Giáo án Tiếng Anh Lớp 9 - Tuần 21 - Năm học 2019-2020 - Trường THCS Phúc Than

Preparing date: 4/1/ 2020 Teaching date: 6/1//2020 – Class 9A3 UNIT 6: THE ENVIRONMENT Period 39: Write I. Objectives 1. Lesson knowledge - By the end of the lesson, Ss will be able to write a complaint letter. 2. Skills - Writing 3. Attitude - Positive about their lesson - SS know how to learn English in right way - SS are interested in doing exercises 4. Ability orientation a. Common abilities - Self - control and self - study capacities - Communication and cooperation capacities - Problem solving and creativity capacities b. Specific abilities - English language ability II. Preparations 1. Teachers: Book, picture 2. Students: Book, pens, papers III. Procedures 1. Methods - Communicative approach, group Ss and T’s activities, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group,. 2. Techniques: Eliciting, group work, pair work, individual work IV. Activities 1. Settle the class - Greetings and checking student’s attendance. 2. Previous lesson review - Call SS to write new words 3. Start the lesson: Activity 1: Warm up Ss complain about something. Activity 2: Acquire new skills and knowledge - Give the new words include. - Help sts read new words. - Call some sts to read new words. - Give Ss some questions: + Have you ever written a letter to head of a company? + What do you often write on the top of the letter? + What do you often write at the end of the letter? + How many sections does the complaint letter have? - Ask Ss to look at violet box on p.52. - Explain to Ss a complaint letter has five sections: 1. Situation: states the reason for writing. 2. Complication: mentions the problem. 3. Resolution: make a suggestion. 4. Action: talks about future action. 5. Politeness: ends the letter politely. - Get Ss to read the letter on p.52 then order the letter following five sections above. * Answer key: + Ordering the letter: S: I am writing to you about the short stop of your trucks around my house.... C: When the trucks of your company have a short break on the streets aroud my house... R: I would suggest that your company should tell your drivers to clear up all the trash.... A: I look forward to hearing from you and seeing good response from your company. P: Faithfully, - Ask sts to answer- correct mistakes. Activity 3: Practice - Ask Ss some questions to make sure the Ss know what they have to write.  What do people do in the lake behind your house these days? - They begin to catch fish.  What make you worried? - They use electricity to catch fish.  To whom do you write the letter to? - We write to the head of the local authorities.  What suggestion do you want to make? - We suggest the local authorities should prohibit and fine heavily anyone using electricity.  Any future plan you want to make? - We look forward to seeing the protection of environment from the local authorities. - Ask Ss to write the letter individually following five sections above. - Ask Ss to share with their friends. - Ask Ss to present their letter in front of the class - Ask Ss to listen and find mistakes (if there is one). * Suggested letter Dear Mr. President, I am writing to you about the problem of fish catching in the lake behind my house. I am very worried because they use electricity to catch fish. After a short time, they leave the lake, a lot of small fish die and float on the water surface. Other animals such as frogs, toads, and even birds have also die from electric shock waves. I would suggest the local authorities should prohibit and punish heavily anyone using this way of catching fish. I look forward to hearing from you and seeing the protection of environment from the local authorities. Sincerely, Activity 4: Further practice - Let sts hang their writing on board. - T gives the sample writing and corrections. - Let sts copy in the notebook. Activity 5: Expanding - Reminds all main points for Ss. to remember and practice at home V. Instruction for next lesson preparation - Study new word and structure - Prepare Unit 6 Language focus ================================== Preparing date: 4/1/ 2020 Teaching date: 9/1//2020 – Class 9A3 UNIT 6: THE ENVIRONMENT Period 40: Language focus I. Objectives 1. Lesson knowledge - By the end of the lesson, students will be able to use structures: - Adjectives + that clause. - Conditional sentence type 1; “adjectives and adverbs, adverb clause of reason (as, because, since) to do exercises. 2. Skills - Writing, listening 3. Attitude - Positive about their lesson - SS know how to learn English in right way - SS are interested in doing exercises 4. Ability orientation a. Common abilities - Self - control and self - study capacities - Communication and cooperation capacities - Problem solving and creativity capacities b. Specific abilities - English language ability II. Preparations 1. Teachers: Book, picture 2. Students: Book, pens, papers III. Procedures 1. Methods - Communicative approach, group Ss and T’s activities, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group,. 2. Techniques: Eliciting, group work, pair work, individual work IV. Activities 1. Settle the class - Greetings and checking student’s attendance. 2. Previous lesson review - No checking 3. Start the lesson: Activity 1: Warm up - Introduce lesson Activity 2: Acquire new skills and knowledge a. Adjectives and adverbs. b. Adverb clause of reason with: “since, because, as” c. Adjective + that clause: d. Conditional type 1: Activity 3: Practice a. Exercise 1: p.54. - Ask sts to use the adverbs at the pelmanism then fill in the sentences. - Work individually. - Ask sts to answer and correct. b. Exercise 2: p.54. - Hang on the pictures on p.54 on board and ask sts to look at them. - Run through all the pictures. - Ask them join the pairs of sentences together using adverb clause of reason: “ because, as, since”. - Work individually. - Ask them to share with their friends. - Ask them to go to the board and write down their answers. c. Exercise 3: p.55. - Get sts to look at exercise 3 on p.55 then use structure: Adj + that clause with words in the brackets to complete the dialogue. - Pair work. - Ask sts to answer and correct. d. Exercise 4:p.56 - Hang on the poster about exercise 4 on board. - Ask sts to look at them then match each half-sentence in column A with a suitable one in column B. - Ask sts to go to the board and match and correct. Activity 4: Further practice e. Exercise 5: p.56. - Have sts to look at the book at Ex.5 on p.56. - Ask them to complete the sentences using the words in brackets with conditional type 1. - Model: If we go on littering, the environment will become seriously polluted. - Ask them to compare with their friends. - Call sts to write on board and correct mistakes. Activity 5: Expanding - Reminds all main points for Ss. to remember and practice at home V. Instruction for next lesson preparation - Study new word and structure - Prepare New lesson