Bài giảng Môn Tiếng Anh lớp 9 - Unit 6: The environment

e/thanks
b. Congratulations/ thanks a lot
c. Let/congratulate/ on passing the exam/kind
d. Great report/ nice of you
- Have students practice giving and responding the compliments
- Have students works in open pairs then closed pairs
- Ask students to works in pairs, to read the situation on page 66. 67 then give and respond to compliments.
- Give feedback
- Call on some pairs of students to act out.
* Answer keys:
a. On her mother’s birthday, Huyen made a big beautiful cake to celebrate.
* Mother: Well done, Huyen
* Huyen: Thanks, Mom.
b. Tuan is an active student. He has taken pair in different charity activities in his town. Tuan has been the most nominated as the most effective activist in the town charity program.
Friend: Congratulation on your nomination, Tuan 
Tuan: It’s very nice of you to say so.
c. Hoa brings to class a new picture she has painted
You: That’s an excellent drawing, Hoa.
Hoa: That’s very kind of you to say so.
- Divide the class into 4 teams: A, B, C and D
- Have students work in groups to think of situations in which they can give compliments
- Ask team A to give situation, team B, C, D to make up the dialogue.
- Have the teams take turns giving the situations
- Give good marks for the teams which give good situations and make up suitable dialogue.
* Suggested answers:
a. Situation 1: Tam has just passed the graduation examination. Friends: Congratulation!
Tam: Thanks a lot.
b. Situation 2: Hoa make an excellent report on saving energy.
Hoa: It’s very kind you to say so.
c. Situation 3: Lan got high mark for Math.
You: Well done
Lan: It’s very nice of you to say so
d. Situation 4: Ba has just won the school swimming championship
Friends: Congratulations on your great efforts, Ba.
Ba: Thank you very much
- Ask students to write some situations with the compliments, the response to the compliments into their notebooks.
T- whole class
T-whole class
T- whole class
Open pair 
Closed pair
Pair work
Group work
GRADE 9 - UNIT 8: CELEBRATION
Section: Listen
Aim: Filling the missing words by listening to a song. 
Objective: By the end the lesson, students will be able to complete a song and sing a song beautifully.
 Teaching aids: Text books, picture, cassette player.
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Pre-listening
While-listening
Post-listening
Homework 
- Listen to a song:
- Ask students “Have you ever listened to the song before?”
- Let students listen to the song Auld Lang sine for fun.
Vocabulary:
- Give some new words to students
Auld Lang Sine (The Good Old Days)
Due to (a) = cause by
Bureau = department
Acquaintance
Trusty (a)
- Explain new words, using pictures, body language, or objects.
Guessing:
- Have students listen to the song Auld Lang Sine and then to guess the words in the blanks
- Give feedback
- Let students listen to the song twice
- Check their guess
- Give feedback
- Give students some questions to check their comprehension.
- Have some students sing a song
Sing the song by heart
T- whole class
T-whole class
Pair work
Individual work
Pair work
LESSON PLAN
UNIT 8: CELEBRATION
Lesson 3: READ
-----
I. Objectives:
 Students can express their opinions.
II. Language Contents:
Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)
Grammar: Relatives Clauses
III. Techniques:
Questions and Answers, Matching, Write-it-up
IV. Teaching Aids:
Pictures, Worksheets.
V. PROCEDUCE
Steps
Teachers Activities
Student’s activities
Warm-up
(5’)
* Having Sts listen to the song “Cha Yêu”
* Having Sts sing it at the same time if they like.
The whole class
Pre-reading 
(10’)
* Asking Sts about the topic of the song
* Having Sts work in groups ask and answer about Father’s Day.
- What do you know about Father’s Day?
- When did Father’s Day organized?
- Where did is fist organized?
- What is the purpose of this celebration?
- What is the representative activity of Father’s Day?
* Explaining some new words.
To lose heart groom (n)
To distinguish hug (n)
Considerate (adj) priority (n)
The whole class
Group work 
The whole class
While – Writing
(20’)
Task 1: Matching
* Giving Sts worksheets.
RITA
JANE
BOB
‘s farther always put his family in the first position, got married, he was very sad.
Is proud of him because he is a considerate and children.
Is always a little girl of her father although she had children
Received the best education from him
* Having Sts read the text in silence.
* Having Sts work in groups to match the details with the suitable names.
* Having some groups to perform their work in front of the class.
* Giving the feedback.
Task 2: Questions and Answers
* Having Sts read the text again, then work in pair to discuss the questions.
* Having some pair to act out their work in front of class.
* Giving comment.
Group work
The whole class
Pair work
The whole class
Post-Writing 
(10’)
Task 3: Write – it – up 
* Having Sts write a short paragraph (about 50 words) to show their opinions, feelings, and memories about their father.
* Having some Sts read this paragraph in front of class.
The whole class
Homework
* Having Sts find some details about Mother’s Day
The whole class
LESSON PLAN
UNIT 8: CELEBRATION
Lesson 4: WRITE
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I. Objectives:
 Students can write a letter to a friend to share their ideas.
II. Language Contents:
Vocabularies: to enhance, to support, nationwide (adj)
III. Techniques:
Questions and Answers
IV. Teaching Aids:
Text books and Cards.
V. Procedures:
Steps
Teachers Activities
Student’s activities
Warm-up
(5’)
* Using the game “Jumbled words” to review vocabularies.
* Giving each group (4 groups) some words whose letters is in a random order on the board, and asking them to write the correct words.
1. calerbetoni => celebration 5. ftigs => gifts
2. tratidoni => tradition 6. fleenigs => feelings
3. folwres => flowers 7. rebemern => remember
4. pirtase => parties 8. spicale => special
Group work
Pre-Writing 
(10’)
* Sticking the cards of the some celebrations on the board, and asking Sts to write the correct date for each celebration:
- Women’s Day: 8-3 - Teachers’ Day: 20-11
- Children’s Day: 1-6 - May Day: 1-5
- Christmas Day: 25-12 
- Vietnamese Independence Day: 2-9
* Through the celebrations above, presenting the new lesson by asking Sts some questions:
1. In the celebrations above, which one can stand for a Mother’s Day in Vietnam?
2. What about a Father’s Day in Vietnam?
* Reading the situation in 6 – Write/page 70.
The Whole class
The Whole class
While-reading 
(20’)
* Asking Sts to read the outline carefully.
* Explaining some new words:
To enhance, to support, nationwide (adv)
* Giving some suggesting questions for each paragraph on the board on order to help Sts discuss in groups more easily.
Paragraph 1:
- Do you love your parents? If yes, I do thinks it is necessary to have a Day for your Father? You’re Mother?
- Tell the reason for celebrating this day. (Sts can use the suggesting ideas in the Paragraph 1)
Paragraph 2:
- When do you celebrate? Why?
- Celebrating this day at home or a restaurant? Why?
- Should you have a party with many guests or should you have lunch/dinner with family members?
- What gifts should you buy for your father/mother>
- What food should you serve?
(Sts can use the suggesting ideas in the Paragraph 2)
Paragraph 3:
Do you thing your idea will be sororities nationwide? Why?
* After discussing in groups, asking each group write a letter to a friend to share their ideas about celebrating a Day for Father or Mother on the papers A4.
The Whole class
Group work
Group work
Group work
Post-Writing
(10’)
* Asking 2 representatives of 2 groups to stick their papers on the board.
* Asking Sts to give their opinions about the two papers on the board.
* Correcting mistakes.
The Whole class
Homework 
* Having Sts write a letter about celebrating a Day for Father/Mother in their notebooks.
The Whole class
GRADE 9 - UNIT 8: CELEBRATION
Section: Language Focus
Aim: Practice in Relative clause 
Objective: By the end the lesson, students will be able to use relative clauses.
 Teaching aids: Text books, picture.
Stage 
Steps/ Activities
Work arrangement 
Warm-up
Presentation
Practice
Free practice
Homework
Jumbled words:
Give the words whose letters are in a random order on the board/poster.
Ex: ubclpi = public
Paephn = happen
…………………
Vocabulary:
- Give new words to students:
Compose (v)
Occur (v) = happen
Satisfy (v) = please
Violet (n)
Jumper (n)
Lap (n)
- Explain the new words, and how tousle Relative Pronouns WHO, WHICH, EVEN THOUGH, THOUGH, CONCESSION, ALTHOUGH (using pictures, objects or Vietnamese)
Form and use:
Who-which: replace the pronoun
Who is used for people, which is used for things?
Even though
Though
Concession	+ adverbial clause of 
Although
- Give students 2 examples.
- Set the scene.
- Have students do language focus 1 exercises, using relative clauses.
- Have students look at 2 pictures on page 71 to describe each of the people in the pictures, using Relative clauses.
- Correct the mistakes if they appear.
- Have Ss do language focus 3 exercise individually, using though, although or even or though
- Have Ss look as the pictures on page 72-73 and complete the sentences, using correct tense of the verb.
- Call on some Ss to read aloud their sentences and correct their mistakes.
- Ask students to describe the people in their families’ photographs.
- Have students write sentences to describe the people in the 2 pictures on page 71 in their notebooks.
- Get Ss write 5 sentences, using adverbs clauses of concession.
T- whole class
T- whole class
Pair work
Individual work
UNIT 9: NATURAL DISASTERS
I. Aim:
Helping students:
To make predictions
To tall about the weather forecast
To describe events
To write a story
II. Language focus:
Relative pronoun: who – that – which
Relative Clauses (defining and non defining)
III. Vocabulary:
	Verb 	Adjectives	Nouns	
	(To) behave	abrupt	battery	temperature
	(to) border	extensive	bureau	thunderstorm
	(to) collapse	tidal	carriage	tide
	(to) destroy	coast	typhoon
	(to) erupt	damage	volcano	
	(to) expect	earthquake	volume
	(to) lift	flashlight	disaster
	(to) trust	forecast
	(to) warm	Funnel
	Highlands
	Pacific Rim
IV. Unit Allocation:
Lesson 1
(2) Listen and Read
Reading a dialogue for details about the weather forecast and completing the information.
Lesson 2
(3) Speak
Practicing speaking about what to prepare for a typhoon
Lesson 3
Before you read
(5) Read
Reading a text about natural disasters for details.
Lesson 4
(6) Write
Writing a story about a typhoon
Lesson 5
(4) Listen
Language Focus 1 – 2
Listening for details to complete a table and Further Practice in Relative pronouns: Who-which –that.
Lesson 6
Language Focus 3 – 4
Further Practice in defining Relative clauses and non defining Relative clauses.
UNIT 9: NATURAL DISASTERS
Lesson 1:	Section:	- Listen and read	(page 74 – 75)
Period 56:
Aim: reading a dialogue for details about the weather forecast.
Objective: By the end the lesson, students will be able to get the information about weather from the weather forecast.
 Teaching aids: Text books, picture.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm-Up
Pre reading
While reading
Post reading
Homework
* Chatting:
- Ask students some questions about weather
What’s the weather like today?
Do you like hot/clog water?
Have you ever listened to the weather forecast on the radio or on TV?
Do you think weather forecast is useful for us? How is it useful?
II. Pre-teach vocabulary:
- turn up (v): điều chỉnh to lên (âm thanh TV, radio). (mime)
- expect (v): mong đợi, chờ đón (translation)
- thunderstorm (n): bão có sấm sét, mưa to (picture)
- delta (n): vùng châu thổ (visual)
- just in case (n): phòng khi, lỡ khi (translation)
- trust (v): tin tưởng, tin là thật (synonym: rely on)
* Checking vocabulary: what and where
Expect
Thunderstorm
Delta
Trust
Turn off
Just in case
- Have students repeat the words chorally then rub out word but leave the circles. Remember to let students repeat before and after rubbing out each word.
- Go on until students can remember the words.
- Get students to write the words again in the correct circles.
II. Pre-questions:
- Set the scene: Thuy is talking to her grandmother while they both are watching TV
- Give students one question and ask them to guess the answer
a. What are they watching?
- Give feedback
* Answer keys:
a. They are watching the weather forecast on TV
I. Gap filling:
- Have students read the dialogue silently and do exercise 2b on page 75.
- Get them to share their answers with their partners.
- Give feedback
* Answer keys:
1. Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast
2. The coast of Thanh Hoa will be raining.
3. The central highlands will experience thunderstorms.
4. Ho Chi Minh City will have temperature between 270C and 350C
5. Although Thuy’s grandmother doesn’t trust weather forecast she like watching them.
II. Comprehension questions:
1. Why does Thuy’s grandmother ask her to turn up the volume?
- Because she wants to listen to the weather forecast
2. Which City is the hottest today?
- Ho Chi Minh City in the hottest
3. Where is Thuy going?
- She going on to the part on the other side of Thang Long Bridge with her old friends (she’s going on the picnic)
4. What does Thuy grandmother want her to do?
- She wants her to bring along a raincoat.
- Have students practice asking and answering in pairs.
III. Practice the dialogue
- Let students listen to the dialogue and focus on the pronunciation.
- Call on some students to play the roles of Thuy, grandmother and weatherman to practice the dialogue.
- Ask students to practice the dialogue in group of three
* Speaking:
- Ask students to read again the weather forecast on TV and notice some phrases.
Will have temperature
Between …………and……………………
* will experience temperature
Between …………and……………………
* HCM’ temperature will be
Between …………and……………………
* can expect clouds / thunderstorm.
- Ask students to look at the map and play the role of the weatherman to present the weather forecast, baked on the information given.
- Call on some students to present before the class
- Have students work in pairs – one students speaks, the other listens.
- Ask students to write a weather forecast. The dialogue will help them. Students can change the information, the places…
T-whole class
T-whole class
Pair work
Individual work 
Pair work
Pair work
Group work
UNIT 9: NATURAL DISASTERS
Lesson 2:	Section:	- Listen and read	(page 76 – 77)
Period 57:
Aim: practice speaking about preparations for a typhoon.
Objective: By the end the lesson, students will be able to talk about what they want to buy and do to prepare for a typhoon.
 Teaching aids: Text books, posters.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm –up
Presentation
Practice 
Production 
Homework
* Brainstorming:
- Have students think about what they do to prepare for a typhoon
- Have students to go to the board and write down
 Buy food
Preparation for A typhoon
 Store water
* Possible answers:
+ Check the doors and the windows.
+ Cut some branches of high tree in the garden or around the house
+ Buy oil, gas
+ buy candles
+ Check the roof
I. Pre-teach vocabulary
- bucket (n): cái sô (visual)
- leak (n): chỗ thủng, chỗ dột (visual)
- tie (v): cột, trói (mime)
- latch (n): cái chốt cửa (picture)
- ladder (n) : cái thang (picture)
- blanket (n) : cái mền (picture)
- available (adj) : có sẵn (translation)
- damage (v): phá hỏng, làm thiệt hại (synonym of hurt or spoil)
* Checking vocabulary: Slap the board
- Write the Vietnamese translation all over the board
Phá hỏng
Cái thang
Cột trói
Cái chốt cửa
Có sẵn
Chỗ thủng
Cái mền
- Call on two students or 2 teams of 4/5 students to the front of the class
- Call out English works and two students run forward to slap the Vietnamese word on the blackboard. The students slapping the correct word first gets one mark.
II. Revision:
* Form: 
must
nay + infinitive
* Use: in deduction or prediction
* Practice: 
the water pipe may be damaged
What happens if there is a typhoon?
There be must strong wind blowing
* Possible answers:
- There may be a power cut
- There must be heavy rain
- Big trees may fall down.
- The market may be closed
- There may be a flood
- ……………………………
- Have students to exercise 3a on page 76. The students have to check (P) what preparations they think should be done for a typhoon.
*Answer keys:
P Buying some canned food
Painting the house
 Buying a dog
P Buying candles
P Buying marches
Hiring some video movies
P Filling all buckets with water 
P Buying a ladder
Washing your blankets
P Fixing the leak in the roof
P Tying the roof to the ground with pegs and ropes.
Inviting some friends over for a dinner
P Checking all the window and a door latches
- Elicit some questions and get students to ask and answer in pairs.
a. Why do we need to buy food?
( Because the market will be cooled and no food will be available)
b. What food do we need to buy?
(rice, oil, canned food, soy sauce, flour,…)
c. Why do we need to buy candles?
( Because there may be power cut)
d. Why do need to fill all buckets with water? 
(Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon)
e. Why do need to buy a ladder?
( Because the roof may be damaged by the typhoon, and we have to fix it)
f. Why do we need to the check all the window and door latches?
(Just in case the strong wind pushes the doors open)
- Ask students to use the expressions on page 77 when talking to one another.
* I think …
* I think you should…
* Yes, I think so …
* What for?
* ………
- Divide the students into the group of four.
- Have students talk about what they think they want to buy and to do prepare a typhoon; explain why. They can you the questions and the answers above. Besides, the ideas in the bubbles on page 77 can help students talk easily.
- Go around and help students. Encourage students to show their own ideas.
- Write something about what they have to do to prepare for a typhoon.
T- whole class
T- whole class
T- whole class
Pair work
Pair work 
Group work
Individual work
UNIT 9: NATURAL DISASTERS
Lesson 3:	Section:	- Listen	(page 77)
Period 57:
Aim: 
Listen for details to complete a table and Further Practice in 
Relative pronouns: who – which – that.
Objective: 
By the end the lesson, students will get some ideal on how to live with earthquakes by listening and further practice on Relative pronouns: who – which – that.
 Teaching aids: 
Text books, pictures.
PROCEDUCE
Stage 
Steps/ Activities
Work arrangement 
Warm up 
Pre-listening
While listening
Presentation
Practice
Home work
* Chatting:
- Ask students some questions about earthquakes.
+ Have you ever heard of and earthquake?
+ What happens if there is an earthquake?
+ In which country do earthquakes occur frequently?
+ What would you do if there was an earthquake?
I. Pre teach vocabulary
- block (v): hạn chế, ngăn cản
(definition: make movement difficult or impossible)
- roller (n): trục lăn, con lăn (picture)
- strike – struck – struck (v): va chạm (synonym: hit)
- snout (n): mõm (của động vật) (visual/picture)
- hurricane (n): cơn bão (in North and South America)
(synonym: typhoon in Asia)
- cyclone (n): cơn lốc xoáy, bão (in Australia)
-eruption (n): sự phun trào (núi lưả) (picture