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English plan 9 Nguyen Van Tuan d Date of planning: 07/1/2012 Date of teaching: 10/01/2012 9b c UNIT 6: THE ENVIRONMENT Period 37: - Getting started - Listen and read I.Aims and Objectives: Help students read about the work of a group of conservationists and listening for details to complete. Vocabulary: - deforestation (n): - Disappointed (by/about/at something) (adj): - garbage dump (n): - dynamite fishing (n)- spraying pesticides (n) Sewage (n): - Skill: + Target skill : Reading + Other skill: Listening, speaking, writing. - Main teaching point: Grammar: Adj + that clause - By the end of the lesson, students will know more about the environment problems and the solutions. II. Teaching aids. Textbook, disc, poster…. III. Procedure. 1. Check up. 2. Lead in. Can you tall the class some of the environment polluion in your country? What are thy? How do you do to prevent them? 3. New lesson.(40minutes) Steps Activities The content of the lesson * Brainstorming: Warm-up - Ask students to think of (4’ ) the environment problems Air pollution dirty street in their city. - Get students to go to the board and write down their ideas. Environmental problems in our * Possible answers: I. Vocabulary. Pre-teach cityph¸ rõng vocabulary - The destruction of the - deforestation (n): sù tan forests. - garbage dump (n): ®èng r¸c (5’ ) - Rubbish/ garbage/ trash. - dynamite fishing (n): viªc ®¸nh b¾t c¸ b»ng thuèc smote from cars, næ motorbikes… - spraying pesticides (n): viÖc phun thuèc s©u - smote from factories. - disappointed (by/with/at something) (adj): thÊt * Checking vocabulary: väng, buån rÇu what and where - Sewage (n): níc th¶i, níc cèng Write the words on the board, put one word on Spraying Deforestation each circle. pesticides Set the scene (1’ ) Text (14’ ) - Have students repeat the words in chorus, then rub out word by word but leave the circle. - Go on until all the words are rubble out. - Point to each circle and ask students to repeat chorally the English words. - Ask students to go to the Hien Van Secondary School Sewage Disappointed Dynamite fishing II. Text. 1. Matching * anskeys: - Picture a: air pollution School year:2012-2013 71 English plan 9 Do comprehesio n (9’ ) board and write the words again in their correct circles. - Ask students to look at the six pictures on page 47 in their text books. - Ask them to match the words in the box with the correct picture. - Ask students to keep the books closed. * Set the scene: Mr. Brown is talking to some volunteer conservationists. Guess the place where they are going to work - Give students 1 minute to guess - Give feedback - Ask students to open their books and read the text on page 47-48 - Let students check their prediction * Answer keys: - Ask students to match the names in column a with the activities in column B (exercise 2a on page 48) - Ask them to read the text again and work in pairs to match. - Ask students to work in pair to answer the question on page 48 (exercise 2b) - Let students read the text again and answer the questions. - Give feedback - Ask students to work in closed pairs. Nguyen Van Tuan - Picture b: spraying pesticides. - Picture c: garbage dump - Picture d: water pollution. - Picture e: deforestation - Picture f: dynamite fishing 2. Matching * Answer key: Group 1: --------------------- f. walk along the shore Group 2: --------------------- e. check the sand Group 3: --------------------- b. check among the rock Mr. Jones: ------------------- a. collects all the bags and takes them to the dump. Mrs. Smith -------------- c. Provide the picnic lunch for everyone. Mr. Brown--------------- d. give out the bags 3 Questions and answer: - Who is the speaker? (The speaker is Mr. Brown) - Who are the listeners? (The listeners are (members of) the volunteer conservationists) - Where are they? ( They are on the beach) - What are they going to do? ( They are going to lean the beach) - What will they achieve if they work hard today? ( If they work hard today, they will make the beach clean and beautiful again soon) - Have you ever done anything similar? If yes, what did you do? Where did you do it? (Yes, I have. We clean our school/the pair/street. We collected the rubbish and take them to the garbage dump) - If the pollution continues, what might happen? (If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life) III. Grammar. 1.Examples a. If you can’t find your place, I will help you get there with this map. b. I’m disappointed that people have spoiled this erea. Forms: a, Conditional sentence type I. To express a condition happened in the present or future. If clause ( present simple) , Main clause( future siple) b. Adj + that clause: To express someone’s opinion, idea and thought about a problem or situation S + be+ Adj + that clause 4. Summary: Sum upthe main content of the lesson 5. Homework: Write fives sentences uding the conditional sentence typeI and 5 about Adj + that clause. Prepair the new lesson U 6 Lesson 2 : Speak New target items (7’ ) Hien Van Secondary School School year:2012-2013 72 English plan 9 Nguyen Van Tuan *Self – evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Date of planning: 10/1/2012 Date of teaching: 13/01/2012 9b c d UNIT 6: THE EMVIRONMENT Periods 38: - Speak I.Aims and Objectives: Help students Practice speaking (to persuade people to protect the environment) Vocabulary: - Prevent (v): - Reduce (v): - wrap (v): bao bäc (mine) - fauce (n):- leaf (n): --leaves (pl.) - Skill: + Target skill : Speaking + Other skill: Listening, Reading, writing. - Main teaching point: Grammar: Expression to persuade the other - By the end of the lesson, students will be able to persuade their friends to protect environment II. Teaching aids. Textbook, disc, poster. III. Procedure. 1. Check up. Have two ss do exercise 1 page 54 2. Lead in. Are there any pollution in your village? How do you do with this matter? How do you persuade other to prevent pollution? 3. New lesson.(40minutes) Steps Prespeaking (7’ ) Whlespeaking Activities * Jumble words: - Divide the class into two team. Students from to teams go to the board and write the correct words. - The team which writes more correct words fists wins the game. * Checking vocabulary: - Put the new words all over the board, each word in a circle. - Call two students or two teams (6 students for each team) to the from of the class. Ask them to stand at an equal distance from the blackboard. - Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap Hien Van Secondary School The content of the lesson 1. uadepse = Persuade 2. beaargg = Garbage 3. roderpvo = Provide 4. lupotilon = Pollution 5. duproce = Produce 6.paispoidednt = Disappointed - Prevent (v): ng¨n chÆn , phßng ngõa - Reduce (v): gi¶m , lµm gi¶m - wrap (v): bao bäc, gãi - fauce (n): c¸i vßi níc - leaf (n): --leaves (pl.) l¸ c©y Prevent Reduce Wrap Leaf II. Speaking Faucet I. Preteach vocabulary Garbage bin 1. Expression using to presuade the other School year:2012-2013 73 English plan 9 (24’ ) Postspeaking (9’ ) the word on the blackboard. The one who slap the right word first is the winner. - Ask 2 more students to come forward, etc until all the words are slapped. - Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners. - Have students match the lines in column B with an expression in column A so that they have sentences of persuasion * Use: Express persuasion III. Practice speaking - Each student’s calls out one of their sentences unstill all sentences are finished. IV. Questionnaire - Let students work in pair to answer to the questions in the questionnaire. - Give feedback, teacher can write some possible answer on the board so that weak students can follow. - Ask students to practice asking and answering. - Ask the whole class to work in pairs. * Possible answer: * Exhibition: - Divide the class into 4 groups, each group has a secretary. Ask them to discuss the question: “What you do to protect the environment”. - The students in groups have opinions, the secretary writes down. - Gets students to use the ideas in exercise 3a, b. - After finishing, the students stick the 4 posters on the wall. They can go around the class and read 4 posters. - Give feedback. Nguyen Van Tuan I think you should Won’t you It would be better + INFINITIVE if you Can I persuade you to Why don’t you Why not What / how about + V-ing ? 2. Example: 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 lights before going to bed? 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 school yard? S7: I think you should use public buses instead of motorbike. S8: What about using public buses instead of motorbike? S9: …………………… Questionaire: Protecting th environment 1. How can we save paper? * I think you should recycle used paper, newspapers * Why don’t you use banana leaves for wrapping? * Won’t you write on both sides of plastic bags? 2. How can we use fever plastic bags? * How about cleaning and reusing them? * Why not use paper bags instead of plastic bags? 3. How can we reduce water pollution? * It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean. 4. How can we prevent littering? * I think we should put garbage bins around the school yard. * Why don’t you throw all garbage in waster bins? 5. How can we reduce air pollution? * Can I persuade you to go to school by bike? * Why not use private vehicles less? 6. How can we reduce the amount of garbage we produce? * Won’t you try to reuse and recycle things? 4. Summary: Sum up the expression using to persuade the other Hien Van Secondary School School year:2012-2013 74 English plan 9 Nguyen Van Tuan 5. Homework: Write a passage about 100 words to persuade the other to protect the environment *Self – evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………… d Date of planning: 14/1/2012 Date of teaching: 17/01/2012 9b c UNIT 6: THE ENVIRONMENT Period 39: Listen I.Aims and Objectives: - Helpinng students listen to the report on how our oceans are polluted .Then complete the notes. Developing the listening skill. - Vocabulary: to pump, to drop, raw sewage, oil, a vessel, to wash, - Skill: + Target skill : Listening + Other skill:, Reading, speaking, writing. - Main teaching point: Grammar: Listen for specific information - By the end of the lesson , students will be able to listen to the report on how our oceans are polluted .Then complete the notes. II. Teaching aids. Textbook, disc, poster. III. Procedure. 