UNIT 7: POLLUTION Lesson 2: A Closer Look 1 I/ OBJECTIVES By the end of the lesson, students can: - - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution 1. Knowledge: a. Grammar : - Grammar: because/ since + clause, so + clause, due to/ because of + sth b. Lexical items : - Vocab: lexical items related to the topic ‘Pollution’, ending in –ic and –al 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 Teacher’s activities Students’activities Warmer (5'): Calling out - Ask Ss to call out the types of pollution they learnt in the previous lesson. - You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution. Examples: 1. thermal pollution 2. Air pollution 3. radioactive pollution 4. light pollution 5. Water pollution 6. Land/ soil pollution 7. Noise pollution 8. visual pollution I. Vocabulary (15') 1. Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board contaminate (v): làm bẩn cause (n/v): Nguyên nhân,gây ra effect (n: làm ảnh hưởng - Repeat in chorus and individually - Copy all the words 1. Complete the table... (P8) - Have Ss look at the table in the book. Make sure that they understand what to do. - Complete the exercise individually - Check their answers. 1.Key: 1. poison 2. contaminate 3. pollutant 4. polluted 5. death 6. damaged 2. Complete the sentences.... ( P8) - Read each sentence silently to have a general understanding and decide which word form should be put in each blank. - For example, the word to be filled in the blank in sentence 1 is an adjective. - Do the exercise and then compare - Call on one or two Ss to give out the answers before confirming the correct ones 2.Key: 1. Poisonou 2. Pollutants 3. Dead 4. Contaminated 5. Damage 6. Pollute *Study the language box - Look at the language box. - Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows: - Have Ss read the example sentences and underline the clause or noun phrase. - because/since and due to/because of are used to talk about the causes of something. - Because and since are synonyms and they come before a clause. - Other words and phrases in the box express the effects of something. So comes before a clause. To cause, to lead to and to result in are synonyms and come before a noun phrase. To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to. CAUSE EFFECT because/ since + clause E.g: Because/ Since the water is polluted, the fish are dead. so + clause The water is polluted, so the fish are dead. due to/ because of + sth The fish are dead due to/ because of the polluted water. to cause sth/ to lead to sth/ to result in sth The polluted water causes/ results in the dead of fish. to make sb/ sth do sth The polluted water make the fish die. 3a. Decide which sentence... (p8) - Ask Ss to read to each pair of sentences and decide which sentence is a clause and which is an effect. - Ss compare their answers with a partner before giving the answers to the teacher. - Confirm the correct answers. 3a. Key; 1. People throw litter on the ground. …C… Many animals eat the litter and become sick. …E… 2. Ships spill oil in oceans and rivers. …C… Many aquatic animals and plants die. …E… 3. Households dump waste into the river. …C… It is polluted. …E… 4. Their children have birth defects. …E… The parents were exposed to radiation…C… . 5. We can’t see the stars at night. …E… There is too much light pollution. …C… 3b. Combine the sentences.. (P8)- Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship 3b. Key: 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3. Households dump waste into the river so it is polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution. II. Pronunciation (15'') 1. Stress in words ending in –ic and –al - Ask Ss to look at the rules in the box and the examples. - Go through the rules with them. For a more able class, have Ss give some examples. Adding the suffix –ic changes the stress of a word. Stress the syllable immediately before the suffix. Example: ‘atom -> a’tomic Adding the suffix –al to a word does not change its stress. Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable. Example: E’conomy -> eco’nomic -> eco’nomical 5.Listen and mark the stress in... (P9) - Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. - Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words. 5.Key: 1. ar’tistic 6. ‘physical 2. ath’letic 7. he’roic 3. his’toric 8. po’etic 4. his’torical 9. bo’tanic 5. ‘logical 10. Bo’tanical 1. Underline the words ending in... (P9) - Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. - Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences. 1. According to scientific research, tiny species may help clean radioactive pollution. 2. Water quality has become a national problem. 3. Many people have received medical treatment because of the disease. 4. Chemical waste can cause water pollution. 5. The reduction in air pollution was dramatic last year. 6.Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic II. Production ( 6'). 4. Work in groups... (P8) - Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. - In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. - When time is up, the group with the most sentences is the winner. Suggested answers: 2. The soil is polluted, so plants can’t grow. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have fresh air. IV. Consolidation (2') - Make a list of words ending in -ic and -al V. Homework (2') - Learn by heart all the new words. - Do Ex A1, 2,3 P3 (wortkbook) - Prepare: Unit 1: Closer Look 2 - Answer teacher's questions. - Say out the words - Take note