GIÁO ÁN TIẾNG ANH LỚP Period 37 Unit6: The environment Lesson 1: Getting started Listen and read I Aims : Students will be able to understand the reading about the environment problem and related words or phrase II Language contents : Vocabulary :garbage dump, air pollution, water pollution … Structure : Skills : reading, speaking III Techniques: matching, answer given IV Teaching aids : Textbook, pictures V Procedure : TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS * Warm – up : - T asks sts - Our teachers like Da Bac Do you know why? - People are friendly The air if fresh The atmosphere is peaceful… - Do often read poetry? - What we to keep the environmet unpolluted? - Students’ answer * Presentation: -T you look at the pic and guess what these activities are * New words : - Ps look at the pic- and answer - T introduces new words and then sts match words - air pullution: with pic- spraying pesticides: - Sts repeat them after T - garbage dump: - Checks by " rub out and remember" - water pollution: - deforestation: * Practice - dynamite fishing: - T introduces the passage: Mr Brown is talking to some volunteer conservationists You listen to the tape and then you read to match the names in column A with the tasks in column B, write full sentences A Grou p1 Grou p2 Grou p3 Mr Jones B a) collect all the bags and take them to the garbage dump b) check among the rocks c) provide a picnic lunch for veryone d) give out the bag e) check the sand f) walk along the shore A Match the names in column A with the tasks in column B Then write the full sentences A Group Group Group Mr Jones Mrs Smith - Mr Brown - Mrs Smith B f walk along the shore e check the sand b check among the rocks a collect all the bags and take them to the garbage dump c provide a picnic lunch for veryone d give out the bag Mr - Ps read the passage in relays Brown -Ps called to read full sentences aloud - T corrects b The questions b The answers -T has sts read the passage again and answer the The speaker is Mr Brown questions and compare their answers with their parners The listeners are members of Who is the speaker? volunteer conservationists Who are the listeners? They are on the beach Where are they? If they work hard, they will make the What are they going to do? beach clean and beautiful again soon -Ps ask and answer before class then write the answers on the board -T gives feedback and the answers * Production -Ps aksed o work in group of four to discuss the questiona & in the book Have you ever done anything similar? If yes, What did you do? Where did you it? If the pollution continues, what might happen? Ps the leader are called to answer the questions * Homework : - T, summarizezs main points - Asks students : Learn their lessons - Prepare for the next period : Speak ( Unit 6) Period 38 Unit6: The environment Lesson 2: Speak and listen I Aims : Students will be able to persuade other people by using given expressions II Language contents : Vocabulary :wrap, dissolve, trash… Structure : expressions in the lesson Skills : speaking III Techniques: answer given IV Teaching aids : Textbook, pictures V Procedure : TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS * Warm – up : answer given a Try to persuade your parner to the - T asks Ss to read the passage, answer some questions following things to protect the environmenr and write some words Use the expressions and the idea cues given Follow the example * Pre – speaking : • A: I think it would be better if we use -T sets the scene: Our environment is very important banana leaves instead of paper or What we to keep it clean and unpolluted plastic bags to wrap food -Ss answer: Don’t throw trash onto the water Put • B: Why? How come? garbage in the garbage bins Put waste paper in the • A: Because plastic gags are very hard waste basket Walk to school… to dissolve, they will cause the * Practice pollution And if we use less paper, we -T has sts to read the persuading expressions and the can save trees in the forests That’s idea cues given in the textbook carefully T helps sts how we can save the environment understand all od the ideas suggested - T gives example: * New words : • A: I think it would be better if we use banana - wrap (v): cover leaves instead of paper or plastic bags to wrap - dissolve (v): change s.th from solid to food liquid condition • • - garbage bin (n): a box for storing B: Why? How come? garbage A: Because plastic gags are very hard to traffic jam (n): a state that vehicles get dissolve, they will cause the pollution And if we stuck in the street use less paper, we can save trees in the forests exhaust (n): gases escaped from motor That’s how we can save the environment vehicles as waste products - Ss work in pairs, persuade their partners to things to protect the environment -T goes around to help them -Ss called to practice before class such as: A: I think it would be better if we reuse and recycle bottles and cans B: Why? How come? A: Because reusing and recycling bottles can reduce garbage ans save natural resources A: I think it better if we don’t throw trash onto the water B: Why? How come? A: Because it can keep the water clean Polluted water can directly harm to people’s health and kill fish b Find possible answer to the questionaire You can use ideals in the section a) b Find possible answer to the questionaire -T explains the requiry You can use ideals in the section a) -Ss work in group How can we… How can we… • save paper? • save paper? • use fewer plastic bags? • use fewer plastic bags? • reduce waste pollution? • reduce waste pollution? • prevent litering? • prevent litering? • reduce air pollution? • reduce air pollution? • reduce the amount of garbage we produce? • reduce the amount of garbage we -Ss called to present in front of the class produce? -T gives feedback and suggested answers such as: • A: How can we save paper? • B: We can use banana leaves to wrap food instead of using paper bags • A: How can we reduce air pollution? • B: We can go to school by bus instead of motorbike * Pre – listening : - How is the ocean polluted? - T provides some necessary words in the tape: * While listening : New words : - T sets the scene : You will hear the report on how our oceans are polluted, study he notes carefully then listen to the tape and complete the notes - Ss listen to the tape and complete the notes (twice or three times) - Ss compares their answers with their parners - T calls students to read aloud the answers * Post listening : - T gives feedback and answer key Speaking - T asks students to give out some ways to protect the ocean * Homework : - T asks students : - write a short presentation on how the ocean is polluted based the outline - Learn their lessons - Prepare for the next period : Read ( Unit 6)      Raw sewage (n): untreated wastewater Oil sprill (n): the release of oil into the natural environment, usually the ocean Marine life(n): plants and animala of the oceans Waste materials (n): waste material Regulations (n): rules * Answers : How the ocean is polluted Firstly: raw sewage is pumped directly into the sea Secondary: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 Period 39 Unit6: The environment Lesson 3: Read I Aims : Students will be able to understand the poem with some old English by doing matching exercise and answering questions II Language contents : Vocabulary :end up, second-hand… Structure : Skills : reading III Techniques: matching, answer given IV Teaching aids : Textbook, pictures V Procedure : CONTENTS TEACHER’S & STUDENTS’ ACTIVITIES * Warm – up : answer given - T asks sts - Do you like poetry? * New words : - Do often read poetry? - junk-yard (n): a plce to store rubish and - Who is your favorite poet? waste - Have you ever read a poem in English? - end up (v): use up or finish - What is it? Do you understand it? - folk (n): people * Pre – reading : - stream (n):flow of water - T sets the scene :you are going to read a poem - treasure (n): precious things about enviv\ronment Please scan the poem and - foam (n) : mass of bubbles of gas or air answer the following questions: - hedge (n): fence How many people are there in the poem? - nonsense (n): meaningless words or What is their relationship? ideas Where are they? What problem of the environment is * Answers : a) mentioned in the poem? A B * While reading : junk-yard c a piece of land full of - Ps answer after reading end up rubbish There are two treasure g.reach a state of Probably in the forest / foam f.valuable or precious woods stream things pollution hedge e mass of bubbles of air - T has sts to read the poem and match folk or gas A B d a flow of water junka a row of things forming a row of things yard a fence forming a fence end up b people - - treasure foam stream hedge folk c a piece of land full of rubbish d a flow of water e mass of bubbles of air or gas f valuable or precious things g reach a state of Ps read the result aloud T corrects b Answer Then write the answers in your exercise books - T reminds sts the real conditional sentence: lf clause, main clause, tense, how to use … give example - T gets students to read the text silently to find out the answers to their questions and add more ideas - T gets students to compare with their partners Post reading : - T calls some students to tell the class their answers - T corrects and gives answer key - T gives class into four group: A,B, C, D - Ps makes five sentences with only if half * Homework : - Asks students : Learn their lessons - - Prepare for the next period : Write ( Unit 6) b people b answers: if the pollution goes on, the world will end up like a second hand junkk yard The mother thinks other people pollute the environment but not her and her son If the boy keeps on asking such questions, his mother will take him home right away No, because he is right: if he throws the bottles that will be polluting the woods The poet wants us to learn that everyone is responsible for keeping the environment from pollution Period 40 Unit6: The environment Lesson 4: Write I Aims : Students will be able to write a complaint letter with the right format and language II Language contents : Vocabulary : Structure : Skills : writing III Techniques: matching, answer given IV Teaching aids : Textbook, pictures V Procedure : TEACHER’S & STUDENTS’ ACTIVITIES * Warm – up : -T You have learnt how to write a formal letter How many sections are there in a formal letter? -Ss discuss in group and answer ( there are four sections: Heading- write’s address and the date, Opening- dear, Body of the letter, Closing- your friend… * Pre – writing : -T shows sts the letter and introduces the content of the letter(may be in Vietnamese): Mr Nhat wrote a complaint letter to the director of L & P Company in Ho Chi Minh City The five sections of the letter are not in the right order Lable each section with the appropriate letter: S, C, R, A or P -T explains S, C, R, A, P and some new words: - Complain (v): express dissatisfaction - Complaint (n) - Truck (n) : strong heavy for heavy goods - Refreshment (n): rest to make spirit freshed again - Respond (v): make an answer - Fly (v) two- winged insect -Ss lable each sections ( in groups) CONTENTS a Mr Nhat wrote a complaint letter to the director of L & P Company in Ho Chi Minh City The five sections of the letter are not in the right order Lable each section with the appropriate letter: S, C, R, A or P New words - Complain (v): express dissatisfaction - Complaint (n) - Truck (n) : strong heavy for heavy goods - Refreshment (n): rest to make spirit freshed again - Respond (v): make an answer - Fly (v) two- winged insect * A complaint letter has five sections - Situation: states the reason for writing - Complication: mentions the problem - Resolution: makes a suggestion - Action: talks about future action - Politeness: ends the letter politely Dear Sir / Madam R I would suggest that your company should tell your drivers to clear up all the trash on the ground before leaving S I am writing to you abou the short stop of your trucks around my house on their way to the north A I am looking forward to hearing from you and seeing good respond from your company C When the truck of your company has a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refeshment When the trucks leave the place, the ground is covered with trash and a few minutes later there is smell and flies P Faithfully Tran Vu Nhat * While writing : - T ask Ss : - Are there any lakes behind your house? - What people in the lake? - T These days, many people begin to catch fish un the lake behind your house What makes you worried most is they use electricity to catch fish A lot of small fish died and floated on the surface Other animals such as frogs, toads, and even birds also died from electric shock waves You think that local authorities should prohibit and fine heavily anyone catching fish in this way -Ps write a letter to the head of local authorites to complain about the way of catching fish in the lake behind your house Follow S, C, R, A, P format ( individuals) b These days, many people begin to catch fish un the lake behind your house What makes you worried most is they use electricity to catch fish A lot of small fish died and floated on the surface Other animals such as frogs, toads, and even birds also died from electric shock waves You think that local authorities should prohibit and fine heavily anyone catching fish in this way - Learn their lessons - Prepare for the next period : Write ( Unit ) * Post writing : - T corrects some letters - T gives feedback and suggested writing Dear Mr President I am writing to you about the problem of fish catching in the lake behind my house I am very worried they don’t use fishing rod or net but use electricity ti catch fish After a short time they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads and even birds have 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 am looking forward to hearing from you and seeing the actions taken to protect the environment from the local authority Sincerely * Homework : - Asks students : Ss rewrite the letter in your notebooks Ss prepare the languege focus Period 41 Unit6: The environment Lesson 5: Language focus I Aims : Students will understand the use of adjectives and adverbs, adverb of clause and the real conditional sentence II Language contents : Vocabulary : Structure : Skills : writing III Techniques: matching, answer given IV Teaching aids : Textbook… V Procedure : TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS * Warm – up : jumbled words -T write the words whose letters are not in order - Ss work in group and arrange the letters in order - WOLS , ASD, DOGO, PAHAPY, TERMEXE - slow, sad, good, happy, extreme 1.Change the adjectives into adverbs Then use the adverbs to complete the sentences -T asks sts about the position of adjective and adverb in the sentence and the formation of adverbs -Ssadj standing in front of noun and after to be Adv following ordinal verb Adj + ly = adv T introduces the example and asks sts to change the following into adv Adjectives Adverbs Extreme Good Happy Sad slow T now you use these adv to fill in the blanks ss finish them and read aloud sentence by sentence (individuals) Ss others remark 1.Change theadjectives into adverbs Then use the adverbs to complete the sentences Adjectives Extreme Good Happy Sad slow Adverbs Extremely Well Happily Sadly Slowly a Hoa was extremely pleased that she got an A for her assignment b The old man walked slowly to the park c Tuan sighed sadly when he heard that he failed the test d The baby laughed happily as she played with her toys e Mrs Nga speaks English quite well T gives feedback Join the pairs of sentences together Use because, as or since -T gives sts two clauses: Hoa didn’t go to school yesterday She was sick -T Why didn’t Hoa go to school? - Ss Because she was sick - T This is adverb clause of reason Conjuntions two clauses are because / as / since - T gives sts ex in the textbook -Ss asked to join sent- into one , use conjuntions because, as, since then change the result with their partner -T gives feedback Complete the dialogues Use the words in brackets -T gives examle: I am pleased that you are working hard - Ss analize the structure S + to be + adj + that clause -Ss complete the dialogues with their partner and then read aloud T corrects mistakes Join the pairs of sentences together Use because, as or since Ex: a Ba is tired because / as / since he stayed up late watching TV b Nam has a broken leg because he fell over while he was playing basketball c Lan is going to be late for school because the bus is late d Hoa broke the cup because she was careless e Mai wants to go home because she feels sick f Nga is hungry because she hasn’t eaten all day Complete the dialogues Use the words in brackets Ex: a Ba: Dad! I got mark on my test! Mr Ha: That’s wonderful I’m pleased that you are workinhg hard b Mrs Quyen: When are you going on vacation with your family, Sally? Mrs Robinson: Tomorrow, I am excited that I can go to Da Lat this time c Lan: I am sorry that I broke your bicycle yesterday Tien: Don’t worried I can fix it d Liz: I forget to tell you I am going to Lan’s place Mr Robinson: I am disoppointed that you didn’t phone me about it e Miss Lien: Congratulation! Nga: Thanks I’m amzed that I could win the first prize Match each half-sentence in column A with suitable Match each half-sentence in column A one in column B with suitable one in column B T has sts answer about what they know about the real Ex: conditional sentence 1- e If we pollute the water, we will have no fesh water to use If clause Main clause 2a If we cut down the trees in the forests, Simple present tense Will / can + bare inf there will be big flood each year 3c If there is too much exhaust fume in Ss match sentence the air, more and more people will cope Ss compare their answers with their partner and then with respiratory problems read aloud 4- d if you can keep your neigbor hood T gives feedback clean, you will have an ideal place to live Complete the sentences 5- b if people stop using dynamite for T gives ex fishing A lot of sea creatures will be Ss complete sentwell preseved Ss read aloud Complete the sentences T corrects Ex: a If the rice paddies are polluted, the rice plants will die b If we go on litering, the environment will become seriously polluted * Homework : c If we plant more trees along the streets, - T emphasizes some main points we will have more shade and fresh air - Ss review their lesson d If we use much pesticide on vegetables, - Ss prepares next lesson: Unit 7- Getting started and the vegetables will become poisonous Listen And Read and inedible e If we keep our environment clean, we will live happily and healthier life