Giao an 9 ky 2

Teacher : Text book, work book, tape and cassette player, pictures...2. Checking up :.[r]

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Week 19

Preparing date: 7.1.2012

Teaching date: 9.1.2012

Period 37

Unit 6:

the environment

Getting started & listen and read

I Objectives

- By the end of the lesson, Ss will be able to get acquainted with environment problems Read the text for general and specific information through Matching exercises and answering Qs

1 Language focus: + Structure: Review

+ Vocabulary: Divide, shore, rock, spoil, disappointed, conservationist… 2 Language skills:

- Ss train discussing skills

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, pictures

2 Students: Text book, work book, school things,

III Procedures. Organization:

2 Checking up:

(Qs will be made during the new lesson)

3 New lesson:

3.1 Warm-up :

- Hang the pictures on BB, then hold the class to discuss about enviromental problems

3.2 Presentation

- Ask ss to work in pairs to match the pictures with the enviromental problems given

.

- Explain meaning of the words 3.3 Practice.

- Work in groups to discuss and make a list of people's activities that destroy the environment, and how to prevent enviroment from pollution (in English or Vietnamese)

EX:

+ Cut down trees

+ Throw garbage …

- Work in pairs to match the pictures with the enviromental problems given

- Give answers in front of the class - Give the correct answers

a) Air pollution. b) Spraying pesicides. c) Garbage dump. d) Water pollution. e) Deforestation. f) Dynamite fishing

- Write the meaning of new words:

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- Ask Ss to scan the reading to note some new words

Divide: chia

Shore: bê biÓn

Rock: đá

Spoil: lµm háng

Disappointed: thÊt vọng

Conservationist: Ngời gìn giữ,ngời bảo vệ

- Play the tape (twice)

- Ask Ss to work in groups to match the names in column A with the tasks in column B

- Call on some Ss to read their sentences

- Let Ss read the text again and answer the questions

- As Ss to ask and answer in front of the class

3.4 Production:

- Ask Ss to work in groups to discuss questions & in the book

- Read new words

- Listen to the tape

- Work in groups to match the names in column A with the tasks in column B * The right As are:

1 Group 1: f) Walk along the shore Group 2: e) check the sand

3 Group 3: b) check among the rock Mr Jones: a) collect all the bags and take them to the garbage dump.

5 Mrs Smith: c) Provide a pinic lunch for everyone.

6 Mr Brown : d) Give out the bag - Work in pairs to read the text again and answer the questions

- Correct As with partners * The right As are:

1 The speaker is Mr.Brown.

2 The listeners are members of volunteer conservationists.

3 They are on the beach.

4 They are going to ST about the polution.

5 If they work hard, they will make the beach clean and beautiful again soon

* For class 9A,B

- Work in groups to discuss questions & in the book

- Some Ss answer the Qs loud in front of the class

4 Drill:

- Ask Ss to retell the activities that the students to clean the environment

5 Homework:

- Ask Ss to exercise in the work book

Preparing date: 7.1.2012

Teaching date: 10.1.2012

Period 38

Unit 6:

the environment

(Cont…)

(3)

I Objectives

- By the end of the lesson, Ss will be able to persuade somebody to somethings by using the structures: I think you should / It would be better if you And know some reasons that cause the environmetal pollutions especially pollute the oceans

1 Language focus: - Structure: Persuade

- Vocabulary: Dissolve, trash, to harm, energy , exhaust fume… 2 Language skills:

- Ss train speaking and listening kills

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, picture, 2 Students: Text book, work book, school things,

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 37 37 35

Out 2 Checking up:

Ask Ss to retell the ways of learning El 3 New lesson:

3.1- Warm up :

- Ask Ss to work in groups to think of the things they often at school and at home to clean and protect the environment

- Write Ss' answers on the BB

3.2- Speaking: 3.2.1- Pre-speaking:

- Introduce the topic of speaking, then present some new words:

Dissolve: hịa tan , làm biến đi. Trash: đồ khơng tác dụng. To harm: làm hại.

Energy: lợng. Exhaust fume: thải khói 3.2.2- While-speaking:

- Ask Ss to read the persuading expressions in the text book carefully - Conduct Ss to practice

- Ask Ss to give their answers in front of the class

- Work in groups to think of the things that can protect the environment

EX:

- Clean the house.

- Clean the neighborhood.

- Recycle the paper and the cans, bottles. - Put the garbage in the garbage bins. - Use tree leaves to wrap things

- Copy and read the new words:

- Read the persuading expressions in the text book carefully

- Work in pairs to persuade parners to things to protect the environment

EX:

S1: I think you should reuse and recycle bottles and cans.

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3.2.3- Post-speaking:

- Ask Ss to work in pairs to find the answers for the questionaire by using the ideas given in the text

- Call some Ss to the BB to write the answers

- Call some pairs to give the remarks and give more ideas

3.3- Listening: 3.3.1- Pre-listening:

- Hang the picture on BB Ask Ss to listen to the introduction of the listening: The reasons that cause the pollution of the oceans

- Ask Ss to predict the causes that lead to the oceans polluted after looking at the picture and reading the information given - Give the meaning of new words:

Raw sewage: nớc thi cha c x lý

Pump: bơm ra, tuôn

Spills: tràn ra, đổ

Marine life: ng vt di nc

Deliberate: cân nhắc kỹ, thảo luËn kü 3.3.2- While-listening:

- Set the scene of the listening - Play the tape times

- Call on Ss to read aloud their answers - Play the tape again (once), and give the correct answers

S2: Why ? and How come?

S1: Because we can reduce garbage and save the natural resources That is how we save the environment.

- Work in pairs to find the answers for the questionaire by using the ideas given in the text

- Give answers:

+ Save the plastic bags, clean and reuse them Use tree leaves to wrap things.

+ Don t throw waste and garbage into’

streams, lakes, rivers

+ Discard/ throw garbage in waste bins.

+ Use fewer private vehicles and don t’

release pollutians into the air.

+ Try to reuse and recycle things.

- Give the remarks and give more ideas Ex:

S1: I think we should burn trash to

reduce the amount of garbage we produce to protect the environment. S2: I think we shouldn t that Burning’

trash will pullute the air.The best way is to reduce and recycle things.

- Look at the picture and discuss the reasons that cause the pollution of the oceans

- Predict the causes that lead to the oceans polluted after looking at the picture and reading the information given

- Read and copy new words:

- Listen to the tape and complete the notes

- Compare answers with partners - Give answers

How the ocean is polluted

Firstly: rau sewage is pumped directly into the sea

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3.3.3- Post-listening:

- Ask Ss to work in pairs to give the reasons that cause the oceans polluted

Thirdly: Oil spills come from ships at sea.

Next: Waste materials come from factories.

Finally: Oil is washed from the land

- Work in pairs to give the reasons that cause the oceans polluted

4 Drill:

- Ask ss to retell the main content of the lesson: The reasons that cause the oceans polluted

5 Home work:

- Ask Ss to exercises in the work book - Prepare new lesson: Read

Preparing date: 7.1.2012 Teaching date: 1 2012

Period 39

Unit 6:

the environment

(Cont…)

reading

I Objectives.

- By the end of the lesson, Ss will be able to understand the poem with some old English

1 Language focus:

+ Structure: Conditional sentences type 1

+ Vocabulary: End up, second-hand, stream, folk…

2 Language skills:

- Ss train reading comprehension skills

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, extra-board, 2 Students: Text book, work book, school things,

III Procedures.

1 Organization: Checking up:

- (Qs will be made on the new lesson) 3 New lesson:

3.1- Warm up:

- Give some suggested questions, then let Ss practice to discuss about poetry

+ Do you like poetry?

+ Which poetry you like best ?

+ Name some poems that are your favorite ?

- Work in groups to discuss about poetry, use the T' s questions

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+ Do you think it is easy understand a poem ? + Have you ever read a poem in English ? Do you understand it ? Do you like it ?

…

3.2- Pre-reading:

- Introduce the situation of the reading then present some new words and phrases:

Junk yard (n): bãi chứa đồ phế thải Treasure (n): quý giỏ

Hedge (n): hàng rào xanh Nonsense (n): sù v« lý

Foam (n): bät Folk: ngêi

…

- Checking vocabulary by doing "Rub out and Remember"

3.3- While-reading:

- Let Ss scan the poem on page 51 (text book)

- Make some questions:

1) How many people are there in the poem ? 2) What is their relationship ?

3) Where are they ?

4) What problem of the environment is mentioned in the poem ?

- Play the about the poem (3 times)

- Ask Ss to read the poem again and match the word in A to an appropriate explanation in B

- Ask Ss to give their answers in front of the class

A B

1 junk yard end up treasure foam stream hedge folk

a a row of things forming a fence b people

c a piece of land full of rubbish d a flow of water

e mass of bubbles of air gas f valuable or precious things g reaches of state of

- Explain grammar: Conditional sentence type1

If + S + do, S + will + do

EX: If the pollution goes on, the world will end up like a second hand junk yard

3.4- Post-reading:

- Ask Ss to read the poem carsfully and answer the questions

- Ask some pairs to practice in front of the class

- Give the right As on the extra-board

- Listen to the T - Copy new words

- Read the words in chorus then individually

- Work in groups to rearrange the letters in good order to make right words

- Scan the poem

- Answer the T' s questions

- Give answer in front of the class Answer may be:

1) There are two …

- Listen to the tape (look at book)

- Work in small groups to read the poem again and match the word in A to an appropriate explanation in B

- Give answers

* Ss' answers may be: -c, - g, - f, -e, - d, - a, - b

- Listen to the T and copy

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-6)

- Do in front of the class * The right As are:

1 If the pollution goes on, the world will end up like a second hand junk yard.

2 The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son. 3 His mother will talk him home right away

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

5 The poet want us to learn about that everyone is responsible for keeping the environment unpolluted

4 Drill:

- Ss repeat and remember the conditional sentence type 1, people and their effects to the environment

5 Home work:

- Ask Ss to make sentences, use the conditional sentence type

Period 40

Unit 6:

the environment

(Cont…)

writing

I Objectives

- By the end of the lesson, Ss will be able to write a completed complain letter with the right format and language

+ Vocabulary: Review

- Ss train writing a completed complain letter

II Teaching aids.

1 Teacher: Text book, work book, extra board 2 Students: Text book, work book, school things,

III Procedures.

1 Organization: 2 Checking up:

- Ask some Ss to give their sentences, use the conditional sentence type that they wrote at home, the correct them in front of the class

3 New lesson: 3.1- Warm - up:

- Divide clas into small groups, then ask them to write the main parts of a formal letter

- Work in groups to write the main parts of a formal letter

- Give answers …

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3.2- Pre-writing:

- Ask students to look at the form letter in the book

- Introduce the format of a complaint (P.52)

Situation:states the reason for writing

Complication: mentions the problem

Resolution:makes a suggestion

Action: talks about future action

Politeness:ends the letter politely

 SCRAP

- Explain some words and phrases - Conduct Ss to practice a)

- Call on some Ss to give their answer in front of the class

- Give feedback and answer key

- Corrects mistakes and gives the right order

3.3- While-writing:

- Ask Ss to rite a letter to the head of the local authorities to cmplain about the way of catching fish in the lake bihind their house

- Go round to help

- Call on some Ss to give their result - Check up and gives the suggested letter (on the extra-board)

3.4- Post-writing:

- Ask Ss to read their letter aloud - Ask for comments from other Ss

EX:

Sender' s address Receiver' s address Salutation

…

- Look at the form

- Listen to the T and copy - Read and copy

- Read the letter, order and lable each section with the appropriate letter: S, C, R, A or P

- Read the letter aloud Answer:

The right order: R  S  A  C  P

- Write a letter to the head of the local authorities to cmplain about the way of catching fish in the lake

- Read writing aloud - Check the letter Suggested letter: Date …

Dear Mr president

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

I am very worried because people use electricity to catch fish After a short time they left the place, a lot of small fish died and floated on the water surface. Other anomals such as frog, toads and even birds also died from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish.

I look forward to hearing from you and seeing the protection of environment from the local authorities - Read and listen

- Comments from other ones 4 Drill

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- Write a letter for your pen pal

- Prepare for the next lesson(U6 - Language focus)

Period 41

Unit 6:

(Cont…)

Language focus

I Objectives

- Ss will review and understand the use of adjectives and adverbs, adverb of clause and the conditional sentence type

+ Structure: Adverb of clause and the conditional sentence type + Vocabulary: Review

- Ss train speaking, reading and writing skills

II Teaching aids.

1 Teacher: Text book, work book, extra-board 2 Students: Text book, work book, school things,

III Procedures.

1 Checking up:

Ask Ss to make sentences, use the conditional sentene type 2 New lesson:

3.1- Adjectives and adverbs:

- Ask Ss to repeat the formation and the use of adverbs of manner

- Give the formation:

Adjective + ly = adverb - Let Ss exercise on page 53 - Ask Ss to give As

* Use: We use adverbs of manner to modify the verb Is usually goes with the main verb

- Let Ss complete the sentences, use the advebs

- Give the right As

3.2- Adverbs clauses of reason: - Give clauses:

- Repeat in front of the class - Listen to the T and copy

- Do exercise 1: Change the adjs into advs:

- Read answers aloud

- Complete the sentences, use the advebs - Some Ss practice in front of the class Answers:

a extremly; b slowly; c sadly; d happily; e well

- Look at and read the T' s sentences

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He failed the exams He is too lazy

- Ask Ss about the relation between clauses

- Introduce the words expressing clauses if reason: "Because" = "as" = "since" - Ask Ss to exercise on page 54

- Ask Ss to give their As:

- Give feedback and the correct As: (on the extra-board)

3.3- Adverbs + that clauses: - Ask Ss to repeat the structure:

S + be + adjective + tha clause

- Let Ss exercise on page 55

- Call Ss to read the completed dialogues aloud

3.4- Conditional sentences type 1:

- Ask Ss to review the formation of conditional sentences type

If + main clause, subordinate clause

(simple present tense) (will infinitive)

- Conduct Ss to exercise (P 56) - Ask Ss to give As

 reason.

- Listen and copy

- Do exercise by joining the pairs of sentences together Use "because, as or since"

- Compare the As with friends - Read answers aloud

* Answers:

a) I have a broken leg since I fell over while I was playing basketball.

b) I am going to be late for school because the bus is late.

c I broke the cup as I was careless. d) I want to go home bacause I feel sick. e) I' m hungry because I haven't eaten all day.

- Repeat

- Work in pairs to complete the dialogues, use the words in brackets - Give answers in front of the class

b) I m excited that I can go to Dalat this’

time.

c) I m sorry that I broke your bike’

yesterday.

d) I m disappointed that you didn t’ ’

phone me about it.

e) I' m amazed that I could win the first price.

- Review the formation of conditional sentences type

- Match each half-sentence in column A with a suitable one in column B

- Give As in front of the class * The right As:

1 - e - a - c - d - b 4 Drill:

- Ss repeat and remember adjectives and adverbs, adverb of clause and the conditional sentence type

5 Homework:

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Period 42

Unit 7: saving energy

I Objectives

- By the end of the lesson, Ss will be able to talk about energy and how to save anergy in everyday life

+ Structure: Suggest + V-ing

+ Vocabulary: bill, enomuos, plumber, faucet, crack … 2 Language skills:

- Ss train discussing skills

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, pictures 2 Students: Text book, work book, school things,

III Procedures.

1 Checking up:

(Qs will be made during the new lesson) 2 New lesson:

.1 Warm-up:

- Hang the picture on BB

3.2 Presentation: - Make questions:

+ Who are talking ? + Where are they now ?

