The second semester UNIT 6 LESSON 1: GETTING STARTED – LISTEN AND READ I Aims: At the end of the lesson, students will be able to : Persuade everyone and reading about the work of a group of conservationists and listening for details to complete the notes. - Educate students about the environment. - Develop reading and listening skills. II. Language contents 1. Grammar: Adjectives and adverbs. 2. Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides; sewage; rock. (adj) disappointed. III Techniques: Eliciting; guessing; scan; pairs work, practical. IV. Teaching aids: Pictures; textbook; chalk; tape; cassette. V. Time: 45 minutes VI. Procedures: Methods Contents Introducing the topic. Students look at the pictures and match these environmental problems to the pictures. Students practice with their partners. Then give answers. Teacher correct errors if necessary. Sts answer about the environment in their countryside. Teacher introduces the situation of the text and introduce some new words. Students give some new words. Teacher read words and sts repeat Students listen to the text again. Then reread before the class. Students find down some sentences Warm - up Please, tell me some activities of a environment in your countryside. Presentation 1.Getting started: a. air pollution b. spraying pesticides c. garbage dump d. water pollution e. deforestation f. dynamite fishing 2. Listen and read: -checking vocabulary about the environment in their countryside * New words - deforestation(n) - garbage dump(n) - dynamite fishing(n) - spaying pesticides(n) - sewage(n) - disappointed.(adj) * practice. *Grammar: 1 used by the adjectives and adverbs. Teacher explains the exercise a) and ask them match the names in column A with the tasks in column B. Students ask and answer these questions. Teacher asks students these questions. Students practice with their partners. Then give answers. Teacher correct errors if necessary. Students read the txt in silence. Then practice with their partners. Teacher asks students these questions. Students give answers. Teacher correct errors if necessary. -Adjectives and adverbs. * ex: Don't worry I'm disappointed that people have spoiled this area. a) Match the names in column A with the tasks in column B. 1-f 2-e 3-b 4-a 5-c 6-d b) Answer: 1.The speaker is Mr.Brown. 2. The listeners are 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 and 7. (students’ answer) Consolidation Saying the content of the text. Educate students to love protect environment activities in the countryside. * Homework: - Read the passage. - Complete the exercise 1 on page 20 in the exercise book. UNIT 6: 2 LESSON 3: SPEAK & LF 2;4 I Aims: At the end of the lesson, students will be able to practice speaking to persuade People or their friends to protect the environment. - Educate students to protect the environment in their countryside. - Develop reading and speaking skills. II. Language contents 1. Grammar: Structure. I think you should…. Won’t you …. It would be better if you…. (+ V.infi…) Can I persuade you to…. Why don’t you… Why not…. What / How about + V.ing 2. Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume. III.Techniques: Guessing; matching; brainstorming; eliciting. IV. Teaching aids: Pictures; textbook; chalk. V. Time: 45 minutes VI. Procedures: Methods Contents Teacher explains the task and introduce the situation by asking some questions. Students listen and give answers. Teacher explains the task. Students find out some new words and guess the meaning of them. Students repeat vocabulary after the teacher in chorus and in individual. Teacher explains the task. Students practice with their partner. I. Pre- speaking Questions: - Can you tell us about your village ? - Are there any places to travel ? - Does your village have rivers/lakes…? II. While – speaking: a. Try to persuade your partner to do the following things protect the environment. * checking vocabulary. - wrap, dissolve, trash onto, harm, instead, exhaust, fume. * Practice: 3 Then give the keys. Teacher corrects errors if necessary. Teacher explains the task, and have them the example. Students listen and practice with their partners. Teacher elicits and have them the example. Sts listen and practice with a partner. Teacher corrects errors if necessary. Teacher elicits if students have some troubles and corrects errors if necessary. Teacher explains the task. Students practice with their partners in front of the class. Teacher elicits if students have some troubles and corrects errors if necessary. *LF 2 T: Repeat about the adverb clause of reason Sts: Listen to the teacher repeat. T: Explain the example and ask sts practice do the exercise. T: Note for how to use adverb clause of season, “ because, since or as.” * Ex: A- I think it would be better if we reuse and recycle bottles and cans. B- Why ? A- Because bottles and can are hard to dissolve, they will cause pollution. And if we reuse and recycle bottles and cans, we reduce garbage. That’s how we protect the environment. b. Find possible answers to the ……… . * Example: - How can we save paper ? - Write on both sides of the paper. - Recycle used paper. c. Now discuss with a partner the best way to protect the environment. * Ex: +I think it would be better if we recycle used paper. - How can we do that ? I think only factory cans. + What about writing on both sides of the paper ? Everyone can do this. - Good idea! Let’s do that. III. Post – speaking 2. Join the pairs of sentences together. Use because , as or since. * Example: b. Ba is tied because/ as / since he stayed up late watching TV. b. I have broken leg because / as / since I fell over while I was playing basketball. c. I’m going to be late for school because/ since/ as the bus is late. 4 Sts: Work in pairs to do exercise and crosscheck then give keys. T: Correct if necessary. * LF 4 T: Explain grammar. - Give example. Sts: Do exercise in pairs; cross check; and give answers. T: Feedback & correction d. I broke the cup because/ as/ since I was careless. e. I want to go home because/ as/ since I feel sick. f. I’m hungry because/ since/ as I haven’t eaten all day. 4. Match each half-sentence in column A with a suitable one in column B. - Conditional type 1. If + main clause, + subordinate clause * Example: If we pollute the water, We will have no fresh water to use. 1- e 2- a 3- c 4- d 5- b * Consolidation Remind languages to introduction. Teacher repeats the lesson. *. Homework: - Complete the exercise again. - Learn new languages to introduction by heart. - prepare ‘ listen’. - Do more the exercises in work book. VII. Marks/ Remarks: UNIT 6: LESSON 3: LISTEN & LF 1,3,5 5 I. Aims: At the end of the lesson, students will be able to - Develop litening skill. II. Language contents Grammar: Conditional type 1. III. Techniques: matching; questions and answers; discussion; work in pair/ group. III Teaching aids: Cassette; textbook and colorful chalk. V. Time: 45 minutes VI. Pr ocedures : Methods Contents UNIT 6:THE ENVIRONMENT Lesson 3: LISTEN I. Lead -in: * Play the game “Nought And Crosses” _Divides the students into two groups and has them play the game. Wrap Dissolve Throw Reduce Reuse Buses Go Water pollution Recycle _Says :”We are going to listen a report how the ocean is polluted.Before the new lesson I would like to introduce some new words ” II. Pre-Listening: * Teaches some new words appearing in the tape: + Raw sewage (n) [Translation] + Oil spill (n) [Picture] + Marine life (n) [Example] + Waste materials (n) [Example] + Regulation(n) [Translation] _Checks the students’ understanding of new words by using technique “Slap The board” * Prediction questions: _Play the game _Listen and guess the lesson _Listen and repeat _Copy down _Do as directed _Read and guess _Read their guessing _Listen and check _Listen and do _Listen and do the rest _Compare 6 _Has the students read the chart on page 50 in the book and guess the missing information . _Calls some students to read their guessing. III. While-Listening: _Plays the tape and asks the students to listen to and checks their guessing _Plays the tape again and asks the students to fill in the missing information _Lets the students listen to once more and do the rest ones which they can’t do. _Asks the students to exchange their answers. _Calls some students to go to the board and write their answers. _Checks the students’ answers by playing the tape sentence by sentence. _Gives the feedback. *Answers: a) raw sewage b) ships c) oil spills d) waste materials e)Oil is washed from the land. IV. Post-Listening: * Play the Chain Game _Asks the students to play the game to summarize how the ocean is polluted. St1 :Firstly,….secondly…. St2 : Firstly,….secondly,….thirdly,… St3 : Firstly,….secondly,….thirdly,… next,… St4 : Firstly,….secondly,….thirdly,… next,… Finally,… _Asks one student to tell the content of the lesson before class. * LF 1 T: Introduce the exercise and explain the example. _Write their answers _Listen and check _Copy down _Work in groups _Tell the content of the lesson _Listen and copy down _Listen 1. Change the adjectives into adverbs. Adj Adv - extreme - extremely - good - well - happy - happily - sad - sadly 7 Sts: Listen to the teacher introduce and change the adj into the adv. T: Ask some sts answer before the class. - Then complete the sentences. Sts: Answer before the class and complete the sentences T: Correct the answer. * LF 3,5 T: Explain the exercise. - Give example: Sts: Listen to the teacher explain T: Ask sts practice in groups and do the exercise. Sts: Practice in groups and complete the exercise then answers before the class T: Check the answers an correct if necessary. . - slow - slowly a. extremely d. happily b. slowly e. well c. sadly 3. Complete the dialogues. a. Mr. Ha: … That’s wonderful. I’m pleased that you are working hard. b. Mrs. Robinson: … excited that I can go to Da Lat this time. c. Lan: … sorry that I broke your bicycle yesterday. d. Mrs. Robinson: … disappointed that you did not phone me about it. e. Nga: … amazed that I could win the first prize. 5. Complete the sentences. * Example: a) If the rice paddies are polluted, the rice plants will die. b. If we go on littering, the environment will become seriously polluted. c. If we plant more trees along the streets, we will have more shade and fresh air. d. If we use much pesticide on vegetables will become poisonous and inedible. e. If we keep our environment clean, we will live a happier and healthier life. * Consolidation Remind languages to introduction. Teacher repeats the lesson. *. Homework: - Complete the exercise again. - Learn new languages to introduction by heart. - prepare ‘ listen’. - Do more the exercises in work book. UNIT 6: LESSON 4: READ 8 I. Aims: At the end of the lesson, students will be able to understand a poem about the environment. - Develop reading comprehension skills. II. Language contents 1. Grammar: Conditional type 1. 2. Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam. III. Techniques: matching; questions and answers; discussion; work in pair/ group. III Teaching aids: Cassette; textbook and colorful chalk. V. Time: 45 minutes VI. Pr ocedures : Methods Contents T: Set the scene. Two people are going on the picnic. They are talking about the pollution. - Have sts practice in pairs to guess. * Answer: a. Who are the people in the poem? - The mother and her son. b. Where are they? – They are … . T: have sts listen to the cassette, find some new words and explain the meaning of new words Sts: listen and find some new words and explaining the meaning. T: ask them read words. Sts: listen and repeat. T: have sts practice guessing the meaning of the words in column A with an appropriate explanation in column B. Sts practice with their partners and answer. T: call some sts answer before the class and check if necessary. Pre- Reading * Vocabulary : - junk yard (n) - treasure(n) - hedge(n) - nonsense(n) - foam(n) While – Reading a. Match each word in column A to an appropriate explanation in B. * Answer keys. - 1.c 2.g 3.f 4.e 5.d 6.a 7. b b. Answer: - 1. If the pollution goes on, the world will 9 Students read the poem again in silence and find out the information to answer the questions. Students practice with their partners. Students give the answer. Teacher corrects errors if necessary. Teacher explains the task of the exercise. Students practice with their partners and complete. sts listen and answer the question. Teacher corrects errors if necessary. end up like a second-hand junk yard. - 2. The mother thinks other folk pollute (are responsible for the pollution of ) the environment but not her and her son. - 3. If the boy keeps on asking such question, 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 poet wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution. Post – Reading Questions: - What could you do in your school / house to minimize pollution. *Consolidation. - Remind language contents. * Homework: - Read the poem and do the exercises again. - Learn new languages by heart, and do exercise 5 on page 44. VII.Markand remark: UNIT 6: LESSON 5: WRITE 10 [...]... Practice and choose the best summery T: Ask them answer in font of the class Sts: Answer in font of the class T: Have sts read the passage again and answer the questions Sts: Practice, ask and answer the questions in pairs or groups T: Call some sts practice ask and answer before the class Sts: Ask and answer the questions before the class T: Ask other sts in the class check and correct Sts: Check and correct... khoanh tròn ®¸p ¸n đúng A,B,C hoặc D (2.5 đ) Environment pollution is one of the most serious problems of mankind today Air, water and soil are necessary to all living things Man operates machines and vehicles that fill the air with noise They also dirty the air with gases and smoke Badly polluted air can cause illness and even death Man destroys natural beauty by littering garbage on the land and... Listen to the teacher and answer before the class Contents Pre- speaking * Questions: a Can you give a compliment? b Can you respond to a compliment? T: Explain the exercise and have them read the example Sts: Listen to the teacher While – speaking: * Example a Mai: Well done, Trang Trang: Thanks T: Have sts example and ask them practice with a partner Sts: Practice with a partner and answer before the... compared with other appliances in the same category so that they can save money and energy 5 (Student’s answer) Post – Reading Questions: - Why should we save money? T: Ask sts questions about the save money Sts: Listen and answer the question *Consolidation - Remind language contents *Homework: - Read the passage and do the exercises again - Learn new languages by heart, and do exercise 4 on page... Call some sts answer Sts: Answer in pairs T: Check and correct the answer * Practice: b Mother: Well done, Huyen Huyen: Thanks, Mom c Friends: Congratulations on your nomination, Tuan Tuan: It’s nice of you to say so d You: That’s an excellent drawing, Hoa Hoa: That’s very kind of you to say so T: Have sts practice talk about situations they can compliment their Post – speaking friend and get responses... listen to the song Auld Lang Syne again, then fill in the missing words Sts: Listen and fill in the missing words T: Ask sts write the answer on the black-boards Sts: Write the answer before the class T: Check the answers + T: call some sts answer Pre- Listening: * New words: - Auld Lang Syne = The good old day - acquaintance (n) While – Listening * Answers: a days b take c mind 30 d hand e kindness T: Have... and the pictures phrasal verbs in the box and the pictures T: Have Ss compare their answers with • Answers a friend a Look after T: Correct any necessary mistakes b Go on T: Give the correct answers c Turn on d Looked for e Turn off 3 Make suggestions (Student’s answers) *Consolidation Remind languages to introduction Teacher repeat the lesson *Homework: - Complete the exercise again - Learn new languages... in column B T: Ask them practice and answer before the class Sts: Practice and answer T: Corrects 1 Introduction B: getting people’s attention and telling them what you are going to talk about 2 Body C: giving details in easy-to-understand language 3 Conclusion A: summing up what you have said T: Have sts read the passage and practice in pairs Sts: Practice in pairs and correct place to complete a speech... wearing a while T - Short - My aunt Judy is the woman who is Ss: Look at the example and do exercise holding Jack in individual * Suggested answers - Compare the answers with a partner - Mom is the woman who is sitting in a T: Call on some Ss to read their answers armchair receiving a gift from the little - Give suggested answer girl - Dad is the man who is standing behind my sister - Linda is he girl who... the local authorities? d What suggest do you want to make? - We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish e Any future plan you want to make? We looking forward to seeing the protection of environment from the local authorities Post – Writing *Homework: - Learn new languages by heart - Prepare “Language focus” - Do exercise 6,7 on pages 44 . bottles and can are hard to dissolve, they will cause pollution. And if we reuse and recycle bottles and cans, we reduce garbage. That’s how we protect the environment. b. Find possible answers. Listen and find out answers. T: introduces the situation of the text and introduce some new words. Sts: give some new words and explains the meaning. T: Read words and sts repeat. Sts: Listen and. and choose the best summery. T: Ask them answer in font of the class. Sts: Answer in font of the class. T: Have sts read the passage again and answer the questions. Sts: Practice, ask and answer