UNIT 6: THE ENVIRONMENT
I. Aim
Helping students:
to ask for and give reasons.
to persuade somebody to do something
to complete a questionnaire
to write a letter of complaint.
II. Language focus:
Adverbs clauses of reason
Adjective + that clause
Conditional sentences type 1.
III. Vocabulary:
Verbs: Objectivities: Nouns:
(to) cover disappointed deforestations garbage
(to) minimize polluted dump hedge
(to) persuade unpolluted dynamite junkyard
(to) prevent environment mass
(to) provide fence pesticide
(to) reduce flow rock
(to) spray fly row
(to) wrap foam sewage
(to) pollute fold trash
Pollution
V. Unit Allocation:
Lesson 1
(1) Before you read.
(2) Listen and Read
(4) Listen.
Reading about the work of a group of conservationists and listening for details to complete the notes.

Lesson 2
(3) Speak
Practice in persuading somebody doing something


Lesson 3
Language Focus 1-3
Revision of some adjectives and adverbs and practice in adjective + that clause


Lesson 4
(5) Read
Reading a poem for details about the environment.


Lesson 5
(6) Write
Practice in writing a letter of complaint.


Lesson 6
Language Focus 2-5
Practice in Conditional sentences type 1 and adverb clause of reason beginning with because, since, as …



UNIT 6: THE ENVIRONMENT
Lesson 1: Section - Before you read (page 47)
Period 37: - Listen and read (page 47, 48)
Aim
Reading about the work of a group of conservationists and listening for details to complete.
Objective
By the end of the lesson, students will know more about the environment problems and the solutions.
Teaching aids
Text books, picture
PROCEDURE
Stage
Steps/Activities
Work arrangement

Warm-up















Pre-reading
















































While reading



































Post reading
* Brainstorming:
- Ask students to think of the environment problems in their city.
- Get students to go to the board and write down their ideas.
Air pollution dirty street






* Possible answers:
- The destruction of the forests.
- Rubbish/ garbage/ trash.
- smote from cars, motorbikes…
- smote from factories.
I. Pre-teach vocabulary:
- deforestation (n): söï taøn phaù röøng
(explanation: the destruction of the forests)
- garbage dump (n): ñoáng raùc
(picture)
- dynamite fishing (n): vieäc ñaùnh baét caù baèng thuoác noå.
(picture)
- spraying pesticides (n): vieäc phun thuoác dieät saâu boï
(picture)
- Disappointed (by/about/at something) (adj): thaát voïng, buoàn raàu.
(synonym)
- Sewage (n): nöôùc thaûi, nöôùc coáng
* Checking vocabulary: what and where
Write the words on the board, put one word on each circle.









- Have students repeat the words in chorus, then rub out word by word but leave the circle.
- Go on until all the words are rubble out.
- Point to each circle and ask students to repeat chorally the English words.
- Ask students to go to the board and write the words again in their correct circles.
II. Matching
- Ask students to look at the six pictures on page 47 in their text books.
- Ask them to match the words in the box with the correct picture.
* anskeys:
- Picture a: air pollution
- Picture b: spraying pesticides.
- Picture c: garbage dump
- Picture d: water pollution.
- Picture e: deforestation
- Picture f: dynamite fishing
III. Prediction:
- Ask students to keep the books closed.
* Set the scene: Mr. Brown is talking to some volunteer conservationists. Guess the place where they are going to work
- Give students 1 minute to guess
- Give feedback
- Ask students to open their books and read the text on page 47-48
- Let students check their prediction
* Answer keys:
I. Matching
- Ask students to match the names in column a with the activities in column B (exercise 2a on page 48)
- Ask them to read the text again and work in pairs to match.
* Answer key:
Group 1: --------------------- f. walk along the shore
Group 2: --------------------- e. check the sand
Group 3: --------------------- b. check among the rock
Mr. Jones: ------------------- a. collects all the bags and takes them to the dump.
Mrs. Smith -------------- c. Provide the picnic lunch for everyone.
Mr. Brown--------------- d. give out the bags
II. Comprehension questions
- Ask students to work in pair to answer the question on page 48 (exercise 2b)
- Let students read the text again and answer the questions.
- Give feedback
* Questions and answer:
- Who is the speaker?
(The speaker is Mr. Brown)
- Who are the listeners?
(The listeners are (members of) the volunteer conservationists)
- Where are they?
( They are on the beach)
- What are they going to do?
( They are going to lean the beach)
- What will they achieve if they work hard today?
( If they work hard today, they will make the beach clean and beautiful again soon)
- Have you ever done anything similar? If yes, what did you do?
Where did you do it?
(Yes, I have. We clean our school/the pair/street. We collected the rubbish and take them to the garbage dump)
- If the pollution continues, what might happen?
(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)
- Ask students to work in closed pairs.
* Listening:
- Ask students to complete the notes about the reasons why ocean is polluted by listening to the tape.
- Let students listen twice/ three times.
- Give feedback.
* Answer keys:
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.

T-whole class















T-whole class










T-whole class
















Individual work













Individual work


Pair word










Pair word















Pair word









Individual work











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


















































Practice







































Production



* 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

I. Pre-teach vocabulary
- Prevent (v): ngaên chaën, phoøng choáng (translation)
- Reduce (v): giaûm, laøm giaûm (example: last time, this shirt cost) 50.000 dongs. Now it costs 30.000 dongs. What happens?)
- wrap (v): bao boïc (mine)
- fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture)
- leaf (n): --leaches (pl.) ngoïn laù (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
- 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 scho