1 Check up. Have two students to read their passage before the class 2 Lead in. Have your heard about the pollution in the ocean? How are Oceans polluted? Today we ‘ll listen to the report and find out how tey are polluted. 3 New lesson.(40minutes) Steps Activities The content of the lesson Warm up: have ss 5 minutes I. Vocabulary. PreListening to find out how the to pump, b¬m (níc) environment is polluted and (20’ ) to drop, th¶ ,nÐm how to protect it from pollution. raw sewage, níc th¶i sèng( cha qua sö lÝ) Present some new oil, dÇu má vocabulary. Examle a vessel, tµu chë dÇu Mime to wash, röa Translation Realia II. Listening 1. Guessing.(Fill in the blanhks) While- - Have students work in pairs to foind out how our oceans are polluted. Hien Van Secondary School School year:2012-2013 75 English plan 9 Listening (10’ ) PostListening (10’ ) Nguyen Van Tuan - Ask some to speak out before the class - TWC and ive feedback - Have students listen to the tape twice to check their guess - Listen again to check the answers - Work in pairs to discuss to find out how to solve this matter. - TWc and check. How the ocean is polluted Firstly: raw sewagew is pumped directly into the sea Scendly: ___(1)__dropped into the sea Thirly: oil spills______(2)________ Next: __________(3)_______Finally: _______(4)______________ Keys* Listening: * Answer keys: 1. Garbage is dumped into the ocean. 2. Oil spills come from ships at sea 3.Waste materials come from factories 4. Oil is washed from land. 4. Summary: Sum up the main way to pollute the oceans 5. Homework: Write a passage about 100 words about the sollution of oceans p[olluted. Prepair the new lesson Unit 6 Lesson 4 Read. *Self – evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… d Date of planning: 15/1/2012 Date of teaching: 18/01/2012 9b c UNIT 6: THE ENVIRONMENT Period 40: Read I.Aims and Objectives: - Helpinng students read a poem about the environment. Developing the reading skill. Vocabulary: - Junk yard (n): - treasure (n): - Hedge (n): - nonsense (n): - Foam (n): - Skill: + Target skill : Reading + Other skill:, Listening, speaking, writing. - Main teaching point: read for details - By the end of the lesson, students will be to understand a poem about the environment II. Teaching aids. Textbook, disc, poster. III. Procedure. 1. Check up. Have two students to read their passage before the class 2. Lead in. Have your evar read a poem about the environment? Can you read now? Today we ‘ll red a poem about the environment. 3. New lesson.(40minutes) Stage Activities The content of the lesson * Chatting: I. Vocabulary - Ask students some questions - Junk yard (n): b·i phÕ th¶i about poetry - treasure (n): kho b¸u + Do you like poetry? - Hedge (n) hµng rµo PreHien Van Secondary School School year:2012-2013 76 English plan 9 Nguyen Van Tuan reading (10’ ) + Which poetry do you like best? - nonsense (n): ®iÒu v« nghÜa, d¹i dét + Name some poems that are your - Foam (n): bät favorite? + Do you think it is easy II. Read. understand a poem? 1. Pre questions + Have you ever read an English Question: poem? Do you understand it? Do a) Who are the people in the poem? you like it? b) Where are they? * Checking vocabulary: Rub out * Answer key: and Remember a) The mother and her son. - Get students to copy the work in b) They are in the park/woods their books. 2. Matching - Ask students to repeat the words A B chorally. 1. junk yard a. a row of things - Rub out the words one at a time. 2. end up forming a fence. Each time you rub out an English 3. treasure b. people word, point to the Vietnamese 4. foam c. a piece of land full translation and ask “what’s this in 5. stream of rubbish. English?” (the whole class answer 6. hedge While d. a flow of water chorally) reading 7. folk e. mass of bubbles of - When all the English words are (20’ ) air gas rubbed out, go through the f. valuable or Vietnamese list and get students to precious things call out the English equivalent. g. reaches of state of. - If there’s time; get students to * Answer key: come to the board and write the 1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b English words again. 