Teacher : Bui Thi Xuyen Lesson Plan - English 9.

Period 37. Unit 6: the environment

Lesson 1: getting started - listen and read + language focus 4, 5 p.47, 56

I. Aims:

- To introduce the topic of the environment and practise the conditional sentence Type 1.

- To help students read a text about the protecting the environment for details.

- To develop students' skills.

II. Objectives: By the end of the lesson, students will be able to know more about the

environment problems, talk about the things they've done to keep the environment clean and

beautiful, what they think might happen if the pollution continues.

- Students practise the conditional sentence Type 1.

III. Ways of working: T - WC, pair work, individual work.

IV. Materials: Textbook. pictures in the textbook, tape and cassette player.

V. Anticipated problems: The lesson may take time.

VI. Teaching steps:

1. Warm up: (1 minute) Greet and check the students' attendance.

2. Revision:

3. New lesson:

STAGES ACTIVITIES ON BOARD

PRE * Preteach vocabulary: I. New words:
READING
- Teacher uses techniques to teach garbage dump: b·i ®æ r¸c th¶i
(12
students new words. deforestation: sù tµn ph¸ rõng
minutes)
- Checking understanding: dynamite viÖc ®¸nh b¾t c¸ b»ng
Rubout and remember. fishing: thuèc næ
spraying viÖc phun thuèc diÖt s©u
pesticides: bä
dispointed (adj): thÊt väng
* Matching: the shore: bê biÓn
Getting started P.47 II. Matching:
- Students match the environment
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
problems to the pictures.
* Prequestions:
What do you usually do to protect
our environment?

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 * Listen and read P.47 - 48: III. Listen and read:
READING
* Set the scene:
(20
Mr. Brown is talking to some
minutes)
volunteer conservationists.
- Students answer the prequestions.
- Teacher gets students read the text
as they listen to it. 1. Match the names in column A with the
* Matching : task in column B:
- Students match the names in * Answer key:
column A with the task in the column 1 + f 2+e 3+b
B 4+a 5+c 6+d
- Teacher elicits the model sentences: 2. Model sentences:

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Teacher : Bui Thi Xuyen
- 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 * Key:
questions on page 48.
POST * Language focus 4, 5:
READING
- Teacher gets students to do the
(10
exercises and then correct them.
minutes)
+ Students base on the cues given to b/ If we go on littering, the environment
write the main clause of the
sentences:
4. Homework: (2 minutes)
Lesson Plan - English 9.
- 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:
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.
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:
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.
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
- 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.

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Teacher : Bui Thi Xuyen Lesson Plan - English 9.

deforestation air
pollution
Environmental
problems

3. New lesson:
STAGES ACTIVITIES
PRE * Preteach vocabulary:
SPEAKING
- Teacher uses techniques to (to) prevent: ng¨n chÆn, phßng chèng
(15
teach students new words.
minutes)
- 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.
ON BOARD
I. New words:
(to) reduce: lµm gi¶m, gi¶m
(to) wrap: bäc, gãi
(to) avoid: tr¸nh
exhaust fume: 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 I think it would be better if we use
: banana leaves instead of paper or plastic
bags to wrap food.
Why? How come?
S2 Because plastic bags are very hard to
: dissolve, they will cause pollution. And
S1 if we use less paper, we can save trees in
: the forest. That 's how we can save the
environment.

WHILE * Speak P.49: IV. Speak:

SPEAKING
- Matching: 1. Matching:
(15
Students match the items in E.g:
minutes)
green box with the items in S1: How can we save paper?
the red box. (On posters) S2: Use banana leaves.
* Questionnaire: (Group 2. Speak:
work) Example:
- In group of four students - I they we should burn trash to reduce the amount
find possible answers in of garbage we produce to protect the environment.
section a) to the questionnaire - No, we shouldn't do that. Burning trash will
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
* Discussion: (Group work) pollute the air. I think the best way to reduce
- In groups of four students garbage is to reuse and recycle things.
discuss with a partner the best - How can we do that? I think only the factory can.
way to protect the - What about collecting used paper, bottles and cans
environment, take turns to try every day? It's not difficult.
and persuade your partner - That's a good idea! Let's do that.
into doing things they think
the most practical.
POST * Write it up: 3. Write it up:
SPEAKING
- Students write the ideas of Example:
(7
the best way to protect the - Write on both sides of the paper / recycle used
minutes)
environment. 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.

