Anticipated problems: It's the first time students read a poem so students might have. difficulty in understanding the idea the author want to express as the mummy' s opinion[r]
Trang 1Period 37 Unit 6: the environment
Lesson 1: getting started - listen and read + language focus 4, 5 p.47, 56
I Aims:
- To introduce the topic of the environment and practise the conditional sentence Type 1
- To help students read a text about the protecting the environment for details
- To develop students' skills
II Objectives: By the end of the lesson, students will be able to know more about the
environment problems, talk about the things they've done to keep the environment clean and beautiful, what they think might happen if the pollution continues
- Students practise the conditional sentence Type 1
III Ways of working: T - WC, pair work, individual work.
IV Materials: Textbook pictures in the textbook, tape and cassette player.
V Anticipated problems: The lesson may take time.
VI Teaching steps:
1 Warm up: (1 minute) Greet and check the students' attendance.
2 Revision:
3 New lesson:
PRE
READING
(12
minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach
students new words
- Checking understanding:
Rubout and remember
* Matching:
Getting started P.47
- Students match the environment
problems to the pictures
* Prequestions:
What do you usually do to protect our
environment?
I New words:
garbage dump:
deforestation:
dynamite fishing:
spraying pesticides:
dispointed (adj):
the shore:
bãi đổ rác thải
sự tàn phá rừng việc đánh bắt cá bằng thuốc nổ
việc phun thuốc diệt sâu bọ
thất vọng
bờ biển
II Matching:
a) b) c)
d) e) f)
* Key:
a) air pollution b) spraying pesticides c) garbage dump d) water pollution
e) deforestation
Trang 2f) dynamite fishing
WHILE
READING
(20
minutes)
* Listen and read P.47 - 48:
* Set the scene:
Mr Brown is talking to some
volunteer conservationists
- Students answer the prequestions
- Teacher gets students read the text
as they listen to it
* Matching :
- Students match the names in
column A with the task in the column
B
- Teacher elicits the model sentences:
- Concept checking:
+ Những câu này có nghĩa tiếng Việt
là gì?
+ Khi nào thì sử dụng cấu trúc câu
này?
+ Câu gồm mấy mệnh đề? Mệnh đề
If ở thì nào? Mệnh đề chính ở thì
nào?
* Comprehension questions:
- Students answer the comprehension
questions on page 48
III Listen and read:
1 Match the names in column A with the task in column B:
* Answer key:
1 + f 2 + e 3 + b
4 + a 5 + c 6 + d
2 Model sentences:
- If you can't find your place, I will help you get there with this map
- If we work hard, we'll make this beach a clean and beautiful place again
III Answer the comprehension questions:
* Key:
1 The speaker is Mr Brown
2 The listener are (member of) the volunteer conservationists
3 They are on the beach
4 They are going to clean the beach
5 If they work hard today, they will make the beach clean and beautiful again soon
POST
READING
(10
minutes)
* Language focus 4, 5:
- Teacher gets students to do the
exercises and then correct them
+ Students base on the cues given to
write the main clause of the
sentences:
IV Language focus:
1 Language focus 4 P.56:
* Answer key:
1-e: If we pollute the water, we will have no fresh water to use
2-a: If you cut down the trees in the forests, there will be big floods every year
3-c: If there is too much exhaust fume in the air, more and more people will cope with respiratory problems
4-d: If you can keep your neighborhood clean, you will have an ideal place to live 5-b: If people stop using dynamite for fiahing, a lot of sea creatures will be well preserved
2 Language focus 5 P.56:
* Answer key:
b/ If we go on littering, the environment will become seriously polluted
c/ If we plant more trees along the s treets, we will have more shade and fresh air
d/ If we use much pesticide on vegetables, the vegetables will become poisonous and inedible
e/ If we keep ur environment clean, we will live a happier and healthier life
4 Homework: (2 minutes)
Trang 3- Learn by heart the new words and read the text again.
- Do exercises 8, 9, 10 P 45 - 46 (Workbook)
- Prepare Speak (textbook)
* Teacher guides students to do the exercises:
Bài tập 8: Dựa vào những từ cho ở trong khung để viết câu hoàn chỉnh, sử dụng cấu trúc câu
điều kiện
Bài tập 9: Trả lời câu hỏi, sử dụng từ gợi ý cho ở trong khung để viết câu điều kiện loại 1 Bài tập 10: Chia động từ cho trong ngoặc: thì hiện tại đơn và tơng lai đơn
Lesson 2: speak P.49 - 50
I Aims:
- To help students t persuade people to protect the environment
- To develop students' skills
II Objectives: By the end of the lesson, students will be able to persuade their friends to do
something to protect the environment and to reduce the environmental polution
III Ways of working:- T - WC, team work, group work, pair work, individual work.
IV Materials: Textbook
V Anticipated problems:
VI Teaching steps:
1 Warm up: (1 minute) Greet and check the students' attendance.
2 Revision: (5 minutes) Brainstorming:
- Students write the thing that make our environment pollutted
3 New lesson:
PRE
SPEAKING
(15
minutes)
* Preteach vocabulary:
- Teacher uses techniques to
teach students new words
- Checking understanding:
I New words:
(to) prevent:
(to) reduce:
(to) wrap:
ngăn chặn, phòng chống làm giảm, giảm
bọc, gói
air pollution deforestation
Environmental problems
Trang 4Rubout and remember.
* Set the object of task a
P.49
* Presentation dialogue:
- Teacher present the dialogue
to the students
* Substitution drill:
- Students use the expressions
and idia cues given
(to) avoid:
exhaust fume: tr¸nhkhÝ th¶i
II Expressions:
- I think you should
- Won't you ?
- It would be better if you
- Why don't you ?
- Why not ?
- What / How about ?
III Dialogue:
S1:
S2:
S1:
I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food
Why? How come?
Because plastic bags are very hard to dissolve, they will cause pollution And
if we use less paper, we can save trees in the forest That 's how we can save the environment
WHILE
SPEAKING
(15
minutes)
* Speak P.49:
- Matching:
Students match the items in
green box with the items in
the red box (On posters)
* Questionnaire: (Group
work)
- In group of four students
find possible answers in
section a) to the questionnaire
* Discussion: (Group work)
- In groups of four students
discuss with a partner the best
way to protect the
environment, take turns to try
and persuade your partner
into doing things they think
the most practical
IV Speak:
1 Matching:
E.g:
S1: How can we save paper?
S2: Use banana leaves
2 Speak:
Example:
- I they we should burn trash to reduce the amount
of garbage we produce to protect the environment
- No, we shouldn't do that Burning trash will pollute the air I think the best way to reduce garbage is to reuse and recycle things
- How can we do that? I think only the factory can
- What about collecting used paper, bottles and cans every day? It's not difficult
- That's a good idea! Let's do that
POST
SPEAKING
(7
minutes)
* Write it up:
- Students write the ideas of
the best way to protect the
environment
3 Write it up:
Example:
- Write on both sides of the paper / recycle used paper
- Save plastic bags, clean and reuse them
- Don't throw waste and garbage into streams, lakes and even oceans
- Throw garbage in waste bins
- Use fewer private vehicles and don't release pollutants into the air
- Try to reuse and recycle things
4 Homework: (2 minutes)
- Learn by heart the new words
- Do exercises: 4 P.42 (workbook)
- Prepare: Listen ans language focus 1, 2, 3 (textbook)
Trang 5* Teacher guides students to do the execise:
KÕt hîp 2 c©u thµnh mét c©u, sö dông Because, since, as
Period 39 Unit 6: the environment
Lesson 3: listen + Language focus 1, 2, 3 P.50, 53 - 55.
I Aims:
- To help students listen for details, further practice for conditional sentence type 1
- To help students know how to use adjectives and adverbs; students practice the adverb clauses of reason (as, because, since); adjective + that clause
- To develop students' skills
II Objectives: By the end of the lesson, students will be able to do all the tasks.
III Ways of working: T - WC, individual work.
IV Materials: Textbook, pictures in the textbook, cassette player.
V Anticipated problems: - Students might have difficulty in understanding the listening
text which has completed structures and a lot of new words
- The lesson may take time
VI Teaching steps:
1 Warm up: (1 minute) Greet and check the students' attendance.
2 Revision: (2 minutes) Teacher asks students some questions:
What are we doing with our environment now? Are we polluting it? What are we polluting? (air, water, land )
3 New lesson:
PRE
LISTENING
(6
minutes)
* Set the sence:
- Short discussion: How the Ocean is
polluted? / What makes the Ocean
polluted?
* Preteach:
- Teacher uses techniques to teach
students new words
* Prediction:
- Students predict 4 things that make
the ocean polluted (individual work)
- Students compare their predictions
(pair work)
I New words:
raw sewage:
(to) pump:
(to) leak:
marine (adj):
oil spills:
vessel:
níc th¶i cha qua xö lý b¬m
rß rØ thuéc biÓn
sù trµn dÇu tµu, thuyÒn
WHILE
LISTENING
(10
minutes)
* Listen P.50
- Students listen for the first time and
check their prediction (selecting)
II Listen P.50
1 Checking the prediction:
- Raw sewage
- Garbage
Trang 6- Students listen for the second time
and do the gap fill:
- Students listen for the third time to
check their task
Tapescript:
Our oceans are becoming
extremely polluted Most of this
pollution comes from the land,
which means it comes from
people Firstly, there is raw
sewage, which is pumped directly
into the sea Many countries, both
developed and developing, are
guilty of doing this Secondly,
ships drop about 6 million tons of
garbage into the sea each year
Thirdly, there are oil spills from
ships A ship has an accident and
oil leak from the vessel This is not
only pollutes the water, but it also
kills marine life Next, there are
waste materials from factories
Without proper regulations, factoty
owners let the waste run directly
into the rivers, which then leads to
the sea And finally, oil is washed
from the land This can be the
result of carelessness or a
deliberate dumping of waste.
