Download Giáo án English 9 - Học kỳ 2
We are slowly (1) _______ the earth. The seas and rivers are (2) _______ dirty to swim in. There is so much smoke in the air that is (3) _______ to live in many of the world’s cities. In one well-known city, for example, (4) _______ gases from cars pollute the air so much that traffic policemen (5) _______ wear oxygen masks.
We have cut (6) ______ so many trees that there are now vast areas of wasteland all over the world. As a result, farmer in part of Africa can’t grow (7) _______ to eat. In certain coutries in Asia there is to little rice. Moreover, we do not take enough care of the countryside. Wild animals are quickly (8) _______. For instance, tigers are rare in India now because we have killed too many for them to survive. We must act now before it is too (9) _______ to do anything about us. Join us now. Save the earth. It is (10) _______ important to ignore.
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Water electricity - gas – coal – petrol energy.
Describe the pictures :
- P.A: The faucet is on, but nobody uses it
- P.B: Too much gas is use .
- P.C: The fan is on, but nobody is in the room.
- P.D: The air – conditioner is on, but nobody is in the room.
- P.E: The bath is overflowing.
- P.G: They don’t go to work by motorbike they go to work by (motorbike)
- P.H: They go to work by bus.
Elicit from students to make suggestion
Examples: I suggest turning off the faucets . Ok. I’ll do that.
Ask students to find out other ways of making suggestion .
From:
+ Suggestion:
- I suggest + V-ing
- I think we should ….
- Shall we ……?
- Why don’t we ….?
- How about +V-ing.. ?
- What about + V-ing ?
- Let’s + bare inf ……
+ Response
- Ok
- That’s a good idea
- All right.
- Let’s
- No, I don’t wan’t to
- I prefer to …
Word cue drill: Language focus 3.
Set the scenes:
a) Your class want to Giúp the poor in the neighborhood of your school. These are these ideas.
Model the drill and have Ss repeat:
T: I suggest collesting unused clothes.
S: I suggest……….
T: (show the cue)
S: I suggest ………………………………
- organize ashow to raise money.
- give the lesson to poor children.
- Giúp elderly people and war invalids with their chores,
b) Your friend wants to improve his/her English. These are your ideas:
T: I suggeste you should write sentences with new words.
S: I suggest …………………………….
T: (show the cue)
S: I suggest ………………………………
- speak English in class.
- buy a good dictionary.
- do some reading every day.
* Picture-word-cue drill: (oral drill)
Asks Ss to look at the pictures on page 59 to make suggestions.
A. I suggest/fix/faucet
B. I suggest/you/turn down/fire
C. How about/turn off/electric fan/after use?
D. What about/turn off/air conditioner/leave?
E. why don’t we/switch off/lights/leave?
F. I think/you/take/shower/onstead of/bath
G. Shall we/bicycle/instead of/motorbikes?
H. I suggest/take/bus
- Write it up about energy saving at your home individual work.
- Write your suggestion down your notebooks as much as possible .
- Prepare lesson 3 of unit 7: listen and L.F 1.
Teacher – class
Teacher – class
Pair work
Individual work
Period 44 UNIT 7: SAVING ENERGY
Lesson 3 : Listen + Language focus 1 (P.60-62&63)
* Aim: Listening to a text for details and further practice in making suggestions.
* Objective: By the end of the lesson, students will know more about solar energy by listening and students will be able to use the connectives.
* Teaching aids: Textbook, posters.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Information transmitting :
Group work
( 5’ )
- Group 1 : Six students
I suggest collecting waste paper
- Group 2 : six Students
I suggest practicing English everyday.
Pre – reading
a) Pre – teach Vocabulary :
Teacher - class
( 15’)
- solar ( n.) ( translation )
- solar panel ( n. )
- nuclear power ( n. )
- cài( v.)
- store ( v.)
- effective ( adj ) effectively ( adv )
b) Checking vocabulary
c) True / False statement prediction
- Ask student to look at the statement on page 60 ( 4a ) to work in pairs and guess which statements are true and which ones are false.
Pair work
While reading
Answer Keys :
( 12’)
A – Listening and checking :
1. T
2. F Most of our electricity comes from the use of coal, gas, oil or nuclear power.
3. F One percent of the solar energy that gets to the earth can provide enough power for the world’s population.
4. T
5. F They will be heated by solar energy in 2015.
B – Gap filling :
-Howe students look at exercise 4b on page 60 and work in pairs to guess the words in the blanks.
Pair work
- Give feedback.
- Listen to the tape and fill in the gaps.
Answer Keys :
1 : effective – 2 : pollution – 3 : countries
4 : store – 5 : roof – 6 : instead
Post- listening
Discussion :
Group work
( 8’ )
1) What kind of energy can be used today?
2) What are the benefits of solar energy ?
3) How can people get solar energy ?
Answer Keys :
Coal, gas, oil, nuclear power, and solar energy can be used today.
Solar energy is clean, cheap, effective and it doesn’t cause pollution or waste natural resources.
Solar panels are installed on the roof of a house to receive the solar energy from the sun.
Home work
( 2’ )
Do exercise 3 of language focus.
Prepare lesson 4: Read on page 60-61.
Period 45 UNIT 7: SAVING ENERGY
Lesson 4 : Read (P. 60-61)
* Aim: Reading a text about saving energy for details.
* Objective: By the end of the lesson, students will know more how North American and European save money and natural resources.
* Teaching aids: Textbook.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Chatting:
( 8’)
Use an electricity bill and a water bill to chat to students.
Teacher - class
- How much is your family’s water bill?
- How much is your family’s electricity bill ?
- Do you think it is enormous ?
- Are your parents worried about that ?
- Do you wants to reduce the amount of electricity and water your family use ?
- What should we do ?
Pre – reading
I . a) Pre – teach vocabulary :
Teacher - class
( 12’)
- consumer ( n. ) : A person who buys goods that he will use himself.
- bulb ( n. ) : (realia)
- energy saving bulb : ( translation )
- efficient ( adj ) – efficience ( n .)
- ultimately ( adv ) # finally ( adv )
- luxury ( n. )
- to account for : chiếm
- innovation ( n. )
- scheme ( n. ) # plan ( n.)
- conserve ( v. ) ( translation )
b) Checking vocabulary : What and Where
II. Pre – questions :
1) Do people in western countries think electricity, gas and water are luxury ?
2) Do they want to save electricity ? What do they do to spend less on lighting?
While-reading
a) Reading and checking :
Group work
( 13’ )
Answer keys :
1) No, they don’t. They think electricity, gas and water are not luxuries but necessities.
2) Yes, they do. They use energy – saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use house hold appliances efficiently.
b) Reading for main ideas : On page 61 from sentence 1 to sentence 4.
Answer key: Sentence 3.
c) Comprehension questions :
Individual
Form question 1 to question 4 on p. 61
Answer keys :
Post- reading
( 10’ )
They are interested in products that will not only work effectively but also save money.
They can use energy – saving builds instead of ordinary 100 – watt light builds to spend less on lighting.
She will pay U.S $ 2
The purpose of the labeling schenre is to tell the consumers how energy efficient each model is, compared with other applian-us in the same category.
Discussion :
Why should we save energy ?
What should we do to save money and natural resources ?
Answer keys :
Because we want to save money as well as natural resources.
Use solar energy, use energy – saving builds, reduce the amount of water, turn off……….when we don’t use them.
Group work
Homework
(2’ )
Write answering of the questions on page 61 into your notebooks.
- Prepare lesson 5 - Write & LF2.
Period 46 UNIT 7: SAVING ENERGY
Lesson 5 : Write + Language focus 2(P.61,62&63)
* Aim: Writing a speech about saving energy.
* Objective: By the end of the lesson, students will be able to write a simple speech and present it in front of the class and to use the phrasal verbs.
* Teaching aids: Textbook.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Brainstorming
( 7’ )
Things people do to reduce the amount of electricity they use:
Teacher - class
- Turn off all of the electrical appliances when we don’t need them.
- Replace an ordinary 100 – watt light build with an energy – saving build.
- Use the electrical equipment that uses less electricity.
Pre – writing
a) Vocabulary revision : Jumbled words
Pair work
( 12’)
- usun pu = sum up
- ioatnetnt = attention
- alidte = detail
- diosl = solid
- fradt = draft
b) Matching :
Have students match each part of a speech in column A to a suitable function in column B.
While writing
Answer keys : 1 : B – 2 : C – 3 : A
( 13’ )
a) Ordering: Have students put the sentences in 6b on page 62 in the correct order to from a speech.
b) Writing speech :
- Divide the class into three groups.
Group work
- Each group prepares a speech about one of these topics.
- Group 1 : Reducing garbage.
- Group 2 : Reusing paper
- Group 3 : Saving energy in the kitchen.
- Have a volunteer from each group present his / her group’s speech in front of the class.
Group work
- Correct mistakes.
- Give feedback.
Post writing
( 10’)
Suggested li...
Download Giáo án English 9 - Học kỳ 2 miễn phí
We are slowly (1) _______ the earth. The seas and rivers are (2) _______ dirty to swim in. There is so much smoke in the air that is (3) _______ to live in many of the world’s cities. In one well-known city, for example, (4) _______ gases from cars pollute the air so much that traffic policemen (5) _______ wear oxygen masks.
We have cut (6) ______ so many trees that there are now vast areas of wasteland all over the world. As a result, farmer in part of Africa can’t grow (7) _______ to eat. In certain coutries in Asia there is to little rice. Moreover, we do not take enough care of the countryside. Wild animals are quickly (8) _______. For instance, tigers are rare in India now because we have killed too many for them to survive. We must act now before it is too (9) _______ to do anything about us. Join us now. Save the earth. It is (10) _______ important to ignore.
++ Ai muốn tải bản DOC Đầy Đủ thì Trả lời bài viết này, mình sẽ gửi Link download cho!
Tóm tắt nội dung:
s many as possible and give the title for them.Water electricity - gas – coal – petrol energy.
Describe the pictures :
- P.A: The faucet is on, but nobody uses it
- P.B: Too much gas is use .
- P.C: The fan is on, but nobody is in the room.
- P.D: The air – conditioner is on, but nobody is in the room.
- P.E: The bath is overflowing.
- P.G: They don’t go to work by motorbike they go to work by (motorbike)
- P.H: They go to work by bus.
Elicit from students to make suggestion
Examples: I suggest turning off the faucets . Ok. I’ll do that.
Ask students to find out other ways of making suggestion .
From:
+ Suggestion:
- I suggest + V-ing
- I think we should ….
- Shall we ……?
- Why don’t we ….?
- How about +V-ing.. ?
- What about + V-ing ?
- Let’s + bare inf ……
+ Response
- Ok
- That’s a good idea
- All right.
- Let’s
- No, I don’t wan’t to
- I prefer to …
Word cue drill: Language focus 3.
Set the scenes:
a) Your class want to Giúp the poor in the neighborhood of your school. These are these ideas.
Model the drill and have Ss repeat:
T: I suggest collesting unused clothes.
S: I suggest……….
T: (show the cue)
S: I suggest ………………………………
- organize ashow to raise money.
- give the lesson to poor children.
- Giúp elderly people and war invalids with their chores,
b) Your friend wants to improve his/her English. These are your ideas:
T: I suggeste you should write sentences with new words.
S: I suggest …………………………….
T: (show the cue)
S: I suggest ………………………………
- speak English in class.
- buy a good dictionary.
- do some reading every day.
* Picture-word-cue drill: (oral drill)
Asks Ss to look at the pictures on page 59 to make suggestions.
A. I suggest/fix/faucet
B. I suggest/you/turn down/fire
C. How about/turn off/electric fan/after use?
D. What about/turn off/air conditioner/leave?
E. why don’t we/switch off/lights/leave?
F. I think/you/take/shower/onstead of/bath
G. Shall we/bicycle/instead of/motorbikes?
H. I suggest/take/bus
- Write it up about energy saving at your home individual work.
- Write your suggestion down your notebooks as much as possible .
- Prepare lesson 3 of unit 7: listen and L.F 1.
Teacher – class
Teacher – class
Pair work
Individual work
Period 44 UNIT 7: SAVING ENERGY
Lesson 3 : Listen + Language focus 1 (P.60-62&63)
* Aim: Listening to a text for details and further practice in making suggestions.
* Objective: By the end of the lesson, students will know more about solar energy by listening and students will be able to use the connectives.
* Teaching aids: Textbook, posters.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Information transmitting :
Group work
( 5’ )
- Group 1 : Six students
I suggest collecting waste paper
- Group 2 : six Students
I suggest practicing English everyday.
Pre – reading
a) Pre – teach Vocabulary :
Teacher - class
( 15’)
- solar ( n.) ( translation )
- solar panel ( n. )
- nuclear power ( n. )
- cài( v.)
- store ( v.)
- effective ( adj ) effectively ( adv )
b) Checking vocabulary
c) True / False statement prediction
- Ask student to look at the statement on page 60 ( 4a ) to work in pairs and guess which statements are true and which ones are false.
Pair work
While reading
Answer Keys :
( 12’)
A – Listening and checking :
1. T
2. F Most of our electricity comes from the use of coal, gas, oil or nuclear power.
3. F One percent of the solar energy that gets to the earth can provide enough power for the world’s population.
4. T
5. F They will be heated by solar energy in 2015.
B – Gap filling :
-Howe students look at exercise 4b on page 60 and work in pairs to guess the words in the blanks.
Pair work
- Give feedback.
- Listen to the tape and fill in the gaps.
Answer Keys :
1 : effective – 2 : pollution – 3 : countries
4 : store – 5 : roof – 6 : instead
Post- listening
Discussion :
Group work
( 8’ )
1) What kind of energy can be used today?
2) What are the benefits of solar energy ?
3) How can people get solar energy ?
Answer Keys :
Coal, gas, oil, nuclear power, and solar energy can be used today.
Solar energy is clean, cheap, effective and it doesn’t cause pollution or waste natural resources.
Solar panels are installed on the roof of a house to receive the solar energy from the sun.
Home work
( 2’ )
Do exercise 3 of language focus.
Prepare lesson 4: Read on page 60-61.
Period 45 UNIT 7: SAVING ENERGY
Lesson 4 : Read (P. 60-61)
* Aim: Reading a text about saving energy for details.
* Objective: By the end of the lesson, students will know more how North American and European save money and natural resources.
* Teaching aids: Textbook.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Chatting:
( 8’)
Use an electricity bill and a water bill to chat to students.
Teacher - class
- How much is your family’s water bill?
- How much is your family’s electricity bill ?
- Do you think it is enormous ?
- Are your parents worried about that ?
- Do you wants to reduce the amount of electricity and water your family use ?
- What should we do ?
Pre – reading
I . a) Pre – teach vocabulary :
Teacher - class
( 12’)
- consumer ( n. ) : A person who buys goods that he will use himself.
- bulb ( n. ) : (realia)
- energy saving bulb : ( translation )
- efficient ( adj ) – efficience ( n .)
- ultimately ( adv ) # finally ( adv )
- luxury ( n. )
- to account for : chiếm
- innovation ( n. )
- scheme ( n. ) # plan ( n.)
- conserve ( v. ) ( translation )
b) Checking vocabulary : What and Where
II. Pre – questions :
1) Do people in western countries think electricity, gas and water are luxury ?
2) Do they want to save electricity ? What do they do to spend less on lighting?
While-reading
a) Reading and checking :
Group work
( 13’ )
Answer keys :
1) No, they don’t. They think electricity, gas and water are not luxuries but necessities.
2) Yes, they do. They use energy – saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use house hold appliances efficiently.
b) Reading for main ideas : On page 61 from sentence 1 to sentence 4.
Answer key: Sentence 3.
c) Comprehension questions :
Individual
Form question 1 to question 4 on p. 61
Answer keys :
Post- reading
( 10’ )
They are interested in products that will not only work effectively but also save money.
They can use energy – saving builds instead of ordinary 100 – watt light builds to spend less on lighting.
She will pay U.S $ 2
The purpose of the labeling schenre is to tell the consumers how energy efficient each model is, compared with other applian-us in the same category.
Discussion :
Why should we save energy ?
What should we do to save money and natural resources ?
Answer keys :
Because we want to save money as well as natural resources.
Use solar energy, use energy – saving builds, reduce the amount of water, turn off……….when we don’t use them.
Group work
Homework
(2’ )
Write answering of the questions on page 61 into your notebooks.
- Prepare lesson 5 - Write & LF2.
Period 46 UNIT 7: SAVING ENERGY
Lesson 5 : Write + Language focus 2(P.61,62&63)
* Aim: Writing a speech about saving energy.
* Objective: By the end of the lesson, students will be able to write a simple speech and present it in front of the class and to use the phrasal verbs.
* Teaching aids: Textbook.
* Teaching procedure:
Stage
Activities
Work arrangement
Warm up
Brainstorming
( 7’ )
Things people do to reduce the amount of electricity they use:
Teacher - class
- Turn off all of the electrical appliances when we don’t need them.
- Replace an ordinary 100 – watt light build with an energy – saving build.
- Use the electrical equipment that uses less electricity.
Pre – writing
a) Vocabulary revision : Jumbled words
Pair work
( 12’)
- usun pu = sum up
- ioatnetnt = attention
- alidte = detail
- diosl = solid
- fradt = draft
b) Matching :
Have students match each part of a speech in column A to a suitable function in column B.
While writing
Answer keys : 1 : B – 2 : C – 3 : A
( 13’ )
a) Ordering: Have students put the sentences in 6b on page 62 in the correct order to from a speech.
b) Writing speech :
- Divide the class into three groups.
Group work
- Each group prepares a speech about one of these topics.
- Group 1 : Reducing garbage.
- Group 2 : Reusing paper
- Group 3 : Saving energy in the kitchen.
- Have a volunteer from each group present his / her group’s speech in front of the class.
Group work
- Correct mistakes.
- Give feedback.
Post writing
( 10’)
Suggested li...