Unit 10: Conser va ti on Period 1 : Reading I. Aims: By the end of the lesson, Ss 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 conservation - Skim for general ideas about conservation. II. Materials: Textbook, whiteboard markers, Cassettes… III. Procedure: Teacher Students 1. Warmer: - Brainstorm: Put the suitable words into the empty boxes: What are some global problems in the world now? - What need we do to solve these problems? ( planting trees, preventing global warming, conservation) - What is conservation? : Conservation is the protection of natural things such as plants and animals. - Group discussio n - Group discussion 2. Before you read: - Look at the pictures and then answer the questions: - What cause some animals and plants to become extinct? ( killing wild animals, destroying forest) - How they are protected and saved? ( keeping wild animals and plants in artificial environment) • Pre- teach new words: - destroy ( v): pha huy, huy hoai, pha huy - destruction (n) - play an important part in something - conserve (v) : protect from harm : giu gin bao ton- conservation - clean up : lam sach - worsen: lam cho cai gi tro nen toi te - pass law : thong qua luat - eliminate [i'limineit]: loai ra, loai tr , (sinh vât hoc) bai tiêt, tru khụ ̣ ừ ̣ ̣ ̀ ́ - hydroelectric dam (n) : dap thuy dien - circulation (n) : su luu thong, chu trinh khep kin - Pair work - Take note - Listen - Repeat 3. While- reading: Task 1: Match the word in A with a suitable definition in B 1c- 2a- 3d- 4b - Individual work Greenhouse effects floods pollution Tree cut down Acid rain Global warming The extinction of plants and animals Forest fire Environmenta l problems Task 2: Decide whether the following statements are T or F 1F- 2T- 3. T- 4T- 5F- 6F - Ss explain why they think so. Task 3: Choose the most suitable main idea for each paragraph 1A- 2B- 3C - Ss explain why they think so. - Pair work 4. Post- reading: Answering the questions. - The loss of much forest is destroying the earths - Man and most animals need a constant supply of water to live. Farmers need water for their crops - We should stop polluting rivers and seas and stop the disappearance of plants and animals. - Pair work 5. Homework : In workbook - I V. Self evaluation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Unit 10: Conser va ti on Period 2 : Speaking IV. Aims: By the end of the lesson, Ss will be able to: - Ask for someone’s opinions, and show their agreement or disagreement about the new kind of zoo. - Talk about the advantages and disadvantages of the new kind of zoo - Report on discussion results V. Materials: Textbook, whiteboard markers, Cassettes… VI. Procedure: Teacher Stude nts 1. Warmer: a. Fill in the table below Farm animals Wild and zoo animals Pets Horse, sheep, pig, hen, fish, cock Elephant, monkey, tiger, giraffe, snake, tortoise, lion, panda, rhinoceros Cat, parrot, fish, dog, The group with more words will be the winner b. Questions: - Have you ever been to the zoo? - What animals can you see in the zoo and in the wild? - What are zoos opened for? - What animals are in danger? c. Pictures : - What are the differences in the two pictures? - We are going to study a new kind of zoo? Group work 2. Pre- speaking: • Pre- teach new words: - sensitive: nhay cam - imprison: cam tu , gaim cam - reconstruct: xay dung lai - breed(v): nhan going, gay giong - reintroduce : dua tro ve moi troung song tu nhien Task 1: Answer the questions: They are open to help endangered species develop The animals are not kept in cages. They can live in their natural environment. • Showing agreement, or disagreement about the new kinds of zoo. - Asking for opinions: what do you think of Do you think…? Do you agree with…? - Giving opinions. I think…. In my opinion I don’t think - Showing agreement I agree with you… Yes, I think you are right I think so Exactly - Showing disagreement. I don’t think so Yes,… but… I don’t agree with you 3. While- speaking Task 2: Ps discuss and show their ideas - Call some pairs to practice and show their ideas - Give the reason why they think so Task 3: Advantages and disadvantages of zoos of new kind Advantages Disadvantages - The conditions the animals are in ( good and safe and natural) - The animals that people can visit ( people can learn more about these kinds of animals) The money spent on reconstructions of the animals natural environment ( too expensive) The dangers that the keepers may have ( many keepers may be in danger) - G roup discussi on - 4. Post- Listening: Reporting the results 5. Homework: Write a paragraph about the advantages or disadvantages of keeping animals in zoo I V. Self evaluation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Unit 10: Conser va ti on Period 3 : List eni n g VII. Aims: By the end of the lesson, Ss will be able to: - listen to get specific information about forest fires - talk about the causes of forest fires and ways to prevent them VIII. Materials: Textbook, whiteboard markers, Cassettes… IX. Procedure: Teacher Students 1. Warmer: 2. pre- listening a. Discussion: - Ask Ps to work in groups to discuss what may cause a fire forest + campfire + butts of burning cigarettes + lightning + weather ( too hot and too dry) + set fire to the crops b. Pre- teach new words: - forester: nguoi trong coi rung, nguoi lam lam nghiep - awful: khung khiep - put out : dap lua - a heap of : mot dong , mot lo - Group discussio n - 3. While- Listening: Task 1: Numbering events 3- 2- 5- 1- 4 Task 2: True/ False statements: - Guessing - Compare the answers - Listen and check the answer 1F ( It spreads quickly) 2F ( In late summer) 3T 4T 5F( It is the duty of everyone of us) Task 3: Listen again and tick the sentence you heard 1a, 2b, 3a - Individual work - Compare the answer 4. Post- Listening : Discussion - The