Giáo án Tiếng Anh 9 unit 6: The environment

GIÁO ÁN TIẾNG ANH LỚP Unit 6: THE ENVIRONMENT Lesson 1: GETTING STARTED + LISTEN AND READ LANGUAGE FOCUS (Period 37) A Aim of the lesson: By the end of the lesson, Students will be able to understand the reading about environment problems and related words / phrases and the use adverb clauses of reason: as, because and since • Teaching aids: text book, cassette, posters about environment or pictures • Anticipated problems: B Content: Warm up *Brainstorm - Ss work in group of to Ask Ss to discuss and make a list of people activities that destroy the environment - Suggested answers: throw garbage in the street, cut down trees, leave the lights on when unnecessary 2.Vocabulary - garbage dump (n) place where the garbage is stored: bãi đổ rác,nơi chứa rác - deforestation (n): cutting down the trees in the forest : phá rừng - dynamite fishing(n) đánh cá chất nổ - spraying pesticides (n) It uses to kill insects on the farm: phun thuốc trừ sâu - (to) spoil (translation) làm hư hỏng, làm hại *Checking: Ask Ss to make sentences with the words they have learned Pre- reading - Get Ss to match pictures with cuewords in the textbook While− reading - 1st reading: Ask Ss to read silently and then check their matching - 2nd reading: Ss give correct answers: a air pollution b spraying pesticides c garbage dump d water pollution e deforestation f dynamite fishing - Tell Ss to listen and read the passage Call on some Ss to read again - Give these words and get Ss to read after: shore, provide, whole, disappointed - Ask Ss to match the names in colunm A with the tasks in colunm B Then write the full answers: - Group + f walk along the shore - Group + e check the sand - Group + b check among the rocks - Mr Jones + a collect all the bags and take them to the garbage dump - Mrs Smith + c provide a picnic lunch for everyone - Mr Brown + d give out the bags * Play a game: Using flowers with the questions in it Does Mr Jones collect all the bags and take them to the garbage dump? Should group check among the rocks? What does group have to check? Which group walks along the shore? Please sing a song about the environment? Did Mrs Smith provide a picnick lunch for everyone? Who give out the bags? Please read a poem or tell a short story about environment? Post− reading - Let Ss discuss the questions and Have you ever done anything similar? If yes, what did you do? Where did you it? -> Yes, we have We often collect the garbage and sweep up our school yard Our school clearn uo the city streets, especially on days before great national holidays If the pollution continues, what might happen? -> If the pollution continues, our world becomes a harmful and unpleasant to live - Grammar point: LANGUAGE FOCUS (P.54) a) Model sentences: about Adverb clauses of reason Ba is tired because / as / since he stayed up late watching TV b) Concept check: Which is main clause? What is its duty? What position does it stand? What function is because / as / since? Who gives form: Main Clause + because / as / since + subordinate clause c) Use: Conjunctions: because, as, since, for (bởi vì), now that / because now (bởi bây giờ) -> As / Since thường đứng đầu câu - Rút gọn mệnh đề trạng ngữ nguyên nhân thành cụm giới từ because of , due to, (bởi vì) + N / V-ing S giống a because + Pro + be + Adj -> because of + Poss.adj (of Pro) + N (of Adj) b because + N + be + Adj -> Because of + the + Adj + N c because + S + V + O/A -> due to + Gerund (of V) + O/A - Khi mệnh đề nguyên nhân hành động xẩy trước đổi thành: Having P2 - T explains how to the language focus (P.54) - Give some sentences to get Ss to in the textbook - Ss make sentences Homework - Learn vocabulary by heart Reread the text and answer questions - Make – 10 sentences using the form - Workbook: Ex 4-5 (P.42-43) - Prepare vocabulary in SPEAK (P.49) Unit 6: THE ENVIRONMENT Lesson 2: SPEAKING + LANGUAGE FOCUS 4-5 (Period 38) A Aim of the lesson: By the end of the lesson , Ss will be able to persuade other people by using given expressions: I think I should Why not ….? Why don’t you….? • Teaching aids: text book, cassette, posters • Anticipated problems: B Content: Warm up Greetings Jumbled words: - Ask Ss put the letters in the right order to make good words: onpitlulo (pollution), mpud (dump), ira (air), sptesecidi (pesticides), ands(sand) Vocabulary - (to) wrap = cover, fold smt gói, bọc lại - (to) dissolve - change sth from solid and liquid làm