THE SECOND TERM
UNIT 7: POLLUTION
Period 55: Lesson 1: Getting started
Preparing: ........./1/2020 Teaching: ........./1/2020
I/Objectives
1. Educational aims
- To use the lexical items related to the topic “ pollution”
- To use words and phrases showing cause/ effect relationships the causes and effects of pollution
- To use conditional sentences type 1,2 correctly and approriately to describe pollution
2. Knowledge and skills
* General language knowledge
- Vocabulary : aquatic, dump, poison, illustrate, substance, radioactive , soil pollution, thermal , visual
- Grammatical structures : conditional sentences type 1,2
* Skills: Practice listening, speaking, reading, and writing with the lexical items related to the topic “ pollution”
II/ Preparation:
- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic ‘ pollution”
III/ Anticipated problems
S may have difficulty vocabulariesso teacher should repeat them
IV. Procedure
Teacher’s / Students’ activities
Content

A.Warm up (5ms)
- S work in groups A and B. Make a ball . Throw the ball to a student in group A and he/ she has to call out one fairytale. If he/ she is right, group A gets one point. Then he/ she throws the ball to a student in group B .The game stops when time is up. The group with more points wins.
B. Presentation
Activity 1 (7ms)
T asks Ss to open their book and look at the picture. Ask them some questions
+ Who can you see in the picture?
Ss: They are Nick and Mi
+ Where do you think they are?
S: They are beside the factory
+ What can you see in the picture?
S: I can see air pollution
+ What do you think the people in the picture are talking about?
S: they are talking about pollution
T introducres new words
T plays the recording and have Ss follow along.
Ask Ss to practice dialogue with a partner
Call on some Ss to read in front of the class
Ss can compare their answers with the information in the dialogue in add some more details to their answers
Activity a.(5ms)
- T ask Ss work independently to find the words with the given meanings in the conversation.
- Asks them to share answer with a partner.
- Remember to ask Ss to read the lines in the conversation that contain the words.
- T have Ss write the correct answers on the board
Activity b. (5ms)
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 .
T checks answers.
Activity c. .(4ms)
Have Ss read the sentences quickly to make sure they understand them.
Ask them firstly to decide if the senetences are true, false or there is no information without reading the dialogue.
Have Ss write their answers on the board.
Have Ss read the conversation again to check their answers.
Aks Ss if they want to change the answers on the board and ask thenm to explain their choices.
T corrects
Activity 2.(5ms)
Have Ss look at the pictures . Ask them what they see in each picture.
Tell Ss that Ss in the box are some types of pollution.
Ss read these and identify any new owrds they do not. Explain the new words to that Ss can understand the pollution types .
Ss do this activity in pairs.
Call on some Ss to give their answers and write on the board

Acvtivity 3.(5ms)
Have Ss read through the sentences to get a general understanng.
T may teach some words which T thinks Ss do not know such as contamination
Ss do this activity individually and then compare their answers with a classsmate.
Call on some Ss Ss to stand up and give their answers .
T corrects
Activity 4 (5ms)
Ask Ss to work in groups. 5 minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness
They also have to give reasons for their order.
Call representatives to present their group’s order ans reason.
Have the class vote for the group with the best reason
E. Wrap-up( 4ms)
-T: asks Ss to read conditional sentences type 1,2
- Ss : If the factory continues dumping poison into the lake, all the fish and other aquatic animals will die.
T introduces this sentence is conditional sentence type 1

+ If the air wasn’t dirty, I wouldn’t sneeze so much.
T introduces this sentence is conditional sentence type 2 (unread at present)

F. Homeassignment(1ms.)
- Do Ex B (