- Present new words and phrases

Bill (n) - Hố đơn

Enormous (adj) - To, lín Crack (n) - Chỗ nứt Fauce t(n) - Vòi nớc

Plumber (n) : Thợ lắp ống nớc

- Ask Ss to practice the dialogue in pairs - Call on some pairs of students to play the role of Mrs Mi and Mrs Ha

- Correct students’ mistakes - Present the new structure: Suggest + V-ing

3.3 Practice:

- Asks ss to work in groups of read the statements and decide which sentences are true and which are false Then

- Work in groups to look at the picture and make a list of things the family could to save energy

EX: Turn off TV and radio when nobody watches or listen …

- Read the list aloud

Dialogue P.57 - Listen and read - Scan the dialogue and answer the Qs - Read in chorus

- Read individually - Write down

- Practice the dialogue in pairs

- Some pairs practice reading in front of the class

- Make sentences with this structure Exercise 2/P.58

- Work in groups of read the statements and decide which sentences are true and which are false Then compare their

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compare their result to each other

- Has some representatives give their answers in front of the class

- Corrects mistakes and gives the keys

3.4 Production:

- Ask Ss to role play the dialogue and then work in pairs to retell the best way to save water in their own house

result to each other

- Some representatives give their answers in front of the class

Answer key:

1 T 2 T

3 F ( Mrs Ha hsan t checked the pipes’ yet )

4 F.( Mrs Ha suggests taking shower.) 5 T.

- Practice in pairs

4 Drill:

-Ask Ss to retell the main content of the lesson : How to save the energy - Read and translate the dialogue into Vietnamese

5 Homework:

- Learn new words and the dialogue by heart - Prepair for the next lesson (Speak and Listen)

Preparing date: 4.2 2012 Teaching date: 2.2012

Period 43

Unit 7: saving energy (Cont…) Speak + language focus 3

I Objectives

- By the end of the lesson, Ss will be able to speak about the way to save energy, listen to a text about solar energy

- Structure: Why don t you ?/ What/ how about’ …? suggest + V-ing; suggest + should + V-infinitive; I thing we should + V- infinitive.

- Vocabulary: Solar, solar energy, nuclear power, solar panel, advanced, roof… 2 Language skills:

II Teaching aids.

III Procedures.

1 Checking up:

(Ss will be made on the new lesson) 2 New lesson:

.1- Warm up:

- Ask Ss to list the ways to save the energy in your own house

- Work in groups to list the ways to save the energy in the house

+ Turn off the lights when go out. + Turn off the faucets.

+ Using bikes.

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.2.1- Pre-speaking:

- Hold the class to review the ways to make suggestions

.2.2- While-speaking: - Hang the picture on BB - Ask Ss to give As:

- Ask Ss to work out an action plan to save energy for their class

- Call some groups to practice in front of the class

.2.3- Post-speaking:

- Ask Ss to work in individual to give the best way to save energy

.3- Suggest:

- Review the structure to make suggestions I think you should / let s ’

shall we ?

- Give the difference between “suggest + V-ingand Suggest + that + S + should + V.

- Divide the class into groups to

+ Using wood to cook. + Take a shower.

- Read the table to use the structures to make suggestions and the ways to respond to them

Suggestions Response Suggest + V-ing

I think we should + V Shall we ?

Why don’t we ? How about + V-ing What about + V-ing

That is agood idea. All right/ No, I don’t want to / I prefer to

- Work in pairs to look at the pictures and give the suggestions to the pictures - Give As in front of the class

Ss' answers may be: + We should turn off the faucets.

+ We should you the gas cooker at the medium level.

+ We should turn off the fan before going out. + We should turn off the air conditioner when there

is nobody in the room.

+ We should turn off the lights or use bulbs instead of lights.

- Work in groups of four to work out an action plan to save energy for your class:

EX:

A: I think we should public buses to school everyday to save energy and to prevent the environment from pollution.

B: That s a good idea.‘

C: How about going by bikes and persuading all members in our family to do so ?

D: Great! Let s that.’

- Work in individual to give the best way to save energy

…

Work in groups:

Group 1:

Make suggestions to help the poor in the neighborhood of your school

EX: I suggest collecting some money

Group 2:

3.3- Language focus:

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exercise (P.64)

- Call Ss to read aloud their suggestions in front of the class

Make suggestions to improve your English.

EX: I suggest (that) you should work harder on your pronunciation

- Give answers 4 Drill:

- Ask ss to retell the main content of the lesson: One kind of alternative energy: solar energy

5 Home work:

- Ask Ss to exercises in the work book - Prepare new lesson: Read

Preparing date: 5.2 2012 Teaching date: 9.2 2012

Period 44

Unit 7:

saving energy

(Cont

…)

reading

I Objectives.

- By the end of the lesson, Ss will be able to know about the ways to save energy and get the general idea of reading through choosing the best summary and answering questions

+ Vocabulary: luxuries, consumer, bulb, scheme, category, effectively… 2 Language skills:

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, 2 Students: Text book, work book, school things,

III Procedures.

1 Checking up:

3.1- Warm up:

- Ask Ss to retell the advantages of using solar energy

- Call some to speak aloud in front of the rest

3.2- Pre-reading: - Set the sence - Make questions:

+ How much is your family s electricity bill ?’

+ How much electricity does your TV use ?

- Ask Ss to scan the text for the first time and and answer some questions:

+ What is the passage about ?

+ What is the main idia of the passage ?

- Work in groups to retell the advantages of using solar energy

EX:

Cheap, clean, effective, available….

- Listen to the T

- Look at the picture p.60 and answer the T' s questions

- Scan the text for the first time and and answer the questions:

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- Present some new words

Luxury: sù xa xỉ

Consumer: ngời tiêu dùng

Necessity: cần thiÕt

Household: hộ gia đình

Labeling scheme: kÕ hoạch dán nhÃn

Tumble dryer: máy sấy

Innovation: đổi

Account for: chiÕm 3.3- While-reading:

- Ask Ss to share the answers -Ask Ss to give their answers - Make necessary corrections

- Ask Ss to read the text again and work in pairs to discuss the answers

- Call Ss to practice asking and answering the answers before the class

- Call some to write the answers on the BB - T gives the correct answers

3.4- Post-reading:

- Ask Ss to work in groups to discuss about the question 5:

Why should we save energy ?

- Read the new words and phrases in chorus

- Listen to the tape, then work in pairs to find the best summary for it among four options

- Share answers with parners - Give answers

* The right A is:

3 North Amarica and European countries are interested in saving money and natural resources

- Work in pairs to practice asking and answering the Qs -

* The right As are:

1 Western consummers are interested in products that will not only work effectively but also save money.

2 We can use energy - saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting.

3 She will pay US $ for lighting if she uses energy - saving bulbs instead. 4 The pupose of … so that they can save money and energy.

- Work in groups to list the reasons for saving energy

EX:

+ Protect environment + Save money … 4 Drill:

- Ss repeat and remember how people save energy

5 Home work:

- Write a passage about the way to save energy in your home - Learn new words and phrases by heart

Week 23

Teaching date: 14.2 2012

Period 45

Unit 7:

saving energy

(Cont…)

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I Objectives

- By the end of the lesson, Ss will be able to write a short , simple speech with a clear organization and present in front of the whole class

+ Structure: Format of a speech: Introduction - body - conclution

+ Vocabulary: gentlement, call out, draft

- Ss train writing a speech

II Teaching aids.

III Procedures. 1 Organization:

Class 9A 9B 9C

Total 33 36 24

Out

2 Checking up:

(Qs will be made on the new lesson) 3 New lesson:

3.1- Warm - up:

- Ask Ss to practice asking and answering the questions:

+ How many parts are there in a speech ? +What are they ?

3.2- Pre-writing:

- Give the introduction about writing a speech to an audience

- Make questions:

+ What we in Introduction ? + What is included in Body ?

- Ask Ss to exercise 1/P 61 in groups - Call on some groups to give their answer in front of the class

- Correct mistakes and give the right order

- Ask Ss to work in pairs to put the sections in the correct place to complete the speech

-Ask Ss to giver their answers 3.3- While-writing:

- Ask Ss to choose one of the topics in the book and work dependently to prepare a speech for the classmates

- Ask Ss to share the writing to others - Ask Ss to read their writing aloud

- Check up and give the suggested speech

- Work in groups to discuss

(A speech usually has three parts: Introduction, body, and conclusion)

- Listen to the T

- Answer the questions:

- Work in groups to match each part of a speech in column A to a suitable function in column B

- Some groups give answers in front of the class

Answer:

The right order: 1- B; 2- C; 3- A

- Work in pairs to put the sections in the correct place to complete the speech - Give answers

- Choose one of the topics in the book and work dependently to prepare a speech for the classmates

- Compare the writing with partners - Read their writing in front of the class * Suggested writing:

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(on the extra-board.)

