Week :
Planning:
Period: 55
Teaching :
UNIT 7: TRAFFIC
LESSON 1: GETTING STARTED
A. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to :
- Use "How............?" to ask about means of transport.
- Vocabulary: use the lexical items related to the topic "Traffic".
+ Skills.
- Students develop listening, speaking, reading and writing skills, Roling-play,
spoken interaction about the topic in getting started
2. Competence.
- Students have serious attitude in learning.
- Ss are interested in learning English.
3. Quality
- Language: get acquainted with the topic "Traffic".
- Problem solving: find out the correct answer about the text
B. TEACHING AIDS
T : Textbook, lesson plan, , a projector, a laptop.
Ss : Learn the old lesson, prepare Unit 7: Getting started
C. PROCEDURE
1. Warm up: ( 5’)
- Organization: 7A:....................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun
atmosphere before starting the new lesson.
b. Content : Talk about "Traffic".
c. Expected result: Ss can understand the lesson and use the road well.
d. Performance:
1
Write the title "Traffic" on the board.
? Call out names of means of transport.
? Share any interesting facts you know about these means of transport.
2. Presentation : ( 10’)
a. Goal: Provide Ss necessary vocabularies .
b. Content : Ss read the vocabularies and match the words to make common
expressions.
c. Expected result: Ss can maser the vocabularies
d. Performance:
Teacher’s & Students’ activities
Content
+ Present new words.
1. Pre- teach vocab:
- Teacher use different techniques to teach
vocabulary (situation, realia)
- used to
(v):
đã từng
- traffic
jam
(n):
sự tắc ngẽn giao
thông
- except
(prep) ngoại trừ, trừ ra
vehicles
(n)
- Follow the
vocabulary
seven
steps
of
teaching
- Repeat in chorus and individually
- Copy all the words
Xe cộ
2. Present the dialogue
* Checking vocab: Recall
- Answer the questions individually.
* Suggested answers
* Set the scenes:
- They are on the road.
? Look at the title of the conversation and the
- Students' answer
picture.
- Ask them some questions:
• Who are Mai and Oanh?
• What might they talk about?
- Ss answer the questions as a class.
Play the recording and have Ss follow along.
3. Practice (15’)
a.Goal: understand and do exercises correctly
b. Content: Listen and circle, Read and answer: Individual,
2
Answer the questions: Teacher – Whole class
c. Expected result:
- Co-operation: interact with the teacher find out the answers
- Communication: answer positively
- Language: use English to answer
d. Performance
1. Listen and read
? Choose a correct answer (1a P7)
- Ask ss to listen and read the
- Asks Ss to choose a suitable answer before conversation
listening.
a. Find a word / an expression (1a P7)
Key:
b/? Run through the questions.
1B; 2A; 3B; 4C
? Ss read the conversation again to answer the b. Answer the questions (1b. P7)
questions.
Key:
- Ss exchange their answers with a classmate.
Key:
- Call on some Ss to write their answers on the 1. She stayed at home and played with
board. Check their answers.
her brother.
2. It's about 2 kilometers.
3. She usually goes to school with her
dad.
. Model sentences (Remember)
4. Because sometimes there are traffic
jams.
- Elicit the question from students
5. She goes to school by bike.
? Practice asking and answering questions - How do you go to the supermarket?
using "How"? Recall how to use a passive = By what means do you go to the
sentence.
supermarket?
c/? Find a word or an expression from the
conversation which you use when you:
c. Find a word / an expression (1c P7)
? Share answers with your partner.
3
- Teacher gets feedback
Key:
? Add any other expressions which have the 1. get attention
same meaning.
2. agree
3. very excited
?? Role-play the short conversation in 1d P7.
? Creat your short conversations. Use the
colloquial expressions in 1c P7
? Work in pairs
2. Write the words (2 P7)
? Work in pairs. Write the means of transport
under the right pictures.
Key ex2:
- Teacher monitors and gets feedback.
1. bike/ bicycle
2. bus
3. - ? Run through all the words and phrases in 3. plane
5. ship
3 P7.
4. boat
? Match a verb on the left with a mean of 7. motorbike
transport on the right.
Key ex3:
- There may be more than one correct answers. Key:
8. car
? Read again in chorus.
6. train
1. ride a bike
2. drive a car
3. fly a plane
boat
4. sail on/in a
5. get on a bus/ a train/ a bike/ a
motorbike....
6. get off a bus /a train/ a bike/ a
motorbike....
4. Production (15’)
a.Goal: can do exercise use English words relating to the topic
b.Content
- Co-operation: interact with partners find out the answers
- Language: use English words relating to the topic
4
c. Expected result: Students know how to do the exercise
d. Performance:
? Find someone who never....(4 P7)
Find someone who never.......
- Teacher models
1. ...walks to school
Nam
2. ...goes to school by bus
3. ...cycles for exercise
4. ...takes a train
? Work in groups
5.... sails on/in a boat
6. ... flies by plane
E.g:
- Teacher monitors and gets feedback.
A
: Do you often walk to school?
B(Ba)
: Yes, I do.
A
: Do you often walk to school?
C (Nam): No. I never walk to school.
•
Consolidation: sum up
* Homework.
- Learn by heart new vocabulary
- Practice reading “Listen and read”
- Prepare new lesson: Unit 7: A closer look 1.
Week :
Planning:
Period: 56
Teaching :
UNIT 7. TRAFFIC
LESSON 2: A CLOSER LOOK 1
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowledge about
+ Vocabulary: Vocabulary: Means of transport, road signs
5
+ Pronunciation: Sounds: /e/ and /ei/
2. Competences:
+ Develop communicative competence, discovery, cooperation competence and
thinking competence.
+ Use the lexical items related to : Means of transport, road signs
+ Raising their awareness of : Means of transport, road signs
+ Pronounce: Sounds: /e/ and /ei/
3. Quality: Students can understand more about Traffic.
B. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 8: A closer look 1.
C. PROCEDUCE
1. Warm up: ( 5’)
- Organization
7A:.................
a. Goal: Review the about Traffic.
b. Content : Ss can tell about the Means of transport, road signs.
c. Expected result: Ss can tell the names of the Means of transport, road signs
d. Performance
Teacher's &Ss' activities
Contents
? Give all the road signs you see every day Suggestion:
on the way to school
- stop
? Write as many words as possibles
- no left turn/ no right turn
? Read again in chorus.
- parking/ no parking
- go ahead
- no cycling
- one-way
2. Presentation : Pre teach Vocabulary (10’)
a. Goal: Provide Ss necessary vocabulary related to Means of transport, road signs.
b. Content : Remind Ss of the words they learnt in Getting Started and point out
the differenceMeans of transport, road signs.
6
c. Expected result: understand using and meaning of the Means of transport, road
signs.
d. Performance:
Teacher's &Ss' activities
Contents
- 1. Vocabulary
- Teacher use different techniques to teach
vocab (situation, realia)
- Follow the seven steps of teaching vocab.
* Checking vocab: Labeling (2 P8)
? Label the road signs in 1 with the words/
phrases in 2
? Read all the phrases in chorus
- Teacher
necessary.
explains
the
meaning
if
- traffic
sign/ road
sign
(n):
- biển báo giao
thơng
- lane
(n):
làn đường, đường
hẹp
- seatbelt/
safetybelt
(n):
đai an tồn
- traffic rule (n):
luật giao thông
- obey
(v):
tuân theo
- pavement
(n):
vỉa hè (cho người
đi bộ)
- traffic
sign/ road
sign
(n):
- biển báo giao
thông
- lane
(n):
làn đường, đường
hẹp
3. Practice: (20’)
a. Goal:
- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer
Look 1.
- Sounds: /e/ and /ei/
b. Content:
- Ss Label the road signs in 1 with the words/ phrases in 2.
- Ss listen, repeat and read the words
c. Expected result:
- Ss can identify a word from its description.
- Ss listen, repeat and read the words
d. Performance:
Teacher's &Ss' activities
Contents
7
2.1? Label the road signs in 1 with the 2. Key:
words/ phrases in 2
1. traffic lights
? Read all the phrases in chorus
3. no right turn
- Teacher
necessary.
explains
the
meaning
2. no parking
4. hospital
if ahead
2.2. Look out
5. parking
6. cycle lane
7. school ahead
8. no cycling
- Ask students to divide the road signs in 1 - A sign within a red triangle will warn you
into three groups: informative, prohibitive, of something
and warning base on their shapes and
- Signs with red circles are mostly
colours.
prohibitive - that means you can't not do
- Teacher gets feedback and explains
something
? Give more examples
- Signs in blue are usually to give
2.3. Talk about the road signs (3 P7)
information
? Work in pairs and talk about the road
signs you see on the way to school (or
elsewhere).
