1. WARM UP & INTRODUCTION ( 3’- 5’)

* Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit.

* Content: Watch a short video/images about pollution.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

Asking questions:

- T shows a short video clip or pictures of environmental pollution (Hanoi/local area) on the TV screen.

- T asks: "

- Ss watch and answer freely.

- Lead Ss into the new unit. Introduce the topic Environmental Protection.

- Ask Ss to open their books to page 72. Draw their attention to the THIS UNIT INCLUDES box and introduce what they are going to learn in this unit

+ Greeting ; T_Ss.

Questions:

What problems can you see?

Suggested answers:

- Air pollution, water pollution, rubbish...

-> Topic: Environmental Protection

- Open the book and write the title of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives: To set the context for the introductory conversation.

- To introduce the topic of the unit,

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

*Expected outcomes: Knowing more new words. Students know how to use the target vocabulary.

* Organisation : Teacher’s instructions.

Teacher’s Student’s activities

Content

ACTIVITY 1: Listen and read :/ Page 72.

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

*** To begin, ask Ss some questions:

+ Is there a Go Green Club at your school? If yes, are you a member?

+ What's the most serious environmental problem in your neighbourhood / area?

+ What do you do to help protect the environment in your area?

+ Set the context for the listening and reading by asking Ss to look at the title of the conversation and the pictures.

+ Ask them some questions like: What do you think they are talking about?

- Then ask Ss to look at the pictures and guess what the conversation between the club leader, Nam, and Ann might be about.

Play the recording for Ss to listen and read along. Then have some Ss read the conversation aloud.

+ Ask Ss what the club leader, Nam, and Ann are talking about. Now confirm the correct answer. (They are talking about the environment, environmental problems, etc.)

+ Have Ss say the words and phrases in the text that they think are related to the topic of the unit.

For students with disabilities

Teacher:

- Shows the conversation picture and five word cards: pollution, habitat loss, global warming, endangered species, and marine life.

- Reads selected lines slowly and points to the Go Green Club leader, Nam and Ann.

- Models pronunciation and asks the student to match 3 words with pictures or Vietnamese meanings.

Students:

- Look at the picture and listen to the selected lines.

- Point to the speakers and at least 3 environmental words.

- Repeat 3-5 words and echo two short lines after the teacher.

- T_Ss

*Vocabulary

1. ecosystem (n) /ˈēkōˌsistəm/

hệ sinh thái

2. marine life (n) / məˈriːn laɪf/

hệ sinh thái nước

3. absorb (v) / əbzɔːʳb / thẩm thấu

4. harmful substances (n) /ˈhɑːmfl ˈsʌbstəns/ tác nhân gây hại

5. extinction (n) / ɪkˈstɪŋkʃn/

sự tuyệt chủng

* Key:

1. pollution

2. habitat loss

3. air and water quality

4. global warming

5. endangered species loss

EXTRA ACTIVITY

- Have Ss close their books.

- List these environmental problems on the board.

- air and water quality ; endangered species loss.

- Global warming.

- habitat loss; pollution

- Play the recording of the conversation in 1 for Ss to listen to and have them work together to list these problems in order they hear them.

- Have Ss open their books and read the conversation to check their answers.

3. PRACTICE ( 15’)

* Objectives:

+ To help Ss understand the text;

To introduce some new vocabulary of the unit.

+ To help Ss revise the new vocabulary of the unit.

* Content: Read the conversation and do the matching; Complete each sentence with one word or phrase ; Write a phrase from the box under each picture

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 2: Read the conversation again and match the two halves in the two columns

- Have Ss individually read the conversation again and match the two halves in the two columns.

If Ss find it difficult to do the task, ask them to read the conversation again and find the information in it.

- Tell them to compare their answers in pairs before sharing them with the class. Ask them to give evidence to support their answers.

- Check their answers and explain if necessary.

For students with disabilities

Teacher:

- Selects 3 sentence halves and underlines the key words in the conversation.

- Reads the matching lines again and provides two choices for each item.

- Models the first match and checks one answer at a time.

Students:

- Follow the selected lines while the teacher reads.

- Match at least 3 sentence halves with teacher's help.

- Read or repeat one complete sentence.

- T_Ss

- Work individually.

* Suggested answers:

1. c

2. d

3. e

4. a

5. b

ACTIVITY 3: Complete each sentence with one word or phrase from the box

- Teacher asks Ss to read the sentences and find the words and phrases from the box to fill in the gaps.

- Have Ss share answers before discussing it as a class. Write the correct answers on the board.

- If there is time, call on some Ss to read the sentences.

- Check the answers as a class.

For students with disabilities

Teacher:

- Selects 3 sentences and gives a reduced word bank: pollution, reduce, single-use, carbon footprint, environment programme.

- Underlines the clue in each sentence and models the first answer.

- Reads the completed sentences slowly.

Students:

- Look at the selected sentences and word bank.

- Choose and write the correct word or phrase for at least 3 blanks.

- Read or repeat one completed sentence.

- T_ Ss

* Key:

1. Pollution

2. reduce

3. single-use

4. Carbon footprint

5. environment programme

ACTIVITY 4: Write a phrase from the box under each picture

- Have Ss work in pairs. Ask them to look at the pictures carefully and study the words and phrases. Then Ss write suitable words or phrases under the right pictures.

- Invite some Ss to go to the board and write their answers. Confirm the correct answers.

- Have Ss read each phrase in chorus. Check and correct their pronunciation.

- For more able Ss, let them make sentences with these phrases.

* Example:

We should practise the 3Rs whenever we can.

Water pollution is a serious problem in industrial areas.

For students with disabilities

Teacher:

- Shows five picture cards: 3Rs, water pollution, endangered species, plastic rubbish and single-use products.

- Reads each phrase aloud and gives a short Vietnamese meaning when needed.

- Lets the student label 3 pictures first, then adds more if the student is ready.

Students:

- Look at the pictures and phrases.

- Match or write at least 3 correct labels.

- Copy two phrases and repeat two phrases after the teacher.

- T_ Ss.

- Work individually.

* Key:

1. 3Rs

2. water pollution

3. endangered species

4. plastic rubbish

5. single-use products

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:

- To help Ss check their knowledge of some environmental problems and protection.

* Content: Do the following quiz. Environment Quiz

* Expected outcomes: Students can do the quiz correctly.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 5: Environment Quiz . Do the following quiz.

- Ss work individually or in pairs.

- Give Ss some time (2 - 3 minutes) to do the task.

Tell them to answer all the questions.

- Explain to the Ss if they don’t know the answers

1. Which of the following is the greenest form of transport?

2. Which of the following is a renewable source?

3. What causes the most pollution?

4. The surroundings in which we live are our __.

5. Which of these will reduce your carbon footprint?

Digital Competence Application

Teacher:

- Connects the Environment Quiz with the project and launches the Green E-Poster task.

- Shows a project-planning card and reminds students to use teacher-approved images or write source names.

- Assigns simple group roles: problem finder, solution writer, image checker, poster designer and presenter.

Students:

- Choose one local environmental problem: plastic rubbish, water pollution, air pollution, habitat loss or carbon footprint.

- Write two causes, two solutions and one short slogan.

- Decide one image idea and write one source/safety note.

Digital output / evidence:

- One completed Green E-Poster planning card.

- One slogan and one safe-source note.

Sample product:

- Problem: Plastic rubbish at school.

- Slogan: Reduce plastic, protect our future.

For students with disabilities

Teacher:

- Selects two quiz questions and reads each question slowly.

- Provides two answer choices and explains the key word with a picture or gesture.

- Helps the student choose one simple problem or slogan for the group poster.

Students:

- Listen to two selected quiz questions.

- Choose the answer from two options.

- Say or copy one environmental problem or slogan for the group project.

+ T-Ss

+ Ss

* Key

1. C

2. C

3. A

4. C

5. B

5. WRAP-UP & HOME WORK (2’)

- Ask one or two ss to tell the class what they have learnt.

- Ask ss to say aloud some words they remember from the lesson.

- If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions

Tells ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

** Prepare for the Project of the unit:

Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a serious pollution problem in their areas and solutions to the problem, then design an E-Poster using Canva or PowerPoint. The E-Poster must be submitted to the class Padlet/Zalo before Lesson 7. (Teacher should check the progress of students’ preparation after each lesson.)

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