Unit 6
The environment
Period 37/ 19th week
Getting started Planning date: Listen and read Teaching date:

Objectives:
Language:
Ask somebody to do something.
Condition sentences type 1.
The hot problems about environment.
Skills:
Read the passage and learn new language
Answer the questions to check understanding.
Preparation
1. Teacher:
Pictures of the Getting started.
A sub - board.
2. Students:
Search for the meaning of the new words in the Glossary.
Read the passage at home, revise the conditional sentences type 1.
Procedure:

Items
activities


1. Ice –breaking (5”)


















Getting started
T presents the pictures about hot problems of the environment pollution and ask Ss to name these problem in Vietnamese. T corrects.
T presents the words and phrases to Ss, ask Ss to predict and match these words to the pictures. T corrects:
Asks Ss to re – explain the meaning of the words and phrases and write the meaning of the words in the notebooks.
New words:
c.
e.
a.
f.
d.
b.
Garbage dump
Deforestation
Air pollution
Dynamite fishing
Water pollution
Spraying pesticides
[v]
[n]
[adj]
[n]
[n]
[n]
N¬i ®æ r¸c
N¹n chÆt ph¸ rõng
« nhiÔm kh«ng khÝ
®¸nh c¸ b»ng chÊt næ
« nhiÔm nguån n­íc
Phun thuèc trõ s©u



Items
activities


2. Presentation




































3. Practice:


Listen and read
T presents the situation of the passage: This is the words of Mr. Brown, who is talking to the volunteer conservationists.
T plays the tape the first time, Ss listen and read the passage silently, underline the new words if any.
T asks some questions after the 1st time listening to elicit the content of the lesson:
What are the volunteers going to do?
How many groups do the volunteers divide into?
- T explains the new words:
Plastic bags
Shore
Sand
Rocks
Provide
Disappointed
Spoil
[n]
[n]
[n]
[n]
[v]
[adj]
[v]
Tói nhùa
B·i biÓn
B·I c¸t
B·I ®¸
Cung cÊp
ThÊt väng
Lµm « nhiÔm

Ss practice the new words in chorus and then in pairs make some sentences with the new words.
T asks Ss to read the passage again and mark the conditional sentences type 1.
T explain the way to use the conditional sentences type 1 again.



Ss make some more sentences using the structure, T corrects the mistakes if any.
a. Match the name in column A with the tasks in column B, then write the full sentences:
- Ss work in pairs and decide which name goes with which task, then write the full sentences. T goes around to help weaker Ss.
- Then Ss exchange their answers to compare, T call some Ss to go to bb to write their answers
- T corrects the exercises after all.
- Ss write the correct answers into their notebooks


Items
activities









































4. Production:





5. Homework:

A
B

Group 1
Group 2
Group 3
Mr. Jones
Mrs. Smith
Mr. Brown
f. walk along the shore
e. check the sand
b. check among the rock
a. collect all the bags and take them to the garbage dump
c. provide a picnic lunch for everyone.
d. give out the bags.


b. Answer:
- Ss work in pairs and answer the questions. T goes around to help weaker Ss.
- Then Ss exchange their answers to compare, T call some Ss to go to bb to write their answers
- T corrects the answers after all. Ss write the correct answers into their notebooks.
The speaker is Mr. Brown.
The volunteer conservations are the listeners
They are at the beech now.
They are going to clean speech.
If they work hard today, they can make the beech clean and beautiful again soon.
Ss` answers.
If time is available, T can change this sentences to a new activity such as discussion or making a survey.
Ss work in pairs again, practice the questions and the answers about the passage.
T call some pairs to practice aloud.

- Ss discuss about things they have done to keep the environment clean and make a survey to show to the class.
- T goes around to help each group with difficult words.

Ss learn new words by heart.
Prepare the next lesson.




Unit 6
The environment
Period 38/ 19th week
speak Planning date: January 1st 08 listen Teaching date:

I. Objectives:
1. Language:
Persuade somebody to do something.
Wh - questions: Why? How can…?
2. Skills:
Persuade other people to do something to protect the environment.
Listening for detailed information (missing words).
II. Preparation:
1. Teacher:
A game of Brainstorming.
A sub - board.
2. Students:
Search for the meaning of the new words in the Glossary.
A listening table.
III. Procedure:

Items
activities


1. Ice –breaking (5”)


















Brainstorming

T asks Ss to work in groups to find as many words as they can to add to the Brainstorm with the topic: WHAT DO YOU OFTEN DO TO PREVENT OUR ENVIRONMENT?








Items
activities





2. Speaking:



































T collects all the ideas and present the new lesson: Persuade your friends to join some activities to protect the environment.

Pre – activity:
T presents the vocabulary and structure can be used in the speaking:
Structures :
I think you should …
Won’t you …?
It would be better if you …
Why don’t you ..?
Why not …?
What/How about …?
Word phrases:
Use banana leaves to wrap food. (plastic bags are very hard to dissolve/save paper).
Reuse and recycle bottles and cans. (Reduce garbage/save natural resources)
Not throw trash onto the water. (keep the water clean/polluted water can directly do harm to people’s health and kill fish)
Go to school or go to work by bike (save energy/keep the air cleaner)
Put garbage bins around the schoolyard.(prevent lazy students from throwing trash/keep the schoolyard clean)
Use public buses instead of motorbikes (avoid traffic jams/reduce exhaust fume/ save energy).

While – activity:
1. Work in pairs:
- T asks Ss to work in pairs and make a conversation to persuade their partners to do things to protect the environment , follow the example:
A: I think it would be better if we use banana leaves to wrap food instead of paper or plastic bags.
B: Why? How come ?
A: Because plastic bags are hard to dissolve, they will cause pollution. And if we less paper, we save trees in the forests. That’s how we can save the environment.
T goes around to help weak Ss, corrects the mistakes if any.
T call some pairs to practice their conversation aloud, T should not pay too much attention to the correction but the fluency.

Items
activities





























3. Listening:






















4. Homework:



Post - activity
2. Find possible answers to the questionnaire:
T presents the questionnaire on the sub – board, asks Ss to answer the questions using information in section a).
Ss work in pairs, one S asks and the other answers, then change the roles. Follow the example:
A: How can we save paper?
B: We can save paper by using tree leaves instead of using paper to wrap food.
- T goes around to help Ss with their finding the answers. Then call some pairs to practice their questions and answers. Correct the mistakes if necessary
Questionnaire
Protecting the environment

How can we …
save paper ?
use fewer plastic bags?
Reduce water pollution?

prevent littering?
Reduce air pollution?
Reduce the amount of garbage we produce?


Pre – activity:
T presents some new words in the listening lesson:
Raw
Sewage
Pump
Directly
Oil spill
[adj]
[n]
[v]
[adv]
[n]
Th«, ch­a xö lý
N­íc th¶i
B¬m
Th¼ng, trùc tiÕp
DÇu cÆn

T present the requirement of the listening: Listen to the report on how the Oceans are polluted. Then complete the notes.
While – activity:
T plays the tape for the first time, Ss listen to get general ideas.
T plays the tape again for two more time, Ss listen and take notes in their drafting paper.
T play the tape last time and check the answers:
(1): garbage is (3) waste materials come from factories
(2): come from ship at sea (4) Oil is washed from the land
- At home, Ss learn the new words by heart.
- Prepare the next lesson: READ.

Unit 6
The environment
Period 39/ 20th week
READ Planning date: January 10th 08 Teaching date:
I. Objectives:
1. Language:
The poem about the environment.
The Simple future tense in the First conditional sentences.
2. Skills:
Read and match words from the poem to appropriate explanation.
Read and answer the questions.
II. Preparation:
1. Teacher:
New words of the poem.
A sub - board.
2. Students:
Search for the meaning of the new words in the Glossary & Drafting paper.
III. Procedure:

Items
activities


1. Ice –breaking (5”)






2. Pre – task:







Brainstorming

T asks Ss to work in groups to find as many answers as they can to add to the Brainstorm with the topic: WHAT’S GOING TO HAPPEN IF ALL THE POLLUTION GOES ON?
Ss can answer in Vietnamese and T collect their ideas.
a. Vocabulary:
- T asks Ss to skim the poem and underline the new words then T gives the meaning.
- Ss practice the new words in chorus just once.
End up
Second – hand Junk yard
Treasure
Litter
Tin
Stream
Foam
Hedge
folk
[v]
[n]
[n]
[v]
[n]
[n]
[n]
[n]
[n]
KÕt thóc
B¶i th¶i
Tµi s¶n v« gi¸
ChÊt ®Çy
Vá ®å hép
Dßng suèi
Bät
Hµng rµo, b×a (rõng)
kÎ



Items
activities











3. While – task




































4. Post – task:




5. Homework

b. Grammar:
- T presents the conditional sentences type 1, asks Ss to find the sentences in the poems.
-E.g.
What’s going to happen if all the pollution goes on?
If I throw the bottles , won’t that be polluting the woods?
If you are going to start getting silly ideas, I’ll take you home right away.
Match
Ss read the poem, then match the words to the explanation.
Ss exchange their words to compare and corrects for each other. T corrects the work after all.
A
B

Junk – yard
end up
treasure
foam
stream
hedge
folk
a row of things forming a fence
people
a piece of land full of rubbish
a flow of water
mass of bubbles of air or gas
valuable or precious things
reach a state of


1.c 2.