english9 - unit 6

Air pollution Smoke from cars Dirty street Water pollution I/ Getting started: Match these environmental problems to the pictures a/ air pollution: ô nhiễm không khí b/ spraying pesticid

Week: 19 Preparing day: 13/ 01/ 07 Period 37 Teaching day: 16/ 01/ 07

Unit 6 the environment

getting started & listen and read

I Objectives: By the end of the lesson, students will be able to know more

about the environments and the solutions

- Skills: listening, speaking, reading, writing

- Education: To keep our school clean

II- Language contents:

+ Vocabulary : about the environment

+Grammar: conditional sentences (type 1), Adverb clauses of reason

III.Techniques : questions- answer, brainstorming pair/ group work.

IV.Teaching aids : E9, pictures, tape.

-Time: 45’

V.Procedures

1/ Warm up:

-T: ask Ss to think of the environmental

problems in the city

-T: Write down their ideas

2/ Presentation: (7’)

- T asks Ss to look at the six pictures on

page 47 in their text books, elicits the

new words

T: read

-St: repeat

Ss: copy down

-T: check (rub out remember)

- T asks them to match the words in the

box with the correct pictures

-T: correct

*T: ask Ss to keep the books closed

-T: introduce the situation of the text “

Mr brown is talking to some volunteer

conservationists”

-T: ask Ss to guess the place

-T: feed back

Air pollution Smoke from cars

Dirty street Water pollution

I/ Getting started:

Match these environmental problems to the pictures

a/ air pollution: ô nhiễm không khí b/ spraying pesticides: phun thuốc trừ sâu c/ garbage dump: bãi rác thải

d/ water pollution: ô nhiễm nguồn nớc e/ deforestation: phá rừng

f/ dynamite fishing: đánh cá bằng thuốc

nổ

II/ Listen and read:

1/ Vocab:

- rock (n) : đá

- garbage (n) : rác thải

- dump (n): bãi đồ, nơi chứa

- be disappointed : thất vọng

- pollution (n) : sự ô nhiễm

- garbage dump: đống rỏc

- sewage (n) nước thải

2/ Guessing:

environment problems in our city

3/ Practice:(15’)

*T: asks Ss to read the text

and match the names in column A with

the activities in column B (pair work)

* T: ask Ss to read the text and answer

the questions (pair work)

-T: feed back

*Ss: write the answers on the board

- T: correct

-T: take note the grammar

-Ss: pick out the conditional sentences

-T: explain about the tense

4/Production: (5’)

- Discuss the question f & g

-T: ask to say about the environmental

problems in their city and some

solutions to solve (What should we do to

protect the environment)

5/ Home work: (5’)

-T: give the homework

-Ss: copy down

Where are they going to work?

-The conservationists are going to clean the beach

3/ Matching: (key )

G1: f G2: e G3: b

Mr Jones – a Mrs Smith – c

Mr Brown – d

4/ Answer the questions:

a/ The speaker is Mr Brown

b/ The listeners are the volunteer conservation sts

c/ They are on the beach

d/ They are going to clean the beach e/If they work hard today, they will make the beach clean and beautiful again

5/ Grammar:

*Conditional sentence: (type I)

-If you can’t find your place, I will help

you

- If we work hard, we’ll make this beach

a clean and beautiful place again

* Adverb clauses of reason (as)

* Discuss:

f/ Yes have, I clean our school/ the street g/ If the pollution continues, the

environment around us won’t be good and it will be harmful to our health, our life

5/ Home work: (5’)

-Write some environmental problems and the solutions

- Prepare: speak (persuade your friends

to protect the environment) D/ Remarks………

………

Week: 19 Preparing day: 13/ 1/ 07 Period 38 Teaching day: 17/ 1/ 07

Unit 6 the environment

Speak

A Objectives: By the end of the lesson, students will be able to persuade their

friends to protect the environment

-Skill: Developing speaking skill

- Education: To keep our school clean

B - Language contents:

+ Vocabulary: about protecting the environment

+Grammar: If clause

Why don’t you ?

What about + V-ing ?

-Techniques: pair, group, eliciting, ask- answer

-Teaching aids: E9, picture

-Time: 45’

C/Procedures

1/ Warm up:(5)’

-T: introduce the task

-T: divide the class intro 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

2/ Pre-speaking: (10’)

-T: teach vocab by giving examples

mine, pictures, realia…

-Drill pronunciation

 check Rub out- remember

*T: ask sts to complete the

expressions in column A by Using

one of the lines in column B cross

check

-Ss: match the lines in column B

with an expression in column A so

that they have sentences of

persuasion

3/ While- speaking: (15’)

-Students call out one of their

sentences until all sentences are

finished

-T: ask ss to work in pairs and ask

and answer

-T: give feedback

-T: write some possible answers on

the board

-Sts: practice

-T: check + correct

-Sts: present before the class

*Jumbled words:

a/ beaargg = garbage b/ lupotion = pollution c/ tedaymin = dynamite d/ paispoidednt = disappointed e/ uaderpse = persuade

1/ Vocabulary:

- prevent (v) ngăn chặn

- reduce (v) giảm

- wrap (v) bao bọc

- faucet (v) vòi nước

- leaf – leaves : lá

* Matching:

Form

I think you should Won’t you

It would be better if you Can I persuade you to why don’t you

Why not What about / how about + Ving

Use: Express persuasion.

Ex: I think you should use banana

leaves to wrap food

Won’t you use banana leaves to wrap food?

* Ask- answer:

a/ How can we save paper?

* I think you should recycle used paper, news papers

* Why don’t you use banana leaves for wrapping?

b/ How can we use fewer plastic bag? What about cleaning and reusing them c/ How can we reduce water pollution?

It would be better if you don’t throw

*Post- speaking(10’)

- Sts: discuss “what do you do to

protect the environment?” (group

work)

 Sts present before the class

-T: correct

* (5’) Home work:

-T: give the homework

-Ss: copy down

garbage bins in to streams, rivers

d/ How can we prevent littering?

Why don’t you throw all garbage in waste bins

e/ How can we reduce air pollution? Can I persuade you to go to school by bike?

f/ How can we reduce the amount of garbage we produce?

Won’t you try to reuse and recycle things

*Home work:

- write the way to protect the environment

- Prepare for: part 4 Listen ( environment problems)

D/ Remarks:………

………

Week: 20 Preparing day: 16/1/07

Period: 39 Teaching day :23/1/07

Listen

A/ Objectives: By the end of the lesson , ss will be able to listening for the main

content of the lesson to complete the note, they will know more about the environment problem and the way to produce

-Skill: Developing listening skill

-Education: To protect our environment

B/ Language contents:

* Vocab: raw, sewage, oil spills, drop

* Grammar: adjectives and adverbs

-Techniques: chatting, eliciting, questions & answers, pair/group work

- Teaching aids: cassette, pictures & sub- boards.

- Time : 45 mins

C/ Procedures:

T & Ss' activities:

- Warm up: (5')

T : ask questions Ss : answers

-chatting about the reasons why

ocean is polluted

- Ss say what they knew

- T teaches Ss some new words

4/ (35')

-Pre-listening:

* T sets the task of the exercise

- T introduces the notes , new

words,and the content of the tape

transcript:" You're going to listen

to the the report on how our

oceans are polluted Then

complete the notes

- T asks Ss to study the notes and

guess the reasons

-While –listening:

* 1st listening & fill in the notes

- 2nd listening & checking the key

- cross check

- public key

* T corrects the mistakes & gives

the correct answers

Contents *Checking –up

a.How can we save paper ?

b.How can we prevent littering ? c.How can we reduce the amount of garbage

we produce ?

Key :

a.write on both sides of the paper; recycle used paper,newspapers ( 4pts)

b.why don’t you throw all garbage in waste bins (3pts)

c.won’t you try to reuse and recycle waste things (3pts )

** chatting about how oceans are polluted + Do you know how oceasn are polluted ?

4/ Listen

- raw sewage (n): níc th¶i cha qua xö lý

- pump (v): b¬m

- vessel (n): tµu lín -oil spills (n)sự tràn dầu 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.

-Post –listening:

*T : ask questions -Ss :answer

-* T reminds Ss of the new words

of the lesson

* Questions

a.Where does the ocean pollution come from ? (people)

b.What is pumped directly into the sea ? ( raw sewage )

c.How many tons of garbage is dropped into the sea each year ? ( about 6 million tons ) d.What will happen if a ship has an accident? ( oil spills)

e.How can we prevent the ocean pollution ?

* Homework:(5') -Learn your lesson by hear

- Prepare 5 ( about the problems of pollution )

*Remark and marks:………

Week: 20 Preparing day: 19.1.07 Period 40 Teaching day: 24.1.07

Unit 6 the environment

5 READ (p 51 )

I Objectives: By the end of the lesson, students will be able to understand a

poem about the environment

- Skill: reading comprehension

-Education: protect the environment

II - Language contents:

+ Vocabulary : junk yard, treasuse, hedge, nonsense, foam

+Grammar: conditional- sentence.type 1

III.Techniques : chatting, questions- answer, matching

IV.Teaching aids : E9, sub- board

-Time: 45’

V Procedures

1/ Warm up:(5)’

*-T: ask Ss some questions about the

ocean pollution

Ss :answer

.*T & Ss talk about poet

+ Do you like poetry?

+ Which poet do you like best?

+ Have you ever read an English

poem? Do you understand it?

* Checking –up :

a.Where does the ocean pollution come from ? (people)

e.How can we prevent the ocean pollution ?

Key :

a people (3pts )

b It’s up to Ss One correct idea (2pts )

* Chatting :

Pre- reading:

-T: introduce the content of the poem

“ A mother and her son are having a

picnic in a park The son sees that the

place is polluted He ask his mother

about the problems of pollution”

- What does the mother think about

pollution?

Ss : guess

T : elicit some new words

Ss : listen to the text

while- reading:

Ss :read the poem

* Ss: practice guessing the meaning of

the words by matching each word in

column A with an appropriate

explanation in column B

- individual work  cross check

* T: ask Ss to read the poem again

and answer the questions.( pair work)

-T: ask – Ss answer

S – S: present before the class

-Ss: write on the board

*(3’) T: correct  remind the

conditional sentence.type 1

Post – reading: (10’)

-Ss: work in groups and discuss the

question

- Ss: present before the class

-T: check ,and correct

Ss answer

READ

Read this poem about the environment

*Vocabulary:

-Junk yard (n) bãi phế thải

- treasure (n) kho báu -foam (n) bọt

-hedge (n) hàng rào

- nonsense (n) điều vô nghĩa, điều dại dột

a) Matching:

* Key:

1c 2g 3f 4e 5d 6a 7b b) Answer Then write the answers in your exercise book

1.If the pollution goes on, the world will end up like a secondhand junk – yard

2 The mother thinks other folk pollute 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

c.Discuss :

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

Home work: (5’)

- Write 5 sentences using conditional sentences type 1

- Prepare: write

* Mark & Remark: …… ……… ……… ………

Week: 21 Preparing day:27 1 07

Period 41 Teaching day: 30 1 07

unit 6 the environment

6 write ( p 52 -53 )

I Objectives: By the end of the lesson, students will be able to write a

complaint letter

II Language contents:

+ Vocabulary : complain, complaint, complication, resolution, float,

prohibit

+Grammar: tenses, structures of a complaint letter

III Techniques : game, group, pair work,……

IV Teaching aids : E9, sub- board

-Time: 45’

V Procedures

Warm up:(7’) game

T: give 10 verbs

-Ss: find out the nouns from the verbs (2

teams)

-The team which finish first gets one

mark.for 1 noun

2/ Pre- writing: (10’)

-*T: introduce the sections of a complaint

letter

-T: elicit the new words

-Ss: copy down

-T: check

*T: present 6 a)

-T: ask Ss to read the letter on page 52

then guide Ss to do exercise

-Ss: work in pairs

 feed back

-Ss: read the right letter aloud

* Checking –up : give the noun form of

the following verbs

-Verbs : 1 prevent 2.reduce 3.collect

4.pollute 5.save 6.prohibit 7.wrap 8.protect 9.disappoint 10.complain

Key: 10 nouns (10pts ) :1 prevention

2.reduction 3.collection 4.pollution 5.saving 6 prohibition 7.wrapping 8.protection 9.disappointment 10.complaint

6 WRITE

*Vocabulary:

- complain (V)

- conplaint (n) phàn nàn

- complication (n) điều rắc rối

- resolution (n) sự quyết tâm

- float (v) trôi, nỗi bồng bền

- prohibit (v) ngăn cản, ngăn cấm

*A complaint letter has five sections

Situation: states of reason for writing Complication: mention the problem

Resolution: make a suggestion Action: talks about future action

Politeness: ends the letter politely

a) Mr Nhat wrote a complaint letter to the director of L&P company in HCM 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

* Key:

S – I am writing …… the north

C – when ……and flies

T: give the topic of the complaint letter

While- writing: ( 13’)

-T: ask Ss to read 6b on page 53

-T: ask some questions

+ what do people do in the lake behind

your house these days?

+ What makes you worried?

+ To whom do you write the letter to?

+ What suggestion do you want to make?

+ Any future plan do you want to make?

* T: ask Ss to write the letter in dividually

- cross check

4/ Post- writing : (7’)

-T: move around the class and help

students

-T: call on some students to read aloud

their letter

-T: give the modal writing

5/ Homework: (3’)

- write the letter in their notebook

- Prepare for Language focus

R – I would ……leaving

A – I look … company

P - yours faithfully…

b)….now write a letter to the head of the local authorities to complain about the way

of catching fish in the lake behind your house.Following S C R A P format… Suggested writing :

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

I am very worried because people ( don’t use fish rod or net but ) use electricity to catch fish.After a short time they left the place /lake,a lot 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 hearing from you and seeing the protection of environment from the local authority

Sincerely,

xxxxxxxxx Mark and Remark: …… ……… ……… ………

Week21 Preparing day:

Period 42 Teaching day:

unit 6 the environment

Language focus ( p 52 -56 )

I Objectives: Help Ss practice using adjectives and adverbs to complete the

sentences;using because ,as or since to join the pairs of sentences; making

sentences with adjective + that clause ; using conditional sentences type 1

II Language contents:

+ Vocabulary: review

+Grammar: Adjectives and adverbs

Adverb clauses of reason (as, because, since) Adjective + that clause

Conditional sentence: type 1 III Techniques: group, pair work ……

IV Teaching aid: E9, sub- board

-Time: 45’

V Procedures

T & -Ss’ activities Contents

1/ Warm up:(5’)

-T: prepare 10 cards with numbers on

one side and the adjectives (6 cards),

adverbs (6 cards) on the other side

-T: stick the cards on the board (mixed

up)

Students: choose (2 teams)

2/ Activity 1: (10’)

-T: ask sts to use the adverbs provided

in “pelmanism game” to complete the

sentences

-Ss: work in pairs

→ give feedback

-T: remind the grammartical notes

-Ss: copy down

3/Activity 2: (10’)

-T: give 2 sentences and ask students

to combine them in to one

-T: explain the structure

-T: ask sts to do exercise 2

→ cross check

4/ Activity 3:

-T: set the scene to introduce the

structure: adj + that clause

-Ss: work in pairs to complete the

dialogues

→ Give feedback

-Sts: practice in pair in front of the

class

*T: gives more exercises

-Ss: work in groups

→ feed back

-T: hang the sub-boards and correct

5/ Activity 4: (7’)

-T: set the scene to introduce the

structure of conditional sentences type

1

-Ss: match

feed back

-Ss: write the complete conditional

sentences

6/ Activity 5: (10’)

-T: explain how to do the test

-T: give an example

-T: ask Ss to work in pairs and write

1/ Pelmanism:

a/Adjectives Adverbs

extreme - extremely happy - happily sad - sadly good - well slow - slowly fast - fast b/ Complete the sentences:

Key:

2/ slowly 3/ sadly 4/ happily 5/ well Notice: adj + ly = adv of manner

*adj: - before noun

- after the verbs: be ,feel, look, appear, seem, sound, smell, taste Adv: - go after the direct object

-If there is no direct object, the adv goes after the verb

2/ Join the pairs of sentences together use because, since, as:

a/ Ba is tired

b/ He stayed up late watching T.V

→ Ba is tired because he stayed up late…

3/ Complete the dialogues:

Ba: Dad! I got mark 9 on my test!

Mr Ha: That’s wonderful I’m pleased that you are working hard

→ S + be + ajd + that clause

*Write sentence a/ happy / pass exam

b/ sorry / broke the vase

c/ amazed / win the game

d/ sure / like this film

→ I’m happy that I pass the exam

→ I’m sorry that I broke the vase

→ I’m amazed that you win the game

→ I’m sure that you like this film 4/ matching:

If we pollute the water, we will have

no fresh water to use

* Form: