Unit 6. The environment

- Sts continue to read the text and answer the questions. + Compare the answers with the others’. _Have Sts practice asking and answering the questions in front of class. - Correct wha[r]

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Week: 19 Date of preparation: 31/12/2017 Period: 37 Date of teaching: 04/01/ 2018

UNIT 6 THE ENVIRONMENT Lesson 1: Getting started + Listen and read

I Objectives:

- After finishing the lesson Sts will be able to discuss and get acquainted with the environmental problems Listen and read about activities of volunteer conservationists mentioned in the lesson Master new items of the environment

II Language contents:

1 Grammar: That-clause, conditional sentence type I

2 Vocabulary: garbage dump, deforestation, dynamite, spray, pesticides, conservationist, disappointed III Techniques: Presentation, pairwork, group work, asking and answering drill

IV Teaching aids: Text book, posters, cassette, projector

V Procedures:

Today’s lesson:

*Presenting the topic of the lesson:

exploiting Sts’ knowledge about the

environmental problems

- Have Sts look at the pictures of the

environmental problems

+ Have Sts do the activity as the lesson

requires

- Ask some Sts to give their answers and

check their understanding of new items such

as dynamite fishing, spraying pesticides Etc

- Have Sts supply more the environmental

problems in their local living quarters

*Presenting vocabulary and the topic of the

lesson

- Have Sts look over the pictures of the

environmental problems again and ask some

questions about cleaning environment

- Present the content situation and exploit the

A Checking up:

Tell Sts sth they have to do in the second semester

B New lesson:

 Getting started.

- Nowadays the protecting environment is extremely important In this unit we will study about this interesting topic Firstly, look at the pictures of the environmental problems and match them with their items given

I Getting started

Students’ predictions

* Key to activity:

a – air pollution b – spraying pesticides

c – garbage dump d – water pollution

e – deforestation f – dynamite fishing

 Listen and read

1 Presentation

- What do you do to clean your environment where you live? Cleaning the school yards?/ the streets?/ road?/ the parks?/ planting trees, flowers?/collecting trash?/ etc

- Mr Brown and some volunteer conservationists are going to clean the beach Read and find out what each of them is going to do What does Mr Brown want to happen

to the beech?

* New words and phrases: (see more vocabulary for

reference)

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items and the new structure of the topic

+ Look at the book and listen to the tape

- Ask Sts take notes “what things and who

does them?”

+ Sts read the text silently and do activity as

required

+ Check the answers with the other’s

- Play the tape again for Sts check their

answers

- Some Sts present their answers in front of

class Correct what's ever wrong

b) Answer the questions

- Sts continue to read the text and answer the

questions

+ Compare the answers with the others’

_Have Sts practice asking and answering the

questions in front of class

- Correct what's ever wrong

c) Discussion

- Guide sts to talk things that people do to

protect the environment

+ Work in groups then speak out

T: comment and give marks if

Homework:

- Write the answers to exercise b in their

notebooks

- Practice talking about the environmental

problems and the ways of cleaning it

- Conversationalist (n.): supporter of environmental conservation

- Spoil (v.) [spɔɪl]: damage; go bad, decay (of food)

- Disappointed (adj) [dɪsə'pɔɪntɪd]: feeling sad due to unfulfilled expectations

*New structure: Conditional sentences type 1:

If you can’t find your place, I will help you get there with

this map

+ Formation: - If clause: simple present

- Main clause: simple future

2 Practice

Exercise a: Match the names the names in column A with the task in column B Then write the full sentences

1 + f: Group 1 walks along the shore

2 + e: Group 2 checks the sand

3 + b: Group 3 checks among the rocks

4 + a: Mr Jones collects all the bags and takes them to the garbage dump

5 + c: Mrs Smith provides a picnic lunch for everyone

6 + d: Mr Brown gives out the bags

Answers to exercise b

1 The speaker is Mr Brown

2 The listeners are (members 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

6 & 7 (students’ answer)

3 Production

- What should you do to keep the environment clean and

green?