3.4- Post-writing:

- Ask Ss to work in groups to discuss and make a speech about the ways to reduce the garbage

-Ask Ss to speak aloud in front of the class

Good morning, ladies and gentlement I am professor Nam I m going to tell you’

about the ways of saving energy in the kitchen.

As you know that we are using too much electricity So saving electricity is necessary.

We can save electricity by :

Turning off the lights when it is not necessary Prepare the food carefully before turning on the stove.

Keeping refrigerator door closed.

I hope that you will be able to find the suitable way to save energy.

- Work in groups to discuss and make a speech about the ways to reduce the garbage

EX:

- Collecting plastic bags.

- Not keeping solid waste with food waste.

4 Drill

- Ask ss to retell and remember the main content of the lesson: Writing a speech about saving energy and other school- relate topics.

5 Home work

- Write other speech about saving energy Preparing date: 12.2 2012

Period 46

Unit 7:

saving energy

(Cont…)

Listen +

Language focus 1,2

I Objectives

- By the end of the lesson Ss will be able to further improve their understanding about common connectives, phrasal verbs and suggestions through sentence completion and suggestions - making

+ Structure: Review Adverbs of manner, adverds clause of reason, adj + that clause…

II Teaching aids.

1 Teacher: Text book, work book, papers of questions 2 Students: Text book, work book, school things,

III Procedures.

1 Checking up:

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2.1- Pre-listening: - Sets the sence

- Presents some new words and phrases

Solar: thuéc vÒ mặt trời

Solar energy. lợng mặt trời Nuclear power: lợng hạt nhân Solar panel: bảng thu lợng Advanced: tiên tiến.

- Ask Ss to read the statements in a) thee T/F prediction

2.2- While-listening: - Play the tape (once)

- Play the tape again (twice)

- Call on some Ss to give their answer in front of the class

- Check up and gives the key

- Play the tape again and ask Ss to task - Call Ss to give the answers

- Give the correct answers and check if necessary

2.3- Post-listening: - Make questions:

+ Have you ever used solar energy ? + How you use solar energy by ? + Do you think use solar energy is the cheapest ?

…

3.1- Connectives:

- Explain function of the connectives

+ And: To add a similar or another idea. + But: , However; to add an opposite

idea.

+ Because: to give the reason. + So, Therefore: To give an effect. + Or: To give an alternative

- Ask Ss to exercise (P.62-63) - Call Ss to their As in front of the class - Correct Ss’ As then give the right As

- Listen to - Read in chorus - Read individually - Write down

- Read then T/F prediction

- Listen for the first time and compare with your predictions

- Listen again for three times and the exercise

- Give As in front of the class * The right As are:

1 T

2 F ( most of our electricity comes from the use of coal, gas, oil or nuclear power.)

3 F( It is enough to provide power for total population )

4 T

5 F ( in 2015).

- Listen to the tape again then fill in each blank with one word

- Give answers:

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

- Answer the T' s questions

- Listen to the T (whole class) - Make examples

- Work individually to complete the sentences, use the correect connectives - Give answers in front of the class * The right As:

a and b but c because d Therefore e or f so g.and h However

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3.2- Phrasal verbs:

- Implicit the meanings of the phrasal verbs through examples

+ It s dark here Can you ’ turn on the light?

+ Please turn off the TV when you finish watching.

+ I m ’ looking for my keys I lost them this morning.

Turn on = switch on / start. Turn off = switch off/ stop. Look for = try to find. Look after = take care of. Go on = continue.

- Conduct Ss to exercise on page 63 (prosess as Ex above)

- Following the T

- Copy

- Work in pairs to complete the sentences …

* The right As are:

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

- Repeat with the T 4 Drill:

- Ss 15 minutes test:

Fill in the gap in each sentences below with a suitable phrasal verb in the box

Saw off getting off cut off turn off take off

1) Could you ……… the radio ? I m trying to finish this– ’ assignment.

2) Remember to ……… your shoes when you go into the temple. 3) Nam dropped his watch when he was ……… the bus.

4) My parents ……… me ……… at the railway station. 5) If you don t pay the bill within two weeks, electricity will be ’ ………

5 Homework: - Redo all exercises

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Period 47

THE WRITTEN TEST No III

Time: 45mins

A Objective:

- At the end of the lesson, ss can:

+ Practice some exersices about the main contents they have learnt + Check knowlegde and get mark

B Contents:

- Vocabs:

- Tenses: Present simple, past simple, present perfect, passive

C Matrix:

Theme NhËn biÕt Th«ng hiĨu VËn dơng Tỉng

A-Language

focus(4,5ms) TN TL TN TL TN TL

1-Pronunciation

0,5

2

0,5

4 1.0 2-Language & vocab

0,5 1,0 0,5 2,0

B-Skills(5,5ms)

1-Reading

0,5 1,5 1,0 3,0

2-Writing

2,0 1,0 1,0 4,0

Total

1,0 2,5 1,5 2,5 0,5 2,0 22 10

Quang Lien secondary school THE WRITTEN TEST No Class: Time : 45'.( 1)

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Question 1: Choose the different sound of the underline words.

1 A ordinary B polution C provide D account for A faucet B garbage C install D quarter A deforestation B effectively C energy-saving D efficiency A pesticide B.provide C environment D disapointed

Question 2: Choose the best options.

1 If you to attend the course, you must pass the written examination A want B wants C wanted D wanting

2 The lakes in town are polluted so

A bad B badly C good D well "Can you a computer ?" She asked

A use B to use C used to D using Do you like country city?

A and B if C or D but Nam got wet he forgot his umbrella

A because B so C and D but

6 I'd love to see a movies I have to my homeworks A because B so C and D but

7 Farmers have to work very during the havest time A hard B hardly C free D freely

8 What you last night?

A did/did B do/did C do/ D did/

Question 3: Complete the sentences using the correct verb forms.

1 I suggest (join) them on the trip on the moutains

2 If Tam (see) Mr Tim, she (give) him your message

3 Lan suggests that you should (open) the window for more fresh air The teacher (explain) that question for you if you (ask) him We must learn about (keep) the environment unpolluted

Question 4: Write the following sentences use guided words.:

1 If people / stop/ use/dynamite/for / fish/ lot/ sea creature/ be/ good / preserved => I suggest/ that/ you/ collect/ all/ bags/ and/ take/ them/ to /garbagedump

=> Energy-saving bulbs/ be / used/ save/ electricity

=> .We /can /save/ natural resources/ by/ use/ solar energy

=>

THE END.

Quang Lien secondary school THE WRITTEN TEST No Class: Time : 45'.( 2)

Name:

Question 1: Choose the different sound of the underline words.

1 A account for B polution C provide D ordinary A faucet B quarter C install D garbage A deforestation B effectively C energy-saving D efficiency A disapointed B provide C environment D pesticide

Question 2: Choose the best options.

1 Do you like country city?

A and B if C or D but

2 Farmers have to work very during the havest time A hard B hardly C free D freely

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A did/did B do/did C do/ D did/

If you to attend the course, you must pass the written examination A want B wants C wanted D wanting

5 Nam got wet he forgot his umbrella A because B so C and D but

6 I'd love to see a movies I have to my homeworks A because B so C and D but

7 The lakes in town are polluted so

A bad B badly C good D well "Can you a computer ?" She asked

A use B to use C used to D using

Question 3: Complete the sentences using the correct verb forms.

1.The teacher (explain) that question for you if you (ask) him If Tam (see) Mr Tim, she (give) him your message We must learn about (keep) the environment unpolluted I suggest (join) them on the trip on the moutains

5 Lan suggests that you should (open) the window for more fresh air

Question 4: Write the following sentences use guided words.:

1 If people / stop/ use/dynamite/for / fish/ lot/ sea creature/ be/ good / preserved => I suggest/ that/ you/ collect/ all/ bags/ and/ take/ them/ to /garbagedump

=> Energy-saving bulbs/ be / used/ save/ electricity

=> .We /can /save/ natural resources/ by/ use/ solar energy

=>

THE END. KEYS:

Q1: (1m)

1 A B C D

Q2: (2m)

1 A B A C A D B D

Q3: (3m)

1 joining

2 sees / will give open

4 will explain / ask keeping

Q4: (4m)

1 If people stop using dynamite for fishing, a lot of sea creature will be good preserved

2 I suggest that you should collect all the bags and take them to the gabbagedump Energy saving bulbs should be used to save electricity

4 We can save natural resources by using solar energy

THE END.

Period 48

Correcting the 3

th

Test

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I Objectives

- Help Ss check their result of the test By the end of the lesson Ss will know what they need to improve in the future

Topic of the environment and saving energy, connectives, advebs, conditional sentences, suggestion.…, topics of language

- Ss check their skills on listening, reading and writing by doing exercises

II Teaching aids.

1 Teacher: Teaching plan, questions and answers 2 Students: School things,

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 37 37 35

- T ask Ss to give their opinions on the 2nd test.

3 New lesson:

- Give paper of the test to Ss (if the T has finished marking)

- Read the passage (three times) - Ask Ss to give their As

- Correct Ss' As and then give the right As

- Explain some different words and phrases

- Let Ss read the text again - Ask Ss to give their As

- Correct Ss’ As then give the right As

- Ask Ss to give their As

- Explain structures that Ss don't remember

- Process as above

- Ask Ss to write sentences on the BB

I- Listen and fill in each blank with one suitable word that you hear to complete the passage (2 points)

- Listen to the T - Give As

* The right As:

(1) with (2) of (3) in (4) by (5) into (6) for (7) from (8) between

II Choose A, B, C or D to complete the passage (2 pts)

- Listen to the T - Read the text again - Give answers * The right As:

1) B pollution 2) B serious 3) A exhaust 4) D of 5) C Factories 6) C reduce 7) D Scientists 8) A require

III Choose the correct option A, B, C or D to complete the sentences (2 pts)

- Give answers

Sentences

Answers b c b a d b c a

IV Match a word in A with its definition in B (1 pt)

1 + b + d + a

4 + c + e

V Rewrite the following sentences in such a way that they mean almost the

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same as those printed before (3 pts)

1 Because Tom was lazy, he failed the exam

2 If Nam doesn’t drink so much milk, he will not be fat

3 I suggest we should speak English in class

4 If you don't study hard, you will fail the exam

5 She wanted to go home because she was tired

6 I suggest putting garbage bins around the school yard

4 Drill:

- T ask Ss to repeat some grammar structures that are used in the test 5 Homework:

- Ss exercises again - Prepare the next lesson

Week 25 Preparing date: 16.2 2012

Period 49

Unit 8:

celebrations

I Objectives

- By the end of the lesson, Ss will be able to get further information about celebrations in the world To practice reading and listening for speciafic information about famous celebrations around the world

+ Structure: Relative clause

(25)

- Ss train reading, listening and speaking skills

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, pictures 2 Students: Text book, work book, school things,

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 25

3.1 Warm-up :

- Ask Ss to work in groups and make a list of famous celebrations in Vietnam and worldwide

- Introduces some more celebrations - Hang the P

3.2 Presentation:

- Give the introduction of the lesson then ask Ss to scan the reading to find out the new words:

- Explain new words and phrases

Sticky rice cake(n): traditional chung cake

Occur: happen , take place

Live apart: far away

Jewish: ngêi Do Thái

Pasover: lễ hải

Slavery: nô lƯ

Joyful: cheerful

Parade: cc diƠu hµnh

- Teacher presnets the new struture: Relative clause

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

+ Tet is a festival which occers in the late January or early February.

 who, which are relative words

3.3 Practice:

- Work in groups and make a list of famous celebrations in Vietnam and worldwide

EX: Birthday, May Day, Christmast, Wedding …

- Listen to the T

- Look at the picture Match the icons with the names of the celebrations

Answer:

1 Easter; Wedding; Birthday; Chrismas; Mid - Fall Festival; Lunar new year

- Listen to theTthen scan the reading to find out the new words:

- Copy

- Read the words in chorus then individually

- Write down the new struture: Relative clause

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

+ Tet is a festival which occers in the late January or early February.

 who, which are relative words

- Look at book and listen to the tape

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- Ask Ss to read the text again and use the words above to compplete the table about the celebration

- Go round the class to help

- Have some representatives give their answer before the class

- Check up and gives the keys

3.4 Production:

- Ask Ss to work in groups of four to talk about the Mid - Fall Festival in VN following these cues: When ? Activities ? Foods ?

- Ask some groups to practice speaking before class

- Check up and commit

- Work in groups to read the text again and use the words above to compplete the table about the celebration

- Some representatives give answer before the class

* The right As:

Celeb-ration When ? Activities Food Country

Tet

Late Jan or early Feb

Cleaning and decorating homes, and enjoying special food

Sticky rice

Cake Viet Nam

Passover

Late Mar or early Apr

(not

available) Specialmeal called the Seder

Israel

Easter

Around the same time as Passover

People crowd the streets to watch colorful parades

Chocolate or sugar eggs

In many countries

- Work in groups of four to talk about the Mid - Fall Festival in VN following the T’s cues

- Practice speaking before class

4 Drill:

- Ask Ss to retell the main content of the lesson : Somethings about the celebrations 5 Homework:

- Learn new words by heart

- Prepair for the next lesson (Speak and Listen) Preparing date: 16 2012

Teaching date: 2012

Period 50

Unit 8:

celebrations

(Cont…)

Speak + listen

I Objectives

- By the end of the lesson, Ss will be able to give and respond to complement, sing the famous song “Auld lang syne”

- Structure: Let s + V-infinitive, Let me + V-infinitive/ It s nice of you to say so’ ’ … - Vocabulary: Auld, lang, syne, acquantance, kindness…

II Teaching aids.

III Procedures.

1 Organization:

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Total 33 36 24 Out

2 Checking up:

3.1- Warm up: - Make questions:

+ When people give a compliment to others ?

+ Do you usually give a compliment ? On which occasion ? To whom ?

+ Do you know how to respond it ?

3.2.1- Pre-speaking:

- Ask students to answer the question:

what you say and answer on someone s celebration’ ?

- Give some stuations:

+ welldone

+ That s a great/ an excellent ’ …. + Let me congratulate you on …

3.2.2- While-speaking: - Hang the pictures on BB

- Ask Ss to look at the picrures and work in pairs to give and respond to the celebrations

- Ask some pairs to practice speaking before class

- Check up and correct mistkes if necessary

- Ask Ss to read stuations and work in pairs again

- Go round to help

- Ask some pairs to practice speaking before the class

- Correct mistakes if necessary

- Ask students to give complement for following stuation: Women s day,’ teacher s day, good final test’ …

- Has some ss give their opinions - Corrects mistakes and commit

- Work in small groups to practice asking and answering the questions Use the T’s questions

- Answer the question: what you say and answer on someone’s celebration? - Respond to the stuations

- Work in pairs to look at the Ps, and give and respond to the celebrations - Some pairs practice speaking before class

- Read stuations and work in pairs again

- Some pairs practice speaking before the class

a) Mother: well done, Huyen.

Huyen: Thanks mom.

b) Friends: Congratulations on your nomination, Tuan.

Tuan: It s nice of you to say so.’

c) You : That s an excellent picture,’ Hoa.

Hoa: That s very nice of you to say so.’

- Give complement following the T’s suggestion

- Some Ss give their opinions Ss' activities T' s activities

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3.3.1- Pre-listening:

- Set the sence: We ll listen to a famous’ song in English, it is one of the best known song in English for both teanagers and adults in new year Eve In Scots:’ auld = old; lang = long; syne = since  Auld lang syne = The time gone past, the good old day

- Asks ss to predict the missing words 3.3.2- While-listening:

- Play the tape (once) then explain some new words:

Acquaintance: ngêi quen. Bring to mind: nhí

Kindness: lßng tèt Trustly : tin tëng

- Ask students to listen to the tape again for three times and fill in the missing words

- Call on some students to give their answers in front of the class

3.3.3- Post-listening:

- Asks students to listen to the tape and sing follow the tape

- Has some good ss sing this song

- Listen to the T

- Predict the missing words - Listen to the tape

- Copy and read words

- Listen again and fill in the missing words

- Some students give their answer in front of the class

Answer:

a day b take c mind d hand e kindness

- Listen to the tape and sing follow the tape

- Some good ss sing this song before class

4 Drill:

- Ask ss to retell the way to give and respond to the complement 5 Home work:

- Write the dialogue they made into note book - Sing the song “auld lang syne

- Prepare for the next lesson (U8 - Read) Week 26 Preparing date: 4.3 2012

Teaching date: 2012

Period 51

Unit 8:

celebrations

(Cont…)

reading

I Objectives.

