Giáo án Tiếng Anh 9 unit 6: The environment

AIMS By the end of the lesson, students will be able to: + know more about the environment problems and the solutions.. AIMS By the end of the lesson, students will be able to: - Persua

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Week: 19

Period: 37 UNIT 6: THE ENVIRONMENT

TD:

I AIMS

By the end of the lesson, students will be able to:

+ know more about the environment problems and the solutions.

+ read and answer the questions in the textbook

II PREPARATION

- Teacher: text book, sub- board, tape, cassette player, pictures

- students: prepare the lesson at home

III TECHNIQUES: pairs, elicit, individually

IV TEACHING AIDS: textbook, sub- board, tape, cassette player, pictures.

V PROCEDURE

1 Checking attendance

2 Check the previous lesson

3 New lesson

1.Getting started

Asking Ss some questions

-How many students are there?

- Are you happy today?

- - Do you want to play a game?

-Having Ss to close their books and

introduce themselves

- Let’s play a game!

Ss do and introduce (6 groups & 2teams)

a New words:

Environment (n) Water pollution(n)

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- Introduce the rule of the game: What

is this word, has 7 letters? This is a

thing that makes our environment

polluted

You can choose any letter to fill the

blanks

If you the correct word, you get 1 mark

If not, you must remove 1 mark (step)

 T correct & commend the team win

-Garbage makes our environment

polluted

Now tell me, what makes it polluted?

 Give out the lesson

2 Presentation:

-pictures to teach words  they cause

“pollution”

-Asking Ss to repeat( twice)

(choral- individual)

-Have Ss copy down new words

- To remember words do exercise in

Getting started / page 47 ( without

looking at books)- work in pairs (1

minute)

Garbage (n) Dynamite (n) Dump (n) Spray (v) Deforestation (n) Pesticide (n) Air pollution (n) Sewage (n) Pollute (v) polluted (a) pollution(n) -Ss read words

b Match these environmental problems

to the pictures

 It’s beach / sea

 Yes, it is

 No, we can’t

 Collect the garbage/ trash/ rubbish

 It’s Mr Brown

 Garbage, environment, pollution… -Looking at the books to read

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-Correct and cite Ss.

-Using pictures and ask Ss

Where is it?-It’s pure and beautiful

beach

Do you like swimming?

 Garbage makes the environment

dirty

Can you swim there?

What do you do to make it clean?

Now, listen and answer my questions

? Who is talking? > T introduces

? What does he mention?

-Asking Ss to reread the reading

silently to get information and find

difficult sentences

- Explains the Grammar (ask

questions)

- Have Ss copy down

- What do Mr Brown share the work

to the volunteer conservationists? > Do

exercise a/ page 48( work in small

group)

2 Listen and read

a Match the name in column A with the tasks in column B Then writethe full sentences.

1 f: Group 1 walks along the shore

2 e: Group 2 checks the sand

3 b: Group 3 checks among the rocks

4 a: Mr Jones collects all the bags and takes them to the garbage dump

5 c: Mrs Smith provides a picnic lunch for everyone

6 d: Mr Brown gives out

Ss read again

b Answer:

1 It is Mr Brown

2 They are (members of) the volunteers conservationists

3 They are on the beach

4 They are going to clean the beach

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

 Yes, I have / No, I haven’t

-collect the rubbish/ trash, take them to the garbage bins

- clean my house/ class/ school- yard/…

The environment around us won’t be good It will be harmful to our health 

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-Get Ss to copy down.

? Do you understand the reading?

Let’s discuss some questions in

exercise b/ page 48 (group work)

- Asking Ss to correct

-Have Ss copy down

? Have you done anything similar? If

yes, what did you do? Where did you do

it?

(pictures)

? If the pollution continue, what might

happen?

3 practice

Asking Ss to look at 2 VD clip &

answer

? Is VD clipping 1 human effects or

natural

Cause disease (Cough……)

Ss look at 2 VD clips

 It’s human effect

*Human effects *Natural Disasters -Deforestation - Storm

- Dust - Volcanic Eruption

- Garbage - Tidal wave = -Smoke Tsunami

-Sewage - Flood -Bomb

 Don’t throw garbage Should take them in the garbage bins/ …

Ss take notes Whole class sing and follow the song

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Then write out these things in 2

columns

(flash cards)

Give Ss to look at VD clips again to

correct ( Ss read these words)

4 Consolidation

* Natural disasters are difficult to avoid I think, people themselves cause

Examples: cut & fire the trees/ forest / Waste a lot of rubbish

 So we must protect our environment and make it clean& beautiful

What should we do?

 Remember:

5 Homework

- Practice at home

- prepare: speak

6 Change

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Week: 19

PD: Speak

TD:

I AIMS

- Persuade their friends to protect the environment

II PREPARATION

- Teacher: text book, sub- board

IV TEACHING AIDS: textbook, sub- board

V PROCEDURE

3 New lesson

1 pre- speaking

Jumble words

Divide the class into two teams

.Ss from 2 teams go to the board and

write the correct words

The team which writes more

correct words first wins the game

1 Uaderpse = persuade

1.New words:

Prevent(v) Reduce(v) Wrap(v) Faucet(n) Leaf(n)

2.Form:

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2 Bearogg = garbage

3 Roderpvi = provide

4 Lupolilion = pollution

5 Duproce = produce

1 While- speaking

- Ask Ss to complete the expressions

in column A by using one of the lines

in column B

- Have Ss match the lines in column

B with an expression in column B so

that they have sentences

2 post- speaking

Students talk about what they think

about the Internet

o I think you should…

o Won’t you…

o It would be better if you…

o Can I persuade you to

o Why don’t you……

o What\How about +V-ing…

3.Answer:

a I think you should recycle used paper, newspaper

b How about cleaning and reusing them

c It would be better if you don’t throw wastes and garbage bin into streams, Lake or river and even Ocean

4 Consolidation

- How to persuade their friend to protect the environment

5 Homework

- Practice at home

- prepare: read

6 Changes

+ V-ing

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………

Week: 20

PD: Listen

TD:

I AIMS

- Listen to a report and then complete the note

II PREPARATION

- Teacher: text book, sub- board, tape, cassette player

IV TEACHING AIDS: textbook, sub- board, tape, cassette player

V PROCEDURE

3 New lesson

1 Pre- listening

- Gets students to make a list of

things that make the oceans

polluted

- Teacher introduces some words

in the typescript

a task 1: How many reasons that make

Pollutio n

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2 while- listening

a task 1:

- students listen to the tape

- gets feedback

- listen and check

b task 2

- listen to the tape

- gets feedback

- Listen and check

c task 3

- gets feedback

- listen and check

d task 4

- gets feedback

- listen and check

3 post – listening

How to prevent pollution?

the oceans polluted does the speaker mention?

b task 2

Write down the second reason that makes the oceans polluted

c task 3: Where does the oil spill from?

d task 4: What are the two last reasons

that make the oceans polluted?

4 Consolidation

- list the five reasons that make the oceans polluted

5 Homework

- Listen at home

- prepare: read

6 Changes

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………

Week: 20

TD:

I AIMS

- Understand a poem about the Environment

- Know what to do to protect the environment

II PREPARATION

III TECHNIQUES: pairs, elicit, individually, groups.

V PROCEDURE

3 New lesson

1 pre- reading

T asks some question about poetry

1 Do you like poetry?

2 Which poem do you like best?

3 Name some poems that are your

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4 Do you think it is easy to

understand a poem?

2 While- reading:

* Pre-teaching vocabulary

− T uses explanations, translation,

visual and picture to explain new

words

− Ss repeat new words after the T’s

modal

*Pre – Questions:

Give Ss 2 Qs and ask them to answer

before reading the poem

*Read and checking

Have Ss read the poem and check their

answer

Ask Ss to practice asking and answering

the Qs in pairs

*Matching:

Have Ss practice guessing the meaning

of the words by matching each words in

column A with an appropriate

explanation in column B

Comprehension questions:

*Comprehension questions:

Get Ss to work in pairs to answer the

1.New words:

o Junk yard(n)

o Treasure (n)

o Hedge(n)

o Nonsense(n)

o Foam(n)

2.Pre-Qs:

− Who are the people in the poem?

− Where are they?

3.Answer the Qs:

a The mother and the son

b They’re in the park/woods

4.Matching:

1c 2g 3f 4e 5d 6a 7b

5.Answer the questions:

1.The world will end up like a second junk yard

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T check some pairs

T give feedback and corrects

1 post- reading

Divide the class into 4 groups and

discuss the Q what could you do in your

school/house to minimize pollution?

2 She thinks other folk pollute the Environment but not her or her son

3 She’ll take him home right away

4 No, because she is right

5 The poet wants us to learn that everyone is responsible for keeping the environment from pollution

4 Consolidation

- How to protect the environment

- What could you do in your school/house to minimize pollution?

