Gián án Tiếng Anh 9 theo CV5512 - Unit 6: The environment - Năm học 2020-2021

imple 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: 
Teacher's activities
Students' activities
Let students play a game “Matching”
- Students match the English words with their meanings in groups.
T Check up and correct.
Environment đạt được 
deforestation 	thất vọng
garbage dump 	cung cấp
be disappointed	phá rừng
(to) provide 	bãi rác
 (to) spoil làm hư hại
(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
T guides Ss read vocabulary: repeat the words chorally.
(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
- Ss repeat in chorus
- Ss copy down
T explains some structures to persuade someone to do something.
T gives an example.
Model sentences
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 something.
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
T asks Ss to persuade their partners to do the following things to protect the environment.
T gets each Ss to call out one of their sentences are finished.
T corrects and remarks.
T lets Ss to work in pairs to and answer the question in the questionaire.
T calls some pairs to give their answers .
T corrects and gives the remarks.
2- Practice speaking
Ss do Ex a page 49
Each Ss give their sentences in the class.
Ss listen and remember.
*Ex a P49
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.
Some pairs to give their answers .
Ss listen and remember.
*Ex b P49
Eg : 1. How can we save paper?
-> I think we should recycle used paper, newspaper and write on both sides of the paper.
T divides the class into 3 groups , each group has a secrectary. Ask them to discuss the question “What do you do to protect the environment. The Ss in groups have opinions, the secrectary write down.
T calls the secrectary present their answers.
T checks and remarks.
Ss work in 3 groups to discuss the question “what do you do to protect the environment?
*Ex c . P50
Discussion:
“ What do you do to protect the environment?”
Ss present.
Ss listen and remenber.
	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
T introduces the main content of part listen: you are going to listen to a report on how our oceans are polluted. First you guess the reason cause the pollution on our ocean.
T hangs the second board, demands Ss read scan it then listen and fill in the missing words.
T plays the tape 3 times.
T calls some Ss to go to the board and write their answer in class.
T corrects and gives the key.
3, Listen.
Ss listen and have guess.
+ oil spills
+ raw sewage
+ garbage
+ waste material
Ss look at the second board and read scan.
* 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.
Ss write their answer.
* Answer:
3. come 
1. garbage 
4. factories
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.
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Date of preparation: / /2021 
Date of presentation: 9A: / /2021
 9B: / /2021
PERIOD 39: UNIT 6 – THE ENVIRONMENT.
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:
+ Do you like poetry?
+ Do you often read poetry?
+ 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 in English about the environment. 
- Students answer.
- Students join in the new lesson.
	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 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.
T guides Ss read the new words.
- Students listen and take note.
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
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:
Teacher's activities
Students' activities
T plays the tape the poem. (2 times)
T asks Ss to read the poem again and match the word in A to an appropriate explanation in B. 
T gets Ss to compare with their partners.
T calls some Ss to give their answer in the class.
T corrects and gives the answer key.
T asks Ss to read the poem more carefully and answer the questions 1,2,3,4,5 (work in pair).
T calls some pairs to read their answers aloud in front of class.
T corrects and gives the answer key.
2, Practice. 
- Students listen.
- Ss to read the poem again and match the word in A to an appropriate explanation in B.
Ss to compare with their partners.
Ss to give their answer in the class.	
Ss write down.
a. Matching.
1. c
2. g
3. f
4. e
5. d
6. a
7. b
Ss read the poem more carefully and answer the questions 1,2,3,4,5 (work in pair).
Some pairs to read their answers aloud in front of class.
Ss listen and take note.
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
Post –reading 
T asks Ss to work in 3 groups to discuss the question 6.
T calls each groups to give their ideas in the class.
T corrects and remarks.
- Students work in 3 groups to discuss the question 6.
- Each groups show their ideas in the 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.
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.
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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.
	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 they?
In today's lesson, we will know about complaint letter by practicing to write a complaint letter.
- Students answer.
There are 4 part of a letter: 
+ Heading
+ Opening
+ Body of the letter
+ Closing
	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 T introduces: this is five parts of a complaint letter.
Ss look at, liten and take note.
I. Form of a 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
T explains some new words in the lesson.
Ss take note.
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 complain letter to the director of L&P Transport Company about some drivers of this company have left the garbage on the ground near his house on the way to the north. But the letter isnot in order as the five sections you have learnt, so you must discuss with your groups to label them in order of a complain letter : SCRAP 
T calls some Ss to give their answer in the class.
T checks and corrects.
Ss listen and order the letter.
III . Sections of the letter.
1.S: I am writing..to the north.
2.C: When the trucksand flies.
3.R: I would suggest .before leaving.
4.A: I look forward to hearing.company
5.P: Your faithfully,
 Tran Vu Nhat
Ss give their answer in the class.
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 
- Ask Ss to read the situation in the text book and the ideas cues given .
- Gets Ss to work individual write a letter to the head, of local authorities to complaint about the way of catching fish in the lake behind your house. follow SCRAP format while are writing.
- T moves around the classroom and help Ss if necessary.
IV. Practice
- Read the situation and the ideas cues given.
Dear Mr President,
I am writing / you / the catching / fish/ many people/ the lake / behind/ house.
I/ very worried / because /they/ use /electricity/ catch /fish. After a short time/ they/ leaves /lake/ a lot of/ small fish die / float/ water surface.
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