giao an tieng anh 9 d sua

Trêng THCS Tri Ph¬ng  English 9 Planning date: 06/01/2010 Teaching date: 08/01/2010 Period 36 Unit 6 The environment Getting started Listen and read I.Objectives: 1. Language: - Ask somebody to do something. - Condition sentences type 1. - The hot problems about environment. 2. Skills: - Read the passage and learn new language - Answer the questions to check understanding. II.Prep ar ation 1. Teacher: - Pictures of the Getting started. - A sub - board. 2. Students: - Search for the meaning of the new words in the Glossary. - Read the passage at home, revise the conditional sentences type 1. III. TECHNIQUES: Guessing game, True/ False statements, Matching IV.Procedure: Items activities 1. Ice – breaking (5”) Getting started - T presents the pictures about hot problems of the environment pollution and ask Ss to name these problem in Vietnamese. T corrects. - T presents the words and phrases to Ss, ask Ss to predict and match these words to the pictures. T corrects: - Asks Ss to re – explain the meaning of the words and phrases and write the meaning of the words in the notebooks. New words: Mïng V¨n ThÞnh 1 Trờng THCS Tri Phơng English 9 c. e. a. f. d. b. Garbage dump Deforestation Air pollution Dynamite fishing Water pollution Spraying pesticides [v] [n] [adj] [n] [n] [n] Nơi đổ rác Nạn chặt phá rừng ô nhiễm không khí đánh cá bằng chất nổ ô nhiễm nguồn nớc Phun thuốc trừ sâu 2. Presentation 3. Practice: Listen and read - T presents the situation of the passage: This is the words of Mr. Brown, who is talking to the volunteer conservationists. - T plays the tape the first time, Ss listen and read the passage silently, underline the new words if any. - T asks some questions after the 1 st time listening to elicit the content of the lesson: 1. What are the volunteers going to do? 2. How many groups do the volunteers divide into? - T explains the new words: Plastic bags Shore Sand Rocks Provide Disappointed Spoil [n] [n] [n] [n] [v] [adj] [v] Túi nhựa Bãi biển Bãi cát Bãi đá Cung cấp Thất vọng Làm ô nhiễm - Ss practice the new words in chorus and then in pairs make some sentences with the new words. - T asks Ss to read the passage again and mark the conditional sentences type 1. - T explain the way to use the conditional sentences type 1 again. - Ss make some more sentences using the structure, T corrects the mistakes if any. a. Match the name in column A with the tasks in column B, then write the full sentences: - Ss work in pairs and decide which name goes with which task, then write the full sentences. T goes around to help weaker Ss. Mùng Văn Thịnh 2 IF + S + VERB (S,ES), S + MIGHT/WOULD/WILL + V Trêng THCS Tri Ph¬ng  English 9 - Then Ss exchange their answers to compare, T call some Ss to go to bb to write their answers - T corrects the exercises after all. - Ss write the correct answers into their notebooks 4. Production: A B 1. Group 1 2. Group 2 3. Group 3 4. Mr. Jones 5. Mrs. Smith 6. Mr. Brown f. walk along the shore e. check the sand b. check among the rock a. collect all the bags and take them to the garbage dump c. provide a picnic lunch for everyone. d. give out the bags. b. Answer: - Ss work in pairs and answer the questions. T goes around to help weaker Ss. - Then Ss exchange their answers to compare, T call some Ss to go to bb to write their answers - T corrects the answers after all. Ss write the correct answers into their notebooks. 1. The speaker is Mr. Brown. 2. The volunteer conservations are the listeners 3. They are at the beech now. 4. They are going to clean the beech. 5. If they work hard today, they can make the beech clean and beautiful again soon. 6. Ss' answers. 7. If time is available, T can change this sentences to a new activity such as discussion or making a survey. - Ss work in pairs again, practice the questions and the answers about the passage. - T call some pairs to practice aloud. - Ss discuss about things they have done to keep the environment clean and make a survey to show to the class. - T goes around to help each group with difficult words. Mïng V¨n ThÞnh 3 Trêng THCS Tri Ph¬ng  English 9 5. Homework: - Ss learn new words by heart. - Prepare the next lesson. Planning date: 11/01/2010 Teaching date: 13/01/2010 Period 37 Unit 6 The environment speak & listen I. Objectives: 1. Language: - Persuade somebody to do something. - Wh - questions: Why? How can…? 