Period: 91
Unit 11: OUR GREENER WORLD
LOOKING BACK
I. Objectives
1. Knowledge, Skills, Attitude:
a. Knowledge: By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 11.
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents

- T asks Ss to remember and say
- Ss say
- T corrects.
Chatting: Talk about the topic of the unit again.
- Try your best to study hard to have a good job in the future in order to build the future house.


2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents

Ss: Do this activity individually then compare their answers with a partner.
T: Asks three Ss to go to the board, each writes a word web on the board. Elicits other words from Ss to add to the webs.

Vocabulary.
1. Add more words to the word webs below.
*Key:
- Reduce: electricity, paper, rubbish, gas, water.
- Reuse: plastic bag, can, light bulb, envelop, bottle.
- Recycle: plastic box, plastic bag, newspaper, can, book.

Ss: Following the example in the book, work in pair to ask and answer questions about the 3Rs.
T: Calls on some pairs to act out their dialogues. Comments on Ss’ performance.

2. In pairs, ask and answer questions about the 3Rs.
Example: A: Can we reduce water use?
B: Yes, we can
A: How?
B: Don’t take a bath.

Ss: Do this exercise individually then compare their answers with a partner.
T: Checks Ss’ answers. If there is time, Ss should write out complete sentences in their notebooks.


T: asks ss to do the task individually, then asks Ss to practise before the class.
- Corrects Ss’ mistakes.

T: Give some examples to help Ss to remember again the form, the use of conditional type 1.
Ss: Look at the examples. Give the form, the use of the conditional type 1.
- Give more examples.
3. a. Complete the words or phrases.
*Key:
1. deforestation
2. air pollution
3. water pollution
4. noise pollution
5. soil pollution
b. Match these word or phrases ...
*Key:
1. b 2. e 3. a 4. c 5. d
Grammar.
Conditional sentences - type 1
Ex: - If we all use this kind of bag, we’ll help the environment.
- If more people cycle, there will be less air pollution.
Form:
If - clause
 Main clause

If + S + V (present simple)
S + will/ won’t + V (bare infi …)



Ss: Do this exercise individually the compare their answers with a partner.
T: Calls on some students to give their answers.
- Confirms the correct answers.

4. Write the correct form of each verb in brackets.
*Key:
1. is / will rise
2. rises/ will disappear
3. reduce, will have
4. don’t have/ will be
5. are/ will be

Ss: Do this exercise individually the compare their answers with a partner.
T: Calls on some students to give their answers.
- Gives feedback - Corrects.

5. Combine each pair of sentences below to make a conditional sentence- type 1.
*Key:
1. If Ss recycle and use recycled materials, they will save energy.
2. If we use the car all the time, we will make the air dirty.
3. You will save electricity if you turn off your computer when you don’t use it.
4. People will stop using so much energy if they want to save the environment.
5. If you see a used can on the road, what will you do?

Ss: Work in groups of four. One S interviews the other three group members and notes down their answers.
T: Asks some Ss to report the results to the class.
Communication.
6. Work