Unit 7 (thcs nguyễn văn cưng)

UNIT 7: ENVIRONMENTAL PROTECTION Lesson 1: Getting started – At the Go Green Club I OBJECTIVES By the end of this lesson; students will be able to - Gain an overview about the topic Environmental protection - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love talking about their favourite shopping place II LANGUAGE FOCUS - Key terms/ Vocabulary: habitat (n); endangered species (n); carbon footprint (n); release (v); single-use (adj) - Structure: before, after, when, while, till / until, as soon as, III INSTRUCTIONAL RESOURCES - Grade textbook, laptop, TV, pictures and realia, Computer connected to the Internet Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP ACTIVITY (5 minutes) B KNOWLEDGE FORMATION ACTIVITIES (10 minutes) Contents and techniques for organizing students’ learning activities Asking questions: * Set the context for the introductory dialogue - Ask Ss to look at the pictures on page 72 - Teacher asks students: “What are environmental issues in our city?” - Teacher calls 3-5 students to answer - Teacher shows some pictures of environmental issues in Ha Noi and asks students to guess the topic of the unit/ lesson - T sets the context for the listening and reading text: Write the title on the board Environmental protection – At the Go Green Club Expected products and assessment of students’ work Observation Questions & answers Student’s talk Activity 1: Vocabulary pre-teaching - Teacher explains the meaning of the new vocabulary by pictures - Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words - Teacher introduces the vocabulary - Teacher checks students’ understanding with a matching - Elicit answers from Ss Observation Questions & answers Student’s talk Suggested answers: Environmental protection I Vocabulary: - habitat (n) - endangered species (n); - carbon footprint (n) - release (v) - single-use (adj) Stages C PRACTICE ACTIVITIES (20 minutes) Contents and techniques for organizing students’ learning activities - Teacher explains the meaning of the new vocabulary by pictures - Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words - Teacher introduces the vocabulary - Teacher checks students’ pronunciation and gives feedback - Have Ss underline the words that are related to the unit topic while they are listening and reading - Invite some pairs of Ss to read the conversation aloud - Introduce the two characters: Club leader, Nam and Ann - Explain that they are friends, and they meet each other by chance in a shopping mall - Play the recording twice for Ss to listen and read along Activity 2: Read the conversation again and match the two halves in the two columns (5 mins) - Teacher asks Ss to read the dialogue in detail to complete the sentence - Teacher asks them how to this kind of exercise - Have Ss individually read the conversation again and match the two halves in the two columns If Ss find it difficult to the task, ask them to read the conversation again and find the information in it - Ss quickly read the text for information - Ss compare their answers in pairs before sharing them with the class - Teacher asks them to explain their answers Expected products and assessment of students’ work Student’s answers Observation Suggested answers: C D E A B Stages D APPLICATION ACTIVITIES (5 minutes) Contents and techniques for organizing students’ learning activities Activity 3: Complete each sentence with one word or phrase from the box (5 mins) - Teacher asks Ss to read the sentences and find the words and phrases from the box to fill in the gaps - Have Ss share answers before discussing it as a class - Write the correct answers on the board Then, call on some Ss to read the sentences - Check the answers as a class Activity 4: Write a phrase from the box under each picture (5 mins) - Have Ss work in pairs Ask them to look at the pictures carefully and study the words and phrases Then Ss write suitable words or phrases under the right pictures - Have Ss read each word or phrase in chorus Check and correct their pronunciation - For more able Ss, let them make sentences with these words and phrases - Teacher checks the answers as a class and gives feedback - Teacher corrects for students as a whole class Activity 5: Environment Quiz Do the following quiz - Ss work individually or in pairs - Give Ss some time (2 - minutes) to the task Tell them to answer all the questions - Explain to the Ss if they don’t know the answers - Teacher gives corrections and feedbacks to students’ answers Which of the following is the greenest form of transport? A Motorbike B Bus C Bicycle Which of the following is a renewable source? A Coal B Oil C Wind What causes the most pollution? A Factories B Animals C Hospitals Expected products and assessment of students’ work Student’s answers Observation Suggested answers: pollution reduce single-use carbon footprint environment programme Student’s answers Observation Suggested answers: 3Rs water pollution endangered species plastic rubbish single-use products Student’s answers Observation Suggested outcome: C C A C B Stages E HOMEWORK (5 minutes) Contents and techniques for organizing students’ learning activities The surroundings in which we live are our A habitat B place C environment Which of these will reduce your carbon footprint? A Cutting down a lot of trees B Recycling paper products C Leaving the TV on all night - Learn by heart vocabulary - Prepare the next lesson: A closer look - Prepare Project: P80-81 +Ask Ss to organise their report into a presentation + Ask Ss to work in groups to make an interview with their friends, then collect and present data) Expected products and assessment of students’ work UNIT 7: ENVIRONMENTAL PROTECTION Lesson 2: A closer look I OBJECTIVES By the end of this lesson, Ss will be able to: - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Correctly pronounce words that contain the sounds: /bl/ and /kl/ - Actively join in class activities - Raise the students’ awareness about enviromental protection II LANGUAGE FOCUS - Key terms/ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n) - Structure: before, after, when, while, till / until, as soon as, III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 7, A closer look - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages Contents and techniques for organizing Expected products and students’ learning activities assessment of students’ work A WARM-UP Matching game: Observation ACTIVITY - T divides the class into groups and Questions & answers (5 minutes) explains the rules Student’s talk - Ss look at the screen to see the jumbled Suggested answers: AHTTABI -> HABITAT words They have to send person to the PLTINOOLU -> POLLUTION board as quickly as possible to write the XEOGYN -> OXYGEN correct word EEERLAS -> RELEASE - Teacher shows students the answer on the BBSOAR ->ABSORB screen and announces the winning group MECYSSOET ->ECOSYSTEM - T sets the context for the lesson - Teacher shows students the answer on the screen and announces the winning group B KNOWLEDGE Activity 1: Vocabulary pre-teaching Observation FORMATION - Teacher asks students to guess the Questions & answers ACTIVITIES meaning of the words by giving Student’s talk (8 mins) definitions/photos I Vocabulary: - Teacher checks students’ understanding ecosystem (n) by the task in student’s book marine life (n) - Explain that they are friends, and they absorb (v) meet each other by chance in a shopping harmful substances (n) mall extinction (n) - Teacher checks students’ pronunciation and gives feedback C PRACTICE Activity 2: Label each picture with a Student’s answers ACTIVITIES phrase from the list (6 mins) Observation (18 mins) - Teacher Ss to look at the pictures Questions: - Let Ss work in pairs Teacher tells them Label each picture with a to name the activities, then label the phrase from the list pictures using the phrases given, then Suggested answers: check their answers as a class picking up rubbish - Have Ss read the phrases aloud Correct protecting endangered D APPLICATION ACTIVITIES (10 mins) their pronunciation if necessary species γ cutting down trees saving water γ building a campfire Activity 3: Match each word or phrase in column A with its meaning in column B (6 mins) - Teacher tells Ss to read the words / phrases in column A and their meaning in column B carefully - Tell them to work in pairs or small groups and match each word or phrase with its meaning - T goes around and gives assistance if necessary and checks their answers - Confirm the correct answers - Check the answers as a class Activity 4: Complete each sentence with a word or phrase from the box (6 mins) - Ss read the sentences carefully and look for clues so that they can choose the correct words /phrases to complete the sentences - Teacher asks one student to write the answers on the board Confirm the correct answers - Call on some Ss to read the sentences Activity 5: Listen and repeat the words Pay attention to the sounds /bl/ and /kl/ (4 mins) - Teacher asks some Ss read out the words first Then play the recording for them to Student’s answers Observation Suggested answers: c a e b d Student’s answers Observation Suggested answers: endangered species habitat carbon dioxide cutting down trees ecosystem Suggested outcome: Students repeats the words correctly listen and repeat the words they hear Ask them to pay close attention to the two sounds - Play the recording as many times as necessary - Explain to Ss the difference between the two sounds if needed - Invite some Ss to say some words they know that include the two sounds Activity 6: Listen and practise the sentences Underline the words with /bl/, and circle the words with /kl/ (6 mins) - Play the recording Let Ss listen and repeat sentence by sentence - Have Ss read the sentences again and underline the words having the sound /bl/ and circle the words having the sound /kl/ - Then play the recording for Ss to listen and check what they have done - Have them work in pairs to compare their answers Check Ss’ answers E HOMEWORK (5 minutes) - Learn by heart vocabulary - Prepare the next lesson: A closer look Student’s answers Observation Suggested outcome: Look! There are black clouds all over! A truck blocked the way to the club The students painted the classroom blue The wind blew the clock down We cleaned up the environment after the blast UNIT 7: ENVIRONMENTAL PROTECTION Lesson 3: A closer look P75-76 I OBJECTIVES By the end of this lesson, Ss will be able to: - use the Complex sentences with adverb clauses of time; - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love talking about enviroment II LANGUAGE FOCUS - Key terms/ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n) - Structure: independent clause & dependent clause (before, after, when, while, till / until, as soon as, ) III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 7, A closer look - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn IV PROCEDURES Contents and techniques for Expected products and Stages organizing students’ learning assessment of students’ work activities A WARM-UP Leading in: Observation (6 mins) - Teacher some sentences on the Questions & answers screen Student’s talk - Teacher asks students to identify the adverb clauses of time - Teacher give some follow-up questions to lead in the introduction of Suggested answers: the target grammar point I always take a bath before I - T sets the context for the lesson go to bed - Teacher corrects for students (if Will you wait here until I needed) am ready? Questions: I was not at home when he I always take a bath before I go to came to see me bed Do not disturb me when I Will you wait here until I am ready? am busy with my work I was not at home when he came to As soon as she finished see me that project, she started Do not disturb me when I am busy working on the next with my work After I have finished my As soon as she finished that project, work, I will accompany you to she started working on the next the park After I have finished my work, I will accompany you to the park B KNOWLEDGE Activity 1: Read the sentences and Observation FORMATION write I.C if the underlined clause is Questions & answers ACTIVITIES an independent clause or D.C if it is Student’s talk (8 mins) a dependent clause - Have Ss study the example first - Give Ss some time to read the Key: Stages C PRACTICE (16 mins) Contents and techniques for organizing students’ learning activities sentences and write down the answers T observes and helps when and where necessary - Ask Ss to read their sentences and give their answers T corrects Ss’ mistakes - Teacher checks students’ understanding by asking some checking questions Note: - A complex sentence contains one independent clause and at least one dependent clause - Independent clause dependent clause An adverb clause is a dependent clause An adverb clause of time shows when something happens It is usually introduced by time connectors: before, after, when, while, till / until, as soon as, Activity 2: Choose A, B, or C to complete each sentence (5 mins) - Have Ss these exercises individually and then compare their answers with a partner - Ask some Ss to write their answers on the board - Check the answers with the whole class - Confirm the correct answers Activity 3: Match the clauses in the two columns to form complex sentences (5 mins) - Have Ss these exercises individually and then compare their answers with a partner - Ask some Ss to write their answers on the board - Check the answers with the whole class - Confirm the correct answers Activity 4: Combine each pair of sentences, using the conjunction in brackets (6 mins) - Teacher ask Ss to read the situations carefully If necessary, T may explain each situation to Ss Ask Ss to complete the sentences individually and then compare their answers with a Expected products and assessment of students’ work I.C D.C I.C D.C D.C Ex - The roads were slippery when it rained - As soon as they arrive, we’ll have lunch Observation Questions & answers Student’s talk Suggested answers: A A C C B Observation Questions & answers Student’s talk b d e c a Observation Questions & answers Student’s talk Answer key: I will call you as soon as I arrive at the station Stages D APPLICATION ACTIVITIES (8 mins) Contents and techniques for organizing students’ learning activities partner - Ask some Ss to write their answers on the board - Check the answers with the whole class Confirm the correct answers - Teacher corrects for students as a whole class Expected products and assessment of students’ work We have to follow the steps when we make a conical hat My father taught me how to use the computer before he bought one for me Nick is reading a novel while Jack is reading a cartoon While Nick is reading a novel, Jack is reading a cartoon After the tornado hit, there were only a few houses left standing Activity 5: Work in two groups, A Observation and B Group A write main clauses Questions & answers Group B write adverb clauses of Student’s talk time Suggested outcome: A: You must be careful B: When you go to the toilet You must be careful when you go to the toilet E HOMEWORK - Have each student from group A write a main clause, and each student from group B write an adverb clause of time - Give them some time to work independently and write down their answers - Tell Ss to make sentences by matching their clauses from the two groups Some clauses may make funny sentences - Teacher gives corrections and feedbacks - Prepare nlesson: Communication - Do ex in workbook UNIT 7: ENVIROMENTAL PROTECTION Lesson 4: Communication I OBJECTIVES By the end of this lesson, Ss will be able to: - Asking for clarification - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Be ready and confident in real life conversations II LANGUAGE FOCUS - Key terms/ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n) - Structure: What does S mean? - It means … / S + is/are … What you mean by …? That means III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 7, Communication - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn IV PROCEDURES Contents and techniques for Expected products and Stages organizing students’ learning activities assessment of students’ work A WARM-UP Matching game: Observation (5 mins) - Teacher gives out a jumbled Questions & answers conversation Student’s talk - Teacher asks students to rearrange it to Suggested answers: make a meaningful conversation A: What does it mean by - Teacher gives some follow-up questions ‘single-use products’? to lead in the introduction of the target B: ‘Single-use products’ are grammar point products made to be used once - Teacher corrects for students (if needed) only A: And what you mean by ‘global warming’? B: It is the increase in the atmosphere’s temperatures caused by the rise of gases, especially carbon dioxide A: Oh, thank you B A: What does S mean? KNOWLEDGE B: It means … / S + is/are … FORMATION A: What you mean by …? ACTIVITIES B: That means (5 mins) C PRACTICE Activity 1: Listen and read the Audio script – Track 44: (25 mins) conversations Pay attention to the Mi: Hey, Linda What does highlighted sentences (6 mins) ‘endangered species’ mean? - Play the recording and have Ss listen Linda: Endangered species are and read the conversation at the same animals in the wild that face a time Tell them to pay attention high risk of extinction to the highlighted questions Elicit the Mi: And what you mean by two ways of asking for clarification ‘in the wild’? - Ask them to act out the conversation in Linda: That means animals that Stages Contents and techniques for Expected products and organizing students’ learning activities assessment of students’ work pairs Go around and offer help if live in their natural habitats, necessary Check their pronunciation not in zoos Mi: Oh, I get it now Thanks, Linda Activity 2: Work in pairs Make Observation similar conversations to ask for and Questions & answers give clarification for the following (6 Student’s talk mins) Suggested answers: - Ask Ss to work in pairs to make similar A: What does it mean / what dialogues with the given cues you mean by ‘single-use - Move around to observe and provide products’? help Call on some pairs to practise in B: ‘Single-use products’ are front of the class Comment on their products made to be used once performance only A: And what does it mean / what you mean by ‘global warming’? B: It is the increase in the atmosphere’s temperatures caused by the rise of gases, especially carbon dioxide A: Oh, thank you Activity Read the passage and tick the correct answers (7 minutes) - Ss read the passage for a few minutes Make sure they understand the main ideas and offer explanations if needed - T may ask some comprehension questions: • When is Earth Day? • How many countries celebrate Earth Day? • What for? - Then Ss work in pairs and the task Explain if necessary - Check their answers as a class Activity Work in groups Match the activities people on Earth Day with their results (6 mins) - Ss work in groups and the matching - T goes round the class to monitor - Correct Ss’ mistakes D APPLICATION Activity 5: Work in pairs Ask and ACTIVITIES answer about the things you and your (7 mins) friends on Earth Day - Give Ss a few minutes to study the example first - Then Ss work in pairs, taking turns to ask and answer - T goes round giving help when and Observation Questions & answers Student’s talk Suggested answers: 1,3,4 Observation Questions & answers Student’s talk Suggested answers: b d a c Observation Questions & answers Student’s talk Suggested outcome: A: What you on Earth Day? B: We pick up litter and clean the Stages Contents and techniques for Expected products and organizing students’ learning activities assessment of students’ work where necessary streets And you? - Encourage them to say what they … (and like to do) E HOMEWORK - Prepare nlesson: Skills (3 minutes) - Do ex in workbook UNIT 7: ENVIRONMENTAL PROTECTION Lesson 5: Skills I OBJECTIVES By the end of this lesson, Ss will be able to: - Reading about Con Dao National Park - Talking about Vu Quang - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love reading and talking about activities to protect the enviroment II LANGUAGE FOCUS - Key terms/ Vocabulary: contain (v); diverse (adj); medicinal (adj) - Structure: What does S mean? - It means … / S + is/are … What you mean by …? That means III INSTRUCTIONAL RESOURCES - Grade textbook, Unit 7, Skills - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn IV PROCEDURES Contents and techniques for Expected products and Stages organizing students’ learning activities assessment of students’ work Work in groups Look at the picture Observation and say what you see Then list the Questions & answers names of some endangered species you Student’s talk know Suggested answers: tigers, saolas, blue whales, sea lions, dugongs, giant pandas, etc… A WARM-UP (5 mins) B KNOWLEDGE FORMATION ACTIVITIES (6 mins) - Tell Ss to look at the picture first - Have them work in groups and give the names of the endangered species they know - Encourage Ss to name as many names as possible - Teacher corrects for students (if needed) Activity 1: Vocabulary pre-teaching - Teacher explains the meaning of the new vocabulary by pictures - Teacher reveals that the words according to the pitures will appear in the reading text and asks students to open their textbook to find these words - Teacher introduces the vocabulary - Teacher checks students’ understanding with with follow up questions - Teacher checks students’ understanding by with follow up questions New words: contain (v) diverse (adj) medicinal (adj) Stages C PRACTICE (26 mins) Contents and techniques for organizing students’ learning activities Activity Read the text and choose the words or phrases to make the following statements correct (5 mins) - Have Ss read the text quickly and find the places where these words / phrases appear - Tell them to use the contexts in which these words appear to choose the right words / phrases - Check the answers as a class Confirm the correct answers Activity Read the text again and choose the correct option A, B, or C (6 mins) - Ask Ss to the task individually Tell them to read the passage two or three times, then read each question, pause to identify where it appears in the text, read that part carefully and choose the correct answer - Ask Ss to exchange their answers with a partner - Explain the new words and clarify anything difficult Ask some questions to see if they understand the passage fully - Call on some Ss to read the passage aloud Check their pronunciation and intonation - Check the answers as a class - Teacher corrects for students as a whole class Activity 4: Work in pairs Ask and answer about Vu Quang National Park Look at the facts - Give Ss some time to study the facts about Vu Quang National Park - Have Ss work in pairs and the task - Go round to monitor and give help when necessary - Call on some pairs to perform the task in front of the class T and other Ss listen and comment Expected products and assessment of students’ work Observation Questions & answers Student’s talk Suggested answers: national parks ecosystem endangered environment Observation Questions & answers Student’s talk Suggested answers: B A C A C Observation Questions & answers Student’s talk Suggested outcome: A: Where is Vu Quang National Park? B: It’s in Vu Quang District, Ha Tinh Province Contents and techniques for organizing students’ learning activities - Encourage Ss to talk about other information that they know about Vu Quang National Park D APPLICATION Activity 5: Work in groups Talk about ACTIVITIES Vu Quang National Park, using the (5 mins) answers in - Allow some time for Ss to think about how to give a speech, using the information they have - Have Ss work in groups of five or six Ask them to use the answers in and the vocabulary learnt in the unit to talk about Vu Quang National Park - Give help when they have difficulty expressing their ideas - Call on some Ss to talk before the class T and other Ss listen and comment - Teacher gives corrections and feedbacks E HOMEWORK - Prepare nlesson: Skills (3 minutes) - Do ex in workbook Stages Expected products and assessment of students’ work Observation Questions & answers Student’s talk Suggested outcome: You can begin your talk with: Vu Quang National Park is in … UNIT 7: ENVIRONMENTAL PROTECTION Lesson 6: Skills P79-80 I OBJECTIVES By the end of this lesson, Ss will be able to: Knowledge - Listening about water pollution - Writing a notice - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love reading and talking about activities to protect the environment II LANGUAGE FOCUS Key terms/vocabulary: Key grammatical structures: III INSTRUCTIONAL RESOURCES: - Grade textbook, Unit 7, Skills - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn IV PROCEDURES Stages A WARM-UP ACTIVITY (5 minutes) Contents and techniques for organizing students’ learning activities Work in groups Make a list of some activities that cause water pollution - Ss work in groups Every student gives at least one activity that causes water pollution - Encourage Ss to give as many causes of water pollution as possible Whether their sentences are true or not is not very important as long as they speak English - Teacher corrects for students (if needed) Expected products and assessment of students’ work Observation Questions & answers Student’s talk Suggested answer: throwing rubbish into rivers and lakes pouring domestic wastes pouring industrial wastes using chemicals and pesticides in soil spilling fuel B KNOWLEDGE ACTIVITY 1: PRE-LISTENING (6’) Observation FORMATION Task 1: Listen to the conversation and choose Questions & answers ACTIVITIES the correct word to complete each sentence (6 Student’s talk (6 minutes) mins) - Tell Ss that they are going to listen to a Suggested answers: drinking conversation about water pollution - Play the recording Tell Ss to listen carefully factories and pay attention to key words that help them harmful shouldn’t understand the ideas of the recording - Ss choose the correct answers Check their answers Polluted water is unsafe for drinking / cooking Stages C PRACTICE ACTIVITIES (15 minutes) Contents and techniques for organizing students’ learning activities and for other uses Sometimes toxic substances flow into rivers from factories / hospitals Water pollution has a dangerous / harmful effect on our life We couldn’t / shouldn’t throw litter into rivers and lakes * CHECKING PREDICTION Task Listen again and give short answers to the following questions Use no more than ThREE words (10 mins) - Have Ss read the questions carefully - Play the recording once or twice Ask Ss to listen carefully and answer the questions using no more than three words - Play the recording once more for Ss to check their answers Correct their mistakes What is the listening text about? How many sources of water pollution are there? What are two common sources of drinking water? What type of effect does water pollution have on our life? What products can we use to reduce water pollution? Task 4: Work in pairs Read the notice and match the headings (a – e) below with the numbers (1 – 5) (5 mins) - Have Ss work in pairs - Tell them to read all the details in the notice, think about them and match the headings (a – e) with the numbers (1 – 5) Remind them of the order of these details in a notice D APPLICATION ACTIVITIES (15 minutes) Expected products and assessment of students’ work Observation Questions & answers Student’s talk Answer key: Water pollution Two Rivers and lakes A harmful effect Green Observation Questions & answers Student’s talk Answer key: Suggested outcome: a c b e d ACTIVITY 5: WRITING (13 minutes) Task 5: Write a notice for the Go Green Club leader to invite students to attend a lecture on Observation water pollution Use the following details Questions & answers Student’s talk Stages Contents and techniques for organizing students’ learning activities - Tell Ss to study the details given - Set a time limit for Ss to write the notice Tell them to refer to the sample notice in Monitor Ss’ work and give assistance when necessary - Collect some Ss’ papers and mark them, and later comment to the class - If there is not enough time for Ss to their task in class, have them it as homework Expected products and assessment of students’ work Suggested outcome: Students’ first draft Time: p.m - p.m., March Place: School Grand Hall Topic: Water pollution Go Green Club NOTICE 12 January, 20 Lecture on Water Pollution Club Leader Ton Nu Diem Chi E HOMEWORK (2 minutes) - Write a notice for the Go Green Club leader to invite students to attend a lecture on air pollution UNIT 7: ENVIRONMENTAL PROTECTION Lesson 7: Looking back and Project P80-81 I OBJECTIVES By the end of this lesson, Ss will be able to: - Review the vocabulary and grammar of Unit - Apply what they have learnt (vocabulary and grammar) into practice through a project - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities - Love talking about activities to protect the enviroment II LANGUAGE FOCUS Key terms/vocabulary: words related to the topic ENVIRONMENTAL PROTECTION Key grammatical structures: Review III INSTRUCTIONAL RESOURCES: - Grade textbook, Unit 7, Looking back and Projects - Computer connected to the Internet - Projector / TV/ - Phần mềm tương tác hoclieu.vn III PROCEDURES Expected products and Contents and techniques for organizing Stages assessment of students’ students’ learning activities work A WARM-UP Revision Observation (5 mins) - Teacher asks Ss to think of what they have Questions & answers learnt already in Unit Student’s talk Questions: Suggested answers: - What have we learnt in Unit 7? Vocabulary - Ss work in pairs to the task Teacher calls Environmental protection some students to retell Pronunciation - Teacher confirms and leads them to all the Sounds: /bl/ and /kl/ exercises in books Grammar - Teacher corrects for students (if needed) Complex sentences with adverb clauses of time Skills • Reading about Con Dao National Park • Talking about Vu Quang National Park • Listening about water pollution • Writing a notice Everyday English Asking for clarification B PRACTICE Activity 1: VOCABULARY REVISION (10 Observation ACTIVITIES mins) Task 1: Choose the correct answer A, B, or C Questions & answers VOCABULARY to complete each sentence Student’s talk have Ss these activities individually then Suggested answers: compare their answers with their partners Key: - Go round and monitor the class, giving support 1.A