Date of preparing: Period 29 Unit 6 - The environment.
Lesson 2: speak ( page 49 - 50) A. Objectives
By the end of this lesson, Ss will be able to practice speaking about how to protect the environment
* Attitude: Help Ss to be more confident to communicate with others, be aware of protecting the environment.
* Skill: Practice their speaking skill
* Capacity development: how to work in individually B. Teaching aids
T's preparation:Text book, lesson plan, poster, pictures.
Ss' preparation: Text book, notebook, homework C. Methods
- Communicative approach, Practice (Brainstorm) - T – W.C , pair work , group work, individual D. Contents
I. Orgnisation
Class Date of teaching Absent students
9A 9B
II. Warm up (5m) *Brainstorm
T asks: What do you think about the environment about your hometown?What do you think about the way to protect the environment.
Ss give their ideas.
clean up the beach put garbage in the bin
go by bike
plan trees
use leaves to wrap food reuse bottles and cans III. New lesson:
ACTIVITIES ON BOARD
PRE SPEAKING (15 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
- Checking understanding:
I. New words:
(to) prevent:
(to) reduce:
(to) wrap:
(to) avoid:
exhaust fume:
Ngăn chặn Làm giảm bọc, gói tránh khí thải
How to protect the environment?
Rubout and remember.
* Set the object of task a. P.49
* Presentation dialogue:
- Teacher present the dialogue to the students.
* Substitution drill:
- Students use the expressions and idea cues given.
II. Expressions:
- I think you should...
- Won't you ...?
- It would be better if you... . - Why don't you...?
- Why not...?
- What / How about...?
III. Dialogue:
S1 :
S2 : S1 :
I think it would be better if we use banana leaves instead of paper or plastic bags to wrap food.
Why? How come?
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.
WHILE SPEAKING(16 minutes)
* Speak P.49:
- Matching:
Students match the items in green box with the items in the red box.
(On posters)
* Questionnaire: (Group work) - In group of four students find possible answers in section a) to the questionnaire
* Discussion: (Group work) - In groups of four students
discuss with a partner the best way to protect the environment, take turns to try and persuade your partner into doing things they think the most practical.
IV. Speak:
1. Matching:
E.g:
S1: How can we save paper?
S2: Use banana leaves.
2. Speak:
Example:
- I they we should burn trash to reduce the amount of garbage we produce to protect the environment.
- No, we shouldn't do that. Burning trash will pollute the air. I think the best way to reduce garbage is to reuse and recycle things.
- How can we do that? I think only the factory can.
- What about collecting used paper, bottles and cans every day? It's not difficult.
- That's a good idea! Let's do that.
POST SPEAKING(7 minutes)
* Write it up:
- Students write the ideas of the best way to protect the
environment.
3. Write it up:
Example:
- Write on both sides of the paper / recycle used paper.
- Save plastic bags, clean and reuse them.
- Don't throw waste and garbage into streams,
lakes and even oceans.
- Throw garbage in waste bins.
- Use fewer private vehicles and don't release pollutants into the air.
- Try to reuse and recycle things.
IV. Homework: (2 minutes) - Learn by heart the new words.
- Do exercises: 4. P.42 (workbook)
- Prepare: Listen ans language focus 1, 2, 3 (textbook)
* Evaluation
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Date of preparing: Period 30 Unit 6 – The environmemt.
Lesson 3: Read( page 51) I. Objectives
By the end of this lesson, Ss will be able to read a poem about the environment to understand the details and know that everyone is responsible for keeping the environment unpolluted.
* Attitude: Help Ss to be more confident to communicate with others and in learning English, help Ss to be aware of protecting the environment
* Skill: Practice reading skill ( reading a text within 100- 200 words for detail information)
* Capacity development: Knowing more about nvironment protecting B. Teaching aids
T’s preparation:Text books ,teacher book ,poster.
Ss’ preparation: text book, notebook, homework C. Methods
- Communicative approach, Practice ( Chatting, matching, discussion.) - T – W.C , pair work , group work, individual
D. Contents I. Orgnisation
Class Date of teaching Absent students
9A 9B
II. Warm up (3m) * Chatting
T asks Ss some questions to lead Ss to the topic of the lesson.
- Do you like poetry?
- Which poem do you like best?
- Have you ever read a poem in English?
Today you’re going to read a poem about the environment in English.
III. New lesson:
ACTIVITIES ON BOARD
PRE READING (10 minutes)
* Set the sence:
- Teacher introduce the topic: use a picture of a school ground being full of garbage / a classroom full of garbage.
* Preteach:
- Teacher uses techniques to teach students new words:
* Discuss:
- Students discuss and guess the answers to the questions:
+ Who is asking?
+ Who is answering?
+ What are they talking about?
+ Who knows more about making the environment clean?
I. New words:
- a second hand junk yard: bói rỏc phế thải - a treasure: kho bỏu
- a stream: dũng suối
- (to) minimize / (to) minimise: giảm thiếu
WHILE READING (20 minutes)
* Read P. 51:
- Students listen for the first time and check their predictions.
( A mother and a son are having a picnic in a park.... The son sees that the place is polluted.He asks his mother abot the problems of pollution) - Students read again and do the
matching part a P.51
(Posters of five items from the green box. P.51)
Chú ý:
Hướng dẫn học sinh đọc bài thơ, bài có thể phân thành cụm để cho học sinh dễ hiểu:
1-2 3-4-5-6 7-8 9-10
11-12/13-14-15-16
II. Read:
1. Check the predictions:
+ A child is asking + A mother is answering
+ They are talking about the problems of pollution.
+ (Students' answer)
The possible answer: The child does.
2. Students do the matching on page 51:
- Students read again and answer the comprehension questions:
1-5 (Focus on question 4)
1. junk- yard 2. end up 3. treasure 4. foam 5. stream 6. hedge 7. folk
c) a piece of land full of rubbish
g) reach a state of
f) valuable or precious of things
e) mass of bublles of air or gas
d) a flow of water
a) a row of things forming a fence
b) people
3. Answer the comprehension questions:
Answer key:
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) environment but not her and her son.
3. If the boy keeps on asking such questions, his mother will take him hoe 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 every one is responsible for keeping the environment from pollution / stopping pollution.
POST READING (7 minutes)
* Group discussion:
1. Do you like the mummy in the text?
Why? Why not?
+ Eliciting:
- Does the Mummy protect the environment?
- Should she tell the boy to throw the soda bottles over the hedge?
- Should we protect the environment in our school?
2. Question 6.
III. Discussion:
1. Do you like the Mummy in the text? Why?
Why not?
2. What could you do in your school / house to minimize the pollution?
6. (Students' answers)
E.g: Put the bins around the school yard.
Pick up the rubbish / garbage and throw it into a trash bin.
Should not litter / spit on the ground.
IV. Summary (3m)
T stresses on some main ideas of the lesson
The detail of the poem about protecting the environment.
IV. Homework:(2 minutes)
- Learn by heart the new words and read the text again.
- Write a passage to tell what you should do in your school / house to minimize the pollution (to protect the environment)
- Prepare: Write (textbook)
* Evaluation
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