Giáo án Tiếng Anh 9 unit 6: The environment

GIÁO ÁN TIẾNG ANH LỚP Period 37 UNIT 6: THE HE ENVIRONMENT GETTING STARTED & LISTEN AND READ I Objects By the end of the lesson, Ss will be able to: + Use new words about environments in the correct way + Read the text for general and specific information through Matching exercises and answering questions II Language contents: +Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing, water pollution, spraying pesticides + Grammar: Conditional sentences: type + Language skills: Practice reading and speaking skills III Teaching aids Teaching plan, Cassette, pictures, extra – board IV Procedure Checking up: New lesson Teacher & Students’ activities Contents Warm up: - Ask Ss to discuss and make a list of people’s * Getting started activities that destroy the environment + Throw garbage in the street - Work in groups of to + Cut down trees - May use Vietnamese when discussing - Call some groups to talk about their lists + Leave the light on when unnecessary - Give English equivalences * Matching - Give suggested answers a) air pollution - Ask Ss to match these above environmental problems to the pictures in the textbook b) spraying pesticides c) garbage dump d) water pollution e) deforestation Presentation: - Explain the meaning of the new words - Listen and repeat the new words - Individual work and pair work f) dynamite fishing New words: + Garbage dump: + Deforestation (n): - Help Ss to read new words and ask them to + Air pollution (n): read * Check Vocab: R & R + Dynamite fishing (n) + Water pollution (n) Practice: + Spraying pesticides (n)  Set the scene Mr.Brown is talking to some voluteer conservationists Guess the place where they are going to work Prediction -Give Ss minute to guess - Listen and read the passage I Listen and read “Mr Brown is talking to some volunteer conservationists” * Answers: The coservationists are going to clean the beach Matching - Ask Ss to look at “Listen and read”; play the a) Answers: tape times - Ask Ss to match the names in column A Groups 1: with the tasks in column B then write the full Groups 2: sentences f, walk along the shore e, check the sand - Call on some Ss to read the full sentences Groups 3: b, check among the rocks - Give correct answers Mr Jones: a, collect all the bags …… - Have Ss read the passage again and answer Mrs Smith: c, provide a picnic lunch for the questions in b) Mr Brown: d, give out the bags - Go around the class and provide necessary corrections - Give correct answers Comprehension questions b) Answers: The speaker is Mr Brown The listeners are members of volunteer conservationists They are on the beach If they work hard, they will make the beach clean and beautiful again soon 5.Grammar  Example: If we work hard, we will make this beach clean Form: S+will/can IF+S+V(HTĐ) I/have/money/I/buy/a book  If I have money, I will buy a book 2.The beach/be/polluted/We/ not/clean The beach will be polluted If we don't clean it 3.If/you/not/do/homework/ you/get/bad marks If you don't your homework, you will get bad marks Drill: - Repeat the vocabularies and structures +Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing, water pollution, spraying pesticides + Grammar: Conditional sentences: type Homework: - Summarize main points - Learn by heart new words and homework at workbook (1, 2, 3) - Prepare “SPEAK + LISTEN” Period 38 UNIT 6: THE HE ENVIRONMENT SPEAK & LISTEN I Objects By the end of the lesson, Ss will be able to: + Persuade other people by using give expression: I think you should …….; Why not… ? Why don’t you …? … + Complete the information notes about ocean pollution through a report + Use new word in the right context by playing word games and engaging in different class activities II.Language contents: Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill Language skills: Practice speaking and listening skills III Teaching aids Teaching plan, Cassette, pictures, extra – board IV Procedure Checking up: + Write new words New lesson Teacher & Students’ activities Contents Warm up: Newwords: - Ask Ss question: “What can you to protect the environment?” - Wrap (v): - Discuss in small groups and find the answers Speak: - Dissolve (v): - Traffic jam (n): * Pre – speaking: - Exhaust fume (n): - Write all new words on the board in both - Trash = garbage English and Vietnamese + raw sewage (n):) * Check Vocab: What & where + oil spills (n): + marine life (n): a) Try to persuade your partner to the following things to protect the environment + Regulation (n): - Work in pairs, persuade your partners to Practice things to protect the environment Follow the 2.1 Form example I think you shoud - Ask Ss to look at the structures and sentences Won't you in partt a) It would be better if you V(inf) - Explain them Can I persuade you to Why don't you Why not What/how about + V-ing *Use: Express persuasion * Example: (textbook) A: I think it would be better if we reuse and recycle bottles and cans * While - speaking: B: Why? How come? - Ask Ss to read the persuading expressions and A: Because reusing and recycling bottles can the idea cues give in the textbook carefully reduce garbage and save natural resources Make sure Ss understand all of the a) Suggested answers: ideas suggested A: I think it would be better if we go to work - Go around and provide help if necessary by bike - Call on some pairs to practice the dialogue B: Why? How come? -T: Give feedback and suggested answers: A: Because going to work by bike can save energy and at the same time it can keep the - Ask Ss to work in group and find the answers air cleaner to the questionnaire b) Find possible answers to the - Divide class in groups questionnaire - Call on some Ss from groups to present in * Example: front of class Save papers by - Call on some representatives to present in front of Recycling and reusing paper - Give feedback and suggested answers Using tree leaves to wrap food and othe things c) Now discuss with a partner the best way to protect the environment … Listen: ( Student’s answers) - Guessing game LISTENING - divide class into small groups * Answers: - Ask Ss to have guesses on how the ocean is polluted How the ocean polluted - Firstly: raw sewage is pumped directly into - Call some Ss to explain their ideas in front of the sea class - Secondly: Garbage is dropped into the sea - Provide some necessary words in the tape - Thirdly: oil spills come from ships at sea - Listen to the tape more than once and complete the notes - Next: Waste materials come from factories - Compare the answers with their partners Drill: - Repeat the vocabulary and structures - Finally: oil is washed from the land Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill Homework: - Summarize main points - Learn by heart some new words and practice talking about the problem to protect the environment - Prepare “Read” Period 39 UNIT 6: THE HE ENVIRONMENT READ I Objects By the end of the lesson, Ss will be able to understand the poem with some old English by doing Matching exercise and Answering questions II Language contents: Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk Structures: conditional sentence type Language skills: Practice reading skill III Teaching aids Teaching plan, pictures, extra – board IV Procedure Checking up: What is the name for each one? a) dump You can put your rubbish in it:…… b) trash You must put it in a rubbish bin:… c)water matter Factories produce it:…… d) pesticide crops are spayed with it: …… e) dynamite It is a powerful explosive New lesson Teacher’s activities Warm up: Students’ activities New words: - Ask Ss to work in pairs, ask and answer the + End up (v): c¹n kiÖt, sö dông hÕt, kÕt thóc following questions about poetry + Do you like poetry? + Second – hand (a) + Do you often read poetry? + Junk – yard (n): + Who is your favorite poet? + Treasure (n): + Have you ever read a poem in English? + Foam (n): + What is it? Do you understand it? + Nonsense (n): Pre – reading: Pre-questions a Who are the people in the poem? - Ask Ss to look at the poem in the book - Read the poem b Where are they? c What's the problem of the environment - Give some new words and explains the mentioned in the poem? meaning *Answer keys: - Help Ss to read the new words a The mother and her son * Check Vocab: Slap the board b They are in the park/wood c The wood is polluted Prediction Have Ss work in groups Get them to close the books and guess the answers for te pre-questions provided Matching (Match each word in A to an appropriate explanation in B) * Answers: A B junk-yard c a piece of land full of rubbish end up g reach a state if treasure f valuable things - Have Ss work in groups foam e mass of bubbles of air or gas -Get them to read the poem and check the predictions stream d a flow of water hedge a a row of things forming a fence -Call on Ss to give the answers While- Reading: T: Set the scene “You are going to read a poem about environment Please scan the poem and answer the following questions - Ask Ss to read the poem again and match the word in A to an appropriate in B encourage Ss or precious to guess the meaning of the word if they don’t know some words folk b people Comprehension questions * Answers: - Call some Ss to read the answers aloud If the pollution goes on, the world will end up like a second hand junk yard The mother think other folk pollute (are responsible for the pollution of) the - Ask Ss to read the poem more carefully and environment but not her and her son answer the questions This task can be done in If the boy keeps on asking such questions, pairs his mother will take him home right away - Give the correct answers No, because he is right: if he throws the bottles that will be polluting the woods - Call on some Ss to read their answers aloud The poet wants us to learn that everyone is in class responsible for keeping the environment form pollution - Give the answers - Calls on some Ss to read the passage aloud in (Student’s answers) eg: put the bin around the school yard Pick up the rubbish/garbage front of class and throw it into a trash bin Should not - Checks Ss’ pronunciation and intonation litter/spit on the ground/ 3.4 Post - reading: Production “What- if A: If you throw rubbish into street,… - Divide the class into two or four groups B: it will pollute the environment namely A, B, C, D each group gets Ex: sentences with only IF half - Student A read its half and B has to complete A the sentence with the idea on the board to If I see somebody throwing an empty packet protect our environment on the street, I will… - Help Ss to complete and correct the mistakes Drill: - Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk If I meet the Minister for the environment, I will If I live on an island, I will… - Structures: conditional sentence type If I live in a jungle, I will… Homework: If I catch an injured species, I would… - Summarize main points B - Do homework at workbook I will collect and put it in the trash bin - Prepare the next period 42 “WRITE” 2, I will plant some trees Period 40 UNIT 6: THE ENVIRONMENT WRITE I Objectives - By the end of the lesson, students will be able to write a complaint letter with the right format and language II Language contents: Vocabulary: complaint, refreshment, fly, response Language skills: Practice writing skill III Teaching aids Teaching plan, extra – board IV Procedure Checking up: Write conditional sentences type New lesson Teacher’s activities Students’ activities Warm up - Guides Sts to play game “Jumble words” - Play follow teacher’s guides + Answers + edn up = … + End up + secndo – hand =… + Second – hand + Jnuk – yard = … + Junk – yard + Treaseru = … + Treasure + foma = … + Foam + nonnesse + Nonsense Pre – Writing T: Explain the meaning of new words New words T: Help Ss to read - complaint (n) - fly (n): T: Introduce the formal complaint letter - refreshment (n): T: Set the scene - response (v): “ 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.” - situation (n): Ss: Read and write down into notebook Ss: Work in pairs and the labeling and - complication (n): - resolution (n): - action (n): - politeness (n): ordering Ordering T: Read the letter once Answer key: Dear sir/madam T: Call on some pairs read the aloud the letter with the correct order Each pair reads aloud one part T: Give feedback and answer key R: I would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving S: I am writing to you about the short stop of your trucks around my house on their way to the north A: I look forward to hearing from you and seeing good response form your company C: When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment When the truck leave the place, the ground is covered with trash and a few minutes later there is smell flies P: Faithfully, Hoang Binh Writing Dear Mr president While – writing T: Implicit the writing task by asking questions: Are there any lakes behind your house? What people in the lake? Which problems remain … T: Ask Ss to read the situation in the textbook of local authorities to complain about the way of catching fish in the lake behind your house Following S-C-R-A-P format Ss: Work individual, write a letter to the head I am writing to you about the problem of fish catching in the lake behind my house I am very worried because they don't use fishing rod or not net but use electricity to catch fish After a short time they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads and even birds have 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 am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority T: Ask Ss to compare the writing and gives feed back and suggested writing Drill T: Ask Ss to read their writing aloud - Ask for comments from other Ss Homework Sincerely - Summarize the main points - Prepare " Language focus” Period 41 UNIT 6: THE HE ENVIRONMENT LANGUAGE FOCUS I Objectives - By the end of the lesson, students will be able to use the adverbs correctly II Language contents: Vocabulary: assignment, sigh Grammar: + Adjectives and adverbs + Adverb clauses of reason (as, because, since) + Adjectives + that clause+ Conditional sentences type Language skills: Practice writing skill III Teaching aids Teaching plan, extra – board IV Procedure Checking up: No New lesson Teacher & Ss’s activities Content Warm up T: Ask Ss to arrange the letter to make complete words Answers: wols = slow asd = sad dogo = good pahapy = happy Presentation and practice 1: Change the adjectives into adverbs: T: Explain vocabulary New words - Help the Ss to review the formation and the use of adverbs of manner through questions Assignment (n): exercise + How are adverbs formed? Sigh (n): long deep breath + What we use adverbs for? • Formation Adjective + ly = adverb Adjective Adverb Extreme Extremely Good Well Happy Happily Sad Sadly Slow Slowly Ss: Do exercise 1, change the adjectives into T: Ask Ss to go on with exercise 1, use the adverbs to adverbs complete the sentences • Usage: we use adverbs of manner to modify the verb It usually goes after the main verb Answers b slowly Presentation and practice c sadly T: Give out clauses d happily He failed the exams He is too lazy e well T: Ask Ss about the relation between clause -> reason Join the pairs of sentences together use "because; as; since" T: Introduce the words expressing clause of reason: Eg: Ba is tired because/as/since he stayed up late because = as = since watching TV T: Ask Ss to exercise Ss: Compare the answers with a friend - Explain the example * Answers T: Give feedback and the correct answers b I have a broken led because/as/since I fell over while I was playing volleyball c I am going to be late for school because/as/since the bus is late d I broke the cup because/since/as I was careless e I want to go home because/as/since I feel sick f I am hungry because/as/since I haven't eaten all day Complete the dialogues * Structures: Presentation and practice T: Explain the structure S + be + adj + that clause Eg: I am pleased that you are working hard Ss: Compare the answers with their partners * Answers: T: Let Ss practice the structure by completing the dialogue in the book b excited that I can go to Da lat this time c I am sorry that I broke your bicycle yesterday T: Call some pairs to practice the dialogues aloud T: Feedback and give correct answers - Help the Ss to revise the conditional sentences type "If + main clause, subordinate clause" (simple present tense) (will infinitive) T: Have Ss exercise Match each half sentence in column A with suitable one un column B, if it is ok, this activity can be done orally through the game watching T: Feedback and give correct answers Drill - Repeat the forms and structures: + Adjectives and adverbs d I am disappointed that you did not phone me about it e I am amazed that I could win the first price Match each half sentence * Answers e a3 c4 d5 b + Adverb clauses of reason (as, because, since) + Adjectives + that clause + Conditional sentences type Homework T: Summary the main points - Prepare "Unit – getting started + listen and read”