consequences of forest fire? May trees and animals will be destroyed Affect the environments - What should we do to prevent forest fire? Don t build campfire in the forest’ Listen to the weather forecast to have right actions Raise awareness about this problem - Group discussion 5. Home work: Writing about the actions that may cause forest fire Unit 10: Conser va ti on Period 4: Writing a let ter of i nvi tati on X. Aims: By the end of the lesson, Ss will be able to: - Write a letter of invitation using the cues provided - Know the languages used in a letter of invitation XI. Materials: Textbook, whiteboard markers, Cassettes… XII. Procedure: Teacher Students 1. Warmer: Ordering a. Hope to see you then b. We would like to invite you to the wedding c. You are welcome to stay the nights there as there is plenty of room, though it would help if you could let me know in advance d. Marry and I are getting married soon after we return to Melbourne- on June 20 th e. Dear John, f. Best wishes, Alex g. It will be at my parents house in Parkville, probably at 2.30, and there will be’ a party afterwards, starting at about 8 p. m The correct order is: e-d-b-g-c-a-f - What does the write the letter for? ( inviting) - Have you ever written a letter of invitation? On what occasions? ( a wedding, a football match, a birthday party) - Introduce the new lesson : Letter of invitation - Group work 2. Pre- writing: * structure of a letter of invitation The reason for inviting ( to a wedding, a football match, …) Suggestions for suitable time and date Request for reply * Statements of invitations Informal: How about/ What about + Ving… ? / Let…s + Vo… , Why don…t you …? , Would you like to join us ? , Do you feel like + Ving…? , Can you…? , Shall we…? Are you free to go…? Formal: I should/ would very much like you to…… Could you… ? It would be great pleasure if you could…. We would be very happy/ delighted to welcome you/ your visit… * Request for reply: - Give/ Tell me the time if you can come - Call me so that I can confirm the tine and place for… Task 1: Matching 1c- 2f/h- 3a- 4g/d- 5h/f- 6d/g- 7e- 8b Task 2: Letter completion - First read the letter - Fill in the blank with suitable structures 1. Are you free/ Would you like 2. Would you like/ Are you free to go/ How about 3. Can you/ Why don t we’ 3. While- Writing: Dear Lam, We haven t met since you moved. I missed you a lot. We are both having some’ days-off between the two terms soon. If you haven t made any other plans, why’ don t you spend a weekend together? ’ Do you feel like visiting the forest ear my grandparents home again? It looks quite’ different now because very many young trees have been planted at the Tree- Planting Festivals. Do you come if you find it possible, and I ll make all the preparations then’ Give my love to your parents Your friend, Nam - Call 2 Ps to go to black board and write 4. Post writing: Correction and evaluation 5. Homework: Nam invites his friend- Lam, who is now living in a different town to spend a weekend with him. Help Nam to write a letter, using the cues below I V. Self evaluation: . …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… … Unit 10: Conser va ti on Period 5: Languag e Focus XIII. Aims: By the end of the lesson, Ss will be able to: - Distinguish the sounds /b/ and /p/ - Pronounce the words and sentences containing these sounds correctly - Use the passive voice appropriately XIV. Materials: Textbook, whiteboard markers, Cassettes… XV. Procedure: Teacher Students I. Pronunciation: - Ps close the books - Teacher give some words which are in wrong order 1. back/ bed/ brought/ big/ breakfast/ Bernice/ a/ to/ the Bernice brought a big breakfast back to the bed 2. put/ purple/ pool/ the/ paint/ in/ Pat Pat put purple paint in the pool - Teacher introduce the two sounds /b/ and/ p/ - Teacher reads, Ps repeat - Practice in individual words - Practice in sentences - Correct the mistakes - Pair work II. Grammar: The passive voice 1. Set the scene: Give the pictures the cat is catching the mouse and ask Ps to make sentences. The cat is catching the mouse The mouse is being caught by the cat 2. Presentation: a. Form Tense Subject Auxiliary Past participle Singular Plural Present simple The car/ cars is are designed Present perfect The car/ cars has been have been designed Past simple The car/ cars was were designed Past perfect The car/ cars had been had been designed Future The car/ cars will be will be designed Future perfect The car/ cars will have been will have been designed Present progressive The car/ cars is being are being designed Past progressive The car/ cars was being were being designed b. Uses: - When we want to focus on a happening, not who or what did it. Our roof was damaged in last night s storm’ - When we want to avoid vague subject like one/ someone/ they… The form has to be signed ( by someone) - When it is not necessary to mention the doer of the action The streets are swept everyday The rubbish hasn t been collected’ - When we don’t know exactly or have forgotten who did the action. My car has been moved The man was killed 3. Practice Exercise 1: 1. were reported 2. grow 3. be spoken 4. am not invited 5. are being built Exercise 2: 1. came/ had started/ had been started/ were 2. is standing/ is being photographed 3. have…been told 4. was being laid 5. decided 6. will/ be planted Exercise 3: 1. was organized 2. arrived 3. were met 4. taken 5. had been cleaned 6. (had been) put 7. was 8. prepared 9. made 10. were served III. Home work I V. Self evaluation: . …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… … . Unit 10: Conser va ti on Period 1 : Reading I. Aims: By the end of the lesson,. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Unit 10: Conser va ti on Period 2 : Speaking IV. Aims: By the end of the lesson,