- Sts work in groups to discuss more ways to reduce noise pollution, then present their answers.. Homework: (4’) * Activity 7:.[r]
(1)Teaching date:……… Period: 50
Unit 7: pollution
Lesson 1: Getting started I- Objectives:
- By the end of this lesson, Sts will be presented the vocabulary related to the topic ‘Pollution’ and reviewed conditional sentences type
- Vocabulary: aquatic, poison, polluted, radioactive, thermal, … - Structure: review conditional sentences type
- Skills: skills
II- Teaching aids: - Sts’ books, text books, a projector + cabins
III- Teaching methods: - Communicative
IV- Teaching Procedure:
A Class organization:
- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities
Content Warm up: (5’)
* Activity 1:
- Sts work in two groups of five - Each group calls out one fairy tale If it is right, the group will get one point The game stops when time is up The group with more points wins - Lead in new lesson
Presentation: (12’)
* Activity 2: Introduce the dialogue:
- Look at the picture on page - Introduce Mi and Nick
- Ask Sts to pridict the questions
* Network:
- Do you know any stories about the environment or pollution?
* Introduce the dialogue:
- Who can you see in the picture? - Where you think they are? - What are they talking about? I New words: - aquatic (adj): nước
- poison (n,v): chất độc, làm nhiễm độc
Fairy tales
(2)- Play the recording - Ask Sts to listen and read
- Ask Sts to check their guesses
* Activity 3:
- Sts read the
dialogue and
underline the words they don’t know
- T may explain some words Sts don’t know
Practice: (15’) * Activity 4:
- Sts work independently to find the words with the given meanings in the conversation - Ask Sts to share answers before discussing as a class
- Sts look at the ‘Watch out!’ box and quickly read information and
explain the
expression ‘I can’t believe my eyes’ * Activity 5: - Sts read the questions to make sure they
understand them - Sts share their answers with a partner
- Check their answers * Activity 6: - Sts read the
- polluted (adj): bị ô nhiễm
- radioactive (adj): thuộc phóng xạ - thermal (adj): thuộc nhiệt - come up with (v): nghĩ
II Practice: 1 Listen and read: (1-P.6) a Find a word/ phrase that means:
* Key: dead poison
aquatic polluted dump to come up with
Watch out!
* ‘Bless you’ is an idiom You say it to somebody after he/ she has sneezed * ‘I can’t believe my eyes!’
informal expression It means you are very surprised at something you see b Answer the
questions: * Key:
They are in Mi’s home village It’s almost black
She’s surprised because she sees the fish are dead It’s dumping poison into the lake
(3)sentences quickly to make sure they understand them - Firstly Sts decide the sentences are T/ F/ NI without reading the dialogue - Sts read the dialogue again to check their answers (can explain their choices)
* Activity 7: - Have Sts look at the picture and ask them what they see in each picture - Sts read the types of pollution in the box and identify any new words they not know
- Sts work in pairs, then check the answers
* Activity 8:
- Sts read through the sentences to get
a general
understanding (T can explain some words which Sts may not know) - Sts work individually, then compare their answers with a classmate
- Confirm the correct answers 4 Production: (10’)
* Activity 9:
c Tick T/ F or NI (no information): * Key:1 F T
T T
NI 2 Write each type of pollution under a picture: (2-P.7) * Key:A
radioactive pollution E water pollution
B noise pollution F land/soil pollution
C visual pollution G light pollution
D thermal pollution H air pollution
3 Complete the sentences with the types of pollution: (3-P.7):
* Key: thermal pollution Water pollution Air pollution Land/soil
(4)- Sts work in groups of five or six
- Give reasons for your group’s order - Vote for the group with the best
reasons
5 Home work: (2’)
- Read the dialogue again - Learn new words - Prepare for Lesson (A closer look 1)
Teaching date: ………
Period: 55
Unit 7: pollution
Lesson 2: A closer look
I- Objectives:
- By the end of the lesson, Sts will be able to:
+ pronounce the words ending in –ic and –al correctly in isolation and in context + use the lexical items related to the topic ‘Pollution’ and the words/ phrases
showing cause/ effect relationships to describe the causes and effects of pollution - Vocab: Pollution words ………
- Skills: skills
II- Teaching aids: - Sts’ books, text books, a projector + cabins
III- Teaching methods: - Communicative
IV- Teaching Procedure:
A Class organization:
- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities
Content
1 Warm up: (5’) * Activity 1: Call out:
- Have Sts call out the types of
pollution they have learnt in the
previous lesson - Lead in new lesson
(5)Presentation: (10’)
* Activity 2:
- Sts make sure that they understand what to
- Sts work individually, then ask them to share their answers with one or more partners
- T may explain some words Sts don’t know
- Ask some Sts to write their answers on the board
3 Practice: (15’) * Activity 3:
- Sts read through each sentence to get
a general
understanding and decide which word form should be put in each blank (ex: the word filled in is an adj), then use a clue to find the word
- Sts work
individually and compare their answers with a partner before confirming the correct ones * Activity 4: - Sts complete the task individually - Some Sts compare their answers with a partner before
* Practice: A-
VOCABULARY: 1 Complete the table with
appropriate verbs, nouns, and adjs: (1-P.8)
poison polluted
contaminate death
pollutant damaged
2 Complete the sentences with the words from the table in 1: (2-P.8) * Key: poisonous contaminated pollutants damage
dead pollute
3 (3-P.8) a.* Key:
C - E C - E C - E E - C E - C
b Use these adjs to describe … * Key:
Oil spills from ship in oceans and rivers lead to the death of many aquatic animals and plants
(6)checking with the whole class
* Activity 5: - Sts read the example
- Remind Sts of the structure (looking at the language box)
- Sts work individually to combine each pair of sentence into a complete sentence, using the
word/phrase in brackets
* Activity 6: - Sts look at the pictures and decide which picture shows the cause and which shows the effect
- Ask Sts to read the example and pay attention to the cause / effect words or phrases
4 Production: (12’)
* Activity 7: - Sts look at the rules in the box and the ex
- Play the recording for Sts to stress the words
- Confirm the correct answers * Activity 8:
- Sts work individually,
practise saying the
Since the parents were exposed to radiation, their children have birth defects
We can’t see the stars at night due to the light pollution 4 Make sentences to show cause/ effect
relationships: (4-P.8)
* Suggested answers: The soil is polluted, so plants can’t grow
3 We won’t have fresh water to drink because of water pollution
4 We plant trees, so we can have fresh air
B-
PRONUNCIATIO N:
* Stress in words ending in –ic and -al:
Remember!
- Adding the suffix –ic changes the stress of a word Stress the syllable immediately before the suffix
Ex: 'atom -> a'tomic
- Adding the suffix –alto a word does not change its stress
Ex: 'music -> 'musical
- Note: If a word can take both suffixes –ic and –al, both words have the stress on the same syllable
(7)sentences
- Play the recording for Sts to check their answers, then elicit the correct stress patterns from Sts
- Play the recording again for Sts to
repeat the
sentences
5 Homework: (2’) - Learn new words - Prepare for unit 7- Lesson (A closer look
5 Listen and mark the stress in each word, then repeat it: (5-P.9) ar'tistic 'physical
ath'letic he'roic
his'toric po'etic
his'torical bo'tanic
'logical 10 bo'tanical
6 Find out and mark the stress in each word ending in –ic/ -al: (6-P.9) scien'tific 'chemical 'national dra'matic 'medical
Teaching date: ………
Period: 56
Unit 7: pollution
Lesson 3: A closer look
I- Objectives:
- By the end of the lesson, Sts will be able to:
+ use conditional sentences type and type correctly and appropriately to describe pollution
- Vocab: pollution words ……… - Grammar: conditional sentences
- Skills: skills
II- Teaching aids: - Sts’ books, text books, cabins and projector
III- Teaching methods: - Communicative
IV- Teaching Procedure:
(8)- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities Content
1 Warm up: (7’) * Activity 1: Network:
- Remind Sts of some tenses 2 Presentation: (12’)
* Activity 2:
- Elicit the form and use of the conditional sentences type from Sts
- Ask Sts to give some examples 3 Practice: (13’)
* Activity 3:
- Sts work individually, then compare their answers with a partner before checking with the whole class
- Confirm the correct answers * Activity 4:
- Sts read the pairs of sentences and work individually
- Ask two Sts to write the new conditional sentences on the board * Activity 5:
- Sts look at the structure in the language box Draw Sts’ attention to the example
- Underline the subject, verb…in the example and explain the use and form of the conditional sentences type
- Some Sts give examples * Activity 6:
- Sts work individually
- Sts compare their answers in pairs
* Network:
past simple
present simple I Grammar:
* Review conditional sentences type 1: - The use:
+ We use conditional sentences type to talk about things that may happen in the present or future
Eg:
If I’m late, they’ll be angry - Form:
If clause, main clause (simple present) (future simple) II Practice:
1 Put the verbs into the correct form: * Key:
recycle; will help waste won’t dump; fines
travel; will be
will save; don’t use; will have 2 Combine each pair of sentences * Key:
1 Sts will be more aware of protecting the environment if teachers teach environmental issues at school
2 When light pollution happens, animals will change their behaviour patterns The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources
4 If the water temperature increases, some aquatic creatures will be unable to
reproduce
5 People will get more diseases if the water is contaminated
(9)before checking with the whole class
* Activity 7:
- Sts work individually
- Sts compare their answers with a partner
- Two Sts write their answers on the board
* Activity 8:
- Have Sts quickly read the example and comment on the example
- They may see that the meaning of the original sentences was made opposite in the new conditional sentence
- Confirm the correct answers 4 Production: (10’)
* Activity 9:
- T explain the aim of the game is to keep the chain going for as long as possiple using type or
conditional sentences
- Sts work in groups of five or six Groups that are still going when the five minutes is up are the winners 5 Homework: (2’)
- Learn grammar
- Prepare for unit 7- Lesson (Communication)
main clause in B: (3-P.10)
* Key: b c d e a 4 Put the verbs in brackets into the correct form: (4-P.10)
* Key:
were; would…do tidied; wouldn’t be
exercised; would be was/were; would grow
had; would build
Write a conditional sentence type for each situation: (5-P.10)
2 If there weren’t so many billboards in our city, people could enjoy the view
3 If there weren’t so much light in the city at night, we could see the stars clearly If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month
5 If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner
6 She wouldn’t have a headache after work every day if she didn’t work in a noisy office
Teaching date:………
Period: 57 Unit 7: pollution
Lesson 4: Communication I- Objectives:
- By the end of the lesson, Sts will be able to: + use the lexical items related to ‘Pollution.’ + know more about noise pollution
- Vocab: permanent, earplug, affect, hearing loss, blood pressure …… - Skills: skills
II- Teaching aids: - Sts’ books, text books, cabins and projector
(10)IV- Teaching Procedure:
A Class organization:
- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities Content 1 Warm up: (5’)
* Activity 1: Chatting - Sts tell about two types of pollution they know - Lead in the new lesson * Activity 2:
- Go through the Extra vocab
- Help Sts understand the meanings of the words in Extra vocab (using
pictures, realia, definition, example.)
2 Practice: (25’) * Activity 3:
- Sts read the questions in the questionnaire to make sure they understand everything and answer individually
* Activity 4:
- Sts work in pairs to compare their answers (may have different answers) T asks some pairs to report on their differences
- Play the recording for Sts check their answers, then check with the whole class
3 Production: (10’) * Activity 6:
- Sts find out the question in the questionnaire which proposes ways to prevent
* Chatting:
- Tell about the types of pollution you know (Ex: water pollution, air pollution…)
- Today, we are going to have the opportunity to explore noise pollution that not many people recognise as a pollution I Extra vocab:
- permanent (adj): vĩnh viễn
- earplug (n): nút tai
- affect (v): làm ảnh hưởng
- hearing loss (n): thính lực
- blood pressure (n): huyết áp
II Practice:
1 Look at the pictures and put the parts of the fairy tale in order: (1,2,3-P.11)
* Key:
B C C A A A B C
(11)noise pollution
- Sts work in groups to discuss more ways to reduce noise pollution, then present their answers - Sts vote for the best ways
4 Homework: (4’) * Activity 7:
- Sts work in groups to make a collage to answer the question ‘What would you to reduce
pollution in our country if you were the Minister of Natural Resources and Environment?’ (use photographs, pictures or drawings.)
- Remind Sts that they should use conditional sentences type to give the presentation
(4-P.11
* Sugessted answers: - Should use headphones when listening to music - Should wear earplugs when going to concerts or other loud events
* PROJECT:
“What would you do if… ???”
collages: lively, clear, practical
Languages: easy to understand
Speaking: fluency, accuracy, good
pronunciation Sts have to:
+ discuss the things they would
+ collect the pictures from different sources or draw + stick the pictures on a big piece of paper
(12)Teaching date: ………
Period: 58
Unit 7: pollution Lesson 5: Skill 1
I- Objectives:
- By the end of the lesson, Sts will be able to:
+ read for general and specific information about water pollution
+ talk about the causes and effects of water pollution as well as ways to reduce it
- Vocab: pollution words……… - Skill: speaking and reading
II- Teaching aids: - Sts’ books, text books, cabins and projector
III- Teaching methods: - Communicative
IV- Teaching Procedure:
A Class organization:
- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities Content
1 Warm up: (5’) * Activity 1: Chatting
- Ask sts some questions about water pollution
- Lead in the lesson 2 Practice: (27’)
* Activity 2: Present the pictures: - Sts work in pairs: one looks at picture A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions to find out the differences between two pictures
- Some Sts report on the differences * Activity 3:
- Sts read the passage quickly and
* Chatting:
- Do you know about the water pollution? - Give some examples?
A- READING:
1 Ask each other questions to find out the differences between two pictures: (1-P.12) * Suggested differences:
Picture A Picture B
- The ducks are white
- They’re going to the lake
- There aren’t any factories near the lake
- The ducks are black
- They’re going from the lake
(13)answer the questions
- Sts can underline parts of the text that help them with the answers - Sts compare their answers with a partner
* Activity 4:
- Sts read the sentences quickly to underline the key words and work individually (pick the suitable words to fill each blank)
- Sts share their answers with a partner
- T checks the answers * Activity 5:
- Sts work in groups to discuss the sollutions to water pollution
- Help Sts focus their ideas and think of the solutions for each cause
- Sts make notes of the answers on a piece of paper
- One group quickly presents their solutions and others add some ideas * Activity 6:
- Sts work in groups again to complete the diagram (may draw the diagram on a big piece of paper.)
- After finishing, T may call some pairs to practise in front of the class 3 Production: (10’)
* Activity 7:
- Some groups give presentations about water pollution
- Other groups listen and give comments The class may vote for the best presentation
- The lake water is clean
- The lake water is dirty/black
2 Read the text and answer the questions: (2-P.12)
* Key:
1 The second paragraph tells about the causes of water pollution
2 The third paragraph tells about the effects of water pollution
3 It’s the water beneath the Earth’s surface They are industrial waste, sewage,
pesticides, and herbicides
5 They are pollutants from storm water and the atmosphere
6 They use herbicides to kill weeds
3 Complete the notes about the effects of water pollution: (3-P.12)
* Key:
cholera dead die aquatic plants polluted water
B- SPEAKING:
4 Discuss the sollutions to water pollution: (4-P.12)
- Suggest two sub-headings: + Point source pollution + Non-point source pollution - Some solutions:
+ S1: Give heavy fines to companies that are found doing this
+ S2: Educate companies about the environment
+ S3: Give tax breaks to companies that find ‘clean’ ways to dispose of their waste 5 Complete the diagram of water
pollution: (5-P.12)
CAUSES:
- Point source pollutants…… - Non-point source pollutants
……… SOLUTIONS: -…………
EFFECTS:
-
Humans… - Animals…
(14)Homework: (2’) - Learn new words
- Prepare for unit 7- Lesson (Skill 2)
Teaching date:……… Period: 59
Unit 7: pollution Lesson 6: Skill 2 I- Objectives:
- By the end of the lesson, Sts will be able to:
+ listen to get specific information about thermal pollution + write about causes and effects of one pollution type
- Vocab: pollution words……… - Skills: listening and writing
II- Teaching aids: - Sts’ books, text books, cabins and projector
III- Teaching methods: - Communicative
IV- Teaching Procedure:
A Class organization:
- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
Sts’ and T’s activities Content 1 Warm up: (5’)
* Activity 1: Describe the pictures:
- Sts work in pairs,
describing the pictures and the relationship between them
- Call on one St to give their answers
- Play the recording for Sts to check their answers Practice: (27’) a Listening: * Activity 2:
- Sts quickly read the
A- LISTENING:
1 Describe the pictures: (1-P.13)
* Key:
- The first picture shows an algal bloom in coastal seawater
- The second picture shows the cooling towers from a power station
- They are both related to thermal pollution 2 Listen and fill in the missing words: (2-P.13) * Key:
(15)diagram and identify the form of the word/ phrase to be filled in each blank - Play the recording and ask Sts for their answers Some Sts write their answers on the board * Activity 3:
- Sts read the story carefully and work in pairs to discuss what may be missing
- Play the recording again and ask Sts to find the missing words as they listen
b Writing: * Activity 4:
- Sts work in pairs and decide which pollution type in their area they are going to discuss and make notes of the causes and effects
* Activity 5:
- Sts stay with their
partner One writes about the causes and the other writes about effects based on their notes Remind Sts to use markers like firstly, secondly…
- Sts work individually to write a first draft
Production: (10’) * Activity 6:
- Sts share their work with each other and combine it to make a complete article - Have pairs swap and read each other’s articles Ask for volunteer pairs to read their articles out to the class and have Sts
6 fish population cooler Harmful cool colour
warm rivers poison
Warmer water 10 cool down B- WRITING:
3 Discuss the causes and effects of one type of pollution in your area: (3-P.13)
type of pollution
water pollution
definition ………
causes effects
4 Write about the causes and the effects of the pollution type you have just discussed in 3:(4-P.13)
* Ex:
Water pollution There are several types of pollution However, water pollution is the most serious in our area
(16)comment on them (may collect for marking) Homework: (2’)
- Prepare for unit 7-Lesson (Looking back-Project)
pesticides are another source of pollution Farmers in our area usually use these to kill insects…
Teaching date: ………
Period: 60
Unit 7: pollution
Lesson 7: Looking back and Project
I- Objectives:
- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project “What would you if…???”
- Vocab: pollution words……… - Skills: skills
II- Teaching aids: - Sts’ books, text books, cabins and projector
III- Teaching methods: - Communicative
IV- Teaching Procedure:
(17)- Greetings and checking attendance: 8A: 8B……… 8C: 8D………
B New lesson:
Sts’ and T’s activities Content
1 Warm up: (5’) * Activity 1: - Sts write the right words 2 Practice: (38’)
* Activity 2:
- Sts work individually, then compare their answers with a partner
- Check Sts’ answers
* Activity 3:
- Sts work individually, then some Sts write their answers on the board
- Confirm the correct answers * Activity 4:
- Sts write the sentences using the words in brackets, then compare their answers with a partner
- Some Sts write their answers on the board T and other Sts give comments
* Activity 5:
- Sts talk about conditional sentences type (the use and form.)
- Sts give some examples
* Activity 6:
- Sts work individually, then share their answers with a clssmate
* Jumbled words: itcqaua = aquatic
spooni = poison hremlta = thermal raohcle = cholera
nmneearpt = permanent A- VOCABULARY:
1 Complete the sentences with the correct form of the words: (1-P.14) * Key:
pollution Poisonous contaminated pollutants death 2 Write types of pollution: (2-P.14) * Key:
- radioactive pollution - water pollution
- noise pollution - land/soil pollution
- visual pollution - light pollution
- thermal pollution - air pollution 3 Rewrite the sentences: (3-P.14) * Key:
1 The residents of the street cannot sleep because of the loud noise from the music clup
2 Vy had a stomachache since she ate a big dinner
3 The road in front of my house was flooded due to the heavy rain
4 His mpther is unhappy because his room is untidy
5 Too much carbon dioxide (CO2) in the atmosphere causes global warming B- GRAMMAR:
* Review conditional sentences type 1: * Conditional sentences type 2:
(18)- Check their answers
* Activity 7:
- Sts complete the sentences individually using their own ideas Remind them to identify whether the sentence is a conditional sentence type of type
- Sts share their answers (accept all the sentences if they make sense)
* Activity 8:
- Sts work in groups to discuss what you would or say in each situation - Sts read the example first Each group may discuss or two situations
* Activity 9:
- Some groups give their presentations to the class
- The whole class can vote for the best * Activity 10:
- Sts complete the self-assessment Homework: (2’)
- Learn vocab & grammar – Unit - Prepare for Unit (Getting started)
If clause, main clause
(simple past) (would/could/might + V) Eg:
If I were you, I would see the doctor * Note: We can use both was and were with
I/he/she/it in the if-clause Put the verbs in brackets into the correct form: (4-P.14)
1 won’t be; don’t take do; will see continue; will be would…travel; didn’t have
3 were; would wear wouldn’t be; didn’t take care
5 Complete the sentences
If I were an environmentalist,… If our school had a big garden,……… If the lake wasn’t polluted,………… If we have a day off tomorrow,…… If you want to something for the planet,…
6 Discuss what you would or say in each situation: (6-P.15)
* Project: