ENGLISH 9 k2 mẫu 5512 mời THAM KHẢO

Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements.. Activities 3: 20’ a Objective: Help students use the knowledge they have lear

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Date of preparation: / /2021 Date of presentation: 9A: / /2021

9B: / /2021

PERIOD 37: UNIT 6: THE ENVIRONMENT Lesson 1: Getting started & Listen and read

I THE AIMS OF THE LESSON.

1 Knowledge.

- Students learn about the topic of the unit and elicite some urgent matter and the vocabulary about the environment

*Vocabulary: garbage dump, (to) spoil, deforestation, achirve,dynamite fishing, spraying pesticide …

2 Ability:

- Students are able to read and understand of main content, detailed content of the reading; can guess the meaning of new words based on the context and inference; recognize the organization of the reading

- Students are able to talk about the topic of the unit and elicite some urgent matter and the vocabulary about the environment

- Students form and develop the competencies: the ability to autonomy and self-study, the ability to communicate and cooperate, to solve problems and to create

3 Quality:

- Students have a general understanding of the environment issues; has a serious and positive attitude toward subject and learning English energetically and actively participate in learning activities

- Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson

II TEACHING EQUIPMENT AND LEARNING MATERIALS.

- Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson

III TEACHING PROCESS.

1 Activity 1: Warm up: (6’)

a) Objective: To create students' excitement to take part in the new the

lesson

b) Content: Teacher transfers the learning tasks to students Students

work in individuals, in pairs or in groups to listen, answer and do as the

teacher's requirements Then, present in the class and join in the new lesson.

c) Products: Students have the excitement and be ready to participate in

discovering the content of the new lesson

d) Organization of implementation:

Teacher's activities Students' activities

- Let students play the game guessing

in 4 groups: Answer the question:

- Students play the guessing game in 4 groups to answer the question:

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"What word id it?"

- Teacher elicites

+ It is about things around us like air,

water, land, trees, forests

+ It is being polluted now And when it

is polluted it affects our lives

"What word id it?"

Key: Environment

2 Activities 2: (10’)

a) Objective: Students identify, understand the situation and language materials b) Content: Teacher transfers the learning tasks to students Students work in

individuals, in pairs or in groups to learn and use language materials simply: match the words to the correct pictures

c) Products: Students know how to use the knowledge they’ve learned

d) Organization of implementation:

- Introduce new words using the

pictures

1 Getting Started

- Students guess and learn new words + dump

+ deforestation + dynamite + pesticide

- Ask Ss to read the words in chorus

- Hang 6 pictues of the textbook on

page 47 and ask Ss to match the word

to the correct picture

- Students read the words in chorus

- Students match the word to the correct picture

- Check the answer - Students check and correct the

matching

a) Objective: Help students use the knowledge they have learn to practice in the

situation of the lesson: do conservation on the beach

b) Content: Teacher transfers the learning tasks to students Students work in

individuals, in pairs or in groups to listen, read and write; apply knowledge to complete the exercise, experience in the situations

c) Products: Students know how to use the knowledge they’ve learned; read

and find out what each of them is going to do

- Ask:

+ Why do the writers of this book

show us these pictures?

2 Listen and read

- Discuss to answer

They want us to know that our environment is being polluted and we should do something to save it

+ What should you do to save the

environment?

 We clean the school yard the road

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plant trees and flowers collect waste paper

- Introduce the situation of the lesson:

"Mr brown and some volunteer

convervationists are going to clean the

beach Read and find out what each of

them is going to do? "

- Listen to the teacher's introduction and the tapcript the first time

- Play the tapcript the first time - Listen and look at the text in

textbook to list what people have been required to do

- Ask students to show their answers - Show the answers:

1 Walk along the shore

2 Check the sand

3 Check among the rocks

- Give comment and the correct

answers

- Listn and write

* Matching

- Play the tapcript the second time - Listen and look at the text in

textbook to do excercise 2a

- Ask Ss to compare and cross-check

the answers with a partner

- Ask Ss to read their answers

- Compare and cross-check the answers in pairs

- Read their answers

- Give comments and answers - Listen and write the answers

Group 1: walk along the shore Group 2: check the sand

Group 3: check among the rocks

Mr Jones: collect all the bags and take them to the garbagedung

Mrs Smith: Provide a picnic…

Mr Brown: give out the bag

- Elicite students to show the form of

the conditional sentences: type 1 (Mr

Brown required what to make the

beach clean and beautiful again)

- Show the form of the conditional sentences: type

"If they work hard today, they will make the beach…."

- Explain about the form of the

conditional sentences: type 1

- Listen to the explaination

* Answer

- Ask students to work in pairs to read

the text again and complete the

exercise

- Call students to show the answer

- Listen, give comments and the

correct answers

- Read the text again and complete the exercise in pairs

- Show the answer in class

- Listen and write the correct answers

1 The question is Mr Brown

2 The listeners are the volunteer

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3 They’re going to clean the beach

5 If they work hard, they’ll make…

4 Activities 4:(6’)

a) Objective: Students use the knowledge to practice with the requirements of

the lesson or the teacher's requirements: discuss the question:

"What should we do to keep our environment clean and green?"

b) Content: Teacher transfers the learning tasks to students Students work in individuals, in pairs or in groups to discuss the questions: "What should we do

to keep our environment clean and green?" as the requirements of the lesson or the teacher's requirements, then present in the class

c) Products: Students know how to use the knowledge they’ve learned to talk

about what we should do to keep our environment clean and green

- Devide the class into groups to

discuss the question:

"What should we do to keep our

environment clean and green?"

- Discuss the question in groups

 Don’t throw waste in the public Don’t cut down

burn the forest use dynamite to catch fish Plant more trees

Reduce the amount of pesticide Take part in socid activities to save our environment

* Guide students to learn by themselves (3')

- Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson

- Students: learn the lesson, do exercises and get ready for the next lesson

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

9B: / /2021

PERIOD 38: UNIT 6 – THE ENVIRONMENT.

LESSON 2: SPEAKING + LISTENING

1 Knowledge.

- Students learn how to persuade the others people to protect the environment and listen to the reasons of the environment polluted

* Vocabulary: wrap (v ), dissolve ( v), prevent (v), avoid ( v), harm (v), exhaust fume (n), raw sewage (n), pumb (v ), drop (v), oil spills (n), waste material (n), sea (n), ocean (n), marine life (n)…

* Model sentences:

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+ I think you should +V-inf

+ Why don’t you + V-inf ?

+ What about + V-ing ?

+ How about + V- ing?

2 Ability:

- Students pronounce clearly, relatively accurately the sound, stress, intonation, rhythm of phrases and sentences

- Then, students participate in short, simple conversations about the environmental issues related to the topic of the speaking

- After that, students present briefly, with preparation in advance projects on the environmental issues; Give the reason and briefly explain their point of view; exchange ideas and information on the environmental issues with simple discourse

- Student listen to understand simple phrases, instructions and expressions related to the listening; understand the main and the detailed content of the listening; identify the main ideas of the listening

- Students have a general understanding of the listening Then, students are able

to persuade the others people to do something to protect the environment and understand the reasons of the environment polluted

- Students form and develop competencies: the ability to autonomy and self-study, the ability to communicate and cooperate, to solve problems and to create

3 Quality:

a) Objective: To create students' excitement to participate in the new the

lesson

work in individuals, in pairs or in groups to listen, answer and do as the

teacher's requirements Then, present in the class and join in the new lesson.

c) Products: Students have the excitement to join in the new lesson

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Let students play a game

“Matching”

- Students match the English words with their meanings in groups

T Check up and correct

Environment đạt được deforestation thất vọng

be disappointed phá rừng (to) provide bãi rác (to) spoil làm hư hại (to) achieve môi trường

a) Objective: Help students identify, understand the situation and language

materials

individuals, in pairs or in groups to learn and use language materials simply

c) Products: Students know how to use the knowledge they’ve learned.

Teacher’s activities Students' activities

T introduces some vocabularies - Ss listen and take note

1, Vocabularies

wrap (v ) : gói, bọc dissolve ( v) phân hủy reduce (v) : giảm, làm giảm prevent (v) : ngăn ngừa, đề phòng avoid ( v) : tránh khỏi

harm (v) : làm hại, sự có hại exhaust fume (n) : khói, khí thải raw sewage (n): chất thải thô (to) pumb (v ): bơm, đổ

T guides Ss read vocabulary: repeat the

words chorally

(to) drop : đánh rơi oil spills (n): dầu tràn waste material (n) : rác thải tươi sea (n) : biển

ocean (n) : đại dương marine life (n): sinh vật biển

- Ss repeat in chorus

- Ss copy down

T explains some structures to persuade

someone to do something

T gives an example

Model sentences

I think you should +V-inf Why don’t you + V-inf ? What about + V-ing ? How about + V- ing?

Use:to persuade someone to do something

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Eg : I think you should use banana leaves to wrap food

situation of the lesson

individuals, work in pairs or in groups to listen, speak; apply knowledge to practice the topics, experience in the situations

c) Products: Students know how to use the knowledge they’ve learned to work

in pairs to answer the questions in the questionaire; work in 3 groups to discuss the question “what do you do to protect the environment?"

T asks Ss to persuade their partners to

do the following things to protect the

environment

T gets each Ss to call out one of their

sentences are finished

T corrects and remarks

T lets Ss to work in pairs to and answer

the question in the questionaire

T calls some pairs to give their answers

T corrects and gives the remarks

2- Practice speaking

Ss do Ex a page 49 Each Ss give their sentences in the class

Ss listen and remember

*Ex a P49

Eg: S1: I think we/ you should use banana leaves to wrap food

S2: Won’t you use banana leaves to wrap food?

S3………

Ss work in pairs to answer the question in the questionaire

Some pairs to give their answers

Ss listen and remember

*Ex b P49

Eg : 1 How can we save paper?

-> I think we should recycle used paper, newspaper and write on both sides of the paper

T divides the class into 3 groups , each

group has a secrectary Ask them to

discuss the question “What do you do

to protect the environment The Ss in

groups have opinions, the secrectary

write down

T calls the secrectary present their

answers

T checks and remarks

Ss work in 3 groups to discuss the question “what do you do to protect the environment?

*Ex c P50

Discussion:

“ What do you do to protect the environment?”

Ss present

Ss listen and remenber

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4 Activities 4:(10’)

a) Objective: Students use the knowledge to practice with the requirements of

the lesson or the teacher's requirements

individuals, work in pairs or in groups to listen and fill in each blank with a suitable word; experience in the situations then present in the class

c) Products: Students can listen and fill in each blank with a suitable word d) Organization of implementation:

T introduces the main content of part

listen: you are going to listen to a

report on how our oceans are polluted

First you guess the reason cause the

pollution on our ocean

T hangs the second board, demands Ss

read scan it then listen and fill in the

missing words

T plays the tape 3 times

T calls some Ss to go to the board and

write their answer in class

T corrects and gives the key

3, Listen.

Ss listen and have guess

+ oil spills + raw sewage + garbage + waste material……

Ss look at the second board and read scan

* Listen and fill in each blank with a suitable word.

How the ocean is polluted?

Firstly: raw sewage is pumped directly into the sea

Secondly: (1) _is dropped into the sea

Thirdly : oil spills come from (2) _ at the sea

Next : Waste materials (3) from (4) _

Finally: (5) is washed from the land

Ss listen

Ss write their answer

* Answer: 3 come

1 garbage 4 factories

2 ships 5 oil

Ss take note

* Guide students to learn by themselves (3')

- Teacher guides and asks students how to learn and prepare the lesson at home

- Students: learn the lesson, do exercises and get ready for the next lesson

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

9B: / /2021

PERIOD 39: UNIT 6 – THE ENVIRONMENT.

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LESSON 3: READ.

1 Knowledge.

- Students learn to read and understand the poem to get the information about protecting the environment

* Vocabulary: end up (v), second – hand (adj), junk-yard(n), treasure (n ), litter (v), tin (n), foam(n), hedge (n)= fence (n), nonsense(n), silly (adj), folk (n) = people, …

* Conditional sentences, type 1

2 Ability:

- Students are able to read and understand of main content, detailed content of the reading; can guess the meaning of new words based on the context and inference; recognize the organization of the reading

- Students are able to talk about about protecting the environment

3 Quality:

a) Objective: To create students' excitement to take part in the new the

lesson

work in individuals, in pairs or in groups to answer and do as the teacher's

requirements Then, present in the class and join in the new lesson.

c) Products: Students have the excitement and be ready to participate in

discovering the content of the new lesson

- Let students * Chatting:

+ Do you like poetry?

+ Do you often read poetry?

+ Who is your favorite poet?

- Students answer

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+ Have you ever read a poem in

English?

+ What is it? Do you understand it?

- In today's lesson, we will read a poem

in English about the environment

- Students join in the new lesson

a) Objective: Help students identify, understand the situation and language

materials

b) Content: Teacher transfers the learning tasks to students Students work in individuals, in pairs or in groups to learn and use language materials simply c) Products: Students know how to use the knowledge they’ve learned

Pre –reading

T set the scene: In this lesson, you are

going to read a poem in which there is

a mother and her son They are having

a picnic in a park The son sees the

place is polluted He asks his mother

about the problems of pollution

Before reading, I want to introduce

some new words in this poem

T explains some new words

T guides Ss read the new words

- Students listen and take note

1, New words

+ (to) end up: đạt tới.

+ second – hand (adj): cũ, dùng rồi + junk-yard(n): bãi phế thải + treasure (n ): châu báu,bạc vàng + (to) litter: vứt bừa bãi

+ tin (n): thiếc, đồ hộp + foam(n): chất bọt + hedge (n): hàng rào = fence + nonsense(n): lời nói vô nghĩa + silly (adj): ngu ngốc, khờ dại + folk (n) = people

Ss read in chorus

situation of the lesson

b) Content: Teacher transfers the learning tasks to students Students listen, read

the poem again and match the word in A to an appropriate explanation in B; experience in the situations and present in the class

c) Products: Students know how to use the knowledge they’ve learned

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