Tài liệu Giáo án tiếng anh lớp 9 unit 6 the environment

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Teacher : Bui Thi Xuyen Lesson Plan - English 9. Period 37. Unit 6: the environment Lesson 1: getting started - listen and read + language focus 4, 5 p.47, 56 I. Aims: - To introduce the topic of the environment and practise the conditional sentence Type 1. - To help students read a text about the protecting the environment for details. - To develop students' skills. II. Objectives: By the end of the lesson, students will be able to know more about the environment problems, talk about the things they've done to keep the environment clean and beautiful, what they think might happen if the pollution continues. - Students practise the conditional sentence Type 1. III. Ways of working: T - WC, pair work, individual work. IV. Materials: Textbook. pictures in the textbook, tape and cassette player. V. Anticipated problems: The lesson may take time. VI. Teaching steps: 1. Warm up: (1 minute) Greet and check the students' attendance. 2. Revision: 3. New lesson: STAGES ACTIVITIES * Preteach vocabulary: - Teacher uses techniques to teach (12 students new words. minutes) - Checking understanding: Rubout and remember. PRE READING * Matching: Getting started P.47 - Students match the environment ON BOARD I. New words: garbage dump: b·i ®æ r¸c th¶i deforestation: sù tµn ph¸ rõng dynamite viÖc ®¸nh b¾t c¸ b»ng fishing: thuèc næ spraying viÖc phun thuèc diÖt s©u pesticides: bä dispointed (adj): thÊt väng the shore: bê biÓn II. Matching: 88 Teacher : Bui Thi Xuyen Lesson Plan - English 9. problems to the pictures. * Prequestions: What do you usually do to protect our environment? WHILE READING * Listen and read P.47 - 48: * Set the scene: (20 minutes) Mr. Brown is talking to some volunteer conservationists. - Students answer the prequestions. - Teacher gets students read the text as they listen to it. * Matching : - Students match the names in column A with the task in the column B - Teacher elicits the model sentences: - Concept checking: + Nh÷ng c©u nµy cã nghÜa tiÕng ViÖt lµ g×? + Khi nµo th× sö dông cÊu tróc c©u nµy? + C©u gåm mÊy mÖnh ®Ò? MÖnh ®Ò If ë th× nµo? MÖnh ®Ò chÝnh ë th× nµo? * Comprehension questions: - Students answer the comprehension questions on page 48. POST * Language focus 4, 5: a) b) c) d) e) f) * Key: a) air pollution b) spraying pesticides c) garbage dump d) water pollution e) deforestation f) dynamite fishing III. Listen and read: 1. Match the names in column A with the task in column B: * Answer key: 1+f 2+e 3+b 4+a 5+c 6+d 2. Model sentences: - If you can't find your place, I will help you get there with this map. - If we work hard, we'll make this beach a clean and beautiful place again. III. Answer the comprehension questions: * Key: 1. The speaker is Mr. Brown. 2. The listener are (member of) the volunteer conservationists. 3. They are on the beach. 4. They are going to clean the beach. 5. If they work hard today, they will make the beach clean and beautiful again soon. IV. Language focus: 89 Teacher : Bui Thi Xuyen READING Lesson Plan - English 9. - Teacher gets students to do the (10 exercises and then correct them. minutes) 1. Language focus 4. P.56: * Answer key: 1-e: If we pollute the water, we will have no fresh water to use. 2-a: If you cut down the trees in the forests, there will be big floods every year. 3-c: If there is too much exhaust fume in the air, more and more people will cope with respiratory problems. 4-d: If you can keep your neighborhood clean, you will have an ideal place to live. 5-b: If people stop using dynamite for fiahing, a lot of sea creatures will be well preserved. 2. Language focus 5. P.56: * Answer key: + Students base on the cues given to b/ If we go on littering, the environment will write the main clause of the become seriously polluted. sentences: c/ If we plant more trees along the s treets, we will have more shade and fresh air. d/ If we use much pesticide on vegetables, the vegetables will become poisonous and inedible. e/ If we keep ur environment clean, we will live a happier and healthier life. 4. Homework: (2 minutes) - Learn by heart the new words and read the text again. - Do exercises 8, 9, 10 P. 45 - 46 (Workbook) - Prepare Speak (textbook) * Teacher guides students to do the exercises: Bµi tËp 8: Dùa vµo nh÷ng tõ cho ë trong khung ®Ó viÕt c©u hoµn chØnh, sö dông cÊu tróc c©u ®iÒu kiÖn. Bµi tËp 9: Tr¶ lêi c©u hái, sö dông tõ gîi ý cho ë trong khung ®Ó viÕt c©u ®iÒu kiÖn lo¹i 1. Bµi tËp 10: Chia ®éng tõ cho trong ngoÆc: th× hiÖn t¹i ®¬n vµ t­¬ng lai ®¬n. 90 Teacher : Bui Thi Xuyen Lesson Plan - English 9. Period 38. Unit 6: the environment Lesson 2: speak. P.49 - 50 I. Aims: - To help students t persuade people to protect the environment. - To develop students' skills. II. Objectives: By the end of the lesson, students will be able to persuade their friends to do something to protect the environment and to reduce the environmental polution. III. Ways of working:- T - WC, team work, group work, pair work, individual work. IV. Materials: Textbook V. Anticipated problems: VI. Teaching steps: 1. Warm up: (1 minute) Greet and check the students' attendance. 2. Revision: (5 minutes) Brainstorming: - Students write the thing that make our environment pollutted. deforestation air pollution Environmental problems 3. New lesson: STAGES ACTIVITIES ON BOARD PRE * Preteach vocabulary: I. New words: SPEAKING - Teacher uses techniques to (to) prevent: ng¨n chÆn, phßng chèng (15 teach students new words. (to) reduce: lµm gi¶m, gi¶m minutes) - Checking understanding: (to) wrap: bäc, gãi Rubout and remember. (to) avoid: tr¸nh exhaust fume: khÝ th¶i * Set the object of task a. II. Expressions: P.49 - I think you should................................. - Won't you ...........................................? - It would be better if you..................... . 91 Teacher : Bui Thi Xuyen * Presentation dialogue: - Teacher present the dialogue to the students. * Substitution drill: - Students use the expressions and idia cues given. Lesson Plan - English 9. - Why don't you.....................................? - Why not...............................................? - What / How about...............................? III. Dialogue: S1: I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food. S2: Why? How come? S1: Because plastic bags are very hard to dissolve, they will cause pollution. And if we use less paper, we can save trees in the forest. That 's how we can save the environment. WHILE SPEAKING * Speak P.49: IV. Speak: - Matching: 1. Matching: (15 Students match the items in E.g: minutes) green box with the items in S1: How can we save paper? the red box. (On posters) S2: Use banana leaves. 2. Speak: * Questionnaire: (Group Example: work) - I they we should burn trash to reduce the amount - In group of four students of garbage we produce to protect the environment. find possible answers in section a) to the questionnaire - No, we shouldn't do that. Burning trash will * Discussion: (Group work) pollute the air. I think the best way to reduce - In groups of four students garbage is to reuse and recycle things. discuss with a partner the best - How can we do that? I think only the factory can. - What about collecting used paper, bottles and cans way to protect the environment, take turns to try every day? It's not difficult. - That's a good idea! Let's do that. and persuade your partner into doing things they think the most practical. POST 3. Write it up: * Write it up: SPEAKING - Students write the ideas of Example: (7 - Write on both sides of the paper / recycle used the best way to protect the minutes) paper. environment. - Save plastic bags, clean and reuse them. - Don't throw waste and garbage into streams, lakes and even oceans. - Throw garbage in waste bins. - Use fewer private vehicles and don't release pollutants into the air. - Try to reuse and recycle things. 92 Teacher : Bui Thi Xuyen Lesson Plan - English 9. 4. Homework: (2 minutes) - Learn by heart the new words. - Do exercises: 4. P.42 (workbook) - Prepare: Listen ans language focus 1, 2, 3 (textbook) * Teacher guides students to do the execise: KÕt hîp 2 c©u thµnh mét c©u, sö dông Because, since, as .................................................................................................................................. Period 39. Unit 6: the environment Lesson 3: listen + Language focus 1, 2, 3. P.50, 53 - 55. I. Aims: - To help students listen for details, further practice for conditional sentence type 1. - To help students know how to use adjectives and adverbs; students practice the adverb clauses of reason (as, because, since); adjective + that clause. - To develop students' skills. II. Objectives: By the end of the lesson, students will be able to do all the tasks. III. Ways of working: T - WC, individual work. IV. Materials: Textbook, pictures in the textbook, cassette player. V. Anticipated problems: - Students might have difficulty in understanding the listening text which has completed structures and a lot of new words. - The lesson may take time. VI. Teaching steps: 1. Warm up: (1 minute) Greet and check the students' attendance. 