giao an

1. Garbage is dumped into the ocean.
2. Oil spills come from ships at sea
3. Oil is washed from land.
* Tape transcript:
“Our ocean are becoming extremely pollution comes from the
land, which means it comes it comes from the land, which
means it comes from people. Fist, there is raw sewage, which is
pumped directly into sea. Many countries, both development
and developing, are guilty of doing this. Secondly, ships drop
about 6 million tons of garbage into the sea each year. Thirdly,
there are oil leaks from the vessel. This not only pollutes the
water, but it also kills marine life. Next, there are waste
materials from factories. Without proper regulations, factory
owners let the waste run directly into the rivers, which then
leads to the sea. And finally, oil is washed from land. This can
be dumping of waste.
UNIT 6: THE EMVIRONMENT
Lesson 2: Section: - Speak (page 49-50)
Periods 38:
Aim
Practice speaking (to persuade people to protect the environment)
Objective
By the end of the lesson, students will be able to persuade their friends to protect
environment
Teaching aids
Text books, posters, pictures.
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm-up
* Jumble words:
- Divide the class into two team. Students from to teams go to
the board and write the correct words.
- The team which writes more correct words fists wins the
game.
1. uadepse
2. beaargg
3. roderpvo
4. lupotilon
5. duproce
6. paispoidednt
=
=
=
=
=
=
Persuade
Garbage
Provide
Pollution
Produce
Disappointed
t-whole class
group work
t-whole class
5
Practice
I. Pre-teach vocabulary
- Prevent (v): ngăn chặn, phòng chống (translation)
- Reduce (v): giảm, làm giảm (example: last time, this shirt
cost) 50.000 dongs. Now it costs 30.000 dongs. What happens?)
- wrap (v): bao bọc (mine)
- fauce (n): vòi nước, cá rô-bi-nê (picture)
- leaf (n): leaches (pl.) ngọn lá (realia)
* Checking vocabulary:
- Put the new words all over the board, each word in a circle.
- Call two students or two teams (6 students for each team) to
the from of the class. Ask them to stand at an equal distance
from the blackboard.
- Teacher calls out some of the new words on Vietnamese in a
loud voice; the two students must run forward and slap the word
on the blackboard. The one who slap the right word first is the
winner.
- Ask 2 more students to come forward, etc … until all the words
are slapped.
II. Matching
- Ask students to complete the expressions in column A by
using one of the lines in column B (page 49) then compare with
their partners.
- Have students match the lines in column B with an expression
in column A so that they have sentences of persuasion
* Form :
I think you should
Won’t you
It would be better if you
Can I persuade you to
Why don’t you
Why not
+ INFINITIVE
What / how about + V-ing
* Use: Express persuasion
III. Practice speaking
Whole class
Individual
work
Pair work
Individual
6
Prevent Reduce
Leaf
Wrap
Faucet
Garbage
bin
Production
- Each student’s calls out one of their sentences unstill all
sentences are finished.
* Example:
S1: I think you should use banana leaves to wrap food.
S2: Won’t you use banana leaves to wrap food?
S3: Why don’t you turn off the lights before going to bed?
S4: It would be better if you go to school or go to work by bike.
S5: Can I persuade you to check all the faucets before going
out?
S6: Why not put garbage bins around the school yard?
S7: I think you should use public buses instead of motorbike.
S8: What about using public buses instead of motorbike?
S9: ……………………
IV. Questionnaire
- Let students work in pair to answer to the questions in the
questionnaire.
- Give feedback, teacher can write some possible answer on the
board so that weak students can follow.
- Ask students to practice asking and answering.
- Ask the whole class to work in pairs.
* Possible answer:
1. How can we save paper?
* I think you should recycle used paper, newspapers
* Why don’t you use banana leaves for wrapping?
* Won’t you write on both sides of plastic bags?
2. How can we use fever plastic bags?
* How about cleaning and reusing them?
* Why not use paper bags instead of plastic bags?
3. How can we reduce water pollution?
* It would be better if you don’t throw waster and garbage into
streams, lakes or rivers and even ocean.
4. How can we prevent littering?
* I think we should put garbage bins around the school yard.
* Why don’t you throw all garbage in waster bins?
5. How can we reduce air pollution?
* Can I persuade you to go to school by bike?
* Why not use private vehicles less?
6. How can we reduce the amount of garbage we produce?
* Won’t you try to reuse and recycle things?
* Exhibition:
- Divide the class into 4 groups, each group has a secretary.
Ask them to discuss the question: “What you do to protect the
work
Pair work
Open pairs
Group work
7
environment”.
- The students in groups have opinions, the secretary writes
down.
- Gets students to use the ideas in exercise 3a, b.
- After finishing, the students stick the 4 posters on the wall.
They can go around the class and read 4 posters.
- Give feedback.
T- whole
class
UNIT 6: THE ENVIRONMENT
Lesson 3: section: - Read (page 50)
Period 39:
Aim
Reading a poem about the environment.
Objective
By the end of the lesson, students will be to understand a poem about the
environment
Teaching
Text book, poster, picture.
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
Pre-
reading
* Chatting:
- Ask students some questions about poetry
+ Do you like poetry?
+ Which poetry do you like best?
+ Name some poems that are your favorite?
+ Do you think it is easy understand a poem?
+ Have you ever read an English poem? Do you understand it?
Do you like it?
I. Pre-teach vocabulary
- Junk yard (n): bãi phế thải
(explanation: a place where people store wastes)
- treasure (n): kho báu (translation)
- Hedge (n): hàng rào (visual)
- nonsense (n): điều vô nghóa, dại dột (translation)
- Foam (n): bọt (picture)
* Checking vocabulary: Rub out and Remember
- Get students to copy the work in their books.
- Ask students to repeat the words chorally.
- Rub out the words one at a time. Each time you rub out an
T-whole class
T-whole class
8
While
reading
English word, point to the Vietnamese translation and ask
“what’s this in English?” (the whole class answer chorally)
- When all the English words are rubbed out, go through the
Vietnamese list and get students to call out the English
equivalent.
- If there’s time; get students to come to the board and write the
English words again.
II. Pre questions
- Give students two questions and ask them to answer before
reading the poem.
* Set the scene:
Two people are going on the picnic. They are talking about the
pollution.
Question:
a) Who are the people in the poem?
b) Where are they?
- Have students work impairs to guess the answers.
- Give feeback
I. Reading and checking:
- Have students read the poem and check their answers.
* Answer key:
a) The mother and her son.
b) They are in the park/woods
- Ask students to practice asking and answering the questions in
pairs.
II. Matching
- Have students practice guessing the meaning if the words by
matching each word in column A with an appropriate
explanation in column B.
A B
1. junk yard
2. end up
3. treasure
4. foam
5. stream
6. hedge
7. folk
a. a row of things forming a fence.
b. people
c. a piece of land full of rubbish.
d. a flow of water
e. mass of bubbles of air gas
f. valuable or precious things
g. reaches of state of.
* Answer key:
1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b
III. Comprehension questions
- Show 5 questions (from 1-5) on page 51.
- Get students to work in pairs to answer the questions.
Pair work
Pair work
Individual
work
Pair work
9
Post
reading
Home
work
* Answer key:
1. According to the mother, what will happen of the pollution
goes on?
- If the pollution goes on, the world will end up like a second
hand junk yard.
2. Who does the mother think pollute the environment?
- The mother thinks other folk pollute (are responsible for the
pollution of) the environment but not her or her son.
3. What will happen to the boy if he keeps on asking his mother
such questions?
- His mother will talk him home right away
4. Do you think the boy’s question is silly (line 9-10)? Why not?
- No. Because he is right; if he throws the bottles that will be
polluting the woods.
5. What does the poet want us to learn about keeping the
environment unpolluted?
- The poet wants us to learn that everyone is responsible for
keeping the environment from pollution.
* Discussion:
- Divide the class into four groups
- Have students discuss the question:
“What could you do in your house to minimize pollution?”
- Ask students to write 5 things that they have to do to keep the
environment unpolluted.
Group work
UNIT 6: THE ENVIRONMENT
Lesson 4: section: - Write (page 52-53)
Period 40:
Aim
Writing a letter of complaint.
Objective
By the end of the lesson, students will be able to write a complaint letter.
Teaching
Text book, posters, picture.
PROCEDURE
Stage Steps/Activities Work
arrangement
Warm up
* Categories:
- Ask students to find out the verbs beginning with the letter
that teacher gives.
T- whole
class
10
Pre
writing
- Divide the class into groups.
- Give four, five letters at the same time, students are to find
out four/five verbs beginning with four/five letters given.
- The team which finish first gets one mark
Example:
T
Writes:
S
Writes:
T
Writes:
S
Writes:
T
Writes:
S
Writes:
a
add
s
study
m
meet
b
borrow
t
talk
n
nod
c
cut
u
use
o
open
d
drive
v
value
p
put
1. Pre-teach vocabulary
- complain (v): phàn nàn (translation)
complain (n)
complication (n): điều gây rắc rối
- resolution (n): sự quyết tâm (translation)
- float (v): trôi, nổi bồng bềnh (picture)
- prohibit (v): ngăn cản, ngăn cấm ( translation)
* Checking vocabulary: rub out and Remember
- Get students to copy the words in their books and then ask
them to close their books.
Rub out the new words one at a time. Each time you rub out the
word in English, point to the Vietnamese translation and ask
“What’s this in English?” When all the English words are
rubble out, go thought the Vietnamese list and get students to
call out the English words. (If there’s time, get students to
come to the board and write the English words again.)
2. Ordering
- Ask them to keep their books closed
- Provide students five section of a complaint letter (with their
definitions) in random order.
- Get them to put the sections in a correct order.
a. Action: talks about future action
b. Situation: states the reason for writing.
c. Politeness: ends the letter politely
d. Complication: mention the problem
T-whole class
Pair work
11
While
writing
e. Resolution: makes a suggestion.
* Answer key:
1-b
2-d
3-e SCRAP
4-a
5-c
3. Reading and matching
- Have students read the letter on page 52
* Set the scene:
Mr. Nhat wrote a 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. Label each section with the appropriate letter: S, C,
R, A or P
- Ask students to work in pairs.
- - Give feedback: call on a student to read aloud the letter (in
the correct order). Teacher gives ideas if necessary.
* Answer key:
Dear Sir/Madam
R I would suggest your company to tell your drives to
clear up all the trash on the ground before leaving.
S I am writing to you about the short stop of your trucks
around my house on their way to the North
A I look forward to hearing from you and seeing good
response from your company
C When the trucks of your company have a short break
on the streets around my house, the drives have left
lots of garbage on the ground after their refreshment.
When the trucks leave the place, the ground is
covered with trash and few minutes later there is
smell and flies.
P Sincerely,
Tran Vu Nhat
- Let students read the production 6b on page 53.
- Ask some questions to make sure the students know what
there have to write.
* Questions:
a. What do people do in the lake behind your house these days?
( They begin to catch fish)
b. What makes you worried?
( They use electricity to catch fish)
c. To whom do you write the letter to?
Pair work
Individual
work
12
Post
writing
Homework
(We write to the head of the local authorities)
d. What suggestion do you want to make?
(We suggest the local authorities should prohibit and fine
heavily any one using electricity to catch fish).
e. Any future plant you want to make?
( We look forward to seeing the protection of environment
from the local authorities)
- Ask students to write the letter individually.
- Get students to share with their partners and correct if
possible
* Sample:
Dear Mr. President.
I am writing to you about the catching of fish of many people in
the lake behind my house.
I am very worried because they use electricity to catch fish.
After a short time, they leave the lake; a lot of small fish die
and float on the water surface.
I would suggest the local authorities should prohibit and fine
heavily anyone using this way of catching fish. I look forward
to hearing from you and seeing the protection of environment
from the local authorities.
Sincerely,
- Move around the class and help students
- Call on some students to read aloud their letter.
- Give feedback, correct some letters before the class. T can
write the mistakes (spelling; grammar…) on the board.
- Ask students to write their letter in their notebooks.
Individual
work
13
UNIT 6: THE ENVIROMENT
Lesson 6: LANGUAGE FOCUS
I. Objectives:
- By the end of the lesson, sts will be able to use adjectives and adverbs to make
sentences adjective + that clause
II. Language contents:
- Adjectives and adverbs
- Adverbs clauses of reason
- Adjective + that clause
- Conditional sentences type 1
III. Techniques:
- Role play
- Fill in the blanks
- Matching
IV. Teaching aids:
- Picture – student books
V. Procedures:
Steps Activities
Warm-up
5’
-Prepare twelve cards with numbers on one side and the adjectives (6
cards), adverbs (6) on the other side.
- Make sure the adjectives are mixed up.
- Stick the cards on the board so students can only see the number.
- Divide the students into two teams and ask them to choose two numbers.
- Turn the cards over and see if they match.
Eg: happy – happily, give them on mark. If not, tune the cards obvert again
and ask the next team to choose numbers.
- Continue until all the cards are finished.
Extreme Happy Sad Good Slow Sadly
Fast Slowly Well Fast Extremely happily
Presentation
& Practice
35’
EXERCISE 1:
* From the result of the game, sts give the formation of adv of manner.
Adj + LY – Adverb of maner
- T. asks sts to do the exercise (p 51-1) in groups.
- T gives the answer keys.
- T. asks sts to tell the positions of adj – adv
EXERCISE 2:
* Revision of adverb clauses of reason with because, since, as: Give two
sentences and ask students to combine them into one.
Example: a) Nam goes to school late.
b) He missed the bus
 Nam goes to school late because he missed.
* Ask students to use other words for BECAUSE
14

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