Unit 9. Preserving the Environment. Lesson 1. Getting started

- listen and answer read the new words in chorus and individually.. - listen to the dialogue and have them practice it in pairs.[r]

Date of teaching:

Period : 84

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 do

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 Label the photos with the words and phrases from the box, then use a dictionary to

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 4 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

the 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 4 and do 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

3 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:

Date of teaching:

Period : 85

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 information Do you know …?

Unit 9:

PRESERVING THE ENVIRONMENT

Vocabulary

1 Complete the sentences with the words from the box.

Key: 1 preserve

2 Deforestation

3 Fossil fuels

4 pollute

5 greenhouse effect

5 Global warming

7 Depletion

8 Damage

2 Complete the table with the words from the box:

Suggested answers:

1 protect 2 preservation

3 contaminate

4 consumption

5 deforest

6 pollute

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 2 consume

3 preserve

4 preservation 5 polluted

6 pollution

7 contamination 8

contaminate

Pronunciation Suggested answer: energy,

atmosphere

2 Listen and put a mark before the stressed syllable

Sugested answer:

1 ’article 2

’influence 3 ’energy

4 so’lution

5 ’newsletter 6

po’llution

7 pro’tection 8

’atmosphere 9 ’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

2 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 do 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

- Have Ss give some examples

for what they have learnt

environment

4 Nam’s father told him to use the web search engine to find the information that he needed

5 Nam said it was confusing 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:

Period : 86

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 1 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

- 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

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 1 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

Activity 2: Select the best title.

- Get sts to read the instruction

and the options carefully, and

underline the key words because

they will help them predict the

content of the text

- Allow 5 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

- Read the instruction and the options carefully, and underline the key words

- 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

title Answer key: C

Activity 3: Match the highlighted words in the text with the correct definitions.

Key: 1 ecosystem

2 pesticides

3 inorganic

4 vegetation

5 fertilizer

6 pollutants

Activity 4: True / False sentences

Key: 1.F 2 F 3 T 4 T 5.

T 6 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

SPEAKING

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

- Look at the title, the pictures and answer the questions

-listen to the teacher and

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: -

15ms

10ms

Key: Types of pollution: Soil

pollution

Consequence: - Contaminated

vegetation and the decrease of soil

fertility leading to the negative

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 3 or

4

- Allow 2 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 5 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 3 or 4, selecting the type of pollution and prepare the conversation

- Write the conversation

- Discuss and act their conversations out in groups

Contaminated vegetation and the decrease of soil fertility leading to the negative 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.

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

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

II Knowledge:

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 do 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 do 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 do the task Allow 2 mins for

- 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 do the task in the allotted time

Unit 9:

PRESERVING THE ENVIRONMENT

Vocabulary:

- degradation (n): sự xuống cấp (loss or decrease of quality)

degrade (v) : xuống cấp

- erosion(n) : sự xói mòn erode (v) : xói mòn

- sewage (n) : chất thải

- civilization: (n) nền văn minh

- extinction (v) : sự tuyệt chủng

- forestation (n): sự trồng rừng

# deforestation (n): sự 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

3 ecosystem

4 health problems