Trường: THCS-THPT Tân Đức Họ và tên giáo viên

Tổ: Tự nhiên Lê Thị Thiêu

UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 5: Listening

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
- Listen for specific information in a text about green living;
- Talk about a plan to organise a green event in their area.
2. Personal qualities
- Be more responsible for the environment and be able to propose plans to solve environmental issues in their residential areas;
- Be ready to make a plan to organize a green event in their area.

II. MATERIALS
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
 Vietnamese
Form Pronunciation Meaning
equivalent

a plan that lists all the work that you have to do and when you
schedule (n) /ˈʃedjuːl/ must do each thing thời gian biểu
E.g. They have a very flexible work schedule.

connected with one particular thing only

specific (adj) /spəˈsɪfɪk/ cụ thể
E.g. The money was collected for a specific purpose.

money or goods that are given to help a person or organization, đồ hiến tặng, sự
donation (n) /dəʊˈneɪʃn/
or the act of giving them hiến tặng

the act of taking goods, letters, parcels, etc. to people's houses or

delivery (n) /dɪˈlɪvəri/ sự giao hàng
places of work

Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meanings and pronunciation of words.
- Ss may not catch the ideas to decide the statements are - Remind them to pay attention to the key words in each
true or false. sentence.

Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 5: Listening

* WARM-UP: Taboo
Vocabulary
Task 1: Look at the picture and answer the questions.
Task 2: True of false.
Task 3: Listen and complete the table.
Task 4: Discussion.
* CONSOLIDATION
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To get students be actively involved in the lesson.
b. Content:
GAME: TABOO
c . Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
GAME: TABOO
* Teacher:
- divides the class into 2 teams, lets each team choose 5
representatives.
- prepares in advance 2 sets of words (maybe written Suggested words:
on a sheet of paper), and gives them to the Set 1: adopt, carbon footprint, litter, method,
representatives. eco-friendly
- asks the representatives to try to get their teammates Set 2: sort, awareness, organic, household
to guess words using verbal clues or actions without appliances, cut down on
using the words in their sets and without using their
mother tongue in two minutes.
** Ss do as instructed.
*** Ss in each team take turns to describe and guess
the words.
**** Teacher confirms the correct words, decides the
winner. The winners are the ones whose team can
guess the most words.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-LISTENING
a. Objectives:
To introduce the topic of the listening extract and activate students’ prior knowledge.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
c . Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
VOCABULARY(6’)
* Teacher: 1. schedule (n): a plan that lists all the work that you
- shows the words one by one, plays the recording and have to do and when you must do each thing. E.g. They
has Ss repeat the sound of the words. have a very flexible work schedule.
- has Ss guess the meanings of the words based on
pictures, explanations and examples.

** Ss do as instructed.
**** Teacher confirms the meanings, calls on some
individual Ss to make sentences with each word.

2. specific (adj): connected with one particular thing

only.
E.g. The money was collected for a specific purpose.
3. donation (n): money or goods that are given to help a
person or organization, or the act of giving them.

4. delivery (n): the act of taking goods, letters, parcels,

etc. to people's houses or places of work.

TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p.24)
WHAT ARE THEY DOING? WHY?
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING
a. Objectives:
To help Ss practise listening for specific information.
b. Content:
TASK 2: LISTEN TO AN ANNOUNCEMENT ABOUT A GO GREEN WEEKEND EVENT AND DECIDE WHETHER THE
FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F).
TASK 3: LISTEN AGAIN AND COMPLETE EACH GAP IN THE TABLE WITH ONE WORD FROM THE RECORDING.
c . Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
TASK 2: LISTEN TO AN ANNOUNCEMENT ABOUT A GO GREEN WEEKEND EVENT AND DECIDE WHETHER THE
FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (8’)
(p. 24) Key:
* Teacher: 1. T ; 2. F (central market -> central park); 3. T; 4.
- tells Ss that they are going to listen to an announcement T
about a Go Green Weekend event.
- has them read the statements, underline the key words.
- checks the key words with the whole class.
- plays the recording and has Ss do the activity, paying
attention to the key words to catch the ideas.
** Ss do as instructed.
*** Ss share their answers with a peer.
**** Teacher:
- checks the answers as a class, asks SS to explain why they
are true or false.
- plays the recording again if many Ss have incorrect answers,
pausing at the places where they can get the correct
information.

TASK 3: LISTEN AGAIN AND COMPLETE EACH GAP IN THE TABLE WITH ONE WORD FROM
THE RECORDING. (p.24)(8’)
 * Teacher:
- has Ss read the instruction and focus their attention on the
word ‘ONE’ Key:
- has them read the incomplete text and try to have a guess at 1. park
what part of speech might fit each gap, e.g. 1. noun; 2. 2. plastic
adjective 3. Sort
-plays the recording once for Ss to complete the table. 4. Post
** Ss do as instructed. 5. suggestions
*** Ss share their answers with a peer.
**** Teacher:
- checks the answers by calling on some Ss to write their
answers on the board or read them aloud.
- plays the recording again if many Ss have incorrect answers,
pausing at the places where they can get the correct
information.

* Teacher
- explains the task and asks Ss to read the sentences before
they listen to the recording again.
- checks comprehension of words / phrases that may be new
to them
- tells Ss to underline the key words while they read the
sentences
** T plays the recording twice.
Ss do the task. Ss can compare their answers in pairs before
listening to the recording the second time.
*** T checks answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (10 mins)
a. Objectives:
To help students apply the language they have learnt in the listening
b. Content:
- TASK 5: DISCUSSION (p.13)
Work in groups. Discuss the following question.
c. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTION (10’)
* Teacher: “How can parents help their children achieve
- has Ss work in groups of three and tells them to think success in their studies?”
about their own family to answer the question.
** Ss prepare their presentation in groups. Each group
chooses a representative to share the group’s ideas with
the class.
*** T gives feedback.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (1 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.
Họ và tên giáo viên
Trường: THCS-THPT Tân Đức Lê Thị Thiêu
Tổ: Tự nhiên

UNIT 2: HUMANS AND THE ENVIRONMENT

Lesson 6: Writing
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Competence
- Use lexical items related to the topic “Humans and the environment”;
- Write about ways to improve the environment.
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
. Personal qualities
- Be more responsible for protecting the surrounding;
- Be able and willing to persuade other people to take actions to make a nice and clean environment.

II. MATERIALS
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
- Ss may want to use their own suggestions but they may - Be ready to provide them with words/ phrases which they
not know how to express their ideas in English. can use to express their ideas in English.
- Ss in weaker classes may not know how to use - Provide them with some connectors and some examples.
connectors correctly to link sentences.
- Ss may not know the structure of a paragraph. - GIve them some basic information about the structure of a
paragraph.

Board Plan
 Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 6: Writing
* Warm-up: Game: Wheel of fortune
Task 1: Match the suggestions for improving the environment with their expected results.
Task 2: Fill in the blanks.
Task 3: Add two more suggestions to improve the environment in your school to the paragraph in 2.
Peer correction
Class correction
* Consolidation

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To get students be actively involved in the lesson.b. Content:
GAME: THE WHEEL OF FORTUNE
c . Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
* T divides the class into two teams, and explains the GAME: THE WHEEL OF FORTUNE
game rules: Suggested words
- Ss in each team read the clues, take turns to spin Round 1:
the wheel, guess the individual letters until they + Clue: the conditions in which a person,
can guess the whole word. animal or plant lives or operates or in which an
- It is not necessary for the Ss to guess all the activity takes place
individual letters. They can guess the whole word + Key: ENVIRONMENT
at any time. Round 2:
** Ss do as instructed. + Clue: make something or somebody better
*** Ss in each team discuss and guess the words. than before
**** T confirms the correct words, decides the winner + Key: IMPROVE
and leads in the lesson. Round 3:
+ Clue: an idea or a plan that you mention for
somebody else to think about
+ Key: SUGGESTION
e. Assessment
- Teacher observes the students’ performance, and gives feedback.
2. ACTIVITY 1: PRE-WRITNG (10 mins)
a. Objectives:
To help students recall some suggestions for improving the environment
b. Content:
TASK 2: READ JOEY’S EMAIL ABOUT HIS FAMILY ROUTINES AND COMPLETE THE TABLE WITH THE INFORMATION FROM IT.
c. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
TASK 1: WORK IN PAIRS. MATCH THE SUGGESTIONS FOR IMPROVING THE
ENVIRONMENT WITH THEIR EXPECTED RESULTS. (p.25) (6’)

* Teacher: Answer key:

- asks Ss some questions to elicit the topic of the writing as 1.c
well as some suggestions. e.g. 2.a
+ Do you have any ideas about how to improve the 3.b
environment in our school?
+ What are they?
- has them work in pairs and asks them to do the matching. In
weaker classes, go through the suggestions and expected
results to check comprehension.
** Ss do as instructed.
**** Teacher asks individual Ss to call out their answers and
confirms the correct ones.

e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (17 mins)
a. Objectives:
To provide students with a model of a well-structured paragraph and practice in using connectors to link sentences.
To help students practise developing ideas and writing a paragraph
b. Content:
task 2: read the incomplete paragraph about ways to improve the environment. fill in the blanks with the words and phrases from the box.
task 3: add two more suggestions to improve the environment in your school to the paragraph in 2. use the ideas in 1 to help you. (p.25)
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read The Incomplete Paragraph About Ways To Improve The Environment. Fill In The Blanks With The Words And Phrases From The Box. (P.25)(8’)
* Teacher:
- tells Ss that they are going to write a paragraph about
ways to improve the environment in their school. First, they
will be provided with an incomplete example as a model
for their writing.
- recall the information about the structure of a paragraph:
+ A paragraph is a group of sentences that develop
ONE main idea.
+ A paragraph usually consists of three parts: a topic
sentence, supporting sentences and a concluding
sentence. Key:
+ Two important qualities of a good paragraph are 1. First
unity (i.e. one main idea is developed) and coherence 2. For example
(i.e. all the sentences and ideas flow smoothly to make 3. In conclusion
clear and logical points about the topic)

- asks Ss to read the incomplete paragraph and fill in each

numbered blank with a word/ phrase in the box.
** Ss do as instructed.
*** Ss discuss and share their answers with a peer.
**** Teacher checks the answers by calling on some Ss to
read their answers to the class.

task 3: add two more suggestions to improve the environment in your school to the paragraph in 2. use the ideas in 1 to help you.
(p.25)(9’)

* Teacher: + To list ideas: First, Second, In addition, Additionally, Moreover,

- explains the writing task. Furthermore, Another idea worth noting is that, Finally, …
- has Ss brainstorm more suggestions in groups. + To give an example: For example / For instance, To illustrate, …
- walks round the class to offer help and encourages Ss to + To conclude: In conclusion, In brief, In short, To sum up, …
take notes of their ideas.
 - asks some groups to call out their ideas and write them on
the board for other Ss’ reference.
- asks Ss to write their suggestions to complete the
paragraph individually, sets a limited time for this task and
walks round the class to give further support if needed.
- reminds them to use some connectors to link the ideas
before they write:
** Ss do as instructed.
*** Ss share their answers with their group members.
**** T walks round the class to monitor and make a note of
some common mistakes.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (9 mins)

a. Objectives:
To give students an opportunity to recognise the common mistakes so that they can avoid in writing
b. Content:
- Students exchange their work for cross-checking.
c. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
PEER CORRECTION PEER CORRECTION
* Teacher:
- explains the marking symbols in the following table.

- asks two Ss sitting next to each other to exchange their

writing, read their partner’s writing and write the symbols
next to mistakes that they can find like the ones in the table
above.
- asks Ss to return their partner’s writing and lets them
correct themselves.
- reminds them that they can ask for their partner’s help.
** Ss do as instructed.
*** Ss share their ideas with a partner.
**** Teacher goes around to offer help.
CLASS CORRECTION
* Teacher:
- writes Ss’ common mistakes on the board, asks Ss to
check whether they make the same mistakes in their
writing.
- calls on some Ss to correct those mistakes as a class.
** Ss do as instructed.
**** Teacher:
- further explains the paragraph structure if Ss are not able
to develop the three elements in their writing.
- collects Ss’ writing and provides written feedback in the
next lesson.
- in weaker classes, provides some suggested answers if
necessary.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Họ và tên giáo viên

Trường: THCS-THPT Tân Đức Lê Thị Thiêu
Tổ: Tự nhiên
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 7: Communication and Culture/ CLIL

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Competence
- Ask for and give advice;
- Understand what a carbon footprint is.
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activ2
. Personal qualities
- Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well;
- Be responsible for environment protection.

