Giáo án Anh Văn Lớp 9 - Unit 6: The environment - Pham Thu Huong

Unit 6 : The environment
Lesson 1 : Getting started - Listen and read
( page 47 - 48 )
* Aims : Reading the text for details and grammar” conditional sentence type 1”
* Objectives : By the end of the lesson,Ss will know more about enviroment problems and the solution 
 They know more clearly about conditional sentence type 1
* Language skill : grammar
* Teaching aids : a cassette, pictures and textbooks.
Procedure
Teacher’s activities
Time
Students’ activities
I – Warm up :
* Brainstorming :
-Let Ss think of the environmental problems in their city.
- T calls Ss to go to the board and write down their ideas
Environmental problems in the city:
+ the destruction of the forest.
+ air pollution
+ dirty street
+ rubbish / trash / garbage
+ land pollution 
+ smoke from cars, motorbike
+ smoke from factory
+ water pollution
+ land pollution
II- Stages of teaching:
A- Getting started:
* New words :
- deforestation ( unc ) => explanation 
( the destruction of the forest ) :sự tàn phá rừng
- dynamite fishing ( unc ) => picture :việc đánh bắt cá bằng thuốc nổ
- spraying pesticides ( unc) => picture : việc phun thuốc diệt sâu bọ
- garbage dump (n) => picture : đống rác
- a conservationist (n) => translation : người bảo vệ rừng, núi
-(to) be disappoited at / about / by something => translation : thất vọng, buồn rầu.
* Checking : matching ( getting started )
- Ss work in pairs to match the enviromental problems to the pictures
Keys :
Picture a : air pollution
Picture b : spraying pestisides
Picture c : garbage dump
Picture d : water pollution
Picture e : desforestation
Picture f : dynamite fishing
B – Listen and read :
1- Presentation:
* Set the scene :
- T says : Mr Brown is talking to some volunteer conservationists
- T gives 4 pre questions. Let Ss read them
* Pre questions :
1- Who is the speaker ? ( Mr Brown)
2- Who are the listeners ? ( members of the volunteer conservationists )
3- Where are they ? ( on th beach )
4- What are they going to do ?( to clean the beach )
- Let Ss listen to the tape and follow the text ( p.47-48 ) to find the answer to 4 pre questions
- Let Ss read again the text in silence and do the matching in section a ( p. 48 )
- T elicits the model sentence from the answer to the question “What will they achieve if they work hard today ?”
* Model sentence :
If they work hard today, they will make the beach clean and beautiful place again.
* Concept checking :
- Meaning : What’s this in Vietnamese ?
- Use : Does it express the coditional sentences that will happen now or in the future ?- Yes , it does
- Form : Can we use main clauses simple present or simple future ? – Yes, both
 Can we use if clauses simple present or simple future ? – simple present
- Pronunciation : or ? –
2 – Practice :
* Word cue drill :
1- throw trash / pollute the river
2- turn the light off before leaving / save electricity
3- plant more trees / have more fresh air
4- spray pesticides / pollute the land.
5- cut down trees / damage the forests
6- use dynamite to catch fish / pollute the water.
7- put trash in trash can / make the environment clean
8- collect waste food / have more food to feed pigs
3 - Further practice : play a game
*Noughts and crosses
Spray/pollute
Plant/ have
Work/ make
Turn off/ save
Collect/have
Throw/ pollute
Cut down / dammage
Use dynamite/ pollute
Put trash / make
- Let Ss use the word cues in practice to say complete sentences
Homework
- Practice writing new words
- Write the practice on the notebooks
- Prepare the next lesson
-Ss think of the environmental problems in their city.
-Ss go to the board and write down their ideas
- Ss listen, speak , read and write
-Ss do the matching
- Ss listen
-Ss read the pre questions
-Ss listen to the tape to find the answer to 4 pre questions
-Ss read again the text in silence and do the matching in section a 
- Ss answer the question to give the model sentence
- Ss do the concept checking
- Ss practice in pairs to make sentences from the cue words
Example:
1- If we throw trash into the water, we’ll pollute the river.
2-.
- Ss play a game (use the word cues in practice to say complete sentences)
Unit 6 : The environment
Lesson 2 : Speak ( page 49 - 50 )
* Aims : Practice speaking to persuade people to protect the environment for the main ideas
* Objectives : By the end of the lesson,Ss can persuade their friends to protect the environment
* Language skill : speaking
* Teaching aids : posters and textbooks.
Procedure
Teacher’s activities
Time
Students’ activities
I- Warm up ;
* Net work :
 Put garbage into the waste basket
reuse milk collect old
How to protect the environment
bottle paper
plant trees 
collect scrap go to school metal by bike
 don’t throw trash onto water 
II- Stages of teaching
1- Pre speaking:
* New words :
- (to) dis solve => antonym ( # (to) solve ) : Không giải quyết
- (to) persuade => explanation ( to make somebody agree with you ) : thuyết phục
- (to) prevent => translation : ngăn cản, phòng chống
- (to) reduce => example : giảm, làm giảm
- (to) wrap => mine : bọc, bao bọc
- a faucet (n) =>picture : vòi nước
- a leaf (n) => realia : cái lá -> leaves
* Checking : matching
* Revision : Ways to give suggestion
- T lets Ss review ways to give suggestion
+ Why don’t you ?
+ Let’s.
+ I think you should
+ What about ? / How about  ?
+ It would be better if you .
+ Won’t you ?
2 - While speaking :
Speak a :
- Let Ss work in pairs to persuade their partner in doing sth to protect the environment.,using the expressions and the ideas in the box ( section a page 49)
* Mapped dialogue :
 YOU YOUR PARTNER
I think you should
 Why ?
Because.
Example exchange:
You : I think you should go to school by bike .
Your partner : Why ?
You :Because we don’t have to use any petrol if we go by bike, we can save energy and we’ll keep the air cleaner.
Speak b :
- Let Ss work in groups to discuss the answer to the questions in the questionare ( p.49 )
( The groups on the right discuss the first 3 questions, the groups on the left discuss the last 3 questions )
Speak c :
- Let Ss work in pairs to discuss the best way to protect the enviroment using what they have done in section a and b 
3 - Post speaking: * Exhibition :
- T divides the class into 6 groups, each group has a secretary.
- Let Ss discuss the question “ What do you do to protect the environment?”
- Let Ss work in groups to give their opinions, the secretary write them down
- Let all Ss look at the posters and give the correction
Homework
- Write down the post speaking
-Prepare the next lesson
- Ss do the network
- Ss listen, speak, read and write
- Ss do the checking
-Ss review ways to give suggestion
-Ss work in pairs to persuade their partner in doing sth to protect the environment.,using the expressions and the ideas in the box 
-Ss work in groups to discuss the answer to the questions in the questionare ( p.49 )
-Ss work in pairs to discuss the best way to protect the enviroment using what they have done in section a and b 
- Ss discuss and write down their ideas on the posters in groups
- Ss look at the posters and give the correction
Unit 6 : The environment
Lesson 3 : Listen – language focus ( page 50 - 56 )
* Aims : Listening to the report on how our ocean are polluted for the main ideas
Further practice in adjs and advs, advebclauses of reason( as, because, since ) , adj + that clause and conditional sentence: type 1
* Objectives : By the end of the lesson,Ss can talk aout reasons that cause ocean pollution
 And they can do all exercises in language focus
* Language skill : listening - grammar
* Teaching aids : a cassete and textbooks.
Procedure
Teacher’s activities
Time
Students’ activities
I- Warm up:
* Complete the sentences : 
- Let Ss use the verbs to complete the sentences to talk about pollution
+ .. pesticides into the fields.( spray )
+.. the forest. ( destroy )
+ .. wild animals ( kill )
+...the beauty of the nature. ( spoil )
+ .. chemicals.(use )
+ .. down trees.( cut )
+ .. bottles and cans away. ( throw )
II- Stages of teaching :
A- Listening :
1- Pre listening :
* New words :
- sewage ( unc ) => situation : nước thải, nước cống
- (to) pump => mime ; bơm
- (to) spill => situation : làm tràn, làm đổ
- (to) leak => translation : lọt ra, rỉ ra, thoát ra.
- (to) be guilty of => situation : phạm tội, có tội
- marine life (n) => explanation : cuộc sống trên biển
- deliberate (adj) => translation : thận trọng , thong thả, khoan thai.
*Checking : matching
* Set the scene :
- T says : Today we are going to listen to the report on how occeans are polluted
* T/ F prediction :
- Let Ss guess if the sentences are T or F.
1- Most of the pollution come from people.
2- Many countries are worried about raw sewage flowing into the sea .
3- Little garbage is dropped into the sea.
4- Oil spills pollute the water and kill marine life materials.
5- Waste from schools runs directly into the rivers.
6- Oil is washed from the sea.
Keys : 1 – T 2 – F 3 – F 4 – T 5 – F 6 – F 
2 – While listening :
- Let Ss listen to the tape to check their prediction
- Let Ss listen again and complete the notes ( p.52)
- Let Ss compare with their partners
- T checks with the whole class
Keys :
Firstly: Raw sewage pumped directly into the sea
Secondly : Garbage is dropped into the sea
Thirdly : Oil spills come from ships at sea.
Next : Waste material from factories.
Finally : Oil is washed from land.
* Tape transcript :
Our oceans are becoming extreamly polluted. Most of this pollution comes from the land, which means it comes from people. First, 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 leaks from the vessel. This not only pollutes the water , but it also kills marine life.
Next, there are waste materials from factories. Without proper regulation, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed fromland. This can be the result of carelessness or a deliberate dumping of waste.
3- Post listening :
* Discussion :
- Let Ss work in groups of 6 to talk about reasons that cause ocean pollution
B- Language focus
Revision 1 : Adjectives and adverbs
- Let Ss review how to form adverbs.and fill in the table p.53
-Let Ss do language focus 1 individually
Revision 2 : Adveb clauses of reason ( as, because,since)
- Let Ss know the differences between because and since, as.:
a) Because is generally use when the reason is the most important part of the sentence=> the “because clause” ususlly comes at the end.
Eg : People dislike because I’m handsome and successful.
b) “As and since” are used when the reasonis already wellknown or is less important than tha rest of the sentence
Since is a little more formal than as
As and since clauses often begin the sentences
Eg : As it was a public holiday, all the shop shut
- Let Ss work in pairs to language focus 2 ( p.54 )
Revision 3 : Adjective + that clause ( expressing feeling )
- Let Ss know : “ adjectives of this type are : happy, sad, glad, surprised, relieved, bad, disappoited, delighted, amaze, pleased.”
Eg : I am delighted that you can come
 He was relieved that no one has been hurt
- let Ss do language focus 3( p.55 )
Revision 4 : Conditional sentences :( type 1)
- Let Ss review the use of verbs in the if clauses:
If clause : present simple
Main clause : future simple / present simple.
- Let Ss do language focus 4 , 5 page 56
Homework
- Practice writing newwords
- Write all language focus on your notebooks
- Prepare the next lesson.
- Ss use the verbs to complete the sentences to talk about pollution
- Ss listen , speak, read and write
- Ss do the matching 
- Ss listen
-Ss guess if the sentences are T or F.
- Ss listen to check
- Ss listen to complete the note
- Ss compare with their partners
-Ss talk about reasons that cause ocean pollution
-Ss review how to form adverbs and fill in the table
- Ss do L.1
-Ss know the differences between because and since, as
- Ss do L.2
- Ss know which adjs are used in this type
- Ss do L.3
-Ss review the use of verbs in the if clauses:
Unit 6 : The environment
Lesson 4 : Read ( page 51)
* Aims : Reading a poem about the environment
* Objectives : By the end of the lesson,Ss will be able to understant a poem about the environment
* Language skill : reading
* Teaching aids : a cassete , a poster and textbooks.
Procedure
Teacher’s activities
Time
Students’ activities
I – Warm up : 
- T hangs a poster that has some questions
- Let Ss work in pairs to practice asking and answering the questions
- T calls some Ss to answer the questions before class.
Questions :
+ Do you like poetry ?
+ Which poet do you like best ?
+ Name some poems that are your favorite ones.
+ 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 ?
II- Stages of teaching :
1- Pre reading :
* New words :
- Junk yard (n) => definition ( a place where people store waste) : bãi phế thải
- Treasure (n) => translation : kho báu
- Foam (n ) => translation : bọt
- hedge (n ) => picture : hàng rào
- nonsense (n) =>translation : điều vô nghĩa, dại dột
- (to) litter => explanation : vứt bừa bãi, bầy bừa
-(to) save sb from doing sth : cứu / đỡ ai khỏi phải làm gì.
* Set the scene :
- T says : Two people are going on the picnic. They are talking about the pollution
* Pre questions :
1- Who are the people in the poem?
2- Where are they ?
-Let Ss read 2 pre questions
2- While reading :
- Let Ss read the poem and answer two pre questions
Keys : 
1- The mother and her son.
2- They are in the park ? in the woods.
- Let Ss read again the poem to do exercises :
Exercise 1 : Matching 
- Let Ss practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in collumn B
Keys: 1 – c 2 – g 3 – f 4 – e 5 – d 6 – a 7 – b 
Exercise 2 : Answer the questions
- Let Ss work in pairs to answer 5 questions page 51
Keys :
1- If the pollution goes on, the world will end up like a second hand junk yard.
2- She thinks other fold pollute the environment but not her and her son.
3- His mother will take him home right away if he keeps on asking his mother such questions.
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.
- T gives the correction if necessary.
3- Post reading :
- Let Ss work in groups to discuss the answer to question 6 in section b ( p.51 )
Keys :
- Clean our house / school everyday.
- Throw trash into trash bins.
- Go to school by bike / on foot.
-Use paper bags instead of plastic bags
Homework
- Practice writing new words
- Write 5 things that we have to do to keep the environment unpolluted
-Ss work in pairs to practice asking and answering the questions
-Some Ss answer the questions before class.
- Ss listen, speak , read and write
- Ss listen
- Ss read the two pre questions
-Ss read the poem and answer two pre questions
-Ss practice guessing the meaning of the words by matching each word in column A with an
appropriate explanation in collumn B
- Ss work in pairs to answer 5 questions 
-Ss work in groups to discuss the answer to question 6 in section b( p.51)
Unit 6 : The environment
Lesson 5 : write ( page 52 – 53 )
* Aims : Writing a complaint letter
* Objectives : By the end of the lesson,Ss will be able to write a complaint letter
* Language skill : Writing
* Teaching aids : a poster and textbooks.
Procedure
Teacher’s activities
Time
Students’ activities
I- Warm up : Single word dictation
- T dictates a list of words 
- Let Ss write them down, then find the conection between these words. When they find the conection they have to shout the words.
Eg : 1- throw away, waste paper, vegetable- waste, useless things, smell. ( trash )
 2- envelope, write, stamps, send, receive, post 
 ( letter ) 
II- Stages of teaching :
1- Pre Writing :
* New words :
- complication (n) => situation :sự phức tạp, điều gây rắc rối
- resolution (n) => translation : sự quyết tâm
- refreshment (n) => example : đồ ăn thức uống
- (to) prohibit => synonym ( = (to) prevent ) : ngăn cản, ngăn cấm
- (to) fine => situation : phạt tiền (n) : tiền phạt
- (to) float => translation : trôi nổi, bồng bềnh
- a fly (n) => picture : con ruồi
- a toad (n) => picture : con cóc
- a frog (n) => picture : con ếch
* Checking : matching
* The format of a complaint letter :
Situation : states the reasons for writing
Complication : mentions the problems
Resolution : makes a suggestion 
Action : talks about future action.
Politeness : ends the letter politely
- Let Ss work in groups to discuss the ways :
+ to srate the reason for writing
Eg : I am writing to you about
+ to mention the problem: describe what have happened, what makes you worried
+ to make a suggestion:
Eg : I would suggest that you should
 I think you should
+ to talk about future action
Eg : I look forward to hearing from you and seeing..
+ to end the letter politely:
Eg : faithfully / sincerely / your signature.
2- While writing :
- Let Ss read the instruction in section b ( p.53) and write their complaint letter in individually
- T monitors and notes down the typical mistakes
Example : 
 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.
Other animals such as frogs, toads, and even birds have also die from electric shock wwaves.
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.
3- Post writing :
- Let Ss swap their letters , read and correct the mistakes
- T writes some typical mistakes on the board and elicits the correction from Ss
Home work
- Practice writing the new words
- Write the letter in your exercise books
- Prepare the next lesson
- Ss listen to write a single word.When they find the conection they have to shout the words
- Ss listen, speak, read and write
- Ss do the checking
- Ss read the format of a complaint letter
- Ss work in groups to discuss the ways to write in each part of the letter
- Ss write the letter
-Ss swap their letters , read and correct the mistakes
- Ss give the correction