Giáo án môn Tiếng Anh Lớp 9 - Học kỳ II

Preparing date:27/12/2009
Teaching date:Class 9A1,B1: 30/12/2009
 Class 9A2,9B2: 29/12/2009
Week 20-Period 37: UNIT 6: THE ENVIRONMENT
Getting started – listen and read
I. Objectives: 
By the end of the lesson, students will be able to:
 + know more about the environment problems and the solutions.
 + read and answer the questions in the textbook.
1. Language target:
- Vocabulary: Environment (n),Water pollution(n),Garbage (n),Dynamite (n)
 Dump (n),Spray (v),Deforestation (n),Pesticide (n,Air pollution (n) 
- Grammar: 
2. Skills: listening and reading skills
3. Attitude: Learn hard, love learning this subject
II. PREPARATIONs
Teacher: text book, sub- board, tape, cassette player, pictures.
students: prepare the lesson at home
iii. Procedure: 
. Checking attendance
. Check the previous lesson
. New lesson
ACTIVITIES
CONTENT
1.Getting started
 Asking Ss some questions
 -How many students are there?
 - Are you happy today?
- - Do you want to play a game?
2. Presentation:
-pictures to teach words à they cause “pollution”
-Asking Ss to repeat( twice) 
 (choral- individual)
-Have Ss copy down new words.
- To remember wordsà do exercise in Getting started / page 47 ( without looking at books)- work in pairs (1 minute)
-Get Ss to copy down.
? Do you understand the reading?
Let’s discuss some questions in exercise b/ page 48 (group work)
- Asking Ss to correct.
-Have Ss copy down.
? Have you done anything similar? If yes, what did you do? Where did you do it?
 (pictures)
? If the pollution continue, what might
happen? 
3. practice
Asking Ss to look at 2 VD clip & answer.
? Is VD clipping 1 human effects or natural disasters?
Then write out these things in 2 columns 
 (flash cards)
Give Ss to look at VD clips again to
correct. ( Ss read these words)
4. Production	
* Natural disasters are difficult to avoid I think, people themselves cause. Examples: cut & fire the trees/ forest / Waste a lot of rubbish
à So we must protect our environment and make it clean& beautiful
 What should we do?
à Remember:
5. Homework
- Practice at home.
- prepare: speak
Ss do and introduce (6 groups & 2teams)
a. New words:
Environment (n) Water pollution(n)
Garbage (n) Dynamite (n)
Dump (n) Spray (v)
Deforestation (n) Pesticide (n) 
Air pollution (n) Sewage (n)
Pollute (v)à polluted (a)à pollution(n) 
-Ss read words
-Looking at the books to read
2. Listen and read
a. Match the name in column A with the tasks in column B. Then writethe full sentences.
1 f: Group 1 walks along the shore.
2 e: Group 2 checks the sand
3 b: Group 3 checks among the rocks
4 a: Mr. Jones collects all the bags and takes them to the garbage dump.
5 c: Mrs. Smith provides a picnic lunch for everyone.
6 d: Mr. Brown gives out
àSs read again
b. Answer:
1. It is Mr. Brown.
2. They are (members of) the volunteers conservationists.
3. They are on the beach.
4. They are going to clean the beach.
5. If they work hard today, they will make the beach clean and beautiful again
à Yes, I have. / No, I haven’t.
-collect the rubbish/ trash, take them to the garbage bins
- clean my house/ class/ school- yard/
àThe environment around us won’t be good. It will be harmful to our health. à Cause disease. (Cough)
Ss look at 2 VD clips
à It’s human effect
*Human effects *Natural Disasters
-Deforestation - Storm
- Dust - Volcanic Eruption
- Garbage - Tidal wave = 
-Smoke Tsunami
-Sewage - Flood
-Bomb
à Don’t throw garbage
Should take them in the garbage bins/ 
Ss take notes
Whole class sing and follow the song
Preparing date:29/12/2009
Teaching date:Class 9A1,B1(chieu) 31/12/2009
 Class 9A2,9B2: 31/12/2009
Week20-Period 38: UNIT 6: THE ENVIRONMENT
Speak- Listen
I. Objectives: 
By the end of the lesson, students will be able to persuade their friends to protect the environment.
1. Language target:
- Vocabulary: Prevent(v),Reduce(v),Wrap(v),Faucet(n),Leaf(n)
- Grammar: 
2. Skills: speaking and listening skills
3. Attitude: Learn hard, love learning this subject
II. PREPARATIONs
Teacher: text book, sub- board
students: prepare the lesson at home
iii. Procedure: 
. Checking attendance
. Check the previous lesson
. New lesson
ACTIVITIES
CONTENT
. pre- speaking
Jumble words
	Divide the class into two teams .Ss from 2 teams go to the board and write the correct words.
	The team which writes more correct words first wins the game
Uaderpse = persuade
Bearogg = garbage
Roderpvi = provide
Lupolilion = pollution
Duproce = produce
While- speaking
- Ask Ss to complete the expressions in column A by using one of the lines in column B 
- Have Ss match the lines in column B with an expression in column B so that they have sentences
post- speaking
Students talk about what they think about the Internet.
Pre- listening
Gets students to make a list of things that make the oceans polluted.
Teacher introduces some words in the typescript.
while- listening
task 1: 
students listen to the tape
gets feedback
listen and check
task 2
listen to the tape
gets feedback
Listen and check.
task 3
listen to the tape
gets feedback
listen and check
task 4
listen to the tape
gets feedback
listen and check
post – listening
How to prevent pollution
4. Production 
- How to persuade their friend to protect the environment.
5. Homework
- Practice at home.
- prepare: read
1.New words:
Prevent(v)
Reduce(v)
Wrap(v)
Faucet(n)
Leaf(n)
2.Form:
+
I think you should.
Won’t you.
V-ing
It would be better if you
Can I persuade you to 
Why don’t you
Why not.
What\How about +V-ing
3.Answer:
a. I think you should recycle used paper, newspaper.
b. How about cleaning and reusing them.
c. It would be better if you don’t throw wastes and garbage bin into streams, Lake or river and even Ocean.
a. task 1: How many reasons that make the oceans polluted does the speaker mention?
b. task 2
 Write down the second reason that makes the oceans polluted.
c. task 3: Where does the oil spill from?
d. task 4: What are the two last reasons that make the oceans polluted?
Preparing date:3/1/2010
Teaching date:Class 9A1,B1: 6/1/2010
 Class 9A2,B2: 5/1/2010
Week21-Period 39: UNIT 6: THE ENVIRONMENT
Read
I. Objectives: 
By the end of the lesson, students will be able to:
Understand a poem about the Environment.
Know what to do to protect the environment.
1. Language target:
- Vocabulary: Junk yard(n),Treasure (n),Hedge(n),Nonsense(n),Foam(n)
- Grammar: 
2. Skills: Reading skill
3. Attitude: Learn hard, love learning this subject
II. PREPARATIONs
Teacher: text book, sub- board
students: prepare the lesson at home
iii. Procedure: 
. Checking attendance
. Check the previous lesson
. New lesson
ACTIVITIES
CONTENT
1. pre- reading
T asks some question about poetry.
Do you like poetry?
Which poem do you like best?
Name some poems that are your favorite?
Do you think it is easy to understand a poem?
2 .While- reading:
* Pre-teaching vocabulary.
T uses explanations, translation, visual and picture to explain new words
Ss repeat new words after the T’s modal.
*Pre – Questions:
Give Ss 2 Qs and ask them to answer before reading the poem.
*Read and checking
Have Ss read the poem and check their answer
Ask Ss to practice asking and answering the Qs in pairs
*Matching:
Have Ss practice guessing the meaning of the words by matching each words in column A with an appropriate explanation in column B
Comprehension questions:
*Comprehension questions:
Get Ss to work in pairs to answer the Qs(pairs)
T check some pairs
T give feedback and corrects
3.post- reading
 Divide the class into 4 groups and discuss the Q what could you do in your school/house to minimize pollution?
4. Production
- How to protect the environment.
 - What could you do in your school/house to minimize pollution?
5. Homework
- Practice at home.
- prepare: write
1.New words:
Junk yard(n)
Treasure (n)
Hedge(n)
Nonsense(n)
Foam(n)
2.Pre-Qs:
Who are the people in the poem?
Where are they?
3.Answer the Qs:
a. The mother and the son.
b. They’re in the park/woods.
4.Matching:
1c 2g 3f 4e 5d 6a 7b
5.Answer the questions:
1.The world will end up like a second junk yard
2. She thinks other folk pollute the Environment but not her or her son.
3. She’ll take him home right away.
4. No, because she is right.
5. The poet wants us to learn that everyone is responsible for keeping the environment from pollution.
Preparing date:5/1/2010
Teaching date:Class 9A1,B1: 8/1/2010
 Class 9A2,B2: 7/1/2010
Week 21-Period 40: UNIT 6: THE ENVIRONMENT
	 Write
I. Objectives: 
By the end of the lesson, students will be able to:
- write a complaint letter.
1. Language target:
- Vocabulary: Revision 
- Grammar: 
2. Skills: writing skill
3. Attitude: Learn hard, love learning this subject
II. PREPARATIONs
Teacher: text book, sub- board
students: prepare the lesson at home
iii. Procedure: 
. Checking attendance
. Check the previous lesson
. New lesson
ACTIVITIES
CONTENT
1. pre- writing
Ask Ss to find out the verbs beginning with the letters that Teacher gives.
Divide the class into 2 groups.
The team which finishes first gets one mark.
	Ex: T: S..
 	 S: Study..
*Pre-teaching Vocabulary:
T uses translation, picture to explain new words
Ss guess the meaning
Ss repeat new words after T
* Ordering
Ask Ss to keep their books closed provide Ss five sections of a complaint letter.
Get them to put the sections in a correct order.
 Have Ss read the letter on page 52
Ask Ss to work in pairs to arrange the letter
2 .While- writing
Ss read the production 6b on page 53.
Ask some Qs to make sure the Ss know what they have to write
Ask Ss to write the letter individually
Get Ss to share with their partners and correct if possible 
3.post- reading
- Move around the class and help
- Call on some Ss to read aloud their letter.
- Give feedback, correct some letters before the class. T can write the mistakes on the board and correct
4. Production
 - How many parts are there in a letter?
- How many parts are there in a complaint letter?
5. Homework
- Practice at home.
- prepare: language focus
Parts of a letter
heading
opening
body of the letter
closing
Parts of a complaint letter
heading
opening
body of the letter
+ Situation- States the reason for writing
+ Complication- Mention the problem
+ Resolution- Makes a suggestion
+ Action- Talk about future action
closing
Dear Mr. President,
	I am writing to you about the problem of fish catchi ... s to practice asking and answering in pairs
2. While- 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.
- 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.
Post- writing
Talk about the existence of the UFOs.
- imagination (n): sự tưởng tượng (translation)
- trick (n): mẹo, kỹ xảo (definition: a cunning action)
- man – like creature (n): sinh vật giống người (translation)
- mysterious (adj): bí hiểm (definition: difficult or impossible to explain)
- Flying saucer (n): đĩa bay (synonym: UFO)
* Answer keys:
1. Introduction: I don’t believe there exist UFOs even though 
Many new sappers talk a lot about them.
2. Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light. Secondly, there are not enough photos showing clearly the shapes of the UFOs. Moreover, if there are UFOs, there will certainly be traces of their landing on the ground.
3. Conclusion: There fore, UFOs are just the imagination of some writes and they do exist only in films for entertainment.
1. Does An believe there are UFOs?
(No, he doesn’t)
2. Does Ba believe in UFOs?
(Yes, he does)
3. What does An think about UFOs?
( He think that is might be people’s imagination)
4. Why does Ba think UFOs exist?
(Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?)
5. What evidence makes Ba believe in UFOs?
(There are plenty of photos of them and the mysterious circles on the fields)
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
4.Consolidation
Talk about what they would do if they saw a UFO.
5.Homework
practice at home
prepare: language focus
6.changes.
Week:35	
Period: 69 
PD: 	 UNIT 10: LIFE ON OTHER PLANETS
TD:	 Language focus
I.AIMS
By the end of the lesson, students will be able to: 
- Write an exposition about the existence of UFOs.
II. PREPARATION
Teacher: textbook, sub-board, pictures.
students: prepare the lesson at home
III. TECHNIQUES: pairs, groups, questions, answers, 
IV. TEACHING AIDS: textbook, sub-board, pictures
V. PROCEDURE
1. Checking attendance
2. Check the previous lesson
3. New lesson
ACTIVITIES
CONTENT
act 1
* Revision of modal verbs: may and might
*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.
* 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.
2. Act 2: Revision of conditional sentences type 1
* 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.
3. Act 3: 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 
* 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.
4. Act 4: 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.
* Form : May/Might + infinitive
 (without to)
* Form:
If clause
Main clause
Simple present tense
simple future (will + verb (infinitive)
* 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.
* Answer keys:
à If Ba were rich, he would travel around the world.
* Form
Main Clause
If Clause
would/ could/ might + verb
past simple tense/ past subjunctive
* 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)
4.Consolidation
- may/ might
- conditional sentence (type 1& 2)
5.Homework
practice at home
revise for the second semester test.
6.changes.
Week:35	
Period: 70 
PD: 	 SECOND SEMESTER TEST
TD:	
AIMS
To check students’ knowledge
CONTENT
Circle the best answers (4pts)
it is raining heavily, we decide to go out.
	a. But	b. Although	c. And	d. Because
2. If the children near the dog, it will bite them.
	a. go	b. goes	c. going	d. went
3. Tet is a festivaloccurs in late January or early February.
	a. who 	b. whose	c. which	d. a &b are correct
4. This is the man .has asked me to marry him.
	a. whose	b. whom	c. who	d. which
5. The man..repaired my car was very old.
	a. whose	b. whom	c. which	d. who
6. She drank coffee to keep herself warmshe dislikes it.
	a. although	b. because	c. but	d. and
7. I’ve looked ..my pen every where but I couldn’t find it.
	a. up	b. for	c. up	d. at
8. Ha Noi will have temperatures . 250C..300C.
	a. and/and	b. in/in	c. between/in	d. between/and
9. Don’t forget.along a raincoat.
	a. bringing	b. brought	c. brings	d. to bring
10. If I were rich, I in a big house.
	a. lived	b. will live	c. would live	 	d. living
11. I’ll bring a raincoat just in case. I hope my friends won’t laugh.me.
	a. on	b. in	c. at	d. for 
12. That is the womanson has won the first prize.
	a. whose	b. whom	c. which	d. who
13. Family members who live.try to be together at Tet.
	a. apart	b. away	c. far	d. near
14. I’m so proud.my father.
	a. for	b. of	c. on	d. at
15. . I was really tired, I couldn’t sleep.
	a. Therefore	b. Because	c. So	d. Even though
16. The old man walked..to the park.
	a. slow	b. slowly	c. slowness	d. quick	
II. Rewrite the sentences, using the given words.(2pts)
Ann is very friendly. She lives next door.
Ann 
She said “ Why don’t we collect waste paper for recycling?”
She suggested.
Ba isn’t rich so he can’t live in a big house.
If.
What about doing some reading after class?
Let’s
Give the correct form of the verbs in parentheses.(2pts)
They want (decorate) their houses before Tet.
If I (know) the answer, I would tell you.
How about (clean) the streets in our neighborhood?
If my father were here, he (help) me a lot.
Combine the sentences using the words in parentheses(1pt)
He failed the test. He wasn’t disappointed.(although)
I liked the sweater. I don’t have enough money to buy it.(but)
He couldn’t go to school. His family was poor.(because)
..
I didn’t leave the meeting room. I felt tired.(though)
........................................................................................................................
Write meaningful sentences from given words.(1pt)
I / disappointed/ people/ spoil/ area.
Passover / celebrate/ Israel.
THE END
ANSWER KEY
I. Circle the best answers (0.25/ a sentence)
1.a	9. d
2.a	10.c
3.c	11. b
4.c	12.a
5.d	13. a
6.a	14. b
7.b	15. d
8.d	16.b
 II. Rewrite the sentences, using the given words.(0.5/ a sentence)
Ann, who lives next door, is very friendly. 
2. She suggested collecting waste paper for recycling .
3. If Ba were rich, he could live in a big house.
4. Let’s doing some reading after class 
Give the correct form of the verbs in parentheses.( 0.5/ a sentence)
to decorate 
knew
cleaning
would help
Combine the sentences using the words in parentheses(0.25/ a sentence)
Although he failed the test, he wasn’t disappointed.
I liked the sweater but I don’t have enough money to buy it.
He couldn’t go to school because his family was poor.
I didn’t leave the meeting room though I felt tired.
Write meaningful sentences from given words.( 0.5/ a sentence)
I am disappointed that people have spoiled this area.
Passover is celebrated in Israel.