Tiến Anh 9 HK2

Warm up :5’ Teacher’s and Students’ activities Content of the activities Activity 1 : Getting started T: lead into the lesson with some questions Ss: listen and think to answer T: ask ss

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Häc kú IIPeriod 37 Teaching date : 02/01/2009

Unit 6 : The environment

A objective :

1, Knowledge: By the end of the lesson , Ss will be able to know the topic of the Unit

and they will know some environmental problems being

2, Skill : Listening, Speaking and Reading

B teaching aids:

- Pictures, tapes, chalks and book

c procedure:

1 Warm up :(5’)

Teacher’s and Students’ activities Content of the activities

Activity 1 : Getting started

T: lead into the lesson with some

questions

Ss: listen and think to answer

T: ask ss to look at six pictures and

explain some word phrases given to

describe the environment

Ss: listen and note down

T; ask ss to match the environmnetal

problems with the suitable pictures

Ss: listen and do as the request

T: call ss to give out their matching

Then remark and give correct asnwers

T: ask ss to give more environmental

problems that they know before the

class

Ss: think to do

+ What do you think of the environment nowadays ?+ What do you do to keep the environment clean ?

* Now there are some environmental problems given You will match each one with the picture in the book

a) air pollutionb) spraying pesticidesc) garbage dump d) water pollution

e) deforestation f) dynamite fishing

2 Presentation: (25’

Activity 2 : Listen and read

T: lead into the passage

Ss: listen * As you know the environment is being polluted So “What do you do

solve this proble and to keep the environment clean ?”

+ cleaning the school yards/ streets/

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T: play the tape for the first time.

Ss; listen

T: show some new words from the

passage

Ss; listen an note down

T: ask ss to read the passage in silence

and think to do the first task

Ss: listen and think to do the task

T: call ss to give their answers

Ss: raise the hand to do

T: call others to remark and then give

the correct answer

Ss: listen and note down the correct

answers

T: help ss know how to form and use

the conditional sentence type 1

Ss: listen carefully

T: ask ss to read the passage again in

silence to answer the questions given

Ss: read in silence and think to answer

the questions given

T: call some ss to answer the questions

before the class

T: call others to remark and give the

correct answers

Ss: listen and note down the correct

answers

roads/ …+ planting trees/ flowers+ collecting trash

so on …

* New words : + conservationist

+ shore + sand+ rocka) Match the names in column A withthe task in column B

1 f 2 e 3 b

4 a 5 c 6 d

* Conditional sentence type 1 :

If + simple present, simple future.Eg:

If we work hard today, we will make this beach a clean and beautiful place

b) Answer questions :

1 The speaker is Mr Brown

2 The listeners are some volunteer conservationists

3 They are on the beach

4 They are going to clean the beach

5 If we work hard today, we will make this beach a clean and beautiful place again

6 + 7 ( students answer themselves )

3 Consolidation:(13’)

T: call ss to read the apssage aloud before

the class

Ss; raise the hand to do

T; call someone to translate the passage

into vietnamese

4 Homework:(2’)

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T: ask ss to write something about the environmental pollution Prepare the next lesson “ Unit

6 : speak”

D remark :

Period 38 Teaching date : 07/01/2009

Lesson 2 listen & speak

a objective :

1, Knowledge: By the end of the lesson , Ss will be able to persuade others to agree

with them about the environmental pollution and persuade others to something

- Ss will be able to develop their listening to a passage about the pollution of oceans in

order to fill in the information table Understand the main ideas of the lesson

2, Skill : Listening and Speaking

- Pictures, chalks and book

c procedure:

Warm up :(2’)

T: greet and call some ss to retell some

environmental problems

T: call one student to say what they

should do to protect the environment

* Who can say some environmental problems before the class

* What should you do to keep the environment clean ?

Pre- speaking: (8’)

T: divide class into small groups and

ask them to discuss about what they

should do to protect the environment

Ss: listen and work in group to discuss

T: call some ss to present their ideas

before the class

T: lead ss to the table and then give

some new words from it

* Work in group to discuss :What you should do to protect the environment ?

