Giáo án TAnh lớp 9(Kỳ II)

-T: correct *T: ask Ss to keep the books closed Unit 6 the environment Lesson 1:getting started & listen and read I/ Getting started: Match these environmental problems to the pictures a

Week: 19 Period 37

Date:

Unit 6 the environment

Lesson1 :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.

V.Procedures:

1 Warm up : (5’) -T: ask Ss to think of the environmental problems in the city.

-T: Write down their ideas

Smoke from cars Air pollution

Dirty street Water pollution

2 Check up :

3 New lesson:

I/ 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

Unit 6 the environment

Lesson 1:getting started & listen and

read

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

7’

5’

environment problems in our city Week: 19 Period : 37

Date : 13/1/09

-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

II/ 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

III/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

- pollution (n) : sù « nhiÔm

- garbage dump: đống rác

- sewage (n) nước thải

2/ Guessing:

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

III Home work: (5’)

-Write some environmental problems and the solutions

- Prepare: speak (persuade your friends to protect the environment)

5’

10’

10’

10’

-  THE END

Unit 6 theenvironment

Lesson 2 :Speak

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

protect the environment

-Skill: Developing speaking skill

Week 20- period:38

Date: 14/1/2009

- Education: To keep our school clean

II - Language contents:

+ Vocabulary: about protecting the environment

+Grammar: If clause

Why don’t you ?

What about + V-ing ?

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

IV.Teaching aids : E9, pictures, tape.

V/Procedures: 1 Warm up : (5’)

*Jumbled words:

a/ beaargg = garbage

b/ lupotion = pollution

c/ tedaymin = dynamite

d/ paispoidednt = disappointed

e/ uaderpse = persuade

2 Check up : (5’)

Write the new words

3 New lesson:

I/ 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

II/ 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

Unit 6 the environment

Lesson 2 : Speak

1 Vocabulary:

- prevent (v) ngăn chặn

- reduce (v) giảm

- wrap (v) bao bọc

- faucet (v) vòi nước

- leaf – leaves : lá

2 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?

3 Ask- answer:

a/ How can we save paper?

* I think you should recycle used paper, news

5’

7’

-T: write some possible

answers on the board

-Sts: practice

-T: check + correct

-Sts: present before the class

*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

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 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

4.Home work:

- write the way to protect the environment

- Prepare for: part 4 Listen ( environment problems)

15’

3’

-  THE END

Unit 6: the environment

Listen

I 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

Week:21 Period: 39

Date: 20/1/2009

-Education: To protect our environment

II Language contents:

* Vocab: raw, sewage, oil spills, drop

* Grammar: adjectives and adverbs

III

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

IV

Teaching aids : cassette, pictures & sub- boards.

V.Procedures: 1 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

2 Check up : (5’)

a.How can we save paper ?

b.How can we prevent littering ?

c.How can we reduce the amount of garbage we produce ?

3 New lesson:

-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

Unit 6: the environment

Lesson 3 : Listen

1.Vocabulary:

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

- pump (v): b¬m

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

2.Listen:

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

7’

15’

-Post –listening:

T : ask questions -Ss :answer

T: reminds Ss of the new words of the

lesson

T: give the homework

-Ss: copy down

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.

3 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 ?

4.Homework:-Learn by hear the new

words

-Write the short text about the causes to make the ocean polluted and we do to reduce the polluted water

- Prepare 5 ( about the problems of pollution

15’

3’

-  THE END

 -Week: 20

Period 40 Unit 6 : the environment

Lesson5 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

Week:21 –period:40

Date: 21/1/2009

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

V Procedures: 1 Warm up : (5’) chatting

Ss: talking about the causes to make the ocean polluted

2 Check up : (5’)

Write the new words and talk what we can prevent the ocean pollution.

3 New lesson:

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?

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

Unit 6 : the environment

Lesson5 READ (p 51 )

I Pre- reading:

1.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

II.while- reading

2 Matching :

* Key:

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

3 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

7’

15’

conditional sentence.type 1

Post – reading:

-Ss: work in groups and discuss the

question

- Ss: present before the class

-T: check ,and correct

responsible for keeping the environment from pollution

c.Discuss :

+ What could you do in your school/ house

to minimize pollution?

III Home work: (5’)

- Write 5 sentences using conditional sentences type 1

- Prepare: write

10’

3’

-  THE END

unit 6 the environment

Lesson 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

V Procedures : 1 Warm up : (5’) game

T: give 10 verbs

Week: 22 Period:41

Date:3/2/2009

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

-The team which finish first gets one mark.for 1 noun

Verbs : 1 prevent 2.reduce 3.collect 4.pollute 5.save 6.prohibit 7.wrap 8.protect

9.disappoint 10.complain

Key: 10 nouns : 1 prevention 2.reduction 3.collection 4.pollution 5.saving 6 prohibition

7.wrapping 8.protection 9.disappointment ,10.complaint

2 Check up : (5’)

Read the English poem

3 New lesson:

1.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

T: give the topic of the complaint

letter

2/ While- writing:

-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

unit 6 the environment

Lesson 6 write ( p 52 -53 ) I/ Pre- writing:

*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

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…

II While- writing:

Suggested writing :

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

10’

15’

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

3/ 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

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 III Post- writing :

IV.Homework:

- write the letter in their notebook

- Prepare for Language focus

7’ 3’

-  THE END

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) Week:22 Period: 42

Date :4/2/2009