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T: Quickly write Ss’ answers to question 3 on th board. Plays the recording twice. Ss listen and read. Asks Ss if their guesses on the board are correct. T: Elicits words from Ss.. Ss: [r]
(1)Period: 85
Unit 11: OUR GREENER WORLD GETTING STARTED
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can use vocabulary and structure to talk about tips on how to “go green”
- Vocabulary: the lexical items related to the topic “Our greener world”. - Grammar: Conditional sentences – type 1
b Skills: listening, speaking, reading and writing.
c Attitude: - Educate Ss to have their responsibilities for protecting the environment. 2 Capacity is formed and developed for students
- Self – learning capability - Communicative competence II Preparation
1 Teacher: text book, extra board, cassette tape and real objects. 2 Students: textbook, notebook, workbook.
III Students’ activities Warm up (5’)
Sts’ and T’s activities Contents
T: Introduce S “Today we are learning the hottest topic that the people all over the world care about, that is environment I am sure we all here have done so many things to protect our surroundings Let’s brainstorm all the things we can do”
- Divides the class into teams to play game Ss: Play game
*Brainstorming: plant tree
2 Knowledge formation activities (36’)
Sts’ and T’s activities Contents
T: Asks Ss to look at the picture on Page 44 and answer the questions
Ss: Answer the questions
T: Quickly write Ss’ answers to question on th board Plays the recording twice Ss listen and read Asks Ss if their guesses on the board are correct T: Elicits words from Ss
Ss: Give the new wor ds
T: Helps Ss read the new words in chorus - Calls on some Ss to read aloud - Checks vocabulary by “Do matching” T: Gives some examples to introduces new grammar
Ss: Listen and remember Then write in notebook
* T: Asks Ss to practice in pairs Roleplay Nick &
1 Listen and read. *Questions:
+ Who are they? + Where are they?
+ What might they be talking about? *Vocabulary:
- air pollution (n) - soil pollution (n) - deforestation (n) - noise pollution (n) - water pollution (n) *Grammar:
Conditional sentences - type 1
Ex: - If we all use this kind of bag, we’ll help the environment
- If more people cycle, there will be less air pollution
Form:
If - clause Main clause
If + S + V (present S + will/ won’t + V How to
(2)Phong, reading the coversation Ss: Practice in pairs
T: Calls some pairs to practice aloud Corrects Ss’ pronunciations
T: Asks Ss to exercise a,b,c,d Ss: Work independently
T: Allows them to share answers before discussing as a class
- Calls on some Ss to check - Gives feedback - Corrects
T: First, asks Ss to read column A and B to make sure they understand Asks Ss to give their answers without reading the conversation again Then asks them to read the conversation and check their answers
T: Has Ss read the conversation again to find expressions Asks Ss to guess the meaning of each expression Explains the meaning if necessary
T: Asks ss to work in pairs to put a suitable expression in each blank and then practise the conversations
- Checks ss’ answers by asking some pairs to act out the coversations
simple) (bare infi …)
a Complete the following sentences. *Key:
on a picnic reusable; natural the check –out a/ a reusable cycling
b Match the first half of the sentence in column A with its second half in column B.
*Key: b c a
c Find the expressions in the conversation. *Key:
1 understand
2 used to introduce a new subject for consideration or to give further information
3 used to say “no” or “ not” strongly ( can also be used to mean “ no problem”
d Fill each blank with a suitable expression.
T: Tells Ss that in the box there are some environmental problems Makes sure that Ss understand the meaning of each problem
Ss: Look at the five pictures and tell teacher what they can see in each picture
T: Asks Ss to work individually then compare their answers with a classmate
- Calls on some Ss to give their answers Ss: Give teacher their answers Other remark
2 There are a lot of environmental problems today Write each problem in the box under the picture.
*Key:
1 soil pollution deforestation water pollution noise pollution air pollution T: Plays the recording twice for Ss to listen
Ss: Listen and check Then repeat their answers 3 Listen, check and repeat the answers. T: Asks Ss to read the “ Watch out” box
- Gives examples of the two structures If time follows, have some Ss give their own examples Ss: Work in pairs to complete this exercise T: Checks the answers with the whole class - Confirms the correct answer After that, asks some Ss to read the sentences aloud
4 Match the causes in column A with the effects in column B
*Key:
b d e c a +T: Asks Ss if they understand the steps in the
book
Ss: Work in groups of six and follow the steps T: Calls some groups to tick their answers on the board The group with the most effects wins - After checking the answers, teacher has Ss make at least sentences with effects
Ss: Make sentences, using the structures in in their sentences
5 Game:
(3)3 Consolidation 4’
T: Summaries the main content of the lesson
+ Use the lexical items related to the topic “Our greener world” + Use conditional type to talk about environmental problems 4 Using knowledge (option)
5 Further practice (option) IV Experience:
……… ……… ………
Period: 86
Unit 11: OUR GREENER WORLD A CLOSER LOOK 1
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can Pronounce correctly the sounds /a:/ and / æ/ in isolation and in context; Use the lexical items related to the topic “Our greener world”
- Vocabulary: the lexical items related to the topic “Our greener world”. - Grammar: Conditional sentences – type 1
b Skills: listening, speaking, reading and writing.
c Attitude: - Educate Ss to have their responsibilities for protecting the environment. 2 Capacity is formed and developed for students
- Self – learning capability - Communicative competence II Preparation
1 Teacher: text book, extra board, cassette tape and real objects. 2 Students: textbook, notebook, workbook.
III Students’ activities Warm up (5’)
Sts’ and T’s activities Contents
T: Lets Ss to listen to the 3R song to introduce 3R to Ss “Today, we will learn in detail what we can to save the environment We will know 3R is.”
Ss: Listen and guess the letter 3R
“They are REDUCE- REUSE- RECYCLE”
* Listen to the 3R song.
2 Knowledge formation activities (36’)
Sts’ and T’s activities Contents
T: Has Ss read the information in the table and draw a line from a symbol in column A to the matching word in column B and meaning in column C
Ss: Work in pairs to compare their answers before giving T the answers
T: Calls on some Ss to give their answers Ss: Give their answers
T: Checks and gives the correct answers
T: Elicits the difference between “recycling” and “reusing” from Ss
Ss: Give feedback
VOCABULARY.
1 Draw a line from a symbol in column A, to the matching word in column B, and meaning in column C.
*Key:
A B C
Reduce: using something less Reuse: using something again
Recycle: creating new products from used material
T: Asks Ss to work in pairs to this activity
(4)and write the words This activity can also be organized as a competition Whichever pair finishes the activity first will be the winner
1 rubbish plastic bags glass plastic bottle can noise
7 paper bulb water 10 clothes T: Asks Ss to work in pairs, put the words from in
appropriate groups Draws the table on the board and call three Ss to go to the board and write their answers One word can belong to more than one group
Ss: Work in pairs to this task
T: Elicits some more words for each group from the Ss
3 Put the words from into groups.
One word can belong to more than one group. *Key:
Reduce Reuse Recycle rubbish
plastic bag noise
plastic bottle paper
water
plastic bag glass
plastic bottle can
paper bulb water clothes - Reduce: electricity, gas
- Reuse: envelope, carton box, old textbook - Recycle: newspaper, textbook, plastic container T: Models some examples
Guides how to pronounce: /ɑː/ and /æ/ E.g /ɑː/ car, far, father…
/æ/ hat, cat, math … Ss: Listen and repeat
T: Asks Ss to read the words and give more words which have the sound /ɑː/ and /æ/
Ss: Give more words
T: Has some Ss read out the words first Then plays the recording for them to listen and repeat the words Plays the recording as many times as necessary
PRONUNCIATION. /ɑ:/ and /æ/
E.g /ɑː/ car, far, father… /æ/ hat, cat, math …
5 Listen and repeat Pay attention to how the underlined part is pronounced.
*Key:
fast had bag plastic glass apple dance answer activity afternoon
T: Plays the recording again Asks Ss to put the words in the correct column while they listen Ss: Listen and compare their answers in pairs before T checks the answers with the whole class T: Calls on some Ss to give their answers
- Corrects and asks Ss to give more examples for each group
6 Listen again and put the words in the correct column.
*Key:
/ɑː/: fast, plastic, glass, dance, answer, afternoon /æ/: hat, bag, apple, activity
T: Asks Ss to exercise individually first then compare their answer with a partner
Ss: Work individually
T: Calls on some Ss to give their answers - Checks Ss’ answers
7 Read the conversation Write /ɑ:/ or /æ/ below each underlined letter.
*Key:
/ɑː/: class, ask, father /æ/: stand, have, hat T: Plays the recording and pauses after each word
which has underlined /ɑː/ for Ss to check their answers
- Plays the recording again for ss to repeat each line of the conversation
- Asks Ss to work in pairs to practise the conversation
- Calls on some pairs to act out the conversation - Corrects Ss’ pronunciation
8 Listen to the conversation and check your answers Practise the conversation …
3 Consolidation 4’
(5)+ Pronounce sound /æ/ and /ɑ:/ in isolation and in context + Talk about ways to go “green”
4 Using knowledge (option) 5 Further practice (option) IV Experience:
……… ……… ………
Period: 87
Unit 11: OUR GREENER WORLD A CLOSER LOOK 2
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can use conditional sentences – type correctly and appropriately
- Vocabulary: the lexical items related to the topic “Our greener world”. - Grammar: Conditional sentences – type 1
b Skills: listening, speaking, reading and writing.
c Attitude: - Educate Ss to have their responsibilities for protecting the environment. 2 Capacity is formed and developed for students
- Self – learning capability - Communicative competence II Preparation
1 Teacher: text book, extra board, cassette tape and real objects. 2 Students: textbook, notebook, workbook.
III Students’ activities Warm up (5’)
Sts’ and T’s activities Contents
T: Makes a question: “Can you tell what you have done “Today, we will learn in detail what we can to save the environment?”
Small interview
2 Knowledge formation activities (36’)
Sts’ and T’s activities Contents
T: Asks Ss to read the conversation on page 47 while Ss listen to this part Draws their attention to the two conditional sentences- type Elicits the form from Ss Now Ss can have a closer look at the grammar box Explains to them that when the main clause comes before the if clause, there isn’t a comma between the two clauses
T: Gives some more examples with the conditional sentence- type
Grammar
Conditional sentences - type 1
1 Listen again to part of the conversation from Getting Started Pay attention to the conditional sentences – type 1.
- Conditional sentences- type describes a thing which is possible and likely to happen in the present or the future.
If + subject + V ( present simple) if- clause
Subject + will/ won’t + V ( base form) main clause
Ex: If you use less paper, you will save many trees T: Asks Ss to work individually, this task
Ss: Do this exercise quickly then compare their answers with partners
T: Calls on some Ss to give their answers Confirms the correct answers
Practice.
2 Write the correct form of each verb in brackets.
*Key:
(6)3 will save; don’t waste will have; use
5 isn’t / isnot; will be T: Has Ss this exercise individually, then
compare their answers with a classmate - Calls on some Ss to read out the sentences - Gives feedback – Corrects
3 Match an if-clause in column A with a suitable main clause in column B.
*Key:
c e b a d T: Does the first pair of sentences as an example
- Has Ss this exercise in pairs
- Calls some Ss to read out their sentences - Asks for feedback from other Ss Confirms the correct answers
4 Combine each pair of sentences below to make a conditional sentence- type 1.
1 If we pollute the air, we will have breathing problems
T: Has Ss this exercise individually, then
compare their sentences with a classmate
- Calls on some Ss to write their sentences on the board Asks other Ss for comments Corrects any mistakes
5 Use your own ideas to complete the sentences below Share your sentences with a classmate Do you have the same sentences?
*Possible answers.
1 If you walk to school, you will help reduce air pollution
2 If you use recycled paper, you will save trees If the Earth becomes hotter, the sea level will rise
4 If parents teach their children about three Rs, children will help the environment
5 If you want to save a lot of electricity, you will have to turn off all the lights before going out T: Divides the class into groups (A & B) and gives
each group a strip of paper Ss from group A write an if- clause Ss from group B write a main clause - Ss try to make a sentence by matching the clauses on their trip of paper with a clause from the other group
6 Fun matching.
3 Consolidation 4’
T: Calls some Ss to repeat the main contents of the lesson
+ Use conditional sentences - type to talk about how to save the environment 4 Using knowledge (option)
5 Further practice (option) IV Experience:
……… ……… ………
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