- Don’t throw waster in the public

- Don’t cut down or burn the forests

- Plant more trees

- Don’t use dynamite to catch fish

- Reduce the amount of pesticides

- Take part in social activities to save our environment

Comment

………

……… Week: 19 Date of preparation: 02/01/2018 Period: 38 Date of teaching: 06/01/ 2018

UNIT 6 THE ENVIRONMENT Lesson 1: Speak + Listen

I Objectives: - After finishing the lesson Sts will be able to persuade someone to do something to protect the environment and to listen to the report on how the oceans are polluted by completing the notes with the information in the report

2 Vocabulary: dissolve, exhaust fume, raw, pump, sewage

III Techniques: Presentation, pairwork, group work, asking and answering drill

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IV Teaching aids: Textbook, a cassette, extra boards of expressions and idea cues.

V Procedures:

*Oral test: 1 student

Today’s lesson:

- Ask Ss the questions Have them discuss

in groups

+ Work in groups Give the answers

*Pre-speaking

a) Practicing speaking skill: giving ideas

to persuade someone do something

- Present the contents and way of speaking

activity

- Have Sts share their ideas about how to

protect environment in English or in

Vietnamese Write these ideas on the

board

- Have Sts the idea cues given in the table

- Ask Sts revise and learn by heart the

expressions to persuade the others to do

something

- Teacher practice speaking with a student

as example

*While-speaking

+ Sts practice speaking activity in pairs,

following the expressions and examples to

make conversations

b)

+ Sts read the questionnaire and find the

answers

to them, writing down the answers in

notebooks/ paper

- Ask Sts if there are any items that they

don’t understand

c)

- Do the speaking model with a good

student Then have pairs follow the

A Checking up:

Talk sth About environmental problems and say what they should do to keep our environment clean and green

B New lesson:

WARM UP:

* What are people doing to the environment:

_ throwing trash onto water _ polluting the air with smoke

_ making the water, the land polluted

_ destroying the forests

SPEAK:

Structures

I think you should + V-inf EX: I think you should do exercises at home

Why don’t you Won’t you

It would be better if you + Infinitive Can I persuade you to

Why not What / How about + V-ing …?

* New words:

- wrap (v) = cover

- trash = garbage

- traffic jam:

- exhaust fume:

a Use the expressions and the ideas cues given to persuade their friends to protect the environment :

*Suggested speaking activity

T: I think it would be better if we use banana leaves instead

of paper or plastic bags to wrap food

St1: - Why? How come?

T: - 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 Ect…

b Find possible answers to the questionnaire:

1 How can we save paper?

- I think we should recycle used paper, write on both sides of the paper, use tree leaves for wrapping

2 How can we use fewer plastic bags?

- We can use used plastic bags, then clean and reuse them

3 How can we reduce the amount of garbage we produce ?

- I think we should try to reuse or recycle things

*Possible answers to the questionnaire:

- Save paper by writing both sides of the paper; recycling

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example and practice asking and

answering the questionnaire completed

*Post-speaking

+ Some pairs practice their conversations

in front of class

- Correct what's ever wrong

* Pre-listening

- Present the contents of the listening and

explain the way to do the listening

activity

- Have Sts the statements (a, b, c, d, e, f)

in the book to get some information about

Nga and the listening

- Supply some new words and phases

*While-listening

+ Listen to the tape and take notes that

they hear from the tape

- Play the tape again for Sts to check their

task

*Post-listening

- Have some pairs give their answers in

front of class

- Correct what’s ever wrong

used paper

- Use fewer plastic bags by saving, cleaning and reuse them

- Reduce water pollution by not throwing waste and garbage into streams, lakes, and even oceans

- Prevent littering by discarding/ throwing garbage in waste bins

- Reduce air pollution by using fewer private vehicles and not releasing pollutants into the air

- Reduce the amount of garbage we produce by trying to reuse and recycling things

c Discuss the best way to protect the environment.

LISTEN

*Listening situation

“In this section, you will hear a talk about causes to produce ocean pollution You will have to catch these causes in the listening to complete the notes First, read the open board/ table in your book to guess missing notes”

* New words and phrases in the tape transcript.

- Raw sewage (n.): the waste material from people’s bodies that is carried away from their homes in water in large underground pipes (sewers)

- Guilty (of Sth): having broken a law; being responsible for doing sth wrong

- Oil spill: (used especially about a liquid) to accidentally come

out of a container; to make a liquid, etc do this

- Marine life:

1 connected with the sea: the study of marine life

2 connected with ships or sailing: -marine insurance

- Deliberate (adj.):

1 done on purpose; planned = intentional

2 done slowly and carefully, without hurrying

- Dump (v.): to get rid of sth that you do not want, especially in a place which is not suitable: đổ thành đống (rác); vứt bỏ, gạt bỏ (ai ) to dump the rubbish: đổ rác

Key to listening exercise.

Transcript:

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 leaks from the vessel This not only pollutes the water; but it also kills marine life Next, there are waste materials from factories Without proper regulations, factory owners let the waste run directly into the rivers, which then

Secondly: garbage is dropped into the sea

Thirdly: oil spills come from ships at sea

Next: Waste materials come from factories

Finally: Oil is washed from the land

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-Guide sts to write some sentences how

we persuade others to protect the

environment

+ Do the task

- Give feedback

leads to the sea And finally, oil is washed from land This can be the result of carelessness or a deliberate dumping of waste.

*Home work:

- Practice speaking & writing what’s learned

- Do exercises 3 & 4– WB pp.42 & 43 and exercises 5 & 6 – WB pp.43 & 44

Comment

………

UNIT 6 THE ENVIRONMENT

Lesson 1: Read

I Objectives: - After finishing the lesson Sts will be able to read in details a poem about environment to find information from the poem to do exercise matching and answer the questions

2 Vocabulary: junk, treasure, hedge, nonsense, …

IV Teaching aids: Textbook, a cassette, extra boards of words and explanation

V Procedures:

*Oral test: 1 student

*Today’s lesson:

Practice to develop reading skills:

Reading in details a poem about

environment to find information from

the poem

* Warm up

- Ask some qutions to help them to think

of the topic of the lesson

+ Answer the questions

*Pre-reading:

- Present the situation and content of the

poem and the requirements of the lesson

- Guide Sts to read the poem, noticing

them the completed meaning verses

- Encourage Sts guess the meaning of

NWP in the context

*While-reading:

A Checking up:

Summary the main causes marine pollution

B New lesson:

WARM UP:

- Have you ever been to a park (a public place)?

- Are there any garbage bins in the park?

- Are all people aware of protecting the park?

- What do they often do?

READ:

Suggested ideas

“Today we will read a poem about the pollution A mother and her son are having a picnic in park The son sees that the places are polluted He asks his mother about the problems of

pollution What does the mother think bout pollution?”

 Key answers to activity a) as notes:

1 Junk-yard: c) a piece of land full of rubbish

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a) Match each word in A to an

appropriate explanation in B

+ Sts read the poem silently and do

exercise a as required

-Teacher reads the poem, whenever

there is a new word related to the

activity, pauses then and asks Sts their

answer, having Sts write it down as

notes

b) Answer

+ Revise the tenses in conditional

sentences type 1 by presenting the

sentences 2 & 3, 9 & 10, 13 &15 Or

ask Sts to pick up 3 pairs of the

conditional sentences Then remind Sts

of this structure

- Have Sts read the poem again to find

the answers to the questions

- Have sts practice asking and answering

the questions in pairs

+ Work in pairs Then in front of the

class

*Post-reading

- Have each sts write an answer on the

board

- Discussion:

*Consolidation:

- Have Sts look at the key of activity a)

for 2’ Then ask them to close books

- Read the explanation for Sts say the

appropriate word

*Homework:

- Ask sts to rewrite the answers in their

notebooks, learn the new words by heart

2 end up: g) reach a state of

3 treasure: f) valuable or precious things

4 foam: e) mass of bubbles of ir or gas

5 stream: d) a flow of water

6 hedge: a) a row of things forming a fence

7 folk b) people

 Sentences to present conditional type 1

+ What’s going to happen, if all the pollution goes on?

+ If I throw the bottles, won’t that be polluting the woods? + If you’re going to start getting silly ideas, I’ll take you home right away

*Structure of conditional type 1:

Conditional/ if clauses Main/ result clauses.

Simple present tense

S + V1/Vs / Ves + …

future tense

S + will + V1+ …

*Comprehension questions Answers

1 If the pollution goes on, the word will end up like a second-hand junk-yard

2 The mother thinks other folk pollute (are responsible for the pollution) the environment but not her and her son

3 If the boy keeps on asking such questions, his mother will take him home right away

4 No Because he is right: if he throws the bottles that will be polluting the woods

5 The poets wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution

6 (St’s answer) Suggested ideas:

- Don’t throw the garbage/ rubbish around the classroom, school yard, streets… but put them into a trash bin

- Shouldn’t litter/ spit on the ground

 Suggested consolidation:

- T: people  Sts: folk

- T: a flow of water  Sts: foam Etc.

Comment

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………

UNIT 6 THE ENVIRONMENT Lesson 4: Write I Objectives: - After finishing the lesson Sts will be able to write a complaint letter to complain about the way of catching fish in the lake behind St’s house II Language contents: 1 Grammar: That-clause, conditional sentence type I 2 Vocabulary: complaint, refreshment, fly, smell

IV Teaching aids: Textbook extra board of letter outline

V Procedures:

Teacher and student’s activities Contents

*Oral test: 2 students

*Today’s lesson:

Practice writing a letter of complaint based on

the suggested ideas

- Ask Ss to keep their books closed Provide

Ss 5 sections of a plaint letter (with their

definitions) in random order

+ Work in pairs to put the sections in the

correct order Then compare their prediction

with the sections on page 52

*Pre-writing:

- Present the aim of the lesson

- Read and present the format of a “letter of

complaint”- S C R A P so that teacher can

present the way to write a complaint letter

+ Follow what the teacher supply and take

notes

*While-writing:

a Label each section with the appropriate

letter: S, C, R, A, or P

+ Read Mr Nhut’s and do as the exercise

required Then rearrange the letter in the

correct order of a complaint letter

1 Checking up:

St1: Give words to explanations from teacher -activity a)

St2: - some answers to Qs – activity b)

2 New lesson:

WARM UP: page 52

a action

b situation

c politeness

d complication

e resolution 1-b 2-d 3-e 4-a 5-c WRITE:

 Suggested ideas:

“You are going to write a letter of complaint based on the suggested ideas First, let’s read the model letter from Mr Nhut, the Director of L & P Transport Company HCM City”

A letter of complaint has 5 sections:

SCRAP stands for Situation – Complication – Resolution – Action – Politesse.

Key R: I would suggest…

S: I am writing…

A: I look forward …

C: When the trucks of your company…

P: Faithfully

Correct order:

S: I am writing…

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b Write the letter of complaint

- Have Sts read the situation and the

instruction of the exercise

- Ask Sts some questions to check their

understanding the situation contents of the

writing

*Post-writing:

- Call a St read his / her arranged letter aloud

in front of class

+ Compare the writing with the others’

- Call some Sts read their letters aloud in

front of class

- Correct what's ever wrong, and supply more

suggestions

3 Consolidation

- Have Sts revise the form of complaint letter

4 Home work:

- Practice speaking & writing what’s learned

* Do exercises 9 & 10 – WB p 46

C: When the trucks of your company…

R: I would suggest…

A: I look forward ….

P: Faithfully

 Suggested questions:

- What do people do in the lake behind your house these days?

- What makes you worried? / What’s the problem?

- What suggestions do you want to make?

- Any future plan you want to make?

 Suggested narrative paragraph

130 Ngo Quyen Buon Ma Thuot City January 13 th , 2018 Dear Mr President, I am writing to you about the problem of fish catching in the lake behind my house I am very worried because people don’t use fishing rod or net but use electricity to catch fish After a short time they left the lake a lot of small fish died and floated on the water surface Other animals such as frogs, toads, and even birds also died from electric shock waves I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish I look forward to hearing from you And seeing the protection of environment from the local authority Yours Sincerely Nguyen Van A Comment ………

………

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UNIT 6 THE ENVIRONMENT Lesson 5: Language Focus

I Objectives: After finishing the lesson, Sts will be able to use

- adjectives and adverbs,

- adverb clauses of reason

- adjective + that clause

- conditional sentence type 1

1 Grammar: - adjectives / adverbs of manner,

- adj + that-clause, adverbial clauses of cause, If clause type I

2 Vocabulary: amazed, excited, sigh, respiratory, inedible, poisonous

III.Teaching aids: Textbook, pictures of people for exercise 2.

IV.Procedures:

* Previous lesson: 1 student

Activity1: Practice using adverbs

-Teacher uses example 1and 2 as

explanation of the formation of adverbs

+ Sts change the adjectives into adverbs

Then complete the sentences with the

adverbs formed

+Some Sts read their sentences in front of

class

- Correct mistakes if any

Activity 2: Practice using adverb clauses

of reason

-Present the way to do the exercise:

SINCE, AS OR BECAUSE are used to

begin a clause of reason

+Sts look the pictures and study the

examples Then do the exercise in pairs as

directed

Some Sts read their answers in front of

class

A Checking up:

Presents his/ her letter of complaint

B New lesson: Language focus

1 Presentation:

New words:

Sigh (v): thở dài Amazed (adj): ngạc nhiên Disappointed (adj): thất vọng

2 Practice:

 Key answers to exercise 1 Adjectives adverbs Adjectives adverbs Extreme Extremely Sad Sadly

*Adjective can come in two places in a sentence:

+ Before a noun

+ After the verb be, look, appear, seem, feel, taste, sound, smell

*Adverbs normally go after the direct objects

Adverbs for sentences:

a) extremely b) slowly c) sad d) happily e) Well

2 Presentation:

Ba is tired He stayed up late to watch TV

 Ba is tired because he stayed up late watching TV.

* Adverb clauses of reason

S + V + because / since / as + Clause

Practice:

 Key answers to exercise 2 b) Ba has had a broken leg because he fell over while… c) I’m going to be late for school because/since/as the bus

is late

d) I broke the cup because / since / as I was careless

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Activity 3: Practice using adjective with

that clause

+Present the situation and requirement of

the exercise: THAT-CLAUSE AS

COMPLEMENT

+ Sts read the model carefully and do the

exercise individuals as directed

Compare the answers with the others’

- Check some Sts’ answers and correct

what’s ever wrong in front of class

Activity 4:

- Remind Sts of Conditional sentences

type I

- Ask Sts to work in pair to do the

exercise

+ Work in pair Then give the answer in

front of the class

- Call on some sts to read the whole

sentences

- Ask Sts to work in pair to complete the

sentences

+ Work in pair

+ Read the whole sentences in front of the

class

- Call on 5 sts to write down the sentences

on the blackboard

3 Consolidation

- Retell the main points

4 Home work:

- Practice writing what’s learned

* Do exercises 9 & 10 – WB p 46

e) I want to go home because / since / as I feel sick

f) I’m hungry because / since / as I haven’t eaten all day

3 Presentation:

S + be + adj + that-clause

EX: I’m pleased that you’re working hard

Practice:

 Key answers to exercise 3

a I’m excited that I can go to Dalat this time

b I’m sorry that I broke your bicycle yesterday

c I’m disappointed that you did not phone me about it

d I’m amazed that I could win the fist prize

4 Presentation:

Conditional sentences type 1:

If you can’t find your place, I will help you get there with

this map

Formation: - If clause: simple present

- Main clause: simple future

 Key answers to exercise 4 2-a 3-c 4-d 5-b

5 Practice writing conditional sentences type I:

 Key answers to exercise 5

a the rice plants will die

b the environment will become seriously polluted

c we will have more shade and fresh air

d the vegetables will become poisonous and inedible

e we will live a happier and healthier life

Comment

………

UNIT 7 SAVING ENERGY Lesson 1: Getting Started + Listen and Read

I Objectives: - After finishing the lesson Sts will be able to discuss and get acquainted with saving of energy Listen and read the conversation about how to save water in house Master new items of saving energy

1 Grammar: connectives, phrasal verbs

2 Vocabulary: bill, enormous, reduce, plumber

III.Teachniques: chatting, pair work, rub out and remember, group work

III.Teaching aids: pictures, cassette, colored chalk, ruler, books

IV.Procedures:

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