Grade 9 English

Central Level (TOT) Training

Grade - 9
Unit 7
 Learning Objectives

At the end of this unit, students will be able to:

• discuss a change in the climate of our planet Earth.

• discuss some of the human activities that contribute to GHG

emissions and potential solutions.

• talk about the causes of problems and their effects.

• use contrastive and second-conditional clauses appropriately.

• make a personal account.

Soft Skills

• Collaboration
• Communication
• Critical thinking
• Problem solving
• Creativity
• Citizenship
 Unit Outline

• Lesson 1 : Tracing Global Climate

• Lesson 2: Culprits in the climate change crisis!

• Lesson 3: What would you do if you had more

time?
• Lesson 4: I found total peace!
Lesson 1: Tracing global climate
 Lesson 1: Tracing global climate

•Trace[treɪs] =(verb) find or discover by investigation

(noun) a procedure to investigate
the source of something

Observing the climate of Talking about cause and

the Earth effect
Warm-Up

What’s your favourite

season/ weather
condition?

Why do you like it?

Climate vs Weather
1. B 2. A
 Climate vs Weather

• Climate is the long-term pattern of weather in a

particular area.
• Weather can change from hour-to-hour, day-
to-day, month-to-month or even year-to-year.
• A region’s weather patterns, usually tracked
for at least 30 years, are considered its climate.
• Do you get rain in summer / winter?

• How often do you get a drought in your area?

• How often do you have heat waves in your

area?
 Listening and Speaking

Pre-Listening

• Read the statements given in Exercise 2a.

• Do the exercise.
• Check your answers with your friend.
 Listening and Speaking

While-Listening

Listen to the recording. Answer the questions.

• Who is the speaker?

• What does she tell us about?
• What greenhouse gases are mentioned in the
recording?
Listening and Speaking

While-Listening

2b. Listen again and check your answers in

Exercise 2a.
 Listening and Speaking

While-Listening
2b. Answers
a. False g. False
b. False (because of CO2 and h. True
other greenhouse gases)
c. False i. False
d. True j. False
e. True k. True
f. False l. True
Listening and Speaking

Post-Listening

What can we do to reduce the greenhouse

gases in our atmosphere?
Listening and Speaking
 Listening and Speaking
4. Match the causes (1–6) with the effects (a–f)
1. I thought this year’s monsoon a) Mum asked my teacher for three
was over. days’ leave.
2. It suddenly began to rain while b) I got grade B in most subjects and
I was riding a bicycle. didn’t even get the pass mark in
3. The next day, I got a fever and Maths.
a terrible cough. c) I left my rain coat home when I
4. I missed the classes for three went to school.
days. d) I got a scolding from my mum.
5. I didn’t do well in the monthly e) I got to school soaking wet.
test. f) I didn’t understand the lessons
6. I failed the monthly test. taught during my absence.
Listening and Speaking

4. Answers

1. c
2. e
3. a
4. f
5. b
6. d
Listening and Speaking

Exercise 5

Join the sentences in Exercise 4, using the

suitable linking words ‘because’, ‘as’,
‘therefore’, or ‘so’.

Check your answers in pairs.

Listening and Speaking
Sample Answer
• I thought this year monsoon was over, so I left my raincoat home when
I went to school.
• It suddenly began to rain while I was riding a bicycle. Therefore, I got
to school soaking wet.
• The next day, I got a fever and a terrible cough, so mum asked my
teacher for three days’ leave.
• I missed the classes for three days, so I didn’t understand the lessons
taught during my absence.
• I got grade B in most subjects and didn’t even get the pass mark in
Maths because I didn’t do well in the monthly test.
• In conclusion, I got a scolding from my mum as I failed the monthly
test.
Listening and Speaking

I stayed up late last

night because/ as …
Lesson 2: Culprits in the climate change crisis!

Some daily activities that cause

carbon emissions
Styrofoam [ˈstʌɪrəfəʊm] boxes
 Pre-Reading
1a. Look at the pictures and in pairs, ask and
answer the questions.
1. Do you burn garden waste or kitchen
waste? No, never.
2. Do you use Styrofoam boxes?
3. Do you unplug electronics when you are
not using them? s , I do .
Ye
met i mes.
So
 Pre-Reading

1b. Do you think the above activities are good or

bad for our environment? Why?
 While-Reading

2a. Study the glossary.

Manure (n)
solid waste from animals,
especially from large
ones
 While-Reading

2b. Read the article. Decide what message the

article gives to the readers?
While-Reading
 While-Reading
1. Plant-based food. Because animal-based food production generates more
greenhouse gas emissions than plant-based food production.
2. Carbon dioxide, methane and nitrous oxide (ethylene - an indirect greenhouse gas)
3. When plastic breaks down into more methane and ethylene, these gases lead to
global warming.
4. Accept any relevant answers.
(sample answer)
throwing leftovers away, unplugging electronic devices when they are not in use,
buying food and things in plastic packaging, using Styrofoam boxes and plastic
boxes to keep food etc .
Post-Reading

• Mention one of your daily activities that

increase GHGs in the atmosphere.
• What should you do to reduce GHG
emissions?
Lesson 3: What would you do if you had
more time?

Clauses of contrast Second conditional

Which sentence shows contrast?

I like it because it is good.

I don’t like it although it is good. √
Grammar

Clauses of contrast
• We use linking words such as ‘although, even
though, though, and despite or in spite of’ to
express contrast
Grammar
Grammar

Answers
• 1. Despite
• 2. even though
• 3. In spite of
• 4. Even though
• 5. Even though
• 6. although
• 7. despite the fact that
Grammar

The Second Conditional: Conditional Type 2

What would you do if you were a millionaire?

What would you do if you had more time?
 Grammar
The Second Conditional: Conditional Type 2
4. Match the sentence halves.
1. I would be happier a. if there were a garden in front
2. If I got full marks in English, of it.
3. If I were you, b. I would try harder.
4. If I bought this funny mask c. would you wear it?
for you, d. if I had more friends.
5. I would buy the house e. what would you give me?
 Grammar

The Second Conditional: Conditional Type 2

4. Answer
1. (d) 2. (e) 3. (b) 4. (c) 5. (a)
 Grammar

The Second Conditional: Conditional Type 2

 Grammar

The Second Conditional: Conditional Type 2

Answer
1. would buy, got
2. offered, would accept
3. did not walk, had
4. would be, gave
5. didn’t rain, would go
6. were, would offer
 Grammar

The Second Conditional: Conditional Type 2

Answer
1. would buy, got
2. offered, would accept
3. would not walk, had
4. would be, gave
5. didn’t rain, would go
6. were, would offer
 Grammar

The Second Conditional: Conditional Type 2

Lesson 4: I found the total peace!

Narrating a personal account

Writing

My wonderful experience
 Writing

Read the composition in Exercise 1.

Where did the writer go?
Did he have a good time there? Why / Why not?
Writing
 Writing
• 1. last October, my family and I, climbed a mountain, Mawlamyine
• 2. when it was drizzling.
• 3. a few children playing in the water, a bamboo hut, huge green
mountains
• 4. the comment:
There was harmony and tranquility all around us./ The splendour of
the pagoda and the serenity of nature brought complete peace to my
mind./ I will keep this inner peace in my heart forever.
5. past simple, past continuous and future
6. tired, happy, fresh
Writing
• Read the title of the composition in Exercise 3.
• Look at the pictures below the box and describe them.
• Read the jumbled sentences which tell us about the writer’s
experience (terrifying experience).
• Put the sentences in the correct order.
• Write it in paragraph form and check if the composition
follows the guidelines.
• Read it aloud.
Writing
Writing
• Choose one of the given situations to write your personal
account of it.
• Create the relevant event for the situation you have chosen or
you can write the event based on their own experience.
• Write down the first draft.
• Add some more points in the second draft.
• Check whether your composition follows the guidelines in
Exercise 2.
Writing
• 4b.
In pairs, check if your composition follows the
guidelines given in Exercise 2.
 Thank
you very
much.