Giáo án Tiếng Anh 9 tuần 22 - Tiết 41, 42

Planning date : 16/ 01/ 2015
Period: 41
Teaching date: 
UNIT 6 : THE ENVIRONMENT
LANGUAGE FOCUS
I. Objectives
1. Knowledge: By the end of this lesson, Ss know how to use adjectives and adverbs, as, since, because, and review conditional sentence type 1.
a. Vocabulary: Related to the environment
b. Grammar: Adjectives and adverbs, as, since, because, conditional sentence type 1. 	
2. Skills: listening, speaking, reading and writing
3. Attitude: (not available)
II. Preparation
1. Teacher: lesson plane, book, color chalks
2. Students: books, notebooks, pen, ruler 
III. Teaching methods
- Communication approach	
- Question and answer, eliciting
- Techniques: Ask and answer, Work in pairs/ groups, Discuss.
IV. Procedures:
1. Greeting and checking the attendance (1’)
2. Review of the previous lesson
3. New lesson (39’)
Teacher’s and students’ activities
Content
- T explains the requirement and helps Ss know the way to form adverbs from adjectives.
- Ss pay attention to teacher.
- Ss complete the table.
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers.
- T guides Ss do exercises.
- Ss complete the sentences and give the answers before the class.
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers.
Language focus.
1. Change the adjectives in to adverbs. Then use the adverbs to complete the sentences.
Adjective-ly -> adverb
Adjectives 
Adverbs 
Extreme
Extremely 
Sad
Sadly
Slow 
Slowly 
Good
Well 
Happy 
Happily 
Answer keys : 
b. slowly d. happily
c. sadly e. well 
- T explains the usage of the Adverb clause of reason with because, as, since and give example.
- Ss use because, as, since to combine sentences.
- Ss compare the answers in pairs.
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers.
2. Join the pairs of sentences together. Use because, since or as.
Ex :
He is tired. He stayed up late last night 
 (the reason)
 He is tired because he stayed up late last night 
Answer keys :
b. Nam has a broken leg because he fell over while he was playing basket ball.
c. Lan’s going to late for school as the bus is late.
d. Hoa broke the cup since she was careless.
e. Mai wants to go home as she feels sick.
f. Nga’s hungry as she hasn’t eaten all day.
- T introduces and explains the use of Adjective + that clause and give example.
- T has Ss complete the dialogues in pairs.
3. Complete the dialogues. Use the words in brackets.
Ex: I am pleased that you are working hard.
- Ss complete the dialogues in pairs.
- Ss play the role before the class. 
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers in the notebooks.
* S + be + adjective + that – clause
Answer keys:
b. excited that I’ll go to Da Lat.
c. sorry that I broke your bike.
d. disappointed that you didn’t phone me
e. amazed that I can win the prize.
- T helps Ss remember the structure and the usage of conditional sentence type 1. 
- T explains the requirement and has Ss do the exercises.
- Ss do the exercises and compare the answers in pairs.
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers.
4. Match each half-sentence in column A with a suitable one in column B.
* Conditional Sentences Type 1
If clause, main clause .
 (present simple), (future simple)
Answer keys : 
1- e / 2 – a / 3 – c / 4 – d / 5 - b
- T explains the requirement and has Ss do the exercises.
- Ss do the exercises and compare the answers in pairs.
- Ss give the answers before the class.
- T checks and corrects any mistakes if necessary.
- Ss copy down the correct answers.
5. Complete the sentences.
Ex: If the rice paddies are polluted, (rice plants / die) 
If the rice paddies are polluted, the rice plants will die.
Answer keys :
b. If we go on littering, the environment will become seriously polluted.
c. If we plant more trees along the streets, we will have more shade and fresh air.
d. If we use much pesticide on vegetables, the vegetables will become poisonous and inedible.
e. If we keep our environmental clean, we will live a happier and healthier life.
4. Consolidation 4’
T emphasizes the structures and the usages, Ss make more sentences using such structures.
5. Homework (1’)
Ss learn the structures and the usages by heart and do more exercises in the exercise book, Prepare unit 6 (getting started and listen and read).
V. Experience:
Planning date : 16/ 01/ 2015
Period: 42
Teaching date: 
UNIT 7 : SAVING ENERGY
GETTING STARTED + LISTEN AND READ
I. Objectives
1. Knowledge:
By the end of this lesson, Ss recognize wasting energy and help Ss know how to save water.
a. Vocabulary: Related to saving energy.
b. Grammar: Making suggestion.	
2. Skills: listening, speaking, reading and writing
3. Attitude: Ss will be educated about saving energy.
II. Preparation
1. Teacher: lesson plane, book, color chalks, pictures, cassette and tape
2. Students: books, notebooks, pen, ruler 
III. Teaching methods
- Communication approach	
- Question and answer, eliciting
- Techniques: Ask and answer, Work in pairs/ groups, Discuss.
IV. Procedures:
1. Greeting and checking the attendance (1’)
2. Review of the previous lesson
3. New lesson (39’)
Teacher’s and students’ activities
Content
- T asks, Ss answer the questions.
- T hangs the pictures and asks Ss to answer the questions.
- Ss look at the pictures and answer the questions.
*Warm up: Questions:
- Do you save water / electricity?
1. Getting started.
Look at the pictures. Work with a partner to make a list of the things the family could do to save energy.
Questions:
- The faucet is on? Is there anyone in the bathroom?
- Is the TV on?
- Who is watching TV?
- Who is listening to the radio?
- So what should we do to save energy?
Suggestions: - turn off the faucets.
- turn off TV, the radio./ - turn off the lights.
- T sets the scene and asks Ss one question
- T plays the tape.
- Ss listen to the tape and then answer the question..
- T introduces and explains new words, new structure.
- Ss practices reading the new words.
- T calls some Ss to read new words before the class.
- T corrects students’ pronunciation if necessary.
- T plays the tape again.
- Ss listen to the tape.
- Ss role play the tape in pairs.
- T calls some pairs of Ss role play the dialogue before the class.
- T corrects students’ pronunciation and intonation if necessary.
- T explains the requirement and makes example for sentence 1.
- Ss do the rest.
- Ss compare the answers in pairs.
- T calls some Ss to give the answers before the class.
- T corrects any mistakes if necessary.
- Ss copy down the correct answers.
- T asks, Ss answer the questions.
2. Listen and read.
*Pre-listening and reading.
Mrs. Mi is talking with her neighbor, Mrs. Ha.
Question:
- What are they talking about?
*Vocabulary :
- recent (a)
- bill (n)
- enormous (a)
- plumber (n)
- crack(n)
- pipe (n)
- drip (v)
- faucet (n)
* New structure :
- suggest + V-ing
*While-listening and reading :
a. Practice the dialogue with a partner.
b. True / False, Check (V) the boxes. Then correct the false sentences.
1. T; 2. T; 5. T
3. F -> Mrs. Ha will have the plumber check the pipes.
4. F -> Mrs. Mi suggests getting the plumber to check cracks in the pipes.
*Post-listening and reading :
Questions :
- How much is your water each month? 
- What should we do to reduce the amount of water we use?
4. Consolidation (4’)
T helps Ss to summarize the dialogue by asking them some questions:
-Who is worried about her water bill? Why?
-What does Mrs. Mi suggest Mrs. Ha doing?
- Do you think these suggestions are suitable?
5. Homework (1’)
- Ss learn by heart all new words and structure, practice role playing the dialogue at home and prepare lesson Speak + Listen.
V. Experience:
Signature of the Leader
Week 22: 17/ 01/ 2015
Nguyễn Bích Ngân