Date of preparing: 2/1/2010 Date of teaching: 4/1/2010 Period 37 unit 6 The environment Lesson 1: Getting started + Listen and Read + Language focus 3 I.The aims and objectives. 1. Knowledge. - To provide students with some environment vocab. - To help them know how to form and use ADJ+ That clause and Conditional sentence type one. - To give students chance to discuss environmental pollution. 2. Skill. - To develop students' reading ability and English grammar. 3. Attitude. - To make students love learning English and use E to talk about environment II. Preparation. 1.Teacher; lesson plan, CD and CD player, flash cards for word cues. 2. Students: Read the passage in advance. III. Procedure. 1. Checking up previous lesson and Warm up. - T and Ss Talk about the environments. 2. New lesson. Teacher's and Ss' activities T Content 1. Pre- Teach. - T uses eplanation and translation to elicit vocab from Ss - Checking vocab: Matching - Getting started: Ss match the environmetal problems to the pictures on page 47. T gets feed back from Ss. 2. Presentation. - T sets the scene and have students read through the passage. - T gets Ss to get the model sentences. - T does the concept checking. 10 5 10 I. Vocabulary. - deforestation (n) sù ph¸ rõng - garbage dump (n) b·i r¸c - environment (n) m«i trêng - disappointed (adj) thÊt väng - dynamite fishing (n) ®¸nh c¸ b»ng thuèc næ - spraying pesticide (n) phun thuèc s©u - (to) achieve ®¹t ®îc - similar (adj) T¬ng tù II. Getting started. Answer key. a. air pollution. B. spraying pesticide c. garbage dunp d. water pollution e.deforestation f.dynamite fishing. III. Listen and read. 1.Model sentence. - If we work hard, we will make this beach a clean place again. + Form: " If clause Main clause Simple present Present of modal Eg: If the bike is not expensive, I'll buy it. If it doesn't rain, We'll go for a picnic. + Use: ……………………. 3. Practice. Word cue drill. Ss match the name in collumn A with the tasks in collumn B . Lucky Number 4. Further practice. + Language focus 3 ( p55) ( ADJ + (that) + clause) 15 2.Practice. a. Make complete sentences. - whole area is clean / eat a picnic lunch. - not find your place / help you get there. - keep the beach clean / make it a beautiful place. - work hard / pass the exam. b. Matching. Answer key. 1- f 2 - e 3 - b 4 - a 5 - c 6 - d c. Comprehension questions Answer key. 1. The speaker is Mr. Brown. 2. The listeners are ( members of ) 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. IV. Language focus 3. Eg: We are glad (that) everyone came back home safely. - I'm afraid (that) the matter isn't approved + Answer key. b. …. I'm excited that I can go to Da Lat 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 the first prize. 3. Consolidation. T repeats the content of the reading text and the form and use of The conditional sentence type 1, If ………………., will…………… 4. Homework: ss learn by heart the vocab, read the text again, ex 8 - 9 - 10 on page 46 workbook, 4. T's comments on the lesson: ……………………………………………………………. …………………………………………………………………………………………… Date of preparing:4/1/2010 Date of teaching : 7/1/2010 Period 38 unit 6 The Environment Lesson 2: Speak & Language focus 2 I.The aims and requests. 1. Knowledge. - To give students chance to develop arguments for protecting the environment. - By the end of the lesson, Ss will be able to express their idea about what they should do to protect the environment. 2. Skill - To develop students' speaking ability. II. Preparation. 1. Teacher: Lesson plan, a poster. 2. Student: do their assignment in previous lesson. III. Procedure. 1. Cheking up previous lesson. Warmup: - Jumbled words erra = area manyyet = dynamite oilspode = spoiled pmud = dump clastip = plastic water - Brainstorming: Ex 8 - 9 - 10 workbook on page 46 air 2. New lesson. Teacher's and Student's activities T Content 1. Pre - Teach. - Teacher uses explanation and translation to elicit vocab from students - Checking vocab: Matching 2. Presentation. ( Speak) - T goes through the expressions in the yellow box and the pink one and the examples in section. Then Ss connect expressions in the yellow box with pink box. - Ss first work individually, then compare in pairs - T gets feedback from the students - Ss work in pairs to try to persuade each other to protect the environment, following the given dialogue. 3. Further practice. 