Unit 10 - Writing

Lesson Plan 12 – Ham Thuan Bac High School UNIT 10 ENDANGERED SPECIES Period 63 WRITING A. Aims : By the end of this lesson, students will be able to - write full paragraph about measures that should be taken to solve some problems 1. General knowledge: Writing about a paragraph about measures that should be taken to protect endangered species. 2. Language: + The tenses. 3. New words: Words related to writing about endangered species B. Methods : Communicative C. Teaching aids : Pictures, textbooks, handouts D. Teaching procedure TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I. WARM – UP ( 5 min.) Endangered species causes Measures to save them + tiger + elephant + tortoise Habitat destruction Provide enough wildlife habitat reserves Introduction: Write a composition about MEASURES THAT SHOULD BE TAKEN TO PROTECT ENDANGERED SPECIES. II. PRESENTATION ( 35 min.) 1, Pre – writing : * Elicit structures: + Vocabulary : + Tenses: Simple present * Check: R.O.R - Explain as clearly as possible the way to write a passage + topic sentence + supporting idea + Concluding sentence * Structure: - should – V I - had better – V I . * Connectors: In addition, moreover, firstly, secondly, thirdly, next, then 2. While – writing : ♣Task 1: - Ask student to read the request of task one and translate. - Give students the structures and some new words. - Walk around and help them. - Call some to stand up and answer the questions - Listen to the cues and give the answer - compare & comment * Vocabulary: 1. sufficient (a): 2. living condition (n): 3. livelihood (n): 4. awareness (n): Suggested answers Example People do not know much about the need to protect rare and endangered animals. Topic 1: We should organize different activities to raise people's awareness of the need to protect these animals. Topic 2: Governments should raise sufficient funds for projects to save endangered animals. Topic 3: Humans had better keep water, air, and land clean to preserve natural habitats for wild and endangered animals. Topic 4: Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats. Topic 5: Organizations in the world must enact laws requiring some countries to protect endangered animals. Topic 6: Governments should have ban people to Composer: Nguyeãn Thò Höng Page 1 12/06/2013 Lesson Plan 12 – Ham Thuan Bac High School - Correct. ♣Task 2: Using the ideas discussed in task 1, write a paragraph about measures for protecting endangered animals. - Explain the requirements: Writing a paragraph - Ask students to work in groups to write paragraph. - Walk round to give help if necessary. 3. Post – writing ( correction ) - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. III. CONSOLIDATION & HOMEWORK ( 5') - Rewrite in the notebooks. - Prepare part D exploit and sell fashionable wildlife products. Topic 7: Governments had better establish more wildlife habitat reserves to preserve endangered animals. Sample writing : You may start with : “ There are a number of measures that should be taken to protect endangered animals… - Observe - Give answers - Take notes - Listen to the teacher and write down homework. Goodbye! Experience: Choose the best sentence that can be made from the words given. 1. we / dependent / nature / cannot survive ourselves / without wildlife a. As we are dependent on nature and we cannot survive ourselves without wildlife. b. We dependent on nature and therefore cannot survive ourselves without wildlife. c. We are dependent on nature and so cannot survive ourselves without wildlife. d. We are dependent on nature and cannot survive ourselves without wildlife. 2. environmental education / help / spread / environmental awareness / share practical techniques / solve the environmental problems a. Environmental education to help for spreading environmental awareness and sharing- practical techniques to solve the environmental problems. b. Because environmental education helps to spread environmental awareness and shares practical techniques to solve the environmental problems. c. Environmental education helps to spread environmental awareness and shares practical techniques to solve the environmental problems. d. Environmental education that helps to spread environmental awareness and sharing practical techniques to solve the environmental problems. 3. we / engage / individuals / appreciate nature / the relationship / they have with wildlife a. We should engage individuals to appreciate nature and the relationship that they have with wildlife. b. We might engage individuals for appreciating nature and the relationship that they have with wildlife. c. We must engage individuals to appreciate nature and the relationship when they have with wildlife. d. We need engaging individuals to appreciate nature and the relationship which they have with wildlife. 4. everyone / pick up / one piece of trash / a day / about 6.6 billion pieces less a. If everyone picked up one piece of trash a day, there would be about 6.6 billion pieces less. b. When everyone will pick up one piece of trash a day, about 6.6 billion pieces would be less. c. Because everyone picks up one piece of trash a day, about 6.6 billion pieces is less. d. Unless everyone picked up one piece of trash a day, there will be about 6.6 billion pieces less. 5. you / conserve energy / go to school or to work by bus / turn off your electric devices / you are not using them a. As you want to conserve energy, go to school or to work by bus and so turn off your electric devices when you are not using them. b. If you want to conserve energy, go to school or to work by bus together with turn off ,your electric devices when you are not .using them. c. Suppose you want to conserve energy, go to school or to work by bus and turn off your electric devices when you are not using them. d. When you want to conserve energy, you needn't go to school or to work by bus and turn off your electric devices when you are not using them. Composer: Nguyeãn Thò Höng Page 2 12/06/2013 . requirements: Writing a paragraph - Ask students to work in groups to write paragraph. - Walk round to give help if necessary. 3. Post – writing ( correction ) - Ask. Structure: - should – V I - had better – V I . * Connectors: In addition, moreover, firstly, secondly, thirdly, next, then 2. While – writing : ♣Task 1: -