Unit 6: THE ENVIRONMENT
Period 1: Getting Started - Listen and Read
( ( (
I/ Objectives:
After the lesson, Ss may
Talk about the environmental problems and take part in some particular activity to protect the environment
II/ Language contents:
Grammar: Conditional sentences type 1
Vocabulary: Words relating to environmental problems and activities done to clean the beach
III/ Techniques:
Brainstorming
Questions – Answers
IV/ Teaching aids:
Pictures (on page 47) and some other photographs
Cassette recorder and tape
V/ Time: 45’
VI/ Procedures:
Getting Started – Page 47 (15’)
Steps
Teacher’s activities
Students’ activities

Warm- up
- Showing six pictures, one after another, while asking questions.
Picture a:
What’s happening to the city?
Can you see the sight clearly? Why?
Picture b:
What can you see in the picture?
- Introducing the new word: spraying pesticides
Picture c:
What’s this? What do you think about it?
Introducing the new word: dump
Picture d:
How is the water here?
Picture e:
What about the forest?
- Introducing the new word: deforestation
Picture f:
How does this man catch fish?
- Introducing the new word: dynamite fishing
- Having Ss repeat the words in the box and matching them to the pictures.
- Listening and answering.


It’s full of dust and smoke.
No.

Guessing and answering.


Garbage. It’s very dirty.


It’s polluted.

Many trees are cut down.


Guessing and answering

Doing as directed.

Listen And Read – Pages 47, 48 (25’)
Pre-reading
5’
- Introducing the context
“Our environment is destroying. What’s happening to our health? To save our environment, we should take part in some particular activity on our holiday. Now let’s study one of these activities in the context”
- Presenting the new words: divide (v), provide (v), disappointed (adj.)
- “Listen to the tape while reading the text, and take notes: Who? What will she/ he do?”
- Listening



- Vietnamese equivalent.
- Writing down in the notebook.
- Doing the task.

While- reading
15’
- Having Ss compare their answers to the partners.
- Correcting the task.
- Having Ss match the name in column A with the task in column B (p. 48)
- Having Ss work in pairs.
- Correcting
* Answers:
1-f, 2-e, 3-b, 4-a, 5-c, 6-d
- Having some Ss read the text aloud.
- Having Ss ask and answer the questions on page 48 in pairs.
- Checking some pairs and having some Ss write the answers on the board (if necessary)
* Answers:
1/ The speaker is Mr. Brown.
2/ The listeners are (members of) 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/ I picked up trash and clean the streets in my neighborhood.
7/ If the pollution continues, our health will get worse
- Comparing their answers to the partners.

- Matching





- Working in pairs.

Post- reading
5’
-Briefly explaining the use of the conditional sentences type 1
If clause
Main clause

Present simple
Future simple

-Some examples
- Having Ss retell what he/ she did to reduce the pollution of the city
-Answers


HOMEWORK:
Write the answers on page 48 down in the exercise notebook.
Do exercise 8,9,10 (workbook/ p.45, 46)
Prepare period 2: Speak (p. 49)
UNIT 6: THE ENVIRONMENT
Period 2: Speak & Listen
( ( (
I/ Objectives:
* After the lesson , students may :
Develop speaking and listening skill
Persuade someone to do something
II/ Language contents:
Expressions used in persuade: I think you shouid…, Why don’t you…? Won’t you…?
III/ Techniques:
Survey interview
Role play
Pre – questions
Write – it – up.
IV/ Teaching aids:
Pictures related to protect the environment
Cassette recorder + tape
V/ Time: 45 minutes
VI/ Procedures:
Revision of the old lesson : - Students tell some environment problems
New lesson : ( speak + listen)
Steps
Teacher’s activities
Students’ activities

* Speak
Warm up
Presentation
- Asking Sts some ways to protect