Giáo án Tiếng Anh 9 unit 6: The environment

GIÁO ÁN TIẾNG ANH LỚP 9.
Period 37
Unit6: The environment
Lesson 1: Getting started
Listen and read

I. Aims :
Students will be able to understand the reading about the environment problem and
related
words or phrase.
II. Language contents :
1. Vocabulary :garbage dump, air pollution, water pollution .…
2. Structure :
3. Skills : reading, speaking
III. Techniques: matching, answer given
IV. Teaching aids : Textbook, pictures
V. Procedure :
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
* Warm – up :
- T. asks sts
- Our teachers like Da Bac. Do you know why?
- People are friendly. The air if fresh. The
atmosphere is peaceful…
- Do often read poetry?
- What do we do to keep the environmet
unpolluted?
- Students’ answer
* Presentation:
-T. you look at the pic and guess what these activities
are.

* New words :
- Ps. look at the pic- and answer
- T. introduces new words and then sts match words
- air pullution:
with pic- spraying pesticides:
- Sts repeat them after T
- garbage dump:
- Checks by " rub out and remember"
- water pollution:
- deforestation:
* Practice
- dynamite fishing:


- T. introduces the passage: Mr. Brown is talking to
some volunteer conservationists. You listen to the tape
and then you read to match the names in column A with
the tasks in column B, write full sentences.

1.
2.
3.
4.
5.
6.
7.
8.

A
Grou

p1
Grou
p2
Grou
p3
Mr.
Jones

B
a) collect all the bags and take
them to the garbage dump
b) check among the rocks
c) provide a picnic lunch for
veryone
d) give out the bag
e) check the sand
f) walk along the shore

A. Match the names in column A with
the tasks in column B. Then write the full
sentences
A
Group 1
Group 2
Group 3
Mr. Jones

Mrs.
Smith

-

Mr.
Brown

- Mrs.
Smith

B
f. walk along the shore
e. check the sand
b. check among the rocks
a. collect all the bags and
take them to the garbage
dump
c. provide a picnic lunch
for veryone
d. give out the bag

8.
9.
Mr.
- Ps. read the passage in relays
Brown
-Ps. called to read full sentences aloud.
- T. corrects
b. The questions
b. The answers.
-T. has sts read the passage again and answer the
1. The speaker is Mr. Brown

questions and compare their answers with their parners
2. The listeners are members of
1. Who is the speaker?
volunteer conservationists
2. Who are the listeners?
3. They are on the beach
3. Where are they?
4. If they work hard, they will make the
4. What are they going to do?
beach clean and beautiful again soon
-Ps. ask and answer before class then write the answers
on the board
-T. gives feedback and the answers
* Production
-Ps. aksed o work in group of four to discuss the
questiona 6 & 7 in the book
6. Have you ever done anything similar? If yes,
What did you do? Where did you do it?
7. If the pollution continues, what might happen?
Ps. the leader are called to answer the questions
* Homework :
- T, summarizezs main points
- Asks students : Learn their lessons.


-

Prepare for the next period : Speak ( Unit 6)

Period 38

Unit6: The environment
Lesson 2: Speak and listen

I. Aims : Students will be able to persuade other people by using given expressions.
II. Language contents :
1. Vocabulary :wrap, dissolve, trash…
2. Structure : expressions in the lesson
3. Skills : speaking
III. Techniques: answer given
IV. Teaching aids : Textbook, pictures
V. Procedure :
TEACHER’S & STUDENTS’ ACTIVITIES

CONTENTS

* Warm – up : answer given
a. Try to persuade your parner to do the
- T. asks Ss to read the passage, answer some questions following things to protect the environmenr.
and write some words.
Use the expressions and the idea cues given.
Follow the example
* Pre – speaking :
• A: I think it would be better if we use
-T. sets the scene: Our environment is very important.
banana leaves instead of paper or
What do we do to keep it clean and unpolluted.
plastic bags to wrap food.
-Ss. answer: Don’t throw trash onto the water. Put
• B: Why? How come?
garbage in the garbage bins. Put waste paper in the

• A: Because plastic gags are very hard
waste basket. Walk to school…
to dissolve, they will cause the
* Practice
pollution. And if we use less paper, we
-T. has sts to read the persuading expressions and the
can save trees in the forests. That’s
idea cues given in the textbook carefully. T helps sts
how we can save the environment
understand all od the ideas suggested.
- T. gives example:
* New words :
• A: I think it would be better if we use banana
- wrap (v): cover
leaves instead of paper or plastic bags to wrap
- dissolve (v): change s.th from solid to
food.
liquid condition


•
•

- garbage bin (n): a box for storing
B: Why? How come?
garbage
A: Because plastic gags are very hard to
traffic jam (n): a state that vehicles get
dissolve, they will cause the pollution. And if we
stuck in the street

use less paper, we can save trees in the forests.
exhaust (n): gases escaped from motor
That’s how we can save the environment
vehicles as waste products
- Ss. work in pairs, persuade their partners to do things
to protect the environment.
-T. goes around to help them
-Ss. called to practice before class such as:
1. A: I think it would be better if we reuse and
recycle bottles and cans
B: Why? How come?
A: Because reusing and recycling bottles can
reduce garbage ans save natural resources.
2. A: I think it better if we don’t throw trash onto
the water
B: Why? How come?
A: Because it can keep the water clean. Polluted
water can directly do harm to people’s health and kill
fish
b. Find possible answer to the questionaire. You can
use ideals in the section a).
b. Find possible answer to the questionaire.
-T. explains the requiry
You can use ideals in the section a).
-Ss. work in group
How can we…
How can we…
• save paper?
• save paper?
• use fewer plastic bags?

• use fewer plastic bags?
• reduce waste pollution?
• reduce waste pollution?
• prevent litering?
• prevent litering?
• reduce air pollution?
• reduce air pollution?
• reduce the amount of garbage we produce?
• reduce the amount of garbage we
-Ss. called to present in front of the class
produce?
-T. gives feedback and suggested answers such as:
• A: How can we save paper?
• B: We can use banana leaves to wrap food
instead of using paper bags.
• A: How can we reduce air pollution?
• B: We can go to school by bus instead of
motorbike
* Pre – listening :
- How is the ocean polluted?
- T. provides some necessary words in the
tape: . . . .
* While listening :
New words :
- T sets the scene : You will hear the report on how our
oceans are polluted, study he notes carefully then listen


to the tape and complete the notes.
- Ss. listen to the tape and complete the notes (twice or

three times).
- Ss. compares their answers with their parners.
- T. calls students to read aloud the answers.
* Post listening :
- T. gives feedback and answer key.
Speaking
- T. asks students to give out some ways to protect the
ocean.
* Homework :
- T. asks students :
- write a short presentation on how the ocean is polluted
based the outline.
- Learn their lessons.
- Prepare for the next period : Read ( Unit 6)







Raw sewage (n): untreated wastewater
Oil sprill (n): the release of oil into the
natural environment, usually the ocean
Marine life(n): plants and animala of
the oceans.
Waste materials (n): waste material
Regulations (n): rules

* Answers :

How the ocean is polluted
Firstly: raw sewage is pumped directly into
the
sea.
Secondary:Garbage is dropped into the sea.
Thirdly: oil spills come from ships at sea
Next: Waste materials come from factories.
Finally:Oil is washed from the land.


Period 39
Unit6: The environment
Lesson 3: Read

I. Aims : Students will be able to understand the poem with some old English by doing
matching exercise and answering questions.
II. Language contents :
1. Vocabulary :end up, second-hand…
2. Structure :
3. Skills : reading
III. Techniques: matching, answer given
IV. Teaching aids : Textbook, pictures
V. Procedure :
CONTENTS
TEACHER’S & STUDENTS’ ACTIVITIES
* Warm – up : answer given
- T. asks sts
- Do you like poetry?
* New words :
- Do often read poetry?

- junk-yard (n): a plce to store rubish and
- Who is your favorite poet?
waste
- Have you ever read a poem in English?
- end up (v): use up or finish
- What is it? Do you understand it?
- folk (n): people
* Pre – reading :
- stream (n):flow of water
- T. sets the scene :you are going to read a poem
- treasure (n): precious things
about enviv\ronment. Please scan the poem and
- foam (n) : mass of bubbles of gas or air
answer the following questions:
- hedge (n): fence
1. How many people are there in the poem?
- nonsense (n): meaningless words or
2. What is their relationship?
ideas
3. Where are they?
4. What problem of the environment is
* Answers : a)
mentioned in the poem?
A
B
* While reading :
1. junk-yard
c. a piece of land full of
- Ps. answer after reading
2.

end
up
rubbish
1.
There are two
3. treasure
g.reach a state of
2.
Probably in the forest /
4. foam
f.valuable or precious
woods
5. stream
things
3.
pollution
6. hedge
e. mass of bubbles of air
- T. has sts to read the poem and match
7. folk
or gas
A
B
d. a flow of water
1. junka. a row of things forming
a. row
of
things
yard
a fence

forming a fence
2. end up
b. people


-

-

3. treasure
4. foam
5. stream
6. hedge
7. folk

c. a piece of land full of
rubbish
d. a flow of water
e. mass of bubbles of air
or gas
f. valuable or precious
things
g. reach a state of
Ps. read the result aloud
T. corrects

b. Answer. Then write the answers in your exercise
books.
- T. reminds sts the real conditional sentence: lf
clause, main clause, tense, how to use … give

example
- T. gets students to read the text silently to find out
the answers to their questions and add more ideas.
- T. gets students to compare with their partners
Post reading :
- T. calls some students to tell the class their
answers.
- T. corrects and gives answer key.
- T. gives class into four group: A,B, C, D.
- Ps. makes five sentences with only if half
* Homework :
- Asks students :
Learn their lessons.
- - Prepare for the next period : Write ( Unit 6)

b.

people

b. answers:
1.
if the pollution goes on, the
world will end up like a second hand junkk
yard.
2.
The mother thinks other people
pollute the environment but not her and 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.


Period 40
Unit6: The environment
Lesson 4: Write

I. Aims : Students will be able to write a complaint letter with the right format and language.
II. Language contents :
1. Vocabulary :
2. Structure :
3. Skills : writing
III. Techniques: matching, answer given
IV. Teaching aids : Textbook, pictures
V. Procedure :
TEACHER’S & STUDENTS’ ACTIVITIES
* Warm – up :
-T. You have learnt how to write a formal letter. How
many sections are there in a formal letter?
-Ss. discuss in group and answer .( there are four
sections: Heading- write’s address and the date,

Opening- dear, Body of the letter, Closing- your
friend…
* Pre – writing :
-T. shows sts the letter and introduces the content of the
letter(may be in Vietnamese): Mr Nhat wrote a
complaint 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. Lable each section with the
appropriate letter: S, C, R, A or P
-T explains S, C, R, A, P and some new words:
- Complain (v): express dissatisfaction
- Complaint (n)
- Truck (n) : strong heavy for heavy goods
- Refreshment (n): rest to make spirit freshed
again
- Respond (v): make an answer
- Fly (v) two- winged insect
-Ss. lable each sections ( in groups)

CONTENTS

a. Mr. Nhat wrote a complaint 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. Lable each section with the
appropriate letter: S, C, R, A or P.
New words.
- Complain (v): express dissatisfaction
- Complaint (n)
- Truck (n) : strong heavy for heavy

goods
- Refreshment (n): rest to make spirit
freshed again
- Respond (v): make an answer
- Fly (v) two- winged insect
* A complaint letter has five sections
- Situation: states the reason for writing
- Complication: mentions the problem
- Resolution: makes a suggestion
- Action: talks about future action
- Politeness: ends the letter politely


Dear Sir / Madam

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 abou the short stop of your
trucks around my house on their way to the north.
A I am looking forward to hearing from you and
seeing good respond from 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
refeshment. When the trucks leave the place, the
ground is covered with trash and a few minutes
later there is smell and flies.
P Faithfully
Tran Vu Nhat

* While writing :
- T. ask Ss :
- Are there any lakes behind your house?
- What do people do in the lake?
- T. These days, many people begin to catch fish un the
lake behind your house. What makes you worried most
is they use electricity to catch fish. A lot of small fish
died and floated on the surface. Other animals such as
frogs, toads, and even birds also died from electric
shock waves. You think that local authorities should
prohibit and fine heavily anyone catching fish in this
way.
-Ps. write a letter to the head of local authorites to
complain about the way of catching fish in the lake
behind your house. Follow S, C, R, A, P format
( individuals)

b. These days, many people begin to catch
fish un the lake behind your house. What
makes you worried most is they use
electricity to catch fish. A lot of small fish
died and floated on the surface. Other
animals such as frogs, toads, and even birds
also died from electric shock waves. You
think that local authorities should prohibit
and fine heavily anyone catching fish in this
way.

- Learn their lessons.
- Prepare for the next period : Write ( Unit 2 )

* Post writing :
- T. corrects some letters.
- T. gives feedback and suggested writing
Dear Mr. President
I am writing to you about the problem of fish catching in
the lake behind my house.
I am very worried they don’t use fishing rod or net but
use electricity ti 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
Sincerely.
* Homework :
- Asks students :
Ss. rewrite the letter in your notebooks
Ss. prepare the languege focus.


Period 41
Unit6: The environment
Lesson 5: Language focus

I Aims : Students will understand the use of adjectives and adverbs, adverb of clause and the

real conditional sentence.
II. Language contents :
1. Vocabulary :
2. Structure :
3. Skills : writing
III. Techniques: matching, answer given
IV. Teaching aids : Textbook…
V. Procedure :
TEACHER’S & STUDENTS’ ACTIVITIES

CONTENTS

* Warm – up : jumbled words
-T. write the words whose letters are not in order
- Ss work in group and arrange the letters in order.
- WOLS , ASD, DOGO, PAHAPY, TERMEXE
- slow, sad, good, happy, extreme
1.Change the adjectives into adverbs. Then use the
adverbs to complete the sentences.
-T. asks sts about the position of adjective and adverb
in the sentence and the formation of adverbs
-Ssadj standing in front of noun and after to be. Adv
following ordinal verb. Adj + ly = adv
T. introduces the example and asks sts to change the
following into adv
Adjectives
Adverbs
Extreme
Good
Happy

Sad
slow
T. now you use these adv to fill in the blanks
ss finish them and read aloud sentence by sentence
(individuals)
Ss others remark

1.Change theadjectives into adverbs. Then
use the adverbs to complete the sentences.
Adjectives
Extreme
Good
Happy
Sad
slow

Adverbs
Extremely
Well
Happily
Sadly
Slowly

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.


T. gives feedback
2. Join the pairs of sentences together. Use because, as
or since
-T. gives sts two clauses:
Hoa didn’t go to school yesterday. She was sick.
-T. Why didn’t Hoa go to school?
- Ss Because she was sick.
- T. This is adverb clause of reason. Conjuntions two
clauses are because / as / since
- T. gives sts ex in the textbook
-Ss asked to join sent- into one , use conjuntions
because, as, since then change the result with their
partner
-T. gives feedback
3. Complete the dialogues. Use the words in brackets
-T. gives examle: I am pleased that you are working
hard.
- Ss analize the structure
S + to be + adj + that clause
-Ss complete the dialogues with their partner and then
read aloud
T. corrects mistakes

2. Join the pairs of sentences together. Use
because, as or since
Ex:
a. Ba is tired because / as / since he

stayed up late watching TV.
b. Nam has a broken leg because he fell
over while he was playing basketball.
c. Lan is going to be late for school
because the bus is late.
d. Hoa broke the cup because she was
careless.
e. Mai wants to go home because she feels
sick.
f. Nga is hungry because she hasn’t eaten
all day.
3. Complete the dialogues. Use the words in
brackets.
Ex:
a. Ba: Dad! I got mark 9 on my test!
Mr. Ha: That’s wonderful. I’m pleased
that
you are workinhg hard.
b. Mrs. Quyen: When are you going on
vacation with your family, Sally?
Mrs. Robinson: Tomorrow, I am
excited that I can go to Da Lat this time.
c. Lan: I am sorry that I broke your
bicycle yesterday.
Tien: Don’t worried. I can fix it.
d. Liz: I forget to tell you I am going to
Lan’s place.
Mr. Robinson: I am disoppointed that
you didn’t phone me about it.
e. Miss Lien: Congratulation!

Nga: Thanks. I’m amzed that I could
win the first prize
4. Match each half-sentence in column A with suitable 4. Match each half-sentence in column A
one in column B.
with suitable one in column B.
T. has sts answer about what they know about the real Ex:
conditional sentence.
1- e If we pollute the water, we will have
no fesh water to use.
If clause
Main clause
2a If we cut down the trees in the forests,
Simple present tense
Will / can + bare inf
there will be big flood each year.
3c. If there is too much exhaust fume in
Ss match sentence
the air, more and more people will cope
Ss compare their answers with their partner and then
with respiratory problems.
read aloud
4- d if you can keep your neigbor hood
T. gives feedback


clean, you will have an ideal place to
live
5. Complete the sentences
5- b if people stop using dynamite for
T. gives ex

fishing. A lot of sea creatures will be
Ss complete sentwell preseved
Ss read aloud
5. Complete the sentences
T. corrects
Ex:
a. If the rice paddies are polluted, the rice
plants will die.
b. If we go on litering, the environment
will become seriously polluted.
* Homework :
c. If we plant more trees along the streets,
- T. emphasizes some main points
we will have more shade and fresh air.
- Ss review their lesson
d. If we use much pesticide on vegetables,
- Ss prepares next lesson: Unit 7- Getting started and
the vegetables will become poisonous
Listen And Read
and inedible
e. If we keep our environment clean, we
will live happily and healthier life