- Teacher goes around and give assistance
if necessary, and check their answers.
3. Key:E.g:
Ex3. Pronunciation . (15')
A: On the way to school, I can see a "no left
turn" sign.
3.1. Sounds /e/ and /ei/
B: On my way to school there is a hospital,
? How to pronounce the sounds /e/ and so I can see a "hospital ahead" sign.
/ei/?
- Teacher models and give examples.
- Ask students to observe teacher's mouth
and listen carefully
? Practice the sounds together
3.2. Listen and repeat (4 P9)
? Listen to the recording 2 or 3 times
? Repeat in chorus
? Read individually.
4. Production: (10’)
a. Goal: Help Ss to memorize the learnt vocabularies
8
b. Content : Ss guess what words or phrase is by playing games
c. Expected result: Ss can memorize the learnt words and the way of using.
d. Performance:
Teacher's &Ss' activities
Contents
3.3. Identify the sounds (5 P9)
No
/e/
- Play the recording 2 or 3 times
1
ever
? Listen and distinguish the sound /e/
and /ei/.
2
very
? Recognize all the words with the
two sounds, then underline them as
assigned
3
? Work in groups and find words with
the two sounds
4
left, when
5
They, waiting, train
- Teacher monitors and gets feedback.Learn by heart the new words and
structures.
- Do exercises in workbook.
- Find some words ending with “ e”
and “ ei”
- Prepare: Unit 7- A closer look 2
9
Week :
Planning:
Period: 57
Teaching :
UNIT 7. TRAFFIC
LESSON 2: A CLOSER LOOK 2
A.OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to
- - Vocabulary: Means of transport, road signs
- Grammar: It indicating distance, usded to for past habits or states
- practice skills: Ss improve their writing, reading, speaking and listening skills
2. Cometences:
- Communication, self study, self-check
3. Quality: Students can use the structure to do exercises
B.TEACHING AIDS:
1. Teacher’s: teacher book
2. Students’: Textbooks, notebooks.
C. PROCEDURE
1. Warm- up (5’)
Class organization (1’)
- Attendance: 7A................................
10
a. Goal: help ss to learn how to use “it and used to”
b. Content: Ss give the use, the form .
c. Expected result: Ss can remember the use, the form .
d.Performance:
Brainstorming
? Work in groups to write activities that you did in the past but you don't do them
now
=> Lead to new lesson.
2. Presentation (10’)
a.Goal: introduce new words
b. Content: s can pronounce new words
c. Expected result: ss can understand and use new words
d. Performance:
Teacher's &Ss' activities
Contents
* Pre- teach vocabulary- Teacher use
different techniques to teach vocab
(situation, realia)
I.
- Follow the seven steps of teaching
vocab.
- Repeat in chorus and individually
- Copy all the words
- open-air
(adj):
ở
- tricycle
(n):
xe
- accident
(n):
ta
- desk job
(n):
cô
- pond
(v):
cá
E.g: How far is it from your house to there?
* Checking vocab: Matching
It's about two kilometers.
2. "It" indicating distance
-> "It": the formal subject to indicate
? Refer back to the conversation in distance
getting started and find sentences with
E.g:
"it" as the subject.
There used to be many trees on this street,
? Is "it" in the example the formal
but now there are only shops.
subject?
- We used "used to" to describe an action or
? What does it indicate?
a state that happen regularly in the past but
2.3. Used to
does not happen at present/ no longer happen
11
? Study the examples in grammar P10
now.
? What do we use "used to" for?
- Used to is the same form for all persons
- Teacher explains the rules of (+), (-), (?)
? Give more sentences in all three form.
3. Practice (20’)
a.Goal: using the present tenses to do exercises
b. Content: Do exercises 1,2 in textbook
c. Expected result: can do exercises well
d. Performance:
Teacher's &Ss' activities
Contents
Ex 1- P 19
II. Grammar
Ex1. Write sentences with it (1 P9)
1. It's about 700 metres from my house
? Work by yourself and write down the to Youth Club.
sentences.
2. It's about 5 km from my house to the
- Teacher observes and helps when and where nearest town.
necessary.
3. It's about 120 km from Ho Chi Minh
City to Vung Tau.
- Have some students read their sentences.
- Correct their mistakes
Ex2:Ask,answer questions about distance
? Work in pairs.
4. It's about 384,400 km from the Earth
to the Moon.
5. It's not very far from Ha Noi to Noi
Bai Airport.
? Ask and answer questions about distance in Ex2. P9
your neighborhood.
E.g:
Ex 2- P 19
A: How far is it from your house to
- Ex2:Ask,answer questions about distance
school?
? Work in pairs.
B: It's about a kilometre.
? Ask and answer questions about distance in
your neighborhood.
4. Futher practice (10’)
a.Goal: using “used to” to do exercises
b. Content: Do exercises 3a,b in textbook
12
c. Expected result: can do exercises well
d. Performance:
Teacher's &Ss' activities
Contents
3.a. Used to
1. used to ride
2. used to be
* Study : Watch out
3. used to go
4. Did.... use to play
Ex3: Complete the sentences with "used to" or 5. did.... not use to feel
"use to"(3 P10)
? Work independently to write the sentences in
your notebook.
- Teacher monitors and gets feedback
Ex 3b- P 20
- Allow Ss time to discuss and find the answers
to the questions. If Ss are having difficulty
answering question 2, T may ask questions
such as 7s a schedule usually for present or future
activities?’ Then have Ss read the
REMEMBER! Box.
- Ss work in groups and discuss the two
questions given.
b. work in groups. Discuss the
questions
Key:
1. The future
2. The present simple
- Ss read the REMEMBER ! Box and take
note.
4.. Find someone who
- Give instructions
? Work in groups
Ex4. P10
? Report the result to the class
1. My mum used to live in a small when
she was a girl.
2. There did not use to be (as) many
vehicles on roads.
3. We used to cycle to school two years
ago.
4. Now there are more traffic accidents
than there used to be.
5. My uncle used to be a bus driver
13
some years ago, but now he has a desk
job.
E.g:
A: Did you use to play marbles?
Phong: Yes. I used to play marbles.
E.g: Phong used to play marbles
* Homework
- Learn by heart the form of the present tenses.
- Do ex B4, 5, 6 page 13,14- workbook
- Prepare UNIT 7: COMMUNICATION/ page 21- textbook
Week :
Planning:
Period: 58
Teaching :
14
UNIT 7. POLLUTION
LESSON 5: SKILLS 1
A. OBJECTIVES.
1. Knowledge:
- Talk about the causes and effects of water pollution as well as ways to reduce it.
- Read for general and specific information about water pollution.
2. Competences:
+ Develop communicative competence, discovery, cooperation compentence and
thinhking compentence.
3. Quality: Students know to the causes and effects of one pollution type. They
know how to protect the environment
B. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: skills 1
C. Procedure
1. Warm up: ( 5’)
- Organization (1’) 8A:.......................
8C:...........................
8B:.............................
a. Goal: Review pollution vocabulary
b. Content : Ss can tell water pollution
c. Expected result: Ss can give a presentation on water pollution
d. Performance
- T. asks Ss to talk about water pollution
- Ss discuss and tell waterpollution.
- T gets feedback
2. Presentation : Pre - reading (13’)
a. Goal: Provide Ss necessary vocabulary related to the water pollution and get the
main ideas from the text
b. Content : Remind Ss of the words they learnt in Getting Started
15
c. Expected result: understand using and meaning of the vocabularies
d. Performance:
Teacher's & Ss' activities
1. 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:
Contents
+whole class.
Vocabulary:
+ groudwater: the water beneath the earth’s
surface.
+ Pesticide(n):
+ Herbicide(n)
T (picture A): Are there five ducks in + “point sourse” pollution:
+ “ non- point sourse” pollution:
your picture?
S (picture B): Yes, there are. Are the Picture A
ducks black in your picture?
- The ducks are white.
T: No, they aren’t. They’re white.
- They’re going to the lake.
- There aren’t any factories near the lake.
Call on one student to report on the - The lake water is clean.
differences. Other Ss can add some
Picture B
more.
- The ducks are black.
Ask Ss what the pictures tell them
(water pollution). Lead to the second - They’re going from the lake.
activity.
- There are some factories near the lake.
- The lake water is dirty/ black.
3. Practice ( While – reading) (13’)
a. Goal: get new words and get the main ideas from the text
b. Content : answer the questionsand comple the note
c. Expected result: Ss can understand about water pollution.
d. Performance:
Teacher's & Ss' activities
Contents
2. Mi and Nick have decided to give Key:
a presentation on water pollution to 1. The second paragraph tells about the
16
the class. Read what they’ve
prepared and answer the questions.
causes of water pollution.