2. Revision: (2 minutes) Teacher asks students some questions: 93 Teacher : Bui Thi Xuyen Lesson Plan - English 9. What are we doing with our environment now? Are we polluting it? What are we polluting? (air, water, land...........) 3. New lesson: STAGES ACTIVITIES Set the sence: - Short discussion: How the Ocean is (6 polluted? / What makes the Ocean minutes) polluted? * Preteach: - Teacher uses techniques to teach students new words * Prediction: - Students predict 4 things that make the ocean polluted. (individual work) - Students compare their predictions (pair work) WHILE * Listen. P.50 LISTENING - Students listen for the first time and (10 check their prediction (selecting) minutes) ON BOARD PRE * LISTENING I. New words: raw sewage: (to) pump: (to) leak: marine (adj): oil spills: vessel: n­íc th¶i ch­a qua xö lý b¬m rß rØ thuéc biÓn sù trµn dÇu tµu, thuyÒn II. Listen. P.50 1. Checking the prediction: - Raw sewage - Garbage - Oil spills - Waste materials - Students listen for the second time 2. Gap fill: and do the gap fill: How the ocean is polluted Firstly: Raw sewage is pumped directly into the sea. - Students listen for the third time to Secondly: Garbage is dropped into the sea. check their task. Thirdly: oil spills come from ships at sea. Tapescript: Next: Waste materials come from Our oceans are becoming factories. Finally: Oil is washed from the land. extremely polluted. Most of this pollution comes from the land, which means it comes from people. Firstly, there is raw sewage, which is pumped directly into the sea. Many countries, both developed and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leak from the vessel. This is not 94 Teacher : Bui Thi Xuyen only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factoty 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. Lesson Plan - English 9. POST * LISTENING Writing: - Students complete the sentence: 3. Write: Complete the sentence: (5 The ocean won't be polluted if.................... minutes) .................................................................... FURTHER * Language focus: III. Language focus: PRACTICE Language focus 1. P.53 1. Language focus 1. P.53: (14 - Teacher calls out the adjectives, Adjectives Adverbs minutes) students change them into adverbs. extreme extremely good well happy happily sad sadly - Students do the exercise; Teacher slow slowly corrects: * Answer key: a) Hoa was extremely pleased that she got an A for her assignment. b) The old man walked slowly to the park. c) Tuan sighed sadly when he heard that he failed the test. d) The baby laughed happily as she played with her toys. Language focus 2: e) Mrs. Nga speaks English quite well. Students use because, as or since to 2. Language focus 2: join the pair of sentences together Adverb clause of reason: (Word cues drill & picture cues drill) Answer key: b) Man has a broken leg becase / as / since he fell over while he was playing basketball. c) Lan is going to be late for school becase / as / since the bus is late. d) Hoa broke the cup becase / as / since she was careless. e) Mai wants to go home becase / as / since she feels sick. Language focus 3. P.55 f) Nga is hungry becase / as / since she - Students work in pair to complete hasn't eaten all day. the dialogues. 3. Language focus 3: - THAT CLAUSE th­êng ®­îc dïng Adjective + that clause: sau c¸c tÝnh tõ ®Ó diÔn t¶ c¶m xóc 95 Teacher : Bui Thi Xuyen Lesson Plan - English 9. hoÆc sù ch¾c ch¾n. * Answer key: b) Mrs. Quyen: When are you going on vacation with your family, Sally? Mrs. Robinson: Tomorrow. I'm excited that I can go to Da Lat this time. c) Lan: I am sorry that I broke your bicycle yesterday. Tien: Don't worry. I can fix it. d) Liz: I forgot to tell you I was going to Lan's place. Mr. Robinson: I'm disappointed that you did not phone me about it. e) Miss Lien: Congratulation! Nga: Thanks. I'm amazed that I could win the first prize. 4. Homework: (2 minutes) - Learn by heart all the new words - Do exercises: 1, 2. P.41, 42 (workbook) - Prepare Read (textbook) Teacher guides students to do the exercises: Bµi tËp 1: Khoanh trßn tõ ®óng ®Ó hoµn thµnh c©u: Dïng tÝnh tõ hay tr¹ng tõ? Bµi tËp 2: Hoµn thµnh ®o¹n v¨n, sö dông d¹ng thÝch hîp cña tõ cho trong khung. .................................................................................................................................. Period 40. Unit 6: the environment Lesson 4: read. P.51. I. Aims: - To help students read the poem for main idea. - To develop students' skills. II. Objectives: By the end of the lesson, students will be able to talk / write about minimizing pollution in their school. III. Ways of working: T - WC, group work, pair work, individual work. 96 Teacher : Bui Thi Xuyen Lesson Plan - English 9. IV. Materials: Textbook, color chalk, workbook, a poster, picture. V. Anticipated problems: It's the first time students read a poem so students might have difficulty in understanding the idea the author want to express as the mummy' s opinion. (Line7, 8, 11, 12, 13, 14) might cause problems in understanding the text. There are many new words in matching activity P.51. VI. Teaching steps: 1. Warm up: (1 minute) Greet and check the students' attendance. 2. Revision: (5 minutes) T / F repetition: 1. If raw sewage is pumped directly into the sea, the ocean will be polluted. 2. Oil spills from ships at sea do not make the sea polluted. 3. Waste materials from factories pollute the ocean. 4. Oil washed from land causes the ocean pollution. 5. Garbage was never dropped into the sea. 6. Tourists always keep beaches clean. 3. New lesson: STAGES ACTIVITIES * Set the sence: - Teacher introduce the topic: use a (10 picture of a school ground being full of minutes) garbage / a classroom full of garbage. * Preteach: - Teacher uses techniques to teach students new words: * Discuss: - Students discuss and guess the answers to the questions: + Who is asking? + Who is answering? + What are they talking about? + Who knows more about making the environment clean? WHILE * Read P. 51: ON BOARD PRE READING I. New words: - a second hand junk yard: b·i r¸c, b·i chøa nh÷ng thø ®· qua sö dông - a treasure: kho b¸u - a stream: suèi, dßng s«ng nhá - (to) minimize / (to) minimise: gi¶m ®Õn møc tèi thiÓu II. Read: 97 Teacher : Bui Thi Xuyen READING - Students listen for the first time and (20 check their predictions. minutes) ( A mother and a son are having a picnic in a park.... The son sees that the place is polluted.He asks his mother abot the problems of pollution) - Students read again and do the matching part a P.51 (Posters of five items from the green box. P.51) Chó ý: H­íng dÉn häc sinh ®äc bµi th¬, bµi cã thÓ ph©n thµnh côm ®Ó cho häc sinh dÔ hiÓu: 1-2 3-4-5-6 7-8 9-10 11-12/13-14-15-16 - Students read again and answer the comprehension questions: 1-5 (Focus on question 4) POST READING (7 minutes) Lesson Plan - English 9. 1. Check the predictions: + A child is asking + A mother is answering + They are talking about the problems of pollution. + (Students' answer) The possible answer: The child does. 2. Students do the matching on page 51: 1. junk-yard c) a piece of land full of rubbish (mét m¶nh ®Êt ®Çy nh÷ng ®å bá ®i) 2. end up g) reach a state of (®­a tíi t×nh tr¹ng) 3. treasure f) valuable or precious of things (nh÷ng vËt quÝ gi¸ hoÆc cã gi¸ trÞ) 4. foam e) mass of bublles of air or gas (v« sè nh÷ng bät khÝ) 5. stream d) a flow of water (mét dßng n­íc) 6. hedge a) a row of things forming a fence (mét d·y nh÷ng thø lµm thµnh hµng rµo) 7. folk b) people (ng­êi ta) 3. Answer the comprehension questions: Answer key: 1. If the pollution goes on, the world will end up like a second hand unk-yard. 2. The mother thinks other folk pollute (are responsible for the pllution of) environment but not her and her son. 3. If the boy keeps on asking such questions, his mother will take him hoe right away. 4. No. Because he is right: if he throws the bottles that will be polluting the woods. 5. The poet wants us to learn that every one is responsible for keeping the environment from pollution / stopping polution. * Group discussion: III. Discussion: 1. Do you like the mummy in the text? 1. Do you like the Mummy in the text? Why? Why not? Why? Why not? 98 Teacher : Bui Thi Xuyen Lesson Plan - English 9. + Eliciting: - Does the Mummy protect the environment? - Should she tell the boy to throw the soda bottles over the hedge? - Should we protect the environment in our school? 2. What could you do in your school / 2. Question 6. house to minimize the pollution? 6. (Students' answers) E.g: Put the bins around the school yard. Pick up the rubbish / garbage and throw it into a trash bin. Should not litter / spit on the ground. 4. Homework:(2 minutes) - Learn by heart the new words and read the text again. - Write a passage to tell what you should do in your school / house to minimize the pollution (to protect the environment) - Prepare: Write (textbook) ................................................................................................................................... Period 41. Unit 6: the environment Lesson 5: write. P.52 - 53 I. Aims: - To help students write a complaint letter. - To develop students' writing skill. II. Objectives: By the end of the lesson, students will be able to write a complaint letter (100 - 120 words) about catching fish using electricity base on the language materials provided. III. Ways of working: T - WC, individual work. IV. Materials: Textbook, pictures, wordcards (five sections in a complain letter, P.52) V. Anticipated problems: Students might not know much about catching fish using electricity. 99 Teacher : Bui Thi Xuyen Lesson Plan - English 9. VI. Teaching steps: 1. Warm up: (5 minutes) Teacher introducing the topic of the letter: What types of letters do you know? Personal Invitation Business Job application Thank you Congratulation * Elicit: You have bought a TV set and it doesn't work now. What type of letter do you want to write to the shop? - A complain letter. 2. New lesson: STAGES ACTIVITIES * Discussion: - How many parts of are there in (15 a complain letter? minutes) (Teacher shows the cards and get students to read) Cards: - States the reason for writing - Mentions the problems - Makes a suggestion - Talks about future action - Ends the letter politely (If students are good at English, mix the cards and ask students to order the cards -> read) - Teacher checks and asks students to repeat. * Read: - Students read the letter on page 52 on put the sections of the jumble letter in the right order to make a complaint letter. (H×nh thøc cña bøc th­: SCRAP) - T. calls a student to read a complete letter to check. * Set the scene: - Teacher ask students to read part b) P.53 Q: What does catching fish with electricity cause? PRE WRITING WHILE * Write: ON BOARD I. Discussion: - How many parts of are there in a complain letter? II. Ordering: 1. Label the sections of the letter. P.52: 1. Situation - States the reason for writing 2. Complication - Mentions the problems 3. Resolution - Makes a suggestion 4. Action - Talks about future action 5. Politeness - Ends the letter politely 2. Ordering: * Key: R- "I would suggest that........... leaving" S - "I am writing to .................. the north" A - "I look forward..................company" C - "When the trucks............. and flies" P - "Yours faithfully, Tran Vu Nhat" III. Write: 100 Teacher : Bui Thi Xuyen Lesson Plan - English 9. WRITING - Students write a complaint letter Dear Mr. President, (15 individually. Begin with: I am writing to you about the problem of fish minutes) Dear Mr. President, catching in the lake behind my I am writing to you about the house. ................................................................. problem of fish catching in the . lake behind my house........ .................................................................. ........ The suggested letter: ......................................... I am writing to you about the problem Yours truly, of fish catching in the lake behind my Minh house. I am very worried because people (don't use fishing rod or net but) use electricity to catch fish. After a short time they left the place / lake, a lot of small fish died and floated on the water surface. Other animals such as frogs, toads, and even birds 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 look forward to hearing from you and seeing the protection of environment from the local authoritiy. POST WRITING * Correction: - Pair correction (8 - T. corrects the common minutes) mistakes. (Choose one letter from the Ss' works) 3. Homework: (2 minutes) - Revise the conditional sentences type 1 and Why, Because sentences. - Do exercises: 6, 7 P.44 - 45 (workbook) Teacher guides students to do the exercises: Bµi tËp 6: KÕt nèi 2 nöa c©u víi nhau sau ®ã viÕt c©u ®Çy ®ñ vµo vë bµi tËp. Bµi tËp 7: KÕt hîp 2 c©u thµnh mét c©u, sö dông THAT clause. 101
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