- By the end of the lesson, Ss will be able to get to know about more one of the important celebrations in Australia and the USA: Father ‘s day through the reading about the opinions, feelings and memories of children about their fathers

(29)

+ Vocabulary: hug, generous, priority, terific, distingush… 2 Language skills:

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

- Ask Ss to sing the song Auld lang sine 3 New lesson:

3.1- Pre-reading:

- Ask Ss to answer some questions:

+ Do you know father s day?’

+ Where people celebrate father s day?’ + What are the activities in this occattion? + What people eat? drink?

+ Do VN-ese people have father s day?’

- Present the lesson: We’ll read some feelings and memories of children about their fathers on father’s day in Australia and the USA(third Sunday in June)

- Ask Ss to predict by answering the question: What does Rita/Jane/Bob think about their father?

- Presents some new words

hug(n): ôm (khi chào nhau) generous(adj): rộng lợng

priority(n): u tiên, quyền u tiên terific(adj): khủng khiếp

distingush(n) : phân biệt, làm cho khác biệt sense of humor(adj): hài hớc, vui tính

3.2- While-reading: - Play the tape (twice)

- Ask Ss to read the text carefully then answer the question above in groups of four - Calls on some students to give their answer in front of the class

- Correct mistakes

- Ask students to read the text in pairs Then answer the questions

- Cals on some some pairs to practice in front of the class

- Check up and corrects mistkes

(Notices about the relative word “whose”)

- Answer some questions

- Listen to

- Predict by answering the question:

What does Rita/Jane/Bob think about their father ?

- Read in chorus - Read individually - Write down

- Listen to the text, look at their book and check their predictions

- Read the text and answer the question

- Some students give their answer in front of the class

- Read the text in pairs Then answer the questions

- Some pairs to practice in front of the class

(30)

3.3- Post-reading:

- Ask Ss to work in groups to discuss about their fathers

+ How old ?

+ The job he does ? + What he look like ?

+ What you like him best ? + Your opinion about him ?

- Call on some Ss to practice speaking in front of the class

- Checks up and commits

* The right As:

a to her dad.

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

d A father as a teacher, caretaker, a friend…

- Work in groups to discuss about fathers

- Some students practice speaking in front of the class

4 Drill:

Ask Ss to give the main content of the reading : The important celebrations in Australia and the USA The relatives: Who, whom , which, whose

5 Home work:

- Write a passage about their feelings and memories about their father - Learn new words and phrases by heart

- Prepare for the next lesson(U8 - Write)

Period 52

Unit 8:

celebrations

(Cont…)

writing

I Objectives

- By the end of the lesson, Ss will be able to write a letter to afriend to share their ideas about a particular issue

1 Language focus: + Structure: A letter

+ Vocabulary: Enchance, nationwide, essential, important, opportunity… 2 Language skills:

- Ss train writing a letter

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

(31)

- Call Ss to the exercises in the work book - Read aloud their writing

3 New lesson: 3.1- Warm - up:

- Ask Ss to work in groups to classify the words under three headings:

Who - which - when.

New year s Eve Gift, songs friends,’ Australia, tourist, mother s day, National‘

Day, season, cake, key board, Mid- fall festival.

- Ask Ss to answer some questions

+ Do you think we should celebrate mother s day and father s day for out’ ’ parents ?

+ What will you on your celebrations for Mom and Dad ?

- Introduce the writing: In VN, people do not celebrate Mother s day or Father s’ ’ day You think it is necessary to have a day to celebrate for your mom and Dad. Write to a friend to share this idea

- Ask Ss to read the outline P.70

- Ask Ss to discuss these ideas in groups - Call on some groups give their opinion in front of the class

- Presents some new words:

Essential ; cÇn thiÕt, chÝnh yÕu

Enhance: thúc đẩy, nâng cấp

Support: ủng hộ

Nationwide: réng kh¾p 3.3- While-writing:

- Ask Ss to write the complete their writing individually base on their opinions above

- Go round to help

- Call on some ss to give their result - Check up and gives the suggested letter (on the extra-board)

- Work in groups to classify the words under three headings

Who Which When

People

… Gift …

New Year’s Eve …

- Listen to

- Read the outline p.70

- Discuss these ideas in groups

- Some groups give their opinion in front of the class

- Copy and read the new words

- Write the complete their writing individually base on their opinions

- Some ss give their result * Suggested letter:

In my opinion, it is important to have a day to celebrate for our parents.

The first reason for this is that, On these occasions, children will have a special day to express their feelings, memories, and great love for their parents We have an opportunity to enhance family traditions Besides , members of families can have a chance to get together and to help one

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- Ask Ss to work in pairs to say about their activities they on special day

another I think the first Sunday of April is the most suitable day to celebrate because Sunday is the day off so everybody is free from work or study. Moreover, April is in late Spring or early summer, The weather is fine so many activies can happen out door.

It is a good idea to have a family gathering when members have lunch or dinner together.

Children should give their parents flowers, send them cards, or bring them a special cake.

In conclusion, I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and wants their parents to be happy

- Work in pairs to say about activities that are on special day

4 Drill

- Ask Ss to retell the main content of the writing 5 Home work

- Complete their writing into note book

- Prepare for the next lesson(U8 - Language focus)

Period 53

Unit 8:

celebrations

(Cont…)

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- By the end of the lesson Ss will be able to recognize and distinguish the relative clauses and know how to use them

+ Structure: Review the relative with a series of exercises + Vocabulary: Review

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

3 New lesson:

3.1- Relative clause:

- Ask Ss to retell the usage of the relative pronouns Then give the examples for each cases

- Ask students to exercise on page 70-71

- Calls on some pairs practice in front of the class

- Correct Ss’ mistakes, gives the keys (on tre extra-board)

- Conduct Ss to exercise (P.71)

- Give the usage of relative pronouns

Replace for Function

people things

subject who which

object Whom/that Which/that

Other relative pronouns and relative adverbs:

Whose: replace for possesive where : place when: time

- Work in pairs to exercise on page 70, 71 Join the sentences Use relative clauses:

- Some pairs practice in front of the class Answers:

a) Auld Lang Syne is asong which is sung on new Year Eve.

b) This watch is a gift which was given to me by aunt on my 14th birthday.

c) My friend Tom , who sings Western folk songs verry well , can compose songs

…

- Use the pictures (P.71) and use the relative clauses to describeeach of the people in the pictures

EX:

+ Mom is the woman who is sitting in an

(34)

- Ask Ss to say in front of the class

arm chair receiving a gift from the little girl.

+ Dad is the man who is stading behind my sister.

+ Uncle Jonh is the man who is wearing a violet blouse

…

- Listen to the T and review

4 Drill:

- Teacher retells the way to use the word relative clauses 5 Homework:

- Do all exercises again and copy them into note-book - Prepare for the next lesson

Period 54

Unit 8:

celebrations

(Cont…)

I Objectives

- By the end of the lesson Ss will be able to recognize and distinguish the relative clauses and know how to use them

+ Structure: Review the relative clauses and adverbs of concession with a series of exercises

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

Hold the class to 15 minutes test

Join the pairs of sentences together Use the words in brackets: Her book was published last month It became the best seller (Which) Her book … The boy is my cousin He is playing in the garden (Who)

The boy ……

(35)

We……… ……… Lan is a girl Lan will go to America nex month (Who)

Lan ………

5 On my birthday my parents gave me a gilf The gilf was a new bicycle (Which)

On my birthday………

Answers:

1 Her book which became the best seller was published last mounth The boy who is playing in the garden is my cousin

3 We often go to the public library which always opens on Wednesday Lan is a girl who will go to America nex month

5 On my birthday my parents gave me a gilf which was a new bicycle 3 New lesson:

3.2- Adverb clause of concession:

- Repeat: Though, although, even though + clause (They are used to express the opposite ideas.)

