Period: 55 UNIT 9: UNDERSEA WORLD Date: 04/01/2009 LESSON 1: READING I. Objectives: By the end of the lesson, sts will be able to: - read and understand the text in detail - enlarge vocabulary about undersea world. II. Teaching aids: textbook, pictures in textbook, chalk and board. III. Teaching method: integrated IV. Anticipated problems: - Problems: Students may lack vocabulary on undersea world. - Solutions: Teacher introduce more new words about undersea world. V. Procedures: Teachers activities Students activities 1. Warm-up:( 3 mins) - Ask sts to work in pairs and tell some oceans they know in Vietnamese or in English. - Gets sts answers. - Give equivalent meaning in English if sts dont know and show them on the map. - Introduces the new lesson. 2. Before you read( 12 mins) - Ask sts to look at the 4 pictures in the textbook and name the sea animal. - Ask some sts to report. - Listen and give remarks. + Vocabulary: - Provide sts with new words/phrases: + bay(n): + over come (v): + satellite photograph(n): + exist(v): + subma'rine(n): Tàu ngầm + 'organism(n): cá thể + unless = ifnot + be at stake(phr) : Có nguy cơ tuyệt chủng = in danger - Read each word/phrase twice and ask sts to repeat. - Leave the sts 1 minute to self- practise reading the words. - Call on some sts to read aloud and correct. 3. While you read:( 20 mins) + Set the scene: - You are going to read a passage about undersea world. Read it and then do the tasks that follow. + Task 1: - Explain the task. - Ask sts to read the passage, try to find the meaning of these words in the context and do task 1 individually. - Tell sts to compare their results with their partners. - Call on 5 sts to do the task orally in front of the class. - Listen and correct. + Task 2: - Elicits the task from sts. - Asks sts to read the 6 questions and understand their meaning. - Ask sts to work in pairs to read the passage again and answer the questions in task 2. - Require sts to underline the information that supports the answers. - Have sts compare their answers with another pair. - Work in pairs and tell the oceans they know. - Read out the answers: + Pa'cific ocean: Thái bình dơng + At'lantic ocean: Đại tây dơng + 'Indian ocean: ấn độ dơng + 'Arctic ocean: Bắc băng dơng + An'tarctic ocean (southern ocean): Biển nam cực. - Look at the 4 pictures and name them. - Answers: + Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct - Listen , guess their meaning and then copy down - Listen and repeat. - Read these words silently. - Soms sts read these words aloud and others listen. - Look at the book and listen to the teacher. - Read the passage to find the words meaning and do task 1 individually. - Share their answer with their partners. - Some sts report. 1. tiny 2. investigate 3. gulf 4. biodiversity 5. samples - Read and explain the task. - Read the 6 questions and understand their meaning. - Work in pairs to ask and answer. - Compare their answer with other pairs. 1 - Ask 6 pairs to ask and answer aloud in front of the class. - Give correct answers. 4. After you read:( 7 mins) - Explain the task. - Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box. - 8 sts represent by reading aloud the answers. - Listen and check. 5. Consolidation: (2 mins) - Summarize the main points of the lesson. 6. Homework:( 1 min) - Learn by heart all the new words and make sentences with them. - Do exercises in the workbook. - Prepare for the new lesson. - Some pairs report. 1. 75% 2. They do that by using modern devices 3. They bring samples to the scientists to study 4. We can learn about the temperature, depth, and the marine population 5. + Group 1: some live on or depend…. + Group 2: Some are swimming animals… + Group 3: Tiny organism that are carried 6. If the sea biodiversity were not maintained, marine life would be at stake. - Look at the book and listen to the teacher. - Work in pairs to do the task. - sts report. 1. three- quarters 2. mysterious 3. modern 4. discovery 5. plants and animals 6. huge 7. biodiversity 8. closely connected - Others listen Period: 56 Unit 9: LESSON 2: SPEAKING Date: 04/01/2009 I. Objectives: By the end of the lesson, sts will be able to: - offer solutions to sea problems using should or shouldn’t. - talk about causes and consequences of sea problems. - Report on discussion results. II. Teaching aids: textbook, chalk and board. III. Teaching methods: integrated, mainly communicative. IV. Anticipated problems: - Problems: Students may have difficulty in giving consequences and solutions for some threats to the health of the oceans. - Solutions: Teacher can give some suggestions about them. V. Procedure: Teacher’s activities Students’ activities 1. Warm-up: (5mins) - Asks sts some questions: 1. What should you do if there is so much rubbish in our class? 2. What should you do if our oceans are polluted? - Answer the teacher’s questions: 1. I should put them in dustbin. 2. We should protect our oceans: 2 - Introduce the new lesson. 2. Before you speak: (13mins) + Task 1: - Explain the task. - Ask sts to look through all the statements and give sts some new words: - pollute (v): g©y « nhiÔm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u - fertilizer (n): ph‘ .bon - Ask sts to read the new words aloud. - Ast sts to work in pairs and talk about what we should or should not do by answering the 2 questions: 1. Which actions shouldn’t or should you do to protect our oceans? 2. In you opinion, which action should you do to protect our oceans at first? - Go around to help sts if necessary. - Ask some sts to give their opinions. 3. While you speak( 15mins) + Task2: - Introduce the task. - Have sts read the sentences and understand them. - Explain some new words: hunt (v ) explosive ( n) spill ( v ) tanker ( n ) - Ask sts to work in pairs to discuss the consequences of the threat to our oceans listed in Task 2 and offer some solutions. - Give sts some suggestions by handouts: Threats Consequences Solutions 1. Beaches are filled with plastic bags. - polluted water - place plastic bags in proper dustbins 2. Whales are hunted for food. - disappear - not hunt or sell whale products 3. Explosives are used to catch fish. - a lot of fish died - be banned. 4. Oil is filled from tanks - polluted water - clean the sea + Clean beaches + Learn all you can about the oceans. … - Look at the book and listen to the T. - Write down the new words and practise reading them. - Work in pairs and discuss the 2 questions. - Sts may answer: I think that/ In my opinion action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them. - Look at the book and listen to the teacher. - read the sentences and understand them. - Listen and take notes. - Work in pairs and discuss some consequences and possible solutions. 3 water/punish captain. - Go around to help sts if necessary. - Call on some pairs to report in front of the class. - Give comments. 4. After you speak: ( 9mins) + Task 3: Report to the class what your group has discussed. - Ask some representatives to report their pairs’ opinions in front of the class. - Listen and ask others to listen to give their opinions. 5. Consolidation: (2mins) - Summarize the main points of the lessons. 6. Homework: (1min) - Write a passage about the threats to our oceans and the solutions. - Some sts report their opinions in front of the class. - Others listen and give remarks. Handout: Threats Consequences Solutions 2. Whales are hunted for food. - disappear - not hunt or sell whale products 3. Explosives are used to catch fish. - a lot of fish died - be banned. 4. Oil is filled from tanks - polluted water - clean the sea water/punish captain. Period: 57 Unit 9: LESSON 3: LISTENING Date: 04/01/2009 I. Objectives: By the end of the lesson, sts will be able to: - listen to get specific information about whales. - answer comprehension questions. II. Teaching aids: textbook, cassette, CD, pictures of whales, chalk and board. III. Teaching methods: integrated, mainly communicative. IV. Anticipated problems: - Problems: sts may have difficulty in listening to answer the questions. - Solutions: teacher introduces ss some difficult words in the listening passage. V. Procedures: Teacher’s activities Students’ activities 1. Homework checking:(5mins) - Call on one student to talk about what people should do to protect the oceans. 2. Before you listen:(10mins) a. Focus sts on the picture of a whale and ask sts to answer the following questions: 1. What is it? 2. Do you think whales are fish? Why (not)? 3. Is it the largest animal on the world? 4. Why do people keep hunting whales? b. Introduces some new words - 'mammal (n): the animal that raise the young - One student presents. Others listen and give remarks. - Look at the picture and answer the teacher’s questions. 1. It is a whale. 2. They are not fish because they raise their young on milk. 3. Yes, it is. 4. They want to catch whales for food, oil, leather and other products. - Look at the board, listen to the teacher and guess 4 on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - mig'rate(v): to move from one place to another according to season - conser'vation(n): taking care of sth, the prevention of loss, damage - feeding / bearing ground (n): the place where a species of animal find food/ give birth. - an/a/the increase/ decrease in stphr): - International whaling Commission: an organization responsible for the number of whales hunted. - measure(n): an action taken to achieve a purpose - heavy hunting pressure(phr): - Read the words and ask sts to repeat twice. - Ask sts to read the words in pairs. - Ask some sts to read the words aloud. - Ask sts to refer to the map of the world in the textbook (p. 94) and revise parts of the world, the oceans and discuss where there are cold waters. 