VietJack com Facebook Học Cùng VietJack UNIT 7 POLLUTION I /Aims 1 Knowledge By the end of the lesson, students should be able to By the end of this unit, students can * pronounce the words ending in[.]
Trang 1UNIT 7 POLLUTION
I /Aims :
1 Knowledge: By the end of the lesson, students should be able to:
By the end of this unit, students can:
* pronounce the words ending in-ic and –al correctly in isolation and in context
* use lexical items related to the topic “Pollution” to talk about types of pollution
* use words and phrases showing cause/ effect relationships to describe the causesand effects of pollution
* use conditional sentences type 1 and type 2 correctly and appropriately todescribe pollution
* write about the causes and effects of one pollution type
II Methods: Introduce the lessons, lead in the new lesson Students practice in
pairs( close pairs and open pairs), discuss in groups
III.Teaching aids: English book 8, CD audio player, pictures, sub- board.
IV Anticipated problems:
- Some students may make mistakes when distinguishing between conditional sentences type 1 and type 2
I/ Objectives:
1 Educational aim: - Introduce the topic of the unit
2 Knowledge
- Vocabulary: lexical items related to the topic
- Grammar: Review: conditional sentences type 1 and type 2
3 Skills: L, S, R, W
II/ Teaching aids:
- T: lesson plan, visual pictures
- Ss: vocabularies related to hobbies
III/ Procedures :
Trang 2to one student in group A and he/ she has
to call out one fairytale If he/ she is rightgroup A gets one point, then he/ shethrows the ball to a student in group B
The game stops when time is up Thegroup with more points wins
Ask Ss is they know any story about theenvironment or pollution
Write the unit title on the board
“pollution” Ask Ss to call out thingswhich cause pollution, e.g., cars,factories, cows,… Now start the lesson
Ask Ss to open their books and look atthe picture Ask them some questions:
Who can you see in the picture?
Where do you think they are?
What can you see in the picture?
What do you think the people inthe picture are talking about?
Ss answer the questions as a class
Play the recording and have Ss followalong After that, Ss can compare theiranswers with the information in thedialogue and add some more details totheir answers
a Find a word/ phrase that means:
Ss word independently to find the wordswith the given meanings in theconversation Allow them to shareanswers before discussing as a class
Remember to ask Ss to read out the lines
in the dialogue that contain the words
Quickly write the correct answers on theboard
Key:
1 Dead 2 Aquatic 3 Dump 4
Poison 5 Polluted 6 To come upwith
Have Ss look at the Watch out! Box andquickly read the information Ask them
if they know what I can’t believe myeyes means Then explain to them that
Vocabularies related to fairytales
Vocabularies related to pollution
*Vocabulary
1 Dead (adj)2.Aquatic(adj)3.Dump(v/n)4.Poison(v/n)5
Polluted(adj)
6 To come upwith
* Adverb clause of cause
+whole class, team work.
Individual
Whole class
Individual Pair work
Trang 3this expression means you are verysurprised at something you see.
b Answer the questions.
Have Ss read the questions to make surethey understand them Ss read theconversation again to answer thequestions Ss exchange their answerswith a classmate Call on some Ss towrite their answers on the board Checktheir answers
Key: 1 They are in Mi’s home village.
3 She’s surprised because she seesthe fish are dead
4 It’s dumping poison into thelake
5 He’s sneezing so much becausethe air is not clean
c Tick (v) T (true) or F (false) or NI (no information).
Have Ss read the sentences quickly tomake sure they understand them Askthem firstly to decide if the sentences aretrue, false or there is no informationwithout reading the dialogue Then havesome Ss write their answers on the board
Now ask Ss to read the conversationagain to check their answers Ask Ss ifthey want to change the answers on theboard and ask them to explain theirchoices Confirm the correct answers
Key: 1 F(It’s polluted by the factory).
2 T 3 NI 4 T 5 T
2 There are different types of pollution Write each type under a picture.
Have Ss look at the pictures Ask themwhat they see in each picture Now tell
Ss that in the box are some types ofpollution Ss read these and identify anynew words they do not know Explain thenew words so that Ss can understand thepollution types Ss do this activity inpairs Call on some Ss to give theiranswers and write them on the board
1 and type 2.
Pair work
Individual Pair work
Individual Pair work
Trang 4Ss do this activity individually and thencompare their answers with a classmate.
Call on some Ss to stand up and givetheir answers Confirm the correctanswers
Key:
1 thermal pollution 2 Air pollution
3 radioactive pollution 4 lightpollution
5 Water pollution 6 Land/ Soilpollution 7 Noise pollution
8 visual pollution
4 Work in groups Which types of pollution in 3 does your neighbourhood face ? Rank them in order of seriousness Give reasons for your group s order.’
Vote for the group with the best reasons.
Organise game for this activity Ss word
in groups of six In five minutes, Ss writedown the pollution types theirneighbourhood faces and rank them inorder of seriousness They also have togive reasons for their order Call grouprepresentatives to present their group’sorder and reasons Have the class votefor the group with the best reasons
If time does not allow, do not have Ss dothis activity Instead just ask Ss toquickly review the pollution types
Ask students to complete all the exercises
A Radioactivepollution
pollution
F land/ soilpollution G
Whole class
Trang 5Whole class
Trang 6- Vocabulary: words related to the topic.
- Grammatical structures:
- Pronunciation: intonation in exclamatory sentences
3 Skills: Speaking, Listening and writing
II/ Teaching aids:
- T: lesson plan, visual pictures
- Ss: vocabularies related to hobbies
of pollution
1 Complete the table with appropriate verbs, nouns, and adjectives.
Have Ss look at the table in thebook Make sure that theyunderstand what to do Sscomplete the exerciseindividually and then comparetheir answers with a partner Call
on some Ss to write their answers
on the board Check theiranswers
+whole class, teamwork
Individual
Whole class
IndividualPair work
Trang 7word has been provided.
Have Ss read each sentencesilently to have a generalunderstanding and decide whichword form should be put in eachblank For example, the word to
be filled in the blank in sentence
1 is an adjective Point out thatthe provided letter is a clue tohelp them find the word Ss dothe exercise and then comparetheir answers with a partner Call
on one or two Ss to give out theanswers before confirming thecorrect ones
Key: 1 Poisonous 2
Pollutants 3 Dead 4
Contaminated 5 Damage
6 PolluteHave Ss look at the languagebox Tell Ss that the words andphrases in the box express causeand effect relationships Ss havelearn so, because of Quickly gothrough the rest of words/
phrases as follows:
- Because/ since and due to/
because of are used to talk about
the causes of something
Because and since are synonymsand they come before a clause
Due to and because of aresynonyms and they come before
a noun phrase
Have Ss read the examplesentences and underline theclause or noun phrase
- Other words and phrases in thebox express the effects ofsomething
PoisonousPollutantsDeadContaminatedDamagePollute
The words andphrases in thebox expresscause andeffect
something
Because andsince aresynonyms andthey come
clause
Due to andbecause of aresynonyms andthey comebefore a nounphrase
+whole class, teamwork
Individual
Whole class
Whole class
Trang 8So comes before a clause.
To cause, to lead to and to result
in are synonyms and comebefore a noun phrase.To makeSb/ sth do sth is another way toexpress the effects Aftersomebody/ something is aninfinitive verb without to
Have Ss read the examplesentences and underline theclause, noun phrase, or infinitive
For more able Ss, T may have Ssread the sentences and explainthe rules themselves by using thewords and phrases
3a Decide which sentence in each pair of sentences is a cause and which is an effect.
Write C (for cause) or F (for effect) next to each sentence.
Note that the words in brackets relate to Activity 3b.
Ask Ss to read the each pair ofsentences and decide whichsentence is an effect Ss comparetheir answers with a partnerbefore giving the answers to theteacher Confirm the correctanswers
b Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship Use the cause or effect signal word or phrase given in brackets You will have to add, delete, or change words in most sentences.
Ask Ss to read the example Askthem what changes they can see
in the sentence T may have Ss
IndividualPair work
+whole class, teamwork
Individual
IndividualPair work
Whole class
Whole class
Trang 9Now Ss have to combine each
pair of sentences in 3a into a
complete sentence using theword/ phrase in brackets To savetime assign sentences 2 to 5 todifferent Ss and have Ss wordonly these Call on some Ss towrite their sentences on theboard and correct them carefully
T can ask Ss to write all thesentences at homework
2 Oil spills from ships in oceansand rivers lead to the death ofmany aquatic animals and plants
3.Households dump waste intothe river so it is polluted
4 Since the parents wereexposed to radiation theirchildren have birth defects
5 We can’t see the stars atnight due to the light pollution
4 Work in groups Look at the pairs of pictures Give as many sentences as possible to show cause/ effect relationships.
Have Ss look at the pictures in 1.
Ask Ss which picture shows thecause and which shows theeffect Then ask them to read theexample sentences and payattention to the cause/ effectwords or phrases Ss work inpairs to write sentences showingcause/ effect relationships For amore able class, T may have Ss
do the whole exercise Withother classes, just ask Ss to workwith the pair of pictures in 2 Ask 1 ar’tistic
IndividualPair work
+whole class, teamwork
Individual
Whole class
Trang 10up sentences, using the cause/
effect words or phrases The restcan be done as homework
This activity can also ba carriedout as a game Divide the classinto 12 groups Two groups workwith the same pair of pictures in
2, 3 or 4 In three minutes,groups of Ss write down as manysentences based on the givenpicture pair as possible on a sheet
of paper When time is up, thegroup with the most sentences isthe winner They stick their sheet
of paper on the board and readthe sentences aloud Othergroups and T givens comments
Other groups can add anysentences they have T may Ss’
work home to mark it
Ask Ss to look at the rules in thebox and the examples Gothrough the rules with them For
a more able class, have Ss givesome more examples
5 Listen and mark the stress in each word, then repeat it.
+whole class, teamwork
whole class
Trang 11Play the recording for Ss to tress the words Ask some to say where the tress in each word is
Confirm the correct answers
Play the recording again for Ss torepeat the words Call on some
Ss to pronoun
6 Underline the words ending
in –ic and circle the words ending in –al in the following sentences Mark the stress in each word Listen and check your answers, then repeat the sentences.
Have Ss do the activity individually Play the recording for Ss to check their answers
Then elicit the correct stress patterns from Ss Play the recording again for Ss to repeat the sentences Ask some Ss ro read out the sentences
Ask students to complete all the exercises
Trang 12- Grammar: + Conditional sentences type 1& 2.
3 Skills: Speaking and writing
II/ Teaching aids:
- T: lesson plan, visual pictures
- Ss: study the lesson in advance
1 Put the verbs in brackets into the correct from.
+ Lead in
Ss do this exercise individually then compare their answers with a partner Have Ss read outtheir answers Confirm the correct ones
Key:
1 recycle; will help 2 won’t dump; fines 3 travel; will be
4 will save; don’t waste 5
use; will have
2 Combine each pair of sentences to make a conditional sentence type 1
Have Ss read the pair ofsentences Ask two Ss ro writethe new conditional sentencestype 1 on the board while other
Ss write their own sentences
Ask Ss to comment on thesentences on the board Givefeedback on these sentencesand other Ss to correct them ifnecessary
Teacher can make this activity
a game Ss work in groups and write the sentences on a big piece of paper Go through the groups’ sentences and give marks to the groups with all correct sentences
Conditional sentences type 1
If + subject +
V (present simple), subject + will/
can/ may + V (bare
infinitive)
Ex: If I have a
lot of money, I will buy a bog house.
Conditional sentences type 2
The conditional sentence type 2
+whole class, teamwork
Individual
Whole class
Individual
Trang 13C
Performing.
Conditional sentences type 2
Write this incomplete sentence
on the board: If I were abillionaire, I would Asksome Ss to complete thesentence orally Write the mostoriginal answer on the board
Tell Ss that this sentence is anexample of the conditionalsentence type 2
Have Ss look at the structure osthe conditional sentence type 2
in the language box Draw Ss’
attention to the examplesentence on the board
Underline the subject, verb, etc
in this example and explain thestructure of the sentence at thesame time
Ss read the second example in the language box Tell them that this sentence is a piece of advice
Ask Ss give one or twoexample
3.Match anif - clause in A with a suitable main clause in B
Ss do this exercise individually,and then compare their answerswith a classmate Check Ss’
answers
4 Put the verbs in brackets into the correct from.
Ss do this exercise individually
Invite two Ss to the board to write their answers Go throughthe answers with the class
Have other Ss correct the answers if necessary
5 Write a conditional sentence type 2 for each situation, as in the example.
Have Ss quickly read the example Ask Ss to comment
on the example They may see that the meaning of the originalsentences was made opposite inthe new conditional sentence (i.e positive into negative form
thing which is not true or is
might + V (bareinfinitive)
Example: If it
wasn’t noisy inhere, I could
clearly (But it’svery noisy inhere)
The conditional sentence type 2 can be used to give advice.
Example:If I
were you, Iwould see thedoctor
Individual
Whole class
IndividualPair work
Trang 14D Wrap- up
(5’)
for the first sentence and negative into positive for the second sentence) Have Ss do this exercise individually and then compare the answers with
a classmate Ask one or two Ss
to write their sentences on the board
Key:
2 If there weren’t so many billboards in our city, people could enjoy the view
3 If there wasn’t/ weren’t so much light in the city at night,
we could see the stars clearly
4 If we didn’t turn on the heater all the time, we wouldn’thave 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
6 CHAIN GAME Work in groups Student A begins with a conditional sentence type 1 or type 2.
Student B uses the end of student A’s sentence to begin his/ her own sentence.
Student C does the same.
Continue the game until the teacher tells you to stop
Which grouphas the most sentences?
Put Ss in groups of five or six toplay this chain game Explain that the aim of the game is to keep the chain going for as long
as possible using type 1 or 2 conditional sentences If a group hesitates for more than
10 seconds they are out Walk
permanent: givethe definition (lasting forever;
never changing)
or give the antonym (this isthe opposite of temporary)
- earplug: draw
a pair of earplugs on the board and explain We putthese into our ears to keep out noise or water
- affect: tell Ss
IndividualPair work
IndividualPair work
Group work
Whole class
Individual