Unit 9 UNDERSEA WORLD Date of preparing: January,4th Date of teaching: January,9th Period: 1 st A. READING I. AIMS AND OBJECTIVES: - Language content: + To introduce the students some new words relating to undersea world. + To help Ss understand the content of the text. - Language function: + To talk about the type of sea creatures and undersea life: size, feeding habits, offspring, life span, special features. - Educational aims: + To educate Ss to be aware of protecting the environment. 1. Language: a.Vocabulary: cover, challenge, mystery, investigate, sample ,biodiversity, maintain, at stake divide into b.Structures: The conditional type 2 2. Skills: Intergrated skills 3. Education factor : + To help Ss know how to protect sea creatures. II. TEACHER AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques: Explaination, Repetition, using pictures, group work, pairwork, gap-filling 3. Materials needed: textbook, pictures of fish. 4. Students preparation: Prepare some pictures and information about some species of fish. III. PROCEDURE IN CLASS: 1.Stabilization: (3mn) - Greeting. - Checking about absence. 2. Checking up the previous knowledge: - No Teaching steps and time Teacher’s activities Students’ activities The lesson content I. Presentation of the new materials * Warm-up (5mn) - Gives a game “Grouping game” . - Asks Ss to look at the pictures and arrange the animals into two groups. - Work in group. - Listen. - Work with a partner. + Đại Tây Dương + Thái Bình Dương + Ấn Độ Dương + Bắc Cực + Nam Cực Unit 9: UNDERSEA WORLD A. READING 1. New words. + cover (v): che phủ + challenge(v): thách thức + investigate (v): điều tra, nghiên cứu + maintain (v): duy trì + divide into = fall into + mystery(n): điều thần bí, bí ẩn + sample (n): mẫu vật * Pre-reading (10mn) * While-reading ( 10mn) - Introduces the theme of the lesson. - Has Ss look at the map and give the Vietnamese names for the oceans on the map. - Then, has Ss look at the pictures in the book and name the sea animals. - Asks Ss “Do you want to understand more about undersea world? Now, let’s read the passage bellow.” - Teaches some new words in the reading. - Explains the meaning of the words. (using techniques: translation, giving example, explanation) - Read the words. - Introduces Ss the condional type 2. - Has Ss read the passage then do the tasks. *Task 1: - Asks students to fill each blank with one word in the box. - Tells Ss to share their answers with a partner. - Calls some students to give the answers in front of the class. - Comments. - Work with a partner. + Seal + Jellyfish + Turtle + Shark - Listen. - Take note. - Listen and guess the meaning. - Listen and repeat. - Read in silently. - Work individually - Share the answers. - Answers. - Listen. - Work in pairs. - Answer. + biodiversity(n): ña daïng sinh hoïc + at stake : bò ñe doaï * Conditional sentence type 2: Main clause: would + V-inf If clause : were/ V(qk) 2. Reading the passage: * Task 1: Filling gaps: 1. tiny 2. investigate 3. gulf 4. biodiversity 5. samples * Task 2: Answer the questions: 1. 75% of the earth’s surface. 2. By using modern devises. 3. They investigatethe seabed and bring samples of marine life back to the surface for further stydy 4. We can know a wide range of information, including water temperature, depth and the undersea populations. 5. They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents. 6. Marine life would be at stake if the sea biodiversity were not maitained. * Summary: 1. three-quarters 2. myterious 3. modern 4. discoveries 5. biodiversity * Post-reading (5mn) II.Consolidation (3mn) III. Homework (2mn) * Task 2: - Has students read the passage again in order to find the answer for the questions -Walks around the class and offers helps if necessary, then calls on some pairs to act out the activities in front of the class and others write the answers on the board. - Asks the students to complete the summary of the reading passage by filling each blank with a word or phrase in the box. - Helps Ss do this exercise, then calls some students to answer. - Comments and gives correct answers. - Retells the content of the text. - Asks them to write homework in their notebooks. - Work in pairs. - Answer. - Listen. - Listen - Write in the notebooks. 6. huge 7. plants and animals 8. closely connected * Homework: + Do all exercises in the notebook + Learn by hear the summary. + Prepare Speaking. Self – evaluation: Asks the Sts to give some animals in sea that they know Which animals do they like or dislike ? Unit 9: UNDERSEA WORLD Period: 2 nd B. SPEAKING Date of preparing: January,5th Date of teaching: January,9th I. AIMS AND OBJECTIVES: - Language content: + To provide Ss sentences and expressions for making suggestions about the health of the oceans. - Language function: + To help students talk about how to protect oceans and talk about causes and consequences of destroying the ocean environment. - Educational aims: + Ss should contribute their parts to protect the natural or ocean environment. 1. Language: a.Vocabulary: sparingly, herbicide, pesticide, fertilizer, responsibly, net, endanger, dispose of, release b.Structures: should + bare-inf shouldn’t + bare-inf 2. Skills: Intergrated skills . 3. Education factor : + By the end of the lesson, the students will be able to learn about the function of the ocean in our life and how to protect the natural environment . II. TEACHER AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques: Explanation, Repetition, pairwork, giving opions, giving pictures 3. Materials needed: textbook, chalk, board, picture of a polluted beach. 4. Students preparation: Prepare the lesson at home. III. PROCEDURE IN CLASS: 1. Stabilization: (3mn) - Greeting. - Checking about absence. 2. Checking up the previous knowledge: (7mn) + Asks students to write some words and some questions about the reading. 1. How do scientists now overcome the challenges of the depth? 2. What would happen if the sea biodiversity were not maintained? + Suggested answers: 1. By using modern devises. 2. Marine life would be at stake if the sea biodiversity were not maitained. 3. The new lesson: Teaching steps and time Teacher’s activities Students’ activities The lesson content I. Presentation of the new materials * Warm-up (5mn) * Pre-practice (5mn) * Cotrolled- practice (10mn) - Shows a picture of a polluted beach and asks Ss. + How is the beach? + What can you see on the beach? + What does “friendly with oceans” mean? - Leads to the new lesson “How to protect our oceans. Let look at some actions below.” - Teaches some new words. + sparingly + herbicide + pesticide + fertilizer + responsibly + net + endanger + dispose of + release - Reads the world above. * Task 1 - Has Ss put the actions in the order of inportance and then say what we should or should not do. - Calls Ss to answer. * Task 2 +3: - Asks Ss to discuss the consequences that might occur and offer some possible solutions. - Divides the class into eight groups and has each two group discuss one threat. - Walks around the class and gives help if necessary, then selects some groups to present their. - Comments. - Asks Ss to think of a camping trip on the beach, make a list of some what - Work in groups and find the words. + It’s very dirty. + Plastic bags, rubbish, tin, bottle… + It means “not doing harm to the ocean environment. - Write in the notebooks. - Repeat. - Work in pairs. - Ss’ answers may vary. - Work in groups. - Discuss in groups. Unit 9 UNDERSEA WORLD B . SPEAKING * New words: + sparingly (adv): tiết kiệm + herbicide (n): thuốc diệt cỏ + pesticide (n): thuốc trừ sâu + fertilizer (n): phân bón + responsibly (adv): có trách nhiệm + net (n): lưới + endanger (v): nguy hiểm + dispose of (exp): vứt bỏ + release (v): thả phóng thích * Task 1: + Should: - Place rubbish and plastic bags in proper dustbins. - Use water sparingly. - Dispose of fishing lines and nets properly. - Learn all about the oceans. - Keep only the that we will eat, and release the rest. - Be a smart shopper and choose our seafood responsibly. + Shouldn’t: - Fish for species that are limited, threatened or endangered. - Pollute water. - Use herbicides, pesticides and fertilizers that are harm the * Fre-practice (10mn) II.Consolidati on (3mn) III. Homework (2mn) tourists should or shouldn’t do. - Calls on Ss to present their discussion. - Summarizes the main ideas in the lesson. - Asks Ss to write homework in their notebooks. - Present in front of the class. - Discuss in groups of four. - Answers may vary. * Suggested answers: + Should: - Clean the place where they camp. - Collect empty cans and bottles. - Put rubbish proper dustbins. - Use environment friendly products. + Shouln’t: - Litter rubbish. - Pour trash into the beach. - Use disposable products in the beaches. - Dispose of pieces of glasson the beaches. - Listen. - Take note in the notebooks. environment. * Task 2 +3: A: Whales and sharks are still hunted for food, medicine, and other products. This makes they extinct. B: Governments should ban hunting them. A: Explosives are used to catch fish and other sea animals. This makes a lot of them died. B: We should punish people who use explosives. A: Oil is spiled from tankers. This makes water polluted. B: We should clean the sea and punish captain. * Homework: + Write a short paragraph about how to protect our oceans. + Prepare the meaning of the words in Listening. Self-evaluation:Give Sts to prepare pictures and report in front of class Unit 9: UNDERSEA WORLD Period: 3 rd C . LISTENING Date of preparing: January,7th Date of teaching: January,12th I. AIMS AND OBJECTIVES: - Language content: + To improve students’ listening comprehension skill. + To help Ss know more information bout whales’life. - Language function: + To enable Ss to listen to a passage and get information about whales. - Educational aims: + By the end of the lesson , Ss will be able to know something about the whales and know what they do to conserve the whales. 1. Language: a.Vocabulary: mammal, krill, blue whale, whaling, conservation, huge, migrate b.Structures: Conditional type II 2. Skills: Intergrated skills . 3. Education factor : + To improve students’ love of the rare whales, and improve their awareness of protecting these mammals. II. TEACHER AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques: Explaination, Repetition, pairwork, True-False statements, comprehension questions. 3. Materials needed: textbook, chalk, board, tape, cassette 4. Students preparation: Prepare the lesson at home. III. PROCEDURE IN CLASS: 1. Stabilization: (3mn) - Greeting. - Checking about absence. 2. Checking up the previous knowledge: (7mn) - Asks Ss some questions about the whales: 1. Is the blue whale the larggest and most intelligent animal? 2. Why do whales like to feed in the cold oceans? - Answer: 1. Yes, it is. 2. Because there is a lot of krill. 3. The new lesson: Teaching steps and time Teacher’s activities Students’ activities The lesson content I.Presentation of the new Unit 9 . UNDERSEA materials * Warm-up (5mn) *Pre-listening (10mn) *While-listening (15mn) - Shows the pictures of some fish. - Asks Ss to name the fish in English, then say something they know about them (Ex: home, food habit, offspring, features …). - Introduces the listening task “Now, you are going to hear a passage about whales and get some more information about them” -Asks the students to answer the questions in the book. - Calls some students to answer. - Intruduces some keywords in the listening. + mammal (example) + krill (explanation) + blue whale + whaling + conservation + huge (explanation) + migrate(example) - Reads the words and has Ss repeat. - Checks their understanding by reading sentences which contain the new words randomly. *Task 1: - Asks Ss to guess the statements are True or False and tell their guessing. - Has Ss listen to the tape and decide whether the statements are T or F. Let Ss share their answers Look at the pictures and answer. + shark + whale + dolphin - Work in pairs. - Listen. - Work in pairs. - Answer. + I don’t think so. Because they are mammals. + Because they kill whales for food. - Take note. - Listen and repeat and pay attention to the stress syllable. - Listen and write down the words they hear in order 1,2,3,4,…. - Work individually to guess and answer. - Listen and share WORLD C. LISTENING + Vocabulary: + mammal (n): động vật có vú Ex: Whales are mammals because they raise their young on milk. + krill (n): tiny shellfish + blue whale (n): cá voi xanh + whaling (n):việc săn cá voi + conservation (n): sự bảo tồn + huge (adj): very big + migrate (v) di cư Ex: In winter some kinds of birds migrate to North Africa. * Task 1: Decide whether the statements are True or False. 1.F 2. T 3.T 4.F 5.T * Task 2: Answer the questions. 1. The blue whale grows to 30 metres in length and over 200 tons in weight. 2. Because there is a lot of krill- their favourite food in cold waters. 3. Cold waters in the North and South Alantic Ocean and the North and South Pacific are their favorite feeding grounds. 4. Heavy hunting is the main reason for the decrease in whale population. 5. They have asked the International Whaling Commission to srop most *Post-listening (5mn) II.Consolidation (4mn) III. Homework (3mn) each other.(Plays the tape more than two if necessary.) - Calls on some Ss to present their answers in fromt of the class. - Feedbacks and gives correct answers. * Task 2: - Tells Ss to listen to the tape again and then answer the questions. (play the tape twice) - Has them compare their answers with others. - Asks the students to give the answers in front of the class. - Comments and gives correct answers. - Has Ss talk about whales using the cues. + their length and weight. + their feeding grounds and food. + the reasons for protecting whales. - Walks around the class and offers help, then selects some groups to present their plan. - Calls on Ss to present in front of the class. - Summarizes the main features of the whales. - Asks students to write homework in the notebook. the answers. - Present. - Listen and check. - Work in pairs and answer the questions. - Compare the answers. - Give the answer - Listen and check. - Work in groups of four and talk about whales. - Present. - Listen. - Take note. whaling. 6. If we didn’t take any measures to protect whales, they would disppear forever. * Homework: Write a short passage about the blue whale. Self – evaluation : Well done Unit 9: UNDERSEA WORLD Period: 4 th D . WRITING Date of preparing: January,12th Date of teaching: January,16th I. AIMS AND OBJECTIVES: - Language content: + To help the Ss describe information from a table. - Language function: + To help the Ss know more information about the sperm whale’s life. - Educational aims: + To improve their love of the rare animals, and their awareness of protecting these mammal. 1. Language: a. Vocabulary: carnivore, squid, give birth, life span, entrapment, gestation b. Structure: The Present simple tense 2. Skills: Intergrated skills . 