II. MATERIALS
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
 Vietnamese
Form Pronunciation Meaning
equivalent

an amount of something, especially a gas that harms the

emission (n) /ɪˈmɪʃn/ khí thải
environment, that is sent out into the air.

estimate (v) /ˈestɪmeɪt/ guess or calculate the cost, size, value, etc. of something ước tính

an average number is the number you get by adding two or

average (n) /ˈævərɪdʒ/ more amounts together and dividing the total by the trung bình
number of amounts

atmosphere
/ˈætməsfɪə(r)/ the mixture of gases that surrounds the earth bầu khí quyển
(n)

Assumptions
Anticipated difficulties Solutions
- Students may have underdeveloped speaking and - Encourage students to work in pairs and in groups so that
co-operating skills. they can help each other.
- Remind them to make use of the ideas and vocabulary
items they have learnt in the previous lessons.
- Students may lack knowledge about some lexical items - Provide them with the meanings and pronunciation of
words/ phrases.
Board Plan
 Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 7: Communication and Culture/ CLIL
* Warm-up: Running man
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Make a similar conversation.
II. CLIL
Vocabulary
Task 1: Read the text and complete the table.
Task 2: Discussion.
* Consolidation

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
To help students revise words/ phrases related to the topic
b. Content:
GAME: RUNNING MAN
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

OPTION 1: Suggested answers:
GAME: RUNNING MAN - Green lifestyle
* Teacher divides the class into two teams, has Ss in each team take turns - Eco-friendly
to run to the board and write a word/ phrase related to the topic Humans - Plastic bags
and the Environment on the board in two minutes. - Zero waste
** Ss do as instructed. - Carbon footprint
**** Teacher confirms the correct word/ phrase and decides the winner
(the team with most correct words/ phrases)
OPTION 2: CLIP WATCHING 1. What is carbon footprint?
* Teacher has Ss watch a video about carbon footprint and asks them the 2. What activities causes large carbon footprint?
following questions:
* Teacher reminds Ss to note down key information about the environment
 and some examples.
** Ss watch the video and answer the questions.
**** Teacher has Ss answer the questions individually, confirms the
answers and leads in the lesson.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (15’)
a. Objectives:
To provide Ss with an example conversation in which people ask for and give advice about ways to find information for the presentation.
To help Ss practise ways of asking for and giving advice about green living
b. Content:
task 1: listen and complete the conversation with the expressions in the box. then practise it in pairs. (p.25)
task 2: work in pairs. make a similar conversation asking for and giving advice about green living. use the expressions below to help you. c.
Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
task 1: listen and complete the conversation with the expressions in the box. then practise it in pairs. (p.25)(7’)
* Teacher: Key:
- elicits expressions Ss already know related to asking for and giving advice by saying 1. B
some situations and has Ss give advice, e.g. 2. A
Teacher: I don’t know anything about organic food. 3. D
Ss 1: You should search on the Internet. 4. C
Ss 2: I advise you to go to a shop selling organic food.
- asks Ss to read through the expressions in the box and the incomplete conversation,
checks comprehension and encourages them to complete the gaps based on the clues
in the conversation.
- plays the recording once (in stronger classes) or twice (in weaker classes)
** Ss do as instructed.
**** Teacher:
- checks the answers by asking individual Ss to read out the complete conversation.
- asks Ss to practise the conversation in pairs then read aloud.
- in stronger classes, writes some prompts on the board and asks Ss to role-play the
conversation based on the prompts only.

