Giáo án tiếng anh 9 chương trình hiện hành soạn chuẩn cv 5512 (cũ) kì 2

Giáo án tiếng anh 9 chương trình hiện hành (cũ) kì 2 Giáo án tiếng anh 9 chương trình hiện hành soạn chuẩn cv 5512 (cũ) kì 2

Week: Planning: Period: 37 Teaching: UNIT 6: THE ENVIRONMENT Lesson 1: GETTING STARTED + LISTEN AND READ I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to -know more about the environmental problems and solutions to them in the world, practise skills -protect the environment Competences: Develop communicative competence, discovery, cooperation compentence and thinhking compentence Quality: Know the environmental problems II TEACHNG AIDS - T: textbook, cassette, pictures - Ss: book, exercisebook III PROCEDURE Warm up (5’) - Organization: 9A: 9B: 9C:………………… a Goal: help ss know the environmental problems b Content: think of the environmental problems and match them with pictures c Expected result: match the envirmental problems to pictures d Performance: Teacher's & Ss' activities Contents - Ask Ss to think of the environment problems in their city/villages - Ask Ss to look at the pictures in a Air pollution b Spraying pesticides c Garbage dump Environmental problems Getting started and go to the board to match the pictures with environment problems d Water pollution e Deforestation f Dynamite fishing - Give feedback and correct Presentation (15’) a Goal: help ss know some new words and the content of the text between Mr Brown and volunteer conservationists b Content: new words, some information about the text c Expected result: know and understand some new wordsand some informaion of the text d Performance: Teacher's & Ss' activities Contents Pre –teach( vocab) I Vocab Introduce some new words and guide ss to read - deforestation (n) explanation : tàn phá rừng * Checking: What and where - garbage dump (picture ) đống rác - Ask Ss to read the statements carefully then predict the result of the matching by completing the table: - dynamite fishing (picture) việc đánh bắt cá thuốc nổ I guess Group Group Group I listen/read - spraying pesticides (n) picture: việc phun thuốc diệt sâu bọ - disappointed (synonym) thất vọng - sewage (n) nước thải * Matching Mr Jones Mrs Smiths Mr Brown Practice (17’) a Goal: help ss understand the content of the dialogue and match the names in column A with the tasks in column B, answer the questions b Content: match the names in column A with the tasks in column Band answer the questions c Expected result: ss know the tasks of each group and answer the questions d Performance: Teacher's & Ss' activities Contents - Ask Ss to look at the part a page 48 and listen to the tape to match the names in column A with the Tasks in column B II Practice - check their guessing Group - e check the sand a Match Group –f walk along the shore Group – b Check among the rock - Open the tape times - Give feedback and correct Mr Jones –a collect all the bags and take them to the garbage dump * Comprehension Mrs Smith –c provide picnic lunch for everyone - Ask Ss to read the text individually Mr Brown-d Give out the bags - Give ss some questions and ask them to work in pairs to find out answers Who is the speaker? Who are the listeners? b Answer The speaker is Mr Brown Where are they? The listener are members of the volunteer conservationists What are they going to do? They are on the beach What will they achieve if they work hard today? They are going to clean the beach Have you ever polluted the environment? If they work hard today, they will make the beach clean and beautiful again soon Yes, I have * practice text - Let Ss practise the dialogue Production (8’) a Goal: help ss know the effects of polluting the environmentand the way of using the conditional type b Content: say the effects of polluting the environment and the way of using the conditional type c Expected result: say the effects of the polluting the environment and use the conditional type d Performance: Teacher's & Ss' activities Contents * Speaking: Disscussion - Ask the ss to discuss with questions 7.P48 III Grammar: “If you can’t find your place, I will help you get there with this map.” If the pollution continues, what might happen?  Conditional type I (a real action, may happen) Get some ss to come to the board and answer If + Present simple, S + Will + V(bare inf.)