Giáo án môn Tiếng Anh Lớp 9 - Học kì II

Week: 20 Date of prepare:.
Period: 37 Teaching day:..
 UNIT 6:THE ENVIRONMENT
 Section : Getting started + Listen and Read .
I/ Aims : - To get to know about environment problems and protecting activities.
 - By the end of the lesson, Ss will be able to talk about some activities protecting the environment.
II/ Language content :
 - Vocab: Words relating to the environment.
 - Grammar: Conditional sentences - Type 1
	 Conjunctions of Cause or Reason AS / SINCE / BECAUSE	
III/ Teaching aids : Textbook, pictures from textbook
IV/Procedure :
1/ Gretting:
2/Checking attendance:
3/ Today’s lesson: UNIT 6:THE ENVIRONMENT
 Section : Getting started + Listen and Read .
*Stages/time:
* Teacher’s and students’ activities.
a/ Warm– up:
 ( 5’)
b/ Pre- reading:
 ( 12’)
c/ While – reading :
 ( 14’)
d/ Post-reading:
 ( 10’) 
*Getting started:
-T asks Ss to think of the answer to the question: "What do you think about some problems of the environment ?"
-T elicits from Ss the Vietnamese meaning of some new words in the box: deforestation, dynamite fishing, spraying pesticides. 
 * Matching: "Match the words to the pictures. Show the way how you know"
 *The answer:	a) air pollution	c) garbage dump	 e) deforestation
	b) spraying pesticides d) water pollution f)dynamite fishing 
-Ss do the matching and T corrects.
* Listen and read:
- T teaches some new words
1. Pre-teach Vocab:	shore	( n ) : ( explaination) 
 	sand	( n ) : ( example) 
 	(to) be disappointed ( n) : ( explaination)
 Spoil ( v ) :( mime )	
- T reads new words , Ss repeat inchorus then individualy.
* Checking vocab: Rub out and remember.
2. Introduction: "You're going to read a text about Mr. Brown and some volunteer conservationists who are cleaning the beach." 
3. Listening to the tape	( twice)
 4. Exercise a: "Read the text and match the names in column A with the tasks in column B. Then write full sentences"
-Ss read the passages and do Exercise a. (individuals - then pairs to compare)
-T collects the answers and corrects.	1f	2e	3b	4a	5c	6d
-Ss read their full sentences "Group 1 is going to / has to walk along the beach."
5. Exercise b: "Read the text again and answer the questions." 
-Ss work individually. T collects the answers from Ss.
 *The answers:
 1. Mr. Brown.	 
 2. The volunteer conservationists.
 3. They are on the beach.	 
 4. They are going to clean the beach.
 5. They will make the beach clean and beautiful again soon.
 6. Collecting paper and plastic bags, cleaning streets, planting trees,..
 7. The climate in the earth will get worse, the man's health will become worse 6. Notes:Conditional sentences - Type 1 with Conjunction IF
-T elicits the sentences in the text: 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. 
 *Conjunctions of Cause or Reason AS / SINCE / BECAUSE	
-Eliciting: Once you have filled a bag, come back to me as you will need another.
-T asks Ss to make some sentences with "If" and "As"
- T remarks and gives marks.
V/ Homework: ( 3’) -Write to tell about the activities you've done to protect environment.
 - Learn the new words by heart.
 - Do exercises in the workbook.
 - Prepare : Unit 6 : speak .
Week: 20 Date of prepare:.
Period:38 Teaching day: ..
 UNIT6:THE ENVIRONMENT
 Section: : Speak + Listen.
I/Aims : -To practice persuading someone to do things to protect the environment.
 - By the end of the lesson, Ss will be able to persuade everyone to do things to protect the environment. 
 -To listen to the text and complete the notes.
 - Ss will be able to know how oceans are polluted.
II/ Language content:
-Grammar: conditional sentences: type 1 
-Vocab: (to) persuade	(to) wrap	(to) dissolve
	(to) reduce	(to) do harm	(to) prevent s.o from exhaust fume ;littering ; raw sewage , pump ,	be guilty of ....., spill ,a vessel ,	marine (adj) ~ life
III/Teaching aids : Textbook, posters , tape , stereo.
IV/Procedure :
1/ Gretting:
2/Checking attendance:
3/ Today’s lesson: UNIT 6:THE ENVIRONMENT
 Section : Speak + Listen.
* Stages/Time:
* Teacher’s and students’ activities.
a/ Warm – up:
 (7’)
b/Pre-speaking
 ( 11’)
c/While-Speaking: 
 ( 15’)
d/Post-Speaking :
 (10’)
* Brainstorming 	
	 collect waste paper
 Ways to protect	
	the environment	
	reuse bottles and cans
- Call some Ss to write on the board.
- T introduces new lesson.
* Speak:
*Pre-teach Vocab:
 persuade ( v ) : ( Trainslation)	 wrap( v) : ( mime ) 	
 dissolve ( v ) : ( Trainslatio ) do harm( v ) : ( trainslation )	
 prevent s.o from ..( Explaination) exhaust fume : ( explaination) 
 littering ( example ). raw sewage ( n) : ( explaination )
 pump ( v ) : ( translation)	 be guilty of ..... ( translation )
 spill ( v ) : ( mime ) a vessel ( explaination)
 marine (adj) : (translation)
- T reads the new words, Ss repeat inchorus then individualy.
* Checking vocab: Rub out and remember 
	* Expressions:	
I think you should .....	Why don't you ..... ?
Won't you ..... ?	Why not ..... ?
It would be better if you .....	What / How about ..... ?
- Exercise a: "Read the first idea cue in the box and the illustration example below."
-Ss read the first line and the dialogue.
 - Exercise b: "Read all the idea cues in the box and the questionnaire below. Find the possible answers to the questions."
-Ss read the six idea cues in the box and the six questions in the questionnaire.
-Ss do Exercise b individually first. Then in pairs to compare.
-T collects and corrects.
 *The answer: How can we ..... ?
	save paper	We reuse paper and recycle waste paper.
	use fewer plastic bags	We use banana leaves to wrap food .
	reduce water pollution	We don't throw trash onto the water.
	prevent littering	We put garbage bins around the schoolyard.
	reduce air pollution	 We use public buses instead of motorbikes.
	reduce the amount of ...	We can reuse and recycle paper, bottles, cans .. - Exercise c: "Read the example dialogue on page 50." 
-Ss practice the example dialogue on page 50 in pairs.
 - Open dialogue (given by the teacher): "Look at the open dialogue on the poster and the idea cues in the box on page 49. Make up similar dialogues to persuade your partners into doing things to protect the environment."
-Ss work in groups to make the similar dialogues.
-T monitors and gives help.
A: I think we should ........................ to protect the environment.
B: No, we shouldn't do that. ..................... I think the best way to .................... is ................ 
C: How can we do that ? I think ........................ .
D: What about ........................ .
E: That's good idea ! Let's do that.
-Ss practice speaking in pairs (open pairs as models-closed pairs).
-T asks some pairs of Ss to perform in the middle of the class.
-T corrects mistakes and supplements the information if necessary.
* Listen :
 - Setting the scene: " You're going to listen to a report about the things which make oceans polluted. Think of five things which cause the pollution in the oceans."
- Prediction: Open Prediction "Read the notes and think of the five reasons." 
-T asks Ss to predict the answers. (first individuals, then pairs to compare)
-T elicits some answers from Ss without correcting.
	Firstly: Raw sewage	Secondly: ........................	Thirdly: Oil
	Next: ..........................	Finally: .........................
- The first listening: Ss listen and write down their predictions.
	"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 six 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're 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 the land. This can be the result of carelessness or a deliberate dumping of waste
- Listen and check the predictions.
	Firstly: raw sewage	Secondly: garbage	Thirdly: oil spills
	Next: waste materials	Finally: oil from the land
- Listen again and complete the notes: Gap filling (given by the teacher)
	Firstly: Raw sewage is (1) .......... directly into the sea.
	Secondly: (2) .......... is dropped into the sea.
	Thirdly: Oil spills (3) .......... from (4) .......... at sea.
	Next: (5) .......... materials come from (6) .......... .
	Finally: (7) .......... is washed from the (10) .......... .
 Discussion "What should we do to reduce pollution ?"
-Ss work in groups to discuss the question. 	T monitors and gives help.
-T collects Ss' answers and supplements the ideas.
 V/ Homework (2’)
 -Write a short text to tell the activities you have done to protect the environment.
 - Write-it-up: "Write your dialogue into your notebooks"
 - Prepare : Unit 6 : Read.
Week: 21. Date of prepare:Jan 18th,2010.
Period:41 Teaching day: Jan 19th,2010.
 UNIT 6 : THE ENVIRONMENT
 Section : Read
I/ Aims :. 
-To read a poem about the environment
- By the end of the lesson, Ss will be able to get more information about the pollution of the environment.
II/ Language content:
 * Vocab: second-hand (adj) ; nonsense (n)	;fence ; rubbish (n) ;bubbles (n)
* Grammar: Conditional type 1. 
 III/ Teaching aids : Textbook, posters, stereo, tape.
IV/Procedure :
1/ Gretting:
2/Checking attendance:
3/ Today’s lesson: UNIT 6:THE ENVIRONMENT
 Section : Read .
* Stages/time:
* Teacher’s and students’ activities.
a/ Warm – up:
 ( 5’)
b/Pre-reading:
 ( 10’)
c/While-reading:
 (15’)
d/Post-reading : 
 ( 12’)
* Shark Attack: "Which word is this ? It has 11 letters. It consists of land, air, water,..."
E
N
V
I
R
O
N
M
E
N
T
 .
* Read:
* Pre-teach Vocab: second-hand (adj) : ( explaination );	nonsense (n)	 ( translation ) : fence (n): ( explaination ) ; rubbish (n): ( the same trash )	bubbles (n) : ( Example )
_ T reads new words , Ss repeat inchorus, indicidualy
* Checking vocab: What and where .
* Prediction: "You're going to read a poem about the problems of the environment. A son is asking his mother and a mother is explaining how she thinks about the problems of pollution.
Now predict  ... ns to perform in front of the class.
	T observes and asks other Ss to make comments.
 III/ Post-Speaking : Write-it-up:
T asks Ss to write a short text to tell what they think there might be on the moon.
Ss read out their writings.
T corrects mistakes and supplements the information if necessary.
 @ Homework : Rewrite the text into your books.
UNIT TEN LIFE ON OTHER PLANETS
	Lesson Three (Period 65) : Listen (page 86)
Date : ......................................
A/ Aims : To listen to a description of the moon.
B/ Objective : By the end of the lesson, Ss will be able to listen to a description and to tell something about the moon.
C/ Teaching aids : Textbook, posters.
D/ Procedure : 	
 @ Warm up : Shark Attack : "One of the planets of the solar system." 
M
O
O
N
I/ Pre-Listening:
	- Pre-teach Vocab.	a hole a crater 
	- Setting the scene: " You're going to listen to the description of the moon. Check the correct statements about the moon."
	- Prediction: T/ F statements "Read the sentences about the moon. Predict which of the statements are true or false." 
	T asks Ss to read all the sentences. (run through if necessary)
 	Ss guess the T/ F statements. (individuals, then pairs to compare)
	T elicits the answers from Ss.
	- The first listening: Ss listen and tick.
 II/ While-Listening :
	- Listen and check the prediction.
	Ss listen to the tape and check their predictions.
 Answer key:	a) T	b) F	c) T	d) T	e) F	f) T	g) F	h) F	i) T	j) T
	- Listen and answer the questions:
	Ss listen more than once until they can answer the questions.
	1/ Why are there no sounds on the moon ?
	2/ How does the temperature change every day ?
	3/ How many kilos do you weigh on the moon if you 50 kilos ?
	4/ For how many weeks does one day on the moon last ?
 Answers: 1/ Because there is no air.
	2/ 1510C below zero at night and 1000C above zero during the day.
	3/ only a little more than 8 kilos.
	4/ for two weeks.
	- Final listening
	Ss listen and check the answers again.
 III/ Post-Listening : 
	 Discussion: "Work in groups of two tables to discuss the questions:
	1/ What are there on the moon and not ?
	2/ What is very interesting on the moon ?
	Ss work in 6 groups to discuss the questions given by the teacher.
	T monitors and gives help.
	T collects Ss' answers and supplements the ideas.
 @ Homework : Write a passage to tell what there are on the moon. 
UNIT TEN LIFE ON OTHER PLANETS
	Lesson Four (Period 66) : Read (page 86 & 87)
Date : ......................................
A/ Aims : To read a passage about a space trip.
B/ Objective : By the end of the lesson, Ss will be able to get more information about a space trip.
C/ Teaching aids : Textbook, posters 
D/ Procedure : 	
 @ Warm up: Back to the board 
 EARTH MOON SWIM AEROBICS 
 Ss play the game in two teams I/ Pre-Reading :	
 1. Pre-teach Vocab: push-ups (n) orbit (n/v) cabin (adj) 
	totally (adv) marvelous (adj) outer (adj) ~ space
 2. Prediction: "You're going to read a passage about a trip to space. Read the five sentences to show what you need and get in joining the trip into the space (Exercise a). Predict the right order true (T) or false (F)."
	T hangs the poster and runs through the five sentences (Exercise a)
	Ss work individually first, then in pairs to compare. 
	T collects their predictions.
 II/ While-Reading : 
 - Checking the prediction: Ss read the passage and check their predictions.
 The right order: 	4 - 1 - 5 - 2 - 3
 - Exercise b) Answer the questions "Read the passage and complete the sentences." 
	Ss do Exercise b) (individuals - pairs to compare). 
	T collects and corrects.
Answers:	1/ You will have to run a lot, swim every day, and do aerobics and push
	ups to have an excellent physical condition. 
	2/ You must get a letter from the doctor.
	3/ You can see pictures of the Earth: your country, other interesting places, 	the oceans, the big rivers. the tall mountains.
	4/ 16 times a day 
5/ You can walk on the walls or on the ceiling.
	6/ (Ss' answer).
 III/ Post-Reading : Interview "Imagine you are a correspondent and your partner has just taken a space trip. Make an interview. Follow the example sentences."
	A: What must you do before you take a trip to space ?
	B: I must run a lot, swim, do aerobics, .... .
	A: What scenes on the Earth can we see from outer space ?
	B: The oceans, rivers, mountains, ... ,The Great Wall. 
	Ss work in groups to make interviews.
One or two couples of Ss play out their interviews in front of the class.
T remarks and corrects some mistakes.
@ Homework: Write a short text telling about how you do to save electricity.
UNIT TEN LIFE ON OTHER PLANETS
	Lesson Five (Period 67) : Write (page 88 & 89)
Date : ......................................
A/ Aims : To write an exposition.
B/ Objective : By the end of the lesson, Ss will be able to write an exposition about the existence of USOs.
C/ Teaching aids : Textbook, word sheets
D/ Procedure : 
 @ Warm up : 
Jumbled sentences: "Read the words on the word sheets. Put the jumbled words into sentences and then put the sentences into the correct order."
	1/ other / be / so / planets / might / on / there / life / a	
	2/ life / planets / think / other / exists / I / a / on 
	3/ on / and / one / the / there / the / in / a / firstly / is / Earth / solar system / our planet / life / is / of / the / planets
	Ss work in 2 teams of four or five 
 I/ Pre Writing :
 - Pre-teach Vocab.: exposition (n) tricks (n) man-like (adj) mysterious (adj)
 - Giving instructions: " Today you're going to write an exposition. Firstly, let's do Exercise a) (Matching) to know how to form this kind of writing. How many sections are there ? - Three. What are they ? - Introduction - Body - Conclusion. What is each section about ? - (see the column A)"
	Ss do Exercise a) (individuals - pairs to compare). 
 II/ White Writing : 
 - Giving instructions: (Exercise b): "Read the dialogue between An and Ba about the existence of UFOs. Use Ba's opinion in the dialogue to write an exposition about the existence of UFOs."
	Ss read the dialogue and write an exposition.