15 15 I. Vocabulary. - (to) Persuade thuyết phục - (to) wrap gói - (to) reduce giảm - garbage (n) = trash rác - sewage (n) Nước thải - (to) prevent - (to) avoid - exhaust fume (n) II. Speak. Model sentences. - I think you should use public buses instead of motorbikes - What about using public buses instead of motorbikes. a. Try to persuade your partner…. * C. I think we should use public buses instead of motorbikes. D. Why? C. Because we an save energy and above all we can avoid traffic jams in cities, and reduce exhaust fume which is very harmful to people's health. D. Oh, now I understand. We should put the matter at our class meeting next month. Kinds of pollution - Ss work in groups to find the possible answers to the questionaires. Use the ideas in section a. - Then a secretary from each group goes to the board to write down their answers. 4. Language focus 2: T helps Ss know how to join some pairs of sentences together by using BECAUSE, AS or SINCE 10 * E. Why no put garbage bins around the schoolyard? F. How come? E. Because it can prevent laxy students from throwing garbage all over the yard. And it can also keep the schoolyard clean. F. It's a good idea. We should do it andbegin " a clean week's programme" in our school. E. Well, let's go ahead. b. Find the possible answers ……. How can …… * save paper? => We reuse used paper and recycle waste paper. * use fewer plastic bags? => We use banana leaves to wrap food. * reduce water pollution? => We don't throw trash or rubbish in the river or lakes. * Prevent littering? => We put garbage bins at public places such as streets, parks, bus or rail stations and even in schools. And especially we should have a programme about environment protection in schools. * reduce air pollution? => We should use public means of transportation instead of private cars or motorbikes. * reduce the amount of garbage we produce? - We can reuse and recycle bottles and cans. And we can bury or burn trash. c. Now discuss with a partner the best way to protect the environment…. * How can we save paper? We can save paper by reusing used paper and recycling old newsprinting or waste paper. - How can we use fewer plastic bags? We can use fewer plastic bags by using banana leaves to wrap food. - How can we reduce water pollution? We can reduce water polltion by using waste water treatment systems and limit the discharge of sewage and trash into the rivers or lakes. - How can we prevent littering? We can prevent littering by putting garbage bins along streets and in parks in cities. - How can we reduce air pollution? We can reduce air pollution by banning cars and trucks from the city centres and litmit the emission of dangerous chemicals from industrial smoke stacks at the same time, we persuade people to go to work by bus/tram or bike instead of cars or motorbike. III.Practice. Eg: A. How can we use fewer plastic bags? B. (I think) we should use banana leaves to wrap food. Gr 1: How can we save paper? Gr 2: How can we use fewer plastic bags? Gr 3: How can we reduce water pollution? Gr 4 How can we prevent littering? Gr 5: How can we reduce air pollution? Gr 6: How can we reduce the amount of garbage we produce? IV. Language focus 2 3. Consolidation. T repeats the content of the lesson, The structure used to persuade other people……… 4. Homework: Ss learn by heart all vocab and model used to persuade other people. 5. T's comments on the lesson: ……………………………………………………………. …………………………………………………………………………………………… Date of preparing:9/2/2010 Date of teaching: 11/2/12010 Period 37 UNIT 6 THE ENVIRONMENT Lesson 3: Listen and LF 1 I. The aims and requests. 1. Knowledge. - To help ss listen to a passage about the cause of Ocean pollution to understand the details. - By the end of the lesson, Ss will be able to know the cause of Ocean pollution. 2. Skill. - To develop students's listening skill. 3. Attitude. - To make students love learning listening. II. Preparation. 1. Teacher: Lesson plan, a speaker…. 2. Ss: do their assigments in previous lesson. III. Procedure. 1. Checking up previous lesson + Warm up. Brainstorming. air waters land 2. New lesson Teacher's and students' activities T Content 1. Pre - teach. - T uses explanation and translation to elicti vocab from ss - Ss listen, repeat and copy - T uses what and Where to check vocab. 2. Pre- listening. - Ss predict the reasons for why the ocean is polluted. 3. Whie - listening. - Ss listen to the report on how our oceans are polluted. Then they complete the notes - T gets feedback from Ss - T plays the tape and ss listen 10 5 10 I. Vocab. - (to) drop vứt, thả - (to) pump bơm - guilty of (adj) có tội, có lỗi - oil spill (n) sự tràn dầu - (to) leak rò rỉ - vessel (n) tàu thủy - materials (n) nguyên liệu - regulation (n) quy định -(to) sigh thở dài II. Listen. - The reasons for why the ocean is polluted: + Waste materials + Sewage + dynamite fishing + chemicals. Answer key. Secondly: garbage is ……… Thirdly: ……….come from ships at sea. Next: waste materials come from factories Finally: Oil is washed from the land. Tapescript. Kinds of pollution - T plays twice 4. Post - listening. Write-it-up: Ss write a paragraph about how our oceans are polluted ( 5 - 7 sentences) using the posters. 5. Further practice. - Ss do ex 1 0n page 53 - 54 5 10 Our ocean are being extremely polluted. Most of this pollution comes from the land, which means it comes from people. Firstly, there is raw sewage, which is pumped directly into the 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 shil has an accident and oil leaks from the vessel. This not only pollutes the water, but it also kills marinelife. Next, there are waste materials from factories. Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from the land. This can be the result of carelessness or a deliberate dumping of waste. III. Language focus 1. Adjectives and Adverbs. 3. Consolidation: T repeats the use and form of adverbs and some example sentences and the content of the listening text. 4. Homework: Ss learn by heart all the vocab and do Ex 1 on page 54 again. 5. T's comments on the lesson: ……………………………………………………………. …………………………………………………………………………………………… Date of preparing: 10/1/2010 Date of teaching : 14/1/2010 Period 40 Unit 6 the environment (Cont) Lesson 3: Read + Language focus 4,5 I. The aims and requests: 1. Knowledge - To help students read a poem about the environment. - By the end of the lesson, Ss will be able to answer all the questions the the textbooks correctly. - To give students chance to practice more on conditional sentences: Type 1. 2. Skill. - To develop students' reading ability. 3. Attitude. - To make students love learning reading and English grammar. II. Preparation. - T: Lesson plan, an extra- board, …… - Students: Read the poem in advance. III. Procedure. 1. Checking up previous lesson + warm up. - Checking up: Vocab: - Warm up: Use public buses: 2. New lesson. Teacher's and Students' activities T Content 1. Pre - teach. - T uses explanation and translation to elicit vocabulary from students - Checking vocab: Rub out and remember. 2. Pre - reading. - T/F statement prediction. 3. While - reading. - Ss read and check the T/F prediction - Matching: exercise a on page 51 Match thewords in A with the appropreate explanations in B. 10 8 12 I. Vocabulary. - fence (n) hàng rào - (to) flow chảy - mass bubbles (n) khối bong bóng - Precious (adj) quý giá - (to) litter xả rác - junk- jard (n) bãi thải - foam (n) bọt - poisionous (adi) độc - inedible (adj) không ăn được - respiratory (adj) thuộc hô hấp II. Read. 1. If the pollution goes on,the world will end up like a second-hand junk-yard. 2. The fields will be littered with plastic bags. 3. The stream will be covered with foam. 4. Pollution is something that people cause. Answer key. 1. c 2. g 3. f 4.e 5. d 6. a 7. b Ways to protect environment Read the poem and check the matching answers - Readthe poem again and answer the questions. 4. Post - reading: - Ss write about what they can do at school or at home to minimize pollution. 5. Further practice. ( Language focus 4,5) - T sets the scene and ask Ss to give a model sentence of conditional sentence type 1 - T asks some sts to explain the rule and the formation - Ss practice doing Ex on p56. 10 Answer key. 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 and her son. 3. If the boy keeps on asking such questions, 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 poet wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution. 6. Eg: Put the bins around the school yard. Pick up the rbbish / garbage and throw it into a trash bin. Should not litter / spit on the ground III. Language focus 4,5 3. Consolidtion. T repeats the content of the poem and the ways to protect our environment and minimize pollution. 4. Homework: Ss learn by heart the vocab, read again the poem about the Environment and do Ex 4,5 again. 5. T's comments on the lesson: ………………………………………………………… …………………………………………………………………………………………… Date of preparing:15/1/2010 Date of teaching: 18/1/2010 Period 41 Unit 6 the environment Lesson 4: Write I. The aims and requests. 1. Knowledge. - By the end of the lesson, Ss will be able to write a formal letter to the head of the local authorities to complain about the way of catching fish in the lake behind their house.\ 2. Skill - To develop students' writing skill. 3. Attitude. - To make students love learning writing. II. Preparation. 1. Teacher: Lesson plan, an extra-board. 2. Students: readin advance. III. Procedure. 1. Checking up previous lesson + warm up. - Checking up: - Warm up: Brainstorm: Why do we often write letters? to complain To thank 2. New lesson Teacher's and students' activities T Content 1. Pre-teach. - T uses Explanation and translation to elicit vocab from ss - Ss listen, repeat and copy - T checks voab by using Slap the Board 2. Pre - writing. - Open prediction: Ss guess how many sections a complaint letter has. - T gives instruction to S , C , R , A , P - Ss read the letter from Mr. Tran Vu Nhat and rearrange the paragraphs in the order of S,C,R,A,P. 3. While - Writing. - Ss read the requests of the exercise and answer the questions . - Ss use the answers to write a letterto the local authorities to complain about the 10 10 13 I. Vocab. - frog (n) con Õch - toad (n) con cãc - bird (n) chim - (to) float næi (lÒnh bÒnh) - (to) prohibit ng¨n cÊm - (to) fine ph¹t - (to) suggest ®Ò nghÞ II. Write. 1. S,C,R,A,P S = situation C = complication R = Resolution A = action P = politeness. 2. Answer the following questions. a. What do people begin to do in the lake behind your house these day? b. Are you worried about it? Why? c. What happens to other animals? d. What do you think he local authoritiy should do? 3. Write a letter. letters [...]... wouldn’t have begun to learn English if he( know) the difficulties 9 If wishes( be) horses, beggars would ride 10.If you( not tell) me about it, I might have never gone to see it 4 Consolidation: T repeats the use and form of conditional sentences 5 Homework: Ss do all the exercises above again Date of preparing:7/2/ 09 Date of teacing: 9/ 2/ 09 Period 41 unit 6 The environment Lesson 5: Language focus I The... authority to complain about one of the promlems the have met with these days 5 T's comments on the lesson: ………………………………………………………… …………………………………………………………………………………………… Date of preparing: 1/2/ 09 Date of teaching: 3/2/ 09 Revision I The aims and requests - To help studens revise the lesson they have learnt in lesson 6 - To improve students' grammar skill and their speaking ability II Preparation 1 Teacher:... weekend 7 May be the weather will be nice tomorrow If the weather( be) nice, I( go) for a long walk 8 Unfortunately, I don’t have enough money If I( have) enough money, I( buy) a ticket to the rock concert 9 I didn’t know it was your birthday yesterday If I( know) it was your birthday yesterday I (get) you a present 10 I’m tired If I (be not) tired, I( help) you 11 I have a cold today but I probably feel... car If I( buy) a car, I (drive) to Hanoi with my girl friend 17.What would you do if you were a cat? If I( be) a cat, I( jump) into your lab 18.You study hard If you study hard, you have good grades 19. My wife and I want to buy a house, but houses are too expensive We (buy) a house if we( have) enough money for a down payment 20.I’m sorry that you didn’t come to the party If you( come), you (have)... have missed the start of the film 6 If I had been born a year earlier, I (have) to do military service 7 If you (ask) me , I would have lend you my car 8 If I had gone to university, I (get) a better job 9 I (not go) out yesterday , If you had asked me not to 10.I could have given you a lift if my car (not break) down 11.I (not go) to Britain if I had known what was going to happen 12.I would have stay . Homework: Ss do all the exercises above again. Date of preparing:7/2/ 09 Date of teacing: 9/ 2/ 09 Period 41 unit 6 The environment Lesson 5: Language focus I ………………………………………………………… …………………………………………………………………………………………… Date of preparing: 1/2/ 09 Date of teaching: 3/2/ 09 Revision I. The aims and requests. - To help studens revise