Period 37: Unit 6: The environment Lesson 1: Getting started - Listen and read Date : A. Objectives :- By the end of the lesson , Ss will be able to know more about the environment problems and solutions. I. Knowledge :- II. Skills : - Reading/ speaking B. Procedure : I. Settlement : - Greeting, calling roll II. Warmer : - Brainstorming - T asks Ss to think of the environment problems in the town. air pollution dirty street smoke from cars III. New lesson : The content of the lesson Teacher's and Ss' activities 1.Presentation : Vocabulary : - dynamite fishing (n) :đánh bắt cá bằng thuốc nổ - deforestation (n) :sự tàn phá rừng - garbage dump (n) :đống rác - spraying pesticides (n) :việc phun thuốc diệt sâu bọ - disappointed ( by/about/at ) :thất vọng - sewage(n) : nớc thải, nớc cống 2.Practice Matching Key: 1 - f 4 - a 2 - e 5 - c 3 - b 6 - d Comprehension questions *Answers: 1. The speaker is Mr. Brown 2.The listeners are the volunteer conservationists. 3. They are on the beach. 4. They are going to clean the beach. 5. If they work hard today, they will make the beach clean and beautiful again soon. 6. Yes, I have. We clean our school/ the park/ the streets. We collected the rubbish and take them to the garbage dump. 7.If the pollution continues, the environment around us won't be good and it will be harmful to our health, our life. *Model sentences: If they work hard, they will make the beach clean and beautiful. - Form : conditional sentences type 1 If- clause Main- clause simple present simple future - Use : diễn tả 1 sự việc có thể xảy ra ở hiện tại hoặc t- ơng lai. *Drill: Matching 1.If our school yard a. We'll live a happier dirty, and healthier life. 2.If we keep our b. We'll have more environment clean shades &fresh air. *Pre- teach vocabulary : - T elicits vocabulary from Ss + picture + explanation + picture + translation + translation + translation - T models , Ss repeat . - T does concept check. *Checking vocabulary: R. O. R. - T reads the text, Ss listen and repeat. - Ss practice reading.(in pairs ) - T checks Ss' understanding by asking Ss to match the names in column A with the tasks in column B. (48) ( Ss work individually/in pairs/in group - T gives feedback. - T asks Ss to answer the questions. ( Ss work in pairs ) - T asks Ss to write their answers on the board. - T gives feedback. - T introduces the new target language by asking questions. + T: What will they achieve if they work hard today ? - T asks Ss to do the exercise - Ss work individually. - T gives feedback. Environmental problems in our town/city. 3.If we plant more c. We'll clean it. trees along the streets IV. Homework : - Learn by heart vocabulary. - Do exercise 8 p.45(workbook) - Prepare Speak. Period 38: Unit 6: The environment Lesson 2: Speaking Date: Jan.19th, 06 A. Objectives: - By the end of the lesson, Ss will be able to persuade their friends to protect the environment. I. Knowledge: - Practice speaking (to persuade people to protect the environment) II. Skills: - Speaking B. Procedure: I. Settlement: - Greeting, calling roll II. Warmer: - Slap the board III. New lesson : The content of the lesson Teacher 's and Ss' activities 1. Pre- speaking: • Vocabulary: - (to)dissolve : - exhaust fume(n) : - (to) do harm ( adj ) : *Form : - I think you should - Won't you - Why don't you . + Inf . - Why not - It would be better if you . - What/ how about + V - ing ? *Use :- Dïng ®Ó thuyÕt phôc mét ngêi nµo ®ã lµm g× Ex : - T : I think you should use banana leaves to wrap food. - Ss: Why? - T : Because plastic bags are very hard to dissolve, they will cause pollution. 2. While- speaking : (P. 49) 3. Post- speaking : • Pre- teach vocabulary - T elicits vocabulary from Ss +explanation +picture . + translation - T models, Ss repeat - T does concept check. • Checking vocabulary: R.O.R. - T elicits the new target language from Ss. - T asks Ss to look at exercise in their books (P.49) and models. - T asks Ss to practise speaking ( Ss work in pairs ) - T corrects Ss' mistakes. - T asks Ss to discuss the question: "What do you do to protect the environment ?" - Ss work in groups + Group 1: save paper + Group 2 : reduce water pollution produce deforestati on preven t dynamite pollution garbage + Group 3 : reduce air pollution + Group 4 : reduce garbage IV. Homework : - Learn by heart vocabulary. - Write a short paragraph about what you often do to protect the environment. - Prepare Listen. Period 39: Unit 6: The environment Lesson 3: Listening Date :Jan. ,06 A. Objectives :- By the end of the lesson , Ss will be able to listen for details to complete the notes. I. Knowledge :- Practice listening to the report on how our oceans are polluted. II. Skills : - Listening B. Procedure : I. Settlement : - Greeting, calling roll II. Warmer : - Jumbled words plutedo = polluted nocea = ocea raagbeg = garbage cicedneta = accident phip = ship essvel = vessel - T introduces the new lesson III.New lesson : The content of the lesson Teacher's and ss' activities 1. Pre- listening : *Vocabulary : - sewage (n ):níc th¶i - pump (v ): - deliberate(adj ): - (to) leak : - oil spill ( n ) : • Brainstorming : oil spill 2. While- listening : • Pre- teach vocabulary : - T elicits vocabulary from Ss + ( explanation ) + (mime ) + ( translation ) + ( translation ) + (picture ) - T models, Ss repeat - T does concept check. * Checking vocabulary :What and where - T asks Ss to think of the question :How is the ocean polluted ? - (Ss work individually ) - T asks Ss write their answers on the board. - T asks Ss to listen to the tape and check their answers. How is the ocean polluted ? *Gap- fill :(P .50 ) Keys : - dropped into the sea - come from ships at sea - Waste materials from factories. - Oil is washed from land 3. Post- listening : Discussion • Tape transcript : “Our oceans are becoming extremely polluted. Most of this pollution comes from the land, which means it comes from people. First, there is raw sewage, which is pumped directly into sea. Many countries, both developed and developing are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil spills from ships. A ship has an accident and oil leaks from the vessel. This not only pollutes the water, but it also kills marine life. Next, there are waste materials, from factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from land. This can be the result of carelessness or a deliberate dumping of waste." - Then T gives feedback. - T asks Ss to listen to the tape and fill in the blanks. ( Ss work individually / in pairs ) - T gives feedback. - T asks Ss to discuss the question: “What do you do to prevent the ocean from pollution?” + (Ss work in groups, then some Ss talk in front of class ) - T gives Ss the tape transcript and asks Ss to listen to the tape again. IV. Homework : - Learn by heart vocabulary. - Practice reading the text. - Prepare Read. Period 39 : Unit 6: The environment Lesson 4: Read Date: A. Objectives: - By the end of the lesson, Ss will be able to understand a poem. I. Knowledge: - Practice reading a poem about the environment. II. Skills: - Reading/Speaking B. Procedure: I. Settlement: - Greeting, calling roll II. Warmer: - Chatting Do you like poetry? Do you think it is easy to understand a poem? Have you ever read an English poem? III. New lesson : The content the of lesson Teacher's and Ss' activities 1.Pre- reading : *Vocabulary : - junk- yard (n ):b·i phÕ th¶i - treasure (n) : ch©u b¸u - foam (n) : bät - folk (n) : ngêi, - hedge (n) : hµng rµo - stream (n) : dßng suèi *Pre- questions : a. Who does the poet talk to in the poem? b. What is the poem about? 2.While- reading : Key : a.The mother and her son. b. The poem is about the environment. • Comprehension questions : 1. If the pollution goes on, the world will end up like a second hand junk yard. 2. The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son. 3. His mother will take him home right away. 4. No. Because he is right; if he throws the bottles that will be polluting the woods. 5. The poem wants us to learn that everyone is responsible for keeping the environment from pollution. 3. Post- reading : Discussion *Pre- teach vocabulary : - T elicits vocabulary from Ss. + ( explanation ) + ( realia ) + ( picture ) + ( explanation ) + ( picture ) +( picture ) - T models, Ss repeat. - T does concept check. • Checking vocabulary : Matching ( P 51 ) - T sets the scene - T gives two questions and asks Ss to think of them (Ss work individually.) - T asks Ss to read the poem and answer two questions ( Ss work individually ) - T gives feedback. - Then T asks Ss to read the poem carefully and answer the questions on page 51. ( Ss work individually /work in pairs ) - Some Ss write their answers on the board. - T gives feedback. - T asks Ss to discuss the question "What could you do in your school / house to minimize pollution?” ( Ss work in groups ) - Ss write their ideas on the posters and T gives feedback. IV. Homework : - Learn by heart vocabulary. - Write 5 things that you have to do to keep the environment unpolluted. - Prepare Write. Period 40: Unit 6: The environment Lesson 5: Write Date: A. Objectives: - By the end of the lesson, Ss will be able to write a complaint letter. I. Knowledge: - Practice writing a letter of complaint. II. Skills: -Writing B. Procedure: I. Settlement: - Greeting, calling roll II. Warmer : - Categories - T asks Ss to find out the verbs beginning with the letters that teacher gives. - Ex : A : add S: study (Ss play the game in groups) . - T introduced the new lesson. III. New lesson : The content of the lesson Teacher's and Ss' activities 1.Pre- writing: *Vocabulary : - (to) complain :phµn nµn - (to) float :tr«i, næi bång bÒnh • Pre- teach vocabulary : - T elicits vocabulary from Ss. + ( translation ) + ( translation ) - (to) prohibit :ng¨n c¶n, ng¨n cÊm - resolution (n): sù quyÕt t©m *Ordering : Key: S - C - R - A - P * Matching : Key : - a. Action: talks about future action. - b. Situation : states the reason for writing - c. Politeness: ends the letter politely. - d. Complication: mentions the problem. - e. Resolution: makes a suggestion. *Reading the letter : Key : - R: I would .leave. - S: I am . the North. - A: I look company. - C: When the trucks flies. - P : Sincerely, Tran Vu Nhat. 2.While- writing : Key : Dear Mr. President, I'm writing to you about the catching of fish of many people in the lake behind my house. I'm very worried because they used 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 fine heavily anyone using this way of catching fish. I look forward t hearing from you and seeing the protection of the environment from the local authorities. 3. Post- writing: Correction + ( picture ) + ( translation ) + ( translation ) - T models, Ss repeat. - T does concept check. • Checking vocabulary : R.O.R - T asks Ss to put the sections in a correct order. + ( Ss work individually/ in pairs/ in groups ) - T gives feedback. - T asks Ss to do exercise (P.52 ) + ( Ss work individually/ in pairs ) - T asks Ss to read the letter (P.52) and label each section with the appropriate letter: S - C - R - A - or P. + ( Ss work individually ) - T gives feedback. - T sets the scene. - T asks Ss some questions about the situation : T: - What do people do behind your house these days? - What makes you worried? - To whom do you write the letter? . - Then T asks Ss to write the letter ( Ss work individually ) - T chooses some letters to correct mistakes. IV. Homework : - Write your letter in your notebook. - Learn by heart vocabulary. - Prepare Language focus. Period 41: Unit 6: The environment Lesson 6: Language focus Date: A. Objectives :- By the end of the lesson , Ss will be able to use adjectives and adverbs to make sentences with adj + that clause and to use Conditional sentences type 1 and to make sentences with because/as/since I. Knowledge: - Adjectives and adverbs - Adverb clauses of reason (as/because/since) - Adjective + that clause - Conditional sentences: type 1. II. Skills: -Writing B. Procedure: I. Settlement : - Greeting, calling roll II. Warmer : - Palmanism extreme happy sad good slow fast slowly sadly extremely fast well happily III. New lesson: The content of the lesson Teacher's and Ss' activities 1.Revision of adjectives and adverbs : • Adjectives can come in two places in a sentence: before a noun and after the verbs: be, look, appear, seem, feel, taste, sound, smell • Adverbs normally go after the direct object. If there is no direct object, the adv goes after the verb. - Answer key : b. slowly c. sadly d. happily e. well 2.Adjectives + that clause : • Form : S + be + Adj + that clause complement - Answer key: b. I'm excited that I can go to Dalat this time. c. I'm sorry that I broke your bicycle yesterday. d. I'm disappointed that you didn't phone me about it. e. I'm amazed that I could win first prize. 3.Revision of adverb clauses of reason with because, as, since: Ex : - He is tired because he stayed up late last night. main clause adv clause of reason -He is tired as he stayed up late last night. - Since he stayed up late last night, he is tired. - Answer key : a. I'm going to be late for school because the bus is late. b. I broke the vase as I was careless. c. I want to go home since I feel sick. d. I'm hungry because I haven't eaten all day. 4.Conditional sentences : Form : If- clause Main clause simple present simple future - Answer key : 1- e 2- a 3- c 4- d 5- b - T asks Ss to recall function and position of adjs - advs - T asks Ss to use the advs provided in " Pelmanism game" to complete the sentences on page 53. + ( Ss work individually ) - T gives feedback. - T sets the scene : Ex : I'm glad that you are well. - T does some concept check. - T asks Ss to do the exercise on p. 55 + ( Ss work in pairs ) - T gives feedback. - T gives Ss two sentences and asks Ss to combine them into one. Ex : He is tired. He stayed up late last night. - T asks Ss to use other words for because. - T asks ss to do the exrcise P.54,55. +( Ss work in pairs ) - T calls some Ss to read aloud their sentences. - T corrects if necessary - T asks Ss to recall the form of conditional sentences type1. - T asks Ss to do the exercise p.55 + ( ss work in pairs ) - T gives feedback. IV. Homework : - Do the exercise 5(p.56 ) - Review the grammar structures from U.1 to U.5. . Ss + picture + explanation + picture + translation + translation + translation - T models , Ss repeat . - T does concept check. *Checking vocabulary: R use banana leaves to wrap food. - Ss: Why? - T : Because plastic bags are very hard to dissolve, they will cause pollution. 2. While- speaking : (P. 49)