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Week 20 - Period 38 Date of preparing: 10/01/2021 Date of teaching:…./01/ 2021 Unit 6: The environment Lesson :Speak + Listen Subject: English 9; Class: 9A, 9B Time: period I Objectives: Knowledge: By the end of the lesson, Ss will be able persuade their partners to protect the environments Competence: Cooperation, persuading their partners to protect the environments Behaviour: Ss are aware of protecting the environments II Teaching aids: posters, book, cassette, projector… III Procedure: Teacher’s activities Students’ activities ACTIVITY (WARM-UP) (5’) a Aim: Set the scene, lead students to the main part of the period b Content: Active words and structures c Outcome: Ss’ understanding, ability of using the words and structures d Organization: - Give some ideas on subboard and ask Ss to tick T or F (Subboard) Which actions to protect the environment? ACTIVITY 2: PRESENTATION (15’) a Aim: Students can memorize some new words b Content: pre-reading (vocabulary, set the scene) c Outcome: students can read and write the new words d Organization: - The student will answer the question: a.Pre-teach Vocab - Students pay attention to the prevent (v): ngăn chặn, phòng chống (transl) teacher /pri'vent/ (prevent O from Ving) - Listen and repeat reduce (v): giảm (example) /ri'du:s/ (recycle, - Copy the new words in their reuse) notebooks - Repeat all the words wrap (v): bọc (mime) faucet (n): vòi nước (pictrure) /'fɔ:sət/ leaf (n) – leaves (pl): (realia) dissolve (v) : phân huỷ /dizɔ:lv/ - Listen and repeat harm to : có hại tới * Form keep O adj What/ how about + V- ing raw sewage (n): nước thải chưa qua xử lí I think you should pump(v):bơm, đổ Won’t you drop (v): rơi xuống, bỏ It would be better if you oil spill (n): tràn dầu + Can I persuade you to waste material (n): vật liệu phế thải Why don’t you Why not * Checking: R O R * Use: Express persuasion b Structure - Individual work - Give a banana leave, a paper, a plastic bag and ask : ? Should I use paper to wrap food ? Should I use a banane leave? Why? - Read aloud - Give dialogue on subboard - Ask Ss to call out the expression of persuasion ACTIVITY 3: PRACTICE (20’) a Aim: - Helps students to speak and listen Practise asking and answering * Possible answers about enironment problem b Content: b Save plastic bags, clean and reuse them - answer the questions in the questionaire c Don’t throw waste and garbage into streams, lakes and even oceans - listen fill the note c Outcome: ss can the task correctly d Organization: d Discard/ throw garbage in - Ask Ss to complete the expressions in the waste bins e.Use fewer private vehicles and box with the idea cues given .Eg: I think you should use banana leaves don’t release pollutants into the air to wrap food instead of plastic or paper - Ask Ss to read out one of their sentences f.Try to reuse and recycle things -The secretary writes down the opinions in her/his group - Get feedback Questionaire - After finishing, the Ss give it to - Let Ss work in pairs to answer the the teacher questions in the questionaire Take note - Give feedback, teacher can write some possible answers on the board so that weak - Repeat in chorus Ss can follow * Eg: a.How can we save paper? - Repeat individually - I think we should recycle used paper, newspapers - Copy - Control and correct - Ask Ss to listen to the CD twice or three times and check their predictions Answer key: a, b, a, c, a Ask Ss to listen fill the note - Ask Ss to write the correct answers on board - Control and correct mistakes ACTIVITY 4: APPLICATION (5’) a Aim: Stundents apply the knowledge - Work individual to predict about environmental protection they learnt in - Share with their partners practice b Content: Discussion c Outcome: knowledge about environmental protection d Organization: Discussion: - Divide the class into four groups - Listen and check individual - Have students discuss the question: - Share with their partners “What we to protect ocean?” - Learn by heart vocabulary - Write the answers to the questionaire in the notebook *Answer keys + Secondly: garbage is + Thirdly: come from ships at the sea + Next: Waste materials come from factories + Finally: Oil is washed from the land Work in group Week 20 - Period 39 Date of preparing: 10/01/2021 Date of teaching:… /01/ 2021 Unit 6: The environment Lesson 3: Read Subject: English 9; Class: 9A, 9B Time: period I Objectives: Knowledge: By the end of the lesson, Ss will be able to understand a poem about the environment and memorize some new words in the poem Competence: Cooperation, understanding a poem about the environment Behaviour: Ss are interested in protecting the environment II Teaching aids: Pictures, posters, book, cassette, projector… III Procedure: Teacher’s activities Students’ activities ACTIVITY (WARM-UP) (5’) a Aim: Set the scene, lead students to the main part of the period b Content: Active words and structures c Outcome: Ss’ understanding, ability of using the words and structures d Organization: - T invites one student to stand up and answer some above questions - Explains the meaning of the word “poetry” if necessary + Do you like poetry? + Which poetry you like best? + Name some poems that are your favorite? + Do you think it is easy to understand a poem? + Have you ever read an English poem? + Do you understand it? + Do you like it? - The student will answer the question: + Yes, I do/ No I don’t + I like… best + Some of my favorite poems are… + I think it’s difficult/ easy to understand a poem + Yes, I have I have ever read the poem named… / No, I haven’t + Yes, I do/ No, I don’t + Yes, I do/ No, I don’t - Introduces the new lesson: Today we are going to read a poem about the environment - Listen and open their books ACTIVITY 2: PRESENTATION (15’) a Aim: Students can memorize some new words b Content: pre-reading (vocabulary, set the scene) c Outcome: students can read and write the new words d Organization: * Pre-reading a.Vocabulary: - Junk yard /jʌnk jʌd/ (n): bãi rác thải (explanation: a place where people store wastes) - treasure /'trezə/ (n): kho báu (translation) valuable things - hedge /hedʒ/ (n): hàng rào (visual) - nonsense /nʌnsens/ (n): vô nghĩa (translation) something silly or stupid - foam (n): bọt (picture) - Teacher writes each new word on the board then say aloud - Asks students to repeat, then explains the meaning of the words with the method of translation/ visual * Checking vocabulary: Rub out and remember b Pre questions - Give students questions and ask them to answer before reading the poem * Set the scene: Two people are going on the picnic They are talking about the pollution Questions: a) Who are the people in the poem? b) What are they talking about? - Have students work in pairs to guess the answers ACTIVITY 3: PRACTICE (20’) a Aim: - Helps students understand the poem, the exercise a & b - Aware of bad effects of pollution and raise awareness of environmental protection - Students pay attention to the teacher - Listen and repeat - Copy the new words in their notebooks - Repeat all the words - Come to board and write and pay attention when teacher gives feedback - Listen to the teacher’s instruction - Guess the answers - Listen b Content: a.Matching (Subboard) b.Comprehension questions c.Discussion c Outcome: ss can the task correctly d Organization: * While- reading: - Have students read the poem and check their answers Questions: a) Who are the people in the poem? b) What are they talking about? - Read and check * Answer key: a) The mother and her son b) They are talking about the environment/ the pollution - Ask students to practice asking and answering the questions in pairs a Matching (Subboard) - Have students practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B A B junk yard end up treasure foam stream hedge folk 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 gas f valuable or precious things g reaches of state of b Comprehension questions - Show questions (from 1-6) on p51 - Get students to work in pairs to answer the questions According to the mother, what will happen of the pollution goes on? Who does the mother think pollute the - Match - Students work individually - Try to memorize the new words * Answer key: 1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b - Work in pairs to answer questions and write down in their notebooks * Answer key: If the pollution goes on, the world will end up like a second hand junk yard 2.The mother thinks other folk pollute (are responsible for the pollution of) the environment but environment? What will happen to the boy if he keeps on asking his mother such questions? Do you think the boy’s question is silly (line 9-10)? Why not? What does the poet want us to learn about keeping the environment unpolluted? c Discussion: - Divide the class into four groups - Have students discuss the question: “What could you in your school/ house to minimize pollution?” - Invites some students stand up and give their answers - Gives feedback not her or her son If the boy keeps on asking such questions, his mother will take him home right away No Because he is right; if he throws the bottles that will be polluting the woods The poet wants us to learn that everyone is responsible for keeping the environment from pollution Expected answers: - Always put the trash in the waste basket - Carry the recycled bag to go shopping instead of plastic bags - Walk or go to school - Reuse bottles and cans or bring them to the recycling factories ACTIVITY 4: APPLICATION (5’) a Aim: Stundents apply the knowledge about environmental protection they learnt in practice b Content: - Apply in practice c Outcome: knowledge about environmental protection d Organization: - Writes the homework on the board - Copy the homework in their Homework: Learn by heart vocab and write notebooks things that they have to to keep the environment unpolluted - Asks students to it at home by the 8th January Thanh khê, ngày 14/ 1/ 2021 TTCM: Bùi Thị Nhiên Week 20 - Period 39 Date of preparing: 10/01/2021 Date of teaching:…………… Unit 6: The environment Lesson 4: Write Subject: English 9; Class: 9A, 9B Time: period I Objectives: Knowledge: By the end of the lesson, Ss will be able to write a complaint letter Competence: Cooperation, self- study, writing a complaint letter Behaviour: Ss have right attitude in protecting the environment II Teaching aids: Teacher: Subboard Students: Book, notebook III Procedure: Teacher’s activities Students’ activities ACTIVITY 1: WARM-UP (5’) a Aim: Set a friendly environment and review the previous lesson b Content: Greet, check attendance and check the knowledge of protecting the environmen c Outcome: knowledge of environmental protection d Organization: - Greets - Ask Ss what they can to minimize the pollution - Check their grammar and pronunciation - Greet - Answer teacher’s questions ACTIVITY 2: PRESENTATION (10’) a Aim: Students can memorize some new words b Content: - Vocabulary - Ordering - Reading & matching c Outcome: memorize and write the new words, ability of reading comprehension d Organization: Pre- writing a Pre-teach Vocabulary(5ms) - complain (v): phàn nàn (translation) /kəm'plein/ 10 Expected answers: - Always put the trash in the waste basket - Carry the recycled bag to go shopping instead of plastic bags - Walk or go to school - Reuse bottles and cans or bring them to the recycling factories - Clean the streets, roads where we live II Revision of 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 Activity 3: Practice (18’) a.Aims: helps Ss to practice some grammar propblems b.Contents:do the exercises c.Outcome:Ss’answers d.Organization: Teacher’s activities Students’ activities - Have students work in pair to the exercise in Pair work Language Focus on page 90 - Ask students fives sentences, using conditional sentences type - Call on some students to read their sentences before the class - Give feedback and correct * Answer keys: 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, she won’t 130 Give answer forget what to buy III Conditional sentences type 2(13ms) - Set the scene: Ba is not rich so he can’t travel around the word Pay attention - Ask students to complete the sentences: Complete the sentences * If Ba ………………………rich, he ……………………………………around ………………… * Answer keys: If Ba were rich, he would travel around the world Give form, use * Form : Main Clause: would/ could/ might + verb Copy If Clause: past simple tense/ past subjunctive * Use: We use this structure to talk about unreal or unlikely present of future situations We often use “If I were you” to give advice ( = You’d better) - Ask students to Language Focus exercise on page 91 They have to work with a partner and make conditional sentences type Pair wok - Give an example first (3a) - Let students work in pairs - Give feedback and correct * Answer keys: Give answers a If Mr Loc had a car, he would drive to work b If Lan lived in Ho Chi Minh City, she would visit SaiGon Water Park c If Nam had an alarm clock, he would arrive at school on time 131 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) Matching game - Divide the class into two teams, team A and team B - Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper - Get each student from team B to write one main clause - Take pieces of paper from team to have complete conditional sentences - Call on some students to pick up pieces of paper from teams and call out the sentences - This game helps students to practice writing conditional sentences and make them feel relax Activity 4: Application (10') a Aims: futher practice b Contents: write the topic c.Outcome: Ss’answers 132 Teamwork d.Organization: Teacher’s activities Students’ activities Writing Group work - Give the topic and ask students to discuss in groups before writing Write sentences in Type “What would you if you met an alien from outer space?” - Give an example first If I meet an alien from outer space, I would invite him/her to my home and talk to him/her - 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 Take note - Give feedback and