* Now look at the activities given in the table as suggestion to persuade

+ wrap+ banana leaves+ disolve

+ reduce+ exhaust fume

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T: ask ss to revise the phrases used to

persuade someonewith examples given

Ss: listen carefully * Phrases used to persuade others( in the book on page 49 )

T: explain the next task And ask ss to write

the possible answers to the questions given

T: after ss finish, ask them to work in pair to

ask and answer in order to persuade the

other to do something

Ss: work in pair to do

T: call some piars to present before the

class

T; remark and correct the mistakes if they

have made

Ss; listen carefully

a) Practice persuading others :

b) Find the possible answers to the questionaire

+ discard / throw garbage in waste bins

+ use fewer private vehicles and don’t release pollutants into the air

+ try to reuse and recycle things

Post ’ speaking:(7’)

Teacher’s and Students’ activities Content of the activitiesT: request ss to work in group again to make

the list of things they should do to keep the

environment clean and beautiful

Ss; listen to the guide and work in group to

make the list

T; call the representative of each group to

present the class

* Work in group to make the list

of things you should do to keep the environment clean and beautiful

2 Pre- listening: (5’)

Teacher’s and Students’ activities Content of the activitiesT: introduce the topic of the lesson

T: ask ss to look at the table and guess the

* Now you will listen to a passageabout the causes of the oceanic pollution Listen and find out those causes

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causes of oceanic pollution

T: give some new words from the passage

Ss: listen and note down new words

* New words : + raw sewage + be guilty of :+ ship

+ oil spill+ leak+ vessel + marine + deliberate

3 Listening: (7’)

T: call ss to give their guessing Then play

the tape twice

Ss: listen and fill in the gaps in the table

T: call ss to give out their filling Call

others to reamrk

T; play the tape again to remark and give

correct answer

Secondly : garbage is …Thirdly : … come from ships at sea

Next : Waste materials come fromfactories

Finally : Oil is washed from the land

4 Post ’ listening:(6’)

T: ask ss to work in group to discuss what

they should do to save the oceans and

marine life

Ss: work in group to discuss

T; call some representative of each group

to present before the class

T; remark and then correct th mistakes

* What shold we do to save oceans and marine life ?

+ Don’t catch fish with dynamite+ Don’t litter trash and waste into rivers

+ Conserve precious species

+ Don’t allow factories dump chemical waste into oceans

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Lesson 3 read

A objective :

1, Knowledge: By the end of the lesson , Ss will be able to understand a poem about

the environmental pollution

2, Skill : Reading comprehension

- Subordinate, tapes, chalks and book

c procedure:

1 Warm up :(3’)

T: greet and call ss to read their

composition about the ceanic pollution

written at home

Ss: listen and raise the hand to do

* Now who can read you composition written at home aloud before the class

2 Pre- reading: (10’)

T: teach new words from the poem

T: use suitable techniques to show

meaning of new words

Ss; listen and guess new words

T: introduce the scene

Ss: listen

T: give some sentences in order for ss to

guess which is true and which is false

Ss: listen and read the poem to guess the

sentences given

T: call ss to give out their guessing and

write them on board

* New words :+ stream (n):

+ foam (n) :+ minimize (v) :+ mass (n) :+ bubbles (n) :+ flow (v) :+ hedge (n) :

* Set the scene :

A mother and her son are having apicnic in aprk The son sees the place is polluted He asks his mother about the problems of pollution Now you read the poemand guess the following sentencesTrue or False

1 The boy is really interested in the problems of pollution

2 He doesn’t make the place more polluted

3 His mother is aware of danger

of pollution

4 His mother thinks she should

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protect the environment even when she is on holiday.

3 Reading: (15’)

Teacher’s and Students’ activities Content of the activitiesT: read the poem and then let ss read

silently to find the answer

Ss; read in silence to find true sentences

and false one

T; call ss to give their answer

T; remark and give correct answers

T: guide the next task they have to do

Ss; read the words and match, basing on

the sentences in the poem

T: call ss to give their answer

T: call others to remark and then give

correct answer

T: ask ss to work in pair to ask and

answer the questions given

Ss: work in pair to ask answer the

questions

T: call some ss to read the poem aloud

before the class

T: go on calling some pairs to present

their answers before the class

T; remark and give correct answers

T: call one student to read the poem

5 – d 6 – a 7 – b

b) Comprehension questions :

1 The world will end up like a second-hand junk-yard, with all

of its treasures quite gone

2 She thinks other folk pollute the environment but not her and herson

3 His mother will take him home right away

4 Ss’ answers

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

6 Ss’ answers

4 Post ’ reading:(10’)

Teacher’s and Students’ activities Content of the activitiesT: devide class into small group of four and

ask them to discuss about the topic given

Ss: listen and work in group to discuss

T: call the representative of some groups to

present before the class

* Discussion :What we could do in our school

to minimize the pollution

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T: greet and call ss to read their

composition before the class

* What you should do in your school to minimize the pollution

2 Pre- writing: (10’)

T: lead into the topic with some questions

and give the extra board with sections of a

complaint letter in oder for ss to arrange

them in correct oder

T: ask ss to open their books and check

T: ask ss to read the letter given in the

book well in order to label and put the

sections given in correct order

Ss: read the letter to label and put the

sections in correct order

T: call ss to give their answer key

+ Have you ever written any complaint letters ?

