Week: 20 Period: 39. Writing date: December 20 th , 2010. Teaching date: January 3 rd , 2011. Unit 6: THE ENVIRONMENT GETTING STARTED + LISTEN AND READ I. Aims: Helping Ss read the paragraph about the work of a group of conservationists and know more about the environment problems and the solutions. II./ Objectives. By the end of the new lesson, Ss will be able to read the paragraph about the work of a group of conservationists and know more about the environment problems and the solutions. III./ Language contents : * Grammar review: Conditional sentences: type 1 If Clause Main clause If + S +V(present tense) S + will/shall +V o . * Vocabulary: Verb: Spray Nouns: environment, deforestation = the destruction of the forests, garbage dump, dynamite fishing, Spraying pesticides Adjective: environmental IV./ Techniques: Communicative approach, explanation V./ Teaching aids : Teacher: lesson plan , textbook , cassette , tape , picture, poster. Students :textbook ,notebook , school things . VI./ Procedures: Teacher’s and students’ activities Content T asks Ss to think of the environmental problems in Tran De District. Ss think and tell their ideas (may be in Vietnamese). T writes their ideas on the board. 1. Warm up:(5’) Brainstorm: air pollution Water pollution Dynamite fishing 1 Environmental problems in our hometown T presents vocabulary in getting started by using explaining and pictures. Ss repeat and write new words in notebook. T checks new words by using “Rub out and remember” technique. Ss practice after the teacher. T asks Ss to look at the pictures and match these environmental problems to the pictures. (p.47) Ss look at the pictures and match these environmental problems to the pictures. T checks and gives feedback. Ss copy down. T asks Ss to close their book and introduces: “Mr. Brown is talking to some volunteers conservationists. Look at the sentences and guess the best answers.” Ss work in pairs and guess. T writes their guessing on the board. Then T plays the tape once. Ss listen and check their guessing. T plays the tape again and asks Ss to open their books, listen to the tape and look at the text( p. 47/48) Ss do as directed. T asks Ss to read the text and match the names in column A with the activities in column B. Ss work in groups to match. * Possible answers: - The destruction of the forests. - Rubbish/ garbage/ trash. - smote from cars, motorbikes… - smote from factories. 2. Pre – reading : (13’) *New words: - environment (n) : môi trường - environmental (adj) : thuộc về môi trường - sewage (n) picture : chất thải - Deforestation: ( n) = the destruction of the forests : sự tàn phá rừng -Garbage dump (n): (picture) bãi rác -Dynamite fishing (n): việc đánh cá bằng thuốc nổ -Spraying pesticides: phun thuốc trừ sâu Checking : Rub out and remember * Matching * answer keys: - Picture a: air pollution - Picture b: spraying pesticides. - Picture c: garbage dump - Picture d: water pollution. - Picture e: deforestation - Picture f: dynamite fishing * Prediction. 1. The volunteer conservationists are … a. on the beach b. in the street c. in the park 2. They are going to …. a. plant the trees b. clean the beach. c. clean the street. 3. While – reading: (13’) Matching: 2 T calls on some Ss to gives their answer. Ss give the answer. T checks and gives the correct answer. Ss write the correct answer in notebook. T asks Ss to read the text again and answer the questions in page 48. Ss work in pairs. T calls some pairs to ask and answer in front of the class. Ss ask and answer in front of the class then write their answer on the board. T checks and gives feedback. Ss write the correct answer in notebook. T reviews how to use the conditional sentences type 1. Ss listen and write them in notebook. T gives Ss homework and explains how to do. Ss listen and write them in notebook. T evaluates the period. Ss listen to the teacher and pay attention to. Answer key: Group 1: - f. walk along the shore Group 2: - e. check the sand Group 3: - b. check among the rock Mr. Jones: - a. collects all the bags and takes them to the dump. Mrs. Smith - c. Provide the picnic lunch for everyone. Mr. Brown - d. give out the bags 4. Post-reading:(12’) * Answer: (p.48) 1. The speaker is Mr. Brown 2. The listeners are members of 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. (Yes, I have. We clean our school/the pair/street. We collected the rubbish and take them to the garbage dump) 7. (If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life) * Conditional sentences: type 1 If Clause Main clause If + S +V(present tense) S + will/shall +V o . Ex: If the environment is pollution, it will effect to our health. 5. Homework:( 2’) - Learn the vocabulary by heart. - Re-read the text and answer the questions (p.48) again. - Do exercises 1, 3 in exercise books. (p. 41,42) - Prepare Unit 6: Speak + listen. 