correct - Get students to write some more sentences they get from their friends in class V Homework(1m) Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure Week 33 Period 65 Ôn tập Preparing date: ………… 133 Teaching date: ……………… A Objectives : Knowledge: By the end of the lesson, the Ss will be able to revise the grammar content and vocabulary in Unit 6,7 Competencies: Co-operation, self-study, using language Behavior: Ss work hard B Teaching aids: Teacher: Book, reference book Students: Notebook, book III Procedure: Activity 1: Warm up (5') a Aims: Check the lesson, lead in the new lesson b Contents: Brainstorming c.Outcome: students' answers d.Organization: Teacher’s activities Students’ activities Brainstorming Come to board and write vocabulary Give two topics on the board and ask Ss to come to board and write as much words as possible The environment Saving energy Activity 2: Presentation (12’) a.Aims: help ss to memorize some grammar problems 134 b.Contents: Type 1, 2, Suggestion, Since/ as/ because, Phrasal verb… c.Outcome: Ss can apply to the exercises d.Organization: Teacher’s activities Students’ activities Type 1, Give form, use - Ask Ss to come to board and write form and give use of Type and 2 Suggestion Write structure Ask Ss to come to board and write suggestions S + suggest + Ving Give form, use and give examples that S2 + should + Vinf Since/ as/ because Say VietNamese Ask Ss to give form, use and give some Meaning examples Phrasal verb Ask Ss to give meanings of these phrasal Give use verbs Turn on, turn off, turn up, get on, look for, look after, look at, look on, keen on, go on… Connectives Ask Ss to give use of some connectors: or, so, however, therefore, but, and, although, though, even though Adj, Adv - Ask Ss to give form of adv of frequency - Ask Ss to give use of Adj and Adv 135 Give form, use Activity 3: Practice a.Aims: helps Ss to practice some grammar propblems b.Contents: the exercises c.Outcome:Ss’answers d.Organization: Teacher’s activities Students’ activities Give exercises on subboard Do exercises Choose the correct words Answer key If you can’t find your place, I…………… you get there with this map A A helped B will help C would help D helping A If we …… hard, we’ll make this beach a clean place again B A will work B working works C work C C D D A The pupils are going to collect all the bags and take them to the……… but A garbage dump B forest lake 10 C field D 11.on 4.Mrs Ha is worried about her A electricity bill B job family C water bill D 5.Mrs Mi suggested a plumber to make sure there are no cracks in the pipes A to get got B getting C get D “ Turn the lights before going out” A on off B of C up D 136 therefore joining A is a person who repairs the pipes A mechanic B engineer C plumber doctor D I’d like to watch TV I have to finish my homework ( and / but / so) 9.Mary’s eyes are weak, ., she has to wear glasses ( however/ therefore/and) 10She suggested the English speaking club ( join/ joining/ to join) 11“ Turn TV for me, will you? I want to watch the news.” ( off/ on/up) Choose and write the sentences from the list the to complete the dialoge a We can reduce car exhaust fumes, can’t we b What should we to protect our environment? c That is a good idea! d How can we reduce air and water pollution? A: (1) ……………………………… B : I think we should reduce water and air 1b pollution 2c A: ( 2) ……………………………… B: How about reducing the amount of garbage 3a we produce? 4d A: Well! ( 3)………………………… B : Why don’t we persuade people to use public buses instead of motorbikes and cars ? A: In this way, ( 4)……………………… B: Yes, that’s right 137 Activity 4: Application (10') a Aims: futher practice b Contents: the exercises c.Outcome: Ss’answers d.Organization: Teacher’s activities Students’ activities Use the words given in the box to fill in the blanks to make a meaningful passage down - air - save - dirty - pollute dirty air 3.pollute We are all destroying the Earth The seas down and rivers are too (1)………to swim in save There is so much smoke in the ( 2) ……… that it is unhealthy to live in many of the world’s cities In one well - known city, for example, poisonous gases from cars (3)…… the air so much that policemen have to wear oxygen masks We have cut (4)………so many trees that there are now vast areas of wasteland all over the world We must act now before it is too late to anything about it Join us now (5) ……….the Earth Answer the questions How many sections are there in a complaint letter ? Ss’ answers What are they? What you write in Situation? 138 What you write in Resolution? What you write in Action? Complete the following sentences using the words given If / I / study / hard pass / final exam 1.If I study hard, I will pass the finel Because /Lan / be/ sick / she/ go / bed/ exam early 2.Because Lan is sick, she goes to bed His parents/ happy /he win/ first prize early Question: True or False? Then underline the false information and correct 3.His parents are happy that he won the first prize In Western countries, electricity, gas and water are luxuries People can reduce the amount of electricity by using energy- saving bulbs Take note Lighting accounts for 10 percent to 20 percent of the electricity bill in North American households The labeling scheme for household appliances helps people choose the suitable and energy- saving products Homework Redo all exercises Prepare new lesson Week 33 Period 66 Ôn tập Preparing date: ……………… 139 Teaching date: …………… A Objectives : Knowledge: By the end of the lesson, the Ss will be able to revise the grammar content and vocabulary in Unit 8,9 Competencies: Co-operation, self-study, using language Behavior: Ss work hard B Teaching aids: Teacher: Sub board, reference book Students: Book ,notebook III Procedure:ss Activity 1: Warm up (5’) a Aims: Check the lesson, lead in the new lesson b Contents: Brainstorming c.Outcome: students' answers d.Organization: Teacher’s activities Students’ activities Warm- up Come to board and write vocabulary Brainstorming Give two topics on the board and ask Ss to come to board and write as much words as possible The celebrations Natural disasters 140 Activity 2: Presentation (10’) a.Aims: help ss to revise some grammar problems b.Contents: Relative clause, Adv clause of concession c.Outcome: Ss can apply to the exercises d.Organization: Teacher’s activities Students’ activities Relative clause Answer - Ask students to distinguish between defining and non-defining Relative clauses - Defining Relative clauses identify nouns; these clauses tell us which person or thing the speaker means Adv clause of concession Although/ Though/ Even though Activity 3: Practice (15’) a.Aims: helps Ss to practice some grammar propblems well b.Contents: the exercises c.Outcome: Ss’answers d.Organization: Teacher’s activities Students’ activities Join two sentences using relative clauses He is a person He is trusted by his all friends Do exercises On women’s day, we gave our mother a big bunch of the flowers The flowers are Call out the answers 141 cut from the garden I’m looking for a book The book tells us about life on the other planet My father works for a company It makes cars A dictionary is a book It gives you meaning of words He met amny friends The friends encouraged him in his work The train broke down twice on the way It arrived two hours late A man has gone to prision He short two policemen A scientist has won a Nobel prize He dicovered a new planet 10 A bom caused a lot of damage It went off this morning 11.A little girl has been found safe and well She has been missing since Tuesday Activity 4: Application (15') a Aims: further practice b Contents: the exercises c.Outcome: Ss’answers d.Organization: Teacher’s activities Students’ activities Rewrite the second sentences keeping the same meanings 142 Unless someone has a key, we can't get into the house ->We Unless he phones immediately he won't get any information ->If You can't visit the United States unless you get a visa ->If I'll only help you if you promise to try harder- >Unless If it doesn't rain soon, millions of pounds' worth of crops will be lost ->Unless Because of his laziness, Tom failed his exam -> Because “ Let’s use fewer plastic bags.” , he said -> He suggests In spite of the fact that it was cold, we went swimming -> Though If you don’t study hard, you will surely fail the next exam -> Unless 10.We last saw our grandparents five months ago -> We haven’t 11Would you like me to finish the work tonight? -> I will 12.It’s a pity our teacher isn’t here at the moment -> I wish 13.It may rain on your way home, so take th raincoat with you -> In case 14 A man used to work with me when I 143 Take note lived in New York -> That is Homework Redo all exercises Prepare new lesson 144 ... Thanh khê, ngày 14/ 1/ 2021 TTCM: Bùi Thị Nhiên Week 20 - Period 39 Date of preparing: 10/01/2021 Date of teaching:…………… Unit 6: The environment Lesson 4: Write Subject: English 9; Class: 9A, 9B... Work in group Week 20 - Period 39 Date of preparing: 10/01/2021 Date of teaching:… /01/ 2021 Unit 6: The environment Lesson 3: Read Subject: English 9; Class: 9A, 9B Time: period I Objectives:... preparing: 18/01 / 2021 Unit 6: The environment Lesson 5: Language Focus Subject: English 9; Class: 9A, 9B Date of teaching: 26/01 / 2021 Time: period I Objectives: Knowledge: By the end of the
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