Giáo án Tiếng Anh Lớp 9 - Học kì I - Năm học 2015-2016 - Trần Thị Lê Hà

cycle.	
	A. decided	B. minded	C. made	D. enjoyed
11. You had a chance to see that movie last night,....................?.	
	A. don/t you 	B. do you	C. didn't you	D. did you
12. Mai and An will not read this novel, ...................?	
	A. are they 	B. aren't they 	C. will they	D. won/t she
13. She has never visited Ha Noi,.....................?	
	A. hasn't she	B. has she 	C. didn't she	D. did she
14. The bike has been broken down,.............. the children do not ride it.	
	A. so 	B. if	C. because	D. when
II. Read the passage and choose the best answer from A, B, C or D to fill in the gaps. Mrs. Jackson is an old woman who has a small room .......(0). an old house. She .....(15).. there since 1974. When her husband died in 1980, she ...(16).... very sad. She has lived alone .(17) .. a long time. After her husband/s death, Mrs. Jackson had .....(18).. money at all, so she found work in a factory. Her job was to clean offices. She .....(19).to get up at 5 in the morning. She doesn't have much money but she ......(20).. happier now.
15. A. is living 	B. lives	C. has lived	D. have lived
16. A. was 	B. is	C. are	D. were
17.	A. since	B. for	C. in	D. on
18.	A. any 	B. more	C. no	D. many
19.	A. must 	B. had	C. should	D. ought
20. A. is	B. was	C. are	D. will
III./. Read the text and decide the statements to be true(T) or false (F).
 Like other languages, English is always changing, but it changes very slowly. People invent new words, borrow words from other languages and change the meaning of the words as needed. For example, the English word “ Byte” was invented by computer specialists in 1959. The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico. The word “ Meat” once referred to food in general. People learn English as well as languages by listening, copying what they hear and using the language. Most school children learn their first language easily and sometimes other languages as well.
21. Some English words borrowed from other languages.	21. ............
22. Some English words were invented by computers.	22. ............
23. “ Meat” means Food in general.	23. ............
 24. One of the way to learn English is copying what you hear..	24. ............
 25. It is not easy for children to learn their first language.	25..............
 III./ Rewrite the following sentences in a different way, using the words given.
26. Alexander Bell invented the telephone.
- The telephone...................................................................................
27. The workers have built two new stores for three months.
- Two new stores .......................................................................................
28. We don/t have time playing computer games.
- We wish we..............................................................................................
29. Daisy is not at home now, so I cannot meet her.
- I wish ..................................................................................................
30. “What games do you often play, Nga?.” They asked.
- They asked Nga ........................................................................................... 
IV. Consolidation : comments on the lesson
V. HOMEWORK: review the grammar and vocabulary in the term. 
V. supplementary notes:
 ............................................................................................................................................ .............................................................................................................................................
 WEEK : 22
Day of preparing 1/11/2016
Day of teaching : 11/1/2016
Period : 37
Unit6: the environment
Lesson 1: Getting started and listen & read
A./ The Aims :
 I. Knowledge: At the end of the lesson, Ss will be able to:
understand and know the environmental problems and talk about activities they have done to protect the environment.
Revise Ss with the conditional clause (Type 1).
 II. Skills: Reading and speaking
B./ Teaching AIDS :
Students and teacher ‘s books
Picture and Posters 
C/ STEPS OF THE LESSON
I. Settlement: Greets and checks attendance
II. Warm-up: Getting started: Matching
T: hangs on the picture and asks Ss to match the pictures with the phrases.
a, air pollution (ô nhiểm không khí) d, water pollution (¤ nhiÔm n­íc)
e, deforestation (N¹n ph¸ rõng) b, spraying pesticides( Phun thuèc trõ s©u)
f, dynamite fishing. (§¸nh c¸ b»ng thuèc næ)c, garbage dump (B·i r¸c)
 Ss: Work in groups and give their ideas.
 T: asks Ss to think about the environment nowadays.
III. New lesson:
Teacher/s activities
Ss/ activities
*) Lead-in: asks Ss to think about the environment and leads in the lesson. 
1.Presentation:
a.Act.1: Vocabulary
- pollute(V)
 {pollution (N) //(Trans.)
- (the) sand (Picture)
- (the) rock (picture)
- spoil (V) (Trans.)
 Ex: We will spoil our area.
- elicits first and says out the words
- writes and checks.
- asks Ss to make the sentences.
- uses What and Where to check vocab.
b.Act 2: Grammar.a,Act.1:Conditional clause (Type 1)
*)Model:
If they work hard today, they will make the beach clean and beautiful again.
*)Use and form: to talk about activities that possible or impossible to happen at present or future.
IF-CLAUSE-------------- MAIN CLAUSE
Simple Present, S+ will/shall + V-inf.
- asks Ss to pick out the sentences in the passage.
- writes and does concept check
- gives feedback.
2.practice:
a.Act.1: Read the passage & check the predictions
*)Answer key:
 1. f 2.e 3.b 4.a 5.c 6.d
- asks Ss to read the passage in 3 Ms.
- gets feedback.
- asks the whole to check.
a.Act.1: Comprehension questions (Part b - Page 48)
*) Answer key:
1. Mr. Brown is the speaker.
2.The volunteer conservationist is the ...
3. They are on the beach.
4.They are going to clean the beach.
5. If they work hard today, they will ...
- hangs on the Qs & explains the way.
- asks Ss to read the text again and answer the above questions.
- gets feedback.
- asks the whole to check.
3.Further practice:, Exercise: (b,c,d at P. 46-Workbook
- asks Ss to do exercises- P. 46 (workbook)
- gets feedback.
- try out and repeat chorally- individually
- give the meaning & make sentences
- read and rewrite the words on the board.
- pick out the model.
- give their ideas.
- copy down
- read it to check their predictions.
- speak out their answers.
- check it and explain the information.
- read through the questions
- work in pairs to share their ideas
- ask and answer the questions and then write the right answers on the board.
- check the answers with teacher.
-Do the exercise in groups.
-The groups show their answers before the class.
-The others comment and correct.
IV.Consolidation: Brainstorm (group work)
To protect the environment,
We should
We should not
- collect garbage
- clean the places we live.
- ..
- destroy forests
- throw waste things away.
- 
V.Homework:
- asks Ss to revise the lesson & do exercises 8,10-P.46 (workbook)
- asks Ss to prepare: Speak -P.49
EXPERIENCES :
Day of preparing 1/11/2016
Day of teaching : 15/1/2016
Period : 38
UNIT6: THE ENVIRONMENT
Lesson 2: listen & speak
A./ THE AIMS :
I. Knowledge: At the end of the lesson, Ss will be able to:
 - Understand the situations causing the pollution in the oceans and talk about the ways to protect the environment and use the expressions: I think you should/ Why don/t you/.. to persuade others to do something..
II. Skills: Listening, speaking & Writing.
B./ Teaching AIDS :
Students and teacher ‘s books
Picture and Posters 
C/ STEPS OF THE LESSON
I. Settlement: Greets and checks attendance
II. Checking: 5-minute test
- asks Ss to write the activities they will do to make the environment of their school clear and beautiful.
 III. New lesson:
Teacher/s activities
Ss/ activities
*)Lead-in: Chatting
? Have you ever been to the beach
?What do you think about our oceans today.
? Are they polluted? What causes the pollution in the oceans
- comments on the answers and introduces the lesson.
1.pre-listening:
a)Act.1: Vocabulary
 - raw sewage/......./(N)(Example)
 - (to) pump (Trans.)
Ex: Raw sewage is pumped into the sea.
 - (to) drop (Trans.)
 - oil spills (N) (Trans.)
 - marine life (N)/................../ (Trans.)
- elicits first and says out the words
- writes and checks.
- uses What and Where to check vocab.
b)Act.2: prediction:
-gives the instructions: predict to fill in the gaps.
-collects their answers and show before the class.
2.while-listening
Listen and fill the missing information in the notes.(Part 4-P.50)
*) Answer key
Secondly: Garbage is .
Thirdly: come from ships at sea.
Next: Waste materials come from factory.
Finally: Oil is washed from the land.
- hangs on the Grids and focuses Ss on the information.
- plays the tape again (four times)
- gets feedback.
- plays the tape once more and gets feedback.
3.post-listening:
Act 1: Structures to persuade someone: 
I think you should 
It would be better if you 
Why don/t you + V-inf..?
..
- elicits the language from Ss and writes it on the board.
- runs though them and check the understanding.
- talks about the form and the use, help Ss be clearer with Because/For/..
Act.2: Questionnaire (P.49)
*) Model:
Lan:I think you should save paper.
Hai: How can we save it?
Lan: It would be better if you collect waste paper and recycle it.
Hai: And.
-hangs on the questions and makes the model. 
- asks Ss to work in groups & goes round to elicit the expressions from Ss.
- asks Ss to show their ideas to the front.
- corrects if necessary
Answer the questions individuals. Others comment on the ideas.
- try out and repeat chorally- individually
- give pronunciation & the meaning then the word class. 
- read and then rewrite them
predict in groups. Show before the class.
- pay attention.
- listen and take notes.
- work in groups & share their ideas.
- keep listening.
- speak out their answers.
- give feedback and correct their predictions.
- give the meaning and discover the structure and use.
- listen and copy down.
- read them through.
- make the model with teacher
- express their ideas in groups.
- practice speaking.
- correct themselves.
IV.Consolidation: Network
Causes leading pollution in the oceans
 V.Homework:
- asks Ss to write about pollution in oceans at home and prepare : Read(P51).
EXPERIENCES :
 DUYET NGAY 11/1/2016
 TO CM : 
 WEEK : 20
Day of preparing 17/1/2016
Day of teaching : 18/1/2016
Period : 39
UNIT6: THE ENVIRONMENT
Lesson 3 : read
A./ THE AIMS : 
I. Knowledge: At the end of the lesson, Ss will be able to:
 - understand the details of the poem about the pollution of environment and know how to reduce it.
II. Skills: Reading & writing 
B./ Teaching AIDS :
Students and teacher ‘s books
Picture and Posters 
C/ STEPS OF THE LESSON
I. Settlement: Greets and checks attendance
II. Checking
Network
Throwing trash, garbage,...... 	 cutting the forests
 Causes leading the pollution problems
Pumping raw sewage into rivers, oceans,...... 
III. New lesson:
Teacher/s activities
Ss/ activities
*)Lead-in:
-introduces the story from a mother with the boy and introduces the lesson.
1.pre-reading:
a)Act.1: Vocabulary
(a) junkyard /........./ (Example)
(to) cover (Trans.)
foam (Un. N) (Example)
Ex: The streams will be covered with foam.
(to) end up (Trans.)
treasure(N) (Example)
folk (N) = people
- elicits the words from the Ss and says them out.
- writes and checks.
- instructs Ss to read.
- uses “ Matching” to check vocab. and asks Ss to correct.
b)Act.2: Matching (Part a-P.51)
*)Answer key:
 1. c 2. g 3.f 4.e 
 5. d 6.a 7.b
c)Act.3: Guiding questions
1 What are Mom and the boy talking about?
2.Can we enjoy our day now? Why (not)?
- introduces the topic of the text and asks two above questions. 
- gets feedback.
- makes the content of the text more clearly.
2.while-reading
a)Act.1: Read the text and answer the questions.(P.51)
*)Questions: 
1.What will happen if the pollution goes on?.
2.What will happen with the fields & streams?
3. Do you think the boy/s question (lines 9-10) is silly? Why (not)?
4. Who make the environment polluted?
5. What does the poet want us to do for the environment?
- hangs on the Qs. on the board & asks Ss to read the poem to answer.
- gets feedback.
- asks the whole to check.
- asks Ss to play the role with the Qs.,
3.post-reading: Brainstorm
What could you do to minimize pollution in your school?
- writes down the above questions and asks Ss to work in groups
- gets feedback
- think about and then speak out their ideas
- try out & repeat chorally-individually. 
- give the meaning & make the sentences.
- run through the words.
- share their ideas and go to the B.B and match the words with the definitions.
- They are talking about the pollution
-No. Because the environment is very polluted
- read the text to answer the questions.
- speak out their answers.
- take notes.
- If the pollution goes on, the world will end up like a second-hand junkyard.
- The fields will be littered with plastics and tins; the streams will be covered with foam.
- No. Because if he throws the bottles, that will be polluting the woods.
- The mother thinks other folk made the environment polluted.
- The poet wants us to take responsibilities for protecting the environment.
- read the poem and answer them in pairs.
- speak out &write their answers on the BB
- correct the answers and copy down.
- ask and answer the Qs..
Ex: - pick up the garbage
 - put the bins around the school yard
- share their ideas in groups
- write their ideas on the board and then check them..
IV.Consolidation: 
 - uses the Brainstorm to revise the lesson and talk about our responsibilities of protecting the environment.
V.Homework:
 - asks Ss to read the text at home again and list out the way to protect the environment.
 - asks Ss to prepare: Write- P.52
EXPERIENCES :
 : 
Day of preparing 17/1/2016
Day of teaching : 22/1/2016
Period : 40
UNIT6: THE ENVIRONMENT
Lesson 4: write
A./ THE AIMS : 
I. Knowledge: At the end of the lesson, Ss will be able to:
 - understand and know how to write a letter for complaints and write their letters to complain something about pollution.
II. Skills: Writing.
B./ Teaching AIDS :
Students and teacher ‘s books
Picture and Posters 
C/ STEPS OF THE LESSON
I. Settlement: Greets and checks attendance
II. Checking
asks Ss to revise the form of a letter about enquiry
+ Introduction:
+ Request:
+ Further information:
+ Conclusion:
III. New lesson:
Teacher/s activities
Ss/ activities
*)Lead-in: 
- introduces the situation in which Ss want to complain about pollution around their area.
1.pre-writing:
a)Act.1: Vocabulary
- (to) suggest (Trans.)
Ex: I suggest that you should keep your school clean.
- response (N) (Trans.)
- (a) frog (Picture)
- (a) toad (Picture)
- (the) electric shock wave (Trans.)
- (to) prohibit (Trans.)/......................./
- elicits the words from the Ss and says them out.
- writes and checks.
- uses “ R.O.R” to check vocab. and asks Ss to correct.
b)Act.2: Presentation text
+ Form of the complaint letter: (P.52)
+ Matching: ( The jumbled letter at P.52)
- hangs the form of the complaint letter on the board and explains the way form each part.
- hangs on the jumbled letter named for each part: from 1 to 7
- asks Ss to macth them with: Address, opening, S, C, R, A, P/ Closing
- gets feedback.
- asks the whole to check and asks the Qs about the content of the letter.
2.while-writing:
a)Act.1: Write a complaint letter about catching fish by electricity. (Part b-P.53)
Ex: Dear Mr. President,
I am writing to you about the problem of fish catching in.....
- introduces the situation and asks Ss to write their complaint letter.
- goes around to instruct Ss.
- gives out the cellophanes(about 4) and asks Ss to write their letters in groups.
3.post-writing: Exhibition
- collects 3 drafts from Ss and put them in the overhead.
- helps the whole to correct.
- asks them to copy down.
- listen to teacher.
- try out & repeat chorally-individually. 
- give the meaning & make the sentences.
- read the rubbed words and write them again on the board..
- listen and take notes
- work in four groups, share their ideas and then write their answers on the worksheets.
- check the answers with teacher and answer the questions.
- read it and write it individually, using the information in Brainstorm and the text.
- write a letter for themselves.
- discuss in groups, share their ideas and write their letter on the cellophanes.
- share and compare their work.
- correct passages with teacher
- copy it in their books
Possible letter
Dear Sir,
I am writing to you about the problem of fish catching in the lake behind my house.
I am very worried because people use electricity to catch fish. They made a lot of fish died and floated on the water surface. Other animals such as frogs, toads and even birds also died from electric shock waves.
I suggest the local authorities should prohibit and fine heavily anyone using this way to catch fish.
I look forward to hearing from you and see the protection of environment from the local authority.
Sincerely,
Hai.
IV. Consolidation :
- asks the Ss to revise the way to write a complaint letter .
V.Homework:
- asks Ss to write a complaint letter for school management about a lot of Ss to throw waste paper, garbage around the school.
- asks Ss to prepare: Language Focus - P.53-56.
EXPERIENCES :
 Duyệt ngày :18/1/2016
 Tổ CM : 
Week 22
Date: January,27th , 2011
Period : 41	 
UNIT6: THE ENVIRONMENT
Lesson 5: language focus
A./ objectives:
I. Knowledge: At the end of the lesson, Ss will be able to:
Revise and practice further in Adjectives and Adv. of manner, adverb clauses of reason, adjective + that clause and If-clause (Type 1)
II. Skills: Writing 
B./ procedures:
I. Settlement: Greets and checks attendance
II. Checking: 
III. New lesson:
Teacher/s activities
Ss/ activities
1.Act.1: Complete the sentences with the adverbs of manner.(Part 1-P.53)
*) Model:
- Extreme - Extremely
*)Answer key:
b. slowly d. happily
c. sadly e. well/slowly
- gives the model and checks the way to change Adj. into Adv. of manner.
- checks the meaning and its function
- asks them to complete the excer. in pairs.
- gets feedback & helps Ss to correct.
2.Act.2: Adverb clause of reason- Because/as/since ( Part 2-P-54)
*) Example:
Ba is tired because/as/since he stayed up ..
Or Because Ba stayed up ........., he is tired
- asks Ss to read through the example and give the meaning, form. 
- asks Ss to compare it with Pre. “Since”
- asks Ss to ask and answer the questions in pairs.
- gets feedback
- helps them to correct.
3.Act 3: Use That clause with adjectives (Part 4-P.46).
*)Ex:
That/s wonderful. I am pleased that you are working hard.
*)Structure:
S + be + Adj. + that + clause (N. clause)
*)Answer key:
b,I am excited that I will go to Da Lat.
c,I am sorry that I broke your bicycle yesterday.
d,I am disappointed that you did not phone me.
e, I am amazed that I could win the first prize.
- gives the example & checks the meaning & the form.
- asks Ss to work in pairs to complete the exercise 3.
- invites the answers .
- asks the whole to check.
4.Act 4: Match the two columns, focusing on If - clause (Type 1)( Part 4-P.56)
*)Example:
If we pollute the water, we will have no fresh water to use.
- gives the example and asks Ss to revise the use and form of If-clause (Type 1)
- asks Ss to do exercise 4.
- gets feedback.
- asks the whole to check.
4.Act 4: Put the verbs in parentheses in the right form. (exer. 10-P.46-workbook)
Ex: If we (run) out of oil, we (need) other kin