Giáo án tiếng anh 9 Trường THCS Xuân Đường

The second semester Week 20 Period 39 UNIT 6: The environment Getting started - Listen and read I. objectives: - By the end of the lesson, Ss will be able to know more about the environment problems and the solutions. II. language contents 1.Vocabulary: -garbage dump, deforestation, dynamite fishing, spraying, pesticides, provide, rock, spoil, disappointed,... 2.Structures: -Conditional sentence type 1. -Adverb clause of reason (as, because, since). -Adjective +that +clause. III. teaching aids. Lesson plan,text book,picture... IV.procedure Teacher’s aciviies Conent I Warm up Brainstorming : What makes our environment polluted ? -Asking Ss to answer: Gap - fill: - Having Ss fill in the gaps: Garbage dump; deforestation; air pollution; pesticide; dynamite - Giving feedback, correct and pre-teach vocabulary * Asking Ss to look at the pictures on page 47 and match: - Calling on some Ss to answer: * Geting Ss to give some problems of environment in theer village and in Viet Nam. Presentation (10’) Asking Ss some questions and present the lesson: +What are you doing to our environment? +What should you do to protect our environment? * Set the scene: "Mr Brown and some volunteer conservationists are going to clean the beach. What is each of them going to do? What does Mr Brown want to happen to the beach?" -Give Some questions: a,How many groups b,Do they work hard? 3. Practice (15’) Matching: - Asking Ss to listen to the tape and call on Ss to answer the questions above: -Having Ss listen again and find: - Explaining some new words - Calling on some Ss to answer in front of the class. -Giving feedback. * Answer the questions - Asking Ss to read the questions 1->5 and answer. - Calling on some pairs to answer before the class. -Listen and comment. * Present a new structure by asking the question 5: What will they achieve if they work hard today ? - Explain: If clause type1. - Getting Ss to find a sentence in the text: 4. Production (10’ Devide the class into 4 groups to discuss the questions 6,7. + (6) Have you ever done anything similar? If yes, what did you do? Where did you do it ? +(7) If the pollution continues, what might happen ? - Give feedback. . Consolidation (2’) R Repeat: *-Conditional sentence type 1. -Adverb clause of reason (as, because, since). - Adjective +that +clause - Man dirties the air with gases, smoke, poison to the water - Damages the soil with fertilizers, throw trash on the land and in the water . - Destroy animal . - Motor vehicles fill the air with noise . - Many trees are cut down Gap - fill 1___ is the process of removing the trees . 2. We have to take rubbish to the___ 3___ is chemical used for killing insects . 4. Vehicles make ___ in the cities 5. ___ is a powerful explosive . Key 1. deforestation : Sù ph¸ rõng 2. Garbage dump: B·i ®æ r¸c 3. Dynamite: ChÊt næ 4. Air pollution : ¤ nhiÔm kh«ng khÝ 5. Pesticide : Thuèc trõ s©u *Answer: getting started Picturre a : air pollution . Picturreb: spraying peticides Picturre c : garbage dump Picturre d : water pollution Picturre e : deforestation Picturre f : dynamite fishing We should save water/clean the school yard/street road . - We should plant trees/flowers - We shouldn't damage trees - We shouldn't throw trash on the street/in the country . ... etc ... Answer: a,There are 3 groups. b,Yes, they do. *Key a 1. Group1 - f) Walk along the shore 2. Group 2 - e) check the sand . 3. Group 3 - b check among the rocks . 4. Mr. Jones - a) collect all the bags and take them to the garbage dump 5. Mrs. Smith - c) provide a picnic lunch for everyone . 6. Mr.Brown - d) give out the bags. *Key b 1. The speaker is Mr. Brown. 2. The listeners are (members of) the volunteer consevationists . 3. They are on the beach . 4. They are going to clean the beach . 5. If they work hard today, they vill make the beach clean and beautiful again soon . 1.Conditional sentence type 1 If clause , main clause Simple present, Simple future *Key 6. We often . - Clean our living quarter . - Collect all the bags, trash and put them in a trash can - Sweep up school yard . - Plant more trees to keep fresh air . 7, If the pollution continues, + our world becomes a harmful place to live. + We will catch many serious diseases + the air will be polluted +our life will be affected + life on the earth will be destroyed ... 5. Homework.(3’) - Leant by heart some newwords. -Do excercise a,b, +4 in the notebook. - Prepare: Speak pPreiod 40: UNIT 6: The environment SPEAK I. objectives: - By the end of the lesson,Ss will be able to persuade their friends to protect the environment. II. language contents 1.Vocabulary: - exshaust fume, prevent, reduce, wrap,... 