3. While you listen:( 17mins) + Task 1: - Tell sts that they are going to listen to a talk about whales. - Ask sts to work in pairs, look at the statements given, underline the key words and guess if they are true or false. - Ask sts to listen to the talk and do the task. - Plays the cassette twice. - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the cassette once again, have a pause where necessary and conduct the correction. + Task 2: - Ask sts to have a look at the questions in the textbook, read them in pairs, underline the key words and make sure they understand them. - Encourages sts to guess the answer to the questions. - Ask sts to listen to the cassette once or twice again to answer the questions. Sts can note down important information - Ask sts to compare their answer in pairs. - Check sts’ answer. - Play the cassette once again, stop where necessary and conduct the correction. 4. After you listen:(10mins) - Ask sts to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water - their meaning. - Listen and repeat. - Read the words in pairs and correct each other’s mistakes. - Some individuals read the words aloud. - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters. - Listen to the T. - Work in pairs to underline the key words and guess if the statements are true or false. - Listen to the cassette and do the task - Compare their answer in pairs. - Give their answer. 1. F. It's the largest animal on earth. 2. T 3. T 4. F. They are in danger because of heavy hunting pressure. 5. T - Check their answer and then correct their work if they have the wrong answer. - Work in pairs to read the questions, underline the key words and try to understand them. - Try to guess the answer. - Listen and do the task. - Gives their answer. 1. It is about 30 metres in length and over 200 tons in weight. 2. It is because there is a lot of krill - their favourite food 3. They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean. 4. Heavy hunting. 5. They have asked the International Waling Commission to stop most whaling. 6. If we didn't take any measures to protect whales, they would disappear forever - Check their answer, and then correct their work if they have the wrong answer. - Work in pairs to talk about whales. 5 North - South- Pacific - Atlantic - krill - in danger - hunting - not protect - disappear. - Move round to check the activities and to make sure that sts are working effectively. - Ask two sts to present in front of the whole class. - Check and give remarks. 5. Consolidation:(2mins): - Summarize the main points of the lesson. 6. Homework:(1 min) - Write a short paragraph about the whale - Prepare for the new lesson. - Two sts present. Period: 58 Unit 9: LESSON 4: WRITING Date: 15/01/07 Describe information from a table I. Objectives: By the end of the lesson, sts will be able to write a passage using the information in the table. II. Teaching aids: textbook, chalk and board. III. Teaching methods: integrated. IV. Anticipated problems: - Problems: Students may have difficulty in using the information to write a full paragraph. - Solutions: teacher should be ready to help. V. Procedure: Teacher's activities Students' activities 1. Warm- up: (5 mins) - Ask sts to close their books and answer the teacher’s questions about whales. 1. Is the whale the largest animal that has ever lived on the Earth? 2. Are they the most intelligent animals in the ocean? 3. Are they in danger? Why? - Introduce the new lesson. 2. Before you write:( 20 mins) + Task 1 : - Introduce the situation. - Explain some new words: + sperm whale (n): a kind of whale that is hunted for an oily substance in its head. + 'carnivore (n): an animal that eats meat + squid (n): mùc èng + ges'tation period (n): the process of carrying the young baby inside the mother's body. + life span (n): the period from birth to death + en'trapment (n): sù m¾c bÉy + 'offspring (n): con c¸i - Ask sts to listen to the teacher and repeat - Ask sts to work in pairs to read the paragraph and then complete the table that follows. - Move round to help if necessary. - Ask sts to compare their ideas with other pairs. - Draw a table on the board and ask some sts to go to the board and complete the table. - Close the book and answer the teacher’s questions 1. Yes, it is. 2. Yes, they are. 3. Yes, because of the heavy hunting pressure. - Listen to the teacher carefully. - Guess their meaning and copy them into theit notebooks. - Listen to the teacher and then read these words in chorus and individually. - Read the paragraph in pairs and do the task. - Share their answer with their friends. - Present their ideas. + Range and habitat: all oceans. Prefer the waters with high squid populations. + Size: Male: 18 m in length, 54,000 kg in weight Female: 12 m in length, 17,000 kg in weight. + Feeding habits: carnivors, eat mainly squid. Eat up 1.500 kg of food daily. + Offspring: give borth to one calf every 5-7 years. Gestation period: 14- 19 months. + Life span: up to 60- 70 years. 6 - Look at the board and give remarks. + Task 2: - Ask sts to work in pairs in 3 minutes to read the second table with some information about the dolphin. - Move round to help if necessary. 3. While you write:( 10 mins) - Ask sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table. - Let sts write in 10 minutes. - Move around to conduct the activity. - Can call 1 student to write down on the board. 4. After you write:( 9 mins) - Has sts exchange their writing and correct each other’s mistakes. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give necessary correction on the board. 5. Consolidation: (2 mins) - Summarise the main points of the lesson. 6. Homework: ( 1min) - Do exercises in workbook. - Prepare for the new lesson. + Special features: biggest anilmals that have teeth on Earth. Have the largest brain of allmammals. + Conservation concern: at risk due to hunting and accidental fishing net entrapment. - Listen to the teacher. - Work in pairs to read the table and try to understand the information. - Do the writing task. - Exchange their writing and correct ech other’s mistakes. - Some sts read their writing aloud. - Give remartks on their friend’s writing. - Suggested writing: Dolphins are not fish. They are mamals that live in the water. Dolphins among the most intelligent on Earth. Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays. The size of dolphins varies greatly. The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish. A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months Period 59 Unit 9 : LESSON 5: LANGUAGE FOCUS Date: 16/01/07 I. Objectives: By the end of the lesson, sts will be able to : - distinguish the sounds /i , /e / and /u / - pronounce the words and the sentences containning these words correctly. 7 - learn the form and the use of “should” and the conditional sentence type 2 and be able to do the exerc II. Teaching aids: textbook, cassatte, CD, chalk and board. III. Teaching methods: integrated. IV. Anticipated problems: - Problems: Students may confuse these sounds with some sounds in Vietnamese. - Solutions: teacher lets sts listen to the cassette carefully and calls more sts to practise reading. V. Procedure: Teacher's activities Students' activities 1. Pronunciation:( 10 mins) Pre: - Ask sts to find the sound in these sounds: 1. here, dear, idea -> 2. care, air, their -> 3. poor, tour, during -> - Pronounce the sounds clearly twice, then ask sts to repeat. - Tell sts how to pronounce these sounds accurately. While: - Ask sts to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. - Ask sts to look at sentences in page 101 in the book. - Ask them to listen to the cassette twice and then find out the words containing sound /ɪə/, sound /eə/ and sound /ʊə/ . - Ask some sts to read these sentences aloud. - Listen and give remarks. Post: - Calls on sts find more words containing these sounds. 3. Grammar: ( 32 mins) a. Should: - Ask sts to tell the T the use of "should" - Ask sts to give examples with "should" and "shouldn't". - Ask sts to do EX1. + Exercise 1: - Ask sts to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. - Introduce the use of " I think/ I don't think should "by using some examples: eg: Joana and Andrew are planning to go skiing this weekend. You think it's a bad idea. You; I think you should stay at home. I don't think you should go skiing thid weekend. - Explain why " I don't think should " is preferred to " I think shouldn't ". - Ask sts to do EX2. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. b. Conditional sentence type 2: - Look at the board and find the sounds. 1. /i / 2. /e / 3. /u / - Listen to the teacher and repeat. - Look at the book , listen and repeat. - Read these words in pairs and check for their partners. - Look at the book and work in pairs. - Listen to the cassette and find out the words containning these sounds. - Read the sentences aloud. - Find more words containning these sounds. - " Should " is a modal verb that is used to give advice. - Some sts give examples: eg: You should get up early in the morning. People shouldn't hunt whales. - Do the exercise individually and then compare with their partners. - Some sts sts report their work sentence by sentence. 2. You should look for another job. 3. He shouldn't go to bed so late. 4. You should take a photograph. 5. She shouldn't use her car so much. 6. He should put some pictures on the wall. - Look at the examples and listen to the teacher. - Listen to the teacher. - Do this EX individually. - Write the answers on the board. 2. I think smoking should be banned, especially in restaurants. 3. I don't think you should go out this evening. 4. I think he should resign. 8 - Review the form and the use of conditional sentence type 2 by giving some examples: eg: If my grandfather were still alive, he would be 100 today. If I had a lot of money, I would lend you some. - Ask sts to read the examples and point out the form as well as the use of conditional sentence type 2. + Note: " were" is used with all persons. - Ask some sts to give examples. - Ask sts to do EX3. + Exercise 3: - Ask sts to do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Consolidation: (2 mins) - Summarise the main points of the lesson. 6. Homework: ( 1 min) - Do Part B in workbook - Prepare for the new lesson. - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future. - Do Ex 3 in pairs. - Some sts report. 3. would take 8. wouldn't be 4. refused 9. didn't come 5. wouldn't get 10. borrowed 6. closed down 11. Walked 7. pressed 12. would understand Period: 60 UNIT 10: CONSERVATION Date: 17/01/07 LESSON 1: READING I. Objectives: By the end of the lesson, sts will be able to: - use vocabulary items related to the issue of conservation. - guess the meaning of words based on contexts and components of the words. - scan for specific information about conservaton. - Skim for general ideas about conservation. II. Teaching aids: textbook, chalk and boars. III. Teaching methods: integrated IV. Anticipated problems: - Problems: Students may not have enough words, and knowledge about conservation. - Solutions: Teacher should be ready to help. IV. Procedure: Teacher’s activities Students’ activities 1. Warm-up:( 3 mins) - Asks sts to answer the 3 questions: 1. Have you ever visited a zoo or a forest? 2. What animals are you interested in? Why? 3. Do we need to protect animals and forests? - Introduce the new lesson. 2. Before you read:( 10 mins) + Vocabulary: - Provide the students with some new words/phrases: + dam (n): + hold back: + play an important part in: + take away: +Variety(n): a large number of different kinds. + Species(n): = kind, type. - Answer the questions: 1. Yes, I have. No, I haven’t. 2. Up to sts 3. Yes, because they are a part of our earth. - Copy down these words into their notebooks. 9 + Overnight(adv, adj): in a very short period of time + pass law: - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practise. - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) + Task 1: Matching. - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B. - Tell sts to try to guess the meanings of the words in the context of the reading. - Call on some sts to read and explain their answers aloud in front of the class. - Get feedback and give correct answers. + Task 2: True or False. - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers. - Calls on some sts to read and explain the answers in front of the class - Listen and give feedback. + Task 3: Main ideas. - Ask sts to work in pairs to choose the most suitable idea for each paragraph. - Call on some representatives to read their choice for each paragraph in front of the class. - Get feedback and give correct answers. 4. After you read:( 9 mins) - Ask sts to work in pairs to to ask and answer. - Go round to help the students with their work. - Calls some pairs to ask and answer the questions in front of the class if there is time left. 5. Consolidation: (2mins) - Summarise the main points of the lesson. 6. Homework:( 1 min) - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should do for the future of our planet. - Prepare for the new lesson. - Listen and repeat - Practise reading these words by themselves. - Some sts read these words again aloud - Work individually. - Try their best to do the task. - Some sts to report. 1.c 2.a 3.d 4.b -Listen and self-correct the exercise. - Sts do the task individually - Highlight or underline the important information. - Read and explain the anser in front of the class. 1. T(line 2/A) 2. T(lines 3-5/A) 3. T(lines 5-6/B) 4. T(lines 1-2/ C) 5. F(line 7/B) 6. F(lines 5-6/C) - Self-correct the work - Work in pairs orally - Some sts report. A.3 B. 4 C. 2 - Work in pairs to ask and answer orally. - Some pairs ask and answer in front on the class. 1. We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in 2. Mankind and most plants and animals can't survive without water 3. We should stop polluting the environment and destroying plants and animals 10 [...]... understand the questions and know what information they need to answer the questions - Ask sts to listen to the CD twice and take short notes to answer the questions - Listen and do the task - Ask sts to compare their answer in pairs - Play the CD once again, stop the tape where necessary - Compare their notes and conduct the correction 1 It is 'My favourite Musician' 2 Tien Quan Ca 3 Because it is hard and... the CD and do the task information - Ask sts to compare their answer in pairs - Check sts answer - Compare their answer - Give their answer 1 F (It spreads quickly.) 2 F(In late summer) 3 T 4 T - Play the CD once again, stop the tape where 5 F (It is the duty of every camper) - Check their answer say it aloud, and then correct necessary and conduct the correction their work if they have the wrong answer... Listen to the CD and do the task - Compare their answer - Give their answer 1 1960 2 160 km south west of 3 100 ,000 visitors 4 about 2,000; 450 5 surprise attack - Play the CD once again, stop the tape where - Check their answer say it aloud, and then correct their work if they have the wrong answer necessary and conduct the correction + Task 2 - Ask sts to listen to the CD again and answer the - Listen... in pairs and try to do the task understand them - Play the CD twice and ask sts note down the - Listen to the CD and do the task neccessary information - Ask sts to compare their answer in pairs - Compare their answer - Check sts answer - Give their answer 1 It belongs to 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa 2 It is about 160 km 3 They come to see the work being done to protect endangered... - Compare their answer - Check sts answer - Give their answer 1 F (The guess is Quang Hung.) 2.F(He likes some Vietnamese musicians ) 3 T 4 F( It was written in 1944.) 5 F ( He always ) - Play the CD once again, stop the tape where necessary - Check their answer, and then correct their and conduct the correction work if they have the wrong answer + Task 2: - Ask sts to read the questions in pairs and... pairs to discuss the advantages and - Work in pairs to discuss the advantages and disadvantages of the new kind of zo disadvantages of the new kind of zoo - Can give some suggested questions: 1 Do you think in the new kind of the zoo, animals have better environment and safer? 2 Is it cheap to reconstruct animals natural environment? 3 What animals are people can visit? 4 What dangers may keppers have?... listen - Self-correct - Read the passages and do the task - Compare their results with their parners - Present their answer: 2 contain 3 species 4 survival 5 sub-tropical 6 contamination - Listen to the T and correct if necessary - Work in pairs to read the passages again and to ask and answer - Underline the information from the passages - Ask some sts to write down the answers on the board and some to... find the words meaning and complete the sentences - Report their answers sentence by sentence 1 communicate 2 lull 3 delights 4 integral part 5 solemn 6 emotion 7 mournful - Listen to the T - Read and try to understand all the questions - Work in pairs to answer the questions - Some pairs report their answers while others watch 1 Language and music 2 It can express ideas, thoughts and feelings 3 It... 1 - 4 - Check their answer, and then correct their work necessary and conduct the correction if they have the wrong answer + Task 2: - Elicits the task from sts - Ask sts to read the statements and underline the - Read and explain the task keywords - Read the statements in pairs and try to do the - Play the CD twice and ask sts to tick to the box to task indicate T/ F statement and underline the false... the sounds /t/ and /d/ - pronounce the words and sentences containing these sounds correctly - use conditional sentence type 3 appropriately II Teaching aids: textbook, CD, cassette, chalk and board III Teaching methods: integrated IV Anticipated problems: - Problems: Students may confuse the use and the form of conditional sentence type 2 and 3 - Solutions: teacher gives more examples and explains them . recognise the different species of animals and plants, about the habits of animals and how one species is dependent upon another for survival. 4. In the orphanage, orphaned or abandoned animals. questions and understand their meaning. - Work in pairs to ask and answer. - Compare their answer with other pairs. 1 - Ask 6 pairs to ask and answer aloud in front of the class. - Give correct answers. 4 wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in 2. Mankind and most plants and animals can't survive without water