3. Comprehension questions - Give students two questions and * Answer key: ask them to answer before reading 1. According to the mother, what will happen the poem. of the pollution goes on? * Set the scene: - If the pollution goes on, the world will end Two people are going on the up like a second hand junk yard. picnic. They are talking about the 2. Who does the mother think pollute the pollution. environment? - Have students work impairs to - The mother thinks other folk pollute (are guess the answers. responsible for the pollution of) the - Give feeback environment but not her or her son. - Have students read the poem and 3. What will happen to the boy if he keeps on check their answers. asking his mother such questions? - Ask students to practice asking - His mother will talk him home right away and answering the questions in 4. Do you think the boy’s question is silly pairs. (line 9-10)? Why not? - Have students practice guessing - No. Because he is right; if he throws the the meaning if the words by bottles that will be polluting the woods. matching each word in column A 5. What does the poet want us to learn about with an appropriate explanation in keeping the environment unpolluted? column B. - The poet wants us to learn that everyone is Post Show 5 questions (from 1-5) on responsible for keeping the environment from reading page 51. pollution. - Get students to work in pairs to (10’ ) answer the questions. * Discussion: - Divide the class into four groups - Have students discuss the question: “What could you do in your house to minimize pollution?” 4. Summary: Sum up the main content of the poem. Hien Van Secondary School School year:2012-2013 77 English plan 9 Nguyen Van Tuan 5. Home work- Ask students to write 5 things that they have to do to keep the environment unpolluted. - Prepair the new lesson Unit 6 lesson 5 Write *Self – evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of planning: 28/1/2012 Date of teaching: 31/01/2012 9b c d UNIT 6: THE ENVIRONMENT Period 41: Write I.Aims and Objectives: - Helpinng students Write a letter of complaint. Developing the writing skill. - Vocabulary: - complain (v): complication (n)- resolution (n)- float (v):- prohibit (v): - Skill: + Target skill : Writing + Other skill:, Reading, speaking,. Listening - Main teaching point: Write a letter - By the end of the lesson, students will be able to write a complaint letter.. II. Teaching aids. Textbook, disc, poster. III. Procedure. 1. Check up. Have 5 students to write things to protect the environment 2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter. 3. New lesson.(40minutes) Stages Steps/Activities The content of the lesson * Categories: T a b c d - Ask students to find out the Writes verbs beginning with the : add borrow cut drive letter that teacher gives. S t u v Pre writing - Divide the class into groups. Writes s - Give four, five letters at the : (6’ ) same time, students are to T study talk use value find out four/five verbs Writes beginning with four/five : m n o p letters given. S - The team which finish first Writes meet nod open put gets one mark : Example: I. Pre-teach vocabulary * Checking vocabulary: rub - complain (v): phµn nµn out and Remember complication (n): ®iÒu g©y r¾c rèi - Get students to copy the - resolution (n):¸nù quyÕt t©m words in their books and then - float (v): tr«I næi bång bÒnh ask them to close their books. - prohibit (v): ng¨n c¶n ng¨n cÊm Rub out the new words one at II. Writing. a time. Each time you rub out 1. Ordering the word in English, point to a. Action: talks about future action the Vietnamese translation b. Situation: states the reason for writing. and ask “What’s this in c. Politeness: ends the letter politely English?” When all the d. Complication: mention the problem English words are rubble out, e. Resolution: makes a suggestion. go thought the Vietnamese * Answer key: list and get students to call 1-b Hien Van Secondary School School year:2012-2013 78 English plan 9 Nguyen Van Tuan out the English words. (If there’s time, get students to come to the board and write the English words again.) - Ask them to keep their books closed - Provide students five section of a complaint letter (with their definitions) in random order. - Get them to put the sections in a correct order. - Have students read the letter on page 52 * Set the scene: Mr. Nhat wrote a letter to the director of L & P Company in Ho Chi Minh 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 - Ask students to work in pairs. - - Give feedback: call on a student to read aloud the letter (in the correct order). Teacher gives ideas if necessary. * Answer key: Dear Sir/Madam - Let students read the production 6b on page 53. - Ask some questions to make sure the students know what there have to write. - Ask students to write the letter individually. - Get students to share with their partners and correct if possible 2-d 3-e 4-a 5-c 2. Reading and matching R I would suggest your company to tell your drives 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 from your company C When the trucks of your company have a short break on the streets around my house, the drives have left lots of garbage on the ground after their refreshment. When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies. P Sincerely, Tran Vu Nhat While 3. Questions: writing a. What do people do in the lake behind your house these days? (26’ ) ( They begin to catch fish) b. What makes you worried? ( They use electricity to catch fish) c. To whom do you write the letter to? (We write to the head of the local authorities) d. What suggestion do you want to make? (We suggest the local authorities should prohibit and fine heavily any one using electricity to catch fish). Post e. Any future plant you want to make? writing ( We look forward to seeing the protection of (8’ ) environment from the local authorities) 4. Sample: Dear Mr. President. I am writing to you about the catching of fish of - Move around the class and many people in the lake behind my house. help students I am very worried because they use electricity to - Call on some students to catch fish. After a short time, they leave the lake; a read aloud their letter. lot of small fish die and float on the water surface. - Give feedback, correct some I would suggest the local authorities should prohibit letters before the class. T can and fine heavily anyone using this way of catching write the mistakes (spelling; fish. I look forward to hearing from you and seeing grammar…) on the board. the protection of environment from the local authorities. Sincerely, 4. Summary: Sum up th five sections of the complaint letter 5. Homework- Ask students to write their letter in their notebooks. - Prepair the new lesson unit 6 lesson 6 Language focus *Self – evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… Hien Van Secondary School School year:2012-2013 79 English plan 9 Nguyen Van Tuan ………………………………………………………………………………………………… ………………………………………………………………………………………………… Date of planning: 30/1/2012 Date of teaching: 1/02/2012 9b c UNIT 6: THE ENVIROMENT Period 42: Language focus I.Aims and Objectives: - Helping students further practice in Adjectives and adverbs , Adverbs clauses of reason, Adjective + that clause and Conditional sentences type 1 - Vocabulary: Revised - Skill: + Target skill : Writing. + Other skill:, Reading, speaking, Listening - Main teaching point: Adjective + that clause and Conditional sentences type 1 - - By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clause II. Teaching aids. Textbook, disc, poster. III. Procedure. 1 Check up. Have two students to read their letters before the class 2 New lesson.(40minutes) Steps Activities The content of the lesson Practice -Prepare twelve cards with I. Adjectives and adverbs 1 numbers on one side and the Adj  Adv (10’) adjectives (6 cards), adverbs (6) Adj + ly  Adv on the other side. Adj _y  i + ly = Adv - Make sure the adjectives are mixed up. Irregular. - Stick the cards on the board so Good well students can only see the number. Early early - Divide the students into two teams and ask them to choose two Hard hard numbers. Fast fast - Turn the cards over and see if Late late they match. Adjective + that clause Ba: Dad! I got mark 9 on my text Father: That’s wonderful. I’m Hien Van Secondary School School year:2012-2013 80 English plan 9 Nguyen Van Tuan pleased that you are working hard. Practice 2 Eg: happy – happily, give them (10’) on mark. If not, tune the cards obvert again and ask the next team to choose numbers. - Continue until all the cards are finished.  adjective + that clause To express some one thought, feeling, emotion, about a problem or a situation. Ex: Complete sentences. 1.That’s wonderful. I’m..(pleased /work hard) EXERCISE 1: 2. He’s………….(excited/go/Dalat) * From the result of the game, sts 3. We…………(sorry/break/bike) give the formation of adv of 4. They…..9disappointed/not phone) manner. Adj + LY – Adverb of manner 5. She ……(amazed/win the first - T. asks sts to do the exercise (p prize) 51-1) in groups. II. Adverbs clauses of reason, - T gives the answer keys. Example: Ba is tired - T. asks sts to tell the positions of because/since/as he stayed up late at adj – adv night. EXERCISE 2: Adverb clauses reason * Revision of adverb clauses of - Begin with Because/Since /As to reason with because, since, as: point out the reason why some one Give two sentences and ask or thing happened students to combine them into Exercise. Join the pairs of the one. sentences together. Use Example: a) Nam goes to school because/since/as late. 1. I have a broken leg. I fell over b) He missed the bus while I was playing basketball. 2. She’s going to be late for  Nam goes to school late school. The bus is late. because he missed. 3. I broke the cup. I was careless. * Ask students to use other words 4. I want to go home. I feel sick. for BECAUSE Practice ANSWER: SINCE or AS 5. Nga is hungry. She hasn’t 3 eaten all day. - Have students to language Focus (10’) 2 exercise on page 54-55 III. Conditional sentences type 1 . - Let students work in park and join the pair of sentences together If we pollute the water, we will have no fresh water to use. using, Because, Since or As. If + main clause, subordinate - T: call on some students to read clause aloud their sentences. (Simple present tense) (will / - T: correct the sentences. infinitive) Give feedback. * Matching:( Page 56 Exercise 4) 4. Summary: Sum up the language items 5. Homework: - Write – it – up - Prepare the new lesson unit 7 lesson 1 *Self – evaluation: Hien Van Secondary School School year:2012-2013 81 English plan 9 Nguyen Van Tuan Date of planning: 4/2/2012 Date of teaching: 7/02/2011 9b c UNIT 7: SAVING ENERGY Period 43: Lesson 1: Getting started + Listen and read I. Objectives: - Help students understand the content of the text and know how to say energy and give and respond to suggestions. - Vocabulary: - the water bill, a plumber, a crack, a dripping faucet, to turn off: - Skill: + Target skill : Reading + Other skill:, , speaking,. Listening Writing - Main teaching point: make suggestions - By the end of the lesson, students will be able to understand the dialogue and know how to make suggestions II. Teaching aids. Textbook, disc, poster. III. Procedure. 1. Check up. Have 5 students to write things to protect the environment 2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter. 3. New lesson.(40minutes) Steps Activities The content of the lesson Warm-up - Sing the song “Turn on – Turn I. Vocabulary. 5’ off” (based on “Stand up – Sit - the water bill, ho¸ ®¬n iÒn níc down”) a plumber, thî söa èng níc - Teacher shows the pictures and a crack, chç rß rØ Pre-teach asks Ss to tell about these 2 rooms: a dripping faucet, vßi níc rØ 5’ + Is there any one in the bathto turn off: t¾t, ng¾t room/ living-room? II. Dialogue Set the + Is the TV on? a. True or false. scene + Who is watching TV/ listening 1T 2T 3F 2’ to the radio? + Who is using water? 4F 5T + How about the lights/ the water 3=> Mrs Ha has not checked…… Dialogue in the bath-room? 4=> Mrs Mi suggests…….a plumber….. 10’ - SS answer b. Answer. - Teachers says: Wasting energy + What should we do? 1/ What is Mrs. Ha worried about? + Should we turn the TV off then - Her most recent water bill we go out of the room? 2/ Why is Mrs. Ha worried? + What should we to do save Because It’s enormous energy? - T introduces section “listen and 3/ Which sentences tell you that Mrs. Mi read” advises Mrs. Ha to save money? - T explains a few new words that Get a plumber to make sure that there Ss need for the dialogue. are no cracks n the pipes + Enormous (adj): very big + Turn on (phr.v) # Turn off (phr.v) 4/ What does Mrs. Mi advise Mrs. Ha to Waste (v) # Save (v) do? - Ss listen to tape (books closed) Taking shower - Ss listen to tape (books opened) - Ss practice the dialogue in pairs. * True- False statements (group work) - Ss reread the dialogue & do the Hien Van Secondary School School year:2012-2013 82 English plan 9 Nguyen Van Tuan exercise - Ss exchange their works with a parser Comprehen - Feedback: T asks, Ss answer For the False statements, T asks Ss sion to give the correct ones. 10’ * Comprehension: - Ss work in pair to answer the Grammar question: - Fill in the blanks with correct 8’ words (group work) - Free practice: about saving energy (pairs) Write 5 sentences about saving energy III.Grammar. 1. I suggest taking shower. 2. Remember to turn off the faucets = > Making suggestions S + suggest + V ing. = > Phrase verbs V + adv prep To turn off To turn on To look after 4. Summary: Sum up the new target item 5. Homework: Do exercise 1& 2 in the work book Learn by heart Vocab Prepare the new lesson Unit 7 Lesson 2 *Self – evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Date of planning: 7/2/2012 Date of teaching: 10/02/2011 9b c UNIT 7: SAVING ENERGY Period 44: Lesson 2: SPEAK I.Aims and Objectives: - Helpinng students make suggestions about how to save energy - Vocabulary: instead of, to turn down, to hang, to turn off, - Skill: + Target skill : speaking, + Other skill:, Reading,. Listening & Writing - Main teaching point: Make suggestions - By the end of the lesson, students will be able to make suggestions and responses about how to save energy II. Teaching aids. Textbook, disc, poster…. III. Procedure. 1. Check up. Have 5 students to write things to protect the environment 2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter. 3. New lesson.(40minutes) Steps Techniques and Content The content of the lesson Hien Van Secondary School School year:2012-2013 83 English plan 9 Prespeakin g 6’ Whilespeakin g 26’ Postspeakin g 8’ Nguyen Van Tuan - Supposing a situation: It is in the morning and the weather is cool. All the fans in the classroom are on. Ask students what would do to save energy in the case  Giving suggestions. - Asking students to give on the suggestions Mrs. Mi gives to Mr. Ha in the previous lesson. I . Vocabulary. instead of, thay v× to turn down, gi¶m, vÆn nhá to hang, treo to turn off, t¾t II. Speaking - Reminds Sts of the structures they have learnt that are used to give suggestions. (What about…/ Why don’t we…/ Let’s…/) - Asking students to open the textbooks. Page 58, part 2 – Speak and to add some mores structures, paying more attention on the two structures using “should”. - Asking students how to response a suggestion (Agree and Disagree) + Agree: OK/ That’s a good idea/All right + Disagree: No. I don’t want to/ I prefer to/ Let’s … - Conducting repetition these structures among the students. - Asking some pair to perform before the class and checking (pronunciation, grammar) * Predicting the activities: asking students to predict the activities for each pictures that are for saying energy (more than one activity for each picture is fine_ = page 59 - Checking before the class * Pair work: Giving suggestions and responses out if these activities. - Checking before the class. * Group work: Students workings in groups of 4, playing the roles of A, B, C and D - Some groups forming before the class. - Explaining the task of this activity. - Students working in groups of 4 again, working out a similar exchange to save energy foot their class, using the expressions and ideas in the previous activities. Some groups performing the class then checking. Suggestion I suggest + V ing….. I think we should……… Shall we…..? Why don’t we/you……………? How about + Ving……..? What about + Ving……..? Let’s……………… I suggest that we/ you should…… Response Ok! That’s a good idea All right. No, I don’t want to. I prefer to……. Let’s…………. Example: A: Why don’t you turn off the faucet after use? B: All right. 4. Summary: Sum up the expression to make suggestion 5. Homework:- Asking students to compare the two sources of power: “solar energy and nuclear energy”, which is better, more convenient, easier to exploit, etc. - Prepare the new lesson Unit 7 lesson 3 *Self – evaluation: ………………………………………………………………………………………………… Hien Van Secondary School School year:2012-2013 84 English plan 9 Nguyen Van Tuan ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. Hien Van Secondary School School year:2012-2013 85 English plan 9 Date of planning: 1/2/2013 Date of teaching: 4/02/2013 - 9A Hien Van Secondary School Nguyen Van Tuan 05/02-9B School year:2012-2013 86 English plan 9 Nguyen Van Tuan UNIT 7: SAYING ENERGY Period 45:Lesson 3: -Listen I.Aims and Objectives: - Helping students listen to the news on solar energy - Vocabulary: solar energy, nuclear power, to provide, to heat, a solar panel - Skill: + Target skill : Listening + Other skill:, Reading, speaking,. Writing - Main teaching point: Listen for details - By the end of the lesson, students will be able to know more about solar energy by listening. II. Teaching aids. Textbook, disc, poster…. III. Procedure. 1. Check up. Have 5 students to write things to protect the environment 2. Lead in. Have your write a letter? How did you write? Today we ‘ll deal with this matter. 3. New lesson.(40minutes) Stage Steps/ Activities The content of the lesson * Information transmitting: PreI. Vocabulary. solar energy, n¨ng lîng mÆt trêi listening - Divide class into two teams - Choose six volunteers from nuclear power,n¨ng lîng h¹t nh©n 10’ each team. to provide, cung cÊp - The volunteers stand in two to heat, lµm nãng lines. The teacher shows the a solar panel tÊm pin n¨ng lîng mÆt trêi first student in each line a II. Listening. sentence. A. True – False statements prediction - The first students whisper the 1. Solar energy can be cheap and clean whole sentences to the second 2. Most of our electricity now comes from students in his / her line. nuclear power. - The second student whispers to 3. The solar energy that gets to the Earth the third and so on. cannot provide enough power for the world’s - The last students shout out the population. sentence, (or write it on the 4. Solar energy can be used on cloudy days. board) if it is the same as the 5. All buildings in Sweden will be heated by sentence teacher shows, that solar energy in 2050 team wins the match. 1. T  * Sentence 1: I suggest 2. F  Most of our electricity collecting waste paper. comes from the use of * Sentences 2: I suggest coal, gas, oil or nuclear practicing English every day. power. - Call on two students or 2 3. F  1% of the solar energy that teams of students to the front of gets to the Each can the class. provide enough power for - Make sure they stand at an the world’s population. equal distance from the board 4. T  - Call out one word in 5. F Vietnamese, the 2 students  They will be heated by solar energy in 2015. much run forward and slap the B. Answer keys: correct word on the board. The 1. The Sun can be an effective source of power one who slaps first is the 2. Solar energy doesn’t cause pollution winner. 3. A lot of countries in the world are already - Continue to ask 2 more using solar energy students to come forward. 4. It is possible to store solar energy for a Go to until students have While number of days. listening slapped all the words. 5. Solar panels are installed on the roof of a 15’ house to receive the energy from the Sun - Ask students to look at the Hien Van Secondary School School year:2012-2013 87 English plan 9 Nguyen Van Tuan statements on page 60 (4a) - Have they work in pairs and guess which statements are true and which one are false. - Get students to correct the false statement Postlistening * Answer keys: 15’ - Give feedback - Have students listen to the tape again and fill in the gaps. If students can’t finish, let them listen once more. * Write it up: - Have students write passage (about 100 words) about solar energy, using the information in the two exercises above 6. We can save natural resources by using solar energy instead of coat, gas and oil * Sample: Most of our electricity now comes from coal, gas, oil, or nuclear power. The sun could provide this power so many countries are already using energy. Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population. Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources. There’s an advanced solar energy program in Sweden. It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too. We hope that there is such a program in Vietnam. We can save natural resources such as coal, oil, gas… by using solar energy. And every house hold in Vietnam has hot water in Winter without paying money. 4. Summary: Sum up the information about solar energy, 5. Homework: write – it – up Prepare the new lesson Unit 7 Lesson 4. * Tape transcript: “Are you using looking for cheep, clean, effective source power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the use of coal and gas, oil or nuclear power. This power could be provide by the sun. One percent of the solar energy that reaches the Earth is enough to provide power for the total population. Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun’s energy is used to heat water. The energy can be stored for a number of days, so on cloudy days you can use solar energy too. Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015” *Self – evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. Date of planning: 1/2/2013 Date of teaching: 5/02/2013 - 9A 19/02-9B UNIT 7: SAVING ENERGY Period 46 ; Lesson 4 : Read I.Aims and Objectives: - Helping students read the text about energy saving - Vocabulary: a consumer, a label, a bulb, efficient(adj), (to)conserve, a scheme - Skill: + Target skill : Reading + Other skill:, , speaking,. Listening Writing - Main teaching point: Read for details - By the end of the lesson, students will be able to know how European countries save energy. II. Teaching aids. Hien Van Secondary School School year:2012-2013 88 English plan 9 Nguyen Van Tuan Textbook, disc, poster. III. Procedure. 1. Check up. Have 5 students to write things to save energy. 2. Lead in. Have you ever do things to save energy ? How did you do? Today we ‘ll deal with this matter. 3. New lesson.(40minutes) Steps Activities The content of the lesson Warm up Look at the picture and answer the questions Wordquiz SAVING ENERGY I Vocabulary. a consumer: kh¸ch hµng(picture) T elicits vocab a label: nhãn mác(ex) Sts read and copy a bulb: bãng ®Ìn(realia) a scheme =a plan: kế hoạch(syn) efficient(adj) hiÖu suÊt cao(trans) to conserve: bảo tồn(situation) II. Reading. Pre1.True/False Statements readin T sets the scene. a.Electricity ,gas, and water are luxuries g (8’ ) T asks sts to read and guess T/F . in Western countries . T writes sts’ prediction. T asks sts to read and check their b. Western consumers are interested in prediction. the products that will work effectively and save money . c.Using an ordinary can help them spend less on lighting. d,The labeling scheme helps the consumers use household appliances efficiently. While- T gives key e,We’ll save money and conserve the readin a-F;b-T;c-F;d-T;e-T Earth’s resources if we save energy. g (20’ ) - Have some sts read the text loudly 2. Answer. - Ask sts to choose the best summary =>1 . They are interested in products that of the passage will not only work effectively, but also - Have sts work in pairs to find out the save money. answers of questions page 61 (text =>2. We can replace an ordinary 100book) watt bulb with an energy-saving bulb. - Ask sts to make questions and answer => 3. She will only pay US$ 2 for  give feedback lighting. => 4. It tells the consumers how much energy efficiency each model has. => 5. Because we can conserve the Earth’s resources. 3. Which is the best summary of the passage. Post- - Ask sts to work in groups, discussing => 3. North America and European readin the ways to spend less on lighting then countries are interested in saving money g (12’ ) write these ideas on the poster. and natural resources. - Have sts exchange posters and choose 4.Discussion: the best poster What should (not) we do to save electricity? Hien Van Secondary School School year:2012-2013 89 English plan 9 4. 5. - Nguyen Van Tuan Summary: Sum up how North American and European countries to save energy. Homework: - Write 5 sentences on how to save electricity Prepare the new lesson Unit 7 Lesson 5 Write. *Self – evaluation: …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Date of planning: 15/2/2013 Date of teaching: 18/02/2013 - 9A 22/02-9B UNIT 7: SAVING ENERGY Period 47: Lesson 5 Write I.Aims and Objectives: - Helpinng students Write a speech. Developing the writing skill. - Vocabulary: - a speech, to sum up, easy-to-understand, the solid garbage, separate(adj), to draft - Skills: + Target skill : Writing + Other skill:, Reading, speaking,. Listening - Main teaching point: Write a speech - By the end of the lesson, students will be able to write a speech II. Teaching aids. Textbook, disc, poster. III. Procedure. 1. Check up. Have 5 students to write things to write a composition I Vietnamese 2. Lead in. Do you have a speech before the class? How did you do? Today we ‘ll deal with this matter Steps Teacher’ s activities The content of the lesson Student’ s activities Hien Van Secondary School School year:2012-2013 90
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