3. Education factor : + By the end of the lesson, the students will be able to write desctibing information from a table. II. TEACHER AND STUDENTS’ PREPARATION: 1. Method: Communicative approach 2. Techniques: Explaination, groupwork, pairwork, using a picture 3. Materials needed: textbook, chalk, board, picture 4. Students preparation: Prepare the lesson at home. III. PROCEDURE IN CLASS: 1. Stabilization: (3mn) - Greeting. - Checking about absence. 2. Checking up the previous knowledge: (7mn) + Asks students to answer the questions: 1. What is the length and weight of the blue whale? 2. Why do whale like to feed in the cold oceans? + Suggested answers: 1. It is 30 metres in length and 200 tons in weight. 2. Because there is a lot of krill. 3. The new lesson: Teaching steps and time Teacher’s activities Students’ activities The lesson content I. Presentation of the new materials * Warm-up - Asks Ss to play a game “Hidden picture”. - Hangs a sperm whale - Whole class play a game. - Chooses cards, then Unit 9 . UNDERSEA WORLD [...]... the pollution of their habitat and accidental entrapment in fishing nets Unit 9: UNDERSEA WORLD Period: 5th E LANGUAGE FOCUS Date of preparing: January,12th Date of teaching: January,16th I AIMS AND OBJECTIVES: - Language content: + To help the students pronounce the sounds / ia / and / ea /, / ua / in words and sentences + To provide the students the second condional - Language function: + To help... is just about 50 kg in weight and 1.2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphins are canivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin... Krill 3 Place rubbish and plastic bags in proper dustbins 4 Yes, they are * Fre-practice (10mn) IIConsolidation (5mn) table of the dolphin and based on the description of the sperm whale in task 1 - Has Ss exchange their writing and correct - Picks up some writing to check in front of the class - Has students look at the groups of given words carefully and say what animal the teacher want to mention +... a very wide feet + can swim 120 kilometres out in the water + live in the snow and ice + can’t be found at the South Pole - Summarizes some information about the sperm whale and the dolphin - Asks students to write homework in the notebook to write a paragraph that describes the facts and figures of the dolphin - Exchange the writings - Listen - Work in groups describes the facts and figures provided... 4 cards There is a question for each card If Ss answer correctly, the card will be opened + Card1: What do you call an annimal that raises its young by milk? + Card 2: What food do whales like to eat? + Card 3: What should we do to protect our oceans? + Card 4: Are Whales the most intelligent animals in the ocean? - Shows the picture of a sperm whale and asks Ss to name it - Leads to the lesson - Teaches... + Range and habitat: - All oceans - prefer waters with high squid population + Size: - Answer : Sperm Whale - Male: 18m in length; 54.000kg in weight - Female: 12m in length; 17.000kg in - Listen weight - Listen and write in the + Feeding Habits: notebook - Canivores; Eat maily squid - Eat up to 1.500 kg of food daily + Offspring: - Give birth to one calf every 5-7 years - Gestation period: 14- 19 months... the teacher’s and others’ The group having many sentences will win - Introduces the lesson - Gives a solution Ex: Nam isn’t intelligent, so he can’t answer the question  If Nam were intelligent, he could answer the question - Has Ss give remark the example - Teaches Ss the usage and the form of the second conditional - Asks Ss to give the correct form of the verbs - Has Ss give their answers - Corrects... students to write a sentence with should or - Listen - Listen and repeat - Read the words - Correct - Work in pairs - Answer - Present Listen - Listen and answer (without books) - Offer a solution + We should clean beaches We shouldn’t litter rubbish - Answer - Work individually - Share the answers / ia / / ea / / ua / here pair poor dear chair sure clear square tour idea where usual 2 Grammar: * Should... Pre-practice * Controlledpractice shouldn’t and the phrase in the box - Has them compare the answers with a partner - Calls some students to answer in front of the class - Gives feedback * Exercise 2: - Has students read the situations and write sentences with I think / I don’t think… should… - Calls students to write the answers on the board - Gives the correct answers 2 Conditional sentence type 2: -... carnivore (n) + squid (n) + life span (n) + entrapment (n) + gestation (n) + give birth (n) - Explains the meaning of the words, and read - Revises the simple present tense * Task 1: - Asks students to read the description of the sperm whale and complete the table - Guides Ss to fill in the table - Walks around the class and offers help - Calls on students to write their answers on the board - Gives feedback . notebook. the answers. - Present. - Listen and check. - Work in pairs and answer the questions. - Compare the answers. - Give the answer - Listen and check Listen and guess the meaning. - Listen and repeat. - Read in silently. - Work individually - Share the answers. - Answers. - Listen. - Work in pairs. - Answer.