Unit 9: Undersea world A: Reading I Objectives Educational aims: through the lesson, students will be able to: - Enrich their vocabulary by guessing meaning in context - Understand the content of the text - Do the exercises of gap-filling and answering the questions Skill: reading for gist and specific information Attitude: love and protect the endangered animals II Method - Communicative approach III Teaching Aids - Teacher’s book - Text book - Pictures IV Procedure Class Organization: 2ms - Greeting - Checking the attendance New lesson: A READING Teacher’s Activities Students’ Activities Content Warm up – Lead in - Stick the map of the world on the board and ask Ss to answer the questions: - Lead to the new lesson: - Look at the map and answer in individuals How many parts of the ocean are there in the world? Can you name it in Vietnamese? Today, we will learn a lesson to know more about - Listen to the the world under the water introduction ACTIVITY 1: BEFORE YOU READ - Ask Ss to look at the map and give the equivalent Vietnamese names of the oceans - Give names Give the Vietnamese names of the oceans - Call on some Ss to give answers - Give answers - Correct the answers - Listen carefully - Indian Ocean ['indjən'ou∫n] (n) Ấn Độ Dương - Pacific Ocean/ pə'sifik'ou∫n/ (n) Thái Bình Dương - Atlantic Ocean [ət'læntik'ou∫n] (n) Đại Tây Dương - Antarctic Ocean [æn'tɑ:ktik 'ou∫n] (n): Nam Băng Dương - Arctic Ocean ['ɑ:ktik 'ou∫n] (n) Bắc Băng Dương - Ask Ss to look at the pictures of animals on the book, work in pairs and name the animals - Call on some Ss to write the names - Read the words and ask Ss to repeat Name the sea animals - Look at the - Seal: [si:l] (n) chó biển; hải cẩu pictures, work in - Jelly Fish ['dʒelifi∫] (n) sứa pairs and name - Turtle ['tə:tl] (n) rùa - Write down - Shark [∫ɑ:k] (n) cá mập - Repeat after T’s reading ACTIVITY 2: WHILE YOU READ - Ask Ss to listen to the tape and underline new words - Give and explain some new words - Read words and ask Ss to repeat - Listen to the tape and underline new words - Listen to the teacher and New words and phrases - mystery (n) ['mistəri] điều huyền bí, điều thần bí - mysterious (a) [mis'tiəriəs] - submarine (n) [,sʌbmə'ri:n] - fall into (v) repeat after - organism (n) ['ɔ:gənizm] thể; sinh teacher’s reading vật - Read silently - current ['kʌrənt] - be at stake = at risk - seabed ['si:'bed] (n) đáy biển - contribute (v) [kən'tribju:t] đóng góp, góp phần - maintain (v) [mein'tein] trì - Ask Ss to read the passage, get information, and prepare for Tasks Tasks - Ask Ss to explain the requirement - Explain the requirement - Ask Ss to work independently to task in ms - Work individually and the task - Have Ss compare the answers with a friend - Call Ss to match and explain - Feedback and give the correct answers - Compare the answers with a friend * Suggested answers Tiny Provide Gulf Biodiversity Samples - Read aloud their matching in front of the class Task 2: Answering the questions and explain * Suggested answers: 75 % of the earth surface is covered by seas and oceans - Ask Ss to work in pairs, - Work in pairs, read the passage again and read the passage and answer the answer the questions questions - Ask Ss to compare the Task 1: Sentence completion - Compare the answers Scientists now overcome their challenges of the death y modern devices Submarines can help scientists to investigate the seabed and bring samples of the marine life back to answer with other pairs - Call some pairs to ask and answer in front of the class - Ask and answer in pairs in front of the class the surface for the further study Satellite photos provide a wide range of information, including water temperature, depth and the undersea populations - Feedback and give correct answers Group 1: animals live on or depend on the bottom like the starfish Group 2: Swimming animals such as fishes and sharks that move independently of water currents Group 3: Tiny organisms that are carried along by the currents like the jellyfish If the sea biodiversity was not maintained, the marine life would be at stake ACTIVITY 3: AFTER YOU READ - Ask Ss to work in pairs, complete the summary - Go round and provide help - Call some Ss to report in front of the class - Work in pairs Summary completion * Suggested answers three - quarters - Report in front of the class mysterious modern discoveries plants and animals - Feedback huge biodiversity closely connected Consolidation, homework - Summarize the main contents of the lesson - Learn by heart words - Prepare next part, part B: Speaking Drawing experience: Unit 9: Undersea world B: Speaking I Objectives Educational aims: by the end of the lesson, students will be able to: - Talk about causes and consequences of the sea problems - Discuss the way to protect environment Skill: expressing information and speaking for details II Method - Communicative approach III Teaching Aids - Teacher’s book - Text book - Pictures IV Procedure Class Organization - Greeting - Checking the attendance New lesson: B SPEAKING Teacher’s Activities - Ask Ss some questions: What will you if you see rubbish or plastic bags in the streets or in the school yard? → If we see rubbish, we should place them in the dustbin to make the environment