2.Structures: *Expressions: -I think you should.... -Why don’t you... -How about/What about... IIi. teaching aids. Lesson plan,text book,picture... Iv.procedure 1. Warm up(5’) : Teacher ‘s activities Content 1.Warm up Matching:What is it? * Brainstorm: What should (not) we do to protect the environ ment? 2. Pre-speaking * Task 1 ; Explain new words -Checking vocabulary. “Slap the board” * Getting Ss to read expression to persuade their friends to protect the invironment - Checking their reading. T: If you want to persuade your partner to Huong pagoda, what will you say ? 3.While-speaking(15’) : * Letting Ss read the example. - Asking Ss to make a similar dialogues. - Calling on some pairs to speak in front of the class. * Letting Ss read the example. - Asking Ss to make a similar dialogues. - Calling on some pairs to speak in front of the class. Getting Ss to look at the Questionnaire What is the questionaire about ? -Teacher goes round the class and help them. -Giving feedback. 4. Post-speaking(10’): * Asking Ss to dicuss to find the best way to protect the environment. - Calling on 2 Ss to read the dialogue (c). -Letting Ss make a similar dialogue. -Calling on some Ss to speak in front of the class. 5. Consolidation (2’) Repeat: *Expression to persuade the friends to protest the invironment .6. Home work.(3’) - Leant by heart some newwords. -Do excercise 4 in the notebook. - Prepare: Listen 1. Crops are sprayed with it 2. You can put your rubbish in it 3. We can't breathe without it 4. It's a powerful explosive 5. We must put it in a rubbish bin a. garbage dump b. air c. Pesticide d. dynamite e. trash *Should - Keep water clean - Plant more tree - Collect trash ... *Shouldn't - Throw trash in the sea, river . - Recycle cans, bottles and paper ... *New words: exhaust fume: Khãi tõ c¸c ®éng c¬ . prevent (v):ng¨n chÆn reduce (v):gi¶m, lµm gi¶m. wrap(v):bao bäc leaf (v):chiÕc l¸. *Expression to persuade their friends to protect the invironment. -I think you should... -Won’t you... It would be better if you... Can you persuade you to... Why don’t you... Why not... What about... How about... *Suggested answer: * save paper? write on both sides of the paper; recycle used paper . * use fewer plastic bags ? save plastic bags, clean and reuse them; use cloth bags; not buying products which are overpackaged; use tree leaves to wrap food . * reduce water pollution ? don't throw waste and garbage into streams, lakes, and even oceans; keep the water clean; don't kill fish . * prevent littering ? discard/throw garbage in waste bins . * reduce air pollution ? Use fewer private vehicls don't release pollutants into the air . * reduce the amount of garbage we produce ? try to reuse and recycle things (bottle, cans, old shoes, sandals, glass); garbage to make fertilizer; vegetable matter to make animal food. Example S1: I think we should do sth to protect the environment . S2: How can we do that? S1: We can use fewer plastixc bags. We should use tree leaves to wrap food . S2: What about using cloth bag? S1: That's a good idea . etc ... Period 41 UNIT 6: The environment Listen I. objectives: - By the end of the lesson,Ss will be able to know more about the environment problems and the solutions. II. language contents 1.Vocabulary: -Review. 2.Structures: *Conditional sentence type 1. IIi. teaching aids. Lesson plan, text book, tape, casette,... Iv.procedure 1.Warm up(5’) : Teacher’s activities Content 1.Warm up * Jumbled words. 2. Pre – listening(10) * Getting Ss to discuss in groups: “What make our oceans polluted?” - Giving some informations: raw sewage : . +Checking vocabulary: “What and where” *Task 1 : True - False prediction - Hanging the small board and ask ss to guess the answers. 3. While – listening(15’) Asking Ss to listen to the tape and check their answer True - False - Calling on some Ss to give theie answer. -Letting Ss listen to the tape again and fill in the blankets: Geting Ss to compare their answers with the partners. - Asking Ss to listen again and give feedback . o l p l u o n t i ® Pollution air land water pollution pollution pollution stream; sea; lake; ocean; river oil . - waste materials - garbage - factory wastes - raw sewage - oil spill True or false 1. People pump raw sewage directly in to the sea. 2. Every year, ships drop about 16 million tons of garbage in to the sea 3. Oil spills ftom ships don't kill marine life . 4. Factories let waste materials run into the river . 5. Oil which is washed from the land doesn't pollute the ocean *Key 1. T 2. F 3. F 4. T 5. F *Key : Secondly: garbage is ... Thirdly: ......... come from ships at sea Next: Waste materials come from factories . Finally: Oil is washed from the land . *Tape transcript: Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes from people. Firstly, there is raw sewage, which is pumped directly into the sea. Many countries, both developed and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leaks from the vessel. This not only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from the land. This can be the result of carelessness or a deliberate dumping of waste . 4. Post – Listening(10’) : Ask Ss to asnwer the question: “What should we do to protect our ocean ?” - Call on Ss to answer 5. . Homework.(3’) Leant by heart some newwords. -Do excercise 2 in the notebook. - Prepare: Read. *Suggested answers: - shouldn't pump raw sewage in to the sea . - shouldn't drop garbage in to the sea . - clean the beach very often. - don't kill fish by electricity . - prevent spilling oil Period 42 UNIT 6: The environment Read I objectives: - By the end of the lesson,Ss will be able to understand a poem about the environment. II. language contents 1.Vocabulary: -junk-yard, treasure, helge, nonsense, foam,... 2.Structures: *Review:The future tense. III. teaching aids. Lesson plan, text book, tape, casette,... Iv.procedure Teacher’s activities Content 1. Warm up(5’) : * Matching: 2. Pre – reading(10’) : Chatting : Do you like reading poem ? Having you ever read an English poem? We are going to read a poem about the environment. Setting the scene: "A mother and her son are having a picnic in a park. The son sees that the place is polluted" Guiding questions: +What does he ask his mother about? +What does the mother think about pollution? While – reading(15’) Asking Ss to read the text and do excercise (a). Letting Ss read the poem louder in te class and giving feedback. Grammar awareness - Asking Ss to find a conditional type 1. Answering the questions - Getting Ss to ask and answer the questions 1,2,3. - Calling on some pairs to answer. Asking Ss to discuss the questions 4,5,6 - Giving feedback 4. Post – reading(10’) : Discussion 1. Do you like the Mummy in the poem? why (not)? + Does she protect the environment? + Should she tell her son to throw the soda bottles over the hedge ? + Do you think the same ? + Is mother right when she think so ? 2. Who is polluting the environment every? And who should keep the environment unpolluted ? * Moral lesson . 5. Consolidation (2’) Repeat: To protect the environment. The conditional type 1. 6. Home work.(3’) Leant by heart some newwords. -Do excercise 5 in the notebook. - Prepare: Write. A 1. environment 2. pollution 3. garbage dump 4. sewage a) a place to put our rubbish b) the air, land and water around us c) water from factories towns folowing to special pipes d) dirty air, land and water . (1b, 2d, 3a, 4c) . *Key a 1. junk-yard - c) a piece of land full of rubbish 2. end up - g) reach a state of 3. treasure - f) valuable or precious things 4. foam - e) mass of bubbles of air or gas 5. stream - d) a flow of water 6. hedge - a) a row of things forming a fence 7. folk - b) people . *Keyb 1. If the pollution goes on, the world will end up like a second-hand junk-yard . 2. The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her and her son . 3. If the boy keeps on asking such questions, his mother will take him home right away . 4. No. Because he is right: if he throws the bottles that will be polluting the woods . 5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution/stopping pollution . 6. We should put the bins around the- school yard/pick up the garbage and throw it in to a trash bin. - We shouldn't litter on the ground. - We always keep the house, the yard tidy and green .... *Suggested answers: 1. Idon't like the Mummy because she tells her son to throw the soda bottle over the hedge . - She doesn't keep environment clean ... 2. Man is polluting the environment. And everybody should keep the environment unpolluted Moral lesson . 1. We should keep and make the world abetter place to live 2. Please keep our environment clean, we will live a happier and healthier life. Period 43 UNIT 6: The environment write I. objectives: - By the end of the lesson,Ss will be able to write a complain letter with the right format and language. II. language contents 1.Vocabulary: -complain, truck, refrestment, fly, response, break,... 2.Structures: *Review: III. Teaching aids. Lesson plan, text book, IV.procedure Teacher’s activities Content 1. Warm up(5’) Hang the small board a complain letter. - How many parts are there ibn a complaint letter? - What are they ? - What will we write in section "Situation, Complication, Resolution, Action, Politeness"? Pre – writing(10’) * Set the scene:t "Mr: Nhat wrote a complaint letter to the director of L&P" Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriate letter : S, C, R, A, or P. Ask Ss to rearrange the letter in order. - Call on 1 St to read the letter. Letting Ss read the section (b)and explain some new words. -Checking vocabulary. “Rub out and remember” Asking Ss some questions: 1. What do people do in the lake behind your house these days ? 2. What makes you worried? 3. What suggestion do you want to make? Having Ss write a outline: 3.While – writing(15’) : Ask Ss to write a letter individually. - Get ss to compare their answers with the partners. +A complaint letter has five sections +They are Situation, Complication, Resolution, Action, Politeness Key Dear Sir/Madam, Iwould suggest that your company should tell your drivers to clear up all the trash on the ground before leaving I am writing to you about the short stop of your trucks around my house on their way to the north. I look forward to hearing from you and seeing good response from your company . When the trucks of your company have a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment. When the trucks leave the place, th ground is covered with trash and a few minutes later there is smell and flies . Faithfully Tran Vu Nhat *New words float (v) : surface (n): frog (n): toad (n): local authorities (n): prohibit (v) Answer: 1. They begin to catch fish . 2. A lot of small fish died and floated on the water surface. other animals such as frogs and toads, and even birds have also died from electric shock waves. This pollution affects those people who eat fish 3. I want the local authorities to prohibit and fine heavily anyone catching fish in this way.Outline . S: Problem of fish catching in the lake C: use electricity to catch fish . - fish: died, floated . - frogs, toad, birds died from electric sock waves . R: local authorities should prohibit and fine heavily . A: - see good responses from the local authorities . - see the protection of environment from the local authorities . P: Faithfully/sincerely (signature, name) . Write a letter individually. - Compare their answers with the partners. *Suggested writing: Dear Mr President, I am writing to you about the problem of fish catching in the lake behind my house . I am very worried because people use eletricity to catch fish. I think it's very dangerous. After a short time they left the lake, alot of small fish died and floated on the water surface. Other animals such as frogs, toads and even birds also died from electric shock waves . I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish . I look forward to seeing your resolution to this important matter Sincerely 4. Post – writing(10’) : Call on 1 student to read the letter.Teacher listens and comments. * Give a compain letter and ask Ss to devide a letter into 5 sections 5. Consolidation (2’) Repeat: Some words and a complain letter. 6. Home work.(3’) Leant by heart some newwords. -Do excercise 3,4 and write the letter in notebook. - Prepare: languag focus. Dear Madam, I bought a hair - dryer at your branch in "Ngoc Ha shop" last week. I am afraid I didn't keep the receipt and I threw away the box and the guarantee. When I opned the box I found it was wrong color, I had asked for pink and it was blue. I didn't take it back to the shop because I was too busy. I decided to keep it. When I plugged it, it blew up. The switch was on 110 volts, and it should have been on 240 volts. Anyway, the dryer is completely useless. I would send it to you and please exchange it for me or refund my 55000VND . I look forward to hearing from you and seeing you and seeing your good service . Your faithfully NguyÔn Minh Period 44. UNIT 6: The environment language focus I. objectives: - By the end of the lesson,Ss will be able to use adjectives and adverbs to make sentenses with adjectives +that clause and conditional type 1. II. language contents 1.Vocabulary: Assignment, sigh,... 2.Structures: *Review: - Adj and adv. - Adj +that clause. - Conditional sentense type 1. - Adverb clauses of reason (as, because, since). III. teaching aids. Lesson plan, text book, IV.procedure 1. Warm up(5’) : 1. Warm up(5’) : Pelmanism - 2. Practice : "Adjectives and adverbs"(10’): Activity 1: Repeating the use, form of adverbs of manner by asking questions: +How are adverbs formed? What do we use adverbs for? - LetTING Ss read the example (a) and do ex 1 in the book. l¹i . *Activity 2: ADJ -Asking Ss to look at the picture (a) in ex 2 and present : “Ba stayed up late watching TV, so he is tired now ® Ba is tired because /as/ since he stayed up late watching TV.” - Presenting adverb clause of season. - Having Ss do ex 2:matching. - Calling on some Ss to answer before the class. - giving feedback. Activity : adjective + that clause(10’) -Repeating the struture Adjective + that clause, - Asking Ss to read the eg (a) in ex 3 on page 55 and do ex. - Getting Ss to compare their answers with the partners. -Calling on some Ss to answer. Activity conditional sentences: type 1 -Asking Ss to repeat the use of the conditional sentense type 1. - Getting Ss to do ex 4: - Calling on some Ss to answer. - Giving feedback * Setting the scene ex 5 and ask:: - What will happen if the rice paddies are polutted? - Asking Ss to do ex in pairs. - - Listening and correcting. 5. Consolidation (2’) Repeat: -Adj and adv. -Adj +that clause. -Conditional sentense type 1. - Adverb clauses of reason (as, because, since). Extreme Extremely Good Well Happy Happily Sad Sadly Slow Slowly +Form. Adj +ly =Adv E.g: extreme -> extremely good ->well happy ->happily sad ->sadly slow ->slowly +use: *Key 1 a. extremely . b. slowly c. sadly d. happily e. well Adverb clause of season. *Key 2 b. I have a broken leg because/as/since I fell over while Iwas playing basketball. c. I'm going to be late for school because/since/as the bus is late d. I broke the cup because/as/since I was careless e. I want to go home because/as/since I feel sick f. I'm hungry because/since/as I haven't eaten all day.*Key 3 b. Mrs Quyen: When are you going on vacation with your family, Sally? Mrs. Robinson: Tomorrow, I'm excited that I can go to Da Lat this time . c. Lan: I'm sorry that I broke your bicyle yesterday . Tien: Don't worry. I can fix it . d. Liz : I forgot to tell you Iwas going to Lan's place . Mr. Robinson: I'm disappaoinnted that you did not phone me about it . e. Miss Lien: Congratulations ! Nga : Thanks. I'm amazed that I could win the first prize Conditional sentences: type 1 If clause main clause Present simple, future simple Ex: If I have free time, I will come to see you *Key 4 1- e 2 - a 3 - c 4 - d 5 - b *Key 5 b, If we go on litering, the environment will be come seriously polluted. c, If we plant more trees along the streets, we will have more shade and fresh air. d, If we use much pesticide on vegetables, the vegetables will become poisonous and inedible. e, If we keep our on environment clean, we will live a happier and healthier life .6. Home work.(3’) - Leant by heart some newwords. -Do excercise in language focus in the notebook. - Prepare: Unit 7. Period 45 UNIT 7: saving energy getting started - listen and read I. objectives: - By the end of the lesson,Ss will be able to understand the dialoge and about the ways to save energy. II. language contents 1.Vocabulary: Water bill, enormous, crack, pipe, dripping faucet,. 2.Structures: -Suggest +V_ing. -Suggest +S +should +V -Get sb to do sth II. Teaching aids. Lesson plan, text book,tape, cassette,... IV.procedure 1. Warm up (5’) Teacher’s activity Content 1. Warm up (5’) Net work: * Asking Ss to look at the pictures in “Getting started” and ask some questions: + Is the TV on? +Who is watching TV ? +Who is listening to the radio? +Should we turn the TV off? +What should we do to save energy? - Get Ss to discuss the question: "What should they do to save energy? Calling on some Ss to answer. * Asking Ss: - What should we do before leaving classroom? - Should we turn off the fan/light ? Presentation(10’) Asking Ss to listen to the tape "listen and read" and answer the questions: Who are talking in the conversation? What are they talking about? * Pre-teach vocabulary. * Vocabulary game: “Jumbled words” . lepumrb ® plumber carck ® crack orouesmn ® enormous ..... * Letting Ss listen again and ask Ss question to present a structure: - What does Mrs My suggest Mrs Ha doing ? Practice(15’) : Asking Ss to read the dialogue in pairs. - Call on some pairs to read the dialogue in front of the class. * Getting Ss to do ex True - False . -Calling on some Ss to answer. *Comprehention: Having Ss work in pairs to answer the questions: -Asking Ss to compare their answer with their partners. -Calling on some pairs to answer. -Giving feedback. . Production(10’) Discussion. What should we do to save water ? * Word cue drill suggest + V-ing . 1. turn off/li