Giáo Án PTNL

Ss and T’s activities

Content

1.Warmer (5'): Shark attack

- Teacher gives instruction

? Guess one by one letters.

- Teacher gets feedback.

A project on pollution

(-/ -------/ --/ ----------)

2. Getting started: (10')

Vocabulary

- Teacher use different techniques to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

* Checking vocab: Matching (Activity 2 P7)

- Repeat in chorus and individually

- Copy all the words

Key:

A.radioactive pollution       B. noise pollution           C. visual pollution               D. thermal pollution

E.  water pollution               F. land/ soil pollution G.  light pollution                H.  air pollution

Listen and read

* Set the scenes:

Ask Ss to open their books and look at the picture. Ask them some questions:

Who can you see in the picture?

Where do you think they are?

- Answer the questions individually.

* Suggested answers

- Nick and Mi.

- They are near a factory.

What can you see in the picture?

What do you think the people in the picture are talking about?

Ss answer the questions as a class.

- Play the recording twice.

? Listen and read then check your answer for the last question.

- Accept all possible answers from Ss without any correction.

- I/We can see a factory dumping exhaust fume and poison into the lake.

- They are talking about pollution.

- Listen and read

3. Doing (20'')

3.1. Find the words / phrases  (1a P7)

? Share answers with your partner.

- Teacher gets feedback

- Have Ss look at the Watch out! box  and quickly read the information. Ask them if they know what I can’t believe my eyes means.

3.2. Answer the questions (1b. P7)

- Have Ss read the questions to make sure they understand them. Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate. Call on some Ss to write their answers on the board. Check their answers.

 Key:  1. dead        2. aquatic    3. dump  

  4. poison    5. polluted     6. to come up with

This expression means you are very surprised at something you see.

Key:

1. They are in Mi’s home village.

2. It’s almost black.

3. She’s surprised because she sees the fish are dead.

4. It’s dumping poison into the lake.

5. He’s sneezing so much because the air is not clean.

3.3. Tick T, F  or NI (1c P7)

? Read the sentences quickly

? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue.

- Then have some Ss write their answers on the board.

? Read the conversation again to check - Confirm the correct answers.

Key:

1. F ( It’s polluted by the factory).  

 2. T     

3. NI    

4. T     

 5. T

3.5. Complete the sentences (3 P7)

? Work individually to do the task then compare their answers with a partner.

T may teach some words which T thinks Ss do not know such as communication.

 Key:

1. thermal pollution                   2. Air pollution 

3. radioactive pollution             4. light pollution

5. Water pollution              6. Land/ soil pollution

7. Noise pollution                8. visual pollution

 Group work

? Work in groups of five or six.

- In five minutes, Ss write down the pollution types their neighbourhood

- discuss and write the pollution types their neighbourhood faces and rank them in order of seriousness.

faces and rank them in order of seriousness. They also have to give reasons for their order.

- Call group representatives to present their group’s order and reasons.

? Vote for the group with the best reasons.

(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)

- present

4. Further practice (2')

? Make a list of types of pollution?

- Answer individually

5. Production(2')

? Learn by heart all the new words.

? Do Ex B1,2 , 3 P4 (Workbook)

? Prepare: Closer Look 1

- Collect pictures, songs, clips talking about pollution.

- Take note

Ss and T’s activities

Content

1.Warmer (5'): Calling out

Ask Ss to call out the types of pollution they learnt in the previous lesson.

-> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

Examples:

1. thermal pollution                   2. Air pollution 

3. radioactive pollution             4. light pollution

5. Water pollution              6. Land/ soil pollution

7. Noise pollution                8. visual pollution

2. Vocabulary (15')

2.1. Teaching vocabulary

- Teacher use different techniques to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

* Checking vocab: Slap the board

- Repeat in chorus and individually

- Copy all the words

2.2. Complete the table (1 P8)

Have Ss look at the table in the book. Make sure that they understand what to do.

? Complete the exercise individually

- Check their answers.

Key:  

1. poison                        2. contaminate   

3. pollutant                   4.  polluted    

5. death                          6. damaged

2.3. Complete the sentences (2 P8)

? Read each sentence silently to have a general understanding and decide which word form should be put in each blank.

- For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare

- Call on one or two Ss to give out the answers before confirming the correct ones

Key:

  1. Poisonous                         2. Pollutants      

  3. Dead                                  4. Contaminated  

  5. Damage                             6. Pollute

2.4. Study the language box

? Look at the language box.

- Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:

-  because/since and due to/because of are used to talk about the causes of something.

- Because and since are synonyms and they come before a clause.

- Other words and phrases in the box express the effects of something.

So comes before a clause.

To cause, to lead to and to result in are synonyms and come before a noun phrase.

To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to.

Have Ss read the example sentences and underline the clause or noun phrase.

2.5. Activity 3a

Ask Ss to read to each pair of sentences and decide which sentence is a clause and which is an effect. Ss compare their answers with a partner before giving the answers to the teacher. Confirm the correct answers.

1. People throw litter on the ground. …C… Many animals eat the litter and become sick. …E…

    2. Ships spill oil in oceans and rivers. …C… Many aquatic animals and plants die. …E…

    3. Households dump waste into the river. …C… It is polluted. …E…

    4. Their children have birth defects. …E… The parents were exposed to radiation…C… .

    5. We can’t see the stars at night. …E… There is too much light pollution. …C…

2.6. Activity 3b

? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship

2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants.

   3. Households dump waste into the river so it is polluted.

   4. Since the parents were exposed to radiation, their children have birth defects.

   5. We can’t see the stars at night due to the light pollution.

3. Pronunciation (15'')

3. 1. Stress in words ending in

Adding the suffix –ic changes the stress of a word. Stress the syllable immediately before the suffix.

–ic and –al

Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some examples.

Example:

‘atom -> a’tomic

Adding the suffix –al to a word does not change its stress.

Example:

‘music’ -> ‘musical

Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable.

Example:

E’conomy -> eco’nomic -> eco’nomical

3.2. Listen and mark the stress (5 P9)

Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words.

Key:

1. ar’tistic                            6. ‘physical

2. ath’letic                           7. he’roic

3. his’toric                            8. po’etic

4. his’torical                         9. bo’tanic

5. ‘logical                              10. Bo’tanical

3.3. Activity 6 p9

Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.

1. According to scientific research, tiny species may help clean radioactive pollution.

2. Water quality has become a national problem.

3. Many people have received medical treatment because of the disease.

4. Chemical waste can cause water pollution.

5. The reduction in air pollution was dramatic last year.

Key:    1. scien’tific    2. ‘national    3. ‘medical    4. ‘chemical    5. dra’matic

3.4. Activity 4 P8

- Divide the class into 12 groups. Two groups work with  the same pair of pictures in 2, 3 or 4.

? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper.

Suggested answers:

2. The soil is polluted, so plants can’t grow.

3. We won’t have fresh water to drink because of water pollution.

4. We plant trees, so we can have fresh air.

- When time is up, the group with the most sentences is the winner.

4. Further practice (2')

? Make a list of words ending in -ic and -al

.5. Production(2')

? Learn by heart all the new words.

? Do Ex A1, 2,3 P3 (wortkbook)

? Prepare:  Unit 1: Closer Look 2

- Collect pictures, songs, clips talking about pollution.

- Answer teacher's questions.

- Say out the words

- Take note

Ss and T’s activities

Content

1.Warmer (5'): Recall

Conditional sentences type 1: review

          Conditional sentences type 1

The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future.

Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

If + subject + V (present simple), subject + will/can... + V (bare infinitive)

2. Grammar 1 (15')

Conditional sentences type 2

- Teacher elicits the form, use of the conditional sentences type 2 from students.

? Give examples

Conditional sentences type 2

The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.

If + subject + V (past simple), subject + would/could/might + V (bare infinitive)

Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here)

The conditional sentence type 2 can be used to give advice.

Example: If I were you, I would see the doctor immediately.

Note: We can use both was and were with I/he/she/it in the if-clause.

3. Practice (15'')

3.1. Activity 1P9

Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confirm the correct ones.

Key:

1.               recycle; will help
2.               won’t dump; fines
3.               travel; will be
4.               will save; don’t waste
5.               use; will have

3.2. Activity 2 P10

? Read the pairs of sentences.

- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences.

- Give feedback on these sentences and ask other Ss to correct them if necessary.

Key:

1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.

2. When light pollution happens, animals will change their behavior patterns.

3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.

4. If the water temperature increases, some creatures will be unable to reproduce.

5. People will get more diseases if the water is contaminated.

3.3. Activity 3 P10 

Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’answers.

Key:     1. b       2. c      3. d       4. e        5. a

3.4. Activity 4 P10

Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary.

Key:

1. were; would…do

2. exercised; would be

3. had; would build

4. tidied; wouldn’t be

5. was/were; would grow

3.5. Activity 5 P10

? Quickly read the example.

- Ask Ss to comment on the example. - the meaning of the orginal sentences was made opposite in the new conditional sentence. (i.e. positive into negative form for the first sentence and negative into positive for the second sentence).

? Do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their sentences on the board.

Key:

     2. If there weren’t many billboards in our city, people could enjoy the view.

     3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly.

     4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.

     5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.

    6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.

Chain game

? Work in groups of five or six

? Keep the chain going for as long as possible using type 1 or 2 conditional sentences.

- If a group hesitates for more than 10 seconds they are out.

- walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light.

Example

A: If each person plant a tree, there will be a lot of trees.

B: If there are a lot of trees, the air will be cleaner.

A: If the air is cleaner, fewer people will be ill.

4. Further practice (2')

? How do we use conditional sentences type 1 and 2?

.5. Production(2')

? Learn by heart all the new words and structures

? Do B4, B5, B6  P5 (Work book)

? Prepare: Unit 7: Communication

- Collect pictures, songs, clips talking about pollution.

- Answer teacher's questions.

- Take note