Giáo án Tiếng Anh 9 Global Success Unit 10 Skills 2

Anticipated difficulties

Solutions

1. Students may have underdeveloped listening skills.

- Play the recording many times if necessary.

- Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail.

- Have excessively talkative students practise.

- Continue to define expectations in small chunks (before every activity).

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Brainstorm

– Let Ss play a game in two groups. Give each group a set of phrases on slips of paper about the roles plants and animals.

– Each group has to choose the correct slips about plants and the correct ones about animals and stick them in the right column (Plants / Animals) on the board. Tell them if one is suitable for both columns, they can stick it between the two columns.

– Stop the game when time is up.

– Ask each group to read out their answers.

– The group that has the mostcorrect or appropriateanswers wins.

– Declare the winner.

- Listen and follow instruction.

- Choose the correct slips about plants and the correct ones about animals and stick them in the right column (Plants / Animals) on the board.

Phrases:

keeping ecological balance, releasing oxygen for humans, droppings become fertilizer for plants, providing food to humans, beautifying Earth.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Look at the pictures and answer the questions below.

- Ask Ss to work in pairs to describe the two pictures and to answer the three questions.

– Tell Ss that they are going to listen to a conversation between Mr. An and Mi

- Work in pairs to describe two pictures and answer three questions.

- Listen

Suggested answers:

- A beaver.

- It is gathering dead plants and tree branches.

- A small / large pond which is divided in two by dead plants and branches.

Task 2: Listen to a conversation and choose the correct answer A, B, or C.

- Ask Ss to work in pairs to read the questions and underline key words.

- Play the recording once for Ss to choose A, B, or C.

- Check Ss’ answers and play the recording again for them to better understand the conversation between Mr. An and Mi. Stop or rewind the recording where necessary.

- Work in pairs to read the questions and underline key words.

- Listen and choose A, B, or C

- Check

Answer key:

1.C

2. B

Task 3: Listen again and fill in each blank in the summary with ONE word.

- Have Ss work individually to read the table and to guess the possible words to fill in each of the blank.

- Remind them to think of the part of speech of that word (noun, verb, adjective, adverb or number). Remind them of the possible plural and singular forms of nouns.

- Play the recording once for Ss to fill in the blanks. Remind Ss that they should write only ONE WORD for each blank.

- Ask Ss to work in pairs to swap answers and to listen again to check answers.

- Check Ss’ answers and play the recording again for them to better understand the conversation. Stop or rewind the recording where necessary.

EXTRA ACTIVITY

Have Ss work in pairs to ask and answer questions about one of the aspects in 3:

1. the effects of plants on the environment

2. the effects of animals on the environment

3. the possible threats to the environment

4. the possible activities to deal with the threats to the environment

Transition from Listening to Writing

- Tell the Ss that in the next part, they will write a summary of the listening.

- Ask Ss to look at the summary in 3 to orally list the effects from plants, and animals on the habitats. Help them with any new vocabulary they need.

- Tell them to move to activity 4.

- Work individually to read the table and guess the words.

- Think

- Listen and fill in the blanks with One word

- Compare answers in pairs.

- Check

- Work in pairs to ask andanswer

- Listen

Answer key:

1. harm

2. take

3. improve

4. flood

5. preserve

6. pesticides

Tapescript – Tracks ....:

Mr. An: As you see, habitats affect their flora and fauna, but the flora and fauna also affect their habitats.

Mi: Can you be more specific, Mr. An?

Mr. An: Well, plants can help or harm their environment. For example, when someone brings a plant to a new place, the plant can make the area more beautiful.

Mi: Yes, it does.

Mr. An: But that plant can also grow so fast that it takes over the resources of local plants. And these local plants may die out.

Mi: How about animals? Do they affect the environment too?

Mr. An: That’s a good question. Similarly, animals can cause harm or improve a habitat. Beavers, for example, build dams and ponds and this helps plants and animals which need water.

Mi: How do beavers harm the environment?

Mr. An: These dams may flood the homes of other plants and animals.

Mi: Ah, yes. So what should we do, Mr. An?
Mr. An: We should preserve habitats by not bringing plants and animals from different places. We shouldn’t cut down forests because that destroys the habitats of many species, or use pesticides which pollute the environment…..

Example:

A: What do you think are the effects of plants on the environment?

B: A kind of plant can beautify a place.

A: Exactly. Is there any other influence from them?

B: They can take over the resources of local plants

A: What do you mean?

B: They grow very fast and take all the soil and the space of other surrounding plants