… Introduce new struture: conditional type +Ex: “If you are at home, I will come to Ask ss to make some sentences using the visit you” conditional type *Homework: Ask Ss to learn new words - Prepare for “Speak and Listen” - Do Ex1p58 in workbook Week: Planning: Period: 38 Teaching: UNIT 6: THE ENVIRONMENT Lesson 2: Speak + Listen I OBJECTIVES Knowledge By the end of the lesson, students will be able to persuade their friends to protect the environment and listen for details about the pollution Competences - Co – operation: Work in pair, group, team - Self study:Work in individually - Creactiveness: Talk about the environmental problems and the sollutions 3.Quality - Student know how to protect the environment - Ss be responsible for keeping the environment clean and beautiful II TEACHNG AIDS T: Text-book, lesson plan, picture , radio, SS: Text-books, notebooks, pen, exercise book III PROCEDURE 1.Warm up (5’) - Organization 9A: 9B: 9C:………………… a Goal: ask Ss some vocabulary about the environmental problems b Content: Ss can play game c Expected result:Ss can review vocabulary d Performance: Teacher and students’ activities Contents - Guides Sts to play the game “Jumble words” with the words onpitlulo  pollution mpud  pump - Play the game follow the teacher’s guide ira  air T: guides sts to put the letters in the correct order to make good words ands sptesecidi  pesticides  sand Sts : write T: comments, give the feedback Presentation (15’) a Goal:Ss persuade their friends to protect the environment b Content:model sentences and grammar about express the persuasion c Expected result: Ss can persuade their friends to protect the environment d Performance: Teacher and students’ activities Contents I Speaking * Pre-teach vocabulary: Vocabulary - T elicits the vocabulary from Ss - prevent (v-translation ): ngăn chặn - T asks Ss to repeat in chorus then individually - reduce (v-translation): giảm * Checking the vocab: - faucet (n-picture): vòi nước What and Where - leaf-leaves (n-realia): * Expressions Grammar - Ask students to persuade the partner to the following things to protect the environment (p.49) * Express the persuasion: - wrap (v-mime): gói, bọc I think you should - Call on some students to give the answers Won't you .? - Give feedback Can I persuade you to ? It would be better if you Why don't you/Why not ? What about /How about + V-ing… Practice (15’) a Goal: Use the expressions to persuade the partner to the following things to protect the environment b Content: - Persuade their friends to protect the environment - Work out an ACTION PLAN to protect the environment c Expected result:SS can present before the class d Performance: Teacher and students’ activities Contents Practice speaking * Suggested ideas: - Ask students to call out one of their sentences until all the sentences are finished after running through examples, suggestions S1: I think you should use banana leaves to wrap food S2: Won't you use banana leaves to wrap food? S3: Why don't you turn off the light before going out? S4: It would be better if you go to school or go to work by bike S5: Can I persuade you to check all the faucets before going out? S6 : Why not put garbage bins around the schoolyard? * Questionnaire Questionnaire # How can we save paper? - Let students answer the questions in the questionnaire (pair work) I think you should recycle used paper , newspapers - Give feedback, teacher can write some possible answers on the board so that weaker students can follow …… - Ask students to practice asking and answering the questions How about cleaning and reusing them? # How can we use fewer plastic bags? Why not use paper bags instead of plastic … - Call on some pairs to practice in front of the class * Find possible answers to the questionnaire: - Correct the mistakes if necessary How can we save paper ? - I think we should recycle used paper, write on both sides of the paper, use tree leaves for wrapping How can we use fewer plastic bags ? - We can use used plastic bags, then clean and reuse them How can we reduce the amount of garbage we produce ? - I think we should try to reuse or recycle things * Discuss the best way to protect the environment Production: Listening (10’) a Goal:SS can control some new words and listen and complete the notes b Content:Ss listen to the tape times and complete the notes c Expected result:listen to the tape again and complete the notes d Performance: Teacher and students’ activities Contents Pre - listening : II Listening * Set the scene: " You are going to listen to the talk about the causes of oceans' pollution." Vocabulary - Run through the table (p.50) - oil spill : the release of oil into the natural environment, usually the ocean - raw sewage:( n ) : untreated wastewater - Ask students to complete the notes about the reasons why oceans are polluted by listening to the tape - regulation ( n ) = rule - Let students listen to the tape times - Ask students to share with the partner Answerkey - Call on some students to give their answers How the ocean is polluted Firstly: Raw sewage is pumped directly into the sea Secondly: Garbage is dropped into the sea Thirdly: Oil spills come from ships at sea Next: Waste materials come from factories Finally: Oil is washed from the land - Let students listen to the tape again to check their answers While - listening : T shows the notes then play the tape and get sts listen and compete it Sts : listen and their task T : calls some sts to read their answer aloud Gives the correct answer Post - listening: T: guide ss to speak the general ideas about the listening Sts : as directed T: comment and give marks if * Homework - Do homework - Review the lesson, make sentences with these structures above - Prepare “Read” Planning: 1.2021 Teaching : 1.2021 PERIOD 39 UNIT : THE ENVIRONMENT LESSON 3: READ I Objectives: Knowledge: By the end of the lesson, the ss will be able to +Use the lexical items related to the topic ‘The Environment’ +Understand the poem about the pollution Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence + Use the lexical items related to “The Environment” + Practice reading skill Quality: - Love nature - Be interested in protecting the environment II TEACHING AIDS: Teacher: Textbook, workbook, projector Students: Textbook, workbook III TEACHING PROCEDURE Warm up (5') * Organization 9A: 9B: 10 T: gives Ss examples (one Yes/No question and one WH question) not to Inf Ss: change and remind how to change *Ex: Statement: Peter said: “I live here with my parents.” T: corrects/ gives Ss the note g Peter said (that) he lived there with his parents.” T: gives Ss exercise * Note: S + said (that) + S + … Ss: practice changing Questions: T: calls some Ss to check a) Yes/ No questions: - Give feedback *Ex: - They have complete the sentences by using Reported speech She asked me: “Are you a teacher?” g She asked me if I was a teacher * Note: S + asked + O + If/ whether + S … b) WH Questions: *Ex: “Where you work?” Mr Smith asked g Mr Smith asked me where I worked * Note: S + asked + O + WH + S + … * Asnwer keys * Exercise: Change into reported speech Nam said (that) he wanted to go picnic Nam said: “He wants to go picnic.” He said to me ( that) they came from Japan and they were tourists He said to me: “They come from Japan and they are tourists.” She asked her mother what she could She asked her mother: “What can I do to help her to help you?” Teacher asked us not to make noise in Teacher asked: “Don’t make noise in the class.” the class She asked me If I was going then 132 She asked me: “ Are you going now?” * Homework: - Review all the grammar - Do all the exercises again Week : 34 Planning: - -2021 Period: 67 Teaching : …-…2021 REVISON ( 3) I OBJECTIVES Knowledge 133 - By the end of the lesson, Students will be able to use conditional sentences type 1,2 Review all the lessons they have learnt and some more exercises Competences - Co – operation: Work in pair, group, team - Self study:Work in individually: - Creactiveness: ability to think creatively, the use of grammar Quality: Love the subject, like to study English Pronounce L/N correctly Study harder II TEACHNG AIDS Teacher: Text-book, lesson plan, picture , radio, Students: Text-books, notebooks, pen, exercise book - Anticipated prolems: Students may the task well III PROCEDURE Warm up (5’) - Organization: 9A …………… 9B ………………….9C…………… a Goal:asks them some questions b Content : ss can answer the questions c Expected result: ss can use “ if clause” well d Performance: Teacher’s and student’s activities Contents T: asks Ss some questions * Questions: Ss: answer 1/ Do you study well? 2/ How you study English? Ss: discuss and give their opinions 3/ Do you wish your English were good? T: remarks and review “ if clause” 4/ What will you to improve if your English is not very good? g I/ We will , if our English is bad Practice (40’) 1: Conditional sentences (type ) (13’) 134 a Goal: Revision of the conditional sentences (type 1) b Content: Ss can understand the the grammar of conditional sentences (type 1) better c Expected result: Ss can use theconditional sentences (type 1) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents T: rewrites some examples 1.Conditional sentences (type ) Ss: remark and remind * Examples: - I’ll many exercises to improve my English if it is not good - We’ll practice our English more, if it is not good T: remarks and gives them the notes *Form Main clause Future simple Present simple *Uses:to express a condition happening in the present and the future T: tells Ss the request Ss: + read and + exchange the result with their friends T: calls some Ss to check - Give feedback * Exercise 1: Put the verbs in these sentences with the correct form * Asnwer keys If we study hard, We…… (pass) the exam Lan .(go) to the library, if she has free time 1.’ll pass They…… (get) the champion prize, if they (win) this game He … (visit) me, if he … (come) If clause goes ’ll get/ win will visit / comes 135 back to Vietnam will call / has She ……(call) me when she… (have) hand phone don’t study/ will be If we …….(not/ study) English now, we ……(be) difficult to get a good job in the future * Exercise 2: Choose the correct form of the verbs If I miss / I’ll miss the bus, I’ll get a taxi instead * Answer keys: We’ll have to go without John if he doesn’t arrive / won’t arrive soon miss visit 2.doesn’t arrive weren’t If I had more money, will / would you marry me? 3.would will you cut 4.won’t refund I told They won’t refund / didn’t refund your money if you haven’t kept your receipt 5.would you get 10.don’t complain How did you feel / would you feel if you were in my position? Will you send me a postcard if you visit/ will visit Mexico? You’d have a lot of friends if you aren’t/ weren’t so mean If I make some coffee, you cut / will you cut the cake? They would be upset if I’ve told / I told them what happened? 10 If you don’t complain / didn’t complain so much, you might be more popular 2.2: Conditional sentences (type ) (15’) a.Goal: Revision of the conditional sentences (type 2) b.Content: Ss can understand the the grammar of conditional sentences (type 2) better 136 c Expected result: Ss can use theconditional sentences (type 2) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents * Revision Conditional sentences( type 2) - Ask SS to recall the grammar rules * Examples: T: rewrites some examples - If you saw a UFO, what would you do? - I would tell him the truth if I were you Ss: remark and remind * Form: Main clause : would could T: remarks and gives them the notes + Verb ( bare infinitive) might If clause : past simple tense/ past subjunctive Ss: + read and * Use : We use this structure to talk about unreal or unlikely present or future situations +exchange the result with their friends We often use " If I were you " to give advice T: tells Ss the request T: calls some Ss to check - Give feedback * Answer keys: * Exercise : 1. If Andrew didn’t work all the time, he wouldn’t be such a boring person Comment on these sentences Use type conditional or type conditional Andrew is such a boring person because he works all the time You should take exercise regularly because that’s the way to get fit 2. If you take exercise regularly, you will get fit 3. If I had a dictionary, I would look the world up You can’t look the word up because you haven’t got a dictionary 4. If we don’t protect wildlife now, there will be nothing left for future generations It’s important to protect wildlife now or there will be nothing left for future 5. If David weren’t / wasn’t clumsy, he wouldn’t have so many accidents 137 generations 6. If I I wasn’t/ weren’t so busy, I would write to my friends regularly If David has so many accidents because he’s so clumsy 7. If Sandra arrives a bit early, she can help you get things ready I’m so busy, so I don’t write to my friends regularly Sandra may arrive a bit early She can help you get things ready Road travel is cheaper than rail travel in this country As a result we have lots of traffic jams The office may be closed, so Mark won’t be able to get in 8. If road travel wasn’t/ weren’t cheaper than rail travel, we wouldn’t have lots of traffic jams 9. If the office is closed, Mark won’t be able to get in 10. If people realised how important it is to converse energy, they would something about it 10 People don’t realise how important it is to conserve energy, so they nothing about it 2.3: Relative clauses (12’) a.Goal: Revision of Relative clauses and Relative pronouns: who, that, which … b.Content: Ss can understand Relative clausesand Relative pronouns: who, that, which … c Expected result: Ss can use Relative clauses and Relative pronouns: who, that, which… to complete the sentences exactly d Performance Teacher’s and student’s activities Contents Relative pronouns: "who, which" Who - Which : replace a pronoun or a noun - Ask SS to recall the grammar rules - Give som examples  "Who" is used for man T: calls some Ss to check  "Which" is used for things - Give feedback Eg: Auld Lang Syne is a song which is sung on New Year's Eve Eg: Alexandre Bell was the man who invented the telephone 138 * Exercise : * Answer keys: Choose the correct Relative pronoun to complete the following sentences 1.whom 1.The man…………… your mother is talking to is my English teacher (which, whom, when, whose) 3.who 2.Tet is a Vietnamese festival……………takes place in late January or early February (which, who, when, whom) 5.where 3.The little girl…………………is wearing the red dress sings beautifully (which, who, when, whom) 2.which 4.where 6.which 7.whom 8.where 9.which 10.which 4.Thu enjoyed her trip to Dalat……………her grandparents live long ago (which, where, when, that) 5.Lan’s parents came back to Hanoi………………they visited last year (which, where, when, that) 6.They like Asian food……………………is sold in that market (who, which, where, whom) 7.Their aunt is the old lady………………you met in front of her house (whom, which, when, whose) 8.The beach…………………the students are cleaning up the trash is a beautiful one (where, which, who, whom) 9.The parrot………….can speak some words belongs to my close friend (who, which, whom, where) 10.This is the best movie……………………….I have seen (that, which, who, whom) * Homework: 139 - Review all the grammar - Do all the exercises again 140 Week : 34 Planning: - -2021 Period: 68 Teaching : …-…2021 THE SECOND SEMESTER TEST Week : 35 Planning: - -2021 Period: 69 Teaching : …-…2021 UNIT 10: LIFE ON OTHER PLANETS Lesson 5: Language Focus I OBJECTIVES Knowledge: By the end of the lesson, students will be able to further practice in “ might, may”, the conditional type and use the conditional type 2 Competencies: Co-operation, self-study, using language Quality: Ss are interested in lesson II TEACHNG AIDS Teacher: Sub board, realias Students: Book ,notebook III PROCEDURE Warm up (5') - Organization: 9A …………… 9B ………………….9C…………… a Goal: Check the lesson, lead in the new lesson b Contents: Answer the questions c Expected result: students' answers d Performance: 141 Teacher’s and student’s activities Contents * Check- up - Greetings - Who is absent today? - What is the date today? - Check Ss’homework Presentation (12’) a Goal: help ss to memorize some grammar problems b Contents: Revision of modal verbs , Revision of conditional sentences type c Expected result: Ss can apply to the exercises d Performance: Teacher’s and student’s activities I Revision of modal verbs: may and might Contents I Language focus May, might * Form : May/Might + infinitive * Drill: - Have students look at the pictures on page 89-90 to exercise in Language Focus (without to) * Use: * May/Might is used to talk about present or future possibility - Get students to work in pairs They have * Might is normal a little less sure than to practice asking and answering May a Ex: S1: What may it be? * Exercise S2: It may be a book or it might be b It may be a box of crayons or it a game might be a box of paints b What may it be? c It may be a football or it might bad a c What may it be? basketball d What may it be? d It may be a boat or it might be a train e What may it be? f What may it be? * Guessing game: - Prepare some things such as : a key, a doll, a book, a pair of glasses, a comb… e It may be a flying saucer or it might be a meteor f It may be an evening star or it might be a spacecraft - Put a thing in a box and ask students to 142 guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present - The game goes on until the time is over II Revision of conditional sentences type II The conditional sentences type - Ask ss to say again the form and use of the conditional sentences type * Form: If clause: simple present tense main clause: simple future (will + verb (infinitive)) * Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present Practice (18’) a Aims: helps Ss to practice some grammar problems b Contents:do the exercises c Expected result: Ss’answers d Performance: Teacher’s and student’s activities Contents - Have students work in pair to the exercise in Language Focus on page 90 - Ask students fives sentences, using conditional sentences type - Call on some students to read their sentences before the class * Exercise - Give feedback and correct b Lan will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup d Mrs Nga will join us if she finishes her work early e If Mrs Binh writes a shopping list, 143 she won’t forget what to buy III The conditional sentences type III Conditional sentences type * Form : Main Clause: would/ could/ might + verb - Set the scene: Ba is not rich so he can’t travel around the word If Clause: past simple tense/ past subjunctive - Ask students to complete the sentences: * Use: We use this structure to talk about unreal or unlikely present of future situations * If Ba ………………………rich, he ……………………………………around We often use “If I were you” to give ………………… advice ( = You’d better) * Answer keys: * Exercise  If Ba were rich, he would travel around a If Mr Loc had a car, he would drive the world to work - Ask students to Language Focus b If Lan lived in Ho Chi Minh City, exercise on page 91 They have to work she would visit SaiGon Water Park with a partner and make conditional c If Nam had an alarm clock, he would sentences type arrive at school on time - Give an example first (3a) - Let students work in pairs - Give feedback and correct d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new computer (Na would buy a new computer if she had enough money) Production (10') a Goal: futher practice b Contents: write the topic 144 c Expected result: Ss’answers d Preformance: Teacher’s and student’s activities Contents Writing IV Writing - Give the topic and ask students to discuss in groups before writing Ex: If I meet an alien from outer space, I would invite him/her to my home and talk to him/her “What would you if you met an alien from outer space?” - Give an example first - Have each student write things he/she would like to - Get students to share with their partners - Call on some students to call out their sentences before class - Give feedback and correct - Get students to write some more sentences they get from their friends in class * Homework Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure Week : 35 Planning: - -2021 Period: 70 Teaching : …-…2021 CORRECTION OF THE SECOND SEMESTER TEST 145 ... the lesson, make sentences with these structures above - Prepare “Read” 32 Period 44 Writing: 10 -2- 2 021 Teaching: … -2- 2 021 UNIT7: SAVING ENERY Lesson3: Read I OBJECTIVES Knowledge: By the end... Getting started-Listen and Read Planning: …-.1 -20 21 Teaching: …-1 -20 21 Period 42 UNIT 7: SAVING ENERGY Lesson 1: GETTING STARTED & LISTEN AND READ 23 I Objectives Knowledge By the end of the lesson,... to save energy - Prepare the next lesson Unit7 Lesson4 Write 36 Period 45 Writing: 10 -2- 2 021 Teaching: … -2- 2 021 UNIT 7: SAVING ENERGY Lesson 4: Write I Objectives: Knowledge : write a simple speech