Unit 9: Un d e rsea w orld Period 1 : Read ing I. Aims: - Ps understand the reading text and through the reading text the students understand and know how to use the new words correctly II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students 1. Warmer: - Ps close the book and write down all the words they know about the undersea living things - The group with the most words will become the winner - Ex: Shark, dolphin, whale, …… 1-g: a humpback whale 2- f: dolphin: ca heo 3- c: shark: ca map 4- e; a lobster: tom 5- h: sea turtle ; rua bien 6- a: sea horse : ca ngua 7- d: a crab : cua 8- b: a star fish : sao bien - Group work 2. Before reading: - Can you name the Sea in the world? - Teacher writes the first two letters on the board. Se…………… Je………………, Ju……………………, Sh…………… - Call one student to board and write the Vietnamese name of the Ocean in the world. - Suggested answer: Name of the world ocean: Arctic Ocean : Bac Doung Pacific Ocean : Thai Binh Doung Atlantic Ocean: Dai tay doung Indian Ocean: An do doung Antarctic Ocean: Bien Nam Cuc Animals: Seal- Jellyfish- Turtle- Shark - Ask Ps to read the words in chorus * Pre- teach new words: - gulf : [gʌlf]vịnh - bay: Vinh - challenge ( v) : thu thach - mystery (n) : bi mat, dieu huyen bi, dieu than bi… - overcome (v): khac phuc, vuot qua - submarine (n): tau ngam - investigate (v): dieu tra, khao sat - seabed (n) : ['si:'bed]: đáy biển - sample (n) : mau, vi du - marine (a) : thouc ve bien, gan bien, do bien sinh ra - wide range of smt : much, many - starfish : (n) : sao bien - tiny organism : sinh vat/ ca the nho - Pair work - Take note and read after the teacher - - carry along : - biodiversity (n) : da dang sinh hoc - to be at a stake : bi de doa - maintain (v) : duy tri 3. While reading: - Ss read in silence and then do the tasks followed: Task 1: 1. tiny 2. reveal 3. gulf 4. Biodiversity 5. samples Task 2: Read the passage again and then answer the questions: 1/ 75 % 2. By using more sophisticated tools 3. To investigate the seabed and bring samples of the marine life back to the surface for the further study. 4. provide a wide range of information, including water temperature, depth and the undersea population. 5. Group 1: live on or depend on the bottom like the starfish Group 2: swimming animals such as fishes and sharks that more independently of water Groups 3: Tiny organisms that are carried along by the currents like the jellyfish. 6. If the sea biodiversity was not maintained, the marine life would be at stake 4. After reading: Complete the summary of the reading text by filling gin the blank with a suitable word 1. Three- quarters 2. mysterious 3. modern 4. discoveries 5. plants and animals 6. huge 7. biodiversity 8. closely connected - Pair work 5. Home work : In work book ( p49) I I I. Self e v a luation : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Unit 9: Un d e rsea w orld Period 2: Speaking I. Aims: - By the end of the lesson, students will be able to talk about the protection of sea environment - Know how to use some words relating to the topic. II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure : Teacher Students 1. Warmer: Class discussion: What are the problems of the undersea world? What is the most serious? - Environment is polluted be cause of much rubbish thrown into the sea. - Many kinds of animals are in danger and will soon become extinct because of too much hunting - Oil is spilled from the tankers - Beaches are filled with rubbish - Group discuss ion - 2. Pre- Speaking: a. Pre- teach new words: - rubbish: rac thai - sparingly (adv) : tiet kiem - species (n) : loai, loai - limit, threaten, endanger (n) - Dispose (v) : thai, vut bo - Fishing lines, fishing nets : day cau, luoi cau - Herbicide (n) : ['hə:bisaid]: thuốc diệt cỏ - Pesticide (n) ['pestisaid]: thuốc diệt loài gây hại, thuốc trừ sâu - Fertilizer (n) :phan bon - Smart : (a) : thong minh, khon ngoan… - Take note - Listen - Read after the teacher 3. While- Speaking: Task 1: Put the actions in the order of importance and then say what we should do or should not do. - In your opinion, which action should you do to protect the oceans first ? and why ? - Which action shouldn’t you do? - What do you think of using herbicides? - How do you feel about being a smart shopper? - Well, I think .… - In my opinion . We should . Because .… … … Task 2: Discuss the consequences that might occur and offer some possible solutions. Threats Consequences Solutions 1. Beaches filled with plastic bags Polluted water Place plastic bags in proper dustbins 2. Whales hunted for food Extinct/ disappear Governments don’t let people sell whale products 3/ Explosives used to catch fish A lot of fish died Pollute the environment Be banned 4/ Oil spilled from tankers Polluted water Punish captain - Work in pairs - Group work 4. Post- Speaking : Report to the class what your group has discussed. - 5. Homework: Write a report to the teacher on the things they discuss in class - IV. Self ev a l uation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Unit 9: Un d e rsea w orld Period 3: Listeni ng I. Aims: - By the end of the lesson, students will be able to listen and understand the content of the listening text. And do correctly all the tasks followed. II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure : Teacher Students 1. Warmer: 2. Pre- listening: - Do you think whales are fish? Why (not)? Whales are not fish because they raises their young on milk - Why do people keep hunting whales? Because they want to catch whales for food, oil leather and other products - Pre- teach new words: Mammal ( n) : thu co vu Krill : laoi nhuyen the ma ca voi an douc Whaling: su san ca voi, nghe san ca voi Migrate : /mai'greit/ (v): di tru, di cu Conservation:/ ,kɔnsə:'vei∫n/ : su bao ton moi troung thien nhien 3.While - listening: a. Task 1: 1F, 2T, 3T, 4F, 5T b. Task 2: 1. The blue whale grows to 30 meters in length and over 200 tons in weight. 