Giáo án môn Tiếng Anh Lớp 9 - Unit 7: Saving energy - Trương Minh Tâm

WEEK : 22
PERIOD : 43
DATE :
 UNIT 7 : 
LESSON ONE : 
AIM : Making suggestions .
OBJECTIVE : By the end of the lesson , students will be able to know how to save energy effectively by using the suggestions , and understand the dialogue accurately .
SKILLS : Listening – Speaking .
TEACHING AIDS : Pictures , posters , cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
18’
12’
2’
I . WARM UP
Jumbled words
1 . berplum à plumber
2 . cetfou à faucet
3 . ripd à drip
4 . cedure à reduce
5 . terwa à water
II . Presentation
1. Preteach vocabulary
1 . a water bill
2 . enormous
3 . a crack
4 . a pile
2.Checking memory
3.Set the scene 
(Pictures of getting started)
1 .Does Mrs My worry about a water bill ?
Yes/No
2 . What does Mrs My suggest ?
She .
4.Listen and check the answers
5.Listen and reapeat
6. Pair work 
7. Focus on grammar
What does Mrs My suggest ?
- She suggests taking showers .
S + suggest
Ving 
(that) +S + should + V0.
III . practice
1.Drills 
a . -She / collect unused clothes
-I / give lessons to poor lessons
b . -I / she / speak English in class
 -They /he/ buy a good dictionary
2.Writing
IV . Production
1 . T
2 . T
3 . F
4 . F
5 . T
V . HOMEWORK
Ex : I suggest that you should save the energy . .
- Setting up the activities
- Asking Ss to go to the board and write the coorect words
- Giving examples
- Beginning the activities
- Eliciting à modelling à Checking : meaning , pronunciation
*realia
*Synonym
*picture
*Picture
- What and where
- Setting up the scene
- Making sistuations to introduce a new lesson by using pictures of getting started and asking some questions :
*Is the TV on ?
*Who is watching TV ?
*Who is listening to Radio ?
*Should we turn off TV and radio ?
*What should we do to save energy ?
- Drawing pictures “My – Ha”
“Mrs My and Mrs Ha are talking about energy . Guess the answers about My and Ha”
- Asking Ss to guess the answers
- Giving examples
- Monitoring and assisting
- Asking Ss to listen to the tape and check what they guess 
- Asking Ss to listen and repeat
- Asking Ss to practise speaking in groups of three
- Asking Ss to read the text again and answer the question 2 , then writng it on the board and checking the concepts :
*What does it mean ?
*What is the form ?
*What do we use it for ?
*About the intonation ?
- Asking Ss to make the sentences using suggestions
- Running through th cues
- Modelling 
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to write on the board
- Asking Ss to read the dialogue again and find out which is True , which is False
- Monitoring and assisting
- Correcting and feeding back
- Write 5 sentences about ways to save energy and to make suggestion
- Listening and taking part in the activities 
(Red and white)
- Listening and repeating in chorus à individually
- Copying
- Listening and taking part in building the new lesson 
*Yes
*Nobody
*Noone
Yes
*turn off TV , ..
- Guessing the answer 
- Listening and checking 
- Listening and repeating in chorus
- Practising speaking
- Reading and answering to build the new lesson 
- Copying
- Listening and repeating in chorus à individually
- Reading and doing the exercises in groups 
- Copying
WEEK : 22
PERIOD : 44
DATE :
LESSON TWO : 
AIM : Making and responding to the suggestion . 
OBJECTIVE : By the end of the lesson , students will be able to make and respond to the suggestions fluently . 
SKILLS : Speaking – Listening .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
15’
8’
2’
I . WARM UP
Jumbled words
Anf à fan
Tormobike à motorbike
Enrgue à energy
Ari à air
Nur à run 
II . PRE speaking
1.Preteach vocabulary
1 . (n) gar fine
2 . a cooking pot
3 . a bulb
4 . a faucet
2.Checking memory
3 . Set the scene
Rub out and remember dialogue
Nam : The water is running . What should we do ?
