Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 10/04/22 18:06
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Mô tả: Date of planning 10/02/2022 Period: 43th UNIT 6: THE ENVIRONMENT LESSON 2: SPEAK A. Objectives 1. The aims By the end of the lesson, ss will be able to: - Persuade someone to do something to protect the environment 2. Skills : + Speaking: Persuade someone to do something to protect the environment 3. Knowleges: + Standard : Persuade someone to do something to protect the environment + Higher : Write a passage the pollution of the nvironment 4. Language contents: a.Vocabulary: regulation, wrap, dissolve, recycle, reuse, harm, pump, drop, litter, raw , guilty, deliberate... b.Structures : The words of orders Structures of persuasion 5.Attitude: Educate ss to learn hard and do things to preotect the environment B.Preparations 1. Teacher: lesson plan, English 9-book, pictures, extra board, flash cards 2. Students: review the grammar points and vocabulary of environment C.Techniques: Matching, chatting. , Brainstorming D.Procedures. I.Organization(1’) Class Date of teaching Absent students 9C II. check the old lesson (5’) New words, exercises III.New lesson Teacher’s and students’ activities: Ask Ss work in groups of 3 to 4put the letters in the right order to make good words. -T. guides Ss how to play the games. -Ss. Play the games. -Ss. Go to the board and present their keys. -Ss. Consult and copy the keys -T. lets Ss look at the picture in the laptop and present the vocabulary. -Ss. Guess the meaning of the voc. Then give the meaning. - Ss practice the Voc. -T. explains how to pronounce the voc. -Ss. Imitate the teacher pronounce voc. -T. lets Ss play thre game to check their voc. - Write all the new words on the board in both English and Vietnamese. Rub out all English words and ask Ss to go to the board, write these words again occording to Equivalences. Note: If there is enough time, ask Ss to make Sentences with these words. Whole class -T. guides Ss how to speak Ask Ss to read the persuading expressions and the idea cues given in the textbook carefully. Make sure Ss understand all of the ideas suggested. Let Ss work in pairs, persuade their partners to do things .to protect the environment. Follow the example. Go around and provide help if necessary. Call on some pairs to practice the dialogue Let students work in pairs to answer to the questions in the questionnaire. Give feedback, teacher can write some possible answers on the board so thatweak students can follow.Ask students to practice asking and Ask Ss to work in group and find the answers to the questionnaire: (It would be better if each group takes charge of one question.) Group work -T. asks Ss how to ask and answer the questions. -Ss. Base on the main questions Ss ask and answer. - Ss. Ask and answer about the environment - Ss. Go to the board and write their keys. -T. corrects and gives them marks. -Ss.crossing-check. -Ss. Consult and copy the correct answer. T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. . Content *Warm up : (5’) Jumbled Words 1. onpitlulo 2. mpud 3. ira • 4. sptesecidi 5. ands 6. .... Answers: 1. pollution 2. dump 3. air 4. pesticides 5. sand 6. ... 1. Pre – Speaking ( 7’) Vocabulary Wrap (v): gói ( cover, fold smt as protection) Dissolve (v): khó phân hủy (change something from solid and liquid condition.) Trash = garbage Garbage bin (n): a box (closed place) foi¬st or ing garbage. Traffic jam (n): sự tắc nghẽn giao thông (a state that vehicles get stuck in the street.) Exhaust fume (n): Lượng khói thải ra it nhất(gases escaped from motor vehicles as waste products.) Checking: Rub out and remember 2. While – Speaking (15’) -Matching Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners. Have students match the lines in column B with an expression in column A so that they have sentences Pair work open pairsWhat/how about + V – ing • Use: Express persuasion Each student .calls out one of their sentences until all sentences are finished. * Example: S,: I think you should use banana leaves to wrap food. S-,: Won't you use banana leaves to wrap food? S3: Why don't you turn off the lights before going to bed? S4: It would be better if you go to school or go to work by bike. S5: Can I persuade you to check all the faucets before going out? S6: Why not put garbage bins around the school yard? S7: I think you should use public buses instead of motorbike. S8: What about using public buses instead of motorbikes? S9: ............ * Questionnaire Give feedback and suggested Answers: 1.A: I think it would be better if we reuse and recycle bottles and cans. B: Why? How come? A: Because reusing and recycling bottles can reduce garbage and save natural resources. 2.A: I think it would be better if we don't throw trash onto water. B: Why? How come? A: Because it can keep the water clean. Polluted water can directly do harm to people's health and kill fish. 3.A: I think it would be better if we go to work by bike. B: Why? How come? A: Because going to work by bike can save energy and at the same time it can keep the air cleaner. 3.Post-speaking ( 8’) How can we.... save paper? • use fewer plastic bags? reduce water pollution? •prevent littering? reduce air pollution? reduce the amount of garbage we produce? Call on some Ss from groups to present in front of the class. Give feedbacks and suggested Answers: Save papers by: Recycling and reusing paper Using tree leaves to wrap food and other things Further reading THE ENVIRONMENT What can you do? Here's a list of 20 ideas. All of them can help you to protect our environment 1. Buy fresh food that doesn't need a lot of packaging 2. Buy organic fruit and vegetables from farmers who don't use chemicals. 3. Look for food and other products which come from Third World countries 4.Save as much water as possible 5. Find out more about Green organizations in your area. 6. Write letters to the government in your country about Green problems which worry you. 7. Use products that won't stay forever in the earth or sea when you throw them away. 8.Use bottles more than once (or take them to a bottle bank) 9.Try to save paper. Also, buy and use recycled paper as often as possible. 10.Make sure your family and friends use unleaded petrol in their car. 11.Don't buy products (fur or ivory for example) made from rare or protected species. 12Use public transport as often as possible. 13.Try to eat healthier diet. Avoid too much fat or sugar. 14. Use batteries as little as possible. It takes 50 times more energy to make them than they produce. 15.Don't leave electric lights on, TV, hi fi etc, if you are not using them. 16.Take aerobic exercise at least three times per week. 17.Try to throw away at least 25% less trash. 18.Visit any local nature reserves or zoos and talk to the people who run them. 19.Find out more about conservation issues in your area. Are there any woods,fields, etc, in danger, for example! 20.Don't buy hamburgers or pizzas in plastic boxes which contain CFCs IV.Consolidation(2’) -T. reminds Ss the voc and the structures V. Homework : (2’) - Learn by heart all the voc and the structures: -do the exerciceses in the work books Write passages about the environment. -Prepare next period Read about thre Environment Poem.- *Evaluation: ************************* Date of planning 10/02/2022 Period: 44th UNIT 6: THE ENVIRONMENT LESSON 3: READ A. Objectives 1. The aims: By the end of the lesson, ss will be able to: - Read and understand the poem about the environment 2. Skills : + Reading: Reading comprehension skills about the environment, read the poem in correct voice 3. Knowleges: + Standard : Read and understand the poem about the environment + Higher : Read the poem in correct voice 4. Language contents: a.Vocabulary: end up, second hand, junk yard, treasure, litter, cover, foam, hedge, silly, folf , stream, woods... b.Structures : Conditional sentences type 1 5.Attitude: Educate ss to learn hard and do things to protect the environment B. Preparations 1. Teacher: lesson plan, English 9-book, pictures, extra board, flash cards 2. Students: review the grammar points and vocabulary of environment C.Techniques: chatting. , Guessing game D: Procedures: I.Organization(1’) Class Date of teaching Absent students 9C II. check the old lesson (5’) New words, exercises III.New lesson Teacher’s and Students’ activities : Have Ss work in pairs or groups, ask and answer the following questions about poetry: Group work or pair work -T. lets Ss go to the board and present their answers. -Ss. Crossing-check and copy the best answer intheir notebooks. SS may find it difficult to read and understand a poem. -T. lets Ss scan the Peom and guess the meaning of the difficut words. -Ss . Scane then give the meaning of the difficult voc. -T. lets Ss present the difficult words. -T. may use the pictures or real objects present the meaning. _T. lets Ss look at the pictures then give the meaning and listen to the Laptop imitate the pronounce of the voc. Have Ss work in groups and rearrange the letters in good order to make the right words. Group who get the highest score with the shortest time will be the winner Whole class and group work -T.Asks students to repeat the words chorally. Rub out the words one at a time. Each time you rub out an English word, point to the Vietnamese translation and ask "what's this in English?" (the whole class answer chorally.) When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent. If there's time, get students to come to the board and write the English words again - T. Gives students two questions and asks them to answer before reading the poem. -T. Has students work impairs to guess the answers. Ask students to practice asking and answering the questions in Pairs Have students practice guessing the meaning of the words by matching each word in column A with an appropriate explanation in column B -T. corrects and gives them marks. -Ss. Consult and copy the keys. -T. reminds Ss the conditional sentences. Language Focus. Answering Question Ask Ss to read the poem more carefully and answer the questions. This task can be done in pairs. Call on some Ss to read their answers aloud in class. Call on some Ss to read the passage aloud in front of class. Check Ss' pronunciation and intonation. Group work Divide the class into two or four groups namely A, B, C, D. Each group gets 5 sentences with only if half. Content : *Warm up : (5’) -chatting Do you like poetry? Do you often read poetry? Who is your favorite poet? Have you ever read a poem in English? Activity 1.PRE - READING (7’) Aims: guess the meaning of the difficut words. -Vocabulary End up (v): use up/finish Second - hand (a): used Junk - yard (n): a place to store rubbish and waste Treasure (n): valuable!precious things Stream (n): current or flow of water!small river Foam (n): mass of bubbles of air or gas Soda (n): a kind of soft drink Nonsense (n): meaningless words or ideas Folk (n): people Checking technique Jumbled words Write the new words in the wrong order: Maof: Lkfo: Rtamse: . Answers: Foam ;Folk ;Stream Activity 2.While –Reading (15’) Aims; Read and understand the poem about the environment * Set the scene: - Two people are going on the picnic. They are talking about the pollution. Questions: a) Who are the people in the poem? b) Where-are they? Give feedback. Reading and checking Have students read the poem and check their answers. * Answer key: a) The mother and her son. b) They are in the park / woods. Answer keys: II. Matching: * Marks(10 ms) A | B / . junk - yard c ) a piece of land full of rubbish 2. end up g) reach a state of 3. treasure f) valuable or precious things 4 . foam e ) mass of bubbles of air or gas 5. stream d) a flow of wafer 6. hedge a) a row of things forming a fence 7. folk b) people Quick grammar presentation: Conditional sentence type 1 : If S + do , S+ will do. Example: If the pollution goes on, the world will end up like a second hand junk yard. If we throw trash into the street, it will pollute the environment. Note: Conditional sentence type 1 will be further dealt with in Give the correct Answers: 1. If the pollution goes on, the world will end up like a second hand junk yard. 2. The mother think other folk pollute (are responsible for the pollution of) 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. Activity 3.POST – READING (10’) What...if? Aims; A read its half and B have to complete the sentence with the idea on the to protect our environment. Ex: A: If you throw rubbish into street,... B: it will pollute the environment. A. J. If I see somebody throwing an empty packet on the street, I will... 2. If I meet the Minister for the Environment, I will... 3. If I live on an island, I will... 4. If I live in a jungle, I will... 5. If I catch an injured species, I would B. 1. I will collect and put it in the trash bin. 2. I will plant some trees. WRAPPING Summarize main points. Assign homework. . IV. Consolidation(2’) T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises V. Homework : (2’) - Learn by heart all the voc and grammar points If S + do , S+ will do Example: If the pollution goes on, the world will end up like a second hand junk yard -Prepare next period Write. -Do exercises in the workbook. -Write 10 sentenses about If clause *Evaluation ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………