2. Because there is a lot of krill-their favorite food in cold water 3. Cold water in the North and South Pacific Atlantic Ocean and the North and South Pacific are their good feeding ground. 4. Heavy hunting is the main reason for the decrease in whale population 5. They have asked International Whaling Commission to stop most whaling. 6. If we didn’t take any measures to protect whales, whales would disappear forever. 4. Post- listening: Talk about the whales using the cues given. V. Self e v a luatio n : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Unit 9: Un d e rsea w orld Period 4: Writ ing Describi ng inform at ion from a tabl e I. Aims: By the end of the lesson, the Ss will be able to write a descriptive paragraph by using the facts and figures from a table II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students 1. Warmer: - Ask Ps to tell about whales by taking notes all the things about whales and then present before class. - Individual work and Presentation. 2. Pre- writing: • Pre- teach vocabulary: - Sperm whale : ca nha tang - Squid: Muc - Gestation: Thoi ki thai nghen. - Entrapment:/ in'træp/: bi mac bay - Habitat : moi troung song - Offspring: con - Life span: tuoi tho • Ask ps to read through the paragraph - What is the topic sentence of the paragraph; The first sentence. - What is the paragraph about? Whales - Ask questions about whales so that they understand more about this kind of animal. Could you tell me the length and the weight of a male/ female whale? Is whale fish? How long can whales live? How long is their gestation period? What are the special features of whales? What are some tricks that people play on whales? • Fill in the table with the information given in the paragraph. ( Call one student to go to blackboard and write down the answer) Sperm Whale Range and habitat All oceans Prefer water with high squid populations Size Male: 18m in length, 54,000kg in weight Female: 12m in length, 17,000kg in weight. Feeding habits Carnivores, eat mainly 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 Life spans Up to 60-70 years Special features Biggest animals that have teeth on Earth Have the largest brain of all mammals - Take note - Listen to teacher - Repeat - Pair work Conservation concerns At risk due to hunting and accidental fishing net entrapment 3. While- writing: Students base on the information in the table and then write a paragraph about dolphin. - Students can write sentence by sentence and combine them later. Model paragraph: Dolphins are not fish. They are mammals that live in the water. Dolphins are among the most intelligent animals 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 50 kg in weight up to 8.200kg and is 10 meters long. Dolphins are carnivores 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 dolphin can even live longer. Dolphin populations are at risk due to the population of their habitat and accidental entrapment in fishing net. - Individual work 4. Post- writing: - Correction and giving comments - Display some good writing 5. Homework: In workbook VI. Self ev a l uation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Unit 9: Un d e rsea w orld Period 4: Lang uage Focus I. Aims: By the end of the lesson, the Ss will be able to : - Distinguish the sound /iə/, /eə/, /uə/ - Pronounce the words and sentences containing these sounds correctly - Use should and Conditional type 2 appropriately. II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students I. Pronunciation: - Teacher pronounces the three sounds separately three times - Ss practice the sounds individually - Pronouncing the words containing the sounds - Read the sentences with words containing the sounds. II. Grammar: 1. Should/ Shouldn’t - Should/ shouldn’t + V-infinitive - Used to advise someone 2. Conditional sentence: Type II. Unreal condition in the present - Teacher gives some situations and pupils make sentences with these situations If I became the Miss World, I d’ …………………………… If I were Bill Gate, I ll’ ……………………………………… If it were summer now, I d’ ………………………………… If I lived in the United States, I d’ ………………………… - Students can make as many sentences as possible. 3. Practice: In textbook - Listen to the teacher - Repeat - III. Homework : In workbook VII. S e lf evaluation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… . fishing net entrapment 3. While- writing: Students base on the information in the table and then write a paragraph about dolphin. - Students can write sentence. span: tuoi tho • Ask ps to read through the paragraph - What is the topic sentence of the paragraph; The first sentence. - What is the paragraph about? Whales