Giáo án Tiếng Anh Lớp 9 theo CV5512 - Unit 9: The environment - Năm học 2020-2021

Nội dung text: Giáo án Tiếng Anh Lớp 9 theo CV5512 - Unit 9: The environment - Năm học 2020-2021

1. ENGLISH 9 ___1___ 2020-2021 Date of preparation: / /2021 Date of presentation: 9A: / /2021 9B: / /2021 PERIOD 37: UNIT 6: THE ENVIRONMENT Lesson 1: Getting started & Listen and read I. THE AIMS OF THE LESSON. 1. Knowledge. - Students learn about the topic of the unit and elicite some urgent matter and the vocabulary about the environment. *Vocabulary: garbage dump, (to) spoil, deforestation, achirve,dynamite fishing, spraying pesticide 2. Ability: - Students are able to read and understand of main content, detailed content of the reading; can guess the meaning of new words based on the context and inference; recognize the organization of the reading. - Students are able to talk about the topic of the unit and elicite some urgent matter and the vocabulary about the environment. - Students form and develop the competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. 3. Quality: - Students have a general understanding of the environment issues; has a serious and positive attitude toward subject and learning English. energetically and actively participate in learning activities. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers - Students prepare textbooks, notebooks, studying tools, ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6’) a) Objective: To create students' excitement to take part in the new the lesson. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements. Then, present in the class and join in the new lesson. c) Products: Students have the excitement and be ready to participate in discovering the content of the new lesson. d) Organization of implementation: Teacher's activities Students' activities - Let students play the game guessing - Students play the guessing game in 4
2. ENGLISH 9 ___2___ 2020-2021 in 4 groups: Answer the question: groups to answer the question: "What word id it?" "What word id it?" - Teacher elicites. + It is about things around us like air, water, land, trees, forests. Key: Environment + It is being polluted now. And when it is polluted it affects our lives. 2. Activities 2: (10’) a) Objective: Students identify, understand the situation and language materials. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to learn and use language materials simply: match the words to the correct pictures. c) Products: Students know how to use the knowledge they’ve learned. d) Organization of implementation: Teacher's activities Students' activities - Introduce new words using the 1. Getting Started pictures. - Students guess and learn new words. + dump + deforestation + dynamite + pesticide - Ask Ss to read the words in chorus. - Students read the words in chorus. - Hang 6 pictues of the textbook on - Students match the word to the page 47 and ask Ss to match the word correct picture. to the correct picture. - Check the answer. - Students check and correct the matching. 3. Activities 3: (20’) a) Objective: Help students use the knowledge they have learn to practice in the situation of the lesson: do conservation on the beach. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to listen, read and write; apply knowledge to complete the exercise, experience in the situations. c) Products: Students know how to use the knowledge they’ve learned; read and find out what each of them is going to do. d) Organization of implementation: Teacher's activities Students' activities 2. Listen and read - Ask: - Discuss to answer. + Why do the writers of this book They want us to know that our show us these pictures? environment is being polluted and we should do something to save it + What should you do to save the We clean the school yard environment? the road
3. ENGLISH 9 ___3___ 2020-2021 plant trees and flowers collect waste paper. - Introduce the situation of the lesson: - Listen to the teacher's introduction "Mr brown and some volunteer and the tapcript the first time. convervationists are going to clean the beach. Read and find out what each of them is going to do? " - Play the tapcript the first time. - Listen and look at the text in textbook to list what people have been required to do. - Ask students to show their answers - Show the answers: 1. Walk along the shore 2. Check the sand 3. Check among the rocks - Give comment and the correct - Listn and write. answers. * Matching - Play the tapcript the second time. - Listen and look at the text in textbook to do excercise 2a. - Ask Ss to compare and cross-check - Compare and cross-check the the answers with a partner. answers in pairs. - Ask Ss to read their answers - Read their answers. - Give comments and answers. - Listen and write the answers. Group 1: walk along the shore Group 2: check the sand Group 3: check among the rocks Mr Jones: collect all the bags and take them to the garbagedung Mrs Smith: Provide a picnic Mr Brown: give out the bag - Elicite students to show the form of - Show the form of the conditional the conditional sentences: type 1. (Mr sentences: type Brown required what to make the "If they work hard today, they will beach clean and beautiful again) make the beach ." - Explain about the form of the - Listen to the explaination. conditional sentences: type 1 * Answer - Ask students to work in pairs to read - Read the text again and complete the text again and complete the the exercise in pairs. exercise. - Call students to show the answer. - Show the answer in class. - Listen, give comments and the - Listen and write the correct correct answers. answers. 1. The question is Mr Brown 2. The listeners are the volunteer con
4. ENGLISH 9 ___4___ 2020-2021 3. They’re going to clean the beach 5. If they work hard, they’ll make 4. Activities 4:(6’) a) Objective: Students use the knowledge to practice with the requirements of the lesson or the teacher's requirements: discuss the question: "What should we do to keep our environment clean and green?" b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to discuss the questions: "What should we do to keep our environment clean and green?" as the requirements of the lesson or the teacher's requirements, then present in the class. c) Products: Students know how to use the knowledge they’ve learned to talk about what we should do to keep our environment clean and green. d) Organization of implementation: Teacher's activities Students' activities - Devide the class into groups to - Discuss the question in groups. discuss the question: "What should we do to keep our Don’t throw waste in the public environment clean and green?" Don’t cut down burn the forest use dynamite to catch fish Plant more trees Reduce the amount of pesticide Take part in socid activities to save our environment * Guide students to learn by themselves. (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: learn the lesson, do exercises and get ready for the next lesson. ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ Date of preparation: / /2021 Date of presentation: 9A: / /2021 9B: / /2021 PERIOD 38: UNIT 6 – THE ENVIRONMENT. LESSON 2: SPEAKING + LISTENING I. THE AIMS OF THE LESSON. 1. Knowledge. - Students learn how to persuade the others people to protect the environment and listen to the reasons of the environment polluted. * Vocabulary: wrap (v ), dissolve ( v), prevent (v), avoid ( v), harm (v), exhaust fume (n), raw sewage (n), pumb (v ), drop (v), oil spills (n), waste material (n), sea (n), ocean (n), marine life (n) * Model sentences: + I think you should +V-inf
5. ENGLISH 9 ___5___ 2020-2021 + Why don’t you + V-inf ? + What about + V-ing ? + How about + V- ing? 2. Ability: - Students pronounce clearly, relatively accurately the sound, stress, intonation, rhythm of phrases and sentences. - Then, students participate in short, simple conversations about the environmental issues related to the topic of the speaking. - After that, students present briefly, with preparation in advance projects on the environmental issues; Give the reason and briefly explain their point of view; exchange ideas and information on the environmental issues with simple discourse. - Student listen to understand simple phrases, instructions and expressions related to the listening; understand the main and the detailed content of the listening; identify the main ideas of the listening. - Students have a general understanding of the listening. Then, students are able to persuade the others people to do something to protect the environment and understand the reasons of the environment polluted. - Students form and develop competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. - Students form and develop the competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. 3. Quality: - Students have a general understanding of the environment issues; has a serious and positive attitude toward subject and learning English. energetically and actively participate in learning activities. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers - Students prepare textbooks, notebooks, studying tools, ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6’) a) Objective: To create students' excitement to participate in the new the lesson. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to listen, answer and do as the teacher's requirements. Then, present in the class and join in the new lesson. c) Products: Students have the excitement to join in the new lesson. d) Organization of implementation:
6. ENGLISH 9 ___6___ 2020-2021 Teacher's activities Students' activities Let students play a game - Students match the English words with “Matching” their meanings in groups. Environment đạt được deforestation thất vọng garbage dump cung cấp be disappointed phá rừng (to) provide bãi rác (to) spoil làm hư hại T Check up and correct. (to) achieve môi trường 2. Activities 2: (10’) a) Objective: Help students identify, understand the situation and language materials. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to learn and use language materials simply. c) Products: Students know how to use the knowledge they’ve learned. d) Organization of implementation: Teacher’s activities Students' activities T introduces some vocabularies. - Ss listen and take note. 1, Vocabularies wrap (v ) : gói, bọc dissolve ( v) phân hủy reduce (v) : giảm, làm giảm prevent (v) : ngăn ngừa, đề phòng avoid ( v) : tránh khỏi harm (v) : làm hại, sự có hại exhaust fume (n) : khói, khí thải raw sewage (n): chất thải thô (to) pumb (v ): bơm, đổ (to) drop : đánh rơi oil spills (n): dầu tràn waste material (n) : rác thải tươi sea (n) : biển ocean (n) : đại dương marine life (n): sinh vật biển T guides Ss read vocabulary: repeat - Ss repeat in chorus the words chorally. - Ss copy down T explains some structures to persuade Model sentences someone to do something. I think you should +V-inf Why don’t you + V-inf ? What about + V-ing ? How about + V- ing? Use:to persuade someone to do T gives an example. something.
7. ENGLISH 9 ___7___ 2020-2021 Eg : I think you should use banana leaves to wrap food. 3. Activities 3: (16’) a) Objective: Help students use the knowledge they have learn to practice in the situation of the lesson. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, work in pairs or in groups to listen, speak; apply knowledge to practice the topics, experience in the situations. c) Products: Students know how to use the knowledge they’ve learned to work in pairs to answer the questions in the questionaire; work in 3 groups to discuss the question “what do you do to protect the environment?". d) Organization of implementation: Teacher’s activities Students' activities 2- Practice speaking T asks Ss to persuade their partners to Ss do Ex a page 49 do the following things to protect the Each Ss give their sentences in the environment. class. T gets each Ss to call out one of their Ss listen and remember. sentences are finished. *Ex a P49 T corrects and remarks. Eg: S1: I think we/ you should use banana leaves to wrap food. S2: Won’t you use banana leaves to wrap food? S3 . Ss work in pairs to answer the question in the questionaire. T lets Ss to work in pairs to and answer Some pairs to give their answers . the question in the questionaire. Ss listen and remember. T calls some pairs to give their answers *Ex b P49 . Eg : 1. How can we save paper? T corrects and gives the remarks. -> I think we should recycle used paper, newspaper and write on both sides of the paper. T divides the class into 3 groups , each Ss work in 3 groups to discuss the group has a secrectary. Ask them to question “what do you do to protect discuss the question “What do you do the environment? to protect the environment. The Ss in groups have opinions, the secrectary *Ex c . P50 write down. Discussion: “ What do you do to protect the environment?” T calls the secrectary present their Ss present. answers. T checks and remarks. Ss listen and remenber.
8. ENGLISH 9 ___8___ 2020-2021 4. Activities 4:(10’) a) Objective: Students use the knowledge to practice with the requirements of the lesson or the teacher's requirements. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, work in pairs or in groups to listen and fill in each blank with a suitable word; experience in the situations then present in the class. c) Products: Students can listen and fill in each blank with a suitable word. d) Organization of implementation: Teacher’s activities Students' activities 3, Listen. T introduces the main content of part Ss listen and have guess. listen: you are going to listen to a + oil spills report on how our oceans are polluted. + raw sewage First you guess the reason cause the + garbage pollution on our ocean. + waste material T hangs the second board, demands Ss Ss look at the second board and read read scan it then listen and fill in the scan. missing words. * Listen and fill in each blank with a suitable word. How the ocean is polluted? Firstly: raw sewage is pumped directly into the sea. Secondly: (1)___is dropped into the sea. Thirdly : oil spills come from (2)___ at the sea. Next : Waste materials (3)___from (4)___ Finally: (5)___ is washed from the land. Ss listen. T plays the tape 3 times. Ss write their answer. T calls some Ss to go to the board and * Answer: 3. come write their answer in class. 1. garbage 4. factories T corrects and gives the key. 2. ships 5. oil Ss take note * Guide students to learn by themselves. (3') - Teacher guides and asks students how to learn and prepare the lesson at home. - Students: learn the lesson, do exercises and get ready for the next lesson. ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ Date of preparation: / /2021 Date of presentation: 9A: / /2021 9B: / /2021 PERIOD 39: UNIT 6 – THE ENVIRONMENT.
9. ENGLISH 9 ___9___ 2020-2021 LESSON 3: READ. I. THE AIMS OF THE LESSON. 1. Knowledge. - Students learn to read and understand the poem to get the information about protecting the environment. * Vocabulary: end up (v), second – hand (adj), junk-yard(n), treasure (n ), litter (v), tin (n), foam(n), hedge (n)= fence (n), nonsense(n), silly (adj), folk (n) = people, * Conditional sentences, type 1. 2. Ability: - Students are able to read and understand of main content, detailed content of the reading; can guess the meaning of new words based on the context and inference; recognize the organization of the reading. - Students are able to talk about about protecting the environment. - Students form and develop the competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. 3. Quality: - Students have a general understanding of the environment issues; has a serious and positive attitude toward subject and learning English. energetically and actively participate in learning activities. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers - Students prepare textbooks, notebooks, studying tools, ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6’) a) Objective: To create students' excitement to take part in the new the lesson. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to answer and do as the teacher's requirements. Then, present in the class and join in the new lesson. c) Products: Students have the excitement and be ready to participate in discovering the content of the new lesson. d) Organization of implementation: Teacher's activities Students' activities - Let students * Chatting: - Students answer. + Do you like poetry? + Do you often read poetry?
10. ENGLISH 9 ___10___ 2020-2021 + Who is your favorite poet? + Have you ever read a poem in English? + What is it? Do you understand it? - In today's lesson, we will read a poem - Students join in the new lesson. in English about the environment. 2. Activities 2: (10’) a) Objective: Help students identify, understand the situation and language materials. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to learn and use language materials simply. c) Products: Students know how to use the knowledge they’ve learned. d) Organization of implementation: Teacher's activities Students' activities Pre –reading T set the scene: In this lesson, you are - Students listen and take note. going to read a poem in which there is a mother and her son. They are having a picnic in a park. The son sees the place is polluted. He asks his mother about the problems of pollution. Before reading, I want to introduce some new words in this poem. T explains some new words. 1, New words. + (to) end up: đạt tới. + second – hand (adj): cũ, dùng rồi + junk-yard(n): bãi phế thải + treasure (n ): châu báu,bạc vàng + (to) litter: vứt bừa bãi + tin (n): thiếc, đồ hộp + foam(n): chất bọt + hedge (n): hàng rào = fence + nonsense(n): lời nói vô nghĩa + silly (adj): ngu ngốc, khờ dại + folk (n) = people T guides Ss read the new words. Ss read in chorus. 3. Activities 3: (16’) a) Objective: Help students use the knowledge they have learn to practice in the situation of the lesson. b) Content: Teacher transfers the learning tasks to students. Students listen, read the poem again and match the word in A to an appropriate explanation in B; experience in the situations and present in the class. c) Products: Students know how to use the knowledge they’ve learned. d) Organization of implementation:
11. ENGLISH 9 ___11___ 2020-2021 Teacher's activities Students' activities 2, Practice. T plays the tape the poem. (2 times) - Students listen. T asks Ss to read the poem again and - Ss to read the poem again and match match the word in A to an appropriate the word in A to an appropriate explanation in B. explanation in B. T gets Ss to compare with their Ss to compare with their partners. partners. Ss to give their answer in the class. T calls some Ss to give their answer in the class. Ss write down. T corrects and gives the answer key. a. Matching. 1. c 2. g 3. f 4. e 5. d 6. a 7. b Ss read the poem more carefully and T asks Ss to read the poem more answer the questions 1,2,3,4,5 (work carefully and answer the questions in pair). 1,2,3,4,5 (work in pair). Some pairs to read their answers T calls some pairs to read their aloud in front of class. answers aloud in front of class. Ss listen and take note. T corrects and gives the answer key. b. Answer. 1.If the pollution goes on, the world will end up like a second hand junk - yard. 2.The mother thinks other folk pollute the environment but not her and her son. 3.If the boy keeps on asking such questions, his mother will take him home 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 everyone is responsible for keeping the environment from pollution. 4. Activities 4:(10’) a) Objective: Students use the knowledge to practice with the requirements of the lesson or the teacher's requirements. b) Content: Teacher transfers the learning tasks to students. Students work in groups of three to discuss the question 6 as the teacher's requirements; experience in the situations then present in the class. c) Products: Students show their ideas in the class. d) Organization of implementation: Teacher's activities Students' activities
12. ENGLISH 9 ___12___ 2020-2021 Post –reading T asks Ss to work in 3 groups to - Students work in 3 groups to discuss discuss the question 6. the question 6. T calls each groups to give their ideas - Each groups show their ideas in the in the class. class. * Possible answers: - Put the garbage bins around the school yard. - Pick up the rubbish/ garbage and throw it into the trash bins. - Don’t throw the garbage on the ground. - Clean the house/ the school yard/ the classroom everyday. T corrects and remarks. Ss listen. * Guide students to learn by themselves. (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: learn the lesson, do exercises and get ready for the next lesson. ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ Date of preparation: / /2021 Date of presentation: 9A: / /2021 9B: / /2021 PERIOD 40: UNIT 6 – THE ENVIRONMENT. LESSON 4: WRITE. I. THE AIMS OF THE LESSON. 1. Knowledge. - Students study of the form and learn how to write a complaint letter about the environment. 2. Ability: - Students are able to use the same text and sequence as in the original text to write a complaint letter about the environment. - Students form and develop the competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. 3. Quality: - Students have a general understanding of the environment issues; has a serious and positive attitude toward subject and learning English. energetically and actively participate in learning activities. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson.
13. ENGLISH 9 ___13___ 2020-2021 II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers - Students prepare textbooks, notebooks, studying tools, ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6’) a) Objective: To create students' excitement to participate in the new the lesson. b) Content: Teacher transfers the learning tasks to students. Students work in individuals; answer and do as the teacher's requirements. Then, present in the class and join in the new lesson. c) Products: Students have the excitement to join in the new lesson. d) Organization of implementation: Teacher's activities Students' activities ? How many part of a letter? what are - Students answer. they? There are 4 part of a letter: + Heading + Opening + Body of the letter + Closing In today's lesson, we will know about complaint letter by practicing to write a complaint letter. 2. Activities 2: (10’) a) Objective: Help students identify, understand the situation and language materials of form of a complaint letter, new words. b) Content: Teacher transfers the learning tasks to students. Students work in individuals, in pairs or in groups to learn and use language materials; reorder the letter. c) Products: Students know how to use the knowledge they’ve learned and show their answer in the class. d) Organization of implementation: Teacher’s activities Students’s activities Pre – writing T asks Ss look at the box page 52 and Ss look at, liten and take note. T introduces: this is five parts of a I. Form of a complaint letter. complaint letter. 1. Situation : state the reasons for writing. 2. Complication : mentions the problem. 3. Resolution : makes a suggestion. 4. Action : talks about future action. 5. Politeness : ends the letter politely
14. ENGLISH 9 ___14___ 2020-2021 T explains some new words in the Ss take note. lesson. II. New words. + complain (v ) -> complaint (n ) +(to) float (v): trôi nổi +frog (n) : ếch. +toad (n) : nhái +local authorities(n):c.quyền địa phư- ¬ng +(to) prohibit (v) : ngăn cấm +(to) fine (v) : phạt tiền + electric shock (n ) : cú điện giật T introduces: Mr Nhat wrote a Ss listen and order the letter. complain letter to the director of III . Sections of the letter. L&P Transport Company about some 1.S: I am writing to the north. drivers of this company have left the 2.C: When the trucks and flies. garbage on the ground near his house 3.R: I would suggest .before on the way to the north. But the letter leaving. isnot in order as the five sections you 4.A: I look forward to have learnt, so you must discuss with hearing .company your groups to label them in order of 5.P: Your faithfully, a complain letter : SCRAP Tran Vu Nhat T calls some Ss to give their answer Ss give their answer in the class. in the class. T checks and corrects. Ss take note. 3. Activities 3: (16’) a) Objective: Help students use the knowledge they have learn to practice writing a complaint letter. b) Content: Teacher transfers the learning tasks to students. Students work in work individual to write a letter to the head, of local authorities to complaint about the way of catching fish in the lake behind your house. c) Products: Students know how to use the knowledge they’ve learned to write the letter. d) Organization of implementation: Teacher’s activities Students’s activities While – writing IV. Practice - Ask Ss to read the situation in the - Read the situation and the ideas cues text book and the ideas cues given . given. - Gets Ss to work individual write a Dear Mr President, letter to the head, of local authorities I am writing / you / the catching / fish/ to complaint about the way of many people/ the lake / behind/ house. catching fish in the lake behind your I/ very worried / because /they/ use house. follow SCRAP format while /electricity/ catch /fish. After a short are writing. time/ they/ leaves /lake/ a lot of/ small - T moves around the classroom and fish die / float/ water surface.
15. ENGLISH 9 ___15___ 2020-2021 help Ss if necessary. Other animals/ fogs/ toads/ even birds/ also die/ electric shock way. I/ suggest /local authorities/ prohibit/ fine heavily anyone/ this way / catching fish./ I/ look /forward to hearing /from you/ seeing the protection /environment from / local authorities. - Write a letter individual. 4. Activities 4:(10’) a) Objective: Impress on how to write a complait letter as the requirements of the lesson. b) Content: Teacher transfers the learning tasks to students. Students read aloud their letters. Other Ss remarks and correct the mistakes. c) Products: Students read aloud their letters and correct the mistakes. d) Organization of implementation: Teacher’s activities Students’s activities Post – writing - Calls on some Ss to read aloud - Some Ss to read aloud their letters. their letters. Other Ss remarks and correct the - Ask for comments from other Ss. mistakes if they can. - Listen and remember. - Corrects and remarks. - Write down. - Gives the suggested writing. * Suggested writing: Dear Mr President, I am writing to you about the catching of fish of many people in the lake behind my house. I am very worried because they use electricity to catch fish. After a short time, they leaves the lake, a lot of small fish die and float on the water surface. Other animals such as fogs, 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. Sincerely, * Guide students to learn by themselves. (3')
16. ENGLISH 9 ___16___ 2020-2021 - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: + Rewrite their letter on the exercise notebooks + Do exercises: learn by heart vocabulary, + get ready for the next lesson: Language focus. ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ Date of preparation: / /2021 Date of presentation: 9A: / /2021 9B: / /2021 PERIOD 41: UNIT 6: THE ENVIRONMENT LANGUAGE FOCUS I. THE AIMS OF THE LESSON. 1. Knowledge. - Students review and practice with: + Adjectives and adverbs + Adverb clauses of reason. + Adj + that clause. + Conditional sentence type 1 2. Ability: - Students are able to use knowledge to complete the exercises, practice language skills in communicative situations. - Students form and develop competencies: the ability to autonomy and self- study, the ability to communicate and cooperate, to solve problems and to create. 3. Quality: - Students have serious learning attitude; love learning English, energetically and actively participate in learning tasks. - Students' qualities are helped to develop such as: kindness, love for people, love, respect and protect the environment, have a sense of self-training, take responsibility for the environmental protection, their family and the country associated with the content of the lesson. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teacher prepares the lesson plan, textbooks, teaching aids such as personal computers, projectors, speakers - Students prepare textbooks, notebooks, studying tools, ready for the lesson. III. TEACHING PROCESS. 1. Activity 1: Warm up: (6’) a) Objective: To create students' excitement to take part in the new the lesson. b) Content: Teacher transfers the learning tasks to students. Students play game: “Jumbled words” in groups of 4 reordering the letters to make the meaningful words and do as the teacher's requirements. Then, present in the class and join in the new lesson.
17. ENGLISH 9 ___17___ 2020-2021 c) Products: Students have the excitement and be ready to participate in discovering the content of the new lesson. d) Organization of implementation: Teacher’s activities Students’ activities - Guide students to play game: “Jumbled - Students play game: “Jumbled words” words” in groups of 4 reordering wols slow the letters to make the meaningful asd sad words. dogo good pahapy happy termexe extreme - Check students' answers and decide the - Students show the answers. winner. 2. Activities 2: (10’) a) Objective: Help students identify, understand the situation and language materials of changing adjectives into adverbs. b) Content: Teacher transfers the learning tasks to students. Students learn and use language materials. c) Products: Students know how to change and use the adjectives into advers. d) Organization of implementation: Teacher’s activities Students’ activities * Presentation and practice 1 - Teacher guides and asks students to 1. Change the adj /53 review about adv. - Students listen and repeat in chorus. - Students listen to the questions and answer + How are adverbs formed? + Adv = Adj + “ly” + What do we use adv for? Adv used to supplied the meaning for the verb, normally standing after the main verb. - Teacher asks students to do exercise 1 - Students do exercise 1 on page 53. on page 53. - Students show the answers on - Teacher calls students to show their board. Compare and self- correct answers to check. the answwers. - Teacher asks students to do exercise - Students do exercise page 54. page 54. - Teacher asks students to compare and - Students compare and cross-check cross-check the answers. the answers with a partner. - Teacher calls a student to show the - Student show the answer and answer. correct themselves. 3. Activities 3: (16’) a) Objective: Help students use the knowledge they have learn to practice in the situation of the lesson.
18. ENGLISH 9 ___18___ 2020-2021 b) Content: Teacher transfers the learning tasks to students. Students join the pairs of sentences; work in groups to practice using the the adverb clauses of reason and adjective + that clause to complete the exercises; experience in the situations. c) Products: Students present the answers in class. d) Organization of implementation: Teacher’s activities Students’ activities * Presentation and Practice 2 - Teacher asks students to recall the * Adverb clauses of reason. adverb clauses of reason. - Students join the pairs of sentences on page 54 - Teacher shows 2 adverb clauses of - Students answer: the reason reason. He failed the exam. He is too lazy - Teacher asks students to explain the relation between the 2 sentences. - Teacher explains: adverb clauses of - Students listen and write down on reason indicate the reason. the notebook. - Teacher asks students to do exercise 2/54 “Matching the pairs of sentences using "because” (because = as = since) * Adj + that clause. - Teacher asks students to recall the - Students listen and write down on adjective + that clause. the notebook. S + be + adj + that + clause eg: I’m pleased that you’re working hard. - Teacher asks students to work in groups - Students work in groups to to practice using the the adverb clauses practice using the the adverb of reason to complete the exercise 2, clauses of reason and adjective + page 54 and 3, page 55. that clause to complete the - Teacher calls students to present in exercises 2 and 3. class. - Students present the answers in class. - Teacher comments and correct if it's - Students correct the answers necessay. themselves if it's necessay. 4. Activities 4:(10’) a) Objective: Students use the knowledge to practice with the requirements of the lesson or the teacher's requirements. b) Content: Teacher transfers the learning tasks to students. Students work in individuals then in pairs to practice using the structure of the conditional sentence, type 1 by completing the exercises; experience in the situations then present in the class.
19. ENGLISH 9 ___19___ 2020-2021 c) Products: Students know how to use the conditional sentence, type 1 to complete the exercises and show their answers. d) Organization of implementation: Teacher’s activities Students’ activities * Presentation and practice 3 - Teacher explains the tructure of the * The conditional sentence, type 1. conditional sentence, type 1. If S + V(present simple) , S + V(future simple) - Teacher gives example: eg: If the rice paddies are polluted, the rice plants will die. - Teacher asks students to practice using - Students complete the exercises the structure of the conditional sentence, 4,5, page 56. type 1 by completing the exercises 4,5, page 56. - Teacher asks students to show the - Students show the answers to answers to check and correct if it's check and correct if it's necessay. necessay. * Guide students to learn by themselves. (3') - Teacher guides and asks students how to learn the lesson at home, do exercises and get ready for the next lesson. - Students: + learn the lesson and do exercises: 2, 3, 4 ,5/p 54, p 55, p 56 . + get ready for the next lesson. ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