2. The third paragraph tells about the effects
Ask Ss to read the passage quickly of water pollution.
and answer the questions. Tell Ss that 3. It’s the water beneath the Earth’s surface..
the first two questions ask for general
information while the rest focus on 4. They are industrial waste, sewage,
details. Ss can underline past of the pesticides, and herbicides.
text that help them with the answers. 5. They are pollutants from storm water and
Ss compare their answers before the atmosphere.
giving the answers to T
6. They use herbicides to kill weeds.
3. Read the text again and complete Key: 1. cholera
the notes about the effects of water 3. polluted water
pollution. Fill each blank with no
5. aquatic pants
more than tree words.
2. die
4. dead
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. Production Speaking (15’)
a. Goal: Help Ss to find the sollution to water pollution
b. Content : Ss disscuss the sollution to water pollution
c. Expected result: Ss make note of your answer.
d. Performance:
Teacher's & Ss' activities
4. Work in group and discuss the
solutions to water pollution. Make
notes of your answers.
Contents
For example:
Factories dump industrial waste.
Solution 1: Give heavy fines to
17
Ss work in groups to discuss the companies that are found doing this.
solutions to water pollution. To help
Solution 2: Educate companies about
them focus their ideas, T can suggest the environment.
they make two sub-headings.
Solution 3: Give tax breaks to
Point source pollution.
companies that find “clean” ways to dispose
Non-point source pollution.
of their waste.
They can then give through each
cause in the presentation and think of
the solutions.
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.
5. Now complete the diagram of
water
pollution.
Use
the
information from the text for the
causes and effects and your groups’
idias for the solutution.
Ss work in 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
presents.
6. Make a presentation about the
water pollution based on the
diagram.
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
18
marks. If the class size is small and
time allows all the groups can present.
- Ask students to complete all the
exercises
5. Homework ( 3 minutes)
Ask Ss to:
- Learn by heart all the new words.
- Do Ex C1.2, D1 P 6,7
- Prepare: Unit 7: Skills 2
- Continue preparing for the project: draw a picture, write something to describre
the picture.
19
Week :
Planning:
Period: 59
Teaching :
UNIT 7 : POLLUTION
LESSON 5: SKILLS 2
A. OBJECTIVES:
1.Knowledge By the end of the lesson, students will be able
+ Listen to get specific information about thermal pollution.
+ Write about the causes and effects of one pollution type
+practice 4 skills: Writing, reading, listening and speaking skills.
2.Competences: complete the diagram of “cause” and “effect”, writing the “cause”
and “effect” of pollution type, studying and controling themselves,
communicating, cooperating, using languages
3. Quality: Students know to the causes and effects of one pollution type. They
know how to protect the environment
B. Teaching aid:
-Teacher: Textbook, workbook, English room
-Students: Textbook, workbook .
C. Procedure:
- Organization(1’)
- Checking Ss’ attendance: 8A ……………, 8B……..…..…., 8C:……………..
20
1. Warmer (5'):
a.Goal: know about thermal pollution
b.Content: describing the pictures and the relationship between them
c. Expected result: s can tell the relationship between an algal bloom and the
cooling towers
d. Performance
Teacher’s and Ss activities
Content
Ask Ss to work in pair, describing the 1... Describe what you see in the picture
pictures and the relationship between and talk about the relationship between
them. Call on one of two Ss to give their them.
answers
- Ask Ss what they know about thermal
pollution
- Work in pair, describing the pictures and
the relationship between them.
LISTENING
2. Pre - listening(10’):
a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,
b.Content: ss identify the form of the word /phrase to be filled in each blank.
c. Expected result: ss can understand , use some lexicals to do the tasks and predict
well.
d. Performance
Teacher’s and Ss activities
Content
21
2.1.. Pre-teach:
Eliciting: visuals, miming, explanation
I. Vocabulary
Modeling, choral & individual repetition - algea (n):
Written record; Pronunciation;
Checking: R.O.R
tảo
- discharge (v): thải ra
- reservoir (n): hồ chứa
Listen- repeat and copy
- Individual work
2.2. Guess.
II. Guessing
- Have ss to guess the words to be filled - Guess the words to be filled in the
in the blanks.
blanks.
- Write on the boards and have ss to
feedback..
3.. While-listening: (8’)
a.Goal: s can complete the diagram of “cause” and “effect”..
b.Content: listen to part of a converstation talk about thermal pollution
c. Expected result: s can understand the converstation and do the tasks well.
d. Performance
Teacher’s and Ss activities
Listen to a part of a conversation on
TV between a reporter and an
environmentalist about thermal
pollution. Complete the diagram.
Content
III. Listening.
2. Listen to a part of a conversation on
TV between a reporter and an
environmentalist about thermal
Have Ss quickly read the diagram and pollution. Complete the diagram.
identify the form of the word/ phrase to Key:
be fill in each blank. For example, the
2. cooler
words for blanks 1 and 2 are adjectives. 1. hotter
4. warm rivers
Play the recording once. Ask for Ss’ 3. cool
answers and write them on the board. If 5. warmer water
6. fish population
all the answer are correct, move to the
8. colour
next activity. If Ss are not sure about the 7. harmful
10. cool down
answers, play the recording again for Ss 9. poison
to check. Make changes to the answers
22
on the board
WRITING
4.Pre - writing: (5’)
a.Goal: make notes in the diagram in exercise 3.
b.Content: discuss the “cause” and “effect”of one pollution type.
c. Expected result: ss can complete the diagram well
d. Performance
Teacher’s and Ss activities
Content
Ss work in pairs and decide which
pollution type in their area they are
going to discuss. Have Ss take notes of
the causes and effects. Move around to
offer help as pairs discuss their ideas.
3.. Work in pair. Discuss the causes and
effects of one type of pollutionin your
area
Ex: Water pollution
Water pollution is the most serious in our
area.
III. While – writing: (8’)
a.Goal: writes about the causes and the other writes about the effects
b.Content: based on their notes from 3. Remind Ss to use markets like firstly,
secondly finally to navigate through their points.
c. Expected result: ss can complete the article intime and well.
d. Performance
Teacher’s and Ss activities
Content
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- Ss stay with their partner. One writes
about the causes and the other writes
about the effects based on their notes
from 3. Remind Ss to use markets like
firstly, secondly finally to navigate
through their points.
- Move around to offer help and take
notes of any structures or language that
Ss are struggling with. Bring the whole
group together if there is a point T wants
to clarify, then they can continue with
the writing.
4. Imagine that you are writing an
article for the local newspaper about a
type of pollution in your area. One of
you write about the causes and the other
write about the effects of the pollution
type you have just discussion in 3.
- Sample article: “ Water pollution”
There are several types of pollution.
However, water pollution is the most
serious in our area.
It is caused by several factors. Firstly,
families dump sewage into the river. In
the past it was a very beautiful river, but
now the water is almost black. Secondly,
there are two new factories in our area,
and they are dumping chemical waste into
the lake and river. Thirdly, pesticides are
another source of pollution. Farmers in
our area usually use these to kill insects.
Water pollution badly affects our area. We
do not have enough fresh waster to water
the plants and crops. People cannot raise
fish in the river and the lake because the
water there is so polluted. In addition,
there are no more wild ducks near the
river today since they cannot find fish for
food. Another negative effect is that
sometimes in the afternoon there is a bad
smell from the polluted river, so people
do not like walking along it anymore.
People in our area al aware of this
problem, and we are thinking of ways to
solve it.
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4.. Post- writing
a.Goal: Ss share their work with each other and combine it to make a complete the
article.
b.Content: writes about the causes and the other writes about the effects based on
their notes from 3
c. Expected result: : s can understand and use new words , know the form of the
article.
d. Performance
Teacher’s and Ss activities
Content
- Now have Ss share their work with 5. Read each other’s work and put
each other and combine it to make a them together to make a complete
complete article.
article.
- Tell them that they should add one or
two sentences at the beginning to
introduce the topic and other ones at the
end to conclude their article. Note, if Ss
need more support, post the sample
article (see next page) on the board as a
reference when Ss get to this stage of the
lesson.
- This will help them structure their
work. Next, have pairs swap and read
each other’s articles.
- Finally, ask for volunteer pairs to read
their articles out to the class and have Ss
comment on them. Then collect all the
articles for marking
5.. Consolidation: (2’)
- Use lexical items related to the “cause” and “effect”
6.. Homework
- Write an article about one type pollution.
- Prepare: Looking back + Project.
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