Giáo án môn Anh Văn Lớp 9 - Học kì 2

UNIT 6: THE ENVIRONMENT
I. Aim 
	Helping students:
to ask for and give reasons.
to persuade somebody to do something
to complete a questionnaire
to write a letter of complaint.
II. Language focus:
Adverbs clauses of reason
Adjective + that clause
Conditional sentences type 1.
III. Vocabulary:
Verbs:	Objectivities:	Nouns:
(to) cover	disappointed 	deforestations	garbage
(to) minimize	polluted	dump	hedge
(to) persuade	unpolluted	dynamite	junkyard
(to) prevent 	environment	mass
(to) provide	fence	pesticide	
(to) reduce	flow	rock
(to) spray	fly	row
(to) wrap	foam	sewage
(to) pollute	fold	trash
	Pollution
V. Unit Allocation:
Lesson 1
(1) Before you read.
(2) Listen and Read
(4) Listen.
Reading about the work of a group of conservationists and listening for details to complete the notes.
Lesson 2
(3) Speak
Practice in persuading somebody doing something
Lesson 3
Language Focus 1-3 
Revision of some adjectives and adverbs and practice in adjective + that clause
Lesson 4
(5) Read
Reading a poem for details about the environment.
Lesson 5
(6) Write
Practice in writing a letter of complaint.
Lesson 6
Language Focus 2-5
Practice in Conditional sentences type 1 and adverb clause of reason beginning with because, since, as 
UNIT 6: 	THE ENVIRONMENT
Lesson 1: 	Section	- Before you read (page 47)
Period 37:	- Listen and read (page 47, 48)
Aim
Reading about the work of a group of conservationists and listening for details to complete.
Objective
By the end of the lesson, students will know more about the environment problems and the solutions.
Teaching aids
	Text books, picture
PROCEDURE
Stage
Steps/Activities
Work arrangement
Warm-up
Pre-reading
While reading
Post reading
* Brainstorming:
- Ask students to think of the environment problems in their city.
- Get students to go to the board and write down their ideas.
Air pollution dirty street
Environmental problems in our city
* Possible answers:
- The destruction of the forests.
- Rubbish/ garbage/ trash.
- smote from cars, motorbikes
- smote from factories.
I. Pre-teach vocabulary:
- deforestation (n): söï taøn phaù röøng
(explanation: the destruction of the forests)
- garbage dump (n): ñoáng raùc
(picture)
- dynamite fishing (n): vieäc ñaùnh baét caù baèng thuoác noå.
(picture)
- spraying pesticides (n): vieäc phun thuoác dieät saâu boï
(picture)
- Disappointed (by/about/at something) (adj): thaát voïng, buoàn raàu.
(synonym)
- Sewage (n): nöôùc thaûi, nöôùc coáng
* Checking vocabulary: what and where 
Write the words on the board, put one word on each circle.
Garbage dump
Spraying pesticides
Disappointed
Sewage
Dynamite fishing
Deforestation
- Have students repeat the words in chorus, then rub out word by word but leave the circle.
- Go on until all the words are rubble out.
- Point to each circle and ask students to repeat chorally the English words.
- Ask students to go to the board and write the words again in their correct circles.
II. Matching 
- Ask students to look at the six pictures on page 47 in their text books.
- Ask them to match the words in the box with the correct picture.
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.
- Picture e: deforestation
- Picture f: dynamite fishing
III. Prediction:
- Ask students to keep the books closed.
* Set the scene: Mr. Brown is talking to some volunteer conservationists. Guess the place where they are going to work
- Give students 1 minute to guess
- Give feedback
- Ask students to open their books and read the text on page 47-48
- Let students check their prediction
* Answer keys:
I. Matching
- Ask students to match the names in column a with the activities in column B (exercise 2a on page 48)
- Ask them to read the text again and work in pairs to match.
* Answer key:
Group 1: --------------------- f. walk along the shore
Group 2: --------------------- e. check the sand
Group 3: --------------------- b. check among the rock
Mr. Jones: ------------------- a. collects all the bags and takes them to the dump.
Mrs. Smith -------------- c. Provide the picnic lunch for everyone.
Mr. Brown--------------- d. give out the bags
II. Comprehension questions
- Ask students to work in pair to answer the question on page 48 (exercise 2b) 
- Let students read the text again and answer the questions.
- Give feedback
* Questions and answer:
- Who is the speaker?
(The speaker is Mr. Brown)
- Who are the listeners?
(The listeners are (members of) the volunteer conservationists)
- Where are they?
( They are on the beach)
- What are they going to do?
( They are going to lean the beach)
- What will they achieve if they work hard today?
( If they work hard today, they will make the beach clean and beautiful again soon)
- Have you ever done anything similar? If yes, what did you do?
Where did you do it?
(Yes, I have. We clean our school/the pair/street. We collected the rubbish and take them to the garbage dump)
- If the pollution continues, what might happen?
(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)
- Ask students to work in closed pairs.
* Listening:
- Ask students to complete the notes about the reasons why ocean is polluted by listening to the tape.
- Let students listen twice/ three times.
- Give feedback.
* Answer keys:
1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea
3. Oil is washed from land.
* Tape transcript:
“Our ocean are becoming extremely pollution comes from the land, which means it comes it comes from the land, which means it comes from people. Fist, there is raw sewage, which is pumped directly into sea. Many countries, both development 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 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 regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from land. This can be dumping of waste.
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T-whole class
Individual work 
Individual work 
Pair word
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Individual work
UNIT 6: THE EMVIRONMENT
Lesson 2:	Section:	- Speak	(page 49-50)
Periods 38:
Aim
	Practice speaking (to persuade people to protect the environment)
Objective
	By the end of the lesson, students will be able to persuade their friends to protect environment
Teaching aids
	Text books, posters, pictures.
PROCEDURE
Stage
Steps/Activities
Work arrangement
Warm-up
Practice 
Production 
* Jumble words:
- Divide the class into two team. Students from to teams go to the board and write the correct words.
- The team which writes more correct words fists wins the game.
1. uadepse
2. beaargg
3. roderpvo
4. lupotilon
5. duproce
6. paispoidednt
=
=
=
=
=
=
Persuade
Garbage
Provide
Pollution
Produce
Disappointed
I. Pre-teach vocabulary
- Prevent (v): ngaên chaën, phoøng choáng (translation)
- Reduce (v): giaûm, laøm giaûm (example: last time, this shirt cost) 50.000 dongs. Now it costs 30.000 dongs. What happens?)
- wrap (v): bao boïc (mine)
- fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture)
- leaf (n): --leaches (pl.) ngoïn laù (realia)
* Checking vocabulary:
- Put the new words all over the board, each word in a circle.
Prevent
Reduce
Faucet
Leaf
Garbage bin
Wrap
- Call two students or two teams (6 students for each team) to the from of the class. Ask them to stand at an equal distance from the blackboard.
- Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap the word on the blackboard. The one who slap the right word first is the winner.
- Ask 2 more students to come forward, etc  until all the words are slapped.
II. Matching
- Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners.
- Have students match the lines in column B with an expression in column A so that they have sentences of persuasion
* Form :
I think you should
Won’t you
It would be better if you
Can I persuade you to 
Why don’t you
Why not 
+ INFINITIVE
What / how about + V-ing
* Use: Express persuasion
III. Practice speaking
- Each student’s calls out one of their sentences unstill all sentences are finished.
* Example:
S1: I think you should use banana leaves to wrap food.
S2: Won’t you use banana leaves to wrap food?
S3: Why don’t you turn off the lights before going to bed?
S4: It would be better if you go to school or go to work by bike.
S5: Can I persuade you to check all the faucets before going out?
S6: Why not put garbage bins around the school yard?
S7: I think you should use public buses instead of motorbike.
S8: What about using public buses instead of motorbike?
S9: 
IV. Questionnaire
- Let students work in pair to answer to the questions in the questionnaire.
- Give feedback, teacher can write some possible answer on the board so that weak students can follow.
- Ask students to practice asking and answering.
- Ask the whole class to work in pairs.
* Possible answer:
1. How can we save paper?
* I think you should recycle used paper, newspapers
* Why don’t you use banana leaves for wrapping?
* Won’t you write on both sides of plastic bags?
2. How can we use fever plastic bags?
* How about cleaning and reusing them?
* Why not use paper bags instead of plastic bags?
3. How can we reduce water pollution?
* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean.
4. How can we prevent littering?
* I think we should put garbage bins around the school yard.
* Why don’t you throw all garbage in waster bins?
5. How can we reduce air pollution?
* Can I persuade you to go to school by bike?
* Why not use private vehicles less?
6. How can we reduce the amount of garbage we produce?
* Won’t you try to reuse and recycle things?
* Exhibition:
- Divide the class into 4 groups, each group has a secretary. Ask them to discuss the question: “What you do to protect the environment”.
- The students in groups have opinions, the secretary writes down.
- Gets students to use the ideas in exercise 3a, b.
- After finishing, the students stick the 4 p ... and answering in pairs.
* Writing:
- Get students to use Ba’s opinion to write an exposition about the existence of UFOs.
- Let students write the exposition individually then share with their partners and correct mistakes by themselves.
* Suggested writing:
“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance.
First, many people from different countries reports that once saw flying saucers.
Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers.
Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain.
So I think UFOs are not human’s imagination. They are real; and we should be ready to welcome their visits”
* Correction:
- Collect some writing to correct the mistake before the class.
- Call on some students to read aloud their writings.
- Get students to write an exposition, using An’s opinion.
T-whole class
T-whole class
Pair work
Individual work
Pair work
Pair work
Individual work
Pair work
T-whole class 
Individual work
UNIT 10: LIFE ON OTHER PLANETS
Lesson 5:	Section	- Listen	 (page 3)
	- Language Focus 1 - 2
Period 67:	
Aim
Listening for details to complete a table and further practice in modal verbs – may, might.
Objective
	By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that.
Teaching aids
	Text books, pictures.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Pre listening
While listening
Presentation
Practice
Production
* Shark’s attack:
- Prepare a shark (or a crocodile) and a school girl/boy on cards.
- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps).
- Draw 4 gaps for the word: MOON.
- Get students into teams (or ask them as a whole class). They have to try to guess the letter. If their guess is right, they will get one mark (The girl/boy stands till)
- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy.
- The game can go on with the words:
* Temperature
* Lake
* Mountain
I. Pre-teach vocabulary
- expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive)
- crater (n): hoá (bom), mieäng nuùi löûa (visual/picture)
- one – sixth = moät phaàn saùu
- two – fifths = hai phaàn naêm
* Checking vocabulary: Matching
II. Prediction
- Set the scene: “You will listen to the description of the moon. But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”.
- Have students work in pair to tick the statements that they think they are correct.
- Give feedback
a. There is no air on the moon.
b. There are rivers and lakes on the moon.
c. There is no sound on the moon.
d. It is very cold at night on the moon.
e. During the day the temperature is even lower.
f. There are no round holes on the moon
g. There are no mountains on the moon
h. You will weigh 8 kilo heavier on the moon.
i. You will be able to jump very high on the moon 
j. One day on the moon lasts for two weeks.
I. Listening and checking:
- Have students listen to tape twice and check their perdition.
* Answer keys:
a, c, d, f, i, j
* Tape transcript:
“Good evening. Welcome to our Science For Fun Program. This week, we’ve received a lot of questions asking about life on the moon. We’ve talked to some experts and this is what we’ve found out. There is no water or air on the moon. It is all silent because there is no air. Of course, there will be no music, no sounds. There are no rivers and no lakes. At night, it is very cold. The temperature rises to 1000C above zero.
There are great round holes on the moon. They look like big lakes. They are called craters. There are more than 30.000 craters on the moon. There are also high mountains. The highest mountains on the moon are about 26.000 feet or 8.000 meters high.
And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth. If you weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion. You can take very long steps as well. And May be you won’t sleep very well because one day the moon lasts for 2 weeks.
So, is there life on the moon? I’ll leave the questions for you answer yourself”.
II. Comprehension questions
- Give students some questions and ask them to work in pair to answer them.
- Give feedback
* Questions:
1. Why are there no sounds on the moon?
2. How many craters are there on the moon?
3. How much will you weigh on the moon if you weigh 50 kilos on the earth?
4. Will you sleep very well on the moon? Why? Why not?
- Let students listen to the tape once again (or twice) and they check their answers.
- Call on some students to read aloud their answers.
Corrects their answer and let them listen to a tape again if they can’t answer the question.
* Answer key:
1. Because there is no air on the moon
2. There are about 30.000 craters on the moon
3. If I weigh 50 kilos, I’ll weigh only a little more than 8 kilos.
4. No, we won’t. Because one day lasts for two weeks on the moon.
- Ask students to practice asking and answering in pairs.
* Revision of modal verbs: may and might
* Form : May/Might + infinitive
 (without to)
*Use:
* May/Might is used to talk about present or future possibility.
* Might is normal a little less sure than May.
* Drill:
- Have students look at the pictures on page 89-90 to do exercise in Language Focus 1.
- Get students to work in pairs. They have to practice asking and answering.
a. Ex: S1: What may it be?
 S2: It may be a look or it might be a game.
b. What may it be?
It may be a box of crayons or it might b a box of plaint.
c. What may it be?
It may be a football or it might bad a basketball.
d. What may it be?
It may be a boat or it might be a train
e. What may it be?
It may be a flying saucer or it might be a meteor.
f. What may it be?
It may be an evening star or it might be a spacecraft.
* Guessing game:
- Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb
- Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present.
- The game goes on until the time is over.
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UNIT 10: LIFE ON OTHER PLANETS
Lesson 1:	Section	- Language Focus 2 – 3, 4 (page 90-91-92)
Period 68:	
Aim
Further practice in conditional sentences type 1 and type 2.
Objective
	By the end of the lesson, students will be able to use conditional sentences.
Teaching aids
	Text books.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Presentation
Practice
Production
Homework
* Jumble words:
- Write the words with the random letters on the board.
- Divide the class into two teams. Students from two teams go to the board and write the correct words.
- The teams which write more correct words win the game.
1. isrh = rich
2. lockc = clock
3. tivis = visit
4. alrma = alarm
5. aienl = alien
6. psces = space
I. Revision of conditional sentences type 1
* Form: If clause: simple present tense main clause: simple future (will + verb (infinitive))
* Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present.
* Practice:
- Have students work in pair to do the exercise in Language Focus 2 on page 90.
- Ask students the fives sentences, using conditional sentences type 1.
- Call on some students to read their sentences before the class.
- Give feedback and correct.
* Answer keys:
a. If Ba forgets his lunch, he’ll be hungry at lunch time.
b. Lan will miss the bus if she does not hurry.
c. If Ha is not careful, he’ll drop the cup.
d. Mrs. Nga will join us if she finishing her works early.
e. If Mrs. Binh writes a shopping list, she won’t forget what to buy.
II. Conditional sentences type 2
- Set the scene: Ba is not rich so he can’t travel around the word.
- Ask students to complete the sentences:
* If Ba rich, he around 
* Answer keys:
à If Ba were rich, he would travel around the world.
* Form : Main Clause: would/ could/ might + verb
If Clause: past simple tense/ past subjunctive
* Use: We use this structure to talk about unreal or unlikely present of future situations.
We often use “If I were you” to give advice
- Ask students to do Language Focus 3 exercise on page 90. They have to work with a partner and make commotional sentences type 2.
- Give an example first (3a)
- Let students work in pairs.
- Give feedback and correct.
* Answer keys:
a. If Mr. Loc had a car, he would drive to work.
b. If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park.
c. If Nam had an alarm clock, he would arrive at school on time.
d. If Hoa lived in Hue, she would see her parents every day.
e. If Nga owned a piano, she would play it very well.
f. If Tuan studied harder, he would get better grades.
g. If Na had enough money, she would buy a new Computer.
(Na would buy a new Computer if she had enough money)
I. Matching game
- Divide the class into two teams, team a and team B
- Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper.
- Get each student from team B to write one main clause.
- Take 2 pieces of paper from 2 team to have complete conditional sentences.
- Call on some students to pick up 2 pieces of paper from 2 teas and call out the sentences.
- This game help students to practice writing conditional sentences and make them feel relax.
II. Writing
- Give the topic and ask students to discuss in groups before writing.
“What would you do if you met an alien from outer space?”
- Give an example first.
If I meet an alien from outer space, I would invite him/her to my home and talk to him/her
- Have each student write 3 things he/she would like to do.
- Get students to share with their partners.
- Call on some students to call out their sentences before class.
- Give feedback and correct.
- Get students to write some more sentences they get from their friends in class.
T-whole class
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Pair work
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Group work
Individual work
Pair work
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