Giáo án Tiếng Anh Lớp 9 - Unit 6: The environment (Mới)

Week 20 - Period 38
Date of preparing: 
Date of teaching: 
Unit 6: The environment
Lesson :Speak + Listen
Subject: English 9; 
Time: 1 period
I. Objectives: 
1. Knowledge: By the end of the lesson, Ss will be able persuade their partners to protect the environments
 2. Competence: Cooperation, persuading their partners to protect the environments . 
3. Behaviour: Ss are aware of protecting the environments.
II. Teaching aids: posters, book, cassette, projector 
III. Procedure:
Teacher’s activities
Students’ activities
1. ACTIVITY 1 (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?
2. 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:
a.Pre-teach Vocab
prevent (v): ngăn chặn, phòng chống (transl) /pri'vent/ (prevent O from Ving)
reduce (v): giảm (example) /ri'du:s/ (recycle, reuse)
wrap (v): bọc (mime)
faucet (n): vòi nước (pictrure) /'fɔ:sət/
leaf (n) – leaves (pl): lá (realia)
dissolve (v) : phân huỷ /dizɔ:lv/
do harm to : có hại tới
keep O adj 
raw sewage (n): nước thải chưa qua xử lí
pump(v):bơm, đổ
drop (v): rơi xuống, bỏ
oil spill (n): sự tràn dầu
waste material (n): vật liệu phế thải
* Checking: R . O .R
b. Structure 
- 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?
- Give dialogue on subboard
- Ask Ss to call out the expression of persuasion
3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students to speak and listen about enironment problem.
 b. Content: 	
- answer the questions in the questionaire.
- listen fill the note
c. Outcome: ss can do the task correctly
d. Organization:
- Ask Ss to complete the expressions in the box with the idea cues given.
.Eg: I think you should use banana leaves to wrap food instead of plastic or paper
- Ask Ss to read out one of their sentences.
- Get feedback
Questionaire.
- Let Ss work in pairs to answer the questions in the questionaire.
- Give feedback, teacher can write some possible answers on the board so that weak Ss can follow.
* Eg: a.How can we save paper?
 - I think we should recycle used paper, newspapers.
- Control and correct
- Ask Ss to listen to the CD twice or three times and check their predictions
Answer key:
1 a, 2 b, 3 a, 4 c, 5 a
Ask Ss to listen fill the note
- Ask Ss to write the correct answers on board
- Control and correct mistakes.
4. ACTIVITY 4: APPLICATION (5’)
a. Aim: Stundents apply the knowledge about environmental protection they learnt in practice
b. Content: Discussion
c. Outcome: knowledge about environmental protection
d. Organization:
Discussion:
- Divide the class into four groups
- Have students discuss the question:
 “What do we do to protect ocean?”
- Learn by heart vocabulary.
- Write the answers to the questionaire in the notebook.
- The student will answer the question:
- Students pay attention to the teacher
- Listen and repeat.
- Copy the new words in their notebooks
 - Repeat all the words
- Listen and repeat
* Form.
What/ how about + V- ing
I think you should 
Won’t you
It would be better if you + 
Can I persuade you to
Why don’t you
Why not
* Use: Express persuasion
- Individual work
- Read aloud
- Practise asking and answering.
* Possible answers.
 b. Save plastic bags, clean and reuse them.
 c. Don’t throw waste and garbage into streams, lakes and even oceans.
 d. Discard/ throw garbage in waste bins.
 e.Use fewer private vehicles and don’t release pollutants into the air.
 f.Try to reuse and recycle things.
-The secretary writes down the opinions in her/his group
- After finishing, the Ss give it to the teacher
 Take note
- Repeat in chorus
- Repeat individually
- Copy
- Work individual to predict
- Share with their partners
- Listen and check individual
- Share with their partners
*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; 
Time: 1 period
I. Objectives: 
1. 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. 
 2. Competence: Cooperation, understanding a poem about the environment.
 3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids: Pictures, posters, book, cassette, projector 
III. Procedure:
Teacher’s activities
Students’ activities
1. ACTIVITY 1 (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 do 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?
- Introduces the new lesson: Today we are going to read a poem about the environment.
2. 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.
3. ACTIVITY 3: PRACTICE (20’)
a. Aim: - Helps students understand the poem, do the exercise a & b
 - Aware of bad effects of pollution and raise awareness of environmental protection
b. Content: 	
 a.Matching (Subboard)
 b.Comprehension questions
 c.Discussion
c. Outcome: ss can do 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?
 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
1. junk yard 
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. 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 5 questions (from 1-6) on p51.
- Get students to work in pairs to answer the questions.
1. According to the mother, what will happen of the pollution goes on?
2. Who does the mother think pollute the environment?
3. What will happen to the boy if he keeps on asking his mother such questions?
4. Do you think the boy’s question is silly (line 9-10)? Why not?
5. 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 do in your school/ house to minimize pollution?”
- Invites some students stand up and give their answers
- Gives feedback 
4. 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
Homework: Learn by heart vocab and write 5 things that they have to do to keep the environment unpolluted.
- Asks students to do it at home by the 8th January
- 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.
- Listen and open their books.
- 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
- 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.
- 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 6 questions and write down in their notebooks.
* Answer key:
1. 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 not her or her son.
3. If the boy keeps on asking such questions, his mother will take him home 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 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
- Copy the homework in their notebooks
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; 
Time: 1 period
I. Objectives: 
1. Knowledge: By the end of the lesson, Ss will be able to write a complaint letter
2. Competence: Cooperation, self- study, writing a complaint letter.
 3. Behaviour: Ss have right attitude in protecting the environment 
II. Teaching aids: 
 1. Teacher: Subboard 
 2. Students: Book, notebook
III. Procedure:
Teacher’s activities
Students’ activities
1. 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 do to minimize the pollution. 
- Check their grammar and pronunciation
2. 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:
1. Pre- writing
a. Pre-teach Vocabulary(5ms)
- complain (v): phàn nàn (translation) /kəm'plein/
 complaint (n)
 complication (n): điều phàn nàn / kəmplə'keiʃən/
- resolution (n): (translation) /rezə'luʃən/
- float (v): trôi , nổi (picture) /fləut/
- prohibit (v): cấm ( translation) (O + not to V) /'prɒhəbit/
* Checking vocabulary: Rub out and Remember
b. Ordering(4ms)
- Ask them to keep their books closed
- Provide students five section of a complaint letter (with their definitions) in random order on sub board
- Get them to put the sections in a correct order.
a. Action: talks about future action
b. Situation: states the reason for writing.
c. Politeness: ends the letter politely
d. Complication: mention the problem
e. Resolution: makes a suggestion.
c. Reading and matching(8ms)
- 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 appropciate letter: S, C, R, A or P
- Ask students to work in pairs.
- Give feedback: 
Teacher gives ideas if necessary.
- Let students read the production 6b on page 53.
- Explain the excercise
- Ask some questions to make sure the students know what there have to do
* Questions (subboard)
a. What do people do in the lake behind your house these days?
(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).
e. Any future plant you want to make?
( We look forward to seeing the protection of environment from the local authorities)
3. ACTIVITY 3: PRACTICE
a. Aim: students can master the steps to write a complaint letter
b. Content: write a complaint letter
c. Outcome: students can write a complete letter
d. Organization:
While - writing
- Ask students to write the letter individually.
- Move around and help weak sts (explain new words)
- Copy typical mistakes 
Post- writing
- Asks ss to write a letter to the head of the local authorities to complain about the way of catching fish in the lake behind the house.
- Then call 1-2 students come to the board to write
- Then checks their composition
4. ACTIVITY 4: APPLICATION
a. Aim: students can master the steps to write a complaint letter
b. Content: write a complaint letter
c. Outcome: students can write a complete letter
d. Organization:
- Ask ss to complete letter in their notebooks.
- Learn by heart how to write a complaint letter
- Rewrite this letter in your notebook 
 - Prepare the next lesson ( Language focus )
- Greet
- Answer teacher’s questions
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
- Read and put the letters in the correct order
* Answer key:
1-b
2-d
3-e SCRAP
4-a
5-c
* Answer key:
Dear Sir/Madam
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
- Students write the letter with the teacher’s help if necessary.
* Sample:
Dear Mr. President.
I am writing to you about the catching of fish of many people in the lake behind my house.
I am very worried because they use electricity to catch fish. After a short time, they leave the lake; a lot of small fish die and float on the water surface.
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 authorities.
Sincerely,
- Students copy homework and do it at home
	 Ngày tháng năm 2020
Ký duyệt của tổ chuyên môn Ký duyệt của BGH
Week 21
Period 41
Date of preparing: 18/01 / 2021
Date of teaching: 26/01 / 2021
Unit 6: The environment
Lesson 5: Language Focus
Subject: English 9; 
Time: 1 period
I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to do all the exercises using these grammar items.adjectives, adverbs of manner, adverb clauses of reason, conditional sentences - type 1. 
2. Competence:communicative competence, linguistic competence, cooperative competence, self-study competence.
 3. Behaviour: Ss are interested in protecting the environment.
II. Teaching aids:
- Teacher: lesson plan, textbook, poster
- Students: textbooks, new 
III. Procedure:
1. Activity 1: Warm up (6)
(warm up/ check up/ setting the scene)
 a. Aims:Set the scene, lead students to the main content of the period.	
b. Contents:Adverbs of manner 
 c. Outcome: b. slowly, c. sadly, d. happily, e. well.
d. Organization:
Teacher’s activities
Students’ activities
- Elicits from Ss: How can you form an adverb of manner?
Formation: adj + ly = adverb of manner
Use: to modify the verbs
Position: right after the verb or verb phrase
 Language Focus 1
- Asks Ss to change the adjectives in the box into adverbs
- Gets feedback and corrects
- Asks Ss to fill in the gaps with the adverbs above
- Gets feedback and corrects
 Answer key
 b, slowly d, happily
 c, sadly e, well
- Pay attention
- Work in pairs
- Read out the answers
- Work individually
2. Activity 2: Presentation (6')
Aims:Sts understand Adverb clauses of reason and do exercises.
Contents: because/ as/ since
Outcome: I was broken leg as/ since/ because/.....
Organization:
Teacher’s activities
Students’ activities
 Adverb clauses of reason: 
 because/ as/ since
- Elicits from Ss:
 Ba is tired. He stayed up late watching TV.
- Asks Ss to combine the two sentences
Ba is tired because he stayed up late watching TV.
main clause adverb clause of reason
- Explains some more: We can use as/ since instead of because
 Language Focus 2
- Gives instructions: Join the pairs of sentences together using because/ as/ since.
- Runs through all the pictures and word cues
- Asks Ss to do the exercise
- Gets feedback and corrects
- Pay attention
- Pay attention
- Work individually
- Write the answers on the board
3. Activity 3: Practice (17')
a. Aims:Sts understand Adjective + that clause,etc... and do exercises.
 b. Contents:Form: S + be + adj + that S + V/ be...
 Noun clause
c. Outcome: a. That’s wonderful. I’m pleased that you are working hard, etc...
d. Organization:
Teacher’s activities
Students’ activities
*Adjective + that clause 
- Sets the scene to introduce the structure:
Ba: Dad! I got mark 9 on my test.
Mr Ha: That’s wonderful. I’m pleased that you are working hard.
Form: S + be + adj + that S + V/ be...
 Noun clause
- Explains some more about the structure
*Language Focus 3
- Gives instructions: Complete the dialogues using the words in brackets
- Asks Ss to do the exercise
- Gets feedback and corrects
 * Conditional Sentences 
 Model Sentences
- Elicits the model from Ss:
If we work hard, we’ll make this beach a clean and beautiful place again.
 Concept check
Form: If S + V(s/es), S + will + V...
 (if clause) (main clause)
 Conditional Sentence: Type 1
Use: to talk about a real condition in the present.
*Language Focus 4
- Gives instructions: match each half-sentence in column A with a suitable one in column B to make meaningful sentences. 
- Asks Ss to do the exercise 
- Gets feedback and corrects
 Answer key
 1-e 3-c 5-b
 2-a 4-d
*Language Focus 5
- Gives instructions: Complete the sentences using the words in brackets.
