questions
*Retell 3 Home work
Period 58: Unit 9: Natural disasters
Lesson 2: Speak
Preparing: 11/ /2007 Teaching: 13/ /2007 I Teaching points:
By the end of the lesson students will be able to talk about what they want to buy and to prepare for typhoon II Teaching steps:
Teacher's activities Students' activities
1 warm up *Brainstorming
? Think about what they to prepare for a typhoon ? Work in groups
Preparation for a typhoon 2 Pre speaking
*Pre teach: New words - leak (n)
- latch (n) - ladder (n) - available (a) - damage (n) Checks R.O.R * Revision
? Gives how to use must or may 3 While speaking
* Brainstorming
? Asks students to think about the question: what happens if there is a typhoon ?
? Work in groups ? Write on the board Gives answer keys
- may be power cut - must be heavy rain - big trees may be closed - may be a food
Asks students to exercise 3a on P 76
? Have to check (v) what preparations you should be done for a typhoon
4 Post speaking *Questions given
Gives questions and asks students to answer the questions ? Work in pair
a Why we need to buy food? b What food we need to buy? c. why we need to buy candles? d why we need to buy a ladder?
Think about what they to prepare for a typhoon
Work in groups
Guessing the meaning of the words from teacher's eliciting
Read and repeat Copy them
Form: may
+ V inf must
Use: in deduction or prediction
Think about the question: what happens if there is a typhoon ?
Work in groups
(28)e. Why we need to check all the windows? 5 Home work
? Do exercise in to note books Do exercise in to note books *Comment:
……… ………
******************* Display on the board 1 New words
- leak (n) - latch (n) - ladder (n) - available (a) - damage (n) 2 Speaking * Revision Form: may
+ V inf must
Use: in deduction or prediction * Brainstorming
What happens if there is a typhoon ? *Questions given
3 Home work
Period 59: Unit 9: Natural disasters
Lesson 3: Listen
Preparing: 15 / /2007 Teaching: 17 / /2007 I Teaching points:
By the end of the lesson students will be able to II Teaching steps: