Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 17:44 10/04/2022
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Mô tả: UNIT 6: THE ENVIRONMENT A.Objectives. 1.The aims of the whole unit : By the end of the unit, ss will be able to: - Read a dialogue to get the information about cleaning the environment, read and understand a poem about the environment - Persuade someone to do something to protect the environment - Listen to the talk about the reasons of the environment pollution - Write a complaint letter using the outlines B. Skills 1.Speaking - Ask for and give reasons - Persuade - Talk about the problems of environment pollution and solutions to the problems 2.Listening Listen to monologues / dialogues within 100-120 words for general or detailed information 3.Reading Read passages within 150-180 words for general or detailed information 4,Writing Write a letter of complaint within 80-100 words based on frame and idea cues. Language focus: Adjectives and adverbs Adverb clause of reason : Adjective + that clause C.Language focus Vocabulary: Words to talk about the environment around students' life: problems, conservation activities, solutions, activities to protect the environment D.Division of the lesson: Period: 37: Lesson 1:Getting started Listen and read. 38: Lesson:Speak 39: Reading. 40: Language Focus. 41:Language Focus. 42: Language Focus. Date of planning 07/01/2022 Period: 37th UNIT 6: THE ENVIRONMENT LESSON1 : GETTING STARTED LISTEN AND READ A.Objectives. 1.The aims: By the end of the lesson, students will know more about the writing environment problems and the solutions. Reading about the work of a group of conservationists and listening for details to complete the notes, Skill: Reading, speaking and 2. Skills : + Speaking : Ask for and give opinions Persuade Talk about the problems of environment pollution and solutions to the problem + Listening : Listen to monologues or dialogues within about 100-120 words for general or detailed information + Reading : Read passages within 150-180 words for general or detailed information + Writing : Write a letter of complaint within 80-100 words based on frame and idea cues 3. Knowleges: + Standard : Read and understand the talk for general or detailed information about missions of the people in the group Answer the questions from 1 to 5 + Higher : Write a passage about what they did to clean the environment 4. Language contents: a.Vocabulary: garbage dump, deforestation, pollution, dynamite, spraying, pesticide, plastic bag, shore, spoil. b.Structures : - Adjectives and adverbs - Conditional sentences : type 1 - Adverb clauses of reason - Adjective + that clause 5.Attitude: Educate ss to learn hard and do as much things as possible to save the environment B. Preparations 1. Teacher: lesson plan, English 9-book, computer, projectors 2. Students: review the grammar points above and vocabulary about environment C.Techniques: Matching, chatting. , Brainstorming D: Procedures. I.Organization(1’) Class Date of teaching Absent students 9C 11/01/2022 II. check the old lesson (5’) New words, exercises III.New lesson Teacher’s and students’ activities: -Ask students to think of the environmental problems in their city. Ask Ss to discuss and make a list of people's activities that destroy the environment -Get students to go to the board and write down their ideas. air pollution dirty street in our city -Ss may use Vietnamese when discussing. -T will give English equivalences -Ask Ss to make sentences with the words They have learned. -T. lets Ss look at the pictures and guess the meaning. -Ss . Practice the voc. -Ss. Imitate Teacher pronoun the voc. - -T.Asks Ss to match these above environmental problems to the pictures in the textbook. Individual work and pair work. - T Gives correct Tell Ss to listen and read the passage in the book: Mr. Brown is talking to some volunteer conservationists. Ask Ss to match the names in column A with the tasks in column B. Then write the full sentences. Have Ss read the passage again and answer the questions in b). Ask Ss to compare their answers with a friend. Go around the class and provide necessary corrections Group work Whole class Let Ss work in group of three to four and discuss questions 6 & 7 in the book: Call on some Ss to answer the questions Loudly in front of the class. Contents: *Warm up : (5’) Brainstorming: Ss work in group of 3 to 4. * Possible answers: - The destruction of the forests. - Rubbish / garbage / trash. Smoke from cars, motorbikes... smoke from factories. -Throw garbage in the street -Cut down trees -Leave the lights on when unnecessary 1. PRESENTATION (7’) Vocabulary : Environmental problems Garbage dumps (n): place where the garbage is stored. Deforestation (n): cutting down the trees in the forest for some purposes such as: farming, timber selling... Air pollution (n): the presence of dirty substances in the air that we breathe. Dynamite fishing (n): fishing that uses explosive substances. Water pollution (n): the presence of harmful materials that damage the water's quality. Spaying pesticies (n): The use of chemical substances to kill insects on the farm. Checking technique Sentence modeling Note: The sentences should be related to the Environment. 2.PRACTICE (15’) ( Now all of you scan the pictures then match the correct pictures and the words ) Answers: a) air pollution b) spraying pesticides c) garbage dump d) water pollution e) deforestation f) dynamite fishing Call on some Ss to read the full sentences. Give correct Answers: Group 1 f) walk along the shore. Group 2 e) check the sand Group 3 b) check among the rocks Mr. Jones a) collect all the bags and take them to the garbage dump. Mrs. Smith c) provide a picnic lunch for everyone. Mr. Brown d) give out the bags. Give correct Answers: 1. The speaker is Mr. Brown. 2. The listeners are members of volunteer conservationists. 3. They are on the beach. 4. If they work hard, they will make the beach clean and beautiful again soon. 3. PRODUCTION (8’) If the pollution continues, what might happen? Have you ever done anything similar? If yes, what did you do? Where did you do it? VI. Consolidation(2’) -Summarize main points. Assign homework. -T. reminds Ss the voc and the structures. V. Homework (2’) : - Learn by heart all the voc and structures. Revision grammar points. -prepare next period speak - Write passages about pollution. *Evaluation: Date of planning 07/01/2022 Period: 38th 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 15/01/2022 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: