giáo án tiếng anh 9 unit 10 - recycling

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giáo án tiếng anh 9 unit 10 - recycling

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UNIT 10: RECYCLING LESSON 1: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, 2 (PAGE 90) A. Aim: - By the end of the lesson, Ss will be able to do something to protect the environment and save natural resources. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board - Collect the ideas from the students - Ss think of ways to reduce the amount of garbage. - Students work in groups of 6 and write their answers on the posters and put the poster on the board after they finish. The team having the most satisfactory ideas is the winner. WARM-UP Reuse plastic bags. * Expected answers: Ways to reduce the amount of garbage - Give feedback. - Present new words on the board. - Have Ss copy - Guide Ss to read them in chorus. - Write the Jumbled words on the board and divide Ss into 2 teams to play the game. - Set the scene: “A representative from Friends of the Earth, Miss - recycle old bottles, cans - reuse bottles - use paper to wrap food - not buy goods that are overpackaged - PRE-READING I. Vocabulary: - representative (translation) - (to) protect (explanation) = to keep so/ s.t safe from danger. - (to) recycle (explanation) = to make old things be able to be used again - (to) reuse (explanation) = to use s.t again - natural resources (picture) coal, mines, oil, gold, - (to) contact (explanation) = to communicate with - instead of (translation) Blake, is talking to the students of Quang Trung school. Friends of the Earth shows people how to protect the environment and save natural resources”. - Ask students to work in pairs to decide if the statements are true or false. - Write the Ss' guesses on the board. - Ask students to open their books, listen to the tape while reading the dialogue. - Call on students to correct the false statements. - (to) overpackage (translation) * Checking techniques: Jumbled words. II. True/ False predictions: 1. Friends of the Earth is an organization to help people make friends with each other. 2. Miss Blake asks the students to remember 3 things: reduce, reuse, and recycle. 3. Reduce means buying the products which are over packed. 4. We cannot reuse things like envelopes glass, plastic bottles, and old plastic bags. 5. Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all. 6. Recycling means not just throwing things away but trying and finding another use for them. WHILE-READING Read the dialogue and check their prediction. □ Correct the false statements. Statements Answers Correction 1 2 3 F T F protect the environment and save natural resources not buying we can reuse things - Ask students to look at the questions on page 90 and work in pairs - Monitor and help students with their work - Call on some pairs to ask and answer the questions - Give feedback - Write the topic on the board - Ask students to express their opinions/ideas on this topic - Write the students’ ideas on the board into a list - Give feedback, correct and have students copy 4 5 6 F T T III. Comprehension questions * Expected answers: a. Reduce means not buying products which are overpackaged. b. We can reuse things like envelopes, glass, plastic bottles and old plastic bags. c. Recycle means not just throwing things away. Try and find another use for them d. We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends e. Students’ answers POST-READING Discussion How to protect our environment? IV. Consolidation: (2 minutes) - T asks students to summarize the main points of the dialogue. V. Homework - Write the questions and full answers in your exercise notebooks - Prepare: speak and listen PERIOD 62 Date: January 23 rd , 2011 UNIT 10: RECYCLING LESSON 2: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, 2 (PAGE 90) A. Aim: - To help students practice giving and responding to instructions and listening for specific information about making compost B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board - Show the picture to the students and ask them to observe it carefully, let them look at the WARM-UP Kim’s game * Possible answers: used paper, old newspapers, books, cardboard boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable picture for about 20 seconds then put it away. - Divide the class into 2 teams - Ask students to go to the board and write as many words showing things in the picture as possible. - Tell the students the team with the most right words is the winner - Present new words on the board. - Show the meaning of new words. - Guide Ss to read them in chorus. matter, clothes, shoes, schoolbags, PRE-SPEAKING I. Vocabulary: - Fertilizer (explanation) = Farmers often use this thing to make their plants or trees grow well (to) fertilize - Compost (question) = what do you call the fertilizer made from spoiled food, leaves, vegetable matter A compost heap - Fabric (realia) = clothes (what are these clothes made of?) - Leather (question) = Our shoes, sandals are often made of - Metal (n) (picture) - (to) belong to (translation) - Check Ss' memory by technique "Bingo" - Tell students they are going to listen to the words for items and put them into the right groups - Draw the table on the board and ask students to copy it - Model some words - After listening, ask students to work in pairs and give their answers. - Read the words again and correct - Put the mapped dialogue chart on the board - Elicit the exchanges from the students - Have some pairs practice each exchange before going on to another exchange - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue - grain (n) (picture) - shade (n) (picture) * Checking: Bingo II. Dictation - list: WHILE-SPEAKING III. Mapped Dialogue: Which group (do clothes) belong to? What can we do with (those clothes)? Is/ Are (fruit vegetable matter)? What will we do with (it)? Put (them) in (fabric) We can (recycle them and make them into paper or shopping bags) That’s right We make (it into Group Items Paper Used paper (old newspaper, books, cardboard boxes). Glass Bottles, glasses, jars. Plastic Plastic bags, plastic bottles. Metal Food cans, drinking tins. Fabric Leather Vegetables Clothes (cloth bags, material) (shoes, sandals, schoolbags) Fruit peels (vegetables, ) - Open pairs: Ask some pairs to demonstrate the dialogue - Closed pairs: Ask students to work in pairs, replacing the information (in brackets) with the words in the dictation list. - Tell students they are going to listen to an expert who gives the instructions to make compost - Ask students to open their books and read the multiple choice questions on page 91 - Check if students understand the questions - Play the tape 2 or 3 times, students listen and do the exercise - Have students give their answers and correct compost and fertilize our field) POST-SPEAKING IV. Multiple choice Listen to four questions during the recording. Check the correct answers. * Expected answers: a. A b. B c. A d. B IV. Consolidation: (2 minutes) - T asks students to summarize how to make compost V. Homework - Practice the dialogue with your partner, replacing the information - Do the exercises in the workbook PERIOD 63 Date: February 7 th , 2011 UNIT 10: RECYCLING LESSON 3: - READ (P.92) A. Aim: - Reading for details about how things are recycled. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board - Put the word square chart on the board - Tell students the topic is about the environment and there are 14 hidden words - Divide the glass into 4 groups - Ask students to write their answers on a piece of paper and hand in when they finish WARM-UP A word square E N V I R O N M E N T N B C G A R B A G E R V E D R D O P P U R E E J U E Y I L A R S C L U S E D P A P E R Y O S T N O T S E D E C - Tell students the group with the most right words is the winner - Elicit words from students. - Guide Ss to read new words. - Check Ss' memory by technique "Rub out and Remember". - Tell students they are going to read a page in a newspaper giving some P R O T E C T R U U L E A B R C A I B C S E R E C E E N C A E E K D E E E F G H G I J L  environment, garbage, pure, used paper, protect  envelope, dust, green tree, can, plastic, paper bag, reduce, reuse, recycle. PRE-READING I. Vocabulary: - a car tire [picture] - a can [picture] - floor covering [explanation] = things used as a carpet in a house - a deposit [translation] - (to) refill [explanation] = to fill st empty again - (to) melt [antonym] # (to) freeze - dung (n) [picture] - glassware (n) [picture] * Checking vocabulary: Rub out and remember [...]... - Ask students to put the verbs on the 1 board randomly in a flow chart 2 3 5 - Ask students to work in groups to 4 guess the order of the actions Expected Answers: 6 - Call on about 2 groups to write their 1- soak answer on the board 4- pull out - Explain the process of recycling, using mimes or Vietnamese and correct 2- mash 3- mix 5- press 6- dry WHILE-WRITING III Gap-filling Expected Answers: -. .. pictures - Ask them to write on the posters, then stick them on the board after they finish - Give feedback IV Consolidation: (2 minutes) - T asks students to state the main steps of recycling paper V Homework - Ask students to write the instructions in their exercise notebook - Prepare Language Focus 1, 2 Date: February 9th, PERIOD 65 2011 UNIT 10: RECYCLING LESSON 5: - LANGUAGE FOCUS 1, 2 (P .95 , 96 ) A... board WARM-UP JUMBLED WORDS - Divide class into 2 groups, each group takes turn to write down the complete words on board - Give feedback 1 2 3 4 5 6 eeyrccl – recycle sagsl – glass ieepc – piece eiachmcl - chemical emlt - melt eiispcfc - specific PRESENTATION I Vocabulary: - (to) dip (explanation + mime) = to put st in liquid - (to) blow (mime) - Elicit words from students - (to) break (mime) - Guide... public IV Consolidation: (2 minutes) - T asks students to state the forms of passive voice V Homework - Ask students to use the sequencing in LF1 to rewrite the instructions and write complete dialogue in Interview into their notebooks - Prepare Language Focus 3, 4 PERIOD 66 10th, 2011 Date: February UNIT 10: RECYCLING LESSON 6: - LANGUAGE FOCUS 3, 4 (P 96 , 97 ) A Aim: - By the end of the lesson, Ss will... 456 retell the story POST-READING Retell the story IV Consolidation: (2 minutes) - T asks students to state the main ideas of the passage V Homework - Prepare Write Date: February 9th, PERIOD 64 2011 UNIT 10: RECYCLING LESSON 4: - WRITE (P .93 , 94 ) A Aim: - By the end of the lesson, Ss will be able to write a set of instructions, using the sequencing B Methods: Communicative approach C Teaching aids:... words from students - delighted (a) (synonym) - Guide Ss to read new words = excited - certain (a) (synonym) = sure - (to) relieve (translation) - (to) look forward to + V-ing (explanation) = (to) expect, want st to happen - a scarf (realia) - (to) confirm (translation) * Checking vocabulary: Slap the board - Set the scene: Ba gives Nam a lot of II Pre-teach structure: directions at a time so Nam finds... rulers D Procedure: I Class management: 1 minute II Revision: (5 minutes) WARM-UP III New lesson: 1 Setting the scene: Included in the WARM-UP 2 Main activities: Teacher’s and students’ activities On the board WARM-UP LUCKY NUMBERS - Write 9 numbers on the board, from 1 1 Lucky number to 9 2 Say this sentence in the passive - Tell students each number is for a “People speak English everywhere” question... do with empty milk bottles? 2 What happens to the glass when it is sent to the factories? PRE-WRITING I Vocabulary: - (to) soak: explanation (to put st in liquid for a - Elicit words from students time so that it becomes completely wet) - Guide Ss to read new words - (to) mash: mime - a wire mesh: translation - a bucket: drawing * Checking vocabulary: Rub out and remember II Ordering prediction * Set... answers - Give feedback and correct PRODUCTION V Gap-fill: Answer key: 1 2 3 4 5 was happy am relieved is afraid Are you sure am certain IV Consolidation: (2 minutes) - T asks students to state the forms of adjective phrases V Homework - Ask students to rewrite the letter beginning with: “Nam’s grandparents are delighted that he ” - Do all the exercises in the workbook - Prepare Listen and Read (Unit. .. .it .by the end of the year (build) 3 it before Tet (finish) - Prepare separate cardboards, one for 4 it by you (make) Dr Kim, one for Hai - Tell students half of them are going Answer key: to play the role of Hai to interview Mr 1- will be showed 2- Will be built Kim, and the others are Mr Kim 3- will be finished 4 will .be made - Model: give one of the cardboards to a good student and ask him/her . minutes) - T asks students to state the main ideas of the passage V. Homework - Prepare Write PERIOD 64 Date: February 9 th , 2011 UNIT 10: RECYCLING LESSON 4: - WRITE (P .93 , 94 ) . into their notebooks. - Prepare Language Focus 3, 4 PERIOD 66 Date: February 10 th , 2011 UNIT 10: RECYCLING LESSON 6: - LANGUAGE FOCUS 3, 4 (P. 96 , 97 ) A. Aim: - By the end of the lesson,. UNIT 10: RECYCLING LESSON 1: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, 2 (PAGE 90 ) A. Aim: - By the end of the lesson, Ss will be able

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