+ In what situation ?+ What did you write in a complaint letter ?

+ How many sections do you know there are in a complaint letter ?

* Now take out and open your books to check

a) Ordering the sections in the letter :

* Answer :+ What does Mr Nhat complain about ?

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T: ask ss to reread the letter and answer the

following questions

Ss: reread and think to answer questions

T: call some ss to answer before the class

Ss: raise the hand to answer

T: request ss to read situation in Part b

Then answer some questions given

Ss: read and think to answer

T: give correct answers

+ What problems does he mention

?+ What does he suggest ?

b) Read the situation :

1 What do you complain about ?

2 What problems do you want to mention ?

1 What do you want to suggest ?

Answer :

1 The way people catch fish

2 Fish and other animals have died

3 Prohibiting and fining heavily anyone catching fish in this way

3 Writing:(17’)

T: allow ss time to write a complaint letter

Ss: write a letter basing on the situation

given

T: go around to help ss

* write a complaint letter

4 Post ’ writing:(13’)

T: request ss to exxchange their letters to

check mistakes

Ss; exchange to check the letters

T: correct some typical mistakes that Ss

can not correct them

Lesson 5 language focus

A objective :

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1, Knowledge: By the end of the lesson , Ss will be able to know how to know some

grammar points in this unit such as :

+ adjectives and adverbs

+ adverb clauses of reason

+ adjective + that clause

conditional sentence type 1

2, Skill : Use grammatical points in communication and doing exercises

- Chalks and book

c procedure:

1 Warm up :(3’)

T: call ss to read their complaint letter

aloud before the class

T: ask ss to remind what grammar points

they havae learnt in this lesson

Ss: listen and recall to say

* Who raise the hand to read your letter written at home ?

* What grammar points have you learnt in this unit ?

2 Revision and 3 Practice: (40’)

Activity 1 : Adjectives and adverbs

T: encourage ss to recall how to use

adjectives and adverbs

Ss: recall to say their use

T: ask ss to work in pair to change adj

given into adv

Ss: listen and work in pair to do

T: ask ss to fill in the gap in each

sentence

Ss: try to fill in

T; request ss to exchange to check Then

reamrk to give correct answer

Ss: do as the request Then note down

correct answer

* Adj + ly  Advcareful carefullybeautiful beautifully clever cleverlynoisy noisilygood wellhard hardfast fastEx1/ page 53:

a) extremelyb) slowlyc) sadlyd) happilye) well

Acticity 2 : Adverb clauses of reason.

T: help ss to understand more about

adverbs of reason such as : because ; as ;

since

* Because , since and as have the

same meaning

Ex2 / page 54a) Ba is tired because / as / since

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T: ask ss to read the sentence a and then

let them time to do the rest ones

Ss: use the cues given to make

meaningful sentences using as /

because / since.

T: call ss to give out their complete

sentences

T: reamrk and give correct answers

……

b) I have a broken leg because /

as / since I fell over while I was playing basketball

c) I’m going to be late for school because/ as/ since the bus is lated) 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 / as /since I’ve eaten all day

Activity 3 : Adjective + that clause

T: lead into this exercise with a question

Ss: listen and answer

T: introduce the structure of this sentence

Ss: listen attentively

T: ask ss to read the example sentence

and tell them tehm to work in pair to do

sentences from a to e

Ss: apply to do the sentences from a – e

T: call ss to pesnet before the class

+ How does Mr Brown feel when people have spoilt the area ?

He said : “ I am disappointed that people have spoilt the area ?

 S + be + adj + that – clause.( gald ; delighted ; happy ; pleased ; excited ; sorry ; amazed …)

Activity 4 : Conditional sentence type 1

T: explain how to form and use the

conditonal sentence type 1 :

T: ask ss to work in pair to match each

half in A with suitable one in B

Ss: work in pair to do

T; call some ss to give their matching

result

T: explain the task they have to do

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Ss: listen and do

T; ask ss to exchange their answers

Ss: exchange

T; call some ss to read full sentences

T: reamrk and give correct answer

Ex5 : complete the sentences

a) if the rice paddies are polluted,

…b) if we go on littering, the environment will become seriously polluted

c) If we plant mer trees along the streets, we will have mre shadesand fresh air

d) If we use much pesticide on vegetables, the vegetables will become poisonous and inedible e) If we keep our environment clean, we will live a happier andhealthier life

4 Homework:(3’)

T: ask ss to redo all exercises in the section Language focus Prepare unit 7

D remark :

WEEK 22 Unit 7 : saving energy

Period 43 – getting stared + listen and read

Date of planning :

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B objective :

1 Knowledge: By the end of the lesson , Ss will be able to

- use the words and phrases relating to energy-saving.