2. Skills: - Persuade other people to do something to protect the environment. - Listening for detailed information (missing words). II. Prepa ration: 1. Teacher: - A game of Brainstorming. - A sub - board. 2. Students: - Search for the meaning of the new words in the Glossary. - A listening table. III. TECHNIQUES: Guessing game, True/ False statements, Matching IV. Pro ce dure: Items activities 1. Ice – breaking (5”) Brainstorming - T asks Ss to work in groups to find as many words as they can to add to the Brainstorm with the topic: WHAT DO YOU OFTEN DO TO PREVENT OUR ENVIRONMENT? Mïng V¨n ThÞnh 4 Trêng THCS Tri Ph¬ng  English 9 2. Speaking: - T collects all the ideas and present the new lesson: Persuade your friends to join some activities to protect the environment. Pre – activity: - T presents the vocabulary and structure can be used in the speaking: - Structures : 1. I think you should … 2. Won’t you …? 3. It would be better if you … 4. Why don’t you ? 5. Why not …? 6. What/How about …? - Word phrases: 1. Use banana leaves to wrap food. (plastic bags are very hard to dissolve/save paper). 2. Reuse and recycle bottles and cans. (Reduce garbage/save natural resources) 3. Not throw trash onto the water. (keep the water clean/polluted water can directly do harm to people’s health and kill fish) 4. Go to school or go to work by bike (save energy/keep the air cleaner) 5. Put garbage bins around the schoolyard.(prevent lazy students from throwing trash/keep the schoolyard clean) 6. Use public buses instead of motorbikes (avoid traffic jams/reduce exhaust fume/ save energy). Mïng V¨n ThÞnh Things to do 5 Trêng THCS Tri Ph¬ng  English 9 While – activity: 1. Work in pairs: - T asks Ss to work in pairs and make a conversation to persuade their partners to do things to protect the environment , follow the example: A: I think it would be better if we use banana leaves to wrap food instead of paper or plastic bags. B: Why? How come ? A: Because plastic bags are hard to dissolve, they will cause pollution. And if we less paper, we save trees in the forests. That’s how we can save the environment. - T goes around to help weak Ss, corrects the mistakes if any. - T call some pairs to practice their conversation aloud, T should not pay too much attention to the correction but the fluency. 3. Listening: Post - activity 2. Find possible answers to the questionnaire: - T presents the questionnaire on the sub – board, asks Ss to answer the questions using information in section a). - Ss work in pairs, one S asks and the other answers, then change the roles. Follow the example: A: How can we save paper? B: We can save paper by using tree leaves instead of using paper to wrap food. - T goes around to help Ss with their finding the answers. Then call some pairs to practice their questions and answers. Correct the mistakes if necessary Questionnaire Protecting the environment How can we … • save paper ? • use fewer plastic bags? • Reduce water pollution? • prevent littering? • Reduce air pollution? • Reduce the amount of garbage we produce? Pre – activity: - T presents some new words in the listening lesson: Raw Sewage Pump Directly [adj] [n] [v] [adv] Th«, cha xö lý Níc th¶i B¬m Th¼ng, trùc tiÕp Mïng V¨n ThÞnh 6 Trờng THCS Tri Phơng English 9 4. Homework: Oil spill [n] Dầu cặn - T present the requirement of the listening: Listen to the report on how the Oceans are polluted. Then complete the notes. While activity: - T plays the tape for the first time, Ss listen to get general ideas. - T plays the tape again for two more time, Ss listen and take notes in their drafting paper. - T play the tape last time and check the answers: (1): garbage is (3) waste materials come from factories (2): come from ship at sea (4) Oil is washed from the land - At home, Ss learn the new words by heart. - Prepare the next lesson: READ. Planning date: 13/01/2010 Teaching date: 15/01/2010 Period 38 Unit 6 The environment READ I. Objectives: 1. Language: - The poem about the environment. - The Simple future tense in the First conditional sentences. 2. Skills: - Read and match words from the poem to appropriate explanation. - Read and answer the questions. II. Prepa ration: 1. Teacher: - New words of the poem. - A sub - board. 2. Students: - Search for the meaning of the new words in the Glossary & Drafting paper. III. TECHNIQUES: Guessing game, True/ False statements, Matching Mùng Văn Thịnh 7 Trờng THCS Tri Phơng English 9 IV. Pro ce dure: Items activities 1. Ice breaking (5) 2. Pre task: Brainstorming - T asks Ss to work in groups to find as many answers as they can to add to the Brainstorm with the topic: WHATS GOING TO HAPPEN IF ALL THE POLLUTION GOES ON? - Ss can answer in Vietnamese and T collect their ideas. a. Vocabulary: - T asks Ss to skim the poem and underline the new words then T gives the meaning. - Ss practice the new words in chorus just once. End up Second hand Junk yard Treasure Litter Tin Stream Foam Hedge folk [v] [n] [n] [v] [n] [n] [n] [n] [n] Kết thúc Bãi thải Tài sản vô giá Chất đầy Vỏ đồ hộp Dòng suối Bọt Hàng rào, bìa (rừng) kẻ 3. While task b. Grammar: - T presents the conditional sentences type 1, asks Ss to find the sentences in the poems. -E.g. Whats going to happen if all the pollution goes on? If I throw the bottles , wont that be polluting the woods? If you are going to start getting silly ideas, Ill take you home right away. Match - Ss read the poem, then match the words to the explanation. - Ss exchange their words to compare and corrects for each other. T corrects the work after all. A B 1. Junk yard 2. end up 3. treasure 4. foam 5. stream a) a row of things forming a fence b) people c) a piece of land full of rubbish d) a flow of water e) mass of bubbles of air or gas Mùng Văn Thịnh 8 Trêng THCS Tri Ph¬ng  English 9 4. Post – task: 5. Homework 6. hedge 7. folk f) valuable or precious things g) reach a state of 1.c 2. g 3. f 4. e 5. d 6. a 7.b Answers: - Ss read the poem again, then work in pairs, answer the questions in the section b). T goes around to help weaker Ss. - Ss exchange their answers to compare, T call some SS to write their answers on bb. Then T corrects the mistakes. 1. If the pollution goes on, the world will end up like a second – hand junk – yard. 2. The mother think other folks pollute (are responsible for the pollution of) the environment but not her and her son. 3. If the boy keeps on asking such questions, she will take him home right away. 4. No. Because he’s 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. 6. Ss’ answer. Discussion - Ss read the poem aloud for fluency. - Ss discuss to find some solutions to keep the environment. - Learn the new words by heart and prepare the next lesson. Planning date: 18/01/2010 Teaching date: /01/2010 Period 39 Unit 6 The environment write I. Objectives: 1. Language: - Form of a complaint letter. - Formal language 2. Skills: Mïng V¨n ThÞnh 9 Trêng THCS Tri Ph¬ng  English 9 - To get familiar with the structure of a complaint letter. II. Prepa ration: 1. Teacher: - A letter form. - A sub - board. 2. Students: - Study the letter form. III. TECHNIQUES: Guessing game, True/ False statements, Matching IV. Pro ce dure: Items activities 1. Ice – breaking (5”) 2. Pre – task: Revise the letter form: - T asks Ss to work in groups to write down the sections of a letter that they have already learnt. - T collects the ideas and corrects. Present the complaint letter: - T presents the sections of the complaint letter, then asks Ss to read the content of each sections carefully: - T notices Ss the letters S – C – R – A – P stand for the 5 sections of the complaint letter. 3. While - task Rewrite the complaint letter: - T presents the letter of Mr. Nhat and explain that the letter is now not in the right order, Ss should read the letter and rearrange it by writing the correct letter in front of each passage. - Ss work in pairs to complete the task, T goes around to help Ss with their Mïng V¨n ThÞnh 10 A complaint letter have 5 sections Situation Complication Resolution Action PolitenessStates the reason for writing Mentions the problems Make a suggestion Talks about future action Ends of the letter politely [...]... jumbled order, Ss work in groups to discuss and decide how to match each part of the speech with its suitable function A 1 Introduction A B summing up what you have said 2 Body B getting peoples attention and telling them what you are going to talk about 3 Conclusion C Giving details in easy to understand language - Ss discuss and note down their arrangements,, T checks, corrects and gives clearer explanation:... lake, a lot of small fish died and floated on the water surface Other animal such as frogs, toads and even birds also died of electric shock wave I would suggest the local authority should prohibit and fine heavily anyone uses this way of catching fish I look forward to hearing from you and seeing the protection of environment from local authorities Sincerely, - Ss work individually, write the complaint... new words by heart Planning date: 24/02/2010 Teaching date: 26/02/2010 Period 43 20 Mùng Văn Thịnh Trờng THCS Tri Phơng English 9 Unit 7 Saving energy read I Objectives: 1 Language: - Saving energy topic - Modal verbs 2 Skills: - Read and find the topic of the passage - Read and answer the questions II Preparation 1 Teacher: - A sub - board 2 Students: - Search for the meaning of the new words in the... Ss can work in groups of 8 to decide which sentence can be the best summary - T give out the correct answer: 3 North American and European countries are interested in saving money and natural resources True or false: 1 Western consumers are interested in products that will only work effectively 2 We can use energy saving bulbs instead of ordinary 100 Walt-light bulbs to spend less on lighting 3 An energy-saving... standard bulb 4 The purpose of the labeling scheme is to help consumers to know how efficient each model is so that they can save money and energy The answer: 1- F 2- T 3- F 4- T Answer the questions: - Ss read the passage again and answers the questions at page 61, write the answers in your exercise books - T goes around to help weaker Ss and control the activity Then asks Ss to exchange their answers... The expressions and ideas in section a) may help - T work with three Ss to make an example first to show the class what to do Example: A: I think we should take a shower instead of a bath to save energy B: Thats a good ideas C: How about making posters on energy saving and hanging them around our school ? D: Great! Lets do that - T goes around to help the Ss with their discussion and control the activity...Trờng THCS Tri Phơng English 9 arrangement - SS exchange their work to compare, T calls some Ss to go to bb to write their order 26 Tran Phu Street Ha Noi October 9, 2003 The Director L & P Transport Company 431 Lee Loi Boulevard, HCMC Dear Sir/Madam, R I would suggest that your company should tell your drivers to clean up all the trash on the ground before leaving S I am writing to you about... Tri Phơng English 9 last time to check and correct all the answer 1 Solar energy can be cheap and clean 2 Most of our electricity now comes from nuclear power 3 The solar energy that get to the Earth cannot provide enough power for the worlds population 4 Solar energy can be used on cloudy days 5 All buildings in Sweden will be heated by solar energy in 2050 Answers: 1 True 3 False 2 False Corrects:... around to help weak Ss with the format of the letter - T choose some letter of good and weak Ss to correct 4 Homework: - Rewrite the letter in their exercise notebooks - Prepare the exercises in the Language focus Planning date: Teaching date: Period 40 Unit 6 The environment I Objectives: Language focus 1 Language: - Adverbs and adjectives - Adverb clauses of reason - Adjective + that clause - Conditional... function of the adverbs? (To modify verbs and sentences) How to change an adjective into an adverbs (add ly to the regular adjective) 2.Adverb clause of reasons: Because, As, Since - Adverb clause of reasons: Because, As, Since to tell the reasons of actions in the main clause 3 Adj + that clause to show attitude about smt: 4 Conditional sentences type 1: If + main clause, + subordinate clause (Verb . function of the adverbs? (To modify verbs and sentences). How to change an adjective into an adverbs (add – ly to the regular adjective) 2.Adverb clause of reasons: Because, As, Since - Adverb clause. to predict and match these words to the pictures. T corrects: - Asks Ss to re – explain the meaning of the words and phrases and write the meaning of the words in the notebooks. New words: Mïng. Reuse and recycle bottles and cans. (Reduce garbage/save natural resources) 3. Not throw trash onto the water. (keep the water clean/polluted water can directly do harm to people’s health and kill