TIẾNG ANH 9 THE SECOND SEMESTER

THE SECOND SEMESTER
Preparation day: 2. 1. 2015

Teaching day: 9A,B,C: ... 1. 2015.
Period 37. Unit 6. THE ENVIRONMENT
Getting started & Listen and read.
I. Objectives:
After the lesson students need:
- Knowledge: Provide the students with some new words about the environment. They
practice reading about the work of a group of conservationists and listening for details
to complete the notes.
- Skills: Listen to the dialogue and understand it clearly.
Read it fluently and do the exercises as directed.
- Attitude: Teach students to protect the environment.
II. Preparations:
- Equipments: Cassette, tape English 9.
- Materials: Text book, work book, teacher's note.
III. Teaching process:
1. Class organization:
Class date Students Absence’s names
9A
9B
9C
2. Warm up: Getting started (10')
* Brainstorming: (T- whole class)
T: Name the environmental problems in Viet tri city?
Ss: (possible answers): air, water and ground pollutions; smoke from cars and
motorbikes; waste from factories; rubbish; trash; dirty street.
* Matching:
- Teacher asks Ss to look at the six pictures on P.47 and match the words in the box
with the correct pictures.
- Use the pictures to explain the new words if Ss can't guess the meaning: dynamite
fishing, spraying pesticides, deforestation.
dynamite fishing (n): viÖc ®¸nh b¾t ç b»ng thuèc næ (picture)
spraying pesticides (n): viÖc phun thuèc diÖt s©u bä(picture)
deforestation (n): sù tµn ph¸ rõng (explanation )
- Ss: work in pairs then give their answers in front of the class.
- T: makes any necessary corrections and gives the keys:
a, air pollution b, spraying pesticides c, garbage dump
d, water pollution e, deforestation f, dynamite fishing
3. New lesson: (30')
Teacher and students' activities Main contents
Activity 1: Teaching vocabulary (7')
Aims: Students know how to read new I. Vocabulary:
words, identify their meanings and use - conservationist (n): ngêi ñng hé việc
them to make up sentences. bảo vệ m«i trêng
Process: - shore (n): bê biÓn.
* Pre- reading: - disappointed (adj.): ThÊt väng, buån rÇu.
- Teacher introduces new words in turn - spoil (v): lµm háng.
using some We throw trash everywhere so we spoil
techniques: explanation, translation, our land.
synonym. II. Listen and read:
- Ask Ss to read aloud in chorus, then
individually.
- Rub out and remember for checking new
words. * Prediction: Mr. Brown is talking to some
- Ss read the statements and predict: Guess volunteer conservationists.
the place where they are going to work.
Conclusion: Almost all the students can
read new words and use them.
Activity 2: Listening and reading (18 minutes)
Aims: Students get the information and do
the listening exercise and practice reading
the text.
Process:
* While- reading: * Answer: They are going to clean the
- Students listen to the tape twice and then beach.
read the dialogue. a) Matching:
- Ss correct prediction. Give feedback. G1: walk along the shore. (f)
G2: check the sand. (e)
- Match the names in column A with the G3: check among the rocks. (b)
tasks in column B. Then write the full Mr. Jones: collect all the bags and take
sentences. them to the garbage dump. (a)
Mrs. Smith: provide a picnic lunch for
- Ss work in pairs, asking and answering everyone. (c)
questions. Mr. Brown: give out the bags. (d)
b) Answer:
1. The speaker is Mr. Brown.
- Ss read the text again then work in pairs 2. The listeners are the volunteer
to answer the questions. conservationists.
- Some Ss ask and answer in front of the 3. They are on the beach.
class. T. corrects if necessary. 4. They are going to clean the beach.
5. If they work hard today, they will make
the beach clean and beautiful again soon.
6+7. (The Ss' answers)
Conclusion: Ss can understand the text do

the exercises.
Activity 3: Reading and doing exercises (5')
Aims: Find out the sentences using "the III. Conditional type 1:
conditional type 1". "If they work hard today, they will make
Process: the beach clean and beautiful again soon."
* Post- reading: Make sentences.
- Ss find the sentences and write them.
"If ... , ... will...."
Conclusion: Ss can do the exercises.
4. Practice and consolidation: (3')
- Teacher summarizes the lesson.
5. Subsequent activities: (2')
- Learn the new words by heart.
- Do exercises: 1, 2 (P.57).
- Prepare: Period 38. Unit 6. Speak and Listen.
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Speak and Listen
I. Objectives:
- Knowledge: Ss practice speaking to persuade their friends to protect the environment
using some suggestions they've learned.
- Skills: Speak to persuade the partner to do the following things to protect the
environment; Listen to the report and then complete the notes.
- Attitude: Teach students to protect the environment.
II. Preparations:
- Equipments: Cassette, tape English 9.
9A
9B
9C
2. Warm up: (5')
- T. and whole class: What should we do to protect our environment?
- Possible answers: - Don't throw trash.
- Reuse and recycle bottles, cans and waste papers.
- Don't use plastic bags.
- Plant some more trees...
3. New lesson: (30)
Activity 1: Speak (15')
Aims: Persuade partner to do the I. Speak. (P49)
following things to protect the
environment. Find possible answers to the
questionnaire. And discuss the best way to
protect the environment.
Process: * Vocabulary:
* Pre-speaking: - prevent (v): ng¨n chÆn, phßng chèng
- Teacher introduces new words in turn - dissolve (v): ph©n huû
using some techniques: explanation, - avoid (v): tr¸nh.
translation, picture. - exhaust fume (n): khãi th¶i.
=> Checking vocabulary: What and where. a) Try to persuade your partner...
* While- Speaking: - I think you should ...
- Ask Ss to complete the expressions in - Won't you ...
column A by using one of the lines in - It would be better if you ...
column B (p49) then compare with their - I can persuade you to ...
partners. - Why don't you......
- Have Ss match the lines in column B - What/ How about ...?
with an expression in column A so that Example:
they have sentences of persuasion. S1: I think you should use banana leaves
- Each student calls out one of their to wrap food.
sentences until all the sentences are S2: Won't you use banana leaves to wrap
finished. food?
S3: Why don't you turn off the lights
before going to bed?
S4: It would be better if you go to school
or go to work by bike.
S5: What about ...?
* Post speaking: b) Questionnaire: (Possible answers)
- Let Ss work in pairs to the questions in 1. How can we save paper?
the questionnaire. - I think you should recycle used
- Give feedback, T. write some possible newspapers.
answers on the board. - Why don't you use banana leaves for
- Ask Ss to practice asking and answering. wrapping?
- Won't you write on both side of the
paper? ...
2. How can we use fewer plastic bags?
- How about cleaning and reusing them?
Conclusion: Almost the students can - Why not use paper bags instead of plastic
speak. bag? ...
Activity 2: Listen (15')
Aims: Students listen to the report on how II. Listen. (P50)
our oceans are polluted. Then complete the
notes.
Process:
* Pre- listening:
- Ask Ss to complete the notes about the
reasons why ocean is polluted.
- Some Ss give their predictions in front of
the class.
* While- listening: How the ocean is polluted
- Ss listen to the tape and check their - Firstly: raw sewage is directly into the
predictions. sea.
- Ss listen to the tape and complete the - Secondly: Garbage is dropped into the
notes. sea.
- Ss listen to the tape and check. - Thirdly: Oil spills (tràn) come from ships
- Ss compare their answers with their at sea.
partners then give their answers. - Next: Waste materials come from
- T: Correct if necessary & give the answer factories.
keys: - Finally: Oil is washed from land.
Conclusion: Almost the students can
understand the report and complete the
notes.
* Production: => Ss discuss.
- Ss discuss the question: "What should we
do to protect our environment?"
- Learn this lesson.
- Do exercises: 3, 4 (P.58, 59).
- Prepare: Period 39. Unit 6. Read.
Ký duyệt của tổ trưởng
Thụy Vân ngày: 03/01/2015
Nguyễn Thị Hồng Nhiễu

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Teaching day: 9A,B,C: ... 1. 2015
Lesson 3:Read.
I. Objectives:
+ Knowledge: - Ss read a poem of English.
- Answer the questions and do all exercises.
+ Skills: Reading comprehension.
- Attitude: Teach students to love our environment.
II. Preparations:
- Equipments: Projector.
9A
9B
9C
- Talk about things that cause the polluted environment.
2. Warm up: (3')
Chatting: T. and whole class:
- Which poet do you like best?
- Name some poems that you enjoy reading?
- Do you think it is easily to understand a poem?
- Have you ever read an English poem? Do you like it?
Students and teacher's activities Main contents
Activity 1: Pre - reading (10')
words, identify their meanings and use - a junk-yard: bãi phế thải
them to make up sentences. - foam: bọt
Process: - a stream: dòng suối
Teacher introdues new words in turn using - hedge = fence: hàng rào (cây xanh)
some techniques: realia, synonym, - treasure: vàng bạc, châu báu, đồ quý giá
translation. - folk = people
- Ask Ss to read aloud in chorus, then - to end up: có kết cục.
individually.
words.
* Guided questions:
1) Who are the people in the poem?
2) Where are they?
3) What are they talking about?
read new words and get to know what they
are going to read.
Activity 2: While - reading (10')
Aims: Students read the poem and do all II. Reading:
the follow-up exercises.
Process:
- Reading and checking: Ss read the poem
and check their answers. T. corrects if
necessary and give the keys:
1. The mother and her son.
2. They are in the park or in the wood.
3. They are talking about the
environmental pollution. a) Matching. (P51)
* Matching: (a) (P51)
- Ss practice guessing the meaning of the
words by matching each word in column A
with an appropriate explanation in column B.
- Ss compare their answers with a partner.
Some Ss give their answers in front of the
class. 1) c; 2) g; 3) f; 4) e; 5) d; 6) a; 7) b
- T: give any necessary corrections and b) Answer. Then write the answers in
give the keys. your exrcise book:
* Comprehension questions: (b) (P.51) Answer keys:
- Ss work in pairs to answer the questions.
Some Ss give the answers in front of the
class. 1- If the pollution goes on, the world will
- T: make any necessary corrections. end up like a second hand junk yard.
1. According to the mother, what will 2- She thinks the other folk pollute the
happen if the pollution goes on? environment but not her or her son.
2. Who does the mother think pollute the 3- If the boy keeps on asking such
environment? questions, his mother will take him home
3. What will happen to the boy if he keeps right away.
on asking his mother such questions? 4- No. Because he is right. If he throws the
bottles that will be polluting the wood.
4. Do you think the boy's question (line 9- 5- The poet wants us to learn that everyone
10) is silly? Why (not)? is responsible for keeping the environment
5. What does the poet want us to learn from pollution.
about keeping the environment 6- Put the bins around the school yard.
unpolluted? Pick up the rubbish/ garbage and throw it
6. What could you do in your school/ into a trash bin. Should not litter/ spit on
house to minimize pollution? the ground...

understand the story and draw a moral
lesson for themselves.
Activity 3: Post - reading. (10')
Aims: Students read the poem and do all III. Practice:
the follow-up exercises. (Tell the poem again).
Process:
Ss retell the content of the poem. Ss work
in pairs, giving the solution to protect the
environment.
understand the poem.
- Learn this lesson; Do exercises: 8, 9 (P58, 59).
- Prepare: Period 40. Unit 6. Write.
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Date of preparation: 7. 1. 2015.
Lesson 4: Write.
I. Objectives:
- Knowledge: + Complete a complain letter.
+ Use some structures: wuold suggest that...; present progress tense ...
- Skills: Write a complete letter.
- Attitude: Teach students to love English and protect the environment.
II. Preparations:
- Equipment: form of a complain letter.
9A
9B
9C
2. Warm- up: (5')
T. and whole class: - Have you ever written any complaint letters?
- Why do people write complaint letters?
- What do people complain about?
T: Do you know how many sections there are in a complaint letter? Let's read the letter
on page 52 and find out what they complain about.
Students and teacher's activities Main contents
Activity 1: Pre- writing (10')
words, identify their meanings and use - complication (n): hoµn c¶nh (translation)
them to make up sentences. - toad (n): cãc (picture)
Process: - resolution (n): gi¶ ph¸p (translation)
- Teacher introdues new words in turn - frog (n): Õch (picture)
using some techniques: realia, translation, - float (v): næi lªn (picture)
and pictures. - prohibit (v): cÊm (translation)
individually.
words.
a) Ask Ss to close their books, T. provide
them with 5 sections of a complaint letter
(page 52) in random order. Get them to put
the sections in the right order.
- Ss do in pair then two of them come to
the board to write the answers. Answer keys:
- The last correct if necessary: => 1-b; 2-d; 3-e; 4-a; 5-c.
b) Reading and matching:

- Ask Ss to read the letter on page 52 in
turn.
- Ss work in pair to label each section with
the appropriate letter: S, C, R, A, P. Answer keys: R- S- A- C- P.
- Some Ss give their answers in front of
the class. T. corrects if necessary. =>
Conclusion:
+ Almost all the students can read new
words and get to know what they are going
to write.
+ They can complete the complaint letter.
Activity 2: While writing (10')
Aim: Ss write a complete the comlaint II. Write a letter.
letter. Dear Mr. President,
Process: I am writing to you about the problem of
- Let Ss read the production b) on page 53. fish catching in the lake behind my house.
- T. asks some questions to make sure the I am very worried because people (don't
Ss know what they have to write. use fishing rod or net but) use electricity to
- What do people do in the lake behind catch fish. After a short time, they left the
your house these days? place (lake), a lot of small fish died and
- What make you worried? floated on the water surface. Other animals
- To whom do you write the letter? such as frogs, toads, and even birds also
- What suggestion do you want to make? died from electric shock waves.
- Any future plan do you want to make? I would suggest the local authorities
- Ask Ss to write the letter individually. should prohibit and fine heavily anyone
- Get Ss to share with their partners and using this way of catch fish.
correct if necessary. I look forward to hearing from you and
- T: shows a sample letter: seeing the protection of environment from
the local authorities.
Conclusion: Almost all the students can Yours sincerely,
write the letter. Nguyen Thu Trang.
Activity 3: Post writing (10')
Aim: Ss write other letter by changing the III. Retell the letter.
content.
Process:
- Ss retell the letter.
- Write a new letter individually.
- Some Ss read aloud their letters.
- T. corrects Ss' mistakes.
write a new letter.
- Write a letter.
- Do exercises: 10, 11 (P62, 63).
- Prepare: Period 41. Unit 6. Language focus.
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Language focus.
I. Objectives:
+ Knowledge:
- Revise some adjectives and adverbs, adjective + that clause.
- They do further practice in conditional sentences type 1 and adverb clause of reason
beginning with because/ since/ as.
- By the end of the lesson they can make own sentences using the mentioned structures.
+ Skills: Listening, speaking, reading and writing.
+ Attitude: Teach students to love English and protect the environment.
II. Preparations:
- Equipment:

9A
9B
9C
- Check Ss' homework.
2. Warm- up: (5')
- Ss play a game: "Who is the fastest?" (Part 1 P. 53).
- Ss divide these words into two groups and give the name to each topic: Extreme, well, happy,
slow, fast, extremely, sadly, happily, good, fast, slowly, sad.
Answer key:
- Adjectives: extreme, happy, slow, fast, good, sad.
- Adverbs: extremely, happily, slowly, fast, well, sadly.

Teacher's and students' activities Main content
Activity 1: Revision of adjectives and adverbs (5 m )
Aims: Ss know how to use the adjectives 1P54: Use the adverbs to complete the
and adverbs. sentences.
Process:
- T. asks Ss to talk how to use the adjs and
advs:
* Adjectives can come in two places in a
sentence: before a noun or after the verbs
be, look, appear, seem, feel, taste, sound,
smell....
Example: a nice girl; new shoes; she is
tall; That food tastes delicious.
* Adverbs normally go after the direct a) Hoa was extremely pleased that she got
object or after the verb. an A for her assignment.
Example: I read the text carefully; She b) The old man walked slowly to the park.
drives fast. c) Tuan sighed sadly when he heard that he
- Ss do ex.1 (P.54) individually using the failed the test.
adjectives and adverbs they've known in d) The baby laughed happily as she played
the warm-up. Then 4 of them give their with her toys.
answers to the class. e) Mrs. Nga speaks English quite well.
Conclusion: Almost the students can
complete the sentences.
Activity 2: Adverb clause of reason (because, as, since) (10 m )
Aim: Ss know how to use the adverb 2P54: Join the pairs of sentences
clause of reason to practice doing exercises together. Use beacuse, as or since.
Process: a) Ba is tired because/ as/ since he stayed
- T: show the example and explain how to up late watching TV.
make sentences: b) Nam has a broken leg because he fell
Eg: Ba is tired because/ as/ since he stayed over while he was playing basketball.
up late watching TV. c) Lan is going to be late for school as the
- Ss look at the pictures (P.54) and practice bus is late.
in pairs. Then 5 Ss give their sentences in d) Hoa broke the cup since she was
front of the class. careless.
- T. makes any necessary corrections. e) Mai wants to go home because she feels
sick.
Conlusion: Almost students can write the f) Nga is hungry as she hasn't eaten all
sentences. day.
Activity 3: Adjective + that clause (5')
Aims: Ss know the use of "adj + that 3P55: Complete the dialogues. Use the
clause" base on doing exercise. words in brackets.
Process: b) I'm excited that I can go to Dalat this
- T: show the example and explain how to time.
make sentences. c) I'm sorry that I broke your bicycle.
Eg: That's wonderful. I'm pleased that you d) I'm disappointed that you didn't phone
are working hard. me about it.
- Ss practice ex.3 (P.55) in pairs. e) I'm amazed that I could win the first
- T: make corrections if necessary. prize.
Conclusion: Almost students can do this
exercise.
Activity 4: Conditional sentence type 1 (10m)
Aims: Ss know and use to do the exercise. 4P56: Match each half-sentence in
Process: column A with a suitable one in column
- Ss repeat the form of conditional B.
sentences type 1. Answer keys:
- Ss do matching: Ex.4 (P.56). Then T. 1) - e
corrects if necessary. 2) - a
3) - c
4) - d
5) - b.
- Ss make conditional sentences type 1 5P56: Complete the sentences.
using the given words. Ex.5 (P.56) b) If we go on littering, the environment
will become seriously polluted.
c) If we plant more trees along the streets,
we'll have more shades and fresh air.
d) If we use much pesticide on vegetables,
the vegetables will become poisonous and
Conclusion: Almost students can do these inedible.
exercises. e) If we keep our environment clean, we'll
live a happier and healthier life.
- Do exercises: 12, 13, 14 (P63-66)
- Prepare: Period 42. Unit 7. Getting stared & Listen and read.
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Period 42. Unit 7. SAVING ENERGY
Getting started & Listen and read.
I. Objectives:
+ Knowledge:
- Ss listen and read a dialogue for details about saving water. They understand the
dialogue and about the ways to save energy. They do true or false correctly.
+ Attitude: Teach students to love English and know saving energy.
II. Preparations:
- Materials: Text book, workbook, teacher's note.
- Equipment: Record, cassette, some posters.
1. Class organization: (5')

9A
9B
9C
2. Warm- up: (5') (T- whole class)
Chatting: Have Ss look at the pictures P.57 and ask some questions so that they can
understand the pictures. - Is the TV on?
- Who is watching TV?
- Is the light still burning?
- What happens to the faucet?
- Is anybody using the water?
- Should we turn the TV off?
- Must we pay for water and electricity we use in our home?
- What should we do to save energy?
Activity 1: Pre-listening/ reading (7')
words, identify their meanings and use - water bill (n): hoá đơn nước (realia)
them to make up sentences. - enormous (adj.) = great/ very big.
Process: - reduce (v): gi¶m (translation)
- Teacher introduces new words in turn - crack (n): vÕt nøt (visual)
using some techniques: explanation, - amount of: 1 số lượng đáng kể
translation, synonym visual aids. - plumber: thợ nước.
- Ask Ss to read aloud in chorus, then - faucet: vòi nước.
individually. - drip (v): rò, rỉ
- Rub out and remember for checking new - tool (n): dụng cụ.
words. - advice (n): lời khuyên
* T/ F statements prediction: II. Listen and read:
- Set the scene: Mrs. Ha is talking to Mrs. * True or False prediction:
Mi. She looks very worried. Work in pairs 1) Mrs. Ha is worried about her water bill.
and guess about the conversation between 2) Mrs. Mi gives Mrs. Ha advice on how
them. to save water.
- T. hangs the poster of statements on the 3) Mrs. Ha has checked the pipes in her
board and ask the Ss to guess which house and found no cracks.
statements are true and which are false. 4) A plumber is a person who repairs
electric appliances.
Conclusion: Almost all the students can 5) Mrs. Mi suggests taking showers to
read new words and use them. save water.
Activity 2: While listening/ reading (18')
Aims: Students get the information and do * Answers:
the listening exercise and practice reading 1) T
the dialogue in pairs. 2) T
Process: 3) F: Mrs. Ha hasn't checked the pipes in
- Students listen to the tape twice and then her house.
read the dialogue (work in pairs). 4) F: A plumber is a person who repairs
- Ss correct prediction. water pipes.
- Give feedback: 5) T.
a) Ss practice the dialogue with a partner.
b) Work with a partner. Ask and answer Exercise 1: Answer the questions.
the questions. 1) Because her recent water bill is
- Ss work in pairs, asking and answering enormous.
questions:
1) Why is Mrs. Ha worried?
2) How much money does she pay for her 2) She pays 200.000 dong.
water bill? 3) She advises Mrs. Ha to get a plumber to
3) What does Mrs. Mi advise her to do? check her water pipes and to reduce the
amount of water by taking shower and turn
off faucets after using them.
4) It can wastes 500 liters of water a
4) How much water can be wasted a month month.
by a dripping faucet? Exercise 2: Doing true or false. (P.58)
- Ss read the dialogue again then do True - Keys:
or False exercise. 1) T
2) T
Conclusion: 3) F
Ss can understand the dialogue and do the 4) F
exercises. 5) T.
Activity 3: Post- listening and reading (5')
Aim: Give the ideas to save water. - check the pipes regularly.
Process: - take showers instead of baths.
- Divide the class into 5 groups. - turn off the faucets after using.
- Ss give the ideas to save water. - ...
- Discussion: "What do you do to save
water and electricity at home and at
school?"
Conclusion: Students can do exercise.
- Do exercises: 1, 2, 3 (P67, 68)
- Prepare: Period 43. Unit 7. Speak and Listen.
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Date of preparation: 8. 1. 2015. .

Period 43. Unit 7: SAVING ENERGY
Speak and Listen
I. Objectives:
+ Knowledge:
- Ss practice making and responding to suggestions about how to save energy.
- They use all the suggestions they've learned (I suggest + Ving; I think we should...;
Shall we...?; Why don't we....?; How/ What about + Ving....?; Let's...) to make
sentences.
+ Skills: Listening and speaking.
II. Preparations:
- Equipment: Record, cassette.

9A
9B
9C
2. Warm- up: (5') (T- whole class)
- Teacher sets the scene: Today is Sunday Nga has no homework. She doesn't know
what to do. Give her some suggestions.
- Ss make suggestions using the learned structures.
Possible answers: - Let's go to the cinema; What about playing badminton?
- Why don't we play a game of chess?
- Shall we go shopping? I think we should skip rope.......
Activity 1: Speak (15')
Aims: Students know how to make I. Speak: (P58)
suggestions about saving energy; work out a) Make suggestions about how to save
an action plan to save energy. energy.
Process: S1: I think we should turn off the faucet.
* Presentation: S2: OK. I'll do that.
- Asks students to look at the expressions S3: I suggest fixing the faucet.
and the pictures then make suggestions S4: That's a good idea.
about how to save energy. S5:............
- Teacher hangs the list of suggestions and b) Work in a group of four. Work out an
responses: action plan to save energy for your class.
=> Suggestions: The expressions and ideas in section (a)
I suggest + V.ing...; I think we should ...; may help you.
Shall we ...?; Why don't we ...?; How/ B: I think we should turn off the fire.
What about + V.ing...?; Let's ... - All right.
=> Response: OK; That's a good idea; All C: Why don't we turn off the electricity
right; No. I don't want to; I prefer to...; before we go out? - OK.
Let's... D: Let's turn off the air-conditioner.
- Ss look at the list and picture A, make - Yes. Let's.
suggestions and responses. E: How about turning off the lights?
* Practice: - That's a good idea.
- Ss: Use the list and use the pictures on F: I suggest turning off the faucet before
page 59 to make sentences. (Work in pairs) going out. - OK.
* Production: G: Shall we use bikes instead of using
- Students make suggestions without motorbikes? - Yes, I think so.
books. H: What about going to school by bus?
Conclusion: Almost all the students can - That's a good idea.
speak.
Activity 2: Listen (15 minutes)
Aims: Students listen to the news on solar II. Listen: (P60)
energy and decide whether the statements are
true or false; fill in each blank with one word.
Process:
* Pre-listening:
- Teaching new word using techniques: 1. Teaching vocabulary:
explanation, picture, translation. - solar (adj):
=> Checking: What and where, Slap the - solar panels (n): bảng năng lượng mt.
board. - nuclear power (n): năng lượng hạt nhân
- Ask Ss to read aloud in chorus, then - install (v): lắp đặt, cài đặt
individually.
+ Prediction: Ask Ss to look at the
statements on page 60 (4a). Have they 2. True/ false statements prediction:
work in pairs and guess which statements (aP60)
are true and which are false.
1. Solar energy can be cheap and clean. Keys:
2. Most of our electricity now comes from 1) T
nuclear power. 2) F: Most of our electricity now comes
3. The solar energy that gets to the Earth from the use of coal, gas, oil or nuclear
cannot provide enough power for the power.
world's population. 3) F: 1% the solar energy that gets to the
4. Solar energy can be used on cloudy Earth cannot provide enough power for the
days. world's population.
5. All buildings in Sweden will be heated 4) T.
by solar energy in 2050. 5) F: All buildings in Sweden will be
* While- listening: heated by solar energy in 2015.
- Ss listen to the tape twice and check their 3. Gap-filling: (bP60)
prediction. Keys:
- Get Ss to correct the false statements. 1- effective;
- Have Ss look at the ex. 4b on page 60 2- pollution;
and work in pairs to guess the words in the 3- countries;
blanks. Give feedback. 4- store;
- Have Ss listen to the tape again and fill in 5- roof;
the gaps. 6- instead.
* Post listening: Ss give their answers in
front of the class.
understand the news.
- Learn this lesson; Do exercises: 4, 5, 6 (P69-70).
- Preparation: Period 44. Unit 7: Read.
*********************************************************************

Read (P.60)
I. Objectives:
+ Knowledge: Read a text about 150 words and understand it. Answer the questions and
do all the exercises.
+ Skills: Reading comprehension.
II. Preparations:
- Equipment: No.

9A
9B
9C
2. Warm- up: (5')
Chatting: (T- whole class)
+ T. uses the electricity and water bills to chat to Ss.
+ Questions:
- How much is your family's water bill? How much is your family's electricity bill?
- Are your parents worried about that?
- Do you want to reduce the amount of electricity and water your family use?
- What should you do to save water and electricity?
- Do you want to know how the people in other countries save energy?
Activity 1: Pre-reading (10')
words, identify their meanings and use - consumer (n): ngêi tiªu dïng
them to make up sentences. - scheme (n) = plan.
Process: - necessity (n): sù cÇn thiÕt
- Teacher introdues new words in turn - efficiency (n): hiÖu qu¶
using some techniques: synonym, - category (n) = type, kind
translation. - innovation (n) = renew
- Ask Ss to read aloud in chorus, then - luxury (n): xa xØ, ®¾t tiÒn
individually. - ultimately (n) = finally
- Rub out and remember for checking new - conserve (n): b¶o tån
words.
* T. gives Ss two questions and ask them
to discuss with their partners to predict the
answers:
1. Do people in Western countries think
electricity, gas and water are luxury?
2. Do they want to save electricity? What
do they do to spend less on lighting?
are going to read.
Activity 2: While-reading (10')
Aims: Students read the text and do all the II. Reading:
follow-up exercises.
Process:
- Ss read the text on page 60- 61 to check
their prediction. aP61: Which of the following is the best
- Some Ss give their answers in front of summary of the passage?
the class. Answer key:
- T. make any necessary corrections and (3): North American and European
give the keys: countries are interested in saving money
1. No, they don't. They think electricity, and natural resources.
gas, water are not luxuries but necessities. bP61: Answer the questions.
2. Yes, they do. They use energy saving 1. They are interested in products that will
bulbs instead of ordinary bulbs and there not only work effectively but also save
is a labeling scheme helping them use money.
household appliances efficiently. 2. They can use energy-saving bulbs
- Ss read the text again and do ex. 5a. instead of ordinary 100-watt lights bulbs to
- Ss give their opinions. spend less on lighting.
-T. corrects if necessary. 3. She will pay US$2 for lighting if she
uses energy-saving bulbs instead.
4. The purpose of labeling scheme is to
- Ss work in pairs to find out the answers help consumers to know how category so
to these questions. that they can save money and energy.
- Some Ss answer the questions. Teacher 5. Because when we save energy, we'll
checks their answers: save money and conserve the Earth's
resources.

understand the text and do all exercises.
Activity 3: Post - reading (10 minutes)
Aims: Students read the text and do all the III. Practice.
follow-up exercises.
Process: Writing: "The way to spend less
on lighting".
understand the text and do exercises
themselves.
- Do exercises: 7, 8 (P70, 72)
- Preparation: Period 45. Unit 7: Write.

Write (P61)
I. Objectives:
+ Knowledge:
- Ss practice writing a speech about saving energy.
- Ss write it including three parts (Introduction, Body, Conclusion) in good English then
present it in front of the class.
+ Skills: Write a speech.
II. Preparations: A sample speech; Some posters.

9A
9B
9C
2. Warm- up: (5')
Chatting: (T- whole class) "How do your family save gas/ electricity?"
Teacher and Students' activity Main contents
Activity 1: Pre- writing (10 minutes)
words, identify their meanings and use - attention (n): sù chó ý
them to make up sentences. - pay attention to... (in context)
Process: - solid (adj.): cứng >< soft
- Teacher introdues new words in turn - draft (n/v): nh¸p
using some techniques: antonym, - mechanic: thợ cơ khí
explaination, translation, pictures.
individually. Rub out and remember for
checking new words. Checking aP61: Answer
vocabulary: What and where. * Introduction- B: getting people's
- Matching: (aP61) Ss read three parts of a attention and telling them what you are
speech in A then match to suitable going to talk about.
functions in B. * Body- C: giving details in easy-to-
Conclusion: Almost all the students can understand language.
read new words and get to know what they * Conclusion-A: summing up what you
are going to write. have said.
Activity 2: While – writing (10 minutes)
Aims: Students write a speech. II. Writing.
Process: bP61: Ordering.
- Ss work in pairs to put the sections in b 1) Good evening, ladies and gentlemen.
on page 61 in the correct order to form a I'm Professor Roberts and tonight I'm
speech. going to tell you how to save money.
- Some Ss give their answers in front of 2) Most of us use too much gas. You ...
the class. 3) If you follow these simple rules, ...
- T: check their answers and give the keys: cP62: Writing.
- Call on some Ss to read aloud the speech. * Reduce garbage:
T. helps Ss to present the speech before the + Good morning, ladies and gentlemen.
class naturally. My name is.... I'm going to tell you how to
- Writing speeches- Exhibition. Divide the reduce garbage.
class into 3 groups, each group write a + Most of us produce too much garbage
speech about one of these topics: Reduce every day. You can reduce garbage by:
garbage; Reusing paper; Saving energy - collecting plastic bags.
in the kitchen. - not keeping solid waste with food waste.
- putting different kinds of waste in
different places.
+ If you follow those simple rules, you'll
not only reduce garbage, but also keep the
environment clean.
* Reusing paper:
+ Good morning, ladies and gentlemen.
My name is.... I'm going to tell you how to
reuse paper.
+ Most of us use too much paper every
day. You can reuse paper by:
- having separate wastebasket for waste
paper.
- keeping sheets with single printed page
for drafting.
not only reduce garbage, but also keep the
environment clean.
* Saving energy in the kitchen:
+ Good morning, ladies and gentlemen.
My name is.... I'm going to tell you how to
save energy in the kitchen.
+ Most of us produce too much electricity
every day, especially in the kitchen. You
can reduce this amount by:
- turning off the lights before leaving the
kitchen.
Conclusion: Almost all the students can - preparing food carefully before turning
write a speech. off the stove.
- keeping the refrigerator door closed.
not only save money, but also conserve the
source.
Activity 3: Post – writing (10 minutes)
Aims: Students write other speech. III. Retell the speech.
Process: Have one S. from each group (Retell in front of the class)
present his/ her group's speech in front of
the class. T. corrects mistakes if necessary.
write a speech.
4. Practice and consolidation: (2') - Teacher summarizes the lesson.
- Learn this lesson; Do exercises: 9, 10 (P73, 74).
- Preparation: Period 46. Unit 7: Language focus.
*************************************************************
*
Language focus (P62)
I. Objectives:
+ Knowledge:
- Ss do further practice in connectives and phrasal verbs.
- They practice making suggestions with the learnt structures: suggest + V-ing; suggest
(that)+ S + should...
II. Preparations:
- Pictures (P.63).
- Keys to all the ex. P. 62, 63, 64.

9A
9B
9C
2. Warm- up: (5')
- Ss play a game: Bingo
- T's list of phrasal verbs they've learnt for this game:
look for; look after; turn on; turn off; wait for;
depend on; belong to; go on; keep on; put on; take off.
- T. hang the pictures on the board and ask Ss to find the suitable verbs for those
pictures. Keys:
1- look after. 2- go on. 3- look for. 4- turn on. 5- turn off
Teacher and Students' activity Main contents
Activity 1: Connectives (10 minutes)
Aims: Students know how to use the 1P62:
connectives and use to complete the
sentences. Keys:
Process: a) and
- Ask Ss to think of connectives they've b) but
learnt: (and, but, because, or, so, c) because
therefore, however) d) Therefore
- Ask them to tell in which sentences e) or
those connectives are used. f) so
- Ss do ex. 1 P. 62 individually then give g) and
the answers in turn. T. makes correction if h) However
necessary:
do exercise by using the connectives.
Activity 2: Phrassl verbs. (10 minutes)
Aims: Students know how to use the 2P63:
phrasal verbs and use to complete the
sentences. Keys:
Process: a) look after
- Ask Ss to do the ex. 2P. 63 individually. b) go on
- Ss give the answers in turn. c) looked for
- T. makes correction if necessary. d) Turn on
Conclusion: Almost all the students can e) turn off.
do exercise by using the phrasal verbs.
Activity 3: Suggestions (10 minutes)
Aims: Students know how to make the 3P64:
suggestions - Possible suggestions:
Process: a)
- Ss repeat how to make suggestion, and - I suggest collecting unused clothes.
give an example. - I suggest organizing a show to raise
Eg: money.
I suggest collecting some money. - I suggest giving lessons to poor children.
- I suggest helping elderly people and war
invalids with their chores.
- ...
I suggest (that) you should work harder on b)
your pronunciation. - I suggest that you should write sentences
- Ss work in groups to make suggestions with new words.
ex.3.P.64. - I suggest that you should speak English
- Ss give their suggestions in front of the more often in class.
class. - I suggest that you should buy a good
dictionary.
Conclusion: Almost all the students can - I suggest that you should do some
do exercise by making the suggestion. reading every day.
- ...
- Repeat the grammar and the structures they've learnt.
- Do exercises:
- Preparation: Period 47. Written test 3.
-------------------------------------------------------------


Period 47. WRITTEN TEST 3
I. Objectives:
* Knowledge:
+ Topics: Environment and saving energy
+ Language focus: - Conditional sentences: Type I
- Adjectives + that clause
- Adverbs clause of reason (as, because, since)
- Adjs + Advs
- Conectives: and,but,because,or,so, therefore,however.
- Phrase verbs: Turn off,look for,look after.
- Making suggestions.
+ Competences: + Expressing reasons.
+ Persuading.
+ Writing a letter of complaint.
+ Making responds to requests.
+ Expressing opinion on saving energy.
+ Preparing a simple speech.
* Skills:
- Speaking: Ask for reason; Give reason; Persuade; Talk about the problem of
environment pollution and solution to the problem; Talk about the problems of energy
waste and solutions to the problem; Make and respond to suggestions.
- Listening: 100 – 120 words.
- Reading: 150 – 180 words.
- Writing: A letter of speech/complaint within 50 – 100 words based on frame and idea
cues.
- Vocabulary: - Environment: Problem, conversation activities, solutions, activities
to protect the environment.
- Energy: waste problems and solutions to save energy.
* Attitude: Teach students to love English and know saving energy.
II. Preparations:
- The test and its keys.

9A
9B
9C
2. Warm- up:
- No.
MATRIX: (Ma trËn ®Ò kiÓm tra)
Chñ ®Ò NhËn biÕt Th«ng hiÓu VËn dông Tæng
TN TL TN TL TN TL
Listening 4 4
2 2
Languag 12 4 16
e focus 3 1 4
Reading 4 4
2 2
Writing 4 4
2 2
Tæng 12 12 4 28
3 5 2 10
QUESTIONS
I. Listen to the passage and decide whether statements are true (T) or false (F).
(2 pts)
1. John wants to protect the environment. ………
2. Nowadays he uses bicycle as much as possible. ………
3. This year he’s going to drive eleven thousand miles. ………
4. He always goes shopping by bus. ………
II. Choose the best answer. (3pts)
1. Which underlined part is pronounced differently?
A. garbage B. plumber C. bulb D. label
2. I suggest that you _____ work harder on your pronunciation .
A. should B. can C. would D. could
3. In many country electricity, gas and water are _____ .
A. sales B. necessities C. consumers D. appliances
4. Choose one word whose stress pattern is different.
A. suggest B. standard C. sewage D. junkard
5. We shouldn’t use too many plastic bags because they are very hard to _____ .
A. soften B. heat C. dissolve D. melt
6. Remember to _____ the faucets when you finish washing .
A. turn on B. turn off C. turn over D. turn in
7. Ba: I think we should go to school by bicycle? - Hoa: No. _____.
A. I want to B. I don’t want to C. I’d love to D. I wouldn’t
8. That’s wonderful. I’m pleased _____ you are working hard.
A. with B. that C. what D. where
9. We can save natural _____ by using solar energy.
A. products B. forests C. resources D. wildlife
10. He was _____ pleased that his test result was _____ .
A. extreme/good B. extremely/well C. extreme/well D. extremely/good
A. dynamite B. spill C. disappointed D. rubbish
12. There _____ big floods every year if people _____ the trees.
A. is/will cut down B. are/are cutting down
C. will be/will cut down D. will be/cut down
III. Circle the mistake in each part (A, B, C, D) and correct it. (1pt)
1. She spoke so quick that I didn’t understand what she meant.
A B C D
2. If we will go on littering, the environment will become seriously polluted.
A B C D
3. Mai studies very hard. However, she won her school’s best student prize this year.
A B C D
4. I’ve looked after my glasses everywhere but I can’t find them anywhere.
A B C D
IV. Rewrite or combine these sentences using the word given.(2pts)
1. Keep our environment clean or we won’t enjoy a healthy life. (If we)
….........................................................................................................................................
2. It’s raining very hard. My father has to go to work. (however)
.............................................................................................................................................
3. No one was watching TV. I turned it off. (since)
.............................................................................................................................................
4. Shall we reduce the amount of the water we use every day? (I suggest …)
.............................................................................................................................................
V. Read the passage and answer the questions below.( 2pts)
In Britain, natural gas is the most popular fuel for heating homes, and for cooking. It is
piped all over the country from the gas fields below the North Sea. Natural gas is used
chiefly as a direct source of energy, although it is also used in the chemical industry. At
the moment the supply is plentiful, but it will be running short by the end of century,
and will run out during the 21st century unless new supplies are found. We could do
without natural gas, as coal gas can be used as a substitute, and there should be enough
coal to last for several centuries. However, it is a form of energy which is not only
cheap, but also highly efficient.
1. What is natural gas used for in Britain?
2. Where does it come from?
3. When will it run out?
4. Is natural gas expensive?
- Collect the tests.
- Preparation: Period 48. Unit 8. Getting started & Listen and read.
-------------------------------------------------------------
Answer keys
I. Listen: (2pts –0.5/1)
1-T 2-T 3-F 4-F
1. John wants to protect the environment. …T……
2. Nowadays he uses bicycle as much as possible. …T……
3, This year he’s going to drive eleven thousand miles. ….F……
4, He always goes shopping by bus. ….F……
Tapescript:
John is a conservationist. He is interested in all things to do with the environment
and the need to protect it. Two years ago, he got his bicycle out of the garage and
repaired it, and now he uses it as much as possible. He uses his car less. He tried to
do ten percent fewer miles every year, so last year he drove eleven thousand miles,
and this year he’s going to try to do only ten thousand. This doesn’t mean he travels
less, this means he walks more. When he does shopping, he always walks now. He
uses public transport when he can,He usually goes by bus. His car runs out
unleaded petrol because it’s cheaper and it keeps the air cleaner.
II, Choose the best answer:(3pts –o,25/1 )

1- B 2- A 3- B 4- A 5- C 6- B
7- B 8- B 9- C 10- D 11- A 12- D
III. Circle the mistake in each part (A, B, C, D) and correct it. (1pt
1. B ® quickly 3. B ® Therefore
2. A ® go 4. A ® look for
IV. Rewrite or combine these sentences using the word given. (2pts – 0,5/1 )
1, If we keep our environment clean , we will enjoy a healthy life.
2, It’s raining very hard. However, my father has to go to work.
3, Since no one was watching TV, I turned it off.
4, I suggest reducing the amount of the water we use every day
V. Read the passage and answer the questions below. (2pts- 0,5/1)
1, It is used for heating homes and for cooking.
2, It comes from the gas fields below the North Sea.
3, It will run out during the 21st century.
4, No, it isn’t.
Name: ......................................................... Class: 9... Mark: ......................
Period 47: WRITTEN TEST 3

I. Choose the best answer. (2,5pts)
1. In many country electricity, gas and water are _____ .
A. sales B. necessities C. consumers D. appliances
2. Choose one word whose stress pattern is different.
A. suggest B. standard C. sewage D. junkard
3. We shouldn’t use too many plastic bags because they are very hard to _____ .
A. soften B. heat C. dissolve D. melt
4. Remember to _____ the faucets when you finish washing .
A. turn on B. turn off C. turn over D. turn in
5. Ba: I think we should go to school by bicycle? - Hoa: No. _____.
A. I want to B. I don’t want to C. I’d love to D. I wouldn’t
6. That’s wonderful. I’m pleased _____ you are working hard.
A. with B. that C. what D. where
7. We can save natural _____ by using solar energy.
A. products B. forests C. resources D. wildlife
8. He was _____ pleased that his test result was _____ .
A. extreme/good B. extremely/well C. extreme/well D. extremely/good
A. dynamite B. spill C. disappointed D. rubbish
10. There _____ big floods every year if people _____ the trees.
A. is/will cut down B. are/are cutting down
C. will be/will cut down D. will be/cut down
II. Circle the mistake in each part (A, B, C, D) and correct it.(1pt)
1. She spoke so quick that I didn’t understand what she meant.
A B C D
….........................................................................................................................................
2. If we will go on littering, the environment will become seriously polluted.
A B C D
….........................................................................................................................................
3. Mai studies very hard. However, she won her school’s best student prize this year.
A B C D
….........................................................................................................................................
4. I’ve looked after my glasses everywhere but I can’t find them anywhere.
A B C D
….........................................................................................................................................
III. Write the correct verb or word forms in brackets. (1,5pts)
1) They are (environment).
….........................................................................................................................................
2) He has bought a solar water heating to (economy) electricity.
….........................................................................................................................................
3) Tom is the (good) student in my class.
….........................................................................................................................................
4) Yesterday, she burned her hand while she (cook) dinner.
….........................................................................................................................................
5) You (get) a piece of paper, have you?
….........................................................................................................................................
6) Do you enjoy (work) in this office?
….........................................................................................................................................
IV. Rewrite or combine these sentences using the word given.(2,5pts)
1. Keep our environment clean or we won’t enjoy a healthy life. (If we)
….........................................................................................................................................
2. It’s raining very hard. My father has to go to work. (however)
.............................................................................................................................................
3. No one was watching TV. I turned it off. (since)
.............................................................................................................................................
4. Shall we reduce the amount of the water we use every day? (I suggest …)
.............................................................................................................................................
5. He fell down because of his careless. (Because)
.............................................................................................................................................
V. Read the passage and answer the questions below.(2,5pts)
In Britain, natural gas is the most popular fuel for heating homes, and for cooking. It is
piped all over the country from the gas fields below the North Sea. Natural gas is used
chiefly as a direct source of energy, although it is also used in the chemical industry. At
the moment the supply is plentiful, but it will be running short by the end of century,
and will run out during the 21st century unless new supplies are found. We could do
without natural gas, as coal gas can be used as a substitute, and there should be enough
coal to last for several centuries. However, it is a form of energy which is not only
cheap, but also highly efficient.
1. What is natural gas used for in Britain?
.............................................................................................................................................
2. Where does it come from?
.............................................................................................................................................
3. When will it run out?
.............................................................................................................................................
4. Is natural gas expensive?
.............................................................................................................................................
5) What will happen by the end of century?
.............................................................................................................................................
Answer keys
I. Choose the best answer: (2,5pts)
1- B 2- A 3- C 4- B 5- B
6- B 7- C 8- D 9- A 10- D
II. Circle the mistake in each part (A, B, C, D) and correct it. (1pt)
1. B ® quickly 3. B ® Therefore
2. A ® go 4. A ® look for
III. Write the correct verb or word forms in brackets. (1,5pts)
1) environmentalists
2) economize
3) best
4) was cooking
5) haven't got
6) working
IV. Rewrite or combine these sentences using the word given. (2,pts)
1) If we keep our environment clean, we will enjoy a healthy life.
2) It’s raining very hard. However, my father has to go to work.
3) Since no one was watching TV, I turned it off.
4) I suggest reducing the amount of the water we use every day.
5) Because he was careless, he fell down.
V. Read the passage and answer the questions below. (2,5pts)
1, It is used for heating homes and for cooking.
2, It comes from the gas fields below the North Sea.
3, It will run out during the 21st century.
4, No, it isn’t.
5, By the end of century, the gas will be running short.
The end.


Preparation Day: 5. 2. 2.15
Period 48: Unit 8. CELEBRATIONS
Getting started & Listen and read (P65)
I. Objectives:
* Knowledge:
- Ss listen and read a text about some celebrations in the world. They understand the
text and can fill in the table with the right information from the text they've read.
- Provide them with some relative pronouns (which, who). They know their uses and
use the relative pronouns to make sentences.
* Skills: Listening, speaking, reading and writing.
* Attitude: Teach students to love and know how to celebrate more celebrations.
II. Preparations:
- Equipments: A cassette and the tape E9.
- Materials: Some pictures about celebrations in the world.
9A
9B
9C
2. Warm- up: (5')
T- whole class:
* Name the celebrations all over the world they've known.
- Examples: Lunar New Year, Teacher's Day, Mid Autumn Festival in Vietnam,
Valentine Day, Christmas Day, May Day in Western countries, ...
* Matching: (Getting started- P.65)
- Ss look at the icons on page 65 and match them with the suitable name of the
celebration.
- Keys:
1- Easter. 2- Wedding. 3- Birthday.
4- Christmas. 5- Mid- Fall Festival. 6- Lunar New Year.
Teacher and Students' Main contents
activities
Activity 1: Pre-listening/ reading (10')
Aim: Ss know how to read new I. Vocabulary:
words, identify their meanings - throughout (pre): khắp nơi
and use them to make up - occur (v): happen/ take place
sentences. - Passover (n): a festival of Jewish people.
Process: (Lễ quá hải của người Do thái)
- Teacher introduces new words - Jewish (n): thuộc Do thái
in turn using some techniques: - freedom (n):
explanation, translation, - slavery (n): sự nô lệ
synonym. - joyful (a): vui mừng
- Ask Ss to read aloud in chorus, - parade (n): diễu hành
then individually.
- Rub out and remember for
checking new words.
* Guided questions: II. Listen and read:
1. When does the Lunar New
Year occur in Vietnam?
2. What do people often do
during Tet holidays?
3. Who celebrate Passover and
when?
4. What do people do on
Passover? On Easter Day?
Conclusion: Almost Ss can read
new words and use them.
Activity 2: While listening/ reading (20')
Aim: Students get the * The answers:
information and complete the 1. It occurs in late January or early February.
table and practice reading the 2. They clean and decorate their homes and enjoy
text. special food.
Process: 3. Jewish people celebrate it in late March or early
- Ss listen to the tape twice and April.
answer the guided questions in 4. On Passover they eat a special meal called the
front of the class. Seder. On Easter young children receive chocolate
- T. correct if necessary and give or sugar-eggs if they are good, and in some
the right answers: countries people crowd the streets to watch parades.
- Ss read the text silently and * Now, complete the table.
read in front of the class. Celebration When? Activities? Food Country
- Ss work in groups to complete Late - cleaning Sticky Vietnam
the table on page 66. January or rice cake
or early decorating
Tet Feb. homes.
- wearing
new
clothes.
-enjoying
special
food.
late (not special Israel
Passover March available) meal
or early called
April the Seder
around people chocolate in many
Conclusion: Ss can read the text, the same crowd the or sugar countries
understand the contents of it and Easter time as streets to eggs
complete the table. Passove watch
r colorful
parades
Activity 3: Post - listening/ reading (5')
Aim: Get Ss to look at the grids (Ss practice)
and introduce the named
celebrations.
Process: Divide the class into
three groups and talk about the
celebrations.
Conclusion: Most of them can
talk about the celebrations.
4. Practice and consolidation: (3') - T. summarizes the lesson.
- Learn this lesson; Do exercises 1, 2 (P76, 77); Prepare: Period 49. Unit 8. Speak and Listen.
********************************************************
Preparation Day: 5. 2. 2015
SPEAK and LISTEN (P66)
III. Objectives:
* Knowledge:
- Ss practice giving and responding to compliment using adjectives and the structures
they’ve learnt; Complete a sing after listening.
* Skills:
- Speak giving and responding a compliment.
- Listen to a monologue and complete the missing words.
II. Preparations:
- Equipments: A cassette and the tape E9.
- Materials: A list of expressions for giving and responding to compliment (P.66)
9A
9B
9C
2. Warm- up: (5')
T- whole class:
- Revision of adjectives of qualities:
- Have Ss review adjectives. (beginning with letter A to letter Y).
- Get Ss to make sentences: I have + a/ an adjective + friend.
* Example: I have an active friend.
I have a beautiful friend.
I have a clever friend.
Teacher and Students' activities Main contents
Activity 1: Speaking (15')
Aim: Teach Ss know how to give and I. Speak: (P66)
respond to compliment. 1. New words:
Process: - Activist (n): nhà hoạt động xã hội
* Presentation: - charity (n): từ thiện
- Teach vocabulary. - nominate (v): ghi danh
- Checking vocabulary: What and where. nomination (n).
+ Model sentences: * Give compliment:
- Set the scene: Trang has just won the first - Well done.
prize in the English speaking contest. - That's a great/ an excellent ...
What does Mai say to pay Trang a - Let me congratulate you on ...
compliment? And what does Mai respond? - Congratulations.
Mai: Well done, Trang. * Respond to a compliment:
Trang: Thanks. - Thanks.
- Ask Ss how to give and respond to a - It's nice of you to say so.
compliment: => - That's very kind of you.
* Practice: 2. Practice speaking:
- T: give some cues. Ss work in pairs - Answer keys:
(giving and responding to compliments) b. Mother: Well done, Huyen.
1. well done/ Thanks. Huyen: Thanks, mom.
2. Congratulations/ Thanks a lot. c. Friends: Congratulations on your
3. Let/ congratulate/ on passing the exam/ nomination, Tuan.
kind. Tuan: It's very nice of you to say so.
4. great report/ nice of you. d. You: That's an excellent drawing, Hoa.
* Further practice: Hoa: That's very kind of you to say so.
- Ss read the situations on page 66, 67 then
give and respond to compliments.
- Call on some pairs of Ss to act out.
Conclusion: Almost Ss can speak giving
and responding to compliment.
Activity 2: Listen (15')
Aim: After listening Ss can fill the missing II. Listen: (68)
words in each blank. 1. Vocabulary:
Process: - Auld Lang Syne (n): The Good Old Days.
* Pre- listening: - Due to (adj.) = caused by.
- teach vocabulary: - Bureau (n) = a business office/
- Checking vocabulary: Slap the board. department.
+ Notes: - acquaintance (n): a person you've known.
- Auld Lang Syne is one of the best known - trusty (adj.): đáng tin cậy
songs in English-speaking countries.
- Auld lang syne (n): the times gone past;
the good old days.
- In Scots: Auld = old; lang = long;
syne = since. 2. Listening:
* While listening:
- Have Ss listen to the song Auld Lang
Syne and work in pairs to guess the words
in the blanks.
- Let Ss listen to the song twice and check
their guess. - Answer keys:
- Give feedback: => a) days
- Ss read the song many times. b) take
* Post listening: Ss sing this song after the c) mind
tape. d) hand
Conclusion: Almost Ss can complete the e) kindness.
sing.
- T. summarizes the lesson.
- Do exercises: 3, 4 (P77-80)
READ (P68)
I. Objectives:
* Knowledge: Ss practice reading many occasions and then answer the questions.
* Skills: Reading comprehension.
II. Preparations:
- Equipments:
- Materials: some pictures of occasions.
9A
9B
9C
2. Warm- up: (5')
T- whole class:
- What do you know about Father's Day?
- Where does it occur? When?
- What do people usually do on this day?
Activity 2: Pre-reading (10')
words, identify their meanings and use - hug (n): ôm (khi chào nhau).
them to make up sentences. - terrific (adj.) = excellent >< terrible.
Process: - priority ( n): ưu tiên.
- Teacher introdues new words in turn - considerate (adj.): chu đáo, cẩn thận,
using some techniques: realia, synonym, quan tâm tới
translation, antonym. - distinguish (v): phân biệt.
- Ask Ss to read aloud in chorus, then - generous (adj.) >< mean.
individually. - sense of humor (v):
- Checking vocabulary: Rub out and
remember.
+ Prediction:
Set the scene: On Father's Day in
Australia and in the USA, children show
their love to their fathers by giving their
fathers presents, cards.
- Ask Ss to think of the adjectives that
children use to talk about their fathers. => Possible answers: strong, generous,
- Give feedback: => considerate, handsome, humorous,
Conclusion: Almost all the students can healthy, great, kind, the best, terrific...
are going to read.
Activity 2: While - reading (10')
Aims: Students read the occasions and do II. Reading:
all the follow-up exercises.
Process:
+ Reading and checking:
- Have Ss read the opinions, feelings and
memories of children about their fathers on
Father's Day.
- Ask them to compare the adjectives they => Answer keys: : generous, considerate,
guess with the adjectives Rita, Bob and humorous, great, the best, terrific.
Jane use to describe their fathers:
+ Comprehension questions:
- Have Ss work in pairs to answer the
questions on page 69. The answers:
- Give feedback. a, Rita sends this card to her dad.
- Have Ss practice asking and answering b, He is possibly dead. These ideas may
the questions in open pairs and then closed tell about that ( ... how much you are
pairs: missed...., I now have children, Dad......).
c, His sense of humor.
Conclusion: Almost all the students can d, The best person in the world, a father as
understand the cards and answer the a teacher, a caretaker, a friend, ...
questions.
Activity 3: Post reading (10')
Aims: Students write their opinions, III. Practice:
feelings, memories about their fathers. - Writing the feelings ...
Process:
- Writing: Have Ss write their opinions,
feelings, memories about their fathers.
understand the feelings and express their
feelings to others.
- T. summarizes the lesson.
- Prepare: Period 51. Test correction.
------------------------------------------------------------------
Period 51: TEST CORRECTION
I. Objectives:
- Knowledge: realize errors and know how to correct them.
- Skills: know how to do a test.
- Attitude: teach students the honesty and determination.
II. Preparations:
- Equipments:
9A
9B
9C
1. Intended test and evaluation: (5')
2. Warm- up:
MATRIX: (Ma trËn ®Ò kiÓm tra)
Chñ ®Ò NhËn biÕt Th«ng hiÓu VËn dông Tæng
TN TL TN TL TN TL
Listening 4 4
2 2
Languag 12 4 16
e focus 3 1 4
Reading 4 4
2 2
Writing 4 4
2 2
Tæng 12 12 4 28
3 5 2 10
Answers
Activity 1: Listening test correction (5 minutes)
Aims: Students realize their errors after I. Listening: (2pts)
listening the dialogue again. Do true or False?
Process: Answers:
- Teacher remarks the common mistakes 1-T 2-T 3-F 4-F
and give answers to the test.
- Teacher plays the tape again and ask Ss
to listen carefully.
Conclusion: Almost all the students
understand the test now.
Activity 2: Vocabulary, grammar and structure test correction (16 minutes)
Aims: Students realize their errors after II. Choose the best answer: (2,5pts)
being corrected by their teacher. 1- B 2- A 3- C 4- B
Process: 5- B 6- B 7- C 8- D
- Teacher asks Ss to go to the board and 9- A 10- D 11- C 12- A
do the test again. III. Circle the mistake in each part (A,
- Teacher remarks the common mistakes B, C, D) and correct it. (1pt)
and give answers to the tests. 1. B ® quickly 3. B ® Therefore
- Teacher anks Ss to write down the 2. A ® go 4. A ® look for
answers on their notebooks.
understand and can do the test again now.
Activity 3: Writing test correction (6 minutes)

Aims: Students realize their errors after IV. Rewrite or combine these sentences
being corrected by their teacher. using the word given. (2,pts)
Process: 1) If we keep our environment clean, we
- Teacher asks Ss to go to the board and will enjoy a healthy life.
do the test again. 2) It’s raining very hard. However, my
- Teacher remarks the common mistakes father has to go to work.
and give answers to the tests. 3) Since no one was watching TV, I turned
- Teacher anks Ss to write down the it off.
answers on their notebooks. 4) I suggest reducing the amount of the
Conclusion: Almost all the students water we use every day.
understand and can do the test again now. 5) Because he was careless, he fell down.
Activity 3: Reading test correction (8 minutes)
Aims: Students realize their errors after V. Read the passage and answer the
being corrected by their teacher. questions below. (2,5pts)
Process: 1, It is used for heating homes and for
- Teacher asks Ss to go to the board and cooking.
do the test again. 2, It comes from the gas fields below the
- Teacher remarks the common mistakes North Sea.
and give answers to the tests. 3, It will run out during the 21st century.
- Teacher anks Ss to write down the 4, No, it isn’t.
answers on their notebooks. 5, By the end of century, the gas will be
Conclusion: Almost all the students running short.
4. Practice and consolidation: (3 minutes)
The reasons of making those mistakes:
- Ss didn’t learn the new words by heart.
- Ss didn’t do all the exercises in the work book.
5. Subsequent activities: (2 minutes)
- Ss redo the test in their notebooks.
-------------------------------------------------------------

Unit 8: CELEBRATIONS
Period 52: Write
I. Objectives:
* Knowledge: Ss practice writing a letter to a friend sharing him an idea of a day to
celebrate for their mom and dad.
* Skills: Write a letter in good English.
* Attitude: Teach students to love celebration and know how to celebrate.
II. Preparations:
- Equipments: A sample letter.
Class organization:
Clas Students Absence’s names
s
9A
9B
9C
1. Intended test and evaluation:
2. Warm- up:
Activity 1: Pre-writing (7 minutes)
words, identify their meanings and use - enhance (v): add to the value/ size/
them to make up sentences. beauty of ....)
Process: - support (v) = give strength to = stand by.
Teacher introdues new words in turn using - nationwide (adj.) = throughout the
some techniques: explanation, synonym, country.
translation.
individually.
- Checking vocabulary: What and where. Keys:
* Ordering: (pair work) 1. Tell your friend the reason for
- Ask Ss to keep their books closed, show celebrating this day.
the outline on the board. 2. State whether or not you think your idea
- Get ss to put the parts in the correct will be supported and you hope the day
order. will be celebrated nationwide.
Conclusion: Almost all the students can 3. Give details about.........
are going to write.
Aims: Students write the letter. II. Writing: (Suggested ideas)
Process: In my opinion, it is essential to have
- Have Ss write individually to a friend to a day to celebrate for our parents.
tell him/ her about why they want to On these occasions, children will
celebrate Mother's Day or Father's Day in have a special day to express their feelings,
Vietnam and how to celebrate it. The memories and love for their parents. We
outline on page 70 will help Ss to write have an opportunity to enhance family
easily. traditions. Members of families can have a
- Teacher corrects the result of each group chance to get together, to know one
in turn by hanging them on the board. another and to help one another.
I think first Sunday of April is
suitable. Sunday is a day off so everybody
is free from work or study. April is late
Spring or early summer, and the weather is
generally fine at this time of the year,
many activities can happen outdoors.
It is not necessary to have parties
but it's a good idea to have lunch or dinner
with all members of the family. Children
should give their parents flowers, send
them cards, or make them special cake.
Moreover, children should serve their
parents the food that they like best.
Conclusion: Almost all the students can I believe the idea will be supported
write the letter. and the day will be celebrated nationwide
because everybody loves their parents and
want their parents to be happy.
Aims: Students share their writing with the III. Retell the letter.
partners. - Read the writing in front of the class.
Process:
- Have Ss share their writing with their
partners and correct their partners'
mistakes
- Ask some Ss to read aloud their writing
in front of the class.
- Get Ss to give their opinions.
write a new letter.
- Repeat some notes.
-------------------------------------------------------------

Period 53. Unit 8: CELEBRATION
Language focus.
I. Objectives:
* Knowledge:
- Ss practice in relative clauses (who, which) and adverb clauses of concession
(although, though, even though).
- Ss use relative pronouns (who, which) and adverbs (although, though, even though) to
make up own sentences.
* Skills: Speak and write all the exercises in the textbook.
* Attitude: Like English.
II. Preparations:
- Keys to all the exercises in page 70 - 73.
- The Ss' family photos.
Class organization:
s
9A
9B
9C
1. Intended test and evaluation: (5 minutes)
- Check students' homework.
2. Warm- up: (5 minutes)
- Ss show their families' photos and introduce each member of their families.
For examples: I am the boy who is wearing a white shirt.
My mother is the woman who is standing behind me....
3. New lesson: (30 minutes)
Activity 1: Relative clauses (15 minutes)
Aims: Students know how to use the 1P70: Join the sentences. Use relative
relative clauses to join the sentences. clauses.
Process: a) Auld Lang Syne is a song which is sung
- T. shows models and the use of relative on New Year's Eve.
clauses: b) This watch is a gift which was given to
+ Tet is a festival which occurs in late me by my aunt on my 14th birthday.
January or early February. c) My friend Tom, who sings Western folk
+ Family members who live apart try to be songs very well, can compose songs.
together at Tet. d) We often go to the town cultural house,
- Ss do exercise 1 in page 70 (pair work). which always opens on public holidays.
- Some Ss practice in front of the class. e) I like reading books which tell about
different people and their cultures.
f) On my mom's birthday my dad gave her
roses, which were very sweet and
beautiful.
g) Judy likes the full- moon festival, which
is celebrated in mid- fall, very much.
h) Tomorrow I'll go to the airport to meet
my friends, who come to stay with us
- Ss do exercise 2 in page 71 in pairs using during the Christmas.
the pictures P.71 then practice in front of 2P71: Describe each of the people in the
the class. pictures. Use relative clauses.
Examples:
a) My mom is the woman who is wearing
Conclusion: Almost all the students can a green flower dress.
write the sentences using relative clauses. b) Linda is a girl who is giving my mom a
gift. ...
Activity 2: Adverb clauses of concession (15 minutes)
Aims: Students know how to use 3P71: Join the sentences. Use the words
concession to write the sentences. in brackets. The first is done for you.
Process: b) Although we don't have......, Dad and I
- T. shows models and the use of the have.....
adverb clauses: c) We went to Hanoi...... even though we
+ Although it's raining heavily, I have to live....
go to school on time. d) Many tourists enjoy..... though they
+ I can't sing English song though I can don't understand....
speak English fluently. e) Even though in Australia, ...., the
+ Even though she is a hard student, she Australians enjoy....
failed the last English test. f) Jim could see.....show although he came
- Students do exercise 3, 4 in page 71, 72, to the show....
73. 4P72: Complete the sentences. Use the
- Some Ss practice in front of the class. correct tense of the verbs and the
- T. makes any necessary corrections. information.
b) ....., she is still watching TV now.
c) .... the weather forecast predicted it
would be fine.
Conclusion: Almost all the students d) Ba ate a lot of food though ...
understand the use of concession and do e) ...., my sister tried (managed) to finish
the exercises correctly. her letter.
- Repeat some notes: the use of which, who, although, though, even though.
- Do exercises: Make up 5 sentences using which, who, although, though, even though.
- Prepare: Period 54. Unit 9. Getting started & Listen and read.
-------------------------------------------------------------


Period 54. Unit 9: NATURAL DISASTERS
Getting started & Listen and read
III. Objectives:
* Knowledge:
- Ss practice matching the pictures to the correct words
- Reading a dialogue for details about the weather forecast. Ss get the information about
the weather from the weather forecast to complete the sentences following the dialogue.
* Skills:
- Listen to the dialogue and understand it clearly.
- Read it fluently and do the exercises as directed.
* Attitude: Teach students to love English and know about the effective weather
forecast.
II. Preparations:
- Equipments: A cassette and the tape.
- Materials: Some pictures on natural disasters.
Class organization:
s
9A
9B
9C
2. Warm- up: (5 minutes) (Getting started in page 74)
* Chatting: T- whole class.
- T. shows the pictures (P.74) then ask Ss some questions about disasters:
Where does snowstorm often occur? (in many countries in Europe)
Do you know anything about the typhoon in Australia shown on TV on 20th
March? (Its speed was 290 km per hour).
In which country in Asia where earthquake often occurs? (in Japan)
Have you heard about the volcano in the Philippines? (Thousands of people died).
* Matching: Ss match the pictures to the correct words.
Answer keys: 1- snowstorm, 2- earthquake, 3- volcano, 4- typhoon.
Activity 1: Pre-listening/ reading (10 minutes)
words, identify their meanings and use - typhoon (n): b·o nhiÖt ®íi
them to make up sentences. - turn up (v): ®iÒu chØnh to lªn
Process - thunderstorm (n): b·o cã sÊm sÐt vµ ma to.
- Teacher introdues new words in turn - expect (v) = look forward: mong ®îi, sÏ
using some techniques: picture, mime, ®ãn nhËn.
explanation, translation, synonym. - delta (n): (in context: The Red river
- Ask Ss to read aloud in chorus, then delta): vïng ch©u thæ
individually. - just in case (n): phßng khi, lì khi.
- Checking vocabulary: What and where. * Pre- questions:
* Ss read the pre-questions: a) What are they watching?
b) Are there any differences between the
Conclusion: Almost all the students can weather in the North and the weather in
read new words and use them. the South of Vietnam?
Activity 2: While- listening/ reading (10 minutes)
Aims: Students practice the dialogue and II. Listening/ reading:
get the information to fill in each blank aP75: Practice the dialogue in a groupof
completing the sentences. three.
Process:
* Ss listen to the tape twice then practice * Answer keys: (Pre-questions)
the dialogue in a group of three. a) They are watching the weather forecast
- Answer the questions: on TV.
b) There are some differences between the
weather in the North and the weather in the
South of Vietnam (temperature in the
South is higher than it is in the North, the
winter in the North is colder than it is in
* Ss read the dialogue silently and do the South).
exercise 2b on page 75. bP75: Fill in each blank with one word
- Get them to share their answers with their or phrase from the dialogue.
partners. 1. turn up; weather forecast
- Teacher corrects if necessary. 2. raining
Conclusion: Almost all the students 3. central highlands
understand the dialogue, read it fluently 4. have temperature
and complete the exercise. 5. weather forecast; watching them.
Activity 3: Post listening/ reading (10 minutes)

Aims: Ss read the dialogue again and III. Practice:
understand it clearly.
Process: Ss read the dialogue and answer
comprehension questions: (pair works). Answer keys:
1. Why does Thuy's grandmother ask her 1. Because she wants to listen to the
to turn up the volume? weather forecast.
2. Which city is the hottest today? 2. Ho ChiMinh city is the hottest.
3. Where is Thuy going? 3. She's going on a picnic with her friends.
4. What does Thuy's grandmother want her 4. She wants Thuy to bring along a
to do? raincoat.
understand the dialogue and can do the
exercises correctly.
- Ask Ss to look at the map and play the role of the weatherman to present the weather
forecast, based on the information given.
- Do exercises: 1, 2 (P86, 87).
- Prepare: Period 55. Unit 9. Speak & Listen.
-------------------------------------------------------------

Speak & Listen
I. Objectives:
* Knowledge:
- Ss speak about preparations in case of typhoon and know what they want to buy and
do for a typhoon.
- Ss listen to the passage about what you should do when you live in an earthquake zone.
- Ss complete the table with the information they've heard from the passage.
* Skills:
- Speak what preparations you think should be made for a typhoon.
- Listen to the talk, then complete the table.
* Attitude: Teach students to love English and know about the effective weather
forecast.
II. Preparations:
- Materials: Some pictures on natural disasters; Some pictures of typhoons.
Class organization:
9A
9B
9C

2. Warm- up: (5 minutes) Brainstorming ( T- whole class)
- What do you do to prepare for a typhoon?
- Ss go to the board and write down.
Buy food Store water
Preparation for a
typhoon
Buy candles
- Possible answers: - Check the doors and the windows.
- Buy some candles, canned food, gas, oil.
- Check the roof of the house.
- Buy a ladder......
Activity 1: Speak (15 minutes)
Aims: Students know how to talk about I. Speak: (P76)
the preparations for a typhoon. 1. Vocabulary:
Process: - bucket (n): çi x«
* Pre- speaking: - latch (n): çi chèt cöa
- Teach vocabulary. Teacher introdues new - ladder (n): çi thang
words in turn using some techniques: - peg (n): çi cäc
explanation, translation, drawing, real
thing
individually.
- Rub out and remember for checking new 2. Revision: May/ must
words. Possible answers:
- Question: What happens if there is a - There may be a power cut.
typhoon? - There must be heavy rain.
- Get Ss to answer this question. - Big trees may fall down.
* Practice: - The market may be closed.
- Ss do ex. 3a on page 76. They have to - There may be a flood ...
check what preparations they think should 3. Practice: Answer keys:
be done for a typhoon. - Buying some canned food.
a, Why do people need to buy food? - Buying candles.
(Because the markets will be closed). - Buying matches.
b, What food do we need to buy? - Filling all buckets withwater.
(Rice, oil, canned food, flour, instant - Buying a ladder.
noodle). - Fixing the leak in the roof.
c, Why do we need to buy candles? - Tying the roof to the ground with pegs
(Bcause there may be power cut)... and ropes.
- Checking all the window and door
latches.
- Elicit some questions and get Ss to ask
and answer in pairs.
* Production:
- Ask Ss to use the expressions on page 77
when talking to one another.
+ I think......
+ I think you should.......
speak.
Aims: Students get the information and do II. Listen: (P77)
the listening exercise and practice reading 1. Vocabulary:
the living with earthquakes. - block (v): h¹n chÕ, ng¨n c¶n
Process: - strike/ struck/ struck (v) = hit: va ch¹m
* Pre-listening: - roller (n): trôc l¨n, con l¨n
- Teach vocabulary. Teacher introdues new - prevent (v): The heavy rain prevents us
words in turn using some techniques: from going on picnic.
explanation, translation, pictures
individually.
words.
+ Prediction: (pair work)
- Set the scene: An expert is giving a talk
on how to live with earthquakes.
- Have Ss look at the box on page 77 and
guess the words in the blanks from (1) to
(9). 2. Listening: Answer keys:
- Give feedback. 1. bottom shelf of the bookshelf.
* While- listening: 2. fridge.
- Have Ss listen to the tape twice and 3. washing machine
check their prediction. 4. mirrors
- Share their answers with their partners. 5. a window
6. inside.
* Post listening: 7. under the strong table
- Divide the Ss into the group of four. 8. doorway
- Have the Ss talk about what they think 9. corner of the room.
they want to buy and do to prepare for a
typhoon; explain why. * Possible answer: If we lived in an
- What should we do if we lived in an earthquake zone, we should:
earthquake zone? - place heavy book on the bottom shelf of
the bookshelf.
- T. makes any necessary corrections. - block the rollers on the fridge and the
washing machine to prevent them from
moving.
- check the mirrors in the bathroom and
bedroom to make sure they can't move..
- not put our beds next to the windows.
- plan where we are going to be during an
earthquake.
Conclusion: - stay inside.
Ss can understand the talk and do the - sit under a strong table or doorway or
exercises. stand in the corner of a room.
- Do exercises: 3, 4 (P88)
-------------------------------------------------------------


Period 56. Unit 9: NATURAL DISASTERS – Read
I. Objectives:
* Knowledge:
+ Read about Earthquake, Tidal, Typhoon, Volcanoes and Tornadoes and understand
them.
+ Get more information about the natural disasters in the world. Then do all the
exercises.
* Attitude: Teach students to love English and know about the natural disasters.
II. Preparations:
- Materials: Some pictures of natural disasters.
Class organization:
9A
9B
9C

2. Warm- up: (5 minutes) (T- whole class)
- T. shows a picture on the tidal waves in Sumatra in Indonesia in 2005 and ask Ss to
talk about what they've known about this disaster.
Activity 1: Pre- reading (10 minutes)
words, identify their meanings and use - strike - struck - struck = hit: đánh
them to make up sentences. - tidal wave (n): sãng thÇn
Process: - abrupt (adj.) = sudden: bÊt ngê, ®ét ngét
- Teacher introdues new words in turn - hurricane: cuồng phong
using some techniques: realia, synonym, - cyclone: lốc xoáy
picture, translation. - predict (v): đoán
- Ask Ss to read aloud in chorus, then - erupt - eruption: phun
individually. - shift (n) = movement: thay ®æi
- Rub out and remember for checking new - tornado (n): c¬n lèc xo¸y
words. - funnel- shaped (adj.): cã h×nh phÔu.
- suck up ( v): hót lªn
- severe (adj): nghiêm trọng
- majority (n): đa số
* True- False statement predictions: * True- False predictions:
Set the scene: There are 6 statements about 1. Most of the earthquakes in the world
the information of some natural disasters.
All of you have to read then guess whether occur in the Ring of fire.
they are true of false: 2. The earthquake in Kobe in 1995 caused
- Ss work in pairs to guess which severe damage.
statements are true and which are false. 3. A huge tidal wave travel from California
- Give feedback. to Alaska and hit Anchorage in the 1960s.
4. Typhoon, hurricane and tropical storm
Conclusion: Almost all the students can are different words for the same disasters.
read new words and get to know what they 5. The eruption of Mount Pinatubo is the
are going to read. world's largest ever volcanic eruption.
6. A Tornado looks like a funnel.
Activity 2: While – reading (10 minutes)
Aims: Students read the story and do all II. Reading:
the follow-up exercises. a) Checking prediction: Keys
Process: 1) T
a) Reading and checking: 2) T
- Have Ss read the text on page 78 and 3) F: A huge tidal wave travel from Alaska
check their prediction. to California and hit Anchorage in the
- Get Ss to correct false statements. 1960s.
4) T
5) F: The eruption of Mount Pinatubo is
the world's largest volcanic eruption more
b) Complete the sentences: than 50 years.
- Have Ss work in pairs and complete the b) Complete the sentences: Answer keys
sentences in exercise (b) on page 79. 1) ___ occur around the Pacific Rim.
- Get Ss practice aloud in front of the class. 2) ___ people were killed when homes,
office blocks and highways collapsed.
3) ___ there is an abrupt shift in the
underwater movement of the earth.
4) ___ a cyclone.
Conclusion: Almost all the students can 5) ___ the word "typhoon".
understand about some disasters and 6) ___ passes overland below a
complete the exercises. thunderstorm and sucks up anything that is
in its path.
Activity 3: Post – reading (10 minutes)
Aims: Students read the disasters and do III. Practice:
all the follow-up exercises. - Questions:
Process: 1. Why do people call the Pacific Rim
- Asking and answering: (Group work) "Ring of fire"?
- Divide the class into four groups. 2. What will happen when there is an
- Have Ss read the text again. abrupt shift in the underwater movement
- One group asks a question and the others of the earth?
answer it. (in turn) 3. What does "typhoon" mean?
Conclusion: Almost all the students can 4. Can we predict a volcano?
understand and practice the requests.
- Do exercises: 5, 6 (P.89 - 91)
-------------------------------------------------------------
Ngày soạn:12/03/2015
Period 57. Unit 9: NATURAL DISASTERS: Write
I. Objectives:
* Knowledge:
+ Ss use the pictures and the words in the box to write a story.
+ Use the past simple tense to write a story.
* Skills: Write a complete story.
II. Preparations:
- Materials: Some pictures of natural disasters.
Class organization:
9A
9B
9C
* Jumble words:
- Write the words whose letters are in random order on the board.
- Divide the class into two teams. Ss from two teams go to the board and write the
correct words.
- The team which writes more correct words first wins the game.
1. otnophy------- typhoon. 3. laconov----- volcano.
2. damotro------- tornado. 4. ormst ------- storm.
TEACHER AND STUDENTS’ ACTIVITIES MAIN CONTENTS
words, identify their meanings and use - all of sudden = suddenly = abrupt.
them to make up sentences. - in circle:
Process: - shelter (n): a place of safety: chç tró ngô
Teacher introdues new words in turn using - behave (v) - behavior (n): c xö, øng xö
some techniques: synonym, translation, * Telling the story:
pictures. S1:
- Ask Ss to read aloud in chorus, then Who is this? (It's Lan)
individually. Where is she? (She's outside. She is in the
- Checking new words: What and Where. garden.)
* Telling the story: What's she doing? (She's doing with her
- Show 6 pictures on the board. dog.) => Lan is outside playing with her
- Set the scene: This is Lan's family, they dog.
are at home. S2:
- Ask some questions to elicit the story How is the dog? (It looks strange. Perhaps
it is scared) => All of sudden, the dog
behaves strangely.
(S3, S4, S5, S6: Do the same).
S3: => Lan ran home and her mother tells
her that there is a typhoon coming.
S4: => Mrs. Quyen gathers her family and
asks them to find shelter in the house.
Conclusion: Almost all the students can S5: => Suddenly, it becomes dark. The
read new words and get to know what they storm comes with strong wind and heavy
are going to read. rain.
S6: => The storm finishes soon and every
one is glad.
Aims: Students write the whole story. II. Use the words to write the story.
Process: * Sample story:
- Ask some Ss to look at the pictures and It was a beautiful day. The sun was
retell the story. shining, the sky was blue and the weather
- Have Ss write the story individually was perfect. Lan was outside playing with
using the past tense. her dog, Skippy. All of a sudden, the dog
- T. goes around the class and help Ss to began behaving strangely. She kept
write. running around in circles. Lan ran home
- Get Ss to share with their partners and with the dog to tell her mother what
correct mistakes. Skippy was doing. Lan's mother, Mrs.
Quyen, told Lan that she heard on TV that
there was a typhoon coming. She gathered
her family and told them to find shelter in
the home.
Suddenly, the sky became very dark. The
storm came with strong winds and heavy
rain. Mrs. Quyen and her family were
scared. But soon the storm finished and
Conclusion: Almost all the students can everyone was glad. What a clever dog
write the story. Skippy is. She saved Lan from being
caught in the typhoon.
Aims: Students write stories in their III. Retell the story.
exercise books, read it again. - Using pictures to retell the whole story
Process:
- Take some writings to correct in front of
the class.
write a new story.
- Do exercises: 7, 8 (P.92, 93)
Preparing date: 19. 3. 2015

Language focus (P80)
(Giảm tải BT 2, 3, 4 trang 81, 82)
I. Objectives:
* Knowledge: Ss do further practice in relative pronouns: who, which , that.
* Skills: Listening, speaking, reading and writing.
II. Preparations:
- Equipments:
- Materials: Keys to the exercise 1 in page 80, 81.
9A
9B
9C
2. Warm- up: (5 minutes) (T- whole class)
1. Which country won the 1998 Tiger cup? (Singapore)
2. Which animal has 1 or 2 horns on his snout? (Rhinoceros)
3. Which planet is closest to the earth? (Venus)
4. Which ASEAN country is divided into two regions by the sea? (Malaysia)
5. Which animal was chosen to be the logo of Sea games 22th in Vietnam?
(Buffalo)
Activity 1: Presentation (5 minutes)
Aim: Introduce to Ss about the relative I. Relative pronouns:
clauses.
Process:
- Ask Ss to name relative pronouns. Eg: where, when, who, whom, that ...
- Ask Ss to make sentences using relative
pronouns.
- When we use relative clauses?
Conclusion: Almost Ss know about the
relative pronouns and relative clauses.
Activity 2: Practice (15 minutes)
Aim: Ss use their knowledge to answer the II. Practice: (B1.P81)
questions. Use: who, whic, that in their
answers and start their answers with the
words given. Eg: Which city in Japan was struck by a
Process: huge earthquake in 1995?
-T: Explain the task. => The city which was struck by a huge
- Ss look at the example, teacher write the earthquakes in 1995 in Japan is Kobe.
example on the board:
(A defining relative clause: It is used to
define the preceded noun and without it we b, The country which won the 1998 Tiger
can't understand what the writer mean to cup is Singapore.
talk about.) c, The animal which has one or two horns
- Ss work in pairs then practice in front of on its snout is rhinoceros.
the class. d, The explorer who discovered America is
- T. makes any necessary corrections and Christopher Columbus.
give the keys: 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 in Vietnam is
the buffalo.
g, The ASEAN country which is divided
into regions by the sea is Malaysia.
h, The food which you can chew but you
cannot swallow is the chewing gum; and
the thing you can swallow but you cannot
chew is water.
Conclusion: Almost all Ss can know

about the relative clauses and do the
exercise.
Activity 3: Production (10 minutes)
Aim: Ss consolidate their knowledge by III. Exercise:
doing the exercise
Process: Ask Ss to do the exercise
(Combine the sentences)
1. Ann is very friendly. She lives next 1. Ann, who lives next door, is very
door. friendly.
2. The man is a famous actor. You met 2. The man who (that) you met at the party
him at the party last night. last night is a famous actor.
3. There are some words. They are very 3. There are some words that (which) are
difficult to translate. very difficult to translate.
4. The sun provides us with heat and light. 4. The sun, which is one of millions of
It is one of millions of stars in the stars in the universe, provides us with heat
universe. and light.
5. Students will be punished. Their 5. Students whose homework is late will
homework is late. be punished.
Conclusion: Almost Ss can do the
exercise.
- Do exercises: 9, 10 (P93-95).
- Prepare: Period 59. Written test 4.
Period 59. Written test N04
I. Objectives:
* Knowledge:
+ Topic: Celabrations and Natural disasters.
+ Language focus: Relative clauses; Adverb clauses of concession; Relative pronouns;
+ Competences: Give and respond to compliments; Describe events; Express opinions;
Make predictions.
* Skills:
- Speaking: Talk about the celebrations, natural disasters.
- Listening: 100 - 120 words.
- Writing: A speech within 50 - 100 words based on frame and idea cues.
- Vocabulary: Celebrations and Natural disasters.
* Attitude: Teach students to love English; know about the celebrations and natural
disasters.
II. Preparations:
- Test and its keys.
9A
9B
9C
2. Warm- up:
- No
MATRIX
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
TN TL TN TL TN TL
Listening
Languag 12 4 4 20
e focus 0,25 0,25 0,25 5
Writing 5 5
0,5 2,5
Reading 5 5
0,5 2,5
Tổng 12 9 9 30
3 3,5 3,5 10
I. Choose the best answer A, B, C, or D to fill each blank.
1. We're looking for a place ___ we can get something to eat.
A. which B. where C. that D. when
2. The cooker ___ is displayed at Nguyen Kim Supermarket looks modern.
A. who B. which C. why D. whose
3. English is the language most often ___ by people from different countries.
A. used B. use C. using D. to use
4. You look really sick. You should ___ yourself.
A. look after B. turn on C. go on D. look for
5. You can't ___ changing jobs.
A. turn off B. turn on C. go on D. look on
6. She was late for work several times, ___ she was fired.
A. therefore B. or C. but D. so
7. They decided to have a picnic ___ the pouring rain.
A. despite B. because C. although D. in spite
8. If he ___ a chance of success, he ___ have to work harder.
A. will have/ would B. will have/ will C. had/ would D. had/ will
9. A lot of humor depends on the use of words ___ sound the same but have different
meaning.
A. where B. whose C. which D. what
10. Would you like tea ___ coffee?
A. and B. or C. but D. so
11. Which is different?
A. thank B. this C. then D. these
12. Odd one out.
A. blood B. pool C. food D. tool
II. Use the correct word forms.
1. It's ____________ to avoid traffic jams during rush hours in this big city. (difficulty)
2. Let me ______________ you on your winning the full scholarship! (congratulations).
3. You should pay more _____________________ to what the teacher says. (attentive)
4. Tet is the most important _________________________ for Vietnamese. (celebrate)
III. Correct the mistakes.
1. This building was build many years ago.
A B C D
2. Mary suggests to take showers instead of baths to save water.
A B C D
3. Things will be better if I will get a job and earn some money so I don't have to live
A B C D
with my parents.
4. The old man whom bicycle I borrowed yesterday is working in this factory.
A B C D
IV. Join each pair of sentences using the words given.
1. It rained a lot. They enjoyed the vacation.
Although .............................................................................................................................
2. We didn't go out. It was raining.
We .......................................................................................................................................
3. I like the houses. They were built in the 19th century.
I like the houses ..................................................................................................................
4. Felix Reeve is a journalist. His tape recorder was stolen.
Felix Reeve .........................................................................................................................
5. Study harder or you won't pass the exam.
Unless .................................................................................................................................
V. Read the passage then answer the questions.
FLASH FLOOD KILLS SCORES OF MOROCCANS
Casablanca, September 24.
UPI-A flash flood swept across the coastal plain about 100 miles southwest of here,
killing a large number of villagers in a market place yesterday morning. Reporters from
the area said 75 bodies had been counted, and dozens of people were missing.
The flood followed heavy rains which filled the coastal plain's dry creek beds to
overflowing. The flood crest, several feet high, hit the village of Khemis Nagua at mid-
morning yesterday as farmers from the surrounding area joined townsfolk in an open
market place.
The roaring water swept the village's flimsy dwelling places, the market sheds,
shoppers, cattle and farm implements for almost as soon as it started, the reporters said,
as the crest swept out to sea. Rescue workers quickly moved into the area from Safi,
about 25 miles further south.
1. When did the flood occur?
.............................................................................................................................................
2. How many people were died and missed?
.............................................................................................................................................
3. Where did the roaring water sweep?
.............................................................................................................................................
4. Does the word "flash" mean "sudden"?
.............................................................................................................................................
5. What happened to the creek beds?
.............................................................................................................................................
- coastal plain: đồng bằng ven biển
- creek beds: lạch
- townsfolk: dân thành phố
- flimsy dwelling places: nơi cư ngụ mỏng manh
- farm implements: nông cụ
- rescue workers: công nhân cứu hộ.
- Collect the tests.
- Prepare: Period 60. Unit 10. Getting started & Listen and read.
-------------------------------------------------------------
Name: ......................................................... Class: 9... Mark: _______

I. Circle the best answer A, B, C, or D to fill each blank.
1. We're looking for a place ___ we can get something to eat.
A. which B. where C. that D. when
2. The cooker ___ is displayed at Nguyen Kim Supermarket looks modern.
A. who B. which C. why D. whose
3. English is the language most often ___ by people from different countries.
A. used B. use C. using D. to use
4. You look really sick. You should ___ yourself.
A. look after B. turn on C. go on D. look for
5. You can't ___ changing jobs.
A. turn off B. turn on C. go on D. look on
6. She was late for work several times, ___ she was fired.
A. therefore B. or C. but D. so
7. They decided to have a picnic ___ the pouring rain.
A. despite B. because C. although D. in spite
8. If he ___ a chance of success, he ___ have to work harder.
A. will have/ would B. will have/ will C. had/ would D. had/ will
9. A lot of humor depends on the use of words ___ sound the same but have different
meaning.
A. where B. whose C. which D. what
10. Would you like tea ___ coffee?
A. and B. or C. but D. so
11. Which is different?
A. thank B. this C. then D. these
12. Odd one out.
A. blood B. pool C. food D. tool
II. Use the correct word forms.
1. It's ____________ to avoid traffic jams during rush hours in this big city. (difficulty)
2. Let me ______________ you on your winning the full scholarship! (congratulations).
3. You should pay more _____________________ to what the teacher says. (attentive)
4. Tet is the most important _________________________ for Vietnamese. (celebrate)
III. Correct the mistakes.
1. This building was build many years ago.
A B C D
.............................................................................................................................................
2. Mary suggests to take showers instead of baths to save water.
A B C D
.............................................................................................................................................
3. Things will be better if I will get a job and earn some money so I don't have to live
A B C D
with my parents.
.............................................................................................................................................
4. The old man whom bicycle I borrowed yesterday is working in this factory.
A B C D
.............................................................................................................................................
IV. Join each pair of sentences using the words given.
1. It rained a lot. They enjoyed the vacation.
Although .............................................................................................................................
2. We didn't go out. It was raining.
We .......................................................................................................................................
3. I like the houses. They were built in the 19th century.
I like the houses ..................................................................................................................
4. Felix Reeve is a journalist. His tape recorder was stolen.
Felix Reeve .........................................................................................................................
5. Study harder or you won't pass the exam.
Unless .................................................................................................................................
V. Read the passage then answer the questions.
FLASH FLOOD KILLS SCORES OF MOROCCANS

Casablanca, September 24.
UPI-A flash flood swept across the coastal plain about 100 miles southwest of here,
killing a large number of villagers in a market place yesterday morning. Reporters from
the area said 75 bodies had been counted, and dozens of people were missing.
The flood followed heavy rains which filled the coastal plain's dry creek beds to
overflowing. The flood crest, several feet high, hit the village of Khemis Nagua at mid-
morning yesterday as farmers from the surrounding area joined townsfolk in an open
market place.
The roaring water swept the village's flimsy dwelling places, the market sheds,
shoppers, cattle and farm implements for almost as soon as it started, the reporters said,
as the crest swept out to sea. Rescue workers quickly moved into the area from Safi,
about 25 miles further south.
1. When did the flood occur?
.............................................................................................................................................
2. How many people were died and missed?
.............................................................................................................................................
3. Where did the roaring water sweep?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
4. Does the word "flash" mean "sudden"?
.............................................................................................................................................
5. What happened to the creek beds?
.............................................................................................................................................
The end.
Name: ......................................................... Class: 9___ Mark: ___________

THE ANSWERS
I. Choose the best answer A, B, C, or D to fill each blank. (3 points)
1. B 2. B 3. A 4. A 5. C 6. D
7. A 8. C 9. C 10. B 11. A 12. A
II. Use the correct word forms. (1 point)
1. difficult
2. congratulate
3. attention
5. celebration
III. Correct the mistakes. (1 point)
1. C => built
2. B => taking
3. B => get
4. A => whose
IV. Join each pair of sentences using the words given. (2.5 points)
1. Although it rained a lot, they enjoyed the vacation.
2. We didn't go out because it was raining.
3. I like the houses which were built in the 19th century.
4. Felix Reeve, whose tape recorder was stolen, is a journalist.
5. Unless you study harder, you will fail the exam.
V. Read the passage then answer the questions. (2,5 points)
1. On the morning of Sept. 23.
2. About 75 bodies were died and dozens of people were missed.
3. The roaring water swept the village's flimsy dwelling places...
4. Yes, it does.
5. They were flooded.
The end.
**********************************************************************

Period 60. Unit 10: LIFE ON OTHER PLANETS
Getting started & Listen and read (P83)
I. Objectives:
* Knowledge: Ss talk and read a text about UFOs for details to complete the notes;
know more about UFOs.
* Skills: - Listen a text and understand it clearly.
- Read it fluently and do the exercises as directed.
* Attitude: Teach Ss to love English and know about life on other planets.
II. Preparation:
- Equipments: A cassette and the tape of English 9.
- Materials: Some pictures of UFOs.
9A
9B
9C

* Getting started (P.83)
Chatting: (T- whole class)
- Ss show their pictures and talk about them.
- T. shows the pictures on page 83; explain what UFOs mean (Unidentified Flying
Objects) and ask Ss some questions:
* Have you ever heard about UFOs? Do you think they really exist?
* Have you ever seen any films on UFOs? Tell us about them.
* What do you want to know about UFOs?
* If you saw a UFO, what would you do?
Now: * What can you see in the pictures? What are they?
* What do we call them in Vietnamese? (Flying Saucer)
Teacher and Student's activities Main contents
Activity 1: Pre-listening/ reading (8 minutes)
Aims: Students know how to read new 1. Vocabulary:
words, identify their meanings and use - spacecraft (n): tµu vò trô
them to make up sentences. - aircraft (n) = plane.
Process: (Pre-reading) - meteor (n): sao b¨ng
Teacher introdues new words in turn using - evidence (n)= proof: b»ng chøng
some techniques: explanation, translation, - alien (n): (a person on other planet) ngêi
synonym, pictures ë hµnh tinh kh¸c
- Ask Ss to read aloud in chorus, then - capture (v) = arrest/ catch: b¾t
individually. - sample: vật mẫu
- Rub out and remember for checking new - aboard: tàu, thuyền.
words.
* Guessing meaning of the words.
- Have Ss read the text and find the words
that have the meaning given on page 84
(Part a).
read new words and use them.
Activity 2: While listening/ reading (15 minutes)
Aims: Students get the information and do 2. Practice:
the listening exercise and practice reading aP84: Find the words in the text having
the passage in individual. the following meanings.
Process: (While- reading) Answer keys:
- Ss listen to the tape twice and find out the 1- evidence; 2- meteor; 3- aliens
answers. 4- collecting; 5- captured; 6- disappeared.
- Compare their answers with their
partners. Then they give feedback. (Ex. a, bP84: Complete the notes.
P. 84): a, An aircraft, a weather balloon or a
* Complete the notes: meteor can be mistaken for an alien
- Ss read the text again and complete the spacecraft.
notes individually. b, In 1947, a pilot saw nine large round
- Compare their answers with their objects traveling at about 2,800 meters
partners. an hour.
- Some Ss read the completed sentences c, There were over 1,500 UFO sightings
aloud. worldwide in 1952.
- Teacher gives the right answers: d, In 1954, a woman and her children saw
Conclusion: Ss can understand the text a UFO above their house.
and do the exercises. e, A farmer saw an egg- shaped object in
one of his fields and also aliens
collecting soil samples in 1964.
f, In 1971, two men claimed they were
captured by aliens and taken abroad a
spacecraft.
g, A pilot and his plane disappeared
after sighting a UFO in 1978.
h, In 1981, a Frenchman reported that he
saw a plate-like device at a treetop 30
metres away from his garden.
Activity 3: Post reading (7 minutes)
Aim: Ss discuss the topic "UFOs" 3. Discussion:
Process: (Post reading/ listening)
- Have the whole class discuss the topic:
"UFOs". * Sample questions for the leader:
- Choose a good student to be a leader. - Do you believe in Kenneth Arnold or the
- Get the leader to make a summary of the woman who saw a UFO above her house?
evidence of the existence of UFOs and - Have you ever seen a picture of an alien?
then discuss with his or her friends. What is the alien like?
Conclusion: Almost Ss can talk about the
UFOs.
- Do exercises: 1, 2 (P.96 - 98)
**********************************************************************
Speak and Listen (P85, 86)
(Giảm tải: Speak (c) trang 85).
I. Objectives:
* Knowledge: Ss practice speaking about Mars, practice listening for details to complete
a table.
* Skills: - Speaking the similar dialogues.
- Listening a description of the moon then check the correct statements.
II. Preparation:
- Materials: A picture on page 85, a sample dialogue.

9A
9B
9C

T- whole class: Do a word square
Keys: Earth, Sun, Mars, Moon, Mercury
S E A R T H
M U M E R C
U R N S A U
S S R U B R
A A R V C Y
M O O N T S

Activity 1: Speak (15 minutes)
Aims: Students guess and match the 1. Speaking:
drawings with the words in the box. Then * Vocabulary:
make up similar dialogues about the - microorganism (n): vi sinh vËt
drawings. - gemstone (n): ®¸ quÝ
Process: - creature (n): sinh vËt
* Pre - speaking: - trace (n): dÊu vÕt
Teacher introdues new words in turn using - mineral (n): kho¸ng s¶n
some techniques: explanation, translation, - sparkling (adj.): lÊp l¸nh
synonym, pictures
individually.
words.
+ Revision of modal verbs: May/ Might
+ Use: We use may/ might to talk about
present or future possibility. (Might is
normally a little less sure than May)
* Practice: a(P85):
a) Matching: * Answer keys:
- Set the scene: A space tourist traveled to 1- mineral
Mars, he saw many things there and noted 2- water
them down. These are drawings of things. 3- mountains
Try to guess and match the drawings with 4- plants
their names. 5- little creatures
- Number from 1 to 7 from left to right. 6- gas
- Ss work in pairs to find the answers. 7- gemstones
Then give their answers in front of the
class. b(P85):
b) Drill: 1. What is this?
- Ss use the drawing to drill. Exchange: - This may be water on Mars.
- Call on some pairs of Ss to practice the 2. What are they?
dialogue. - They may be minerals on Mars ...
- Correct their pronunciation.
* Production: Making dialogue.
- Have Ss make similar dialogues about
the drawings, using the cues in 3a.
read new words, use them and make the
dialogues.
Aims: Students listen to the description of 2. Listening:
the moon. Then check the correct
statements about the moon.
Process:
* Pre - listening:
- Set the scene: You are going to listen to
description of the moon. But before
listening you should read the statements on
page 86 and guess which is correct and
which is incorrect.
- Have Ss work in pairs to tick the
statements that they think they are correct.
- Give feedback. a) Answer keys:
* While listening: - The true statements are: a, c, d, f, i, j.
a) Listening and checking: a. There is no air on the moon.
- Have Ss listen to the tape twice and c. There are no sounds on the moon.
check their prediction. d. It is very cold at night on the moon.
- Ss read their answers in front of the class. f. There are great round holes on the moon.
i. You will weigh 8 kilos heavier on the
b) Comprehension questions: moon.
- Give Ss some questions and ask them to j. One day on the moon lasts for two
work in pairs to answer them. weeks.
- Give feedback. Questions: b) Comprehension questions:
1. Why are there no sounds on the moon?
2. How many craters are there on the
moon?
3. How much will you weigh on the moon 1. Because there is no air on the moon.
if you weigh 50 kilos on the earth? 2. About 30,000.
4. Will you sleep well on the moon? Why/
Why not? 3. A little more than 8 kilos.
* Post listening:
- Ss discuss: What may there be on the 4. No, we won't. Because one day lasts for
Moon? On Mercury? two weeks on the moon.
- Have Ss retell about the moon using the
cues: - no air, no water, no rivers or lakes.
- temperatures: night: - 151C, day:
100C.
- craters: 30,000
- mountains: 8,000 meters high.
- weight: one sixth on the earth.
- day: two weeks.
Conclusion: Ss can listen and check the
correct statements.
- craters: miệng núi lửa.
- Do exercises: 3, 4 (P. 99, 100).
- Prepare: Period 62. Unit 10. Read. (Giảm tải BT (a) trang 87).
--------------------------------------------------------
Read (P.86)
(Giảm tải BT (a) trang 87).
I. Objectives:
* Knowledge: Ss practice reading a text about a space trip. They understand the text and
can do all the ex. bellow the text.
II. Preparation:
- Materials: Some pictures on space trips.
9A
9B
9C
T- whole class.
- Show some pictures on space trips and ask Ss some questions to involve Ss in the
topic of the lesson:
* Do you know the name of the man who first landed on the moon?
* How many people made a trip into space? Who were they?
* Have you dreamt of a trip into space?
* Do you think traveling into space takes a lot of money?
Activity 1: Pre-reading (10 minutes)
Aims: Students know how to read new 1. Vocabulary:
words, identify their meanings and use - push-up (n): hÝt ®Êt
them to make up sentences. - orbit (n/ v): quÜ ®¹o
Process: - totally (adv) = completely: hoµn toµn
a) Teacher introdues new words in turn - marvelous (adj.) = wonderful.
using some techniques: explanation, - Physical condition (n): t×nh tr¹ng
translation, synonym, pictures
individually.
words.
b) Ordering statements:
- Show the poster of 5 statements on the
board.
- Have Ss work in pairs to put the
statements in order to show what they need
and get in joining a trip into space.
are going to read.
Activity 2: While reading (10 minutes)
Aim: Students read the text answer the 2. Reading:
questions.
Process: * Answer keys: a-4, b-1, c-5, d-2, e-3.
- Have Ss read the text and check their
guess. b(P87): Answer. Then write the answers
- Ss give feedback: in full sentences.
- Have Ss read the text again and work in 1. If you decide to take a space trip, you'll
pairs to answer the questions on page 87. have to run a lot, swim every day, and do
- Call on some Ss to answer the questions aerobics and push- ups to have an
loudly. excellent physical condition.
- Get Ss to practice asking and answering 2. If you want to show you are in perfect
the questions. health, you must get a letter from the
doctor.
3. You can see pictures of the earth; your
Conclusion: Almost all the students can country, interesting places, the oceans, the
read and answer the questions. big rivers, the tall mountains.
4. We can see those scenes 16 times a day.
5. We can walk on the walls or on the
ceiling.
Activity 3: Post reading (10 minutes)
Aim: Ss consolidate their knowledge. 3. Discussion:
Process: Discussion:
- Give Ss the topic of the discussion " If
you were able to take a space trip, what
would you do to prepare for the trip? What
would you like to bring along?"
- Divide the class into 4 groups. The Ss
discuss in groups.
- Ask each group to choose one leader who
will present his/ her group's opinions.
- T. help ss to show their ideas.
Conclusion: Almost Ss can give their
opinions.
- Do exercises: 5, 6 (P.100, 101).
- Prepare: Period 63. Test correction.

Period 63. TEST CORRECTION
I. Objectives:
- Attitude: Teach students the honesty and determination.
II. Preparation:
- Equipment:
9A
9B
9C
2. Warm- up:
MATRIX
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
TN TL TN TL TN TL
Listening
Languag 12 4 4 20
e focus 0,25 0,25 0,25 5
Writing 5 5
0,5 2,5
Reading 5 5
0,5 2,5
Tổng 12 9 9 30
3 3,5 3,5 10
TESTS
Activity 1: Vocabulary, grammar and structure test correction (15 minutes)
Aims: Students realize their errors after I. Choose the best answer A, B, C, or D
being corrected by their teacher. to fill each blank. (3 points)
Process: 1. B; 2. B; 3. A; 4. A; 5. C; 6. D; 7. A
- Teacher asks Ss to go to the board and 8. C; 9. C; 10. B; 11. A; 12. A
do the test again. II. Use the correct word forms. (1 point)
- Teacher remarks the common mistakes 1. difficult
and give answers to the tests. 2. congratulate
- Teacher anks Ss to write down the 3. attention
answers on their notebooks. 5. celebration
III. Correct the mistakes. (1 point)
1. C => built
2. B => taking
Conclusion: Almost all the students 3. B => get
4. A => whose
Activity 2: Writing test correction (10 minutes)

Aims: Students realize their errors after IV. Join each pair of sentences using the
being corrected by their teacher. words given. (2.5 points)
Process: 1. Although it rained a lot, they enjoyed
- Teacher asks Ss to go to the board and the vacation.
do the test again. 2. We didn't go out because it was raining.
- Teacher remarks the common mistakes 3. I like the houses which were built in
and give answers to the tests. the 19th century.
- Teacher anks Ss to write down the 4. Felix Reeve, whose tape recorder was
answers on their notebooks. stolen, is a journalist.
Conclusion: Almost all the students 5. Unless you study harder, you will fail
understand and can do the test again now. the exam.
Activity 3: Reading test correction (10 minutes)
Aims: Students realize their errors after V. Read the passage then answer the
being corrected by their teacher. questions. (2,5 points)
Process: 1. On the morning of Sept. 23.
- Teacher asks Ss to go to the board and 2. About 75 bodies were died and dozens
do the test again. of people were missed.
- Teacher remarks the common mistakes 3. The roaring water swept the village's
and give answers to the tests. flimsy dwelling places...
- Teacher anks Ss to write down the 4. Yes, it does.
answers on their notebooks. 5. They were flooded.
The reasons of making those mistakes:
- Ss didn’t learn the new words by heart.
- Ss didn’t do all the exercises in the work book.
- Ss redo the test in their notebooks.
--------------------------------------------------------------

Write (P.88)
III. Objectives:
* Knowledge: Ss practice writing an exposition about the existence of UFOs based on
the dialogue between An and Ba; write an exposition about the existence of UFOs in
good English.
* Skills: Writing an exposition about the existence of UFOs.
II. Preparation:
- Materials: A sample exposition about the existence of UFOs.
* Class organization:
9A
9B
9C
* Jumble words:
- Ss are divided into 2 groups. Ss of 2 groups go to the board and write the correct
words. The group which write more correct words first wins the game.
1. ucinionttrord => introduction.
2. oybd => body.
3. nculcoonsi => conclusion.
4. taimnenterent => entertainment.
5. caret => trace.
6. peapaceran => appearance.
words, identify their meanings and use
them to make up sentences.
Process:
a, Pre-teach vocabulary: - exposition (n): sù/ bµi tr×nh bµy.
Teacher introdues new words in turn using - imagination (n): sù tëng tîng.
some techniques: realia, synonym, - trick (n): (definition: a cunning action)
translation, pictures. mÑo, kü x¶o.
- Ask Ss to read aloud in chorus, then - flying saucer (n) = UFO: ®Üa bay
individually. - man-like creature (n):
- Rub out and remember for checking new - mysterious (adj.): (definition) bÝ hiÓm
words. * Answer keys:
b, Matching: ( Ex. 6a P. 88) - Introduction: (ii)
- Have Ss read the outline of an exposition - Body: (iii)
in column A and put the paragraphs in - Conclusion: (i).
column B in order to match the sections in
A.
- Ss compare their answers with their
partners.
- Some Ss give their answers in front of
the class.
c, Reading the dialogue:
- Have Ss read the dialogue (P. 88).
- Get them to answer some comprehension
questions:
1. Does An believe there are UFOs?
2. Does Ba believe in UFOs.
3. What does An think about UFOs?
4. Why does Ba think UFOs exist?
5. What evidence makes Ba believe in
UFOs?
are going to read.
Activity 2: While-writing (10 minutes)
Aim: Ss write an exposition about the II. Writing:
existence of UFOs. Suggested writing:
Process: I believe UFOs exist because articles and
- Get Ss to use Ba's opinion to write an reports in newspapers talked a lot about
exposition about the existence of UFOs. their appearance.
- Share their writings with their partners First(ly), many people from different
and correct mistakes by themselves. countries reported that they once saw
flying saucers. Second (ly), there are many
photos of flying saucers and some
photographers said they saw manlike
creatures get out of the vehicles.
Moreover, people are discussing the
mysterious circles on the fields in the
countryside of Great Britain.
Conclusion: Students can write the So I think UFOs are not human's
existence of UFOs. imagination. They are real and we should
be ready to welcome their visits.
Activity 3: Post-writing (10 minutes)
Aims: Students write a correct exposition III. Retell the writing.
about the existence of UFOs. - Collect some writings to correct mistakes
Process: in front of the class.
- Collect some writings to correct mistakes - Call on some Ss to read aloud their
in front of the class. writings.
- Call on some Ss to read aloud their
writings.
complete the writing in exercise book.
- Do exercises: 7, 8 (P.101 - 103).
**********************************************************************
Language focus. (P89)
I. Objectives:
* Knowledge:
- Ss do further practice in modal verbs: may, might and conditional sentences type 1 and
type 2.
- They will be able to know more about the use of May and Might and make up
conditional sentences type 1 and type 2.
* Attitude: Teach Ss to like English.
II. Preparation:
- Keys to all the ex. on page 89, 90, 91.
9A
9B
9C
2. Warm- up:
Activity 1: Modals: may, might (10 minutes)
Aim: Ss know how to use the modals 1P89: Use may or might and talk about
"may, might". Andy's presents.
Process: Eg:
* Revision of modal verbs: S1: What may it be?
- Form: May/ Might + infinitive. S2: It may be a book or it might be a game.
- Use: a) It may be a book or it might be a game.
+ May/ Might is used to talk about present b) It may be a box of crayons, or it might
or future possibility. be a box of paints.
+ Might is normally a little less sure than c) It may be a football, or it might be a
May. basketball.
* Drill: d) It may be a boat, or it might be a train.
- Ss look at the ex. 1 (p. 89) and work in e) It may be a flying saucer, or it might be
pairs to do the ex. a meteor.
- They have to practice asking and f) It may be an evening star, or it might be
answering: a spacecraft.
- Teacher asks Ss to go to the board and
write the past form of some verbs.
Conclusion: Almost Ss can do it.
Activity 2: Conditional sentences type 1. (10 minutes)
Aim: Ss know how to use the conditional 2P90: Complete the sentences. Use the
sentence type 1. Then do the exercises. verbs in the box.
Process: Answer keys:
- Ss repeat the form and the use of a, If it rains this evening, I won't go out.
conditional sentences type 1. b, Lan will miss the bus if she does not
- Drill: (ex. 2, P. 90). hurry.
- Ss work in pairs to do the ex. 2 c, If Ha is not careful, he will drop the cup.
- Call some Ss to read their sentences in d, Mrs. Nga will join us if she finishes her
front of the class. work early.
- Give feedback and correct if necessary. e, If Mrs. Binh writes a shopping list, she
Conclusion: Almost Ss can understand the won't forget what to buy.
conditional sentence type 1.
Activity 3: Conditional sentences type 2. (10 minutes)
Aim: Ss know how to use the conditional 3P90: Look at the pictures. Complete
sentence type 2. Then do the exercises. the sentences.
Process: Eg: a) If Ba were rich, he would travel
- Ss repeat the form and the use of around the world.
conditional sentences type 2. Answer keys:
- Drill: (ex. 3, P. 90). b) If Mr. Loc had a car, he would drive it
- Ss work in pairs to do the ex. 3 to work.
- Call some Ss to read their sentences in c) If Lan lived in HCM city, she would
front of the class. visit Saigon Water Park.
- Give feedback and correct if necessary. d) If Nam had an alarm clock, he would
arrive at school on time.
e) If Hoa lived in Hue, she would see her
parents every day.
f) If Nga owned a piano, she would play it
very well.
g) If Tuan studied harder, he would get
Conclusion: Almost Ss can understand the better grades.
conditional sentence type 2. h) If Na had enough money, she would
buy a new computer.
Activity 4: Writing. (5 minutes)
Aim: Ss write 3 things they would like if 4P92: What would you do if you met an
they met an alien from outer space. alien from outer space? Write 3 things
Process: you would like to do.
- "What would you do if you met an alien
from outer space?" Eg:
- Ss discuss in groups before writing. If I met an alien from outer space, I would
- T: give an example first: invite him to my home and talk to him.
- Have Ss write 3 things they would do and
share their sentences with their partners.
- Some Ss call out their sentences before
the class.
Conclusion: Ss can write 3 things that
they would do if they met an alien from
outer space.
- Do exercises: 9, 10 (P103 - 106).
- Prepare: Period 66. Revision.
--------------------------------------------------------------

Period 66: REVISION
I. Objectives:
* Knowledge: Ss consolidate their knowledge.
II. Preparation:
- Exercises and Keys.
9A
9B
9C
2. Warm- up:
Activity 1: Vocabulary, grammar and structure (17 minutes)
Aim: Ss can consolidate their knowledge
basing on doing exercises.
Process:
I. Write the correct verb form. I. Write the correct verb form.
1. If she (not have) much money, she can't 1. doesn't have
buy this house. 2. going shopping
2. She enjoys (go) (shop) with her friends. 3. left
3. It's a long time since I (leave) primary
school. 4. could
4. I wish I (can) have an enjoyable
hoiliday. 5. would be
5. Lan wishes she (be) there next time. 6. Have you finished; had
6. You (finish) your work? No, but I wish I
(have). II. Write the correct word form.
II. Write the correct word form. 1. explosion
1. A tsunami is a large ocean wave usually
caused by an underwater earthquake or a
vocalnic (explode). 2. tidal
2. Tsunamis are not (tide) waves. 3. typical
3. With (type) waves, water flows in
circles, but with a tsunami, water flows 4. heat
straight.
4. Hurricans gather (hot) and energy 5. Evaporation (bay hơi)
through contact with warm ocean waters.
5. (evaporate) from the seawater increases
their power.
- tsunami: sóng thần
Activity 2: Writing (18 minutes)
Process:
III. Complete the second sentences. III. Complete the second sentences.
1. The children couldn't go swimming 1. The sea was too rough for children to
because the sea was rough. go swimming.
2. There is no need for you to talk so 2. You don't have to talk so loudly.
loudly. 3. "How do you like my dress?" she asked
3. She asked me how I liked her dress. me.
4. Although they played well, they lost. 4. Despite having played well, the team
lost.
5. We can't go because it is raining. 5. If it were not raining, we could go.
IV. Combine sentences using given IV. Combine sentences using given
words. words.
1. Do you know the song? It is being sung 1. Do you know the song which is being
on TV. (which) sung on TV.
2. His life is hard. He is determined to 2. Although his life is hard, he is
study well. (Although) determined to study well.
3. I don't know the man. He gave me this 3. I don't know the man who gave me this
book. (who) book.
4. He often tells lies. Many people believe 4. Although he often tells lies, many
him. (Although) people believe him.
5. The book is interesting. I am reading it. 5. The book which I am reading is
(which) interesting.
- T. repeat some notes.
--------------------------------------------------------------------

Period 67: REVISION
I. Objectives:
II. Preparation:
9A
9B
9C
2. Warm- up:
Activity 1: Vocabulary, grammar and structure (17 minutes)
Process:
I. Sound. I. Sound.
1. a. garbage; b. standard; 1. a
c. solar; d. lunar 2. d
2. a. covered b. installed
c. described d. decorated 3. d
3. a. chopstick b. charity
c. children d. Christmas 4. b
4. a. celebrate b. plumber
c. bulb d. blanket 5. c
5. a. energy b. generous II. Give the correct form of verbs.
c. category d. suggest 1. haven't finished
II. Give the correct form of verbs. 2. were written
1. I'm sorry. I (not finish) this work yet.
2. Poems as well as play (write) by 3. have you been
William Shakespeare. 4. chatting
3. How many times you (be) to Van Mieu?
4. They like (chat). They use the Internet 5. had; was surfing
very often.
5. I (have) a phone call while I (surf) the
wed yesterday.
Process:
III. Rewrite the following sentences III. Rewrite the sentences.
1. Would you please give me a hand? 1. Would you mind giving me a hand?
2. I can't understand him because he 2. If he didn't speak so quickly, I could
speaks so quickly. understand him.
3. Although he took a taxi, he arrived late 3. In spite of taking a taxi, he arrived late
for the concert. for the concert.
4. The suitcase is so heavy that I can't 4. It is such a heavy suitcase that I can't
carry it. carry it.
5. People say that he is an excellent 5. He is said to be an excellent footballer.
footballer.
--------------------------------------------------------------------
Preparation day: 26. 4. 2015 Teaching day: ... 5. 2015

Period 68: REVISION
I. Objectives:
II. Preparation:
9A
9B
9C
2. Warm- up:
Activity 1: Reading (17 minutes)
Process:
I. Complete the the following passage. I. Complete the the following passage.
to, every, of, because, country, away,
home, sunny
WALKING IN THE COUNTRY
I enjoy walking. It's a good exercise and it 1. of
get me out (1) ___ the town and into the
country. I go every Sunday and it doesn't 2. to
matter (2) ___ me if it's cold, windy, rainy 3. sunny
or a beautiful (3) ___ day. I just love to get 4. away
(4) ___ from people and be alone for a few 5. home
hours. I always leave (5) ___ at the same 6. every
time (6) ___ Sunday and walk over the
hills to a little village in the country. The
walk isn't very long, only about an hour, 7. because
but it's quite hard work (7) ___ I have to 8. country
walk up the hill and down the other side.
Walking in the (8) ___ really helps me to
enjoy fresh air, have a good health and II. Answer the questions.
love our natural beauty. 1. Every Sunday.
II. Answer the questions. 2. Yes, she does.
1. How often does the writer go walking?
2. Does she go walking when the weather 3. About an hour.
is bad?
3. How long does she walk up and down 4. By walking in the country, she can
the hill? enjoy fresh air, have a good health and
4. What benefits can she get from walking love our natural beauty.
in the country?

Process:
III. Write the correct word forms. III. Write the correct word forms.
1. How many (nation) holidays do you 1. national
have?
2. In electronics, we learn to repair (house) 2. household
appliances.
3. Lam has a lot of stamps in her (collect). 3. collection
4. Watching TV too much is (harm) to 4. harmful
your eyes.
IV. Rewrite the sentences. IV. Rewrite the sentences.
1. Nam was very lazy, so he failed of the 1. Nam failed of the exam because he was
exam. (because) lazy.
2. He tried to finish his work. He was very 2. Even though he as very tired, he tried to
tired. (even though) finish his work.
3. "When does your school vacation start?" 3. She asked me when my school vacation
she said to me. (asked) started.
4. My mother gave me a laptop on my 4. The laptop which my mother gave me a
birthday. It is very modern. (The laptop) laptop on my birthday is very modern.
- Prepare: Period 69. Test for the second term.
--------------------------------------------------------------------
Preparation day: . 4. 2015 Teaching day: ... 5. 2015
Period 69: TEST FOR THE SECOND TERM
I. Objectives:
II. Preparation:
9A
9B
9C
2. Warm- up:
3. New lesson:
(KIỂM TRA CHẤT LƯỢNG HỌC KỲ II THEO ĐỀ VÀ LỊCH CỦA PGD & ĐT
VIỆT TRÌ).
ĐỀ KIỂM TRA HKII - NĂM HỌC 2014 – 2015
Môn thi: Tiếng Anh
LỚP: 9
Thời gian: 45 phút (không kể thời gian phát đề)
Nhận biết Thông hiểu Vận dụng
Chủ đề Tổng
TN TL TN TL Thấp Cao
I. Vocabulary
Present
tense,
relative
clause
Số câu: 8 câu 8 câu
Số điểm: 2.0 đ 2.0 đ
Tỉ lệ = %
20% 20%
II. Reading Past Past
simple simple
tense tense
Số câu: 4 câu 4 câu 8 câu
Số điểm: 1.0 đ 1.0 đ 2.0 đ
Tỉ lệ = % 10% 10% 20%
Past condition,
III. Language
focus tense suggest
Số điểm: 1.0 đ 1.0 đ 2.0 đ
Tỉ lệ = % 10% 10% 20%
IV. Writing Relative Relativ
clause e clause
Số điểm: 1.0 đ 1.0 đ 2.0 đ
Tỉ lệ = % 10% 10% 20%
V. Lisstening Passiv
e form
tense
Số câu: 4 câu 4 câu
Số điểm: 2.0 đ 2.0 đ
Tỉ lệ = % 20% 20%
Tổng số;
Câu: 12 câu 8 câu 6 câu 2 câu 26 câu
Điểm: 4.0 điểm 3.0 điểm 2.0 điểm 1.0 điểm 10điểm
10%
Tỉ lệ: % 40 % 30% 20% 100%
PHÒNG GD&ĐT Việt Trì ĐỀ KIỂM TRA HỌC KỲ II
Trường THCS Thụy Vân NĂM HỌC 2014 - 2015
Môn thi: TIẾNG ANH LỚP 9
Name:………………………..
Thời gian: 45 phút (không kể thời gian
Class: 9
phát đề)
A. VOCABULARY
Câu 1: Choose the best answer. (2.0 đ)
1. He enjoys reading books … are on computer science.
A. who B. when C. which D. where
2. They went out … it rained heavily.
A. and B. but C. although D. because
3. His mother is not very tall …his sister is so tall.
A. but B. and C. therefore D. though
4. Most of the … occur around the Pacific Rim.
A. typhoons B. volcanoes C. tidal waves D. earthquakes
5. Tet holiday is the most important … for Vietnamese people.
A. celebration B. season C. day D. thing
6. The students … are standing in front of the library in my classmates.
A. which B. who C. whom D. where
7. This is the best movie … I have seen.
A. that B. who C, whom D. when
8. My brother likes taking part … many festivals.
A. with B. in C. for D. on
B. GRAMMAR:
Câu 2: Supply the correct form of the verbs in the brackets (2.0 đ)
9. If you stay up late, you ………………... (be) late for school.
10. We suggest …………………... (save) energy.
11. Ba is tired because he ………...……. (stay ) up late watching TV.
12. Mrs.Yen forgot to …………...…. (turn off) the faucet when she left for work.
C. READING:
It is now fear that the number of dead people following yesterday’s earthquake
could be as high as 3000. Many of the victims died when their homes collapsed. The
government has sent many rescue workers to seach for survivors who may still be
trapped under the fallen walls, although there is no hope that anyone is still alive now.
Câu 3: (1 điểm) Chọn đáp án đúng nhất: (1.0 đ)
13. When did the earthquake happen?
A. last week B. yesterday C. the day before yesterday D. three days ago
14. The number of people who died could reach …
A. three B. three hundred C. three thousand D. three million
15. Who have been sent to reach for survivors?
A. rescue works B. the government C. the policemen D. the doctors
16. This was a … earthquake.
A. huge B. small C. slight D. common
Câu 4: Trả lời các câu hỏi: (1.0 đ)
17. When did the earthquake happen?
→.................................................................................................................................
18. Did the government has sent many rescue workers to seach for survivors?
→.................................................................................................................................
19. Who have been sent to reach for survivors?
→.................................................................................................................................
20. Did many of the victims die when their homes collapsed?
→.................................................................................................................................
D. WRITING:
Câu 5: (2 điểm) Rewrite the Sentences. (Viết lại các câu sau có sử dụng mệnh
đề quan hệ)
21. Mr. Tan is very tall and thin. He teaches us English.
→……………………………………………………………………………………
22. My family usually goes to Cao Bang. Cao Bang is our hometown.
→……………………………………………………………………………………
23. The book is very interesting. You lent me the book.
→……………………………………………………………………………………
24. Viet Nam imports cars. Viet Nam is in south-east Asia.
→……………………………………………………………………………………
E. Listening: (Nghe)
Câu 6: Listen to the news on solar energy and decide whether the statements are
True or False.(2.0) T F
25. Solar energy can be cheap and clean. __ __
26. Most of our electricity now come from nuclear power. __ __
27. The solar energy that gets to the Earth can’t provide enough power for the
world’population. __ __
28. Solar energy can be used on cloudy days. __ __
The end!
*************************************************************
Preparation day: . 4. 2015 Teaching day: ... 5. 2015

I. Objectives:
II. Preparation:
- Equipment:
2. Warm- up:
3. New lesson:
PHÒNG GD&ĐT Việt Trì HƯỚNG DẪN CHẤM KIỂM TRA HỌC
Trường THCS Thụy Vân KỲ II
NĂM HỌC 2014 - 2015
Môn thi: T I Ế N G A N H L Ớ P 9
Câu Thang
Ý Nội dung
(điểm) điểm
1 1 C 0.25
(2.0 đ) 2 C 0.25
3 A 0.25
4 D 0.25
5 A 0.25
6 B 0.25
7 A 0.25
8 B 0.25
2 9 will be 0.5
(2.0 đ) 10 saving 0.5
11 stayed 0.5
12 turning off 0.5
3 13 B 0.25
(1.0 đ) 14 D 0.25
15 B 0.25
16 A 0.25
4 17 It happened yesterday. 0.25
(1.0) 18 Yes, the government did. 0.25
19 The government sent to reach for survivors 0.25
20 Yes, they did. 0.25
5 21 Mr. Tan is very tall and thin who teaches us English. 0.5
(2.0) 22 My family usually goes to Cao Bang which is our 0.5
hometown.
23 The book is very interesting which you lent me. 0.5
24 Viet Nam imports carswhich is in south-east Asia. 0.5
6 25 T 0.5
(2.0) 26 F 0.5
27 F 0.5
28 T 0.5
Tape script
Are you looking for a cheap, clean, effective sourse of
power that doesn’t cause pollution or waste natural resourses?
Look no further than solar energy from our sun. At present, most
of our electricity comes from the use of coal, and gas, oil or
nuclear power. This power could be provided by the sun. One
present of the solar energy that reaches the Earth is enough to
provide power for the total population.
Many countries are already using solar energy. Solar
panels are placed on the roof of a house and the sun’s energy is
used to heat water. The energy can be stored for a number of
days, so on cloudy days you can use solar energy too.
Sweden has an advanced solar energy program. There, all
buildings will be heated by solar energy and cars will use solar
power instead of gas by the year 2015
Cộng 28 10.0

I. Objectives:
II. Preparation:
- Equipment:
2. Warm- up:
3. New lesson:
4. Practice and consolidation:
5. Subsequent activities:
LISTENING
Unit 1:
Tim: Are you hungry, Carlo?
Carlo: Yes.
Tim: Okay. Let's go to a restaurant downtown. If we go through the park, we
can catch a bus on Ocean Drive.
Carlo: That's fine. I really like walking in the park. You're lucky to have a place
like this close to your home. It's so beautiful with all the trees and flowers
and a pond in the middle.
Tim: Carlo! Be careful. You're walking on the grass. The park keeper is growing
some more - you will kill the new grass!
Carlo: Oh, sorry. I didn't see the sign.
Tim: Come on. It's time we caught the bus.
Carlo: Is that our bus, Tim?
Tim: No. That's a 103 bus. We want the number 130.
Carlo: Where are we going to eat?
Tim: It's up to you. There's a new Mexican restaurant in town.
Carlo: Oh, no. I can eat Mexican food at home. I love American food. I'd rather
eat hamburgers.
Tim: OK. I know exactly where we need to go!
Unit 2:
Tape transcript: Announcer (on Public Announcent).
Attention please. Here is a special announcement. A little girl is reported missing. She
was last seen 20 minutes ago near the main entrance to the Car Fair. Her name's Mary
and she is 3 years old. She has short dark hair. She's wearing shorts - blue shorts and a
long - sleeved white blouse. She's wearing a pair of shoes - brown shoes. She may be
carrying a large doll.
If you see Mary, please bring her to the Information Desk. Her father's waiting for her
there. Thank you.
Unit 3:
At 6.30 in the morning, the bus collected Ba and his family from their home. After
picking everyone up, the bus continued north on Highway Number 1. It crossed the
Dragon Bridge and stopped at the gas station to get some more fuel. Then, it left the
highway and turned left onto a smaller road westward. This road ran between green
paddy fields, so the people on the bus could see a lot of cows and buffaloes. The road
ended before a big store beside a pond. Instead of turning left towards a small airport,
the bus went in the opposite direction. It didn't stay on that road for very long, but
turned left onto a road which went through a small bamboo forest. Finally, the bus
dropped everyone off at the parking lot (bãi đậu xe) ten meters from a big old banyan
tree. It parked there and waited for people to come back in the evening.
Unit 4:
Host: Kate, can I introduce you to Nga? She's studying English here in London.
Kate: Hello, pleased to meet you.
Nga: Pleased to meet you, too.
Kate: Where are you from, Nga?
Nga: I'm from Vietnam.
Kate: Why are you studying English here?
Nga: I need it for my job.
Kate: Really? So, what do you do?
Nga: I work for a bank, an International bank in Hanoi.
Kate: Oh, I see. Did you learn English at school?
Nga: Yes, and at university, too. But I've forget er...forget...
Kate: Forgotten.
Nga: Yes, of course. I've forgotten a lot of it. I want to improve my writing skills. You
know... sometimes I have to write letters in English.
Kate: What about listening, Nga?
Nga: It's terrible. This is my big problem. People talk very quickly and I can't
understand them.
Kate: Do you like studying English?
Nga: Oh, yes. It's an interesting language and it's very useful; and I can talk to people
from all over the world... and I understand the words of my favorite songs, too.
Kate: Well. That's very good. Good luck to you, Nga.
Unit 5:
Chau: Dad, I am doing an assignment. Can you help me with the information?
Chau's father: What is the assignment about?
Chau: It's about the important date of the media. Where and when did the first printed
newspapers appear, Dad?
Chau's father: It's first appeared in the 7th or 8th century AD, in China.
Chau: And when was the telegraph invented?
Chau's father: Perhaps it was in the late 19th century. Do you know what two new forms
of news media appeared in the early 20th century?
Chau: Radio and newsreels?
Chau's father: Excellent! And when did television become commercially viable, can you
guess?
Chau: In the 1940s?
Chau's father: No. It was in the 1950s.
Chau: When did the internet become a major force in journalism?
Chau's father: In the mid- and late 1990s.
Chau: Thank you, dad. Now I can answer all the questions for my assignment.
Unit 6:
Our oceans are becoming extremly polluted. Most of this pollution comes from the land,
which means it comes from people. Firstly, there is raw sewage, which is pumped
directly into the sea. Many countries, both developed and developing, are guilty (làm
điều sai trái) of doing this. Secondly, ships drop about 6 milion tons of garbage into the
sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil
leaks (lỗ thủng) from the vessel. This not only pollutes the water, but it also kills marine
(biển) life. Next, there are waste materials from factories. Without proper regulations,
factory owners let the waste run directly into the rivers, which then leads to the sea. And
finally, oil is washed from the land. This can be the result of carelessness or a deliberate
(a) (thận trọng) dumping of waste.
Unit 7:
Are you looking for a cheap, clean, effective source of power that doesn't cause
pollution or waste natural resources? Look no further than solar energy from our sun. At
present, most of our electricity comes from the use of coal, gas, oil, or nuclear power.
THis power could be provided by the sun. One percent of the solar energy that reaches
the Earth is enough to provide power for the total population.
Many countries are already using solar energy. Solar panels are placed on the roof of a
house and the sun's energy is used to heat water. The energy can be stored for a number
of days, so on cloudy days you can use solar energy too.
Sweden has an advanced solar energy program. There, all buildings will be heated by
solar energy and cars will use solar power instead of gas by the year 2015.
Unit 8:
Auld Lang Syne Should auld acquaintance be forgot
Should auld acquaintance be forgot and never brought to mind?
and never brought to mind? Should auld acquaintance be forgot
Should auld acquaintance be forgot and days of auld lang syne?
and days of auld lang syne? and here is a hand, my trusty friend
For auld lang syne, my dear, and gie's a hand o' thine
For auld lang syne, We'll tak' a cup o' kindness yet
we'll take a cup of kindness yet, for auld lang syne.
for auld lang syne.
Unit 9:
If you live in an earthquake zone, you should take some time to look around your house.
Place heavy books on the bottom shelf of your bookshelves. Block the rollers on your
fridge and washing machine to prevent them from moving. Put hanging potted plants in
plastic containers. Check the mirrors in your bathroom and bedroom. Make sure they
can't move. Don't put your bed next to a window.
Planning where you are going to be during an earthquake is very important. The first
thing to remember is to stay inside. Then you should sit under a strong table or
doorway, or stand in the corner of a room.
Unit 10:
Good evening. Welcome to our Science for Fun Program. This week we've received a
lot of questions asking about life on the moon. We've talked to some experts and this is
what we've found out. There is no water or air on the moon. It is all silence because
there is no air. Of course, there will be no music, no sounds. There are no rivers and no
lakes. At night it is very cold. The temperature goes down to 151 degree centigrates
below zero. But during the day the temperature rises to 100C above zero.
There are great round holes on the moon. They look like big lakes. They are called
craters. There are more than 30.000 craters on the moon. There are also high mountains.
The highest mountains on the moon are about 26.000 feet or 8.000 meters high.
And here is something very interesting to know: On the moon you weigh one sixth of
what you weigh on earth. If you weigh 50 kilos, on the moon you will weigh only a
little more than 8 kilos. You will be able to jump very high, even higher than an
Olympic Champion. You can take very long steps as well. And... Maybe you won't
sleep very well because one day on the moon lasts for two weeks.
So, is there life on the moon? I'll leave the question for you to answer yourself.
B. KẾ HOẠCH ĐỔI MỚI PHƯƠNG PHÁP DẠY HỌC
I. Đặc điểm tình hình:

- Ngày nay, khi tiếng Anh đã trở thành ngôn ngữ quốc tế thì việc học ngôn ngữ này
không chỉ dừng lại ở việc nắm vững ngữ pháp, đọc viết để làm các bài kiểm tra thông
thường mà việc thành thạo, tự tin trong giao tiếp hằng ngày cũng hết sức quan trọng.
- Đổi mới phương pháp giảng dạy là một vấn đề có liên quan mật thiết với mục tiêu, nội
dung chương trình, cách thức kiểm tra thi cử, đào tạo đội ngũ giáo viên, cũng như trang
bị cơ sở vật chất của nhà trường thuộc hệ thống giáo dục.
- Không chỉ dừng lại tạo hứng thú và khả năng tư duy độc lập của học sinh, bản đồ tư
duy còn được Ban giám hiệu các trường áp dụng linh hoạt trong việc quản lý. Sức sống
mới từ phương pháp dạy học tích cực đã làm thay đổi bộ mặt của cấp học THCS.
II. Kế hoạch cụ thể:
1. Việc đổi mới phương pháp dạy học:
Đối với môn tiếng Anh, thay vì sau khi dạy xong vài bài thì giáo viên mới ôn tập
cho học sinh kiểm tra một tiết, hoặc sau khi dạy xong một số bài nhất định nào đó mới
tổ chức ôn tập để HS kiểm tra học kỳ… Đổi lại, GV nên giúp HS ôn tập ngay sau khi
dạy xong một đơn vị bài học.
Theo đó, khi thầy cô đã nắm trong tay danh sách các điểm ngữ pháp cần thiết nhất
để giúp HS ôn tập thì phải bắt tay vào làm việc này trước. GV sẽ đánh máy toàn bộ các
dạng bài tập được trích ra trong sách bài tập sẽ cho HS sử dụng tại lớp theo từng chủ
điểm ngữ pháp. Để thực hiện được điều này, GV cần:
Quy trình 3 bước của giờ dạy ngữ pháp
Theo giáo học pháp hiện đại, giờ lên lớp được xây dựng trên cơ sở một quy trình 3 bước
(The Three P's) gồm: Giới thiệu, Luyện tập và Vận dụng. Quy trình đó có thể được mô tả
trong mô hình sau:
Presentation → Practice → Performance/Production
- Đổi mới phương pháp dạy học theo chuẩn kiến thức kỹ năng.
- Đổi mới kiểm tra, đánh giá.
- Khai thác sử dụng triệt để thiết bị dạy học.
2. Việc đổi mới quản lý học sinh:
- Trong giờ học Tiếng anh HS phải thực hành rất nhiều, nghe, nói, đọc, viết. Chính vì
vậy nếu không quản lí chặt chẽ HS sẽ lợi dụng nói chuyện riêng. Gv phải hết sức chú ý
trong việc phân chia nhóm thực hành theo cặp, nhóm. Trong mỗi nhóm có cả học sinh
giỏi, khá, trung bình và học sinh yếu. Để giữa đó có sự kết hợp lẫn nhau, tự các em quản
lí lẫn nhau.
C. KẾ HOẠCH
BỒI DƯỠNG, PHỤ ĐẠO HỌC SINH CÓ HỌC LỰC YẾU, KÉM MÔN TIẾNG ANH
I. Những vấn đề chung:

1. Điều tra cơ bản:
Căn cứ vào kết quả học tập của năm học trước và kết quả khảo sát đầu năm, đã
phân loại học sinh có học lực yếu môn Tiếng anh như sau:
Điểm Ghi chú
Điểm
TT Lớp Họ và tên Điểm KS
TBM năm
đầu năm
học trước
1 6C Đỗ Ngọc Anh 3.5
2 6C Phùng Xuân Phúc 2.0
3 6C Nguyễn Xuân Phương 4.0
4 9A Lê Huy Hoàng 3.0
5 9A Lê Hoàng Lãm 3.0
6 9A Đỗ Việt Hưng 3.5
7 9B Đào Thị Thu Thảo 3.0
2. Những khó khăn:
- Các em nhận thức quá chậm, không có tiến bộ trong quá trình học.
- Các em chán học, lười học, không làm bài tập về nhà.
- Một bộ phận mải chơi, ham điện tử nên lơ là việc học tập…
- Có em gặp hoàn cảnh gia đình quá khó khăn cũng gây ảnh hưởng không tốt đến việc
học học tập.
II. Biện pháp bồi dưỡng:
- Lµm cho HS cã chuyÓn biÕn tÝch cùc vÒ ®éng c¬, th¸i ®é häc tËp, cã ®éng lùc
mong muèn trë thµnh HS kh¸, giái.
- TÝch cùc båi dìng HSG vµ thùc hiÖn nghiªm tóc lÞch phô ®¹o HS yÕu.
- Kh¶o s¸t, ph©n lo¹i HS.
- §æi míi ph¬ng ph¸p gi¶ng d¹y, tËp trung n©ng cao chÊt lîng giê d¹y.
- §æi míi ph¬ng ph¸p kiÓm tra, ®¸nh gi¸ HS theo ®óng yªu cÇu, nhiÖm vô n¨m häc.
- KÕt hîp víi GV çc bé m«n vµ GVCN: T×m hiÓu ®Æc ®iÓm, hoµn c¶nh, ®iÒu
kiÖn tõng ®èi tîng HS.
- GÆp gì, ®éng viªn gióp ®ì nh÷ng HS yÕu, kÐm vµ cã hoµn c¶nh khã kh¨n.
III. Kế hoạch giảng dạy cụ thể:
Buổi/
Điều chỉnh,
Môn thời gian Lớp Nội dung giảng dạy
bổ sung
t/h
Tiếng 1 6 - To be (present simple tense).
anh - Contractions; Questions.
2 6 - How many...? There is/ There are ...;
- Present simple tense.
6 - Personal pronouns; Possessive pronouns.
3
- Contractions.
6 - Everyday actions.
4
- Activities; Preposition: at.
5 6 - Where? Which? What?
- Modal "could" with "wish".
1 9
- The past simple with "wish".
- Prepositions of time.
2 9 - Adverb clauses of result.
3 9 Revision Unit 4: Modal verbs with "if".
- "Here" and "now" words in reported

4 9 speech.
- Reported questions.
5 9 Revision Unit 5: Tag questions.
6 Revision Unit 5: Gerunds after some verbs.

9
IV. Kế hoạch viết đề tài, SKKN:
- Tên đề tài, SKKN: Kỹ năng sửa lỗi Tiếng Anh kỹ năng nói và viết) cho học
sinh THCS”.
- Kế hoạch viết: theo từng giai đoạn.
- Thời gian hoàn thành: tháng 5 năm 2013.

Thời Nội dung công việc Điều
gian chỉnh, bổ
sung
Từ 1/ 4 - Giảng dạy theo thời khoá biểu.
đến 30/ 4/ - BD HSG môn Tiếng anh trên mạng (Nếu có học sinh tham gia
2014 thi vòng tiếp theo).
- Hoàn thiện đồ dùng dạy học tự làm.
- Dự giờ, thăm lớp học hỏi kinh nghiệm.
- Sinh hoạt tổ chuyên môn theo kế hoạch.
- Tự BD các nội dung của chương trình BDTX.
- BD HS yếu.
Từ 1/ 5 - Giảng dạy theo thời khoá biểu.
đến 31/ 5/ - BD HS chuẩn bị KSCL lần 5.
2014 - BD HS yếu.
- Hoàn thành chương trình giảng dạy.
- Thực hiện tốt kiểm tra đánh giá, xếp loại học sinh đúng quy chế.
- Báo cáo kết quả năm học đúng kế hoạch.
- Họp PHHS lần 3.
- Dự giờ, thăm lớp học hỏi kinh nghiệm.
- Sinh hoạt tổ chuyên môn, xếp loại cá nhân và tổng kết cuối năm.

TIẾNG ANH 9 THE SECOND SEMESTER

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TIẾNG ANH 9 THE SECOND SEMESTER

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THE SECOND SEMESTER

Preparation day: 2. 1. 2015

Conclusion: Ss can understand the text do

Nguyễn Thị Hồng Nhiễu

Conclusion: Almost all the students can

b) Reading and matching:

Class date Students Absence’s names

3. New lesson: (30')

Class date Students Absence’s names

Date of preparation: 8. 1. 2015. .

Class date Students Absence’s names

Ký duyệt của tổ trưởng

Thụy Vân ngày: 03/01/2015

Nguyễn Thị Hồng Nhiễu

Date of preparation: 15. 1. 2015.

Class date Students Absence’s names

Conclusion: Almost all the students can

Date of preparation: 20. 1. 2015.

Class date Students Absence’s names

Class date Students Absence’s names

Ký duyệt của tổ trưởng

Nguyễn Thị Hồng Nhiễu

Class date Students Absence’s names

II, Choose the best answer:(3pts –o,25/1 )

Period 47: WRITTEN TEST 3

Ký duyệt của tổ trưởng

Nguyễn Thị Hồng Nhiễu

Activity 3: Writing test correction (6 minutes)

Preparation Day: 23. 2. 2015

Preparation Day: 25. 2. 2015

Ký duyệt của tổ trưởng

Nguyễn Thị Hồng Nhiễu

Activity 3: Post listening/ reading (10 minutes)

Preparation Day: 1. 3. 2015

- Check students' homework.

Ký duyệt của tổ trưởng

Nguyễn Thị Hồng Nhiễu

- Check students' homework.

Preparing date: 19. 3. 2015

Period 58. Unit 9: NATURAL DISASTERS

Conclusion: Almost all Ss can know

Period 59: WRITTEN TEST 4

FLASH FLOOD KILLS SCORES OF MOROCCANS

Name: ......................................................... Class: 9___ Mark: ___________

Preparing date: 19. 3. 2015

2. Warm- up: (10 minutes)

Class date Students Absence’s names

- Check Ss' homework.

2. New lesson: (30 minutes)

Teacher and Student's activities Main contents

Preparing date: 29. 3. 2015

Activity 2: Writing test correction (10 minutes)

Preparing date: 4. 4. 2015

Preparation day: 9. 4. 2015

Preparation day: 12. 4. 2015

Preparation day: 26. 4. 2015 Teaching day: ... 5. 2015

Conclusion: Almost Ss can do it.

Period 70. TEST CORRECTION

Period 70. TEST CORRECTION

I. Đặc điểm tình hình:

I. Những vấn đề chung:

3 9 Revision Unit 4: Modal verbs with "if".

- "Here" and "now" words in reported

Name: ......................................................... Class: 9_ Mark: _________