Giáo án Tiếng Anh lớp 9 Unit 6 The Environment

Teacher : Bui Thi Xuyen Lesson Plan - English 9.
88
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 ON BOARD
PRE
READING
(12
minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach
students new words.
- Checking understanding:

Rubout and remember.
* Matching:
Getting started P.47
- Students match the environment
I. New words:
garbage dump:
deforestation:
dynamite
fishing:
spraying
pesticides:
dispointed (adj):
the shore:
bãi đổ rác thải
sự tàn phá rừng
việc đánh bắt cá bằng
thuốc nổ
việc phun thuốc diệt sâu
bọ
thất vọng
bờ biển
II. Matching:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
89
problems to the pictures.
* Prequestions:
What do you usually do to protect
our environment?
a) b) c)
d) e) f)

* Key:
a) air pollution
b) spraying pesticides
c) garbage dump
d) water pollution
e) deforestation
f) dynamite fishing
WHILE
READING
(20
minutes)
* Listen and read P.47 - 48:
* Set the scene:
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.
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.
POST
* Language focus 4, 5: IV. Language focus:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
90
READING

(10
minutes)
- Teacher gets students to do the
exercises and then correct them.
+ Students base on the cues given to
write the main clause of the
sentences:
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:
b/ If we go on littering, the environment will
become seriously polluted.
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:
Bài tập 8: Dựa vào những từ cho ở trong khung để viết câu hoàn chỉnh, sử dụng cấu trúc câu
điều kiện.
Bài tập 9: Trả lời câu hỏi, sử dụng từ gợi ý cho ở trong khung để viết câu điều kiện loại 1.
Bài tập 10: Chia động từ cho trong ngoặc: thì hiện tại đơn và tơng lai đơn.
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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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.
air pollution
deforestation
Environmental
problems
3. New lesson:
STAGES ACTIVITIES ON BOARD
PRE
SPEAKING
(15
minutes)
* Preteach vocabulary:
- Teacher uses techniques to
teach students new words.
- Checking understanding:
Rubout and remember.
* Set the object of task a.
P.49
I. New words:
(to) prevent:
(to) reduce:
(to) wrap:
(to) avoid:
exhaust fume:
ngăn chặn, phòng chống
làm giảm, giảm
bọc, gói
tránh
khí thải
II. Expressions:

- I think you should
- Won't you ?
- It would be better if you .
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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* Presentation dialogue:
- Teacher present the
dialogue to the students.
* Substitution drill:
- Students use the expressions
and idia cues given.
- Why don't you ?
- Why not ?
- What / How about ?
III. Dialogue:
S1:
S2:
S1:
I think it would be better if we use
banana leaves instead of paper or plastic
bags to wrap food.
Why? How come?
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
(15

minutes)
* Speak P.49:
- Matching:
Students match the items in
green box with the items in
the red box. (On posters)
* Questionnaire: (Group
work)
- In group of four students
find possible answers in
section a) to the questionnaire
* Discussion:
(Group work)
- In groups of four students
discuss with a partner the best
way to protect the
environment, take turns to try
and persuade your partner
into doing things they think
the most practical.
IV. Speak:
1. Matching:
E.g:
S1: How can we save paper?
S2: Use banana leaves.
2. Speak:
Example:
- I they we should burn trash to reduce the amount
of garbage we produce to protect the environment.
- No, we shouldn't do that. Burning trash will

pollute the air. I think the best way to reduce
garbage is to reuse and recycle things.
- How can we do that? I think only the factory can.
- What about collecting used paper, bottles and cans
every day? It's not difficult.
- That's a good idea! Let's do that.
POST
SPEAKING
(7
minutes)
* Write it up:
- Students write the ideas of
the best way to protect the
environment.
3. Write it up:
Example:
- Write on both sides of the paper / recycle used
paper.
- 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.
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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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:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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What are we doing with our environment now? Are we polluting it? What are we polluting?
(air, water, land )
3. New lesson:
STAGES ACTIVITIES ON BOARD
PRE
LISTENING

(6
minutes)
* Set the sence:
- Short discussion: How the Ocean is
polluted? / What makes the Ocean
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)
I. New words:
raw sewage:
(to) pump:
(to) leak:
marine (adj):
oil spills:
vessel:
níc th¶i cha qua xö lý
b¬m
rß rØ
thuéc biÓn
sù trµn dÇu
tµu, thuyÒn
WHILE
LISTENING
(10

minutes)
* Listen. P.50
- Students listen for the first time and
check their prediction (selecting)
- Students listen for the second time
and do the gap fill:
- Students listen for the third time to
check their task.
Tapescript:
Our oceans are becoming
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
II. Listen. P.50
1. Checking the prediction:
- Raw sewage
- Garbage
- Oil spills
- Waste materials
2. Gap fill:

How the ocean is polluted
Firstly:
Secondly:
Thirdly:
Next:
Finally:
Raw sewage is pumped directly
into the sea.
Garbage is dropped into the sea.
oil spills come from ships at sea.
Waste materials come from
factories.
Oil is washed from the land.
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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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.
POST
LISTENING
(5
minutes)
* Writing:

- Students complete the sentence:
3. Write:
Complete the sentence:
The ocean won't be polluted if

FURTHER
PRACTICE
(14
minutes)
* Language focus:
Language focus 1. P.53
- Teacher calls out the adjectives,
students change them into adverbs.
- Students do the exercise; Teacher
corrects:
Language focus 2:
Students use because, as or since to
join the pair of sentences together
(Word cues drill & picture cues drill)
Language focus 3. P.55
- Students work in pair to complete
the dialogues.
- THAT CLAUSE thêng ®îc dïng
sau c¸c tÝnh tõ ®Ó diÔn t¶ c¶m xóc
III. Language focus:
1. Language focus 1. P.53:
Adjectives Adverbs
extreme extremely
good well
happy happily

sad sadly
slow slowly
* 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.
e) Mrs. Nga speaks English quite well.
2. Language focus 2:
Adverb clause of reason:
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.
f) Nga is hungry becase / as / since she
hasn't eaten all day.
3. Language focus 3:
Adjective + that clause:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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hoặc sự chắc chắn. * 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:
Bài tập 1: Khoanh tròn từ đúng để hoàn thành câu: Dùng tính từ hay trạng từ?
Bài tập 2: Hoàn thành đoạn văn, sử dụng dạng thích hợp của từ 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.

Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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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 ON BOARD
PRE
READING
(10
minutes)
* Set the sence:
- Teacher introduce the topic: use a
picture of a school ground being full of
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?
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
WHILE
* Read P. 51: II. Read:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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READING
(20
minutes)
- Students listen for the first time and
check their predictions.
( 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)
Chú ý:
Hớng dẫn học sinh đọc bài thơ, bài có
thể phân thành cụm để cho học sinh dễ
hiểu:
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)
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
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. folk

c) a piece of land full of
rubbish (một mảnh đất đầy
những đồ bỏ đi)
g) reach a state of
(đa tới tình trạng)
f) valuable or precious of
things
(những vật quí giá hoặc có
giá trị)
e) mass of bublles of air or
gas (vô số những bọt khí)
d) a flow of water
(một dòng nớc)
a) a row of things forming a
fence
(một dãy những thứ làm
thành hàng rào)
b) people (ngời 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.
POST
READING
(7
minutes)
* Group discussion:
1. Do you like the mummy in the text?
Why? Why not?
III. Discussion:
1. Do you like the Mummy in the text?
Why? Why not?
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
99
+ 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. Question 6.
2. What could you do in your school /
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.
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
100
VI. Teaching steps:
1. Warm up: (5 minutes) Teacher introducing the topic of the letter:
What types of letters do you know?
Personal
Business
Thank you
Invitation
Job application

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 ON BOARD
PRE
WRITING
(15
minutes)
* Discussion:
- How many parts of are there in
a complain letter?
(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?
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
2. Complication
3. Resolution
4. Action
5. Politeness
- States the reason for
writing
- Mentions the problems
- Makes a suggestion
- Talks about future
action
- 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"
WHILE
* Write: III. Write:
Teacher : Bui Thi Xuyen Lesson Plan - English 9.
101
WRITING
(15
minutes)
- Students write a complaint letter
individually. Begin with:
Dear Mr. President,
I am writing to you about the
problem of fish catching in the
lake behind my house
The suggested letter:
I am writing to you about the problem
of fish catching in the lake behind my
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.
Dear Mr. President,
I am writing to you about the problem of fish
catching in the lake behind my
house.
.


Yours truly,
Minh
POST
WRITING
(8
minutes)
* Correction:
- Pair correction
- T. corrects the common
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.