Bài soạn môn học Tiếng Anh khối lớp 11 - Unit 16: Man and the environment - Section A, B

	UNIT 16: 	MAN AND THE ENVIRONMENT
SECTION A: ANIMAL AND PLANTS
AIMS
Students can ask questions with “how much”, “how many” and how to use the indefinite quantifiers as some, a lot, a little, a few. They know more new words about animals and plants. Especially, they got more knowledge about rare animals and how to protect them, and the pollution of the environment.
PRESENTATION OF STRUCTURES
Structures 
How many eggs do his chickens produce?
How much rice does he produce?
Indefinite quantifiers: some, a few, a little, a lot of.
Why? – because . 
Vocabulary:
Rice	cow	grow
Fruit	buffalo	produce
Egg	dog	plow
Cart	cat	pull
TEACHING AIDS
Pictures, some real things and a cassette.
Controlled practice 
Free practice
Concept
Checking
TEACHING STEPS:
Teacher
Students
A.1
Use pictures and some real things as chili, pens, books water to identify the meanings and usage of the quantifiers: some, a few, a little, a lot of.
Let students listen and repeat: some rice, a lot of rice, a little rice, some eggs, a lot of eggs, a few eggs. Then have them take note
Look at what the teacher shows and notice the meanings as well as the usage of the quantifiers some, a few, a little, a lot of.
Listen and repeat 
Notes
Countable	uncountable
nouns	nouns
some eggs	some rice
a lot of egg	a lot of rice
a few eggs	a little rice
A.2
Tell students about Mr. and his farm and write on the board the important details you want to emphasize:
some paddy fields
a lot of rice 
a few vegetables
a little fruit
a lot of eggs
Ask questions to check their comprehension.
Ask students to red the passage again then practice in pairs asking and answering questions.
Let students copy the passage in their notebooks and write the questions and answers. 
Give the key answers and retell the usage of “some, a lot of, a few, a little”.
Ask them to correct their answers if there are any mistakes.
Listen to the teacher’s story and notice the details written on the board.
Try to retell the story, using the details written on the board.
Answer the questions as requested.
Read the passage again and practice asking and answering in pairs.
Copy the passage in the notebooks, write the questions and answers. Listen carefully to the teacher’s key answers and correct if there are any mistakes.
A.3
Explain the purpose of the practice. Show them pictures and introduce the new word “greens” = green vegetables
Let them listen to the cassette and say the correct quantifiers before the nouns indicating farm products.
Call some students to retell the right headings of each items. Have them write the whole sentences in their notebooks key.
a) a lot of	d) a few
b) some	e) a little 
c) a lot of	f) some
Listen to the teacher and notice the word “greens = green vegetables”.
Listen attentively. Try to use the correct quantifiers as requested.
Do as the teacher requested. Say the quantifiers and the words loudly.
Notes 
1) There are a lot of potatoes.
2) There are some tomatoes.
3) There are a lot of onions
4) There are a few vegetables.
5) There is a little rice.
6) There are some flowers.
A.4
Mention the population of some cities or districts in Vietnam and the problems relating to the growth of popupalion.ask questions to attract their attention to the problems.
What more do we need when the population grow?
How can people get more meat/rice/ vegetables?
How can get more land?
Ask students to read the passage carefully after listening.
Have them answer the questions in full sentences then copy in their notebooks-the passage and answers.
Listen to teachers careful. Try to answer the questions relating to the growth of the population.
Key answers:
The population of is growing
More food / more land
People have to produce more meat/rice/vegetables.
They burn the forests.
Read the passage carefully 
Answer the questions in full sentences, then copy the passage and the answers.
A.5
Retell the content of the above passage, ask some questions as models and ask students to practice ask questions with “why?” and answer with “because”
Use pictures to show students the rare animals which are in danger. Ask students to repeat their names.
Show leopard Indian python Bacteria camel elephant 
Have them write the questions and answers in their notebooks.
Questions:
1) Why do we need more land?
2) Why do farmers burn the forest?
3) Why are these Animals in danger?
Have them do exercises in the workbook from page 130 to 131.
Listen to the teacher, than practice in pairs asking wh-question with “Why ?” and answer with “because”
Look at the pictures and notice the name of rare animals in Asia which are in danger.
Write the questions and answers in the notebook 
Because the population of world is growing.
Because they need more fields.
Because people are destroying their home and environment.
Do exercises as requested

SECTION B: POLLUTION
AIMS 
Students learn how to use new words about the pollution of the environment; use the present progressive tense to express the pollution of the environment which is happing at the moment.
They also learn how to use the imperative mood, the modal verb “should – shouldn’t” to say or read some public rules or regulations about the protection of the environment.
They get more knowledge on pollution and how to protect the environment.
PRESENTATION OF STRUCTURES:
Structures
Present progressive tense.
We are destroying the forest
What are we doing to protect our environment?
What is polluting the air?
Imperative.
Do not damage trees
Save water 
Should – shouldn’t
We should put our trash in a bag
We shouldn’t leave our trash.
Vocabulary
Pollution	destroy
Environment	burn
Trash	pollute
Bottle	keep off
Can	damage
	Save
	Collect
TEACHING AIDS
Pictures and a cassette
TEACHING STEPS:
Teacher
Students
B.1
Introduce the word “environment” by writing it on the board.
Ask them if they know any words that relate the environment. Give them some more new words such as “gases, trash, coal, oil”
Tell them the meanings of the verbs destroy, burn, pollute.
Let them listen to the cassette, then repeat sentence by sentence.
Mention the pronunciation of the new words.
Ask them to reread the passage carefully then practice asking and answering the questions.
Have them copy the passage, the questions and correct answers in their notebooks.
Why are wild animals and plants in danger?
What is polluting the air?
Where does the pollution come from?
What is polluting the land, the rivers and the oceans?
Listen to the teacher and look at the board notice the spelling of “environment”.
Tell the teacher the words you know relating to the environment as many as possible.
Notice the meaning of the new verbs “destroy, burn, pollute”.
Listen to the cassette and repeat the sentences chorally then individually.
Pay attention to the pronunciation of new words.
Reread the passage carefully them practice asking and answering the questions.
Copy the passage, the questions and answer in the notebook.
Because people are destroying the forests.
Gases are polluting the air.
People are polluting the air because they’re burning too much coal, oil and gas.
The pollution comes from gases and trash.
Trash is polluting the land, rives and oceans.
B.2
Introduce the content of this new item and explain the meanings of the phrase “following these rules”.
Write on the board what people should do and what they shouldn’t do.
Let students listen to the cassette and read these rules aloud chorally and individually.
Ask them to write in the notebooks
Listen to the teacher’s introduction and explanation and notice the meanings.
Look at the board and read the rules by oneself.
Listen to the cassette and read the rules as the teacher requests.
Write in the notebooks.
DON’T (û)	DO (ü)
Don’t throw trash in the 	e) Keep off the grass. ü
street. û	f) Save. ü
b) Don’t pick flowers. û	g) Collect paper. ü
c) Don’t damage trees. û	H) Collect bottles and cars. ü
d) Don’t throw trash in the
country. û
B.3
Let students read over once, give the meanings of the new words.
Have students listen to the cassette then repeat sentences by sentence, then practice.
Have them copy and memorizes it.
Read over once, listen to the teacher and notice the meanings of the new words.
Listen to the cassette and repeat chorally, then individually.
Copy and memorize 
B.4
Review the previous lesson by asking students what they should or shouldn’t do.
Have students do some sentence transformation, use “should” or “shouldn’t” to rewrite the imperative sentences. Let them write in the notebooks.
Let them listen to the cassette and repeat.
Have them practice in pairs
Listen to the teacher a try to answer the questions.
Do the sentence transformation as the teacher requests, then rewrite in the notebooks.
Listen to the cassette and repeat. 
Practice in pairs.
B.5
Show them pictures and ask them questions to elicit the meanings of the pictures.
Let them practice in pairs, use pictures to make a dialogue telling what they should or shouldn’t do.
Call some pairs of students to play the roles in front of the class.
Look at the pictures and try to answer the questions.
Practice in pairs. Make a similar dialogue with these above, using “should or shouldn’t”
Some pairs of students practice the dialogue in class.
B.6
Introduce the two key words: “collect and recycle”. Use some real things as empty cans, bottles, waste paper to show students and attract their attention.
Let students listen to cassette, then ask them to reread the passage.
Ask them questions and let them answer.
Have them practice in pairs.
Ask some students to answer before the class. Correct if there are any mistakes.
Ask them to take notes and learn by heart.
Have them do the exercises on page 132, 133 in the workbook.
Listen to the teacher’s introduction. Look at things he/she shows. Pay attention to what the teacher says.
Listen to the cassette the reread the passage.
Try to answer the questions.
Practice in pair.
Answer the questions. Correct if necessary.
Take notes.
Notes
Imperative mood
Affirmative:
V + O/C
Negative:
Don’t + V + O/C
Save water
Don’t waste water.
Advice
We should save water.
We should not waste water.