WELCOME

Unit

1 1

Uni
OBJECTIVES
t
By the end of this lesson, students will be able to:
1. Knowledge
- talk about ways to live green.
2. Core competence
- be collaborative and supportive in pair work and team work;
- develop presentation skills;
- actively join in class activities;
- be critical thinking.
3. Personal qualities
- recognise what activities teenagers should do to live green;
- be aware of the importance of a green lifestyle.

Unit

2

1

FAMILY
LIFE
Uni HUMANS
AND THE
t
ENVIRONMENT
LESSON 4

SPEAKING

Living green

VOCABULARY

PRE-SPEAKING

leave something on
(idiom)

/liːv ˈsʌmθɪŋ ɒn/
choose to keep something operational or
switched to an "on" position.
không tắt

PRE-SPEAKING

chemical (n)
/ˈkemɪkl/

a substance obtained by or used
in a chemical process
hóa chất

PRE-SPEAKING

shade (n)
/ʃeɪd/

slight darkness caused by something
blocking the direct light from
bóng mát, bóng râm

PRE-SPEAKING

Form
leave something
on (idiom)
chemical (n)
shade (n)

Pronunciation

Meaning

/liːv ˈsʌmθɪŋ ɒn/

make or allow something to remain in
working condition

/ˈkemɪkl/

a substance obtained by or used in a
chemical process

/ʃeɪd/

slight darkness caused by something
blocking the direct light from the sun

1. Which of the following activities do you think teenagers should or shouldn't
do to live green? Put a tick in the appropriate column.
Activities
Should Shouldn't
1. Leaving your appliances on when not in use
2. Recycling your used items
3. Using plastic bags when shopping
4. Buying organic food
5. Dropping litter in the street
6. Planting trees

I think teenagers should ……
I think teenagers shouldn't ………

 

✔
 

✔
 

✔

✔
 

✔
 

✔
 

2. The table below presents the reasons why teenagers should or shouldn't do
the activities in 1. Work in pairs and match them with the activities.
Reasons

Activities

a. This makes the street dirty and polluted.

5. Dropping litter in  the street

b. This wastes electricity and creates
dangerous situations.

1. Leaving your appliances on when
not in use

c. It takes years for the material to break down
into small pieces.

3. Using plastic bag when shopping

d. This reduces the use of harmful chemicals in
food.

4. Buying organic food

e. This protects natural resources.

2. Recycling your used
items
 

f. They provide shade and fresh air.

6. Planting trees

 

WHILE-READING
PRACTICE

3

Work in groups. Discuss and present your ideas
about what you should or shouldn't do to live green.

Example: There are many things that we should or shouldn't do to
live green.
We should recycle our used items so that we can protect natural
resources.
We shouldn't drop litter in the street because this will make the
street dirty and pollute the environment.

WHILE-READING
PRACTICE

3

Work in groups. Discuss and present your ideas
about what you should or shouldn't do to live green.

Example: There are many things that we should or shouldn't do to
live green. We should recycle our used items so that we can protect
natural resources. We shouldn't drop litter in the street because
this will make the street dirty and pollute the environment.

Game: Passing the pen
Rules:
• A song is played while students are passing a ball one by one.
• When the music stops, the student who keeps the ball will make
a presentation.

There are many things that we should or shouldn't do to live
green.
We should plant more trees because they provide shade and
fresh air.
We shouldn't leave our appliances on when not in use as this
wastes electricity and creates dangerous situations.

CONSOLIDATION

1 Wrap-up
WHAT HAVE WE LEARNT TODAY?
• Activities and the reasons why we should
or shouldn't do to live green

2 Homework
• Do exercises in the workbook
• Prepare for the listening lesson

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