- Models: in the book 
- Asks Ss to do the exercise 
- Gets feedback and corrects
- Pay attention
- Pay attention
- Work in pairs
- Call out the answers
- Pay attention
- Pay attention
- Work individually
- Call out the answers
- Pay attention
- Work individually
- Call out the answers
4. Activity 4: Application (16')
a.Aims:Do a 15-min test, do exercise again and make 3 sentences with grammar,...
b.Contents: Circle the best option ..... Rewrite each sentence below ......, etc...
c.Outcome: 1-C , 2-B, 3-A, 4-C, etc...
d.Organization:
Teacher’s activities
Students’ activities
*15-minute test (15’)
- Hands out the papers and asks Ss to do the test
*Homework (1’)
- Write all the exercises in your Ex-book and make 3 sentences with grammar.
- Prepare the new lesson: Unit 7/ Getting Started + Listen and Read: new words, the ways of saving energy
- Do the test
- Take notes
15-minute test
Test A
I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
	A. good	B. best	C. well	
2. __________ water can directly do harm to people’s health and kill fish.
	A. pollute	B. polluted	C. pollution
3. I switched the TV off ____________ no one was watching it.
	A. since	B. so	C. but
4. They provided him ...................... a lot of food and drinks.
	A. for	B. to	C. with	
5. I’m very surprised __________ Vietnam won Australia in the U23 Championship.
	A. if	B. that	C. so
II. Rewrite each sentence below so that it has the same meaning as the first one. (5 points)
1. Tuan got up late, so he didn’t have time for breakfast. 
=> As ............................................................................................................................
2. Work hard and you will get good grades.
=> If ..............................................................................................................................
3. Unless it rains this weekend, I will go on a picnic with my classmates.
=> If ..............................................................................................................................
4. Go to bed early or you will get up late tomorrow.
=> If ..............................................................................................................................
5. Nam plays football skillfully.
=> Nam is .....................................................................................................................
Answer key
I. Circle the best option to complete each sentence. (5 points)
	5 x 1 = 5 points
	1-C	2-B	3-A	4-C	5-B
II. Rewrite each sentence below so that it has the same meaning as the first one. (5 points)
	5 x 1 = 5 points
As Tuan got up late, he didn’t have time for breakfast.
If you work hard, you will get good grades.
If it doesn’t rain this weekend, I will go on a picnic with my classmates.
If you don’t go to bed early, you will get up late tomorrow.
Nam is a skillful football player.
----------------------------------------------------------------
Test B
I. Circle the best option to complete each sentence. (5 points)
1. Lan speaks English very ____________.
	A. fluently	B. best	C. good	
2. Water ____________ is one of the many problems that we have to solve.
	A. pollute	B. polluted	C. pollution
3. No one was listening to the radio, ___________ I turned it off.
	A. since	B. so	C. but
4. They provided a lot of food and drinks ___________ him.
	A. for	B. to	C. with	
5. I’m proud __________ my team has won the first prize of the competition.
	A. if	B. so	C. that	 
II. Rewrite each sentence below so that it has the same meaning as the first one. (5 points)
1. Do all your homework or you will be punished by the teacher.
=> If ..............................................................................................................................
2. Unless he starts at once, he won’t finish his work on time.
=> If ..............................................................................................................................
3. Nam and Tuan play football skillfully.
=> Nam and Tuan are ....................................................................................................
4. Study hard and you will pass your entrance exam.
=> If ..............................................................................................................................
5. It was a beautiful day, so we had a picnic on the river bank.
=> Since ........................................................................................................................
Answer key
I. Circle the best option to complete each sentence. (5 points)
	5 x 1 = 5 points
	1-A	2-C	3-B	4-A	5-C
II. Rewrite each sentence below so that it has the same meaning as the first one. (5 points)
	5 x 1 = 5 points
If you don’t do all your homework, you will be punished by the teacher.
If he doesn’t start at once, he won’t finish his work on time.
Nam and Tuan are skillful football players.
If you study hard, you will pass your entrance exam.
Since it was a beautiful day, we had a picnic on the river bank.
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