- understand the dialogue and the way to save energy

2 Skill : Listening, Speaking and Reading

B teaching aids: pictures, posters, tapes, chalks and book

c procedure:

1 Warm up :

Activity 1 : Getting started

T: ask ss to look at the picture and work in

pair to make a list of things the family

could do t save energy

Ss: work in pair to make a list

T: call on some ss to read the list aloud

Ss: raise the hand to do ( can use some

modal verbs such as : must and should

T: give some suggested sentences

• Suggested sentences :+ Save water by turning off the faucet when there is enough water supply.+ Turn off the lights when unnecessary + Turn off V and radio when nobody watches or listens

2 Presentation:

Activity 2 : Listen and read

T: preteach some n ew words from the

dialogue

T: use suitale techniques to show meaning

of the new words

Ss: listen and copy down the meaning

T: check how Ss understand the new words

given by giving gr oups piecs of paper

consisting 2 columns : A ( new words ) and

B ( Vietnamese meaning )

Ss:work in group to m ath n ew words with

correct Vietnamese meaning

T: feedback and give correct Answer

Answers:

1.b 2 d 3 f 4 E 5 a 6 c

1 New words :+ water bill (n) : charges of water used.

+ enermous (adj) : big, huge

+ crack (v / n ) : fissure, break without complete seperation of parts

+ pipe ( n) : tube of metal for conveying water.

+ dripping faucet (n) : the tap with falling drop of water.

New words meaning

1 Water bill a thợ sửa ống nớc

2 Enermous b Hoá đơn tiền nớc

3 Crack c Vòi nớc bị nhỏ giọt

4 Pipe d To, lớn

5 Pumber e ống nớc

6 Dripping faucet f Vết nứt, gãyT: set the scene

Mrs Mi is talking to her neighor , Mrs

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T: play the tape for the first time

Ss: listen to the tape

T: ask ss to practise the dialogue with a

partner

Ss: pratice the dialogue in pair

T: call some pairs to practise the dialogue

aloud

T: feedback on Ss’ pronunciation and in

tonation and correct mistakes if any

T: ask ss to read the dialogue again and

decide the statements given in the ook True

or False Correct the false ones

Ss: listen and read teh dialogue to choose

T: call some Ss to read their answers in

class Ask them to explain their choice

Ss: listen and raise the hand to do

T: feedback and give correct answers

Ha about the water bill this month.

• Correct answers:

1 T

2 T

3 F ( Mrs Ha hasn’t checked the pipes)

4 F ( Mrs Ha suggests taking showers)

5 T

3 Consolidation:

T: write some words in the dialogue on the

board Then ask them to close the book

and recall the dialogue base on the words

given

Ss: listen and try to do

T: call some pairs to present b efore the

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Unit 7 : saving energy

Period 44 – speak

Date of planning :

b objective :

1 Knowledge: By the end of the lesson , Ss will be able to understand and use suggestions

a nd know how to response to suggestions in oder to save energy through group

discussion

2 Skill : Listening and Speaking

B teaching aids: pictures, chalks and book

c procedure:

1 Warm up :

T: Devide class into two groups to play a

game called “ Whispering Game”

Ss; listen to the teacher’s explanation how

2 Pre- speaking:

T: Review the way to make suggestions

Ss: the whole class listen attentively

T: ask ss to make example for each

structure given

Ss: raise the hand and apply to do

T: call some ss to present their sentences

before th class

• Suggestions :

I suggest + V-ing

I think we should Shall we ? Why don t we ?’

How / What about + V-ing ? Let s ’

• Responses :

Ok / That s a good idea / All right / No I’

don t want to / I prefer to / Let s ’ ’

3 Speaking

T: have ss look at the expressions in teh

above tables and pictures in the book to make

suggestions about how to save energy

Follow the example

Ss: work individually

• Make suggestions :

Eg :

I think we should turn off the faucet

I suggest fixing the faucet

Tiêu đề	The Environment
Tác giả	Trần Văn T
Trường học	Trường THCS Nghĩa Đồng
Chuyên ngành	Tiếng Anh
Thể loại	Học kỳ II
Năm xuất bản	2008 - 2009
Thành phố	Nghĩa Đồng

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