While-speaking: 15’ Activity 1: - Let Ss work in pairs, persuade their partner to do things to protect the environment as example?. * EX: A: I think it would be better if we use banana[r]
Trang 1Week: 20 Date of preparation: 04/01/2013
LESSON 1: GETTING STARTED – LISTEN AND READ
I OBJECTIVES:
By the end of the lesson, Ss will be able to be aware of protecting the
environment, and learn about the conditional sentence type I
II PREPARATION: Text book, pictures.
III PROCEDURE:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1 Warm - up: (7’)
- Hang on some pictures on the board, and ask Ss to match
these pictures with the environmental problems - Match and take note.I Getting started:
a Air pollution
b Spraying pesticides
c Garbage dump
d Water pollution
e Deforestation
f Dynamite fishing
2 Presentation: (13’)
- Elicit Vocabulary
I Vocabulary:
1 Dissapointed (a)
Ex: I’m disapointed that people have spoiled this area.
S + be + Adj + that + clause
2 Rock (n)
3 sand (n)
4 shore (n)
5 Careful (a) Carefully (adv)
6 spoil (v) = destroy (v)
- Ask Ss to guess matching the names in column A with
the tasks in column B (task a/p.48)
- Guess and take note
- Predict in pair
3 Practice: (17’)
Activity 1:
- Turn on the tape 2 times and ask them to read the
passage in the book : “ Mr Brown is talking to some
volunteer conservationist”
- Listen to the tape carefully
UNIT 6: THE ENVIROMENT
Trang 2- Ask Ss to do the exercise (a)
+ Have then write the full sentences
+ Call on some Ss to read the full sentences aloud
- Give correct answers :
Group 1 – f walk along the shore
Group 2 – e check the sand
Group 3 – b check among the rocks
Mr Jones – a collect all the bags and take them to the
garbage dump
Mrs.Smith – c provide a picnic lunch for everyone
Mr Brown – d give out the bags
Activity 2:
- Have Ss read the passage again and answer the questions
- Ask Ss to compare their answers with a friend
- Go around the class and provide necessary corrections
- Call on some pairs to practice in the front
- Give correct answers :
1 The speaker is Mr Brown
2 The listeners are members of volunteer conservationists
3 They are on the beach
4 If they work hard, they will make the beach clean and
beautiful again soon
Conditional type I: If S.present, S.future
- Work individually and write the full sentences
- Read their sentences aloud
- Read the passage again to answer the questions
- Compare with a friend
- Practice in front of class
- Copy down
4 Production: (6’)
- Ask Ss to work in group of three to four and discuss
questions 6 and 7 in the book Write the questions on the
board:
1 Have you ever done anything similar? If yes, what did
you do? Where did you do it?
2 If the pollution continues, what might happen?
- Call on some Ss to answer the questions loudly in front of
class
- Work in group to discuss the questions 6, 7 in the books
- Demonstrate in the front
5/ Homework: (2’)
- Have Ss:
+ Learn by heart vocabulary
+ Prepare: Unit 6: Speak + Listen
- Write assignments
IV COMMENT:
………
………
………
Trang 3Week: 20 Date of preparation: 04/01/2013
LESSON 2: SPEAK + LISTEN
I OBJECTIVES:
By the end of the lesson, Ss will be able to:
+ persuade their friends to protect the environment
+ know more about the environment problems and the solutions
+ complete the information notes about ocean pollution through a report
II PREPARATION: Text book, pictures, extra board
III PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1 Warm up : (5’) Networks
- Ask Ss to play game in two teams
- Set the scene “We will learn the way to persuade
some one protecting environment
- Play game
Water pollution Air pollution
Garbage dump deforestation
- Listen
2 Pre-speaking: (08’)
I Model sentences :
- I think you should .: tôi nghĩ chúng ta nên
- Won’t you ? tại sa bạn không ?
- It would be better if you … : sẽ tốt hơn nếu
bạn…?
- Why don’t you ? tại sao bạn không ?
- Why not ? tại sao không ?
- What/ How about ? còn thì sao ?
- Ask Ss to read the persuading expressions and the
ideas cues given in the textbook carefully, then
choose one of the ideas suggested
- Take note and repeat
- Read read the ideas cue given in the box carefully and choose
3 While-speaking: (15’)
Activity 1:
- Let Ss work in pairs, persuade their partner to do
things to protect the environment as example
* EX:
A: I think it would be better if we use banana leaves
instead of paper or plastic bags to wrap food.
- Work in pair, then present the dialogue, and take note
Environmenta
l problem
UNIT 6: THE ENVIROMENT
Trang 4B: Why?
A: Because plastic bags are very hard to dissolve,
and we can save the environment.
- Go around and provide help if necessary
- Call on some pairs to practice the dialogue before
the class
Activity 2:
- Ask Ss to work individually to find the answers to
the questionnaire
How can we …
save paper (1)
use fewer plastic bags? (1)
reduce water pollution? (3)
prevent littering? (5)
reduce air pollution? (4), (6)
reduce the amount of garbage we produce?(2
- Ask Ss to work in pairs
* Ex:
B: How can we use fewer plastic bags?
A: I think it would be better if we use banana leaves
instead of paper or plastic bags to wrap food.
B: Why?
A: Because plastic bags are very hard to dissolve,
and we can save the environment.
- Present their dialogue
- Read the questionnaire carefully
- Practice the dialogue before the class
4 Post-speaking: (10’)
II New words :
1 Raw sewage (n):
2 Oil spill (n) ( translate):
3 Pump (v): ( translate):
4 waste material (n)
5 ship (n)
- Get Ss to listen to the tape and complete the notes
- Ask Ss to compare the answers with their partners
- Call on some Ss to read aloud the answer
- Guess the meaning and take note
- Listen the tape, and complete the notes
- Compare the answer with partner
- Answer:
Secondly: garbage is Thirdly: …come from ships at sea Next: Waste materials come from factories
Finally: Oil is washed from the land
5 Homework: (02’)
+ Practice their own dialogue at home
IV COMMENT:
………