Giáo án môn Tiếng Anh Lớp 9 - Unit 6: The environment - Trương Minh Tâm

WEEK : 19
PERIOD : 37
DATE :
 UNIT 6 : 
LESSON ONE : 
AIM : Reading about the work of a group of convervationists , and using the structure of the conditional sentence (type 1)
OBJECTIVE : By the end of the lesson , students will be able to know more about the environment problems and use the conditional sentences type 1 accurately .
SKILLS : Listening – Speaking – Reading .
TEACHING AIDS : Pictures , posters , cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
20’
10’
8’
2’
I . WARM UP
Brainstorming
Air pollution
Environmental problems
II . PResentation
1. Preteach vocabulary
1 . a dump
2 . (n) deforestation
3 . (n) dynamite
4 . (n) pesticide
5 . (adj) disapointed 
2.Checking memory
3.Set the scene 
(Part a , Page 48 )
4.Listen and check 
1f , 2e , 3b , 4a , 5c, 6d
5.Listen and reapeat
6.Read and answer
-What will they achieve if they work hard today ?
If they work hard today , they will make the beach clean
7. Focus on grammars
If – clause
Main clause
V1
Will/can+ V0
III . practice
1.Drills
I / buy / car / if / have / money
She / stay / home /if / it / rain
If / We / plant trees / there / fresh air .
If / he / come / he / meet /you
2.Work group
IV .production 
Discussion
Ex : We should clean the yard .
 We should ..
V . HOMEWORK
Part b , Page 48
- Setting up the activities
- Asking Ss to tell the words or phrases about environmemtal problems
- Giving examples
-Beginning the activities
- Eliciting à modelling à Checking : meaning , pronunciation
*picture
*Example
*Example
*picture
*Mine
- Matching
- Setting up the scene
- Making sistuations to introduce a new lesson by drawing pictures 
*Who are they ?
*what are they doing ?
“Mr Brown is talking to some volunteer conservationists . They are going to clean the beach”
- Asking Ss to read the Part a , Page 48 , Guess so as to match A to B
- Giving examples
- Monitoring and assisting
- Asking Ss to write their guessing on the board 
- Asking Ss to listen to the tape and check what they guess 
- Asking Ss to listen and repeat
- Asking Ss to read text again and answer the question
- Monitoring and assisting
- Correcting and evaluating
- Presenting the new target language by checking the concepts :
*what does it mean ?
*what is the form ?
*what do we use it for ?
*and intonstion ?
- Asking Ss to make sentences using the words on the cues
- Running through the cues
- Modelling
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss what you are going to do to keep your school clean 
- Giving examples
- Monitoring and assisting
- Corrcting and feeding back
- Taking part in the activities in groups
- Listening and repeating in chorus à individually
- Copying
- Listening and taking part in building the new lesson 
*Mr Brown and volunteers
- Guessing so as to match individually à comparing
- Listening and checking 
- Listening and repeating in chorus
- Reading and answering
- Listening and answering 
- Listening and repeating in chorus à individually
- Writing in groups
- Discussing in groups
WEEK : 19
PERIOD : 38
DATE :
LESSON TWO : 
AIM : Practice speaking to persuade their partner to protect the environment .
OBJECTIVE : By the end of the lesson , students will be able to use the expressions to persuade someone to do something fluently .
SKILLS : Speaking – Listening .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Slap the board
 Reduce recycle reuse
 Save keep turn off
II . PRE speaking
1.Preteach vocabulary
1 . (to) prevent
2 . (to) wrap
3 . (to) dissolve
4 . (to) avoid
2.Checking memory
3.Set the scene
Dialogue build
Lan : How do you go to school ?
Nam : By motorbike .
Lan : I think you should go to school by bike .
Nam : Why ?
Lan : Because we can keep the air cleaner .
4. Focus on expressions
-I think you should ..
-Won’t you .?
-It would be better if you ..
-Why don’t you  ?
-Why not .?
What / How about ? 
 III . while speaking
1.Exercise b Page 49
Ex :
How can we save paper ?
A : I think we should use banana leaves to wrap food .
B : Why ? 
A : Because we can save trees or paper .
B : That is a good idea .
(Do the same for the others)
2.Pair work
IV . Post speaking
Discussion
Ex : We should do something to protect the air and the water . We should :go to school by bike
V . HOMEWORK
Write it up
Ex : We should do something to protect the air and the water . .
- Setting up the activities
- Asking Ss to Ss to go to the board to slap on the correct words
- Giving examples
- Monitoring and assisting
- Eliciting à modelling à Checking : meaning , pronunciation
*Synonym(stop s/t)
*Mine
 *Realia
 *Translation
 - What and where
- Setting up the scene
- Making sistuations to introduce a new lesson by drawing pictures and asking Ss some questions
Lan - Nam
*Who are they ?
*What are they talking about ?
“Lan and Nam are chatting each other about how they go to school every day in order to save energy”
- Eliciting from Ss to make a dialogue
- Modelling 
- Monitoring and assisting
-Correcting and evaluating
- Presenting the expressions by eliciting from Ss 
- Asking Ss to copy 
- Asking Ss to choose the questionaire to answer it (Ss may use the the ideas in section a)
- Putting the posters of section a abd b on the board
- Eliciting the posters
- Giving examples
- Asking Ss to do the same for the other questionaire
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to practise speaking in groups to discuss about what they should do to protect the air and the watter 
- Giving examples
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to write about what they should do to protect the air/watter .
- Giving examples
- Checking comprehension
- Taking part in the activities in groups (A-B)
- Listening and repeating in chorus à individually
- Copying
- Listening and taking part in building the new lesson 
*Lan and Nam
*How to save the energy
- Listening and building the lesson
- Practising speaking in pairs
- Listening and answering
- Copying
- Answering individually
- Practising speaking in pairs 
- Discussing in groups
- Copying
WEEK : 20
PERIOD : 39
DATE :
LESSON THREE : 
AIM : Practising listening for details to complete the notes about the reasons why our oceans are polluted .
OBJECTIVE : By the end of the lesson , students will be able to know why the oceans are polluted
SKILLS : Listening – speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Slap the board
 Söï oâ nhieåm daàu 
 Raùc ñaïi döông nhaø maùy
 Ñaát taøu
II . PRE listening
1.Preteach vocabulary
1 . (to) pump
2 . (n) waste material
3 . (n) sewage
4 . (to) spill
2. Checking memory
3. Set the scene
Open prediction
Reasons :
garbage
waste paper
..
 III . while listening
1.Check pre listening task
2.Listen and fill in the table
Secondly : garbage is
Thirdly : come from ships at sea
Next : waste materials come from factories
Finally : Oil is washed from the land
IV . Post listening
Discussion
How to make our ocean clean
We should save energy .
We should 
----------
V . HOMEWORK
Write it up
Ex : We should .
- Setting up the activities
- Asking Ss to Ss to go to the board to slap on the correct words
- Giving examples
- Monitoring and assisting
- Eliciting à modelling à checking meaning , pronunciation
*Mine
*Realia
*Examples
*Realia
- Rub out and remember
- Setting up the scene
- Making sistuations to introduce a new lesson by using pictures of getting started and asking Ss some questions
*What can you see in the pictures ?
”You are going to listen the report on how our oceans are polluted . Think of the reasons of the ocean pollution”
- Asking Ss to guess the reasons of pollution individually à comparing
- Monitoring and assisting
- Asking Ss to listen to the tape and check pre listening task (1-2 times)
- Giving instructions
- Eliciting the poster and explaining the exercises
- Asking Ss to listen to the tape and do the exercise (2t)
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss about “How to make our ocean clean”
- Giving examples
- Monotoring and assisting 
- Correcting and giving feedback 
- Asking Ss to write about how to make our ocean clean
- Giving examples
- Checking comprehension
- Taking part in the activities in groups (A-B)
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*garbage
- Guessing individually à comparing
- Listening and and checking
- Listening and doing the exercise (individually à comparing) 
- Sticking a poster on the board à correcting
- Discussing in groups the sticking the posters on the board to correct
- Copying
WEEK : 20
PERIOD : 40
DATE :
LESSON FOUR : 
AIM : Reading a poem about the environment .
OBJECTIVE : By the end of the lesson , students will be able to understand a poem about the environment .
SKILLS : Reading – Speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Jumbled words
- penpha à happen
- verco à cover
- llupotoni à pollution
- wodo à wood
- yojen à enjoy 
- ttlebo à bottle
II . PRE reading
1.Preteach vocabulary
1 . a junk-yard
2 . a treasure
3 . (n) foam
4 . a stream
5 . a hedge
2.Checking memory .
3.Set the scene
Open Prediction
the world will end
its treasures will be gone
.
 III . while reading
1.Check pre reading task
2.Questions
( Exercise b ,Page 51 – q1 to q5)
IV . Post READING
Discussion
We should clean the yard every day 
We should throw the gabarge into the dustbin .
We should plant trees
..
V . HOMEWORK
Write it up
Ex : We should go to school by bike . ..
- Setting up the activities
- Asking Ss to go to the board and write down the correct words
- Giving examples
- Begining the task
- Eliciting à modelling à checking meaning , pronunciation 
*picture
*Examples
*realia
*picture
*Picture
- Matching (Part a , Page 51)
- Setting up the scene
- Making sistuations to introduce a new lesson by using pictures and asking Ss some questions 
*Who are they ?
*Where are they ?
*what are they talking about? 
“You are going to read the poem about the environment . Guess what is going to happen if the pollution goes on”
- Asking Ss to guess the answers
- Monitoring and assisting
- Asking Ss to read the text and check pre reading task 
- Monitoring and assisting
- Correcting
- Asking Ss to read the text again and answer the questions 
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss in groups that what they should do to minimize pollution in their school 
- Giving examples
- Monitoring and assisting
- Correcting and giving feedback
- Asking Ss to write some sentencesabout what they should do to minimize pollution 
- Giving examples
- Checking comprehension
- Going to the board and writing in 2 groups
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*Mother and a child
*in the park
*garbage 
- Guessing in dividually à comparing 
- Reading and and checking
- Reading and answering the questions (individually à comparing) 
- Discussing in groups and telling in the class ( 6 groups )
- copying
WEEK : 21
PERIOD : 41
DATE :
LESSON FIVE : 
AIM : Writing a complaint letter .
OBJECTIVE : By the end of the lesson , students will be able to write a complaint letter about the ways of catching fish in the lake or the river .
SKILLS : Writing – Reading 
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Kim’s game
Suggest , company , driver , clear , stop , way , truck , smell , leave , garbage
II . PRE writing
1.Preteach vocabulary 
1 . (to) complain
2 . a float
3 . (to) prohibit
2. Check vocabulary
Set the scene
Exercise a , Page 52
Dear .
R
I would suggest that your
S
I am writing to you .
A
I look forward to 
C
When the trucks .
P
Faithfully .
 III . while writing
Suggested questions
1 . What do the people begin to do?
2 . Do they use electricity to catch fish ?
3 . Did a lot of small fish died ?
4 . Do you worry about that ?
Ex : 
Dear Mr President,
I am writing to you about the problem of fish catching in the lake behind my house ..
IV . Post writing
Correction of the letter
V . HOMEWORK
Write it up
Ex : 
Dear Mr President,
I am writing to you about the problem of fish catching in the lake behind my house ..
- Setting up the activities
- Asking Ss to try to remember the words , then hiding the words and asking Ss to write them again
- Giving examples
- Beginning the task 
- Eliciting à Modelling à checking meaning , pronunciation 
*explanation
*situation
*synonym
- What and where
- Setting up the scene
- Presenting the new lesson by asking Ss some questions 
*Have you ever write any letters ?
*What do you write about ? 
*Have you ever written a complaint letter ?
- Asking Ss to open their books to do the exercise a , Page 52
- Monitoring and assisting 
- Correcting and evaluating
- Asking Ss to answer some questions to elicite the exercise b , Page 53
- Monitoring and assisting
- Asking Ss to write a letter about what you worry most for catching fish in the lake behind your house , using the information in Part b 
- Giving examples
- Monitoring and assisting
- Asking Ss to write their paragraph on the board 
- Correcting and giving feedback
- Asking Ss to write the letter in the notebooks at home 
- Giving examples
- Checking comprehension
- Taking part in the activities (A-B)
- Listening and repeating in chorus à individually
- listening and answering to take part in building the new lesson 
* Yes
*about the health 
*Yes/No
- Reading and doing the exercises individually à comaring
- Listening and answering
- Writing a letter in groups
- Correcting 
- Copying
WEEK : 21
PERIOD : 42
DATE :
LESSON SIX : 
AIM : Practice using adverb clause of reason with because / as / since .
OBJECTIVE : By the end of the lesson , students will be able to use adverbs and adverbs clauses of reason (because / as / since ) .
SKILLS : Listening – Speaking .
TEACHING AIDS : Pictures , posters , Cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
13’
10’
2’
I . WARM UP
Pelmanism
Extreme
Good
Happy
Sad
slow
Extremely
Well
Slowly
Happily
Sadly
II . presentation
1 . Set the scene
Dialogue build
Lan : Sorry , May I come in Madam?
Teacher : Oh , Lan . You are late . Why ?
Lan : I am late because my bike is broken down .
2. Check concept
S + V +. + because/as/since + S + V +.
III . practice
1. Drill
I / go to school late / get up late
He / sad / get / bad marks
They / tired / stay up late
We / not enjoy holidays / weather / bad 
2.Write it down
iv . production
Do the exercises (LF2 , Page 54)
Ex : 
1 . I am tired because I stayed up late watching TV .
2 . .
V . Homework
Write it up 
Ex : 
1 . I am tired because I stayed up late watching TV .
2 . .
- Setting up the activities
- Asking Ss to choose the suitable words
- Giving examples 
- Monitoring and assisting
- Beginning the task
- Making situations to introduce the new lesson by asking Ss to build the dialogue
“Lan is late for school . She says something to the teacher”
- Eliciting the sentences from Ss 
- Monitoring and assisting 
- Correcting and evaluating
- Presenting the new target language by checking the concepts :
*What does the sentence mean ?
*What is the form ?
*What do we use it for ?
- Asking Ss to copying
- Asking Ss about the tense of the sentences 
- Asking about the form and the using 
- Asking Ss to copy the drill notebooks
- Asking Ss to write on the board and correcting
 - Asking Ss to do the LF2 
- Runing through the exercises
- Giving examples/modelling 
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to write the LF2 into their notebooks
- Giving examples
- Checking comprehension
- Taking part in the activities in groups 
- listening and taking part in building the lesson 
- Practising speaking in pairs
- Listening and answering
- Listening and repeating in group à individually 
- Writing
- Doing the exercises in groups ( 6 groups )
to write on the posters
- Copying