- Process as exercise and above:

- Use the pictures (P.71) and use the relative clauses to describeeach of the people in the pictures

EX:

+ Mom is the woman who is sitting in an arm chair receiving a gift from the little girl.

+ Dad is the man who is stading behind my sister.

+ Uncle Jonh is the man who is wearing a violet blouse

…

- Listen to the T and review

- Do exercise (P.71-72) by Joining the sentences:

EX:

b) Although we don t have a mother s’ ‘ Day in Vietnam, Dad and I have special gifts and parties for my mom every year on the 8th of march.

c) Many tourists enjoy festivals in Viet nam though they don t understand’ Vietnamese culture very much

…

- Do exercise (P.72 - 73) by completing sentences:

EX:

a) Although Mrs Thoa was tired, she helped Tuan with his home work.

b) Even though Liz has an examination tomorrow, she is still watching TV now

. …

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4 Drill:

- Teacher retells the way to use the word relative clauses 5 Homework:

- Do all exercises again and copy them into note-book - Prepare for the next lesson

Week 28

Period 55

Unit 9:

natural disasters

I Objectives

- By the end of the lesson, Ss will be able to get to know and use the new words about the weather and understand the information in a weather forcast

1 Language focus: + Structure: (Review)

+ Vocabulary: disaster, snowstorm, typhoon, earthquake, volcano… 2 Language skills:

- Ss train reading, listening and speaking skills

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

(37)

3.1 Warm-up :

- Provide clues about the weather forcast Ss have to guess the words (The first clue is 30 points, the second clue is 20 points, the third clue is 10 points)

1 We know whether it is going to rain or to be sunny if we watch this program.

2 It is usually broadcasted on TV after the news.

3 It started with the letter W 3.2 Presentation:

- Introduce the topic of the unit: - Make questions:

+ Is raining in picture ?

+ Do you think it s an ’ earthquake in picture ?

+ Is there snow in picture ?

- Ask Ss to matching exercise in pairs (use the question: what can you see in picture 1, 2, 3, )

- Have some pairs give their answer in front of the class

- Check up and gives the keys

- Explain meaning of the new words:

- Aks Ss to look at the map P.75 and the weather forecast to answer some questions

+ What s the weather like in HN/Thanh’ Hoa/Hue …?

+ How is the temperature in HN/Hue …?

- Play the tape Listen and read (twice.) 3.3 Practice:

- Ask Ss to practice the dialogue in groups of three Then swap role

- Call on some groups to play the role of Thuy, her grandma and weatherman - Correct Ss’ mistakes

- Ask Ss to read the text again and exercise below in groups of three Then compare their result to each other

- Have Ss give their answer before class - Check up and gives the keys

- Work in groups to play the guessing game

Weather forecast

- Listen to

- Look at the pictures and answer the questions

- Do matching exercise

- Practice in front of the class *The correct As:

1 Snowstorm (bão tuyết) 2 Earthquake.(động đất) 3 Volcano.(núi lửa) 4 Typhoon (bão)

- Read and copy the words:

- Look at the map P.75 and the weather forecast to answer questions

- Practice the dialogue in groups of three Then swap role

- Some groups play the role of Thuy, her grandma and weatherman practice reading beforeclass

- Read the text again and exercise below in groups of three Then compare their result to each other

- Give answer before class * Answers:

1 turn up; weather focast 2 raining

3 central highland 4 have temperature

(38)

3.4 Production:

- Ask Ss to read the dialogue carefully and then true / false exercise

1 There won’t be any sunshine in Hanoi Temperature in Hue will be over 30 C it will be coudy in Cuu Long Detal Thuy is going out for a picnic with her old friends

5 Thuy ‘s grandmother asks her to bring along a warm coat

6 Thuy follows her grandmother ‘s advice

- Read the dialogue carefully and then true / false exercise

4 Drill:

- Ask Ss to retell the main content of the lesson: About the weather and the natural desasters

5 Homework:

- Learn new words by heart

- Read and translate the dialogue into Vietnamese - Prepair for the next lesson (Speak and Listen) Preparing date: 18.3 2012

Period 56

Unit 9:

natural disasters

(Cont…)

Speak + listen

I Objectives

- By the end of the lesson, Ss will be able to speak about natural disasters and how to prepare before these disasters happen, listen to a text about earthquake and complete the table

- Structure: I thing we should + V- infinitive

- Vocabulary: canned, candles, match, ladder, peg, block, roller, flying gass, drill…

II Teaching aids.

1 Teacher: Text book, work book, tape and cassette player, extra-board, 2 Students: Text book, work book, school things,

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

3.1.1- Pre-speaking:

- Make some questions: - Answer the T’s questions

Ss' activities T' s activities

(39)

+ What are your preparations for a typhoon ? (What you ? What do you buy ?)

+ Which places in Viet Nam often have typhoon ?

+ What people there ?

- Presents some new words

Canned(adj): đợc đóng hộp Ladder (n): thang

Candle(n): nÕn

Peg(n): c¸i mãc, c¸i cäc Door latch (n): chèt cưa Bucket (n): thùng xô, gầu Power cut: cắt điện

- Ask Ss to look at the list of things and work at P.76 and check what preparations they think should be done/ made for a typhoon

- Call on some students to practice in front of the class

- Check up and asks them to add some more

3.1.2- While-speaking:

- Ask Ss to talk about what you think you want to buy and to prepare for a typhoon, explain why use the ideas in the box P.76

- Call on some Ss practice speaking in front of the class

- Correct Ss’ mistakes if necessary

- Guide Ss to practice with the information in the book at P.76 in pairs - Practice speaking with some students - Guide Ss to practice the same

- Call on some Ss to practice in front of the class

- Check up and corrects mistkes if necessary

- Ask Ss to rewrite what preparations they think should for a typhoon

- Look at the list and check tick on what preparations

- Answer in front of the class

Buying candles.

 Buying matches.

 Filling all buckets with water.

 Buying a ladder.

 Fixing the leak in the roof.

 Tying the roof to the ground with pegs or ropes.

 Checking all the windows and the doors latches

- Talk about what you think you want to buy and to prepare for a typhoon, explain why use the ideas in the box P.76

- Some Ss practice speaking in front of the class

- Practice with the information in the book at P.76 in pairs

- Practice speaking with the teacher - Practice the same

- Some students practice in front of the class

EX:

A : I think we should buy some candles and matches before the typhoon

(40)

3.2.1- Pre-listening:

- Hang the extra-board about the table on page 77

- Set the sence: (You ll listen to a’

tapetranscrip that an expert is giving a talk on how to live with earthquakes) - Make some questions:

+ What your family when there is an earthquakes ?

+ What your family when there is a flood ?

+ What your family when there is a typhoon ?

- Ask Ss to predict the missing informations

- Present some new words and phrases

block(v): lµm trë ng¹i roller(n): quay flying glass: (kÝnh vì) drill (n): luyÖn

Fixture: thứ đợc gắn lại với nhau

3.2.2- While-listening: - Play the tape (once)

- Ask Ss to listen again then fill in the gaps with the missing information

- Call on some students to give their answers in front of the class

3.2.3- Post-listening: - Make questions:

+ Where should we play place heavy books ?

+ What should we with the roller of washing machine ?

……

- Work individually to rewrite what preparations they think should for a typhoon

- Look at the board and listen to the T

- Read the detail on the table and predict the missing informations

- Listen for the first time and check the predictions

- Listen again for three times t fill in the gaps with the missing information

- Some students to give their answer in front of the class

* The right As:

(1) bottom shelf of your bookshelves. (2) fridge

(3) washing machine. (4) mirrors

(5) a window. (6) inside

(7) under a strong table (8) doorway

(9) corner of room.

- Answer the questions

4 Drill:

- Teacher retells the words and phrases to talk about the preparations for a typhoon, the things we should to prepare for an earthquakes

5 Home work:

(41)

- Write a short passage about the things we should to prepare for a typhoon and an earthquakes

- Prepare for the next lesson(U9- Read.)

Week 29 Preparing date: 25.3 2012

Period 57

Unit 9: natural disasters (Cont…) reading

I Objectives.

- By the end of the lesson, Ss will be able to understand more about some natural disasters

+ Structure: Review Relative pronouns

+ Vocabulary: Pacific Rim, hurricane, tidal waves, cyclone, abrupt, tornado, shift…

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

(42)

- Ask Ss to look at the pictures, then name some natural disasters illustrated

- Give feedback

- Show the pictures and make some questions:

+ Where is Kobe ?

+ What happened in Kobe in 1995 ?

+ How were people/office blocks and buildings in Kobe in 1995 ?

+ What are the tidal waves ?… - Present some new words

Pacific Rim: vành đai Thái Bình Dơng Hurricane: bão(cấp 8: 117km/h) Tidal waves: sóng thần (do động đất) Cyclone: bão lốc xoáy

Abrupt: bất ngờ, thình lình Tornado: vịi rồng, gió lốc Shift: thay đổi, dịch chuyển Suck: hút.

- Play the tape (once) 3.3- While-reading:

- Play the tape again (once)

- Ask Ss to read the text and T/F statements

- Call on some pairs to give their answers in front of the class

- Correct mistakes and gives the keys

- Ask Ss to read the text in groups of four and complete the missing sentences

- Ask some groups to practice in front of the class

- Check up, corrects mistkes and gives the keys

- Look at the pictures, then name some natural disasters illustrated

* The right answer

a earhtquakes. b tornadoes. c volcanoes

- Look at the picture and answer the questions

- Read the new words and phrases in chorus

- Listen to the tape and check the answer for the questions above

- Work in pairs to read the text and T/F statements Then compare their results to each other

- Some pairs give their answers in front of the class

* Answer keys:

1 - T - T - F - T - F - T

- Work in groups of four to read the text and complete the missing sentences - Some groups to practice in front of the class

* Answers:

1 … occers around Pacific Rim.

2 ….people were killed, many homes, officce blocks and highway collapsed.

(43)

3.4- Post-reading: - Make some questions

+ Why people call Pacific Rim as a Ring“

fire ?”

+ What happened in Anchorage, Alaska in 1960s ?

+ What other words of typhoon ?

+ What happened in mount Pinatubo in the Philipines ?

+ What is the shape of a tornado?

- Call on some Ss to practice speaking in front of the class

- Corrcet mistakes if necessary

3 … there is an abrupt shift in the underwater movement of the earth. 4 … a cyclone.

5… the words typhoon.

6 … pass overland below a thunderstorm, which can suck up any thing in its path

- Read the text again and answer the teacher’s questions

- Some students to practice speaking in front of the class

4 Drill:

- Teacher asks students summarize main points of the lesson 5 Home work:

- Learn new words and phrases by heart - Prepare for the next lesson.(U9 - Write) Preparing date: 15.3 2012

Teaching date: 29.3 2012 Period 58

Unit 9: natural disasters (Cont…) writing

I Objectives

- By the end of the lesson, Ss will be able to write a story about typhoon by using guided information and pictures

+ Structure: Review Relative clause, past simple tense + Vocabulary: Scared, circle, shelter, …

2 Language skills: - Ss train writing a story

II Teaching aids.

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

- Call Ss to write the new words of the last lesson on BB 3 New lesson:

(44)

3.1- Warm - up:

- Hold the class to “Network”

- Ask Ss to look at the picture P.80 in the book and ask them some questions

+ What were they doing? + What is Lan doing ?

+ What did Lan's mother tell her ? + What is there in picture ?

+ How did her dog go when they were playing ?

3.3- While-writing:

- Ask Ss to use the words given and look at the pictures P.80, write the coplete passage in groups

- Ask Ss to compare their result to each other

- Go round to help

- Call on some groups to give their result - Check up and gives the suggested passage (extra - board)

- Hold the class to practice

- Whole class “Network” about natural disasters:

Typhoon earthquakes

… …

- Look at the picture P.80 in the book and answer teacher’s questions

- Use the words given and look at the picture P.80 write the coplete passage in groups

- Compare result to each other

- Some groups give writing * Suggested passage:

It was a beautiful day The sun was shining, the sky was blue, and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kept running around in circles Lan ran home with the 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 home.

Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs.Quyen 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

- Retell the story briefly - Tell some signs of a storm 4 Drill

- Teacher retells: past simple tense 5 Home work

- Complete the writing into note book

- Prepare for the next lesson (U9 - Language focus)

(45)

Period 59

Unit 9: natural disasters (Cont…) Language focus

I Objectives

- By the end of the lesson Ss will be able to use the words and structures in this unit to all exercises

+ Structure: Review relative pronouns “who, that, which”; relative clause + Vocabulary: Review

II Teaching aids.

1 Teacher: Text book, work book, extra-board 2 Students: Text book, work book, school things,

III Procedures.

1 Organization:

Class 9A 9B 9C

Total 33 36 24

(Qs will be made on the new lesson) 3 New lesson:

3.1- Warm-up:

- Hold the class to “Network”

3.2- Relative pronouns and relative clause:

- Ask Ss to give the usage of relative pronouns

- Call on some pairs to practice in front of the class

- Correct Ss’ mistakes

3.2- Exercises:

- Ask Ss to use relative pronouns to answer the Qs

- Do network

Who Whom

…… …… …… - Give the usage of relative pronouns

Replace for

Function people things

subject who which

object whom that which,

that

Other relative pronouns and relative adverbs:

Whose: replace for possesive where: place when: time

* Relative clause (definite and non-definite)

* Exercise 1:

- Work in pairs to answer the Qs Use relative pronouns:

Teacher's activities Ss' activities

(46)

- Let Ss compare their answers with partners

- Ask Ss to give As in front of the class - Correct and give the right As

- Ask Ss to match each of the sentences in column A with a relative sentence in column B Use a suitable relative pronoun to join the two sentences

- Ask Ss to read out the completed matching

- Instruct Ss to underline the relative clause in the sentence Then add commas to separate the non-defining relative clause from the rest of the sentence

(Give all sentences on the extra-board)

- Compare their answers with partners - Give answers:

+ The right As:

b The country which won the 1998 Tiger Cup is Singapore

c The animal which has one or two horn on its snout is rhinoceros

d The explorer who discovered America is Christopher Columbus

e The planet which is closest to the Earth is Venus f The animal which was chosen to be the logo of SEA Games 2003 is the buffalo

g The ASEAN country which is divided into two regions by the sea is Malaysia

h The food which you can chew but you can't swallow is the chewing gum; and the thing you can swallow but you can't chew is water

* Exercise 2:

- Work in groups to match each of the sentences in column A with a relative sentence in column B Use a suitable relative pronoun to join the two sentences

+ Keys: - e g f

4 - a - c

d - b

- Read the completed sentences in front of the class

* Exercise 3:

- Work individually to underline the relative clause in the sentence Then add commas to separate the non-defining relative clause from the rest of the sentence

+ The right As:

+ Defining relative clause: d - f.

+ Non - defining relative clause: b, c, e, g

4 Drill:

Remind Ss the way to practice with the relative clauses, both definingg and non -defining

5 Homework: - Do exercise

Giao an 9 ky 2

Week 19

Preparing date: 7.1.2012

Teaching date: 9.1.2012

Period 37

Unit 6:

the environment

Preparing date: 7.1.2012

Teaching date: 10.1.2012

Period 38

Unit 6:

the environment

Period 39

Unit 6:

the environment

reading

Period 40

Unit 6:

the environment

writing

Unit 6:

saving energy

(Cont

Week 23

Period 45

Unit 7:

saving energy

Period 46

Unit 7:

saving energy

Listen +

Language focus 1,2

THE WRITTEN TEST No III

Period 48

Correcting the 3

Test

Period 49

Unit 8:

celebrations

Period 50

Unit 8:

celebrations

Speak + listen

Period 51

Unit 8:

celebrations

reading

Period 52

Unit 8:

celebrations

writing

Period 53

Unit 8:

celebrations

Language focus 1,2

Period 54

Unit 8:

celebrations

Language focus 3,4

Week 28

Period 55

Unit 9:

natural disasters

Period 56

Unit 9:

natural disasters

Speak + listen