3 Week: 20 Period: 40. Writing date: December 20 th , 2010. Teaching date: January 3 rd , 2011. Unit 6: THE ENVIRONMENT SPEAK+ LISTEN I. Aims: Helping Ss read the paragraph about the work of a group of conservationists and know more about the environment problems and the solutions. II./ Objectives. By the end of the new lesson, Ss will be able to read the paragraph about the work of a group of conservationists and know more about the environment problems and the solutions. III./ Language contents: * Grammar: Adverbs clause of reasons: because, as, since. * Vocabulary: Verbs: prevent, reduce, wrap, exhaust fume IV./ Techniques: Communicative approach, explanation V./ Teaching aids : Teacher: lesson plan, textbook, cassette, tape, picture, poster Students: textbooks, notebooks, school things. VI./ Procedures: Teacher’s and students’ activities Content T asks Ss some questions. Ss listen and answer the teacher’s questions. T checks and leads T leads into the new lesson, using the answer of the question 4. “We you should do something to protect the environment. If the pollution continues, the environment around us will be harmful to our health, our life.” Ss listen to the teacher. 1. Warm up:(5’) Chatting: Questions: a. Have you ever done something to protect the environment? If yes, what did you do? Where did you do it? b. What do you do with used bottles and cans, plastic bags at home? c. What should you do to keep your school clean? d. If the pollution continues, what might happen? 4 T gives new words guides Ss to pronounce. Ss listen and repeat words (in chorus, individual). Then Ss write new words in notebooks. T checks vocabulary by technique “matching” T asks Ss to read the words in yellow box. Ss read the words in yellow box. T explains. Ss write notes T asks Ss to read the words in section a) and questions in section b) then match Ss read the words in section a) and questions in section b) then match T checks and gives feedback. T asks Ss to persuade your partners to do things to protect the environment. (depending on the cues in section a) Ss persuade their partners to do things to protect the environment. T calls some pairs to practice in the front of the class. Ss practice in the front of the class. T checks and corrects Ss’ mistakes if necessary. 2. Pre- speaking:(13’) *New words - wraps (v) (translation) : gói, bọc, làm kín - reduce: (v) ( Example) : giảm - faucet: (n) (picture) vòi -Exhaust fume: ( example) Smoke from factories or cars, motorbikes…: Khí thải. - leaf – leaves (real thing) lá Prevent (v) (translation) ngăn ngừa, ngăn cản Checking: “matching” Notes: I think you should …… Won’t you …… It would be better if you …… Can I persuade you to Why don’t you …. Why not……. Express persuasion… * Matching: Questions.( Exercise b. p.49.)  Possible answers: 1. How can we save paper? I think you should recycle used paper, newspaper/ write on both sides of the paper/ use banana leaves for wrapping. 2. How can we use fewer plastic bags? How about cleaning and reusing them? Why not use paper bags instead of plastic bags? . 3. While – speaking (12’) *Work in pairs * Example 1: S1: I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food. S2: Why? How come? S1: 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. Example 2: 5 T asks Ss to discuss with partners the best way to protect the environment. Ss discuss in pairs. T calls some Ss to give their ideas. Ss give their ideas in front of the class. T checks and gives feedback T shows the picture and introduces “ This is the pacific ocean. Do you think oceans can be polluted? If yes, discuss in groups of four to find out the reasons why the oceans are polluted.” Ss work in groups of four to discuss. T writes what Ss guess on the board. T hangs the poster on the board and asks Ss to guess the blanks. Ss guess. T plays the tape twice. Ss listen to the tape and check their prediction. T asks Ss to share their answers with partners. Ss do as directed. T calls on some Ss to gives their answers. Ss gives their answers. T checks and gives feedback. Ss copy down. T gives Ss homework and explains how to do. Ss listen and write them in notebook. S1: I think you should use public buses instead of motorbike. S2: Why? S1: Because we can avoid traffic jams. Moreover, using public buses can reuse exhaust fume and we can keep the air cleaner. That’s how we can save the environment. 4. Post –speaking:(4’) Discuss with a partner the best way to protect the environment. (p.50) 5. Pre- listening:(3’) * Discuss : Why are the oceans polluted? * Guessing the blanks. 6. While-listening.(7’) Listen to the report on how our oceans are polluted. Then complete the notes. Keys: 1. garbage is 2. come from ships at sea 3. Waste materials come from factories. 4. Oil is washed from the land. 7. Post- listening:(3’) Correction 8. Homework:(1’) - Learn new words by heart - Do exercises 4,5 in exercises books in page 42, 43. - Prepare Unit 8: Read 6 Week: 21 Period: 41. Writing date: January 3 rd , 2011. Teaching date: January 10 th , 2011. Unit 6: THE ENVIRONMENT WRITE I. Aims: Helping Ss read the passage within 150-180 words for detailed information. II./ Objectives. By the end of the new lesson, Ss will be able to read the passage within 150-180 words for detailed information. III./ Language contents: * Vocabulary: Nouns: treasure, stream, foam, hedge, junk- yard, nonsene V./ Techniques: Communicative approach, explanation V./ Teaching aids : Teacher: lesson plan, textbook, cassette, tape, picture, poster Students: textbooks, notebooks, school things. VI./ Procedures: Teacher’s and students’ activities Content T gives Ss some questions. Ss listen and answer the teacher’s questions. T checks and gives feedback. T gives Ss some new words and teaches them to pronounce. Ss learn new words and write them in notebooks. 1. Warm up: Chatting: a) Do you like poetry? b) Which poetry do you like best? c) Can you name some poems that are your favorite? d) Do you think it is easy understand a poem? e) Have you ever read an English poem? Do you understand it? Do you like it? 2. Pre- reading: * Vocabulary: - treasures: (n) ( translation) : kho báo - stream: (n) (picture): con suối. - foam: (n) (picture): bọt - hedge: (n) (picture): hàng rào 7 T introduces “ We are going to read a poem about the boy and his mother are having picnic in the park if you want to know more about - junk yard: (n) (synonym): bãi phế thải, nơi chứa đồ phế thải - Nonsense (n) ( translation) : điều vô nghĩa UNIT 6 : THE ENVIRONMENT LESSON 3 : - Read I. ARMS Reading a poem about the environment. II. OBJECTIVES By the end of the lesson, Ss will be able to understand a poem about the environment. III. TEACHING AIDS Textbook, posters, pictures IV. PROCEDURE Teacher and students’ activities Contents - T asks students some questions about poetry - Ss answer - T gives feedback. - T elicits words from Ss and guides Ss to read words - S s listen and repeat words in chorus - T checks vocabulary by technique “What and Where” - S s copy down 1. Warm up: (5’) * Chatting: 1. Do you like poetry? 2. Which poetry do you like best? 3. Name some poems that are your favorite? 4. Do you think it is easy understand a poem? 5. Have you ever read an English poem? Do you understand it? Do you like it? 2. Pre reading : (15’) * New words; - treasures: (n) ( translation) - stream: (n) (picture) - foam: (n) (picture) - hedge: (n) (picture) - junk yard: (n) (synonym) Checking vocabulary: “Rub out and Remember” 8 - T gives table - Ss copy - T asks students to read the words in the table carefully and guess information in the blank - Ss Read the words in the table carefully and guess information in the blank - T asks Ss to work in pairs to guess - Ss work in pairs to work. - T asks students to reading the poem to check the guess. - Ss reading the poem to check the guess. - T gives feed back - T asks students to read the poem again to match the word in A to an appropriate explanation in B. - Ss read the poem again to match the word in A to an appropriate explanation in B. - T asks Ss to work in individually. - Ss give their answers - T gives feed back. - T asks Ss to read a poem again and work in pairs to answer the questions. - Ss read a poem again and work in pairs to answer the questions. - T calls some pairs to practice asking and answering the questions. - Ss practice asking and answering the questions before the class. Then write the answers on the board. - T corrects their mistakes - Ss copy * Gap fill If all the pollution goes on what will happen? 1. The world 2.The treasures . 3. The stream 4. The fields 5. The woods 3. While reading: (15’) If all the pollution goes on what will happen? 1 The world will end up like a second - hand junk - yard 2 The treasures will be destroyed (quite gone) 3 The streams will be covered with foam 4 The fields will be littered with plastics and tins 5 The wood will be polluted. *Matching: 1. c 2. g 3. f 4. e 5. d 6. a 7. b 4. Post - reading: (9’) Answers: 1. If the pollution goes on, the world will 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 or her son. 3. His mother will talk 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. 5. Homework : (1’) 9 Do exercises in exercises books, prepare lesson 4 : write . 10 . some pairs to ask and answer in front of the class. Ss ask and answer in front of the class then write their answer on the board. T checks and gives feedback S1: Because we can avoid traffic jams. Moreover, using public buses can reuse exhaust fume and we can keep the air cleaner. That’s how we can save the environment.