clean Students’ Activities - Answer individually Content Warm up – Lead in - Listen to the introduction - Gather ideas and lead in ACTIVITY 1: PRE – SPEAKING - Read the requirement and ask Ss to explain the requirement - Explain the requirement Task 1: Work in pairs ,put the actions in the order of importance and then say what we should or should not - Ask Ss to read the actions carefully and explain some new words - Read the actions - Should/ shouldn’t + V-bare - Ask Ss to work in pairs, put the actions in the order of importance and say - Work in pairs what should or shouldn’t and the task - Call some pairs to answer - Sparingly (adv) - Endanger (v) - Threaten (v) - Dispose of (v) : đặt, xêp - Herbicide (n) - Pesticide (n) - Fertilizer (n) - Present in pairs - Release (v) - Responsibly (adv) * Suggested answers: 1.f 2.e 3.c 4.d 5.a 6.b 7.h 8.g - Feedback I think action f is the most important because if we learn all we can about the oceans we will understand their values and try to protect them ACTIVITY 2: WHILE – SPEAKING - Ask Ss to explain the requirement - Explain the requirement - Ask Ss to read through the threats, make sure that all Ss understand them - Read the threats Task 2: Discuss the consequences that might occur and offer some possible solutions - make + sth/ sb+ adj - result in + N - Ask Ss to work in groups * Suggested answers to discuss the - Work in groups A: beaches are filled with plastic bags, consequences and and the task piece of glass and cigarette butts This solutions makes the sea polluted and endangers sea - Go round to observe and plants and animals offer helps B: We should clean beaches and tell - Call on some other people not to litter them representatives of groups - Present in front A: Whales and sharks are still hunted to present in front of the of the class for food, medicine and other product class This makes these kinds of animals disappear./ They will be disappeared B: The authorities should pass laws to ban hunting and fine heavily who breaks these laws A explosives are used to catch fish and other sea animals This makes a lot of fish die B: The Government should ban using explosives to catch fish A: Oil is spilled from tankers This makes the water be polluted - Comment and correct the answers B: the captain of tankers should be punished ACTIVITY 3: POST – SPEAKING - Instruct Ss how to the task - Listen carefully Task 3: Report - Ask Ss to use the information they’ve got from task to report - Call on some Ss to report what their groups have discussed - Report in front of the class - Comment and give marks Consolidation, homework - Summarize the main contents of the lesson - Learn by heart words - Prepare next part, part C: listening Drawing experience: Unit 9: Undersea world C: Listening I Objectives Educational aims: through the lesson, students will be able to: - Listen for specific information about whales - Listen better through True/False Sentences and answering questions Skill: listening for specific information II Method - Communicative approach III Teaching Aids - Teacher’s book - Text book - Cassette player and tape IV Procedure Class Organization - Greeting - Checking the attendance New lesson: C LISTENING Teacher’s Activities - Ask Ss some questions: Do you know any big animals in the sea? - Introduce new lesson:Today, we’ll listen to the tape to get some information about Whales Students’ Activities - Listen to the questions, think and answer individually Content Warm up – Lead in - Listen to the introduction ACTIVITY 1: BEFORE YOU LISTEN - Ask Ss to work in pairs and discuss questions - Call some Ss to answer the questions - Discuss questions in pairs - Answer - Pre-teach some words related to the listening part - Notice and - Read aloud words and write down ask Ss to repeat - Listen and repeat Work in pairs - Whales are not fish because they raise their young on milk - They keep hunting whales for food, medicine, leather… Listen and repeat - Mammal (n) - Conservation (n) - Krill (n) - Whaling (n) - Listen to the introduction - Migrate (v) - Pacific - Atlantic - Blue whale (n) ACTIVITY 2: WHILE YOU LISTEN - Introduce: You will hear a passage about whales Listen and the tasks - Listen to the introduction - Ask Ss to explain the requirement of Task - Explain the requirement - Instruct Ss: we will listen - Listen to the to the tape about whales instruction and decide if the statements are True or False - Ask Ss to read the - Read the statements and be sure that statements all the students understand them - Listen to the - Play the tape and ask Ss tape and the to listen and the task task - Ask Ss to discuss with - Discuss in pairs friends about the answers - Call some Ss to give their answers - Play the tape again and ask Ss to check their answers - Give answer and explain - Listen again and check - Correct - Listen to the - Instruct Ss: you will listen to the tape again and instruction Task 1: True/False Sentences * Suggested answers F (It is the largest …) T T F (because of heavy hunting pressure) 5.T answer the questions Task : Answering the questions - Ask Ss to read the questions first and have a guess the answers - Read the questions and guess * Suggested answers - Play the tape and ask Ss to listen and answer the questions - Listen to the tape and answer Because there is a lot of krilltheir favourite food in cold waters - Ask Ss to compare the answers with a friend - Compare the answers with a friend - Call some Ss to read aloud their answers and write down on the board - Give the answers Cold waters in the North and South Atlantic Ocean and the North and South Pacific are their feeding grounds - Play the tape again and give correct answers - Listen again and check The blue whale grows to 30 metres in length and over 200 tons in weight Heavy hunting is the main reason for the decrease in whale populations They have asked the International Whaling Commission to stop most whaling If they didn’t take any measure to protect whale, they would disappear forever ACTIVITY 3: AFTER YOU LISTEN - Ask Ss to work in groups - Work in groups Work in groups: Talk about Whales, using the cues - Call some Ss to present in front of the class - Present in front + Their length and weight of the class + their feeding grounds and food + their reason for protecting Consolidation, homework - Summarize the main contents of the lesson - Learn by heart words - Prepare next part, part D: Writing Drawing experience: Unit 9: Undersea world D Writing I Objectives Educational aims: through the lesson, students will be able to: - Write paragraphs with information given in a table Skill: Writing for gist and specific information Attitude: love and protect the endangered animals like sperm whales and dolphins II Method - Communicative approach III Teaching Aids - Teacher’s book - Text book IV Procedure Class Organization - Greeting - Checking the attendance Checking old lesson: - Rewrite the vocab in the previous lesson New lesson: D WRITING: DESCRIBING INFORMATION FROM A TABLE Teacher’s Activities - Ask Ss some questions: - Introduce new lesson: All above are some features about whales Today, we will learn to write a paragraph using these features Students’ Activities - Remember the information and answer the questions Content Warm up – Lead in + What is the length and weight of the blue whale? + What is the favourite food of whale? - Listen to the introduction ACTIVITY 1: PREPARATION AND PRESENTATION - Ask Ss to explain the requirement - Explain the requirement - Read the description and explain some new words - Listen to the teacher and then write down new words on the notebook - Ask Ss to work in pairs, read the description and complete the table - Ask Ss to compare the answer with other pairs - Work in pairs, read the description and complete the table Task 1: Read the description of the sperm whale and then complete the table that follows SPERM WHALE - All oceans RANGE & HABIT AT - Prefer water with high squid populations - Male: 18 m in length; 54,000 kg in weight - Female: 12 m in length; 17,000 kg in weight - Compare SIZE - Call on some Ss to give answer - Answer - Read the description again and check - Notice - Carnivores; eat mainly FEEDIN squid G - Eat up to 1,500 kg of HABITS food daily - Give birth to calf OFFSPR every 5-7 years ING - Gestation period: 14-19 months LIFE SPAN SPECIA L FEATU RES - Explain the way to write paragraph: + The first sentence is Topic Sentence It talks about the name of the animal and its special feature CONSE RVATI ON CONCE RNS + The other sentences describe the animal in details Up to 60-70 years - Biggest animals that have teeth on Earth - Have the largest brain of all mammals At risk due to hunting and accidental fishing net entrapment ACTIVITY 2: PRACTICE - Ask Ss to explain the requirement - Explain the - Ask Ss to work in individual, read the table about Dolphin and write paragraph - Work in individual and write - Ask Ss to share the writing with a friend Task 2: Write paragraph requirement - Exchange the writing ACTIVITY 3: PRODUCTION - Call on Ss to go to the board and write down the paragraphs - Write down the * Suggested answers paragraph on the Dolphins are not fish They are board mammals that live in the water Dolphins are among the most intelligent animals on earth Although - Check and correct the mistakes Consolidation, homework - Summarize the main contents of the lesson - Learn by heart words - Prepare next part, part E: Language focus Drawing experience: they can be found in all oceans, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kg in weight and 1,2 metres in length while the largest one can weigh up 8,200 kg and is 10 meters long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every years after a gestation period of 11 to 12 months A dolphin can normally live from 20- 65 years and some species of dolphin can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets Unit 9: Undersea world E: Language Focus I Objectives Educational aims: through the lesson, students will be able to: - Distinguish and pronounce the sounds /iə /, / eə / and / uə/ correctly - Understand the usage of should, should not and conditional sentence type 2 Skills: Do exercises Attitude: Use language in communication correctly II Method - Communicative approach III Teaching Aids - Teacher’s book - Text book - Cassette player, tape IV Procedure Class Organization - Greeting - Checking the attendance Checking old lesson: - Rewrite the vocab in the previous lesson New lesson: E LANGUAGE FOCUS Teacher’s Activities Students’ Activities Content ACTIVITY 1: PRONUNCIATION - Give words included sounds, read aloud these words, pronounce these sounds clearly and slowly - Listen carefully Introduce sounds and ways to distinguish them - / iə /: has sounds / i / and / ə / First, - Call Ss to read words and help them to distinguish them - Instruct the way to pronounce - Play the tape and ask Ss to repeat words - Call some Ss to read sounds clearly make sound / i/ then add / ə / - Read words clearly Ex: here, tear, near, dear… - Notice Ex: pair, chair, where, care… - Listen and repeat words - / uə/ has sounds / u / and / ə / - Read sounds - Play the tape - Listen - Ask Ss to underline words included sounds in sentences - Listen and underline words - Call some Ss to read sentences - / eə / : has sounds / e/ and / ə/ Ex: poor, tour, sure… Practice - Read aloud sentence by sentence - Correct ACTIVITY 2: GRAMMAR AND VOCABULARY - Give examples - Notice I Should/ should not - Revise the use of Should/ shouldn’t - Write down Ex: - You should go to bed - Ask Ss to give the form - Give the form - You shouldn’t throw rubbish in the street Should/ should not + V-bare Form: Use: It is used to give advice or offer solutions - Ask Ss to work individually and write the sentences - Notes: should+V-bare = had better+ V-bare - Work in individual, Shouldn’t =had better not exercise as the requirement - Ask Ss to compare the answers with a friend - Call some Ss to give their answer - Feedback and give correct answers - Compare the answers with friend - Give the answers - Notice Practice Exercise 1: Write a sentence with should/ shouldn’t + phrase in the box * Suggested answers You should look for another job You shouldn’t go to bed so late You should take a photograph - Ask Ss to Task She shouldn’t use her car so much - Call some Ss to report in front of the class He should put some pictures on the wall - Feedback and give correct answers - Do task - Report Exercise 2: Write sentences with I think/ I don’t think…should… - I think + S should - I don’t think S + should + V(bare inf.) - I think S + shouldn’t * Suggested answers I think smoking should be banned, especially in restaurants - Ask Ss to read the example, analyse the structure - Call Ss to give the structure - Read the example and analyse the structure - Give the form and use - Give structure - Write down I don’t think you should go out this evening I think the boss should resign II Conditional sentence Type II Ex1: If I were you, I would tell her the truth Ex2: I don’t know her address If I knew, I would give it to you Form: If clause, main clause If+S +V (past subjunctive), S +would +V-inf (Past subjunctive: V2/V-e; were) - Ask Ss to work in pairs and the exercise - Call some Ss to read aloud their sentences - Work in pairs and complete Exercise - Read aloud - Feedback and give correct answers Use: expresses a unreal condition in the present Notes: Unless = if …not Practice Exercise Put the verb in the correct form * Suggested answers would take refused would not get closed down pressed would be didn’t come borrowed walked 10 would understand Consolidation, homework - Learn by heart the main points: - Prepare next lesson, Unit 10, A Reading Drawing experience: [...]... verb in the correct form * Suggested answers 1 would take 2 refused 3 would not get 4 closed down 5 pressed 6 would be 7 didn’t come 8 borrowed 9 walked 10 would understand 4 Consolidation, homework - Learn by heart the main points: - Prepare next lesson, Unit 10, A Reading 5 Drawing experience: ... 8,200 kg and is 10 meters long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every 2 years after a gestation period of 11 to 12 months A dolphin can normally live from 20- 65 years and some species of dolphin can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets Unit 9: Undersea world... grounds and food + their reason for protecting 4 Consolidation, homework - Summarize the main contents of the lesson - Learn by heart words - Prepare next part, part D: Writing 5 Drawing experience: Unit 9: Undersea world D Writing I Objectives 1 Educational aims: through the lesson, students will be able to: - Write paragraphs with information given in a table 2 Skill: Writing for gist and specific... Read the description again and check - Notice - Carnivores; eat mainly FEEDIN squid G - Eat up to 1,500 kg of HABITS food daily - Give birth to 1 calf OFFSPR every 5-7 years ING - Gestation period: 14- 19 months LIFE SPAN SPECIA L FEATU RES - Explain the way to write paragraph: + The first sentence is Topic Sentence It talks about the name of the animal and its special feature CONSE RVATI ON CONCE RNS ... pressed would be didn’t come borrowed walked 10 would understand Consolidation, homework - Learn by heart the main points: - Prepare next lesson, Unit 10, A Reading Drawing experience: ... the lesson - Learn by heart words - Prepare next part, part C: listening Drawing experience: Unit 9: Undersea world C: Listening I Objectives Educational aims: through the lesson, students will... of the lesson - Learn by heart words - Prepare next part, part D: Writing Drawing experience: Unit 9: Undersea world D Writing I Objectives Educational aims: through the lesson, students will