Date of preparation: March, 14th 2015 Date of signing: March, 16th 2015
Distributive period: 83 Date of teaching:
Unit 9 preserving the environment
Lesson 1 Getting started

A. Aims and Objectives:
- To teach Ss to listen and read a conversation about environment impacts and ways to protect the environment and do tasks: Questions & answers and matching exercises.
- To teach some lexical items related to preserve the environment.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to environment impacts and ways to protect the environment.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about environment impacts and ways to protect the environment.
+ Get to know one grammar point: Reported speech
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions


1. Warm up
7 minutes

Ask Ss these questions:
1. Have you been aware of environmental problems?
2. What have you done for the environment?
- Leads in the new lesson


T <--> Ss

2. New lesson
15 minutes






10 minutes






10 minutes














- Introduce the topic of the lesson:
Preserving the environment
Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the conversation.
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points because these will be dealt with later.
- Play the recording
Activity 2: Matching
- Ask Ss to work in pairs to label the photos.
- Allow 2 minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning.
- Check Ss’ answers as a class. Have Ss note down the words in their notebooks.
Answers: a. greenhouse effect b. pollution
c. deforestation d. polar ice melting e. fossil fuels
Activity 3: Questions and answers
- Ask Ss to read the conversation again and think of the answers to the questions.
- Ask Ss to work individually. Allow enough time for them to check the information. Remind Ss to underline the key words in the questions, and use them to scan for the relevant information in the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school newsletter.
2. The editor asked Nam to write some practical advice on environmental preservation.
3. It means the negative influence or effect on the environment.
4. Because he thinks if we can see the impacts on the natural environment, we will know how to protect it.
5. They are deforestation, pollution, global warning, fuel depletion, polar ice melting and the rise of sea levels.
6. Answers will vary.



T <--> Ss



Individually



Pair work






Individually




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3.
Consolidation
2 minutes
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.

T <--> Ss

4. Homework
1 minute
- Ask Ss to learn by heart the words or phrases related to environment impacts and ways to protect the environment
- Prepare for the next lesson.

T <--> Ss

E. Experience:
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Date of preparation: March, 14th 2015 Date of signing: March, 16th 2015
Distributive period: 84 Date of teaching:
Unit 9 preserving the environment
Lesson 2 Language
A. Aims and Objectives:
- To teach Ss to pronounce correctly three –syllable nouns in isolation and in context.
- To teach Ss to use reported speech to report what was said previous.
- By the end of the lesson, students will be able to:
+ Use reported speech to report what was said previous
+ Pronounce correctly three –syllable nouns in isolation and in context.
+ Use some lexical items related to the topic Preserving the environment in context.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: