- By the end of this lesson, Ss know about the environmental problems as well as some activities to make our environment cleanb. - Vocabulary: Related to the environment - Grammar: Con[r]
(1)Period: 39
Unit 6: THE ENVIRONMENT Getting started – Listen and read I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- By the end of this lesson, Ss know about the environmental problems as well as some activities to make our environment clean
- Vocabulary: Related to the environment - Grammar: Conditional sentence type 1.
b Skills: skills, but pay attention to reading and writing skills.
c Attitude: Have a positive attitude in learning and protect the environment. 2 Capacity is formed and developed for students
- Self-learning capability - Communicative competence - Cooperation capacity
II Teaching aids
1 Teacher: lesson plane, book, color chalks, pictures, cassette and tape 2 Students: books, notebooks, pen, ruler …
III Students’ activities 1 Warm up (5’) Net Works
Teacher’s and students’ activities Content
-T asks Ss to share their ideas “ things we are spoiling the environment”
-Ss shares their ideas (can speak in Vietnamese), teacher writes in English and introduces new words
- Teacher writes in English and introduces new words
-Ss practice reading new words and take notes
New words : - environment (n) - garbage (n) - dump (n)
- pollute (v), pollution (n) - deforestation (n)
- dynamite (n)
- spray (v) - pesticide (n) 2 Knowledge formation activities (32’)
- T leads in the new lesson -T has Ss exercise a
-Ss work in pairs
-T calls some Ss to give the answers before the class
- Ss give their answers
-T checks and corrects the mistake if necessary -Ss copy down the correct answers
-T asks Ss some questions -Ss answer the questions
1 Getting started.
* Ss know the environmental problems.
Match the environmental problems to the pictures.
Answer keys : a air pollution b spraying pesticides c garbage dump d water pollution e deforestation f dynamite fishing Questions :
- What you often to save the Environment? - What you like to best?
Throwing trash Spraying pesticides Smoking Things we are spoiling
the environment
(2)-T sets up the scene and plays the tape
- Ss listen to the tape once (books closed) to guess main contents of the passages
-T introduces new words
-Ss give the meaning of new words, practice reading new words and take notes
-T has Ss pay attention to the structure -T calls one S to tell the main content of the passage
-T asks Ss to answer some questions - Ss answer some questions
2 Listen and read.
* Ss know the way to keep the invironment to clean.
New words : -rock (n)
-disappointed (adj) New structure :
If you can’t find your place, I will help you * Answer these questions
- How many groups are there? - Who are they?
- Where are they?
-What are they going to do? -T has Ss read the text in silent and does exercise a
Then compare the answers in pairs -Ss give the answers before the class -T checks and corrects if necessary -Ss copy down the correct answers
* While-listening and reading.
a Match the name in column A with the tasks in column b Then write the full sentences.
( Keys : – f, – e, – b, – a, – c, – d ) -T guides Ss exercise b
-Ss work in pairs, read the text again then ask and answer the questions
-T calls some pairs to ask and answer before the class
-Ss answer the questions before the class -T checks and corrects if necessary
b Answer
1 The speaker is Mr Brown
2 They are volunteer conservationists They’re on the beach
4 They are going to clean the beach
5 If they work hard today, they’ll make the beach a clean and beautiful place again 3 Consolidation: 4’
-T asks Ss to tell something about the main content of the passage 4 Its operation: 4’
-T asks Ss to answer the questions - Ss answer the questions
Answer the questions :
1 Have you ever done anything similar? If yes, what did you do? Where did you it?
If pollution continues, what might happen? IV Experience:
……… ……… ………
Period: 40
Unit 6: THE ENVIRONMENT Speak + Listen
I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- By the end of this lesson, Ss know how to persuade someone to something Furthermore, Ss know more about the pollution of oceans by listening
- Vocabulary: Related to the environment - Grammar:
I think you should … Why don’t you …?
Won’t you …? Why not …?
It would be better if you … What/ How about …?
(3)c Attitude: Have a positive attitude in learning and protect the environment. 2 Capacity is formed and developed for students
- Self-learning capability - Communicative competence - Cooperation capacity
II Teaching aids
1 Teacher: lesson plane, book, color chalks, cassette and tape 2 Students: books, notebooks, pen, ruler …
III Students’ activities
1 Warm up (5’) Play game “ Network”
Teacher’s and students’ activities Content
-Teacher asks Ss to play game “Net work” -Ss play game ( share ideas )
2 Knowledge formation activities (32’)
-T introduces the situation and the ideas cues in the table
-T explains the new words and new structures
3 Speak
* Ss persuade your partner to protect the invironment.
Vocabulary : - reuse (v) - recycle (v) - reduce (v) - trash (n) - prevent (v) - avoid (v)
- exhaust fume (n) - harm(a)
- littering (n) -Ss practice reading the new words Then take
notes * Structures - I think you should……
- Won’t you ….?
- It would be better if you… - Why don’t we…?
- Why not….? - What/ How about? -T guides Ss make new dialogues to persuade
their partner to something to protect the environment
-Ss practice playing role of A and B -Ss work in pairs
-Some pairs of Ss role play the dialogues before the class
-T checks and corrects any mistakes if necessary -T explains the Questionnaire
-Ss find the possible answers they can use to ask and answer with friends.(pair works )
-T checks and corrects any mistakes if necessary
a Practice the dialogue with partner.
b Find the answers.
Guiding answers to the questionare
-Write on both sides of paper, recycle used paper -Save plastic bags, clean and reuse them
Reuse bottles and cans Collectthe garbage
Activities you can save the environment
(4)-T explains the requirement and gets Ss play role example on page 50 again
-T checks and corrects any mistakes if necessary -T has Ss make short talk about things they have done to make their school clean as well as activities they have done or are going to to protect the environment
-Ss practice making new dialogue basing the cues (pair-work)
-Ss practice speaking in front of the class
-Don’t throw waste and garbage into streams, lakes and even oceans
-Discard/throw garbage in waste bins -Try to reuse and recycle things
c Discuss with a partner the best way to protect the environment.
-T explains the requirement and introduces the content of the listening
-T introduces new words
-Ss practice reading the new words and read before the class
-T corrects students’ pronunciation if necessary
4 Listen
* Ss know the resion which our ocean is polluted and improve it.
* Pre – Listening
Listen to the report on how our oceans are polluted Then complete the notes.
Vocabulary : - raw sewage (n) - pump (v) - vessel (n) - marine life (n)
- not only…….but also… -T plays the tape
-Ss listen to the tape and complete the table -Ss compare the answers in pairs
-Ss give the answers on the boards
Keys: - garbage is
- come from ships at sea
- waste materials come from factories - oil is washed from land
3 Consolidation (4’)
T has some pairs of Ss make conversations to persuade their partners to something to protect the environment
4 Its operation (4’)
- T checks and corrects any mistakes if necessary - Ss copy down the correct answers
- T asks Ss to answer the questions - Ss answer the questions
- How many reasons cause polluted ocean? What are they? - What can we to prevent pollution from these reasons? IV Experience:
……… ……… ………
Signature of the Leader Week 20: