Unit 9 (5 tiet)

Theme: Nature and Environment Date of Preparing: January 8 th , 2007 Lesson: Reading Date of Teaching: January 11 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils should be conscious of conserving oceanic environment. 2. Knowledge: a. General knowledge: Pupils learn about oceans as well as marine plats and animals. b. Language: Words related to undersea world. 3. Skills: Scanning for details. B. METHOD: Intergraded, Communicative approach C. TEACHING AIDS: world map, pictures and extra boards. D. PROCEDURE: Teacher’s Activities Students’ Activities I. Warm-up: - Have the pupils look at the map of the world and give the names of the oceans on the map.  The Pacific Ocean  The Atlantic Ocean  The Indian Ocean  The Antarctic Ocean  The Artic Ocean II. Pre-reading: - Have the pupils look at the pictures and name the sea animals in each picture. - Have the pupils rearrange the water areas into bigger and bigger size: sea bay ocean gulf III. While-reading:  Task 1: Gap-filling - Have the pupils listen to the text. - Help with some new words: marine, undersea, seabed, organism, to be at stake - Have the pupils read the text again. - Have the pupils give the meanings and parts of speech of the words in the box then do the gap- filling exercise. - Go around to check and help. - Correct the answers.  Task 2: Answer the questions. - Have the pupils read the questions then answer in groups. - Have the pupils write their answers on the extra boards. - Go around to check and help. - Correct the answers. IV. Post-reading: - Have the pupils complete the summary of the reading passage by filling each blank with a word or a phrase given in the box. V. Homework: Read the passage carefully, redo the exercises into the textbook and learn by heart all the new words. Group work: Look at the map and stick the name of each ocean on its right place. Give the Vietnamese meanings of the oceans. Pair work: Look at the pictures to name the animals they see. Rearrange the words: bay  gulf  sea  ocean Give the meanings of the words. Read the text in silence and give the meanings of the words Compare the answers with the partner. Keys: 1. tiny; 2. investigate; 3. gulf; 4. biodiversity; 5. samples Translate the answers into Vietnamese. Group work Each group answers one question on the extra board. Other group will correct the answers. Keys: 1. 75% of the earth surface. 2. By using modern devices. 3. They investigate the seabed and bring samples of marine life back to the surface for further study. 4. We can know a wide range of information, including water temperature, depth and the undersea population. 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 maintained. Pair work: Complete the summary as guided. Keys: 1. three-quarters 2. mysterious 3. modern 4. discoveries 5. biodiversity 6. huge 7. plants and animals 8. closely connected Comments: Theme: Nature and Environment Date of Preparing: January 12 th , 2007 Lesson: Speaking Date of Teaching: January 15 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils know human’s role to protect the sea and what they should do to preserve the water. 2. Knowledge: a. General knowledge: Pupils are able to talk about the things should be done to protect the ocean. b. Language: pupils have correct use of “should” and “should not” 3. Skills: speaking. B. METHOD: Intergraded, Communicative approach C. TEACHING AIDS: picture, extra boards. D. PROCEDURE: Teacher’s Activities Students’ Activities I. Warm-up: - Have the pupils look at the picture of the polluted sea. What happened to the sea? What should we do to make the sea clean? II. Practice:  Task 1: - Explain the situation, have the pupils understand the sentences. - Have the pupils work in pairs to put the order of importance, using “we should…” or “we shouldn’t…” - Go around to check and help - Have some pupils report their answers before the class.  Task 2: - Have the pupils understand the threats to the health of the oceans. - Have the pupils work in groups to discuss the consequences that might occur and offer some possible solutions. - Go around to check and help - Have 2 groups report their work.  Task 3: - Have one or two pupils report to the class about the things they have discussed from task 2. III. Homework: Write a short paragraph of 80 – 100 words about what we should or should not do to keep the sea fresh and clean. Answer the questions. Pair work. Put the actions in the order of importance about the things they should or should not do to protect the sea. Examples: 1. We should place rubbish and plastic bags in proper dustbins. 2. We should use water sparingly and do not pollute it. 3. We shouldn’t use herbicides, pesticides and fertilizers that harm the environment. …………………… Group work. Talk about the results that might happen and offer some possible solutions. Pupils can use the ideas from task 1 as suggested solutions. Examples: Beaches are filled with plastic bags, pieces of glass and cigarette butts. This makes the sea polluted and endangers sea plants and animals. We should clean beaches and tell other people not to litter them. …………………… Individual work. Report the discussion to the class. Comments: Theme: Nature and Environment Date of Preparing: January 12 th , 2007 Lesson: Listening Date of Teaching: January 16 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils should contribute their parts to the preservation of undersea world. 2. Knowledge: a. General knowledge: Pupils can get some information about whales. b. Language: words related to whales. 3. Skills: Listening. B. METHOD: Intergraded, Communicative approach C. TEACHING AIDS: cassette player, tape, picture. D. PROCEDURE: Teacher’s Activities Students’ Activities I. Warm-up: - Show the picture and raise questions: 1. What it this? 2. Do you think whales are fish? 3. Why do people keep hunting whales? II. Pre-listening: - Have the pupils listen and repeat some basic words: mammal, blue whale, whaling, krill, migrate, conservation, Atlantic, Pacific - Help with the meanings of the words above. III. While-listening:  Task 1: - Explain the task: pupils will listen to a then arrange the pictures in the passage about the whales then do the T rue – False sentences. - Have the pupils read the sentences to make sure that they understand them clearly. - Have the pupils listen for the first time. - Check the answers. - Have the pupils listen again to correct their answers.  Task 2: - Have the pupils read the questions to make sure that they understand them clearly. - Have the pupils listen to the tape. - Get the answers from the pupils. - Have the pupils listen one more time to check their answers. - Give feedback. IV. Post-listening: - Have the pupil work in groups to talk about the information they have got from the lesson about whales. V. Homework: Prepare for Writing lesson. Answer the questions. Repeat and give the meanings of the words. Listen and decide whether the sentences are True or False. Keys: 1F; 2T; 3T; 4F; 5T; Listen to the tape and answer the questions: Keys: 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 waters. 3. Cold waters in the North and South Atlantic 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 stop most whaling. 6. If we didn’t take ant measures to protect whales, they would disappear forever. Talk about the information they have got from the lesson about whales. Comments: Theme: Nature and Environment Date of Preparing: January 14 th , 2007 Lesson: Writing Date of Teaching: January 17 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils learn to read and write information from the table. 2. Knowledge: a. General knowledge: Pupils get more information about sea animals. b. Language: vocabulary and structures used in describing facts and figures. 3. Skills: Scanning for details. B. METHOD: Intergraded, Communicative approach C. TEACHING AIDS: table, extra board. D. PROCEDURE: Teacher’s Activities Students’ Activities I. Warm-up: - Have the pupils answer the questions: 1. What is the most dangerous animals in the world? 2. What is the largest animals in the world? II. Pre-writing:  Task 1: - Have the pupils work in pairs, reading the story silently to make sure that they understand it. - Help with some expressions:  carnivore  high squid population  eat up to  be up to  calf > calves  accidental entrapment - Have the pupils get the information from the passage to fill in the table. - Teacher may help with some questions:  Where are sperm whales seen?  What is the weight/ length of a male/ female whale?  How long can a whale be?  How long does a whale live - Go around to check. III. While-writing:  Task 2: - Have the pupils read the table to get information about the dolphin. - Introduce the pupils to write a paragraph that describes the facts and figures provided in the table. - Help with some questions:  Where are the dolphin seen?  What is the weight/ length of a dolphin?  How long can a dolphin be?  How long does a dolphin live? - Go around to check and help. - Compare the answers and get feedback. IV. Post-writing: - Corrects the common mistakes and reinforce the way to get information from a paragraph or a table. V. Homework: Each pupil write one complete paragraph from task 2. Answer the questions. Pair work. Read the passage then scan the information to fill in the table. Answer the questions. Fill in the table with the information from the passage. Group work: Read the table about the dolphin. Write a paragraph that describes the facts and figures provided in the table. Each group write one paragraph. Answer the questions. Comments: Theme: Nature and Environment Date of Preparing: January 16 th , 2007 Lesson: Language focus Date of Teaching: January 18 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils practise some basic grammatical points. 2. Knowledge: a. General knowledge: “should/ shouldn’t” ; conditional sentences type II. b. Language: pronounce correctly the three vowels / / - / / - / /. 3. Skills: writing, speaking, listening and reading. B. METHOD: Intergraded, Communicative approach C. TEACHING AIDS: exercise book. D. PROCEDURE: Teacher’s Activities Students’ Activities I. Pronunciation: - Have the pupils identify the three vowels by reading the words aloud: beer – pair - poor - Give modal pronunciation of the vowels. - Explain the differences of the sounds. - Have the pupils give more words that contain these sounds. - Have the pupils pronounce the words aloud. - Have the pupils read the sentences in textbook and underline the words that have the sounds above. - Check the answers and give feedback. III. Grammar and Vocabulary: Exercise 1: - Have the pupils practise using “should” or “shouldn’t”. - Have the pupils write advice/ suggestion from the cues given. - Go around to check and help. - Correct and give feedback. Exercise 2: - Have the pupils read the situations and write sentences with “I think/ I don’t think … should…” - Have the pupils give the meanings of the adverbs then put each of them in its appropriate place in the sentences. Exercise 3: - Have the pupils review the usage and formation of conditional type II. - Have the pupils work in pairs to fill in the blanks with the correct form of the verbs. - Have the pupils write their answers on the extra boards. - Go around to check and help. - Correct and give feedback. V. Homework: Do exercise 1 and 2 in workbook. Listen and repeat the words. Practise the sentences and fin out the words that has the three vowels above. ‘should’ and “shouldn’t” are used to express an advice or a suggestion. Keys: 1. She should go away for a few days. 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. Write the sentences from the cues to express an advice. Keys: 1. I don’t think they should get married. 2. I think smoking should be banned, especially in restaurants. 3. I don’t think you should go out this evening. 4. I think the boss should resign. Keys: 1. didn’t go 2. would feel 3. would take 4. refused 5. wouldn’t get 6. closed down 7. pressed 8. would be 9. didn’t come 10. borrowed 11. walked 12. would understand Comments: Theme: Nature and Environment Date of Preparing: January 20 th , 2007 Lesson: Revision Date of Teaching: January 22 nd , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils should practise regularly to improve their learning. 2. Knowledge: a. General knowledge: Pupils have correct use of simple present and simple past tense in narratives. b. Language: 3. Skills: Writing, Speaking B. METHOD: Integrated, Communicative approach C. TEACHING AIDS: Handouts D. PROCEDURE: Teacher’s Activities Students’ Activities I. Supply the correct forms of the verbs in brackets: 1. If you drove more carefully, you (not have) ……………………… so many accidents. 2. If he (get up) ……………………… earlier, he’d get to work on time. 3. If we (have) ……………………… more time, I could tell you more about it. 4. If you (sell) more products, you’d earn more money. 5. I could help you if you (trust) ……………………… me more. 6. His car (be) ……………………… a lot safer if he bought some new tyres. 7. I (not/mind) ……………………… having children if we lived in the country. 8. If I (have) ……………………… any money, I’d give you some. 9. You parents (be) ……………………… a lot happier if you phoned them more often. 10. If I (be) ……………………… in your situation, I (tell) ……………………… them the truth. II. Rewrite the sentences so that their meanings stay the same: 1. I drink too much strong coffee; that’s why I can’t sleep. If …………………………………………………………………………… 2. The weather is not fine, so we can’t go out. If …………………………………………………………………………… 3. We don’t visit you very often because you live so far away. If …………………………………………………………………………… 4. I have to work late tomorrow, so I can’t join your party. If …………………………………………………………………………… 5. He doesn’t finish his homework; therefore, he is punished be the teacher. If …………………………………………………………………………… III. Complete the sentences with SHOULD or SHOULDN’T: 1. You ……………………… drive too fast. 2. Children ……………………… go to bed early. 3. Your sister ……………………… go to the dentist if she has a bad toothache. 4. He ……………………… stay up too late. 5. Drivers ……………………… obey the speed limit. 6. It’s too dark. You ……………………… ride your bike without lights. IV. Homework: - Do exercise 2 in workbook page 9. Pair work: Give the correct tense form of the verbs. Keys: 1. wouldn’t have 2. got 3. had 4. sold 5. trusted 6. would be 7. wouldn’t mind 8. had 9. would be 10. were / would tell Pair work: write the situations in such a way that their meanings remain unchanged. Pair work: Fill in the blank with SHOULD or SHOULDN’T Keys: 1. shouldn’t 2. should 3. should 4. shouldn’t 5. should 6. shouldn’t Write the answers on the extra boards then compare with other groups to get correct answers. Comments: . January 8 th , 2007 Lesson: Reading Date of Teaching: January 11 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils should be conscious. January 12 th , 2007 Lesson: Speaking Date of Teaching: January 15 th , 2007 UNIT 9: UNDERSEA WORLD A. OBJECTIVES: 1. Educational aim: Pupils know human’s