UNIT 7 : POLLUTION.
Lesson 5: SKILLS 1
I/ OBJECTIVES
By the end of the lesson, students can: - Read for general and specific information about water pollution.
- Talk about causes and effects of water pollution as well as the solution to water pollution.
1. Knowledge:
a. Grammar : - Grammatical structures:
b. Lexical items : - Vocabulary: extra words related to the topic: water pollution.
c. Pronunciation: -Clusters:
2. Skills:
- Listening, Speaking, Reading,Writing and interactive skills
3. Attitude:
- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school
4. Quality and competence:
- Be confident and friendly with the new school environment
- Develope listening, speaking skills and cooperative interaction
II/ TEACHING AIDS (MATERIALS)
1.Teacher’s preparation:
- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials
2.Students’ preparation:
- Textbook, notebook, school things.
III/ WORKING ARRANGEMENTS( WAYS OF WORKING )
- Pair work , individual work, group work, T-WC
IV/ TEACHING PROCEDURE:
1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... .
2-Checking the old lesson
3-New lesson:
Learning activities Language focus
- Ask Ss to tell kinds of pollution.
1. Work in pairs. One of you look at picture... (p12)
- Have Ss do this activity in pairs. One student looks at the picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/ No questions to find out the differences between the two pictures.
- T may model asking and answering questions with a strong student. For example:
- T (picture A): Are there five ducks in your picture?
S (picture B): Yes, there are. Are the ducks black in your picture?
T: No, they aren’t. They’re white.
…
Call on one student to report on the differences. Other Ss can add some more.
Ask Ss what the pictures tell them (water pollution). Lead to the second activity.
2. Mi and Nick have decided to give a presentation on water pollution to the class. Read what they’ve prepared and answer the questions. (p13)
- Ask Ss to read the passage quickly and answer the questions.
- Tell Ss that the first two questions ask for general information while the rest focus on details.
- Ss can underline past of the text that help them with the answers.
- Ss compare their answers before giving the answers to T.
3. Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than tree words. (p12)
- Remind Ss quickly of the way to do this type of exercise.
- Ss read the sentences quickly to underline the key words. For example, in sentence 1, the key words are drinking water, untreated and outbreak.
- Then they locate the key words in the passage and pick the suitable words to fill each blank.
- For instance, for the blank in sentence 1, a noun should be filled in.
- Have some Ss read aloud their answers.
- Confirm the correct ones.
4. Work in group and discuss the solutions to water pollution. Make notes of your answers. (P12)
- Ss work in groups to discuss the solutions to water pollution.
- To help them focus their ideas, T can suggest they make two sub-headings.
Point source pollution.
Non-point source pollution.
- They can then give through each cause in the presentation and think of the solutions. For example:
Factories dump industrial waste.
5. Now complete the diagram of water pollution... (p12)
- Ss work in groups to give a presentation about water pollution. Other groups listen anf give comments.
- The class may vote for the best presentation and T can give them marks. - If the class size is small and time allows, all the groups can presents.
6. Make a presentation about the water pollution based on the diagram. (p12)
Ask some groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows all the groups can present.
- Ask students to complete all the exercises
1. Vocabulary:
- groundwater: the water beneath the earth’s surface (n): nước ngầm
- Pesticide (n): thuốc trừ sâu
- Herbicide (n) : thuốc diệt cỏ
- Untreated (adj ) : không được xử lý
- Aquatic (adj) : dưới nước
- Contaminate (v) : làm bẩn
- Contaminant (n) : chất gây bẩn
- Contamination (n) : sự nhiễm độc
- Dramatic efects : có những ảnh hưởng rõ rệt
+ “point sourse” pollution:
+ “ non- point sourse” pollution:
Picture A
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the lake.
- The lake water is clean.
Picture B
- The ducks are black.
- They’re going from the lake.
- There are some factories near the lake.
- The lake water is dirty/ black.
2.Key:
1. The second paragraph tells about the causes of water pollution.
2. The third paragraph tells about the effects of water pollution.
3. It’s the water beneath the Earth’s surface..
4. They are industrial waste, sewage, pesticides, and herbicides.
5. They are pollutants from storm water and the atmosphere.
6. They use herbicides to kill weeds.
Words to describe water pollution.
3.Key:
1. cholera 2. die
3. polluted water 4. dead
5. aquatic pants
Solution 1: Give heavy fines to companies that are found doing this.
Solution 2: Educate companies about the environment.
Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste.
They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary. As it is an open activity, accept all the answers as long as they make sense.
Water pollution:
+ Definition:
Causes:
+ Point source pollutants:
+ Non- point sourse polltutants:
Effects:
+ Human:
+ Animals:
+ Plants:
Sollutions:
+
+
+