- Oil spills
- Waste materials
2 Gap fill:
How the ocean is polluted
Firstly:
Secondly:
Thirdly:
Next:
Finally:
Raw sewage is pumped directly into the sea
Garbage is dropped into the sea oil spills come from ships at sea Waste materials come from factories
Oil is washed from the land
POST
LISTENING
(5
minutes)
* Writing:
- Students complete the sentence: 3 Write:Complete the sentence:
The ocean won't be polluted if
FURTHER
PRACTICE
(14
minutes)
* Language focus:
Language focus 1 P.53
- Teacher calls out the adjectives,
students change them into adverbs
- Students do the exercise; Teacher
corrects:
Language focus 2:
Students use because, as or since to
join the pair of sentences together
(Word cues drill & picture cues drill)
III Language focus:
1 Language focus 1 P.53:
* Answer key:
a) Hoa was extremely pleased that she got
an A for her assignment
b) The old man walked slowly to the park c) Tuan sighed sadly when he heard that he failed the test
d) The baby laughed happily as she played with her toys
e) Mrs Nga speaks English quite well
2 Language focus 2:
Adverb clause of reason:
Answer key:
b) Man has a broken leg becase / as / since
Trang 7Language focus 3 P.55
- Students work in pair to complete
the dialogues
- THAT CLAUSE thờng đợc dùng sau
các tính từ để diễn tả cảm xúc hoặc
sự chắc chắn
he fell over while he was playing basketball c) Lan is going to be late for school becase /
as / since the bus is late
d) Hoa broke the cup becase / as / since she was careless
e) Mai wants to go home becase / as / since she feels sick
f) Nga is hungry becase / as / since she hasn't eaten all day
3 Language focus 3:
Adjective + that clause:
* Answer key:
b) Mrs Quyen: When are you going on vacation with your family, Sally?
Mrs Robinson: Tomorrow I'm excited that I can go to Da Lat this time
c) Lan: I am sorry that I broke your bicycle yesterday
Tien: Don't worry I can fix it
d) Liz: I forgot to tell you I was going to Lan's place
Mr Robinson: I'm disappointed that you did not phone me about it
e) Miss Lien: Congratulation!
Nga: Thanks I'm amazed that I could win the first prize
4 Homework: (2 minutes)
- Learn by heart all the new words
- Do exercises: 1, 2 P.41, 42 (workbook)
- Prepare Read (textbook)
Teacher guides students to do the exercises:
Bài tập 1: Khoanh tròn từ đúng để hoàn thành câu: Dùng tính từ hay trạng từ?
Bài tập 2: Hoàn thành đoạn văn, sử dụng dạng thích hợp của từ cho trong khung
Period 40 Unit 6: the environment
Lesson 4: read P.51.
I Aims:
- To help students read the poem for main idea
- To develop students' skills
II Objectives: By the end of the lesson, students will be able to talk / write about
minimizing pollution in their school
III Ways of working: T - WC, group work, pair work, individual work.
IV Materials: Textbook, color chalk, workbook, a poster, picture.
Trang 8V Anticipated problems: It's the first time students read a poem so students might have
difficulty in understanding the idea the author want to express as the mummy' s opinion (Line7, 8, 11, 12, 13, 14) might cause problems in understanding the text There are many new words in matching activity P.51
VI Teaching steps:
1 Warm up: (1 minute) Greet and check the students' attendance.
2 Revision: (5 minutes) T / F repetition:
1 If raw sewage is pumped directly into the sea, the ocean will be polluted
2 Oil spills from ships at sea do not make the sea polluted
3 Waste materials from factories pollute the ocean
4 Oil washed from land causes the ocean pollution
5 Garbage was never dropped into the sea
6 Tourists always keep beaches clean
3 New lesson:
PRE
READING
(10
minutes)
* Set the sence:
- Teacher introduce the topic: use a
picture of a school ground being full of
garbage / a classroom full of garbage
* Preteach:
- Teacher uses techniques to teach
students new words:
* Discuss:
- Students discuss and guess the
answers to the questions:
+ Who is asking?
+ Who is answering?
+ What are they talking about?
+ Who knows more about making the
environment clean?
I New words:
- a second hand junk yard: bãi rác, bãi chứa những thứ đã qua sử dụng
- a treasure: kho báu
- a stream: suối, dòng sông nhỏ
- (to) minimize / (to) minimise: giảm đến mức tối thiểu
WHILE
READING
(20
minutes)
* Read P 51:
- Students listen for the first time and
check their predictions
( A mother and a son are having a
picnic in a park The son sees that the
place is polluted.He asks his mother
abot the problems of pollution)
- Students read again and do the
matching part a P.51
(Posters of five items from the green
box P.51)
Chú ý:
Hớng dẫn học sinh đọc bài thơ, bài có
thể phân thành cụm để cho học sinh dễ
hiểu:
1-2
II Read:
1 Check the predictions:
+ A child is asking + A mother is answering + They are talking about the problems of pollution
+ (Students' answer)
The possible answer: The child does
2 Students do the matching on page 51:
1 junk-yard
2 end up
3 treasure
c) a piece of land full of rubbish (một mảnh đất đầy những đồ bỏ đi)
g) reach a state of (đa tới tình trạng) f) valuable or precious of things
Trang 97-8
9-10
11-12/13-14-15-16
- Students read again and answer the
comprehension questions:
1-5 (Focus on question 4)
4 foam
5 stream
6 hedge
7 folk
(nh÷ng vËt quÝ gi¸ hoÆc cã gi¸ trÞ)
e) mass of bublles of air or gas (v« sè nh÷ng bät khÝ) d) a flow of water
(mét dßng níc) a) a row of things forming a fence
(mét d·y nh÷ng thø lµm thµnh hµng rµo)
b) people (ngêi ta)
3 Answer the comprehension questions:
Answer key:
1 If the pollution goes on, the world will end up like a second hand unk-yard
2 The mother thinks other folk pollute (are responsible for the pllution of) environment but not her and her son
3 If the boy keeps on asking such questions, his mother will take him hoe right away
4 No Because he is right: if he throws the bottles that will be polluting the woods
5 The poet wants us to learn that every one is responsible for keeping the environment from pollution / stopping polution
POST
READING
(7
minutes)
* Group discussion:
1 Do you like the mummy in the text?
Why? Why not?
+ Eliciting:
- Does the Mummy protect the
environment?
- Should she tell the boy to throw the
soda bottles over the hedge?
- Should we protect the environment in
our school?
2 Question 6.
III Discussion:
1 Do you like the Mummy in the text? Why? Why not?
2 What could you do in your school / house to minimize the pollution?
6 (Students' answers)
E.g: Put the bins around the school yard Pick up the rubbish / garbage and throw it into a trash bin.
Should not litter / spit on the ground.
4 Homework:(2 minutes)
- Learn by heart the new words and read the text again
- Write a passage to tell what you should do in your school / house to minimize the pollution (to protect the environment)
Trang 10- Prepare: Write (textbook)
Lesson 5: write P.52 - 53
I Aims:
- To help students write a complaint letter
- To develop students' writing skill
II Objectives: By the end of the lesson, students will be able to write a complaint letter (100
- 120 words) about catching fish using electricity base on the language materials provided
III Ways of working: T - WC, individual work.
IV Materials: Textbook, pictures, wordcards (five sections in a complain letter, P.52)
V Anticipated problems: Students might not know much about catching fish using
electricity
VI Teaching steps:
1 Warm up: (5 minutes) Teacher introducing the topic of the letter:
What types of letters do you know?
Personal
Business
Thank you
Invitation Job application Congratulation
* Elicit: You have bought a TV set and it doesn't work now What type of letter do you want
to write to the shop? - A complain letter
2 New lesson:
PRE
WRITING
(15
minutes)
* Discussion:
- How many parts of are there in
a complain letter?
(Teacher shows the cards and get
students to read)
Cards:
- States the reason for writing
- Mentions the problems
- Makes a suggestion
- Talks about future action
- Ends the letter politely
(If students are good at English,
mix the cards and ask students to
order the cards -> read)
- Teacher checks and asks
students to repeat
* Read:
- Students read the letter on page
52 on put the sections of the
jumble letter in the right order to
I Discussion:
- How many parts of are there in a complain letter?
II Ordering:
1 Label the sections of the letter P.52:
1 Situation
2 Complication
3 Resolution
4 Action
5 Politeness
- States the reason for writing
- Mentions the problems
- Makes a suggestion
- Talks about future action
- Ends the letter politely
2 Ordering:
* Key:
R- "I would suggest that leaving"
S - "I am writing to the north"