* Task 2: - Has students read the passage again in order to find the answer for the questions -Walks around the class and offers helps if necessary, then calls on some pairs to act out t[r]
(1)UNIT 9: UNDERSEA WORLD Period 55: A- READING I Aims and Objectives: - Language content: + To introduce the students some new words relating to undersea world + To help Ss understand the content of the text - Language function: + To talk about the type of sea creatures and undersea life: size, feeding habits, offspring, life span, special features - Educational aims: + To educate Ss to be aware of protecting the environment Language: a.Vocabulary: cover, challenge, mystery, investigate, sample, biodiversity, maintain, at stake divide into b.Structures: The conditional type 2 Skills: Intergrated skills Education factor: + To help Ss know how to protect sea creatures II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explaination, Repetition, using pictures, group work, pairwork, gap-filling Materials needed: textbook, pictures of fish Students preparation: Prepare some pictures and information about some species of fish III PROCEDURE IN CLASS: 1.Stabilization: (3mn) - Greeting - Checking about absence 2.Checking up the previous knowledge: - No New lesson: STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON (5ms) I Warm- up: Unit 9: UNDERSEA WORLD Gives a game “Grouping game” - Work in group Asks Ss to look at the pictures and - Listen A READING arrange the animals into two - Work with a partner New words groups + Đại Tây Dương + cover (v): che phuû + Thaùi Bình Döông + challenge(v): thách thức + Ấn Độ Dương + investigate (v): ñieàu tra, nghiên cứu + Bắc Cực + Nam Cực + maintain (v): trì - Work with a partner + divide into = fall into + Seal + mystery(n): ñieàu thaàn bí, + Jellyfish bí aån + Turtle + sample (n): maãu vaät + Shark + biodiversity(n): ña daïng sinh hoïc - Listen II Pre-reading: + at stake : bị đe doạ - Introduces the theme of the * Conditional sentence type lesson (10ms) 2: - Has Ss look at the map and give - Take note Main clause: would + V-inf the Vietnamese names for the If clause : were/ V(qk) oceans on the map - Listen and guess the Reading the passage: - Then, has Ss look at the pictures * Task 1: Filling gaps: meaning in the book and name the sea tiny animals investigate - Asks Ss “Do you want to gulf understand more about undersea Lop10.com (2) TIME TEACHER’S ACTIVITIES world? Now, let’s read the passage bellow.” - Teaches some new words in the reading - Explains the meaning of the words - Introduces Ss the condional type - Has Ss read the passage then the tasks (15ms) III While-reading *Task 1: - Asks students to fill each blank with one word in the box - Tells Ss to share their answers with a partner - Calls some students to give the answers in front of the class * Task 2: - Has students read the passage again in order to find the answer for the questions -Walks around the class and offers helps if necessary, then calls on some pairs to act out the activities in front of the class and others write the answers on the board (8ms) IV Post-reading - Asks the students to complete the summary of the reading passage by filling each blank with a word or phrase in the box - Helps Ss this exercise (3ms) - Comments and gives correct V Consolidation - Retells the content of the text STUDENTS’ ACTIVITIES - Listen and repeat - Read in silently - Work individually - Share the answers - Answers - Listen - Work in pairs - Answer - Work in pairs - Answer - Listen - Listen - Write in the notebooks V Homework: (2ms) + Do all exercises in the notebook + Learn by hear the summary + Prepare Speaking VI Self – evaluation: Lop10.com CONTENT OF THE LESSON biodiversity samples * Task 2: Answer the questions: 75% of the earth’s surface By using modern devises They investigatethe seabed and bring samples of marine life back to the surface for further stydy We can know a wide range of information, including water temperature, depth and the undersea populations 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 Marine life would be at stake if the sea biodiversity were not maitained * Summary: three-quarters myterious modern discoveries biodiversity huge plants and animals closely connected (3) UNIT 9: UNDERSEA WORLD Period 56: B - SPEAKING I AIMS AND OBJECTIVES: - Language content: + To provide Ss sentences and expressions for making suggestions about the health of the oceans - Language function: + To help students talk about how to protect oceans and talk about causes and consequences of destroying the ocean environment - Educational aims: + Ss should contribute their parts to protect the natural or ocean environment Language: a.Vocabulary: sparingly, herbicide, pesticide, fertilizer, responsibly, net, endanger, dispose of, release b.Structures: should + bare-inf shouldn’t + bare-inf Skills: Intergrated skills Education factor : + By the end of the lesson, the students will be able to learn about the function of the ocean in our life and how to protect the natural environment II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explanation, Repetition, pairwork, giving opions, giving pictures Materials needed: textbook, chalk, board, picture of a polluted beach Students preparation: Prepare the lesson at home III PROCEDURE IN CLASS: Stabilization: (3ms) - Greeting - Checking about absence Checking up the previous knowledge: (7ms) + Asks students to write some words and some questions about the reading How scientists now overcome the challenges of the depth? What would happen if the sea biodiversity were not maintained? + Suggested answers: By using modern devises Marine life would be at stake if the sea biodiversity were not maitained The new lesson: STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON (5ms) I Warm- up: Unit 9: Shows a picture of a polluted UNDERSEA WORLD beach and asks Ss - Work in groups and B SPEAKING find the words + How is the beach? * New words: + What can you see on the + sparingly (adv): tieát kieäm beach? + It’s very dirty + herbicide (n): thuoác dieät + What does “friendly with + Plastic bags, rubbish, coû oceans” mean? tin, bottle… + pesticide (n): thuốc trừ - Leads to the new lesson “How to + It means “not doing saâu protect our oceans Let look at harm to the ocean + fertilizer (n): phaân boùn some actions below.” environment + responsibly (adv): coù II Pre- speaking: - Write in the notebooks traùch nhieäm Teaches some new words + net (n): lưới + sparingly + endanger (v): nguy hieåm + herbicide + dispose of (exp): vứt bỏ + pesticide + release (v): thaû phoùng + fertilizer thích Lop10.com (4) TIME TEACHER’S ACTIVITIES (10ms) + responsibly + net + endanger + dispose of + release - Reads the world above III While- speaking: * Task - Has Ss put the actions in the order of inportance and then say what we should or should not - Calls Ss to answer * Task +3: - Asks Ss to discuss the consequences that might occur and offer some possible solutions - Divides the class into eight groups and has each two group (15ms) discuss one threat - Walks around the class and gives help if necessary, then selects some groups to present their - Comments (8ms) IV Post- speaking: - Asks Ss to think of a camping trip on the beach, make a list of some what tourists should or (3ms) shouldn’t - Calls on Ss to present their discussion V Consolidation - Summarizes the main ideas in the lesson STUDENTS’ ACTIVITIES CONTENT OF THE LESSON * Task 1: + Should: - Place rubbish and plastic bags in proper dustbins - Repeat - Use water sparingly - Dispose of fishing lines and nets properly - Work in pairs - Learn all about the oceans - Keep only the that we will eat, and release the rest - Be a smart shopper and choose our seafood - Ss’ answers may vary responsibly + Shouldn’t: - Work in groups - Fish for species that are - Discuss in groups limited, threatened or endangered - Pollute water - Present in front of the - Use herbicides, pesticides class and fertilizers that are harm the environment - Discuss in groups of * Task +3: four A: Whales and sharks are still hunted for food, medicine, - Answers may vary and other products This makes they extinct B: Governments should ban hunting them A: Explosives are used to catch fish and other sea animals This makes a lot of them died B: We should punish people who use explosives A: Oil is spiled from tankers This makes water polluted B: We should clean the sea and punish captain V Homework: (2ms) + Write a short paragraph about how to protect our oceans + Prepare the meaning of the words in Listening VI Self – evaluation: Lop10.com (5) UNIT 9: UNDERSEA WORLD Period 57: C - LISTENNG I AIMS AND OBJECTIVES: - Language content: + To improve students’ listening comprehension skill + To help Ss know more information bout whales’life - Language function: + To enable Ss to listen to a passage and get information about whales - Educational aims: + By the end of the lesson , Ss will be able to know something about the whales and know what they to conserve the whales Language: a.Vocabulary: mammal, krill, blue whale, whaling, conservation, huge, migrate b.Structures: Conditional type II Skills: Intergrated skills Education factor : + To improve students’ love of the rare whales, and improve their awareness of protecting these mammals II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explaination, Repetition, pairwork, True-False statements, comprehension questions Materials needed: textbook, chalk, board, tape, cassette Students preparation: Prepare the lesson at home III PROCEDURE IN CLASS: Stabilization: (3mn) - Greeting - Checking about absence Checking up the previous knowledge: (7mn) - Asks Ss some questions about the whales: Is the blue whale the larggest and most intelligent animal? Why whales like to feed in the cold oceans? - Answer: Yes, it is Because there is a lot of krill The new lesson: STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON (5ms) I Warm- up: Unit 9: UNDERSEA Shows the pictures of some fish Look at the pictures and WORLD answer - Asks Ss to name the fish in C LISTENING English, then say something they + shark Vocabulary: know about them (Eg: home, food + whale + mammal (n): động vật có habit, offspring, features…) + dolphin vuù II Pre- listening: - Work in pairs Eg: Whales are mammals Introduces the listening task “Now, because they raise their you are going to hear a passage young on milk about whales and get some more + krill (n): tiny shellfish information about them” - Listen + blue whale (n): caù voi xanh -Asks the students to answer the + whaling (n):vieäc saên caù voi questions in the book + conservation (n): bảo - Calls some students to answer toàn - Introduces some keywords - Work in pairs + huge (adj): very big + mammal (example) + migrate (v) di cö + krill (explanation) Eg: In winter some kinds of Lop10.com (6) TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Answer + I don’t think so Because they are mammals + Because they kill whales for food - Take note - Listen and repeat and pay attention to the stress syllable - Listen and write down the words they hear in order 1,2,3,4,… CONTENT OF THE LESSON birds migrate to North Africa (10ms) + conservation + huge (explanation) + migrate(example) * Task 1: Decide whether the statements are True or - Reads the words and has Ss repeat False - Checks their understanding by reading sentences which contain the 1.F T 3.T new words randomly 4.F 5.T III While- listening: * Task 2: Answer the *Task 1: questions Asks Ss to guess the statements are The blue whale grows to True or False and tell their guessing 30 metres in length and over 200 tons in weight - Has Ss listen to the tape and decide Because there is a lot of whether the statements are T or F krill- their favourite food in Let Ss share their answers each cold waters other (Plays the tape more than two - Work individually to Cold waters in the North if necessary.) guess and answer - Calls on some Ss to present their and South Alantic Ocean and answers in fromt of the class the North and South Pacific are their favorite feeding (15ms) - Feedbacks and gives correct - Listen and share the answers answers grounds * Task 2: Heavy hunting is the main - Tells Ss to listen to the tape again Present reason for the decrease in and then answer the questions whale population - Has them compare their answers - Listen and check They have asked the - Work in pairs and with others International Whaling answer the questions (8ms) - Asks the students to give the Commission to srop most - Compare the answers answers in front of the class whaling - Comments and gives correct If we didn’t take any answers measures to protect whales, - Give the answer IV Post- listening: they would disppear forever - Has Ss talk about whales using the (3ms) cues + their length and weight - Listen and check + their feeding grounds and food + the reasons for protecting whales - Walks around the class and offers - Work in groups of four and talk about whales help, then selects some groups to present their plan - Present - Calls on Ss to present in front of the class V Consolidation - Listen - Summarizes the main features of - Take note the whales V Homework: (2ms) + Write a short paragraph about how to protect our oceans + Prepare Part D - Writing VI Self – evaluation: Lop10.com (7) UNIT 9: UNDERSEA WORLD Period 58: D - WRITING I AIMS AND OBJECTIVES: - Language content: + To help the Ss describe information from a table - Language function: + To help the Ss know more information about the sperm whale’s life - Educational aims: + To improve their love of the rare animals, and their awareness of protecting these mammal Language: a Vocabulary: carnivore, squid, give birth, life span, entrapment, gestation b Structure: The Present simple tense Skills: Intergrated skills Education factor : + By the end of the lesson, the students will be able to write desctibing information from a table II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explaination, groupwork, pairwork, using a picture Materials needed: textbook, chalk, board, picture Students preparation: Prepare the lesson at home III PROCEDURE IN CLASS: Stabilization: (3mn) - Greeting - Checking about absence Checking up the previous knowledge: (7mn) + Asks students to answer the questions: What is the length and weight of the blue whale? Why whale like to feed in the cold oceans? + Suggested answers: It is 30 metres in length and 200 tons in weight Because there is a lot of krill The new lesson: STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON (5ms) I Warm- up: Unit 9: UNDERSEA WORLD - Asks Ss to play a game “Hidden - Whole class play a picture” game Period 58: D - WRITING - Hangs a sperm whale which is - Chooses cards, then * Describing information hidden by cards There is a answer the questions from a table question for each card If Ss Mammal * Task 1: Complete the table answer correctly, the card will be Krill about the sperm whale opened Place rubbish and + Range and habitat: + Card1: What you call an - All oceans plastic bags in proper annimal that raises its young by dustbins - prefer waters with high milk? squid population Yes, they are + Card 2: What food whales + Size: - Male: 18m in length; like to eat? + Card 3: What should we to 54.000kg in weight protect our oceans? - Female: 12m in length; + Card 4: Are Whales the most 17.000kg in weight + Feeding Habits: intelligent animals in the ocean? - Shows the picture of a sperm - Canivores; Eat maily squid whale and asks Ss to name it - Answer : Sperm Whale - Eat up to 1.500 kg of food daily Lop10.com (8) TIME TEACHER’S ACTIVITIES (10ms) - Leads to the lesson II Pre- writing: Teaches Ss some words + carnivore (n) + squid (n) + life span (n) + entrapment (n) + gestation (n) + give birth (n) - Explains the meaning of the words, and read - Revises the simple present tense (15ms) III While- writing: * Task 1: - Asks students to read the description of the sperm whale and complete the table - Guides Ss to fill in the table - Walks around the class and offers help - Calls on students to write their answers on the board - Gives feedback * Task 2: - Asks students to read the table of the dolphin and based on the description of the sperm whale in task - Has Ss exchange their writing and correct - Picks up some writing to check in front of the class (8ms) IV Post- writing: - Has students look at the groups of given words carefully and say what animal the teacher want to mention + about 450 kilos + about metres long + have a very wide feet + can swim 120 kilometres out in the water + live in the snow and ice + can’t be found at the South (3ms) Pole V Consolidation - Summarizes some information about the sperm whale and the dolphin V Homework: (2ms) Write task in the notebook VI Self – evaluation: STUDENTS’ ACTIVITIES - Listen - Listen and write in the notebook - Retell - Work individually - Listen carefully - Give the answers - Write in the notebook - Work in groups in order to write a paragraph that describes the facts and figures of the dolphin - Exchange the writings - Listen - Work in groups - Answer: THE POLAR BEAR - Listen - Copy homework in the notebook Lop10.com CONTENT OF THE LESSON + Offspring: - Give birth to one calf every 5-7 years - Gestation period: 14-19 months + Life Span: - Up to 60-70 years + Special features: - Biggest animals that have teeth on Earth - Have the laggest brain of all mammals + Conservation concerns: - At risk due to hunting and accidental fishing net entrapment * Task 2: Write a paragraph that describes the facts and figures provided in the table: (See bellow) (9) UNIT 9: UNDERSEA WORLD Period 59: E – LANGUAGE FOCUS I AIMS AND OBJECTIVES: - Language content: + To help the students pronounce the sounds / ia / and / ea /, / ua / in words and sentences + To provide the students the second condional - Language function: + To help the students pronounce the sounds in English correctly + To help the students use