- listen and answer read the new words in chorus and individually.. - listen to the dialogue and have them practice it in pairs.[r]
(1)Date of teaching: Period : 84
Unit 9: PRESERVING THE ENVIRONMENT
GETTING STARTED I Objectives: By the end of the lesson, Ss can:
- get to know the topic Preserving the Environment and vocabulary related to the natural environment impacts, and the use of indirect speech to report what was said through the conversation
- identify some three-syllable nouns - be educated to preserve the environment
II Knowledge:
Language: Reported speech
Vocabulary: Newsletter, preservation, impact, threat, deforestation, depletion, melting
III Skills:
Main skills: listening, reading Sub-skills: speaking, writing
IV Methods: Integrated, mainly communicative
V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work
VI Teaching aids: textbooks, posters, pictures and cassette
VII Procedures:
Time Teacher’s activities Student’s activities Content of the lesson
4ms
10ms
20ms
Warm up
- Have Ss answer some questions:
How important is the environment to the people living in it?
What will happen if the environment is damaged or destroyed?
What are some of the environmental impacts of human activities?
lead into the new lesson
1 Listen and read
- ask Ss to predict what the speakers are talking about - Have Ss read the new words in chorus and individually - Let Ss listen to the dialogue and have them practice it in pairs Then demonstrate before class
- Corrects Ss’ intonation and stress if necessary
- listen and answer
- listen to the teacher
- listen and answer read the new words in chorus and individually
- listen to the dialogue and have them practice it in pairs
- demonstrate before class
- work in pairs and the
Unit 9: PRESERVING THE
ENVIRONMENT
1 Listen and read * Vocabulary - Newsletter (n) - Preservation (n) - Impact (n) - Threat (n)
- Deforestation (n) - Depletion (n) - melting (n)
(2)8ms
Vocabulary checking
- Have Ss work in pairs to label the photos
- Allow two minutes for the pairs to look at the words and phrases up and justify their meanings
- Check as a class
- Have sts note down the words in their notebooks
3 Answer the questions:
- Let Ss read the dialogue individually again to check the information
- Ask Ss to work in pairs practicing asking and answering the questions - Have them report their answers and check if they have any difficulties in understanding the conversation - gives the feedback
Discussion
Discussion: Have Ss work in a group of to talk about the impacts on the natural
environment and their effects, basing on the conversation and their background knowledge as well
- Call one or two groups at random to give a short talk to the whole class
- Give feedback on sts’ performance
task
- discuss the meanings in pairs
- listen and take notes
- read the dialogue again
- work in pairs practicing asking and answering the questions
- report their answers
- listen and take notes
- work in a group of and the task
- present in front of the class
check their meaning.
Key: a greenhouse effect b pollution
c deforestation d polar ice melting e fossil fuels
3 Read the dialogue again and give answers to the following questions.
Key:
1 He is writing for the school newsletter
2 The editor asked Nam to write some practical advice on
environmental protection It means the negative influence or effects on the environment
4 Because he thinks if we can see the impacts on the natural environment, we will know how to protect it
5 They are deforestation, pollution, global warming, the shortage of of fossil fuels, polar ice melting and the rise of sea levels
6 answers will vary
Discussion:
Tell others the impacts on the natural environment and their effects
Homework (3’)
Ask students to
-Write a short paragraph about the impacts on the natural environment and their effects -Practise reading the dialogue and the new words again
- learn by heart new words and prepare the next part: Language
Self – Evaluation:
(3)Unit 9: PRESERVING THE ENVIRONMENT LANGUAGE
I Objectives: By the end of the lesson, Students can:
- know more vocabulary about the natural environment impacts
- pronounce correctly three-syllable nouns, understand that the position of a word in a sentence or its formation can tell about its class
- understand and use Reported speech to repeat what people have previously said - be educated to protect the environment
II Knowledge:
Language: Reported speech
Vocabulary: deforest, preserve, deplete, contaminate, consume, confuse
III Skills:
Main skill: speaking, writing Sub-skills: reading, listening
IV Methods: Integrated, mainly communicative
V Teaching techniques: Eliciting, synonyms, explanation, asking and answering the questions, discussion, pair-work, group-work
VI Teaching aids: textbooks, posters, pictures and cassette
VII Procedures:
Time Teacher’s activities Content of the lesson Student’s activities
4ms
10ms
WARM-UP: Game: Hotseat - Ask two Ss from two groups to go to the board and take part in the game Write the words one by one on the board so that the members of each group can explain the word and the representative will guess the word and say it (Newsletter, preservation, impact, threat, deforestation, depletion) - lead into the new lesson
2 PRESENTATION: Vocabulary
1 Complete the sentences:
- Go through the words in the box and check understanding
- Asks sts to complete the
sentences individually then check in pairs
- Have Ss match the words with their definitions quickly
- Check their answers as a class
2 Complete the table with the words from the box:
- Have Ss to read the information
Do you know…? and go through
- sit in groups and play the game
- listen to the teacher
- Complete the sentences individually then check in pairs
-listen and answer
- read the informationDo you know …?
Unit 9: PRESERVING THE
ENVIRONMENT Vocabulary
1 Complete the sentences with the words from the box.
Key: preserve Deforestation
3 Fossil fuels pollute
5 greenhouse effect Global warming Depletion Damage
2 Complete the table with the words from the box:
Suggested answers:
1 protect preservation contaminate
(4)7ms
15ms
5ms
the nouns and verbs with class - Elicit the meaning of the words from the sts
- Get sts to work in pairs
- Collect Ss’ answers and check their understanding about the words
- Give the feedback
3 Complete the sentences with the nouns or verbs.
- Ask sts to read the sentences once through for comprehension and underline the key words and phrases that are collocations and that are used to explain the missing words
- Have sts swap the answers
Pronunciation
1 - Have Ss listen and repeat the three-syllable nouns
- Ask Ss to pay attention to the stress patterns
2 Explain the requirements of this activity
Students are asked to listen and practice saying them correctly
Grammar Reported speech
1 Read the following sentences from the conversation between Nam and his father in
GETTING STARTED Write the names of the speakers.
- Get sts to read the conversation in GETTING STARTED again and get the speakers’ names to fill the gaps
- Give the feedback
2 Change the direct speech statements into reported speech and make any changes, if necessary.
- Read the instructions and analyze the first sentence as an example
- Remind sts of the changes of verb form and pronoun
4 PRODUCTION:
- Ask Ss:
What have you learnt today?
- Give the meaning - work in pairs -listen and take notes
-listen and answer
- read the sentences and answer
- give their answers
- listen and repeat the words
-listen to the teacher’s questions
- read the sentences taken from the GETTING
STARTED and check their answers with a partner -listen and answer
- Read the instructions and answer
-listen and take notes
-listen and answer
7 deplete
3 Complete the sentences with the nouns or verbs.
Key:
1 consumption consume preserve
4 preservation polluted pollution
7 contamination contaminate
Pronunciation
Suggested answer: energy, atmosphere
2 Listen and put a mark before the stressed syllable Sugested answer:
1 ’article ’influence ’energy so’lution ’newsletter po’llution pro’tection ’atmosphere ’editor 10 con’fusion 11 ’scientist 12 ’chemical
Grammar
1 Read the following sentences from the
conversation between Nam and his father in GETTING STARTED Write the names of the speakers.
Key: 1,3,5: Nam the editor
4,6: Nam’s father 2 Change the direct speech statements into reported speech and make any changes, if necessary.
- Listen to the teacher and the exercise
Answer key:
1 Nam said pollution was one of the problems in his neighborhood
2 The editor said more people were aware of the preservation of natural resources
3 The students told their teacher they were discussing the protection of the natural environment
4 Nam’s father told him to use the web search engine to find the information that he needed
(5)- Have Ss give some examples for what they have learnt
because there were too many web pages about the
environment
6 Scientists said air pollution was one of the causes of the greenhouse effect
Homework (3’)
- Ask students to learn by heart new words and prepare the next part: Reading
Self – Evaluation:
_ Date of teaching:
(6)Unit 9: PRESERVING THE ENVIRONMENT READING
I Objectives: By the end of the lesson, Ss can:
- read for information about “the environmental impacts” - talk about types of pollution and their consequences
- be educated to understand the sources of pollution and their negative effects on our health
II Knowledge:
Vocabulary: ecosystem, pesticides, inorganic, vegetation, fertilizer, pollutants, result from (v), dump (v), long-term(adj), detergent (n), fertility (n) ,destruction (n)
Language:
III Skills:
Main skill: Reading
Sub-skills: Listening, Speaking, Writing
IV Methods: Communicative
V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work
VI Teaching aids: textbooks, posters, pictures and cassette
VII Procedures:
Time Teacher’s activities Student’s activities Content of the lesson
4ms
8ms
20ms
1 WARM UP (4’)
- Ask Ss look at the pictures in the textbook and answer the questions:
+ What is the environmental impact in each photo?
- Elicit the answers and put them on the board
- Lead to the lesson
2 PRE-READING
- Pre-teach vocabulary:
Vocabulary
+ result from (v) + dump (v) + long-term(adj) + detergent (n) + fertility (n) + destruction (n)
- Have sts practice reading the vocabulary
- check understanding
3 WHILE-READING (20’) Activity Read the text quickly and check sts’answers in the lead-in.
- Have sts read the text quickly and check the answers
- write down the answers on the board and give feedback
Activity 2: Select the best title.
- Get sts to read the instruction and the options carefully, and underline the key words because
- look at the pictures on and answer the questions:
- listen to the teacher
- listen and take notes
- practice reading the vocabulary
- read the passage and give answers to the questions -listen and answer
- Read the instruction and the options carefully, and underline the key words
Unit 9: PRESERVING THE
ENVIRONMENT
Vocabulary
- result from (v) (synonym) - dump (v) (explanation) - long-term(adj) (antonym) - detergent (n) (picture) - fertility (n) (explanation) - destruction (n) (example)
While you read
Activity Read the text quickly and check
sts’answers in the lead-in. Key: a noise pollution b water pollution c air pollution d soil pollution
Activity 2: Select the best title
(7)10ms
they will help them predict the content of the text
- Allow minutes for ss to skim the paragraphs quickly
- Encourage ss to share their ideas with their partners
- Check the answers
Activity 3: Match the highlighted words in the text with the correct definitions.
- Focus ss on the instruction, and put all the highlighted words from the reading text on the board
- Go over the definitions with the whole class
- Check comprehension and encourage ss to analyze the definitions to guess the words - Give feedback
Activity 4: True / False sentences
- get sts to read the instructions carefully and underline the key words in the sentences provided - Get ss to underline the parts of the text relevant to the
information
- Check as a class, and get ss to justify their choice by reading the relevant fragments of the text
4 POST-READING (10’) 3 Discussion
- Have Ss work in groups to discuss types of pollution in their neighbourhood and their consequences
- Ask some representatives from groups to talk in front of the class
- Skim the paragraphs quickly
- Share their ideas with their partners
- Give their answers
- follow the teacher’s instructions
-listen and answer
- follow the teacher’s instructions
- underline the parts of the text relevant to the
information -listen and answer
- work in groups to discuss types of pollution in their neighbourhood and their consequences
- talk in front of the class
Activity 3: Match the
highlighted words in the text with the correct definitions. Key: 1 ecosystem pesticides inorganic vegetation fertilizer pollutants
Activity 4: True / False sentences
Key: 1.F F T T T T
1 Environmental pollution is one of the impacts of human activities
2 The greenhouse effect is a result of air pollution
Homework (3’)
- Ask students to learn by heart new words and prepare the next part: Speaking
Self – Evaluation:
Date of teaching: Period : 87
Unit 9: PRESERVING THE ENVIRONMENT
(8)I Objectives: By the end of the lesson, Ss can:
- talk about types of pollution, their sources and their negative effects on the environment and human health - be educated to understand the sources of pollution and their negative effects on our health
- be educated to be confident in giving opinions
II Knowledge:
Language:
Vocabulary: Revision
III Skills:
Main skill: Speaking
Sub-skills: Listening, Reading, Writing
IV Methods: Communicative
V Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat
VI Teaching aids: textbooks, posters, pictures
VII Procedures
Time Teacher’s activities Student’s activities Content of the lesson
4ms
8ms
1 WARM –UP:
- Get Ss to focus on the title and the pictures by asking:
+ What are types of environmental pollution caused by human
activities?
+ Can you label the photos with special types pollution?
Key: a soil pollution b water pollution
c air pollution d noise pollution
=> Lead in the new lesson “
Environmental Impacts of Human Activities”
2 Pre-speaking:
Activity 2: Read the text in the reading section again Complete the table Include your ideas if necessary.
- Focus sts on the instructions and the table
- Get them to work individually to read the text carefully and justify their answers
- Remind them to refer back to the reading text to get the necessary information
- Encourage sts to share their ideas with a partner
- Check the answers as a class and write them on the board
Key: Types of pollution: Soil pollution
Consequence: - Contaminated vegetation and the decrease of soil fertility leading to the negative
- Look at the title, the pictures and answer the questions
-listen to the teacherand take notes
- Look at the instructions and the table
- Work individually to read the text carefully - Refer back to the reading text to get the necessary information
- Share their ideas with a partner
- Take notes
Unit 9: PRESERVING THE
ENVIRONMENT
Key:
a soil pollution b water pollution c air pollution d noise pollution
Activity 2: Read the text in the reading section again. Complete the table. Include your ideas if necessary.
Key:
Types of pollution: Soil pollution
Consequence: -
(9)5ms
15ms
10ms
utilization of land.
- human’s psychological and health problems such as tress, the increase of heart rate and hearing damage
Activity 3: Practice the conversation.
- Get Ss to know the objective of the activity and have them work in pairs
- Allow 1-3 minutes for Ss to read the conversation individually - Check comprehension as a class - Monitor the activity and select some pairs to act the conversation out for the class
Activity 4: Make a new conversation.
- Focus sts on the instructions - Get them to work in groups of or
- Allow minutes for the groups to select the type of pollution and prepare the conversation
- Help Ss with any problems and remind them that they can add their own ideas while discussing
- Ss have minutes to write the conversation
4 POST-SPEAKING
- Get sts to discuss and act their conversations out in groups
- Listen to the teachers - Read the conversation individually
- Answer some
comprehension questions and work in pairs
- Act the conversation out for the class
- Focus on the instructions
- Work in groups of or 4, selecting the type of pollution and prepare the conversation
- Write the conversation
- Discuss and act their conversations out in groups
health problems such as tress, the increase of heart rate and hearing damage
Activity 3: Practice the conversation.
Activity 4: Make a new conversation
Homework (3’)
- practice talking about types of pollution : causes and effects
- Ask students to learn by heart new words and prepare the next part: Listening
Self – Evaluation:
Date of teaching: Period : 88
Unit 9: PRESERVING THE ENVIRONMENT
LISTENING I Objectives: By the end of the lesson, students will be able to:
- listen for gist and for specific information in a student’s talk on environmental impacts and their effects - be educated how to use preserve the environment
(10)Language:
Vocabulary: Preserving the Natural Environment
III Skills:
Main skill: Listening
Sub-skills: Reading, Speaking, Writing
IV Methods: Communicative
V Teaching techniques: Multiple Choice, Pair-work, Group-work, Listen-repeat
VI Teaching aids: textbooks, posters, pictures and cassette
VII Procedures
Time Teacher’s activities Student’s activities Content of the lesson
4ms
8ms
20ms
1 WARM UP
- focus the class on the photo and elicit what Ss can see in the photo Put the information on the board + What are the students doing? + What you think you are going to listen about?
Suggested answers
- They are planting a tree. - it is about preserving the environment
- Lead in the new lesson
2 PRE-LISTENING: Preteach Vocabulary
- Write some new words on board
- Let Ss repeat the new words in chorus, and individually
- Check vocabulary, using the technique Rub out and Remember.
3 WHILE-LISTENING: What is the student talking about? Tick the correct box
- Have sts read all the instructions and the titles and guess what the student is talking about
- Get Ss to guess to the recording and the exercise
- Feedback
3 Listen again Tick the words you hear
- Get Ss to read the instructions and the words provided
individually
- Check understanding of the task and the vocabulary
- Play the recording again for Ss to the task Allow mins for sts to share the meaning of the words in pairs or to look them up in a dictionary
4 Listen again Complete the sentences with one or two words
- look at the photo and answer
- look at the board and take notes
- repeat the new words in chorus, and individually - listen and answer
- read all the instructions and the titles and guess what the student is talking about
- listen and answer
3 Check the vocabulary - read the instructions and the words provided individually
- listen and answer - listen and the task in the allotted time
- workin pairs to look them up in a dictionary
Unit 9:
PRESERVING THE ENVIRONMENT Vocabulary:
- degradation (n): xuống cấp (loss or decrease of quality)
degrade (v) : xuống cấp - erosion(n) : xói mịn erode (v) : xói mòn - sewage (n) : chất thải - civilization: (n) văn minh
- extinction (v) : tuyệt chủng
- forestation (n): trồng rừng # deforestation (n): phá rừng
2 Suggested answer: c (Environmental Degradation)
3 Check the vocabulary 4 Listen again Complete the sentences with one or two words from the talk. Suggested answers:
1 affected
2 global warming ecosystem health problems control
6 friendly materials
(11)10ms
from the talk.
(Listen for detailed information)
- Focus Ss on the instructions Allow mins for Ss to read the sentences Check comprehension - Ask Ss to guess the words to complete the sentences
-Have Ss listen again and check - Checks if Ss’ responses are correct
5 Ask and answer the following questions:
- Get Ss to read the questions (2 mins)
- Remind them to underline the key words and phrases in each question Check comprehension - Play the recording again, pausing at times
- Tell Ss note down the answers during the pauses
- Feedback
4 POST-LISTENING: Group-work
- Have Ss work in groups of to answer the question:
What you think we should to preserve the natural environment?
- Call on some representatives from groups to present their opinions in front of the class
- Focus on the instructions
- read the sentences in mins
- guess the words to complete the sentences - listen again and check - listen and answer
- read the questions in mins
- listen and answer
- listen to the recording again and write down the asnwers
- work in groups of and answer the question:
- present their opinions in front of the class
Suggested answers:
1 The natural world in which people, animals and plants live The burning of fossil fuels by factories and motor vehicles
3 The use of harmful chemicals in agriculture The extinction of rare animals and extreme floods and land erosion
5 We should dump harmful rubbish and chemicals at appropriate places We should replace
deforestation with forestation We should use
environmentally friendly materials
After you listen
Group work:
Homework: (3’)
- Learn by heart the vocabulary and ask and answer questions in activity - Ask students to learn by heart new words and prepare the next part: Writing
Self – Evaluation:
Date of teaching: Period : 89
Unit 9: PRESERVING THE ENVIRONMENT
WRITING I Objectives: By the end of the lesson, Sts will be able to:
- write three paragraphs (introduction, body and conclusion) of an essay with suggested ideas - master how to connect ideas in a paragraph and paragraphs in an essay
- be given practical advice on how to consume water and electricity
II Knowledge:
Language: Paragraphs in an essay
Vocabulary: absorb (v), consume (v) , proper (adj) , consumption (n), load (n)
(12)III Skills:
Main skill: Writing
Sub-skills: Reading, Speaking, Listening
IV Methods: Communicative
V Teaching techniques: Pair-work, Individual writing
VI Teaching aids: pictures, books
VII Procedures
Time Teacher’s activities Student’s activities Content of the lesson
4ms
8ms
1 WARM UP:
1 Gets students to look at the picture and read the saying Elicit answers from different Ss Ask sts some more questions about their monthly water or electricity bills of their homes?
+ How much does your family pay for the water bill every month? + Is it big or small?
+ Are your parents always complaining about the bills? + Do they give you advice on consuming water/ electricity?
- Lead in the new lesson: 2 PRE-WRITING: - Explain new words + absorb (v) (examples) + consume (v) ( example) consumption
+ load ( translation) + proper ( synonym) - Ask students to task
2 Read the text and match the headings with the paragraphs
- Give sts time to read and task
- Let them exchange their choices - Collect Ss’ answers
- Ask them to read out key words or phrase which guide them to choose the headings
- Comment
- Give the feedback
1D 2C 3B 4A - Ask Ss to task
3 Match the following sentences with the paragraphs
- Have Ss read the sentences and find out the linking words or key words which help Ss match the sentences with paragraphs logically
- Call on Ss to give answers accompanied their reasons for the
- look at the pictures in the textbooks and answer some questions
-listen to the teacher
- listen and take notes
- read the paragraphs extracted from a student’s talk giving practical advice on reducing water and electricity
consumption at home Read the text and match the headings with the paragraphs
- listen and take notes
- read the sentences and find out the linking words or key words which help Ss match the sentences with paragraphs logically - give answers
accompanied their reasons
Unit 9: PRESERVING THE
ENVIRONMENT
Activity 1 New words: + absorb (v) + consume (v) consumption (n) + proper (adj)
Activity 2
Key: 1D 2C 3B 4A
Activity
Key: a3 b1 c4 d2 +Introduction (par 1) +Body (par 2, 3) + Conclusion (par 4) - Do as directed
(13)20ms
10ms
choice
- Ask students to read through the paragraphs in task and draw out relations between them
- Correct
WHILE-WRITING:
4 Choose one of the following limited natural resources to write three paragraphs similar to those in 2
- Ask sts to choose the natural resource they want to write about, based on the given ideas in textbooks
- Go round, observe and help if necessary
POST-WRITING: (10’) Mistake Correction
- Ask Ss to exchange their writings together to correct the mistakes
- chooses some writings with major mistakes to correct
- Choose some excellent ones in order for others to consult
for the choice - read through the paragraphs in task and answer
- listen and take notes
-listen to the teacher’s instructions
- practice writing
- Exchange notebooks and correct writings
- Pay attention to the correction and take notes
Write a paragraphs
( Students’ writings)
Homework: (3’)
+ Learn Vocabulary by heart + Complete the writing
- Ask students to learn by heart new words and prepare the next part: Communication and Culture
Self – Evaluation:
Date of teaching: Period : 90
Unit 9: PRESERVING THE ENVIRONMENT
COMMUNICATION AND CULTURE I Objectives: By the end of the lesson, Sts will be able to:
- be more aware of our seriously damaged environment
- be well-informed about one organization whose duty is to protect wildlife: WWF
- use the target language to further the communication skill on dealing with the heated problem: preserving the environmental impacts
II Knowledge:
Language: Expressions for giving ideas
Vocabulary: sustainable (adj) , mission (n) , in harmony with (exp) III Skills:
(14)Sub-skills: Reading, Writing, Listening
IV Methods: Communicative
V Teaching techniques: Brainstorming, Pair-work, Ask-answer
VI Teaching aids: pictures, books
VII Procedures
Time Teacher’s activities Student’s activities Content of the lesson 4ms
15ms
23ms
WARM UP
- Play a game (hangman) + all words relating to
environment to help sts to review the old words
COMMUNICATION Activity 1:
- Ask students to name problems and effects showed by pictures in their textbooks
- Comment
- Lead to the lesson
Activity 2:
- Have Ss listen to the recordings - Ask them to work in pairs to answer the questions
- Give feedback
Activity 3:
- Ask Ss to work in groups discussing the solutions to the problems
- Call on some group members to present their group’s solutions in 3ms
- Give feedback
CULTURE Activity 1:
- Ask Ss to look at the logo on page 45
- Ask Ss some questions relating to WWF
Suggested answers A panda
It comes from China
WWF stands for World Wide Fund
Activity 2:
- Explain some new words + sustainable (adj) ( example) + mission (n) ( definition) + in harmony with ( example)
- play game
- name problems and effects showed by pictures in their textbooks
-listen to the teacher
- Listen to the recording - Work in pairs and answer the questions
- listen and take notes
- Work in groups, giving solutions
- Present group’s solutions
- listen and take notes
- look at the logo and answer
- Take notes
Unit 9: PRESERVING THE
ENVIRONMENT COMMUNICATION 1 Activity
Photo a: a man is spraying pesticides, which can cause soil pollution.
Photo b: Forest trees are cut down This is a cause of deforestation, global warming, land erosion, climate change, floods. 2 Activity
1 b
2 eforestation
3 climate change, global warming, extreme floods 4 control deforestation and have proper forestation plans
3 Activity CULTURE 1 Activity A panda
It comes from China
WWF stands for World Wide Fund
2 Activity 2 1 In 1961
2 a non- government organization
3 Because it was the only giant panda, an endangered species, in the Western world at the same time as the establishment of the organization.
(15)Activity 3:
- Ask Ss to skim the passage and check the answers in task - Comment and give feedback - Ask Ss to scan the passage and task
- Require them to discuss the answers with their partners - Call on them to read out loud and point out key words - Give feedback
Post- practice
- Ask students work in groups and list some endangered species which they think can be in Red List
- Call on some Ss to give their answers
- Comment
- Skim and check the answers in task
-listen and answer
- Scan and answer the questions in task -discuss and write down endangered species in the world
- Speak in front of class
-listen and answer
- work in groups and list some endangered species which they think can be in Red List
- give their answers
-listen and answer
the planet’s natural environment and build a future in which humans live in harmony with nature by: + conserving the worlds’ biological diversity. + ensuring that the use of renewable natural resources is sustainable
+ promoting the reduction of pollution and wasteful consumption.”
5 It is the world’s largest independent conservation organization.
Homework: (3’)
- Write a paragraph (100 words) about what should be done to protect the environment - Ask students to learn by heart new words and prepare the next part: Looking Back
Self – Evaluation:
Date of teaching: Period : 91
Unit 9: PRESERVING THE ENVIRONMENT
LOOKING BACK and PROJECT I Objectives: By the end of the lesson, students will be able to:
- review what they have learnt in Unit
- have a self – assessment to see how far they have progressed and which areas need further practice - be educated to preserve our environment
II Knowledge:
Language: Reported speech, three-syllable nouns
Vocabulary: deplete (v), consume (v), erode (v), depletion (n), consumption (n), erosion (n)
III Skills:
Main skill: Writing
Sub-skills: Reading, Listening, Speaking
IV Methods: Communicative
V Teaching techniques: Brainstorming, Pair-work, Ask-answer
(16)VII Procedures
Time Teacher’s activities Student’s activities Content of the lesson 6ms
16ms
10ms
11ms
A LOOKING BACK Activity 1:Pronunciation
1 Play the recording and ask Ss to repeat the words
Ask Ss to listen and put the mark before the stressed syllable in the words given
- Call three of them to write the words they hear with the mark on the board
- Correct their mistakes and let them listen again to recheck
Activity 2: Vocabulary
1 Group the words into the class
- Have Ss this activity
individually Then compare their answers with a partner
- Ask for Ss’ answers - Give feedback
2 Complete the sentences using the correct words in brackets
- Have Ss individually and then compare the answers with a partner
- Call on students to write down on the board
- Give feedback
Activity 3: Grammar
1 Underline the sentences said by Nick, Mary, and Mr Jones
- Ask Ss to these exercises in pairs
- Check Ss’ answers
2 Report what Nick, Mary and
PROJECT
- Have Ss the project in groups of
- Ask sts to choose to discuss one type of pollution , its causes and its effects on the natural
environment and the health of the
- Listen to the CD and repeat
- Listen and put a mark (') before the stress syllable
- listen again to recheck
- this activity individually Then compare their answers with a partner
- listen and answer
- individually and then compare the answers with a partner
- write down on the board - listen and answer
- work in pairs and the task
- Speak out their answers to check
- work in pairs and the task
- listen and answer
- work in groups of - listen to the teacher’s instructions
Unit 9: PRESERVING THE
ENVIRONMENT
LOOKING BACK Pronunciation
1 Listen to some sentences and put the mark (‘) before the stressed syllable in the words below.
Key:
1 po’llution a’wareness e‘rosion ‘poverty ‘energy de’pletion ’animal so’lution con’sumption pro’tection
Vocabulary
1 Group the words into the class
Key:
+ Verb: preserve, protect, consume, emit, deplete, erode + Noun: animal, pollution, energy, resource, threat, disposal
2 Complete the sentences using the correct words in brackets
1 preserve awareness consumption
Grammar
1 Suggested answers: + Mr Jones:
“ All this rubbish is killing fish and other sea creatures.” “ I’m so happy to hear that, children.”
“ You have to protect yourselves from germs.”
+ Nick said:
“ We can clean the beach together.”
+ Mary said:
(17)local people
- Have Ss find some pictures to illustrate the pollution problem they choose
- Ask Ss give practical advice on how to deal with that problem, - Call on group representatives to present
- find some pictures to illustrate the pollution problem they choose - practical advice on how to deal with that problem - present in front of the class
-neighbors to come and help us.”
2 Suggested answers:
1 Mr.Jones was very sad and said that all this rubbish was killing fish and other sea creatures.
Nick said they could clean the beach together.
Mary told themshe would ask their friends and
neighbors to come and help them
4 Mr.Hones told his children he was so happy to hear that. 5 Mr Jones gave the people gloves and told them to protect themselves from germs.
Project Homework: (2’)
-Write a paragraph describing what students find through the project
- Ask students to learn by heart new words and prepare the next part: Revision of unit &