Lan : I think we should turn off the faucet .
Nam : What do you suggest ?
Lan : I suggest fixing the faucet .
Nam : Ok . Thai is a good idea .
4. Focus on Grammars
Suggestions
Response
-I suggest + Ving 
-I think we should .
-Why don’t we ?
-How about ?
-What about ?
-Let’s .. 
-OK
-That’s a good idea .
-All right .
-No , I don’t want to.
-I prefer to
-Let’s ..
 III . while speaking
1.Drills (Picture – cues drill)
 A :S1 :water /run
 S2 :Turn off the faucet
 S1: What / suggest
 S2: Fix the faucet
 B : S1: gar fire / burn
 S2 : turn off
 S1 :Shall we / fix .
 S2 : good idea .
C : S1 :radio / be on
 S2 :turn off
 S1 :I think / turn off
 S2 : OK
2.Pair work
IV . Post speaking
Role play
Ex :
S1 : The light doesn’t work . What should we do .
S2 : I think we should turn on it
S1 : That is a good idea .
V . HOMEWORK
Write it up
Ex : I think we should 
 I suggest ..
- Setting up the activities
- Asking Ss to go to the board and write the correct words
- Giving examples
- Beginning the activities
- Eliciting à Modelling à Checking meaning , pronunciation
*picture
*picture
*picture
*picture
- What and where
- Setting up the scene
- Making sistuations to introduce a new lesson by using picture a , Page 59
*What is it ?
*Is water running ?
“The water is running . the faucet maybe doesn’t work” 
- Putting the dialogue on the board
- Rubbing out and asking Ss to remember
- Asking Ss to practise speaking in pairs
- Asking Ss to write the dialogue again
- Monitoring and assisting
- Correcting and evaluating
- Presenting the grammar focus by elicitng from Ss 
*What do we say when we want to make suggestions ?
*How do we respond ? 
- Sticking the table of suggestions and responing on the board
- Asking Ss to practise speaking in pairs about the pictures , using the cues
- Running through the pictures and the cues
- Modelling 
- Asking Ss to practise speaking in pairs
- Monitoring and assisting 
- Correcting and evaluating
- Asking Ss to make suggestions and respond them , using the realia situations around the class 
- Giving examples
- Monitoring and assisting
- Correcting and feeding back
- Asking Ss to write some suggestions about to save energy 
- Giving examples
- Checking comprehension
- Taking part in the activities (Red and white)
- Listening and repeating in chorus à individually
- Copying 
- Listening and taking part in building the new lesson 
*a faucet
*Yes
- Listening and repeating in chorus à individually
- Working in pairs
- Listening and answering
*I suggest .
*I think ..
- Listening and repeating in chorus à individually
- Practising speaking in pairs
- Trying to speaking in pairs
- Playing the role in the class
- Copying
WEEK : 23
PERIOD : 45
DATE :
LESSON THREE : 
AIM : Listening to a text for details about news on solar energy .
OBJECTIVE : By the end of the lesson , students will be able to know more about solar energy by listening .
SKILLS : Listening – Speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
13’
17’
8’
2’
I . WARM UP
Shark attack
Energy :_ _ _ _ _ _ _
II . PRE listening
1.Preteach vocabulary
1 . (n) solar energy
2 . a source
3 . (adj) effective
4 . nuclear power
5 . solar panel
6 . install
2.Checking memory .
3.Set the scene
T/F prediction
(Part a , Page 60 )
 III . while listening
1.Check pre listening task
1 . T 2 . F 3 . F 4 . T 5 . F
2 . Fill in the sentences (Part b , Page 60 )
1 . effective
2 . pollution
3 . countries
4 . store
5 . roof
6 . instead
IV . Post listening
Discussion
The advantages of solar energy
Ex : It doesn’t cause pollution . .
V . HOMEWORK
Write it up
Ex : It doesn’t cause pollution . .
- Setting up the activities
- Asking Ss to guess the word by guessing the letters step by step 
- Giving examples
- Beginning the task
- Eliciting à modelling à checking meaning , pronunciation 
*explanation
*translation
 *synonym(result) 
*situation
*Translation
*synonym(setup)
- What and where
- Setting up the scene
- Making situations to introduce the new lesson by asking Ss some questions :
*Is solar energy important for life ?
“Yes , you are going to listen to the text about news on solar energy . Guess which is True and which is False”
- Asking Ss to guess which is True , which is False 
- Monitoring and assisting
- Asking Ss to listen to the tape and check pre listening task (1-2 times)
- Asking Ss to listen to the text again and fill in the sentences with the suitable information
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss in groups
- Giving examples
- Monotoring and assisting 
- Correcting and giving feedback 
-Asking Ss to write their ideas The advantages of solar energy
 - Giving examples
- Checking comprehension
- Listening and taking part in the activities
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*Yes
 - Guessing individually à comparing 
- Listening and and checking (individually à comparing) 
- Listening and finding out individually à comparing
- Writing down the answers on the posters in groups 
- Discussing in groups and then one of them to talk about their ideas 
- Copying
WEEK : 23
PERIOD : 46
DATE :
LESSON FOUR : 
AIM : Reading for details about saving energy .
OBJECTIVE : By the end of the lesson , students will be able to know more about North American and European countries save natural resources .
SKILLS : Reading – speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Shark attack
( ectricity )
II . PRE reading
1.Preteach vocabulary
1 . a category
2 . consumer
3 . (n) innovation
4 . (n) conserve
5 . (to) account for
2.Checking memory .
3.Set the scene
Guiding questions
Questions
Guess
1 . Do people in Western countries think electricity , gas , water luxury ?
2 . Do they want to save them ?
 III . while reading
1.Check pre reading task
1 . Yes
2 . Yes
2. Answer the questions
(Exercies b , Page 61)
3. Summary the passage 
Sentences 3
IV . Post READING
Discussion
Ex : We should turn off the lights before going out . .
V . HOMEWORK
Write it up
Ex : We should turn off the lights before going out . .
- Setting up the activities
- Asking Ss to guess the word by guessing the letters step by step 
- Giving examples
- Beginning the task
- Eliciting à modelling à checking meaning , pronunciation 
*Synonym(kind / rank)
*examples
*translation
*synonym(save)
 *translation
 - Rub out and remember
- Setting up the scene
- Making situations to introduce the new lesson by asking Ss to answer some questions :
*Is electricity necessary in life ?
*Should we save electricity ?
*How about other countries?
“Now , you are going to read the text about the electricity . Try to guess the answers for these questions”
 - Asking Ss to guess the answers for the questions
- Asking Ss to read the text and check what they guess
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to read the text again and answer the questions then play the game “Lucky numbers”
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to read the text again and choose the best summary for it 
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss what they should do to save electricity
- Giving examples
- Monitoring and assisting 
- Correcting and feeding back
- Asking Ss to write some sentenses about what they should do to save electricity
- Giving examples
- Checking comprehension
- Taking part in the activities
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*Yes
*Yes
*Saving
- Guessing in dividually à comparing 
- Reading and and checking
- Reading and trying to answer the questions
- Playing the games
- Reading and trying to do the exercises
- Discussing in groups then saying out 
- Copying
WEEK : 24
PERIOD : 47
DATE :
LESSON FIVE : 
AIM : Writing a speech about energy .
OBJECTIVE : By the end of the lesson , students will be able to write a simple speech .
SKILLS : Writing – Reading .
TEACHING AIDS : Pictures , posters , Cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Kim’s game
Detail , rule, money , enveronment ,collect , wastebasket , wastepaper , bicycle , tell , save 
II . PRE writing
1.Preteach vocabulary
1 . (to) separate 
2 . (adj) solid
3 . a draft
4 . a conclusion
5 . sheet
2 .Checking memory
3 . Set the scene
A . Part a 
1 – B , 2 – C , 3 – A 
B . Part b 
3 à 2 à 1
 III . while writing
Ex :
 Good morning , evry body . I am a member of groups 4 . Now , I am going to tell you about how to reuse paper .
..
IV . Post writing
Correction
V . HOMEWORK
Write it up
Ex : 
Good afternoon , .
 - Setting up the activities
- Asking Ss to try to remember the words on the board 
- Hiding the words and asking Ss to go to the board to write them again 
- Giving examples
- Beginning the task
- Eliciting à modelling à Checking meaning , pronunciation
*Mine
*examples
*synonym(a plan)
*Explanation
*Explanation
- Slap the board
- Setting up the scene
- Making situation to introduce the new lesson by asking Ss to do the Part a , Page 61 (Matching )
- Sticking a poster on the board , and eliciting 
- Monitoring and assisting 
- Correcting and evaluating 
- Asking Ss some questions : “How many parts of a speech are there ? / what are they ?”
- Asking Ss to read the Part b , and try to put the sections in the correct order to make a good speech 
- Monitoring and assisting 
- Correcting and evaluating 
- Sticking the poster of reusing paper , Page 61 on the board and running through them 
- Asking Ss to discuss and basing on the speech before to write an other speech about reusing paper 
- Giving examples
- Monitoring and assisting
- Asking Ss to say out the speech in the front of the class
- Correcting and feeding back 
- Asking Ss to write the speech about saving energy in the kitchen 
- Giving examples
- Checking comprehension
- Listening and taking part in the activities 
- Listening and repeating in chorus à individually
- Copying
- listening and trying to do the exercises in groups 
- Correcting
- Listening and answering
- Reading and try to do the exercises in groups
- Correcting 
- Listening and answering 
- Discussing so as to find the ways to write the speech in groups
- Telling about the speech in front of tha class 
- Correcting
- Copying
WEEK : 24
PERIOD : 48
DATE :
LESSON SIX : 
AIM : Further practice in connectives and phrasal verbs .
OBJECTIVE : By the end of the lesson , students will be able to use the connectives “and , but , because , or , so , there fore , however and some phrasal verbs accurately .
SKILLS : Reading - Speaking
TEACHING AIDS : Pictures , posters , Cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
20’
18’
2’
I . WARM UP
Revision
“Good afternoon , teacher and every body . Today n, I am going to talk about how to reuse paper . .”
II . activity one(lf1)
1.Presentation
Network
And but
connectives
2. Practice
and
but
because
therefore
or
so
and
however
III . activity two(lf2)
1. Prentation
Matching
Turn on 
Turn off
Look for
Look after
Go on
Môû
Taét
Tìm kieám
Chaêm soùc
Tieáp tuïc
2. Practice 
a . look after
b . go on
c . turn on
d . looked for
e . turn off
IV .homework 
Write it up
Ex : She eats and drink at home .
- Setting up the activities
- Asking Ss to talk about the speech they wrote at home
- Giving examples
- Beginning the activities
- Presenting the lesson by asking Ss to play the game “Net work”
- Giving examples 
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss some questions : “What od we use them for ?” 
- Asking Ss to read the L.F1 and try to choose the correct connectives in groups 
- Giving examples
- Monitoring and assisting
- Correcting and giving feedback
- Asking Ss to match the phrasal verbs to the Vietnamese meaning
- Giving examples
- Monitoring and assisting
- Correcting and evaluating
- Sticking the pictures and the sentences of L.F 2 on the board 
- Eliciting the pictures and the sentences 
- Asking Ss to put the phrasal verbs into the correct sentences , basing the pictures 
- Monitoring and assisting
- Correcting and giving feedback
- Asking Ss to use the connectives to write 5 sentences 
- Giving examples
- Checking comprehension
- Taking part in the activities 
- Listening and taking part in the game in groups ( A – B )
*Combine the sentences
- Reading and trying to do the exercises in groups , then writing down the answers on the posters 
- Sticking posters on the board and correcting
- Matching in groups 
- Listening and asnwering
- Doing the exercises individually à Comparing
- Copying