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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
- 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 * Set the sence:
LISTENIN
G
- Short discussion: How the Ocean is
(6 polluted? / What makes the Ocean
minutes) polluted?
* Preteach: I. New words:
- Teacher uses techniques to teach raw sewage: níc th¶i cha qua xö lý
students new words (to) pump: b¬m
* Prediction: (to) leak: rß rØ
- Students predict 4 things that make marine (adj): thuéc biÓn
the ocean polluted. (individual work) oil spills: sù trµn dÇu
- Students compare their predictions vessel: tµu, thuyÒn
(pair work)
WHILE * Listen. P.50 II. Listen. P.50
LISTENIN
G
- Students listen for the first time and 1. Checking the prediction:
(10 check their prediction (selecting) - Raw sewage
minutes) - Garbage
- Oil spills
- Waste materials
- Students listen for the second time 2. Gap fill:
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
and do the gap fill: How the ocean is polluted
Firstly: Raw sewage is pumped directly
into the sea.
- Students listen for the third time to Secondly Garbage is dropped into the sea.
check their task. : oil spills come from ships at sea.
Tapescript: Thirdly: Waste materials come from
Our oceans are becoming Next: factories.
extremely polluted. Most of this Oil is washed from the land.
pollution comes from the land, Finally:
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.
POST * Writing: 3. Write:
LISTENIN
G
- Students complete the sentence: Complete the sentence:
(5 The ocean won't be polluted if....................
minutes) ....................................................................
FURTHER * Language focus: III. Language focus:
PRACTICE
Language focus 1. P.53 1. Language focus 1. P.53:
(14
- Teacher calls out the adjectives, Adjectives Adverbs
minutes)
students change them into adverbs. extreme extremely
good well
happy happily
sad sadly
- Students do the exercise; Teacher slow slowly
corrects: * Answer key:
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Teacher : Bui Thi Xuyen
Language focus 2:
Students use because, as or since to 2. Language focus 2:
join the pair of sentences together
(Word cues drill & picture cues drill) Answer key:
Language focus 3. P.55
- Students work in pair to complete f) Nga is hungry becase / as / since she
the dialogues.
- THAT CLAUSE thêng ®îc dïng
sau c¸c tÝnh tõ ®Ó diÔn t¶ c¶m xóc
hoÆc sù ch¾c ch¾n.
4. Homework: (2 minutes)
- Learn by heart all the new words
- Do exercises: 1, 2. P.41, 42 (workbook)
Lesson Plan - English 9.
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.
Adverb clause of reason:
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.
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.
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
- 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.

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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
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:

STAGE ACTIVITIES ON BOARD

S
PRE * Set the sence:
READING
- Teacher introduce the topic: use a
(10
picture of a school ground being full of
minutes)
garbage / a classroom full of garbage. I. New words:
* Preteach: - a second hand junk yard: b·i r¸c, b·i chøa
- Teacher uses techniques to teach nh÷ng thø ®· qua sö dông
students new words: - a treasure: kho b¸u
* Discuss: - a stream: suèi, dßng s«ng nhá
- Students discuss and guess the - (to) minimize / (to) minimise: gi¶m ®Õn
answers to the questions: møc tèi thiÓu
+ Who is asking?
+ Who is answering?
+ What are they talking about?
+ Who knows more about making the
environment clean?
WHILE * Read P. 51: II. Read:
READING
- Students listen for the first time and 1. Check the predictions:
(20
check their predictions. + A child is asking
minutes)
( A mother and a son are having a + A mother is answering
picnic in a park.... The son sees that the + They are talking about the problems of
place is polluted.He asks his mother pollution.
abot the problems of pollution) + (Students' answer)
- Students read again and do the The possible answer: The child does.
matching part a P.51 2. Students do the matching on page 51:
(Posters of five items from the green 1. junk-yard c) a piece of land full of
box. P.51) rubbish (mét m¶nh ®Êt
Chó ý: ®Çy nh÷ng ®å bá ®i)
Híng dÉn häc sinh ®äc bµi th¬, bµi cã 2. end up g) reach a state of
thÓ ph©n thµnh côm ®Ó cho häc sinh (®a tíi t×nh tr¹ng)
dÔ hiÓu: 3. treasure f) valuable or precious of
1-2 things
3-4-5-6 (nh÷ng vËt quÝ gi¸ hoÆc cã
7-8 gi¸ trÞ)
9-10 4. foam e) mass of bublles of air or
11-12/13-14-15-16 gas (v« sè nh÷ng bät khÝ)
5. stream d) a flow of water
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Teacher : Bui Thi Xuyen
- Students read again and answer the
comprehension questions:
1-5 (Focus on question 4)
POST * Group discussion:
READING
1. Do you like the mummy in the text?
(7
Why? Why not?
minutes)
+ 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.
4. Homework:(2 minutes)
- Learn by heart the new words and read the text again.
Lesson Plan - English 9.
(mét dßng níc)
6. hedge a) a row of things forming a
fence
(mét d·y nh÷ng thø lµm
thµnh hµng rµo)
7. folk 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.
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.
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
- 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 Invitation
Business Job application
Thank you 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

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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
PRE * Discussion: I. Discussion:
WRITING
- How many parts of are there in - How many parts of are there in a complain
(15
a complain letter? letter?
minutes)
(Teacher shows the cards and get II. Ordering:
students to read) 1. Label the sections of the letter. P.52:
Cards: 1. Situation - States the reason for
- States the reason for writing writing
- Mentions the problems 2. Complication - Mentions the problems
- Makes a suggestion 3. Resolution - Makes a suggestion
- Talks about future action 4. Action - Talks about future
- Ends the letter politely action
(If students are good at English, 5. Politeness - Ends the letter politely
mix the cards and ask students to
order the cards -> read)
- Teacher checks and asks
students to repeat.
* Read: 2. Ordering:
- Students read the letter on page * Key:
52 on put the sections of the R- "I would suggest that........... leaving"
jumble letter in the right order to S - "I am writing to .................. the north"
make a complaint letter. A - "I look forward..................company"
(H×nh thøc cña bøc th: SCRAP) C - "When the trucks............. and flies"
- T. calls a student to read a P - "Yours faithfully,
complete letter to check. Tran Vu Nhat"
* Set the scene:
- Teacher ask students to read
part b) P.53
Q: What does catching fish with
electricity cause?

WHILE * Write: III. Write:

WRITING
- Students write a complaint letter Dear Mr. President,
(15
individually. Begin with: I am writing to you about the problem of fish
minutes)
Dear Mr. President, catching in the lake behind my house.
I am writing to you about the ..................................................................
problem of fish catching in the .................................................................. ........
lake behind my house........ .........................................
The suggested letter: Yours truly,
I am writing to you about the problem Minh
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,
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Teacher : Bui Thi Xuyen Lesson Plan - English 9.
toads, and even birds also died 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 authoritiy.
POST * Correction:
WRITING
- Pair correction
(8
- T. corrects the common
minutes)
mistakes. (Choose one letter from
the Ss' works)
3. Homework: (2 minutes)

- Revise the conditional sentences type 1 and Why, Because sentences.

- Do exercises: 6, 7 P.44 - 45 (workbook)

Teacher guides students to do the exercises:

Bµi tËp 6: KÕt nèi 2 nöa c©u víi nhau sau ®ã viÕt c©u ®Çy ®ñ vµo vë bµi tËp.

Bµi tËp 7: KÕt hîp 2 c©u thµnh mét c©u, sö dông THAT clause.

102