Unit 9. Preserving the Environment. Lesson 1. Getting started
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Nguồn:
Người gửi: phạm thị thu phương
Ngày gửi: 19h:41' 02-04-2019
Dung lượng: 34.9 KB
Số lượt tải: 53
Nguồn:
Người gửi: phạm thị thu phương
Ngày gửi: 19h:41' 02-04-2019
Dung lượng: 34.9 KB
Số lượt tải: 53
Số lượt thích:
0 người
Class
Teaching date
Absentees
10A4
March 19th, 2019
Teacher: Pham Thi Thu Phuong
LESSON PLAN
Unit 9: Preserving the environment
Lesson 90: Getting started
I. OBJECTIVES:
After learning this lesson, students (Ss) will be able to:
1. Knowledge:
- Get to know the topic “Preserving the environment” and teach Ss about environment impacts and ways to protect the environment.
- Vocabulary related to the topic: impact,polar ice melting, fossil fuel, depletion, greenhouse effect, deforestation.
2. Skills
- Use some lexical items related to environment impacts and ways to protect the environment.
- Master some vocabularies about environment impacts and ways to protect the environment.
3. Attitudes
- Raise awareness of Ss to know more negative impacts of pollution and preserve it.
II. PREPARATION
1. Teacher
- Teaching aids:+ Board, chalk, cleaner, textbook.
+ Projector, PC.
- Teaching method: Integrated, mainly communicative.
2. Students
- Read through English Unit 9 – Getting started
III. PROCEDURE
1. Activity 1: WARM-UP (5 minutes)
- Teachergives Ss a game “ What’s this?”.
- Teacher explains the rule and make sure that all of Ss got it.
- Ss will have to look at the slide and try to guess the activities all of these pictures.
- Teacher chooses some Ss and requires them to give their answer in front of class.
- Teacher shows the correct answer.
- Teacher leads to the lesson.
Suggested answers:
Soil
Forest/ plants
Humans/ people
Waste
Animals
Ocean/ sea
2. Activity 2: Vocabulary (5 minutes) Aim: To provide and check Ss’ comprehending of some vocabularies to help them more easily in understanding the text.
- Teacher shows new words with pictures and teach their meanings and pronunciations. Teacher explains new words by actions or using pictures. Teacher asks Ss to listen and repeat each word.
* New words:
impact / ‘ɪmpækt/ (n): ảnh hưởng, tác động
polar ice melting /ˈpəʊlə(r) aɪs ˈmeltɪŋ/ (n.phr)sự tan băng ở địa cực
fossil fuel /ˈfɒsl ˈfjuːəl/ (n.phr)nhiên liệu hóa thạch
depletion /dɪ`pliːʃn/ (n) sự cạn kiệt
greenhouse effect /ˈɡriːnhaʊs ɪˈfekt/ (n.phr) hiệu ứng nhà kính
deforestation /diːfɒrɪs`teɪʃn/(n)sự phá rừng
- Teacher requires Ss listen and repeat.
- Teacher calls some students to read again.
- Teacher checkspronunciation if necessary.
3. Activity 3: Listen and read (12 minutes)
Aim: To get Ss to repeat and pronounce after the record, improve group work skill.
- Teacher asks Ss look at the pictures and guess the topic of the conversation.
- Teacher has Ss predict what they are talking about and read through the text.
- Teacher plays the recording.
- Techer calls some pairs to role play.
-Teacher checkspronunciation if necessary.
4. Activity 4: Label the photos with the words (8 minutes)
Aim: To have Ss known some environmental impacts in life now make sense the meaning of these words.
- Teacher has Ss take a look 5 labels in the box.
- Teacher asks Ss to work in pairs to label the photos.
- Teacher allows 2 minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning.
- Teacher checks Ss’ answers as a class by calling Ss to complete the mind map.
- Teacher has Ss note down the words in their notebooks.
Suggested answers :
a. greenhouse effect
b. pollution
c. deforestation
d. polar ice melting
e. fossil fuels
5. Activity 5:Questions and answers (15 minutes)
Aim: To get Ss to scan the text to answer the questions.
- Teacher guides Ss to underline the key words in the questions, and use them to scan for the relevant information in the conversation.
What is Nam doing for the school newsletter?
What did the editor ask Nam to write about?
What does ‘environmental impact’ mean?
Why is Namkeen on environmental impacts?
Name the threat to the environment mentioned in the conversation.
What is the biggest threat to the environment in your neighbourhood?
- Teacher asks Ss to read the conversation again and think of the answers to the questions.
- Teacher asks Ss to work in pairs and allows enough time for them to check the information within 4 minutes.
- Teacher calls some pairs answers.
- Teacher calls one member or helps them to note down correct answers on the board in case of limited time.
* Suggested answer:
1. He is writing a letter for the school newsletter
Teaching date
Absentees
10A4
March 19th, 2019
Teacher: Pham Thi Thu Phuong
LESSON PLAN
Unit 9: Preserving the environment
Lesson 90: Getting started
I. OBJECTIVES:
After learning this lesson, students (Ss) will be able to:
1. Knowledge:
- Get to know the topic “Preserving the environment” and teach Ss about environment impacts and ways to protect the environment.
- Vocabulary related to the topic: impact,polar ice melting, fossil fuel, depletion, greenhouse effect, deforestation.
2. Skills
- Use some lexical items related to environment impacts and ways to protect the environment.
- Master some vocabularies about environment impacts and ways to protect the environment.
3. Attitudes
- Raise awareness of Ss to know more negative impacts of pollution and preserve it.
II. PREPARATION
1. Teacher
- Teaching aids:+ Board, chalk, cleaner, textbook.
+ Projector, PC.
- Teaching method: Integrated, mainly communicative.
2. Students
- Read through English Unit 9 – Getting started
III. PROCEDURE
1. Activity 1: WARM-UP (5 minutes)
- Teachergives Ss a game “ What’s this?”.
- Teacher explains the rule and make sure that all of Ss got it.
- Ss will have to look at the slide and try to guess the activities all of these pictures.
- Teacher chooses some Ss and requires them to give their answer in front of class.
- Teacher shows the correct answer.
- Teacher leads to the lesson.
Suggested answers:
Soil
Forest/ plants
Humans/ people
Waste
Animals
Ocean/ sea
2. Activity 2: Vocabulary (5 minutes) Aim: To provide and check Ss’ comprehending of some vocabularies to help them more easily in understanding the text.
- Teacher shows new words with pictures and teach their meanings and pronunciations. Teacher explains new words by actions or using pictures. Teacher asks Ss to listen and repeat each word.
* New words:
impact / ‘ɪmpækt/ (n): ảnh hưởng, tác động
polar ice melting /ˈpəʊlə(r) aɪs ˈmeltɪŋ/ (n.phr)sự tan băng ở địa cực
fossil fuel /ˈfɒsl ˈfjuːəl/ (n.phr)nhiên liệu hóa thạch
depletion /dɪ`pliːʃn/ (n) sự cạn kiệt
greenhouse effect /ˈɡriːnhaʊs ɪˈfekt/ (n.phr) hiệu ứng nhà kính
deforestation /diːfɒrɪs`teɪʃn/(n)sự phá rừng
- Teacher requires Ss listen and repeat.
- Teacher calls some students to read again.
- Teacher checkspronunciation if necessary.
3. Activity 3: Listen and read (12 minutes)
Aim: To get Ss to repeat and pronounce after the record, improve group work skill.
- Teacher asks Ss look at the pictures and guess the topic of the conversation.
- Teacher has Ss predict what they are talking about and read through the text.
- Teacher plays the recording.
- Techer calls some pairs to role play.
-Teacher checkspronunciation if necessary.
4. Activity 4: Label the photos with the words (8 minutes)
Aim: To have Ss known some environmental impacts in life now make sense the meaning of these words.
- Teacher has Ss take a look 5 labels in the box.
- Teacher asks Ss to work in pairs to label the photos.
- Teacher allows 2 minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning.
- Teacher checks Ss’ answers as a class by calling Ss to complete the mind map.
- Teacher has Ss note down the words in their notebooks.
Suggested answers :
a. greenhouse effect
b. pollution
c. deforestation
d. polar ice melting
e. fossil fuels
5. Activity 5:Questions and answers (15 minutes)
Aim: To get Ss to scan the text to answer the questions.
- Teacher guides Ss to underline the key words in the questions, and use them to scan for the relevant information in the conversation.
What is Nam doing for the school newsletter?
What did the editor ask Nam to write about?
What does ‘environmental impact’ mean?
Why is Namkeen on environmental impacts?
Name the threat to the environment mentioned in the conversation.
What is the biggest threat to the environment in your neighbourhood?
- Teacher asks Ss to read the conversation again and think of the answers to the questions.
- Teacher asks Ss to work in pairs and allows enough time for them to check the information within 4 minutes.
- Teacher calls some pairs answers.
- Teacher calls one member or helps them to note down correct answers on the board in case of limited time.
* Suggested answer:
1. He is writing a letter for the school newsletter
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