Giáo án Tiếng Anh 9 unit 6: The environment

GIÁO ÁN TIẾNG ANH LỚP 9.
Period 37
UNIT 6: THE HE ENVIRONMENT
GETTING STARTED & LISTEN AND READ

I. Objects
By the end of the lesson, Ss will be able to:
+ Use new words about environments in the correct way.
+ Read the text for general and specific information through Matching exercises and answering
questions.
II. Language contents:
+Vocabulary: garbage dump, deforestation, air pollution, dynamite fishing, water
pollution, spraying pesticides
+ Grammar: Conditional sentences: type 1
+ Language skills: Practice reading and speaking skills.
III. Teaching aids
Teaching plan, Cassette, pictures, extra – board.
IV. Procedure
1. Checking up:
2. New lesson
Teacher & Students’ activities

Contents

1. Warm up:
- Ask Ss to discuss and make a list of people’s *. Getting started
activities that destroy the environment.
+ Throw garbage in the street
- Work in groups of 3 to 4.
+ Cut down trees
- May use Vietnamese when discussing.

- Call some groups to talk about their lists.

+ Leave the light on when unnecessary

- Give English equivalences.

* Matching

- Give suggested answers .

a) air pollution

- Ask Ss to match these above environmental
problems to the pictures in the textbook.

b) spraying pesticides
c) garbage dump
d) water pollution
e) deforestation

2. Presentation:
- Explain the meaning of the new words.
- Listen and repeat the new words.
- Individual work and pair work.

f) dynamite fishing
1. New words:
+ Garbage dump:

+ Deforestation (n):

- Help Ss to read new words and ask them to
+ Air pollution (n):
read.
* Check Vocab: R & R

+ Dynamite fishing (n)
+ Water pollution (n)

3. Practice:

+ Spraying pesticides (n)

 Set the scene
Mr.Brown is talking to some voluteer
conservationists. Guess the place where they
are going to work.

2. Prediction

-Give Ss 1 minute to guess.
- Listen and read the passage I Listen and
read “Mr. Brown is talking to some
volunteer conservationists”

* Answers:
The coservationists are going to clean the
beach.

3. Matching

- Ask Ss to look at “Listen and read”; play the
a) Answers:
tape 2 times.
- Ask Ss to match the names in column A Groups 1:
with the tasks in column B. then write the full Groups 2:
sentences.

f, walk along the shore.
e, check the sand.


- Call on some Ss to read the full sentences.

Groups 3:

b, check among the rocks

- Give correct answers

Mr. Jones:

a, collect all the bags ……

- Have Ss read the passage again and answer Mrs. Smith: c, provide a picnic lunch for ...
the questions in b).
Mr. Brown: d, give out the bags.
- Go around the class and provide necessary
corrections.

- Give correct answers

4. Comprehension questions
b). Answers:
1. The speaker is Mr. Brown
2. The listeners are members of volunteer
conservationists.
3. They are on the beach.
4. If they work hard, they will make the beach
clean and beautiful again soon.
5.Grammar
 Example:
If we work hard, we will make this beach
clean.
Form:
S+will/can......IF+S+V(HTĐ)...
1. I/have/money/I/buy/a book
 If I have money, I will buy a book.
2.The beach/be/polluted/We/ not/clean.
The beach will be polluted If we don't clean
it.
3.If/you/not/do/homework/ you/get/bad marks
If you don't do your homework, you will get
bad marks.

4. Drill:
- Repeat the vocabularies and structures


+Vocabulary: garbage dump, deforestation, air pollution,

dynamite fishing, water pollution, spraying pesticides
+ Grammar: Conditional sentences: type 1
5. Homework:
- Summarize main points.
- Learn by heart new words and do homework at workbook (1, 2, 3)
- Prepare “SPEAK + LISTEN”


Period 38
UNIT 6: THE HE ENVIRONMENT
SPEAK & LISTEN

I. Objects
By the end of the lesson, Ss will be able to:
+ Persuade other people by using give expression:
I think you should …….; Why not…..? Why don’t you …? …
+ Complete the information notes about ocean pollution through a report.
+ Use new word in the right context by playing word games and engaging in different class
activities.
II.Language contents:
Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
Language skills: Practice speaking and listening skills.
III. Teaching aids
Teaching plan, Cassette, pictures, extra – board
IV. Procedure
1. Checking up:
+ Write new words
2. New lesson

Teacher & Students’ activities

Contents

1. Warm up:

1. Newwords:

- Ask Ss question: “What can you do to protect
the environment?”

- Wrap (v):

- Discuss in small groups and find the answers.
2. Speak:

- Dissolve (v):
- Traffic jam (n):


* Pre – speaking:

- Exhaust fume (n):

- Write all new words on the board in both - Trash = garbage
English and Vietnamese.
+ raw sewage (n):)
* Check Vocab: What & where
+ oil spills (n):
+ marine life (n):.
a) Try to persuade your partner to do the

following things to protect the environment.

+ Regulation (n):

- Work in pairs, persuade your partners to do 2. Practice
things to protect the environment. Follow the 2.1. Form
example.
I think you shoud
- Ask Ss to look at the structures and sentences Won't you
in partt a)
It would be better if you
V(inf)
- Explain them.
Can I persuade you to
Why don't you
Why not
What/how about + V-ing

*Use: Express persuasion
* Example: (textbook)
A: I think it would be better if we reuse and
recycle bottles and cans.
* While - speaking:

B: Why? How come?

- Ask Ss to read the persuading expressions and A: Because reusing and recycling bottles can
the idea cues give in the textbook carefully. reduce garbage and save natural resources.
Make sure Ss understand all of the
a) Suggested answers:

ideas suggested.
A: I think it would be better if we go to work
- Go around and provide help if necessary.
by bike.


- Call on some pairs to practice the dialogue

B: Why? How come?

-T: Give feedback and suggested answers:

A: Because going to work by bike can save
energy and at the same time it can keep the
- Ask Ss to work in group and find the answers air cleaner.
to the questionnaire
b) Find possible answers to the
- Divide class in 6 groups.
questionnaire.
- Call on some Ss from groups to present in * Example:
front of class.
Save papers by
- Call on some representatives to present in
front of
Recycling and reusing paper.
- Give feedback and suggested answers

Using tree leaves to wrap food and othe
things
c) Now discuss with a partner the best way

to protect the environment. ….

3. Listen:

( Student’s answers)

- Guessing game

3. LISTENING.

- divide class into small groups.

* Answers:

- Ask Ss to have guesses on how the ocean is
polluted.

How the ocean polluted

- Firstly: raw sewage is pumped directly into
- Call some Ss to explain their ideas in front of the sea.
class.
- Secondly: Garbage is dropped into the sea
- Provide some necessary words in the tape
- Thirdly: oil spills come from ships at sea.
- Listen to the tape more than once and
complete the notes.
- Next: Waste materials come from factories.
- Compare the answers with their partners.

4. Drill:
- Repeat the vocabulary and structures

- Finally: oil is washed from the land.


Vocabulary: Dissolve, traffic jam, exhausts fume, raw sewage, oil spill.
5. Homework:
- Summarize main points.
- Learn by heart some new words and practice talking about the problem to protect the
environment.
- Prepare “Read”


Period 39
UNIT 6: THE HE ENVIRONMENT
READ

I. Objects
By the end of the lesson, Ss will be able to understand the poem with some old
English by doing Matching exercise and Answering questions
II. Language contents:
Vocabulary: end up, second hand, junk yard, treasure, foam, nonsense, folk.
Structures: conditional sentence type 1
Language skills: Practice reading skill.
III. Teaching aids
Teaching plan, pictures, extra – board
IV. Procedure
1. Checking up:
What is the name for each one?

a) dump

1. You can put your rubbish in it:……

b) trash

2. You must put it in a rubbish bin:….

c)water matter

3. Factories produce it:…….

d) pesticide

4. crops are spayed with it: ……

e) dynamite

5. It is a powerful explosive

2. New lesson
Teacher’s activities
1. Warm up:

Students’ activities
1. New words:

- Ask Ss to work in pairs, ask and answer the + End up (v): c¹n kiÖt, sö dông hÕt, kÕt thóc
following questions about poetry.

+ Do you like poetry?

+ Second – hand (a).

+ Do you often read poetry?

+ Junk – yard (n):

+ Who is your favorite poet?

+ Treasure (n):

+ Have you ever read a poem in English?

+ Foam (n):

+ What is it? Do you understand it?

+ Nonsense (n):

2. Pre – reading:

2. Pre-questions
a. Who are the people in the poem?

- Ask Ss to look at the poem in the book.
- Read the poem.

b. Where are they?

c. What's the problem of the environment
- Give some new words and explains the mentioned in the poem?
meaning
*Answer keys:
- Help Ss to read the new words.
a. The mother and her son
* Check Vocab: Slap the board
b. They are in the park/wood.
c. The wood is polluted.
Prediction
Have Ss work in groups
Get them to close the books and guess the
answers for te pre-questions provided.

3. Matching (Match each word in A to an
appropriate explanation in B)
* Answers:
A

B

1. junk-yard

c. a piece of land full of
rubbish

2. end up

g. reach a state if

3. treasure

f. valuable
things

- Have Ss work in groups.

4. foam

e. mass of bubbles of air or
gas

-Get them to read the poem and check the
predictions.

5. stream

d. a flow of water

6. hedge

a. a row of things forming a
fence

-Call on Ss to give the answers.
3. While- Reading:
T: Set the scene “You are going to read a
poem about environment. Please scan the
poem and answer the following questions

- Ask Ss to read the poem again and match the
word in A to an appropriate in B encourage Ss

or

precious


to guess the meaning of the word if they don’t
know some words.

7. folk

b. people

4. Comprehension questions
* Answers:

- Call some Ss to read the answers aloud.

1. If the pollution goes on, the world will end
up like a second hand junk yard.

2. The mother think other folk pollute (are
responsible for the pollution of) the
- Ask Ss to read the poem more carefully and environment but not her and her son.
answer the questions. This task can be done in
3. If the boy keeps on asking such questions,
pairs

his mother will take him home right away.
- Give the correct answers

4. No, because he is right: if he throws the
bottles that will be polluting the woods.
- Call on some Ss to read their answers aloud 5. The poet wants us to learn that everyone is
in class.
responsible for keeping the environment form
pollution.
- Give the answers.
- Calls on some Ss to read the passage aloud in 6. (Student’s answers) eg: put the bin around
the school yard. Pick up the rubbish/garbage
front of class.
and throw it into a trash bin. Should not
- Checks Ss’ pronunciation and intonation.
litter/spit on the ground/..
3.4. Post - reading:

5. Production

“What- if

A: If you throw rubbish into street,…

- Divide the class into two or four groups B: it will pollute the environment.
namely A, B, C, D. each group gets 5
Ex:
sentences with only IF half.
- Student A read its half and B has to complete A.
the sentence with the idea on the board to 1. If I see somebody throwing an empty packet

protect our environment.
on the street, I will…..
- Help Ss to complete and correct the mistakes
4. Drill:
- Vocabulary: end up, second hand, junk yard,
treasure, foam, nonsense, folk.

2. If I meet the Minister for the environment, I
will...
3. If I live on an island, I will…..


- Structures: conditional sentence type 1

4. If I live in a jungle, I will…

5. Homework:

5. If I catch an injured species, I would….

- Summarize main points.

B.

- Do homework at workbook

1. I will collect and put it in the trash bin.

- Prepare the next period 42 “WRITE”

2, I will plant some trees.


Period 40
UNIT 6: THE ENVIRONMENT
WRITE
I. Objectives

-

By the end of the lesson, students will be able to write a complaint letter with the right format and
language.

II. Language contents:
Vocabulary: complaint, refreshment, fly, response
Language skills: Practice writing skill.
III. Teaching aids
Teaching plan, extra – board
IV. Procedure
1. Checking up:
Write 2 conditional sentences type 1
2. New lesson
Teacher’s activities

Students’ activities

1. Warm up
- Guides Sts to play game “Jumble words”

- Play follow teacher’s guides

+ Answers

+ edn up = …..

+ End up

+ secndo – hand =….

+ Second – hand

+ Jnuk – yard = …..

+ Junk – yard

+ Treaseru = …

+ Treasure

+ foma = …

+ Foam


+ nonnesse

+ Nonsense

2. Pre – Writing
T: Explain the meaning of new words

1. New words

T: Help Ss to read

- complaint (n)
- fly (n):

T: Introduce the formal complaint letter

- refreshment (n):

T: Set the scene

- response (v):

“ Mr. Nhat wrote a complaint letter to the
director of L & P company in HCM 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.”

- situation (n):

Ss: Read and write down into notebook
Ss: Work in pairs and do the labeling and

- complication (n):
- resolution (n):
- action (n):
- politeness (n):

ordering.
2. Ordering
T: Read the letter once
Answer key:
Dear sir/madam
T: Call on some pairs read the aloud the letter
with the correct order. Each pair reads aloud one
part.

T: Give feedback and answer key

R: I would suggest that your company
should tell your drivers 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 form your company.
C: When the truck of your company has a
short break on the streets around my house,
the drivers have left lots of garbage on the


ground after their refreshment. When the
truck leave the place, the ground is covered
with trash and a few minutes later there is
smell flies
P: Faithfully,

Hoang Binh
3. Writing
Dear Mr. president
3. While – writing
T: Implicit the writing task by asking questions:
Are there any lakes behind your house?
What do people do in the lake? Which problems
remain …

T: Ask Ss to read the situation in the textbook
of local authorities to complain about the way of
catching fish in the lake behind your house.
Following S-C-R-A-P format
Ss: Work individual, write a letter to the head

I am writing to you about the problem of
fish catching in the lake behind my house.
I am very worried because they don't use
fishing rod or not net but 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. Other animals such as frogs, toads
and even birds have 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 am looking forward to hearing from you
and seeing the actions taken to protect the

environment from the local authority.

T: Ask Ss to compare the writing and gives feed
back and suggested writing.

4. Drill
T: Ask Ss to read their writing aloud
- Ask for comments from other Ss
5. Homework

Sincerely


- Summarize the main points
- Prepare " Language focus”


Period 41
UNIT 6: THE HE ENVIRONMENT
LANGUAGE FOCUS
I. Objectives

-

By the end of the lesson, students will be able to use the adverbs correctly.

II. Language contents:
Vocabulary: assignment, sigh
Grammar:

+ Adjectives and adverbs
+ Adverb clauses of reason (as, because, since)
+ Adjectives + that clause+ Conditional sentences type 1

Language skills: Practice writing skill.
III. Teaching aids

Teaching plan, extra – board

IV. Procedure
1. Checking up:

No

2. New lesson
Teacher & Ss’s activities

Content

1. Warm up
T: Ask Ss to arrange the letter to make complete words

Answers:

1. wols =

1. slow

2. asd =

2. sad

3. dogo =

3. good

4. pahapy =

4. happy

2. Presentation and practice 1:

1. Change the adjectives into adverbs:

T: Explain vocabulary

New words

- Help the Ss to review the formation and the use of


adverbs of manner through questions

Assignment (n): exercise

+ How are adverbs formed?

Sigh (n): long deep breath

+ What do we use adverbs for?

• Formation
Adjective + ly = adverb
Adjective

Adverb

Extreme

Extremely

Good

Well

Happy

Happily

Sad

Sadly

Slow

Slowly

Ss: Do exercise 1, change the adjectives into
T: Ask Ss to go on with exercise 1, use the adverbs to adverbs
complete the sentences

• Usage: we use adverbs of manner to
modify the verb. It usually goes after the
main verb.
Answers
b. slowly
3. Presentation and practice 2.

c. sadly

T: Give out 2 clauses

d. happily

He failed the exams. He is too lazy.

e. well

T: Ask Ss about the relation between 2 clause. -> reason.

2. Join the pairs of sentences together use
"because; as; since"

T: Introduce the words expressing clause of reason:
Eg: Ba is tired because/as/since he stayed up late
because = as = since
watching TV
T: Ask Ss to do exercise 2
Ss: Compare the answers with a friend.
- Explain the example.
* Answers

T: Give feedback and the correct answers

b. I have a broken led because/as/since I fell over
while I was playing volleyball
c.

I

am

going

to

be

late

for

school


because/as/since the bus is late.
d. I broke the cup because/since/as I was careless
e. I want to go home because/as/since I feel sick
f. I am hungry because/as/since I haven't eaten all
day.
3. Complete the dialogues
* Structures:

4. Presentation and practice 3
T: Explain the structure

S + be + adj + that clause
Eg: I am pleased that you are working hard
Ss: Compare the answers with their partners

* Answers:
T: Let Ss practice the structure by completing the
dialogue in the book.
b. excited that I can go to Da lat this time
c. I am sorry that I broke your bicycle yesterday
T: Call some pairs to practice the dialogues aloud.
T: Feedback and give correct answers
- Help the Ss to revise the conditional sentences type 1
"If + main clause, subordinate clause"
(simple present tense) (will infinitive)
T: Have Ss do exercise 4. Match each half sentence in
column A with suitable one un column B, if it is ok, this
activity can be done orally through the game watching

T: Feedback and give correct answers
4. Drill
- Repeat the forms and structures:
+ Adjectives and adverbs

d. I am disappointed that you did not phone me
about it
e. I am amazed that I could win the first price
4. Match each half sentence

* Answers
1. e 2. a3. c4. d5. b


+ Adverb clauses of reason (as, because, since)
+ Adjectives + that clause
+ Conditional sentences type 1
5. Homework
T: Summary the main points
- Prepare "Unit 7 – getting started + listen and read”