5 Homework

- Practice at home

- prepare: write

6 Changes

………

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Week: 21

TD:

I AIMS

- write a complaint letter

II PREPARATION

V PROCEDURE

- New words

- How to protect the environment

3 New lesson

1 pre- writing

− Ask Ss to find out the verbs

beginning with the letters that

Teacher gives

− Divide the class into 2 groups

− The team which finishes first gets

• Parts of a letter

- heading

- opening

- body of the letter

- closing

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one mark.

Ex: T: S

S: Study

*Pre-teaching Vocabulary:

− T uses translation, picture to explain

new words

− Ss guess the meaning

− Ss repeat new words after T

* Ordering

− Ask Ss to keep their books closed

provide Ss five sections of a

complaint letter

− Get them to put the sections in a

correct order

− Have Ss read the letter on page 52

− Ask Ss to work in pairs to arrange

the letter

2 While- writing

− Ss read the production 6b on page

53

− Ask some Qs to make sure the Ss

know what they have to write

− Ask Ss to write the letter

individually

− Get Ss to share with their partners

and correct if possible

• Parts of a complaint letter

- heading

- opening

- body of the letter + Situation- States the reason for writing

+ Complication- Mention the problem + Resolution- Makes a suggestion + Action- Talk about future action

- closing

Dear Mr President,

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3.post- reading

- Move around the class and help

- Call on some Ss to read aloud their

letter

- Give feedback, correct some letters

before the class T can write the

mistakeson the board and correct

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

These days, there have been a lot

of people coming here to catch the fish The problem is that they use electricity

to catch fish This way, I think, is very dangerous Right now, if you come here, you will realize a lot of fish, small or big, are floating on the surface of the lake There are also some other animals such as frogs, toads and small birds are killed by electric sock wave

I would suggest that you should prohibit people from catching fish here

If not, I’m afraid all of the fish in the lake will be killed in the near future

I look forward to seeing your resolution to this important matter

Yours sincerely,

4 Consolidation

- How many parts are there in a letter?

- How many parts are there in a complaint letter?

5 Homework

- Practice at home

- prepare: language focus

6 Changes

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Week: 21

Period: 42

PD: UNIT 6: THE ENVIRONMENT

TD: Language focus

I AIMS

- Use the Adjectives and adverbs to make sentences with Adjectives + that +Clause

- Revise conditional sentence (type I)

II PREPARATION

V PROCEDURE

3 New lesson

1 Act 1: Adjective and Adverbs

- Teacher reviews how to make an

adverb from an adjective

- give them some special cases

- Students work in pairs: change the

given adjective into adverb

- Write their answers on the board

Adv= adj+ ly

Ex: careful- carefully beautiful- beautifully

• Note

- Nếu tính từ tận cùng là “y” thì phải đổi “y” thành “i” rồi mới thêm “ly”

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- Use the adverb to complete the

sentences

- Read their answer aloud

- Remark and correct

2 Act 2: Because/As/Since+ S +V

- Teacher explains the usage of the

structure

- Students work in pairs: combine

the sentences using

because/as/since

- Write their sentences on the board

3 Act 3: S + be+ adjectives+ that+

clause

- teacher explains how to use this

structure

- students work in groups: complete

Ex: happy- happily

- good- well

- một số tính từ tận cùng là “ly”: silly, friendly, lovely, lively, likely……

EXERCISE 1

- good-well

- happy- happily

- sad- sadly

- slow- slowly

EXERCISE 2

a Nam has a broken leg because he fell over while he was playing basketball

b Lan is going to be late for school

as the bus is late

c Hoa broke the cup since she was careless

d Mai wants to go home because she feels sick

e Nga is hungry as she hasn’t eaten all day

EXERCISE 3

a I’m excited that we are going to Dalat

b I’m sorry that I break your bicycle

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the dialogues

4 Act 4: conditional sentence(type

I)

- teacher reviews the form of

conditional(type I)

- Students work in pairs: match

column A with column B

- Read their answer aloud

- Work in groups: complete the

sentences

c I’m disappointed that you did not phone me

d I’m amazed that I won the first price

EXERCISE 4

a Matching

1- e 2- a 3- c 4- d 5- b

b complete the sentences

a … rice plants will die

b…….the environment will become seriously polluted

c …….we will have more shade and fresh air

d…… the vegetables will become poisonous and inedible

e…….we will live happier and healthier

4 Consolidation

- Adjectives and adverbs

- Since / as / because

- adj+ that clause

- Conditional sentence

5 Homework

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