	Ss work in groups to put write their expositions on the posters. 
	T monitors and gives help or provides more information:
 Suggested Speech: 
I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance.
Firstly, many people from different countries reported that they once saw flying saucers Secondly, there are many photos of flying saucers and some photographers said they saw manlike creatures get out of the vehicles. Moreover, people are discussing those mysterious circles on the fields in the countryside of Great Britain.
So I think OFOs are not our imagination. They are real; and, we should be ready to see their exists. 
 III/ Post Writing : Exhibition: 
	Ss share or compare their writing and correct the mistakes each other.
	T marks some Ss' writing while two Ss go to the blackboard and write out their writing on the board. T remarks.
 @ Homework : Write an exposition about the existence of the life on other planets.
UNIT TEN LIFE ON OTHER PLANETS
Lesson Six (Period 68) : Language Focus (page 89, 90, 91 & 92)
Date : ......................................
A/ Aims : To practice may & might, Conditional sentences - Type 1&2.
B/ Objective : By the end of the lesson, Ss will be able to use Modal verbs may & might, Conditional sentences - Type 1&2.
C/ Teaching aids : Textbook, posters, word sheets.
D/ Procedure : 
 @ Warm up : Jumped sentences
	1/ be / other/ there / planets / a / might / life / on 
	2/ you / your / hard / easily / pass / if / can / work / exams / , 
	3/ you / you / a / what / UFO / if / would / saw / do / ?
	Ss play the game in four groups.
	Ss write their sentences on the board.
	T gives comments.
 @ Modal verbs MAY, MIGHT
 1/ Presentation:
	These modal verbs express a possibility
	"Might" is less possible than "may"
 2/ Practice:
 Exercise 1: "Look at the six pictures and the words given. Use May or Might and talk about Andy's presents."
 Example: 	a) It may be a book, or it might be a game.
	Ss do Exercise 1 individually, then practice in pairs.
T collects and corrects. 
 Answers:	b) It may be a box of crayons, or it might a box of paints.
	c) It may be a football, or it might be a basketball.
	d) It may be a boat, or it might be a train.
	e) It may be a flying saucer, or it might be a meteor.
	f) It may be an evening star, or it might be a spacecraft.
 @ Conditional sentences - Type 1
 1/ Revision: Conditional Sentences-Type 1
	If clause 	: Simple present
	Main clause	: will + inf.
	* a probable ability in the future (a probable condition)
 2/ Practice: 
 Exercise 2: "Complete the sentences. Use the words in the box."
 Example: 	a) If it rains this evening, I won't go out.
	Ss do Exercise 2 individually. 
T collects and corrects.
 Answers: 	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 finishes her work early.
	e) If Mrs. Binh writes a shopping list, she won't forget what to buy. 
 @ Conditional sentences - Type 2
 1/ Presentation: Conditional Sentences-Type 2
	If clause 	: Past Subjunctive ("were" is the only form of "be")
	Main clause	: would + inf.
	* an unreal condition or imagination in the present (a present unreal condition)
 2/ Practice: 
 Exercise 3: "Look at the pictures. Complete the sentences using the words given."
 Example:	a) If Ba were rich, he would travel around the world.
	Ss do Exercise 3 individually.
T collects and corrects.
Answers:	b) If Mr. Loc had a car, he would drive it to work.
	c) If Lan lived in Ho Chi Minh City, she would visit Saigon Water Park.
	d) Nam would arrive at school on time if he had an alarm clock.
	e) If Hoa lived in Hue, she would see her parents every day.
	f) If Nga owned a piano, she would play it very well.
	g) Tuan would get better grades if Tuan studied harder. 
	h) Na would buy a new computer if she had enough money.
 Exercise 4: "Imagine you meet an alien from outer space. Write three sentences about the things you would like to do. Use Conditional Sentences-Type 2"
 Example:	0/ If I met an alien from outer space, I would invite him/ her to my house and talk.
	Ss work individually first, then in pairs to compare.
	T gives help while monitoring.
	Some Ss write their sentences on the board. 
T collects and corrects.
 @ Homework : Period 69 & 70 - Consolidation & Examination.