tan, hoà tan - garbage bin (n) - a box for storing garbage thùng rác - traffic jam (n)-vehicles get stuck in the street kẹt xe, tắc nghẽn giao thông - (to) decompose (trans) phân huỷ - exhaust fume (n): gases escaped from motor vehicles…hơi khói thải - harm (to) (V/N) làm hại , thiệt hại *Checking: R – O – R I Pre- speaking -Ss repeat the expression to persuade - I think you should + V… - Won’t you + V … ? - Why don’t you + V ….? - Why not + V…? - What / How about + V-ing….? - It would be better if you + V… - How come + S + V(s)/don’t/doesn’t V? = Why do(n’t)/does(n’t) + S + V ? II While- speaking - Ask Ss to read the persuading expressions and the idea cues given in the textbook carefully Make sure Ss understand all of the ideas suggested - Let Ss work in pairs, persuade their partners to things to protect the environment - Call on some pairs to practice the dialogue - Give feed back and suggested answers: A: I think it would be better if we reuse and recycle bottles and cans B: Because reusing and recycling bottles can reduce garbage and save natural resources A: I think it would be better if we don’t throw trash onto water B: Why? How come? A: Because it can keep the water clean Polluted water can directly harm to people’s health and kill fish A: I think it would be better if we go to work by bike B: Why? How come? A: Because going to work by bike can save energy and at the same time it can keep the air cleaner A: Why don’t we put garbage bins around the school yard? B: What for? A: To prevent lazy students from throwing trash That’s how we can keep the school yard clean and protect the environment A: I think we should use public buses instead of motorbikes B: Why should we? A: To avoid traffic jams Moreover, Using traffic buses can reduce exhaust fume and therefore we can keep the air cleaner That’s how we can save the environment III Post -speaking b Ask Ss to work in group and find the answers to the questionaire The protecting the environment How can we… * save paper?- We reuse used paper and recycle waste paper * use fewer plastic bags? – We save plastic bags, clean and reuse them * reduce water pollution? – We don’t throw trash or rubish into streams,lakes and even oceans * prevent littering? – We throw garbage into the waste bins… * reduce air pollution? – We should use public means of transportation instead of private cars or motorbikes * reduce the amount of garbage we produce? – We can reuse and recycle bottles and cans And we can bury or burn trash * Language focus 4-5 - Conditional sentences : Type If + S + V(s/es) …, S + will / can….+V…… - Use: the action can happen in the present or future - Ss Ex.4-5 (P.56) in the textbook c Discuss the best way to protect the environment (opitional) IV Homework - Pratice speaking again a,b,c - What you to protect the environment? Write down - Workbook: Ex.8,9,10 (P.45-46) - Prepare vocabulary in LISTENING + L F1,3 Unit 6: THE ENVIRONMENT Lesson 3: LISTENING + LANGUAGE FOCUS 1,3 (Period 39) A Aim of the lesson: By the end of the lesson , Ss will be able to listen for detailed information and further improve vocabulary and knowledge about environment To understand adjectives + that clause and adverbs • Teaching aids: text book, cassette, posters • Anticipated problems: B Content: Warm up Greetings - Answers: - How can we protect the environment? How you prevent littering? How we reduce the amount of garbage? Vocabulary - raw sewage (n) untreated wastewater: nước thải chưa qua xử lý, nước cống - pump (v) (mime / trans) bơm,đổ , thải - oil spills (n) the release of oil into the natural environment: tràn - leak (v) (trans) rò rỉ - waste material (n) vật liệu phế thải - dump (V/n) đổ thành đống (rác) , vứt bỏ/đổ ầm xuống/ *Checking: R – O – R I Pre - listening: *Guessing game: Ask Ss to have guesses on how the ocean is polluted II While - listening: - Ss listen to the tape and complete the notes - Ss correct the 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 III Post − listening: *Answer questions: - Ask Ss to work in pairs, use the notes as the outline and make a short presentation on how the ocean is polluted ( Ss can add more ideas of their own in the presentation) - Call on some Ss present in front of the class - Give feed back on the presentation * Language focus 4-5 (P.53,55) Adverbs of manners: =Adj + ly Extreme – extremely, sad – sadly , slow – slowly, - happy – happily -> But: friendly (Adj), lovely (Adj), likely (Adj) - probable – probably, simple-simply - Except: good – >well Some Adj/adv: fast, late, hard, early, straight, long, high, enough, pretty - Use: - to modify the verb He runs slowly - to modify a whole sentence Luckily, I have found my key Adjectives: - Stand before nouns and after to be and linkingVerbs: look-appear (trông ) become-get-grow (trở nên ), feel, seem, taste (có vị), smell (có mùi), sound - Sau đại từ phiếm định: something, everything, someone, nothing Adjective (of emotion)+ that clause S + be + adj + that + clause Adj of emotion: happy, glad, pleased, excited, sorry, disappointed, amazed, afraid, ashamed, afraid, angry, bad, certain, grateful, helpful, hopeful, important, lucky,sure, thankful, true, wrong - Use: with some adjectives of feeling / emotion - Ss exercises 1,3 (P.52,55) - Give the correct sentences *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 rawsewage, which is pumped directly into the sea Many countries, both developed and developing, are guilty of doing this Secondly, ships drop about 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 also kills marine life Next, there are waste materials from factories Without proper regulations, factories 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 (guilty: điều sai trái, khiển trách, phạm tội, - delibrate: cố ý, thận trọng, thảo luận kỹ) IV Homework: - Retell the listening - Do exercise1,3 (P.52,55) again - Workbook: Ex 1,1,6,7 (P.41,44,45) - Prepare vocabulary in READING Unit 6: THE ENVIRONMENT Lesson 4: READING (Period 40) A Aim of the lesson: 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 • Teaching aids: text book, posters • Anticipated problems: B Content: Warm up Greetings - Chatting: Q & A - Do you like poetry? Do you often read poetry? Who is your favorite poet? - Have you ever read a poem in English?What is it? Do you understand it? Vocabulary -junk-jard (n) a place to store rubbish and waste: bãi chứa đồ phế thải - precious (a) = valuable quý, quý giá, quý báu - treasure (a) valuable/precious things: kho báu, cải, kho tàng - foam (n) mass of bubbles(bong búng) of air or gas bọt - hedge (n) = green fence hàng rào xanh - nonsense (n) meaningless words or ideas: lời nói phi lý,sự vô lý (vô nghĩa) - end up (v) use up / finish : cạn kiệt, kết thúc - second – hand (adj) đồ cũ , folk (n) = people: người, stream (n) dòng suối * Checking: What and Where I Pre-reading: Answer questions a How many people are there in the poem ? What is their relationship? b Where are they? c What problem of the environment is mentioned in the poem? II While-reading: - Ss scan the poem about the environment and then check the pre–questions - Ss read again and give the correct answers - Keys: a.There are two (mum and son) b Probably in the forest c Pollution * Matching: Match each word in A to an appropriate explanation in B (P.51) 1.Junk–jard a, a row of bushes forming a fence 2.end up b, people 3.treasure c, a piece of land full of rubbish 4.foam d, mass of bubble of an air or gas 5.stream e, a fow of water 6.hedge f, valuable or precious things 7.folk g, reach a state of *Key: - c, 2-g, 3-f – e, 5-d 6-a, 7-b Comprehension questions (P.51) Lucky lot game *Keys: + + + LL 2.- 5.The poet wants us to learn that everyone is responsible for the environment from pollution / stopping pollution 3.- No Because he is right, if he throw the bottles that will be polluting the woods 5-1 If the pollution goes on, the world will end up like a second hand junk–jard 6.-6 (The answer depends on the students’opinion) Suggestions: I can put trash bins around school-yard to prevent lazy students from throwing trash and keep the school –yard clean In addition, I can put trash bins around my house and keep my house clean,too 8.-2.The mother thinks other folk pollute (are responsible for the pollution of)the environment but not her and her son 10.-3 If the boy keep on asking such questions,his mother will take him home right a way III Post-reading: - Brainstorming words (from the poem) involving in the environment *Keys: pollution, junk–jard, litter, plastics, tins, stream, world, foam, bottles, hedge, throw the bottles, the woods * Discussion (opitional) Topic: “What could you in your school/your house to minimize pollution?” (minimize (v) giảm đến nhất) - Dividing the class into two groups for them to discuss - Feedback -Teacher – whole class IV Homework: - Read and Answer the questions about the poem (P.51) - Workbook : Do exercises 2,3 (P.41–42) - Review how to write a letter Unit 6: THE ENVIRONMENT Lesson 5: WRITING (Period 41) A Aim of the lesson: By the end of the lesson , Ss will be able to know how to write a complaint letter with the right format and language and practice writing one using the cues given • Teaching aids: text book, posters • Anticipated problems: B Content: Warm up Greetings - T asks : What’s in a formal letter? - Gives Ss an A4 size paper Ask them to write the main parts of a formal letter on the paper in good position -Answers: Sender’s address,- Receive’s address, -Salutation,-Body,-Signature Vocabulary - complain to sb (v)-> complaint(n) express dissatisfaction: phàn nàn, than phiền - complication (n) điều gây rắc rối, phức tạp,sự rắc rối - resolution (n) make a suggestion định, ý định - float (v) (sit/trans) trôi, nổi, bồng bềnh - situation (n) states the reason for writing: tình huống, hoàn cảnh - prohibit (v) ngăn cản, ngăn cấm - refreshment (n) rest to make spirit freshed again: nghỉ ngơi - response (v) make an answer, truck (n) strong lorry for heavy goods, break (n) pause or interval at work(sự ngừng ,nghỉ), fly (n) two-winged insect( ruồi) *Checking: R – O – R I Pre - writing: * Matching: A complaint letter has five sections → SCRAP A B Situation b mentions the problem Complication a states the reason for writing Resolution c end the letter politely Action d makes a suggestion Politeness e talks about future action *Keys: – b 2–a 3–d 4–e 5–c (Ordering the letter section a P.52) Label each section with the appropriate letter: S_C_R_A_P *Keys: R: I would suggest….before leaving S : I am writing… to the North A: I look forward to …your company C: When the trucks….and flies P: Yours faithfully ….Tran Vu Nhat *Notes: The writer’s and receiver’s address must be written on the top II While- writing - Reading the production on section b- P.53 individually - Comprehension questions about the production a What people in the lake behind your house these days? b What make you worried?/ Which problems remain…? c To whom you write the letter to? d What suggestion you want to make? e Any future plans you want to make? *Keys: a.They begin to catch fish b.They use electricity to catch fish c.I write to the head of the local authorities d.The local authorities should prohibit and fine heavily anyone using electricity to catch fish e Depending on the students’ idea * Practice writing the letter: Ask Ss to write the letter *Suggested writing: (etc) Dear Mr , I’m 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 net but use electricity to catch fish After a short time they left the lake a lot of small fish died and floated 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 any one catching fish in this way I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authorities Yours sincerely III Post- writing: Sharing writings + Teacher correction (if there is enough time) IV Homework: - Complete the writing and Review the grammar points in this unit - Prepare vocabulary Unit – Getting started & listen and read + LF [...]... *Keys: a.They begin to catch fish b.They use electricity to catch fish c.I write to the head of the local authorities d .The local authorities should prohibit and fine heavily anyone using electricity to catch fish e Depending on the students’ idea * Practice writing the letter: Ask Ss to write the letter *Suggested writing: (etc) Dear Mr , I’m writing to you about the problem of fish catching in the lake... fish in this way I am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authorities Yours sincerely III Post- writing: Sharing writings + Teacher correction (if there is enough time) IV Homework: - Complete the writing and Review the grammar points in this unit - Prepare vocabulary Unit 7 – Getting started & listen and read + LF 2 ...C: When the trucks….and flies P: Yours faithfully ….Tran Vu Nhat *Notes: The writer’s and receiver’s address must be written on the top II While- writing - Reading the production on section b- P.53 individually - Comprehension questions about the production a What do people do in the lake behind your house these days? b What make you worried?/ Which problems remain…? c To whom do you write the letter... fish catching in the lake behind my house I am very worried because they don’t use fishing rod or net but use electricity to catch fish After a short time they left the lake a lot of small fish died and floated 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 any one catching