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

ocabulary:
- Teacher uses techniques to teach students new words.
- Checking understanding:
Rubout and remember.
* Matching:
Getting started P.47
- Students match the environment problems to the pictures.
* Prequestions:
What do you usually do to protect our environment?
I. New words:
garbage dump:
deforestation:
dynamite fishing:
spraying pesticides:
dispointed (adj):
the shore:
b·i ®æ r¸c th¶i
sù tµn ph¸ rõng
viÖc ®¸nh b¾t c¸ b»ng thuèc næ
viÖc phun thuèc diÖt s©u bä
thÊt väng
bê biÓn
II. Matching:
 a) b) c) 
 d) e) f) 
* Key:
a) air pollution 
b) spraying pesticides
c) garbage dump 
d) water pollution
e) deforestation 
f) dynamite fishing
WHILE READING
(20 minutes)
* Listen and read P.47 - 48:
* Set the scene:
Mr. Brown is talking to some volunteer conservationists.
- Students answer the prequestions.
- Teacher gets students read the text as they listen to it.
* Matching :
- Students match the names in column A with the task in the column B 
- Teacher elicits the model sentences:
- Concept checking:
+ Nh÷ng c©u nµy cã nghÜa tiÕng ViÖt lµ g×?
+ Khi nµo th× sö dông cÊu tróc c©u nµy?
+ C©u gåm mÊy mÖnh ®Ò? MÖnh ®Ò If ë th× nµo? MÖnh ®Ò chÝnh ë th× nµo?
* Comprehension questions:
- Students answer the comprehension questions on page 48.
III. Listen and read:
1. Match the names in column A with the task in column B:
* Answer key:
1 + f 2 + e 3 + b 
4 + a 5 + c 6 + d
2. Model sentences:
- If you can't find your place, I will help you get there with this map.
- If we work hard, we'll make this beach a clean and beautiful place again.
III. Answer the comprehension questions:
* Key:
1. The speaker is Mr. Brown.
2. The listener are (member of) the volunteer conservationists.
3. They are on the beach.
4. They are going to clean the beach.
5. If they work hard today, they will make the beach clean and beautiful again soon. 
POST READING
(10 minutes)
* Language focus 4, 5:
- Teacher gets students to do the exercises and then correct them.
+ Students base on the cues given to write the main clause of the sentences:
IV. Language focus:
1. Language focus 4. P.56:
* Answer key:
1-e: If we pollute the water, we will have no fresh water to use.
2-a: If you cut down the trees in the forests, there will be big floods every year.
3-c: If there is too much exhaust fume in the air, more and more people will cope with respiratory problems.
4-d: If you can keep your neighborhood clean, you will have an ideal place to live.
5-b: If people stop using dynamite for fiahing, a lot of sea creatures will be well preserved.
2. Language focus 5. P.56:
* Answer key:
b/ If we go on littering, the environment will become seriously polluted.
c/ If we plant more trees along the s
treets, 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 ur environment clean, we will live a happier and healthier life.
4. Homework: (2 minutes)
- Learn by heart the new words and read the text again.
- Do exercises 8, 9, 10 P. 45 - 46 (Workbook)
- Prepare Speak (textbook)
* Teacher guides students to do the exercises:
Bµi tËp 8: Dùa vµo nh÷ng tõ cho ë trong khung ®Ó viÕt c©u hoµn chØnh, sö dông cÊu tróc c©u ®iÒu kiÖn.
Bµi tËp 9: Tr¶ lêi c©u hái, sö dông tõ gîi ý cho ë trong khung ®Ó viÕt c©u ®iÒu kiÖn lo¹i 1.
Bµi tËp 10: Chia ®éng tõ cho trong ngoÆc: th× hiÖn t¹i ®¬n vµ t­¬ng lai ®¬n. 
Period 38. Unit 6: the environment
Lesson 2: speak. P.49 - 50
I. Aims:
- To help students t persuade people to protect the environment.
- To develop students' skills.
II. Objectives: By the end of the lesson, students will be able to persuade their friends to do something to protect the environment and to reduce the environmental polution.
III. Ways of working:- T - WC, team work, group work, pair work, individual work.
IV. Materials: Textbook
V. Anticipated problems: 
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (5 minutes) Brainstorming:
- Students write the thing that make our environment pollutted.
air pollution
deforestation
Environmental problems
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE SPEAKING
(15 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
- Checking understanding: 
Rubout and remember.
* Set the object of task a. P.49
* Presentation dialogue:
- Teacher present the dialogue to the students.
* Substitution drill:
- Students use the expressions and idia cues given.
I. New words:
(to) prevent:
(to) reduce:
(to) wrap:
(to) avoid:
exhaust fume:
ng¨n chÆn, phßng chèng
lµm gi¶m, gi¶m
bäc, gãi
tr¸nh
khÝ th¶i
II. Expressions:
- I think you should.................................
- Won't you ...........................................?
- It would be better if you..................... .
- Why don't you.....................................?
- Why not...............................................?
- What / How about...............................?
 III. Dialogue:
S1:
S2:
S1: 
 I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food.
Why? How come?
Because plastic bags are very hard to dissolve, they will cause pollution. And if we use less paper, we can save trees in the forest. That 's how we can save the environment.
WHILE SPEAKING
(15 minutes)
* Speak P.49:
- Matching:
Students match the items in green box with the items in the red box. (On posters)
* Questionnaire: (Group work)
- In group of four students find possible answers in section a) to the questionnaire
* Discussion: (Group work)
- In groups of four students discuss with a partner the best way to protect the environment, take turns to try and persuade your partner into doing things they think the most practical.
IV. Speak:
1. Matching:
E.g: 
S1: How can we save paper?
S2: Use banana leaves.
2. Speak:
Example:
- I they we should burn trash to reduce the amount of garbage we produce to protect the environment.
- 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.
- How can we do that? I think only the factory can.
- What about collecting used paper, bottles and cans every day? It's not difficult.
- That's a good idea! Let's do that.
POST SPEAKING
(7 minutes)
* Write it up:
- Students write the ideas of the best way to protect the environment.
3. Write it up:
Example:
- Write on both sides of the paper / recycle used paper.
- Save plastic bags, clean and reuse them.
- Don't throw waste and garbage into streams, lakes and even oceans.
- Throw garbage in waste bins.
- Use fewer private vehicles and don't release pollutants into the air.
- Try to reuse and recycle things.
4. Homework: (2 minutes)
- Learn by heart the new words.
- Do exercises: 4. P.42 (workbook)
- Prepare: Listen ans language focus 1, 2, 3 (textbook)
* Teacher guides students to do the execise:
KÕt hîp 2 c©u thµnh mét c©u, sö dông Because, since, as
Period 39. Unit 6: the environment
Lesson 3: listen + Language focus 1, 2, 3. P.50, 53 - 55.
I. Aims:
- To help students listen for details, further practice for conditional sentence type 1.
- To help students know how to use adjectives and adverbs; students practice the adverb clauses of reason (as, because, since); adjective + that clause.
- To develop students' skills.
II. Objectives: By the end of the lesson, students will be able to do all the tasks.
III. Ways of working: T - WC, individual work.
IV. Materials: Textbook, pictures in the textbook, cassette player.
V. Anticipated problems: - Students might have difficulty in understanding the listening text which has completed structures and a lot of new words.
- The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (2 minutes) Teacher asks students some questions:
What are we doing with our environment now? Are we polluting it? What are we polluting? (air, water, land...........)
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE LISTENING
(6 minutes)
* Set the sence:
- Short discussion: How the Ocean is polluted? / What makes the Ocean polluted?
* Preteach:
- Teacher uses techniques to teach students new words
* Prediction: 
- Students predict 4 things that make the ocean polluted. (individual work)
- Students compare their predictions (pair work)
I. New words:
raw sewage:
(to) pump:
(to) leak:
marine (adj):
oil spills:
vessel:
n­íc th¶i ch­a qua xö lý b¬m
rß rØ
thuéc biÓn
sù trµn dÇu
tµu, thuyÒn
WHILE LISTENING
(10 minutes)
* Listen. P.50
- Students listen for the first time and check their prediction (selecting)
- Students listen for the second time and do the gap fill:
- Students listen for the third time to check their task.
Tapescript:
Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes from 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 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leak from the vessel. This is not only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factoty 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.
II. Listen. P.50
1. Checking the prediction:
- Raw sewage
- Garbage
- Oil spills
- Waste materials
2. Gap fill:
How the ocean is polluted
Firstly:
Secondly:
Thirdly:
Next:
Finally:
Raw sewage is pumped directly into the sea.
Garbage is dropped into the sea.
oil spills come from ships at sea.
Waste materials come from factories. 
Oil is washed from the land.
POST LISTENING
(5 minutes)
* Writing:
- Students complete the sentence:
3. Write:
Complete the sentence:
The ocean won't be polluted if....................
....................................................................
FURTHER PRACTICE
(14 minutes)
* Language focus:
Language focus 1. P.53
- Teacher calls out the adjectives, students change them into adverbs.
- Students do the exercise; Teacher corrects:
Language focus 2:
Students use because, as or since to join the pair of sentences together
(Word cues drill & picture cues drill)
Language focus 3. P.55
- Students work in pair to complete the dialogues. 
- THAT CLAUSE th­êng ®­îc dïng sau c¸c tÝnh tõ ®Ó diÔn t¶ c¶m xóc hoÆc sù ch¾c ch¾n.
III. Language focus:
1. Language focus 1. P.53:
Adjectives
Adverbs
extreme
extremely
good
well
happy
happily
sad
sadly
slow
slowly
* Answer key:
a) Hoa was extremely pleased that she got an A for her assignment.
b) The old man walked slowly to the park.
c) Tuan sighed sadly when he heard that he failed the test.
d) The baby laughed happily as she played with her toys.
e) Mrs. Nga speaks English quite well.
2. Language focus 2:
Adverb clause of reason:
Answer key:
b) Man has a broken leg becase / as / since he fell over while he was playing basketball.
c) Lan is going to be late for school becase / as / since the bus is late.
d) Hoa broke the cup becase / as / since she was careless.
e) Mai wants to go home becase / as / since she feels sick.
f) Nga is hungry becase / as / since she hasn't eaten all day.
3. Language focus 3:
Adjective + that clause:
* Answer key:
b) Mrs. Quyen: When are you going on vacation with your family, Sally?
Mrs. Robinson: Tomorrow. I'm excited that I can go to Da Lat this time.
c) Lan: I am sorry that I broke your bicycle yesterday.
Tien: Don't worry. I can fix it.
d) Liz: I forgot to tell you I was going to Lan's place.
Mr. Robinson: I'm disappointed that you did not phone me about it.
e) Miss Lien: Congratulation!
Nga: Thanks. I'm amazed that I could win the first prize.
4. Homework: (2 minutes)
- Learn by heart all the new words
- Do exercises: 1, 2. P.41, 42 (workbook)
- Prepare Read (textbook)
Teacher guides students to do the exercises:
Bµi tËp 1: Khoanh trßn tõ ®óng ®Ó hoµn thµnh c©u: Dïng tÝnh tõ hay tr¹ng tõ?
Bµi tËp 2: Hoµn thµnh ®o¹n v¨n, sö dông d¹ng thÝch hîp cña tõ cho trong khung.
 Period 40. Unit 6: the environment
Lesson 4: read. P.51.
I. Aims:
- To help students read the poem for main idea.
- To develop students' skills.
II. Objectives: By the end of the lesson, students will be able to talk / write about minimizing pollution in their school.
III. Ways of working: T - WC, group work, pair work, individual work.
IV. Materials: Textbook, color chalk, workbook, a poster, picture.
V. Anticipated problems: It's the first time students read a poem so students might have difficulty in understanding the idea the author want to express as the mummy' s opinion. (Line7, 8, 11, 12, 13, 14) might cause problems in understanding the text. There are many new words in matching activity P.51.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students' attendance.
2. Revision: (5 minutes) T / F repetition:
1. If raw sewage is pumped directly into the sea, the ocean will be polluted.
2. Oil spills from ships at sea do not make the sea polluted.
3. Waste materials from factories pollute the ocean.
4. Oil washed from land causes the ocean pollution.
5. Garbage was never dropped into the sea.
6. Tourists always keep beaches clean.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE READING
(10 minutes)
* Set the sence:
- Teacher introduce the topic: use a picture of a school ground being full of garbage / a classroom full of garbage.
* Preteach:
- Teacher uses techniques to teach students new words:
* Discuss:
- Students discuss and guess the answers to the questions:
+ Who is asking?
+ Who is answering?
+ What are they talking about?
+ Who knows more about making the environment clean?
I. New words:
- a second hand junk yard: b·i r¸c, b·i chøa nh÷ng thø ®· qua sö dông
- a treasure: kho b¸u
- a stream: suèi, dßng s«ng nhá
- (to) minimize / (to) minimise: gi¶m ®Õn møc tèi thiÓu
WHILE READING
(20 minutes)
* Read P. 51:
- Students listen for the first time and check their predictions.
( A mother and a son are having a picnic in a park.... The son sees that the place is polluted.He asks his mother abot the problems of pollution)
- Students read again and do the matching part a P.51
(Posters of five items from the green box. P.51)
Chó ý:
H­íng dÉn häc sinh ®äc bµi th¬, bµi cã thÓ ph©n thµnh côm ®Ó cho häc sinh dÔ hiÓu:
1-2
3-4-5-6
7-8
9-10
11-12/13-14-15-16
- Students read again and answer the comprehension questions: 
1-5 (Focus on question 4)
II. Read:
1. Check the predictions:
+ A child is asking
+ A mother is answering
+ They are talking about the problems of pollution.
+ (Students' answer) 
The possible answer: The child does.
2. Students do the matching on page 51:
1. junk-yard
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. folk
c) a piece of land full of rubbish (mét m¶nh ®Êt ®Çy nh÷ng ®å bá ®i)
g) reach a state of
(®­a tíi t×nh tr¹ng)
f) valuable or precious of things
(nh÷ng vËt quÝ gi¸ hoÆc cã gi¸ trÞ)
e) mass of bublles of air or gas (v« sè nh÷ng bät khÝ)
d) a flow of water
(mét dßng n­íc)
a) a row of things forming a fence
(mét d·y nh÷ng thø lµm thµnh hµng rµo)
b) people (ng­êi ta)
3. Answer the comprehension questions:
Answer key:
1. If the pollution goes on, the world will end up like a second hand unk-yard.
2. The mother thinks other folk pollute (are responsible for the pllution of) environment but not her and her son.
3. If the boy keeps on asking such questions, his mother will take him hoe right away.
4. No. Because he is right: if he throws the bottles that will be polluting the woods.
5. The poet wants us to learn that every one is responsible for keeping the environment from pollution / stopping polution.
POST READING
(7 minutes)
* Group discussion:
1. Do you like the mummy in the text? Why? Why not?
+ Eliciting:
- Does the Mummy protect the environment?
- Should she tell the boy to throw the soda bottles over the hedge?
- Should we protect the environment in our school?
2. Question 6.
III. Discussion:
1. Do you like the Mummy in the text? Why? Why not?
2. What could you do in your school / house to minimize the pollution?
6. (Students' answers)
E.g: Put the bins around the school yard.
 Pick up the rubbish / garbage and throw it into a trash bin.
 Should not litter / spit on the ground.
4. Homework:(2 minutes)
- Learn by heart the new words and read the text again.
- Write a passage to tell what you should do in your school / house to minimize the pollution (to protect the environment)
- Prepare: Write (textbook)
Period 41. Unit 6: the environment
Lesson 5: write. P.52 - 53
I. Aims:
- To help students write a complaint letter.
- To develop students' writing skill.
II. Objectives: By the end of the lesson, students will be able to write a complaint letter (100 - 120 words) about catching fish using electricity base on the language materials provided.
III. Ways of working: T - WC, individual work.
IV. Materials: Textbook, pictures, wordcards (five sections in a complain letter, P.52)
V. Anticipated problems: Students might not know much about catching fish using electricity.
VI. Teaching steps:
1. Warm up: (5 minutes) Teacher introducing the topic of the letter:
What types of letters do you know?
Personal
Business
Thank you
Invitation
Job application
Congratulation
* Elicit: You have bought a TV set and it doesn't work now. What type of letter do you want to write to the shop? - A complain letter.
2. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE WRITING
(15 minutes)
* Discussion:
- How many parts of are there in a complain letter?
(Teacher shows the cards and get students to read)
Cards:
- States the reason for writing
- Mentions the problems
- Makes a suggestion
- Talks about future action
- Ends the letter politely
(If students are good at English, mix the cards and ask students to order the cards -> read)
- Teacher checks and asks students to repeat.
* Read: 
- Students read the letter on page 52 on put the sections of the jumble letter in the right order to make a complaint letter.
(H×nh thøc cña bøc th­: SCRAP)
- T. calls a student to read a complete letter to check.
* Set the scene:
- Teacher ask students to read part b) P.53
Q: What does catching fish with electricity cause?
I. Discussion:
- How many parts of are there in a complain letter?
II. Ordering:
1. Label the sections of the letter. P.52:
1. Situation 
2. Complication
3. Resolution
4. Action
5. Politeness
- States the reason for writing
- Mentions the problems
- Makes a suggestion
- Talks about future action
- Ends the letter politely
2. Ordering: 
* Key:
R- "I would suggest that........... leaving"
S - "I am writing to .................. the north"
A - "I look forward..................company"
C - "When the trucks............. and flies"
P - "Yours faithfully, 
 Tran Vu Nhat"
WHILE WRITING
(15 minutes)
* Write:
- Students write a complaint letter individually. Begin with:
Dear Mr. President,
I am writing to you about the problem of fish catching in the lake behind my house........
The suggested letter:
I am writing to you about the problem of fish catching in the lake behind my house.
I am very worried because people (don't use fishing rod or net but) use electricity to catch fish. After a short time they left the place / lake, a lot of small fish died and floated on the water surface. Other animals such as frogs, toads, and even birds also di