task 2: work in pairs. make a similar conversation asking for and giving advice about green living. use the expressions below to help you. (p.25)
(8’)
* Teacher:
- brainstorms green living ideas and writes them on the board for Ss’ reference.
- revises common expressions used to ask for and give advice or asks Ss to read through the expressions in the table and checks their understanding if
they are weaker students.
- puts Ss into pairs, gives them some minutes to think about specific green issues that they want to include in their conversation.
- in weaker classes, walks around the class and suggests situations to Ss, e.g. advice about reducing plastic waste, keeping the environment clean, or
making homes or schools eco-friendly.
** Ss work in pairs to practise their conversations.
*** Some pairs act out their conversations to the class.
**** Teacher praises Ss for good effort, clean pronunciation, fluent delivery and interesting ideas.
* Teacher:
- Asks Ss to brainstorm some advantages and disadvantages of spending time
together as a family. Give some suggestions, if necessary.
(e.g. Advantages: It strengthens family bonds; It makes children happy, develops their
self-confidence; Children can learn life skills and how to behave from their parents.
Disadvantages: Children may become too dependent on their parents, do not have
enough time for friends or other relationships, etc.)
- Revises common expressions used to express opinions.

- Has Ss work in groups of three exchanging their opinions using the conversation in
Task 1 as a model. Go round to monitor and offer help when necessary.
** Ss work in groups of 3 to practise their conversations.
*** Some groups act out their conversations to the class.
**** T praises Ss for good effort, clean pronunciation, fluent delivery and interesting
ideas.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: CULTURE (15 mins)
a. Objectives:
To pre-teach the meanings and pronunciation of some words/ phrases, so that Ss can use them in their presentation later and can understand the reading
passage.
To help students learn about carbon footprint and ways to reduce it (through CLIL)
b. Content:
TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.16)
Read the text and list the five family values of British people in the 21st century in the table below.
TASK 2: DISCUSSION (p.16)
c. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary(6’)
VOCABULARY 1. emission (n): an amount of something, especially a gas that harms
* Teacher: the environment, that is sent out into the air
- shows the words one by one, plays the recording and has Ss repeat the 2. estimate (v): guess or calculate the cost, size, value, etc. of
sound of the words something
- has Ss guess the meanings of the words based on pictures, explanations and 3. average (adj): an average number is the number you get by adding
examples. two or more amounts together and dividing the total by the number of
amounts
** Ss do as instructed. 4. atmosphere (n): the mixture of gases that surrounds the earth
**** Teacher confirms the meaning, calls on some individual Ss to make
sentences with each word.

TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.26)(9’)

* Teacher: + What is the carbon footprint?

- asks Ss some questions to find out what they already know about the + How do you measure it?
topic, e.g. + Why is it bad to have a large carbon footprint?
- checks the answers as a class by calling on pairs to write the missing + How can we reduce it?
words on the board -> meat, cheese, eggs
- goes back to the questions on the board, i.e. the things Ss wanted to Key:
know about the topic and asks which of the questions they can answer 1. CO2
now and cross them out. 2. global temperatures
3. showers
- asks Ss read the text about carbon footprint and complete the table. 4. public transport
- walks around the class to offer help, explaining unfamiliar words and
answering questions.
** Ss do as instructed. + What is the average carbon footprint for a person (globally/ in Viet
*** Ss share their answers with a partner. Nam)?
**** Teacher: -> 4 tons globally/ 2.2 tons in Viet Nam
+ What problems are caused by a large carbon footprint?
- asks Ss what they want to know about the topic and write the questions -> Global warming, climate change, extreme weather events
on the board, e.g. + Which countries have the largest carbon footprint?
-> China, the USA, India, Russia, Japan
+ What food has the highest carbon footprint?
task 2: work in pairs. discuss things you can do to reduce your carbon footprint. (p.26)(8’)

* Teacher: Key
- has Ss work in pairs to discuss things they can do to reduce their carbon
footprint.
- in weaker classes, has Ss underline the ideas in the text so that they can use
them in their discussion; and in stronger classes, encourages Ss to come up
with their own ideas to reduce their carbon footprint.
- reminds them to take notes of their partner’s ways to reduce his/ her carbon
footprint
** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report their partner’s ideas to the class, e.g. Lan
thinks that her carbon footprint is not very big, but she’ll try to reduce it to
further help the environment. First, she’ll start cycling to school instead of
asking her dad to drive her. Second, she’ll stop using plastic bags for
groceries. Finally, she'll start drinking filtered tap water instead of buying
bottled water.
e. Assessment
- Teacher corrects for students as a whole class.

5. CONSOLIDATION (1 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.

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