Giáo án Tiếng Anh 9 tiết 37 đến 41 - Unit 6: The Environment

e lesson , students( Sts) will be able to persuade their friends to protect the environment, listen to complete the notes about ocean pollution through a report the same time
II, Language contents:
Structures:	I think I should + V. . . 
 Why not +V . . . . .
 Why don’t you +V. . . . . . . . . ?
Vocabulary: on environmental problems.	
III, Techniques:	Jumbled words, discussion.
IV, Teaching aids:	pictures of activities in class-text book.
V, Times:	45 ms
Procedures:
Teacher’ s activities
Students’ activities 
1, Warm up: ( 5ms) Jumbled words
 -Give the jumbled words .Call Ss to rewrite .
uaderpse	= persuade
bearagg	= garbage 
rodespvi	= provide
lupotilon	= pollution
duproce	= produce
paispoidednt	= disappointed
2, Pre-Speaking: (15ms)
-Give meanings of some words or phrases
Vocabulary:
1. prevent	(v): 	 (Translation)
2. reduce	(v)	(translation)
3. wrap	( v) ( Action)
4. leaf à leaves 	(n) ( Picture)
5. trash 	(n) = garbage
6. energy	(n) =Power
7. dissolve	(v) ( translation)
8. harm 	(n) (translation)
Call Ss to repeat in chorus.
Checking vocabulary : Rubout and remember.
Ask Ss to read the request on page 49 and then read the persuading expressions and the idea cues given.
+ V
Call Ss to remark
Write the expressions on the board.
Express Persuasion
I think you should ...
Won’t you ...
It would be better if you
Can I persuade you to 
Why don’t you
Why not..?
What / How about + V-ing?
-Explain how to do .Give examples.
 Examples:
S1: I think you should use banana leaves to wrap food.
S2: It would be better if you go to school or go to work by bike
S3: Why not put garbage bins around the school yard?
S4: What about using public buses instead of motorbikes?
3, While - Speaking: (15ms)
Call Ss to read the cues carefully.
Make sure they understand all the ides suggested.
Let Ss work in pairs to persuade their friend.
Go around the class and help.
Call on some pairs to present in front of the class.
Remark and correct. 
Read the request b. 
Questionnaire
Call C s to read the cues in the box on page 49 Guide Ss to use the ideas in section a to answer the question:
 “What do you do to protect the environment?’
How can we save paper?
- I think you should recycle used paper, newspaper.
- Won’t you write on both side of the paper.
How can we use fewer plastic bags?
- How about cleaning and reusing them?
- Why not use paper bags instead of plastic bags?
How can we prevent littering ?
- I think we should put garbage bins around the school yard.
How can we reduce air pollution?
-We can go to school by bike.
Ask Ss to try to persuade your partner to do something.
- Let Ss work in pairs to answer the questions in the questionnaire.
- Ask Ss to practice asking and answering.
How can to reduce garbage
How can to reduce water pollution
-Correct.
4, Post- Speaking: (8ms)
Ask Ss to discuss with a partner the best way to protect the environment.
Guide s to join the answers in section b and the expressions in section a.
Give the model
S1: I think we should burn trash to reduce the amount of garbage we produce the environment.
S2:No, we shouldn’t do that. Burning trash will pollute the air. I think the best way to reduce garbage is to reuse and recycle things.
S1:How can we do that ? I think only the factory can.
S2:What about collecting used paper, bottles and cans every day? It’s not difficult.
S1:That is a good idea! Let’s do that.
Call Ss to practice in pairs.
Call some pairs to present in front of the class.
5, Pre-listening: ( 13ms)
- Sets the scene.
Listen to report on how our oceans are polluted.
Give new words.
Vocabulary:
-1.raw	(adj): 	(Translation)
2. sewage	(n)	(Explanation)
3. pump	(v)	bơm 
4. guilty 	(adj)	 lỗi, tội lỗi
5. oilspill	(n) Xả dầu ra ngoài
6.- vessel 	(n) =ship
7.. marine life 	(n) sinh vật biển
8. carelessness	(n) sự bất cẩn
9.deliberate 	(a) có chủ ý,có chủ tâm 
Read the new words in chorus.
 Checking vocabulary by using technique “ Rubout and remember”
Divide Ss into six groups. Ask them to guess how the ocean is polluted.
Write their guesses on the board.
6, While – Listening: ( 15ms)
- Ask Ss to look at the box on page 50 and listen to the tape carefully then complete the notes about the reason why ocean is polluted .
 -Give the tape three times or more.
-Ask Ss to work in groups to complete the box.
-Call Ss to give the answer.
-Give the tape to check.
- Give feedback and correct.
Keys:
7, Post- Listening : (10ms)
 - Call Ss to discuss in groups to present the reason for ocean pollution using the key.
 - Call Ss to present .
 - Summarize the main points how the ocean is polluted.
The content of the tape: Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes 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 6 millions 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 vessels. This not only pollutes the water but also kills marine life. Next, there are waste materials from the factories. Without proper regulations, factories 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. 
Language focus 4.
Guide Ss match each half-sentence in column A with a suitable one in column B .
Cal Ss to do in pairs.
Call Ss to give the whole sentences. 
Give the key. 1-e, 2- a, 3-c, 4-d, 5b.
8, Homework: (2ms)
Rewrite what they have discussed to make a short paragraph.
 Rewrite the jumbled words .
1.uaderpse	= . . . . . . . . . 
2.bearagg	= . . . . . . . . 3.rodespvi	= . . . . . . . . . 
4.lupotilon	= . . . . . . . . . 
5.duproce	= . . . . . . . . . 
6.paispoidednt	= . . . . . . . . . 
Correct and remark.
Look at the pictures and action to give the meanings of the words.
Copy new words.
Read new words in chorus.
Look at the Vietnamese and read the words in English aloud.
Write the English on the board.
Read the request on page 49 and then read the persuading expressions and the idea cues given.
Remark the expressions .
Copy the expressions.
Read the expression aloud.
Look at the section a and read the request.
Read the content of the section a.
Observe the examples.
Copy .
Read the examples aloud.
Read the cues carefully.
Translate all the ides suggested.
Work in pairs to persuade their friend.
Some pairs present in front of the class.
Listen the request b.
 Read the cues in the box on page 49 Answer the questions:
1.How can we save paper?
2.How can we use fewer plastic 3.bags?
4.How can we prevent littering ?
5.How can we reduce air pollution?
Give the answer .
Write the answer on the board.
Copy the correct answers.
Work in pairs to answer the questions in the questionnaire.
Ask And answer.
Practice asking and answering in front of the class.
Discuss with a partner the best way to protect the environment.
Look at the model.
Read the model.
Practice in pairs.
Some pairs present in front of the class.
Copy new words.
Look at the Vietnamese and read aloud the English.
Write the English on the board with the Vietnamese.
Guess how the ocean is polluted.
Look at the box on page 50 and listen to the tape carefully then complete the notes about the reason why ocean is polluted .
Work in groups to complete the box.
Listen to the tape twice and check their answer.
Give the answer.
Compare their friend’s answer and correct.
Listen to the tape and check. 
Copy.
Discuss in groups to present the reason for ocean pollution using the key.
Listen to the summary from the teacher.
Listen to the guide .
Read the request and read the half-sentences given in column A and the other in column B.
Work in pairs to match.
Read aloud the whole sentences .
Correct .
Translate the whole sentences into Vietnamese.
Copy the task.
Week:21	Date of preparing : January 19, 2011
Period :39 	Date of teaching : January 20, 2011
UNIT 6: THE ENVIRONMENT
	Lesson 3: Section:	- Read	
I, Objectives :	After finishing the lesson, students (Sts) will be able to understand a poem about the environment by doing matching exercise and answering questions.
 II, Language contents:	
Vocabulary	: On environmental problems.
III, Techniques:	Rub out and remember, matching.	
 IV , Teaching aids:	a cassette player . 
V, Times:	45 ms
VI, Procedures:
Teacher’s activities
Students’ activities 
1,Warm up: (5ms)
Chatting : Ask Ss to present How the ocean is polluted.
2, Pre-reading: (15ms)
 _ Give some questions for Ss to pay attention to the lesson. 
Do you like poetry?
Which poet do you like best?
Name some poems that are your favorite.
- Sets the scene.
Two people are going on picnic they are talking about the pollution .
Give meaning of some key words before reading.
Vocabulary:
1.end up = use up = finish
2.junkyard = garbage dump
3.trasure(n) ( Translation)
4.stream(n) = a very small river.
5.foam(n)( translation)
6.nonsense =ý kiến vô nghĩa 
Call Ss to read the new words in chorus.
-Give the tape.
-Give the Pre-Questions and ask Ss to answer.
Who are in the poem?
Where are they?
Key:
The mother and her son.
They are in the park / wood.
3, While - Reading : (15ms)
Ask Ss to read the poem.
Matching 
- Ask Ss to practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B.
-Call Ss to work in pairs.
Ask Ss to give the answer.
Correct and give the key.
1.junkyard=a piece of land full of rubbish
2.endup=each a state of
3.treasure = valuable or precious things.
4.foam= mass of bubbles of gas or air.
5.stream = a flow of water.
6.hedge = a row of things forming a fence .
7.folk = people
-Ask Ss to read the poem carefully and answer.
 Have Ss read the text again and answer the questions.
Ask Ss to give the answer on the board .
Call Ss to compare the answer and correct.
- Get Ss to work in pairs, practicing asking and answering the questions.
Call on some Ss to present in front of the class.
 Control and correct the mistakes.
-Give the key
If the pollution goes on, the world will end up like a junkyard.
The mother thinks other folk pollute the environment.
If he keeps on asking such questions his mother will take him home away.
No, because he is right; if he throw the bottles, it will be polluting the woods.
The poet wants us to learn that everyone is responsible for keeping the environment from pollution. 
4, Post- Reading: (8ms)Discussion 
Give them the question 6 and ask them to discuss in groups.
Guide how to do.
Remind the ways they learn in the park SPEAK.
5, Homework: (2ms)
-Write a small paragraph to answer the question6 into their notebooks.
Answer the question “How the ocean is polluted?
Answer the guiding questions.
Do you like poetry?
Which poet do you like best?
Name some poems that are your favorite.
Listen to the scene.
Copy the new words.
Read the new words in chorus .
Look at Pre-Questions and answer.
a, Who are in the poem?
b. Where are they?
Read the poem.
Listen the tape.
Practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B.
Give the matching.
Compare and correct.
Read the definitions of the words given after corrected.
Read the poem carefully and answer.
Read the text again and answer the questions.
Answer the question:
1.According to the mother, what will happen if the pollution go on?
2.Who does the mother think pollute the environment?
3.What will happen to the boy if he keeps on asking his mother such questions? 
4.Do you think the boy’s question is silly? Why Not?
5.What does the poet want us to learn about keeping the environment unpolluted?
Give the answer on the board 
Compare the answers and correct.
Work in pairs, practicing asking and answering the questions.
Present in front of the class.
Discuss the question 6.
“What could you do in your school / house to minimize pollution”
Copy the task and remember to do
Week:21	Date of preparing : January 21, 2011
Period :40 	Date of teaching : January 22, 2011
UNIT 6: THE ENVIRONMENT
Lesson 4: Section: Write
I, Objectives :	After finishing the lesson ,students( Sts) will be able to write a complaint letter on environment.
II, Language contents:
Structures:	Writing a complaint letter.
Vocabulary: Environment	 .
III, Techniques:	Matching and reordering.	
IV, Teaching aids:	An extra board with the letter on page 52
V, Procedures:
Teacher’s activities
 Students’ activities 
1, Warm up: (5ms)Categories 
- Ask Sts to find out the words in the poem learned beginning with the letter that teacher gives.
2, Pre-writing: (13ms)
Call Ss to read the request and introduce the lesson .
Explain some new words.
New words
1. complaint	(n) 
2. complain	(v) than phiền
3. complication	(n)
4.resolution	(n)Giải pháp
5.prohibit	(v)cấm
 6. float	(v)trôi nổi
* Checking vocabulary ( Rub out and remember)
Set the scene :” Mr Nhat wrote a letter to the director of L and P company in HCM City. There are five parts in the letter, but they are not in the right order .Label each section with the appropriate letter S,C.R,A or P”
Give format of a letter.
S : States the reason for writing.
C: Mentions the problem.
R :, make a suggestion.
A : Talks about future action.
P: Ends the letter politely .
3, While – Writing: (15ms)
Provide Ss 5 sections of a complaint letter with their definitions in random order
-Have Ss read the letter on page 52.
- Ask Ss to work in pairs to match each part in the letter S : I am writing to you about. . .
C: “When the trucks of company . . . . . .there is smell and flies.” 
 R : I would suggest . . . . .
A : I look forward to hearing from. . . .
P: Faithfully,
 Tran Vu Nhat
with the section A.S,C,P,R
Call Ss to give their answer.
Correct and give the key.
A complaint letter comprises five parts.
Ordering:
Call Ss to do reordering in groups.
- Get them to put the sections in a correction order .
The whole letter.
key:
Dear Sir / Madam,
I am writing to you about the short stop of your trucks around my house on their way to the north.
When the truck of your company have a short break on the street around my house, the drivers have left a lots of garbage on the ground after their refreshment. When the trucks leave the place, the ground is cover with trash and a few minutes later there is smell and flies. 
I would suggest your company to tell your drivers to clear up all the trash on the ground before leaving.
I look forward to hearing from you and seeing good response from your company.
Sincerely,
Tran Vu Nhat
- Call on a student to read a loud the letter ( in the correct order).
- Lets Ss read the part b on page 53.
-Ask Ss to give the content to complain .
-Ask Ss to give the reason to write this letter.
-Ask Ss to read the request to find the suggestion.
Write the content, the reason, the suggestions on the board.
Ask Ss some questions to make sure the students know what they have to write.
Give new words if they don’t know.
4, Post- Writing: (10ms)
Ask Ss to write in groups.
Ask each groups to present .
Ask some Ss to write the letter on the board.
Correct and remark.
Give the key.
Sample:
	Dear Mr. President,
	I am writing to you about the catching of fish of many people in the lake behind my house. 
I am worried because they use electricity to catch fish. After a short time they leave the lake with a lot of small fish die and float on the water surface, other animal such as: frogs, toads and even birds have also die from electric shock waves.
I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish.
 I look forward to hearing from you and seeing the protection of environment from the local authorities.
Your faithfully,
Nga
- Monitor Ss and help Ss with words or structures while they are writing.
- After Ss finish, call on some Ss to read their passage aloud before the class.
- Ask them to compare with their partner’s and correct.
5, Homework: (2ms)
Ask Ss to rewrite the letter at home and prepare Part Language focus. 
 Write the word with the beginning letter given.
	P à St1: pollution
	E à St2: end up
	T à St3: treasure
	H à St4: hedge
 Sà St5 : stream
 Jà St6 : junkyard
 Fà St7 : foam 
Read the request and translate the request into Vietnamese.
Copy the new words.
Read the new words in chorus .
Look at the Vietnamese and read aloud the English.
Write the English on the board.
Listen to the scene.
Copy the format of a letter.
Read aloud the format .
* Matching:
Which part in the letter show : 
Action: (A). . . . . . .?
Situation :(S) . . . . . . . ?
Politeness: (P). . . . . . . .?
Complication : (C ). . . . ?
Resolution : (R ). . . . . . .?
Read the each section.
Do reordering in groups.
Read the letter on page 52 carefully and reorder.
Give the answer.
Compare and check.
Read the whole letter aloud.
Read the part b on page 53.
Give the content to complain .
Give the reason to write this letter.
-Read the request to find the suggestion .
Answer the questions:
What do people do in the lake behind your house these days?
à They begin to catch fish.
What make you worried?
à They use electricity to catch fish.
To whom do you write the letter to?
à We write to the head of the local authorities.
What suggestion do you want to make?
à We suggest the local authorities should prohibit and fine heavily anyone using the electricity to catch fish.
Any future plan do you want to make?
à We look forward to seeing the protection of environment from the local authorities.
Write the letter individually.
Compare with their friend’s.
Some Ss read their passage aloud before the class.
Observe the suggested letter.
Copy the task and remember to do.
 Week:22	Date of preparing : January 26, 2011
Period :41 	Date of teaching : January 27, 2011
UNIT 6: THE ENVIRONMENT
Lesson 5: Section: Language Focus
I, Objectives :	After finishing the lesson ,students( Sts) will be able to use the grammar and do the exercises.
II, Language contents:
Structures:	Adverb clause of reason 
 Adjectives and adverbs
 Conditional type one 
Vocabulary	 : Revision
III, Techniques:	Pelmanism	
IV ,Teaching aids:	pictures of activities in class-text book.
V, Times:	45 ms
Procedures:
Teacher’s activities
Students’ activities 
1, Warm up: (5ms)Pelmanism 
- Prepare 12 cards with numbers on one side and adjective (6 cards), adverb (6 cards) on the other side.
- Make sure the adjectives and adverbs are mixed.
- Stick the cards on the board so Ss can see only the number.
-Divide Ss into 2 teams and ask them to choose two numbers.
- Turn the card over and see they match.
Extreme 	Sad	Happy
Good	Slow	Sadly
Happily	Fast	Slowly
Extremely	Fast	well
2/Activity 1- Language focus 1: (8ms)
a/Presentation:
Revision of adjectives and adverbs.
ADJ + LY à Adverb of manner.
-Give the usage of adverb and adjective 
Adjective can come in two places in a sentence.
Before a noun: 
 EX: a nice girl; a pair of new shoes.
After the verb: be; look; seem; feel; taste; sound; smell...
 - Give examples.
Ex: The shoes are new
	 That soup smells good.
Adverbs normally go after the direct object.
Ex: I read the letter carefully.
If there is no direct objective, the adverb goes after the verb.
Adverb clause of reason
Main Clause
Ex: She walked slowly.
b/ Practice:
Change the adjectives into adverbs: ( in warm-up)
-Call Ss to read the adjectives and adverbs from the cards on -the board .
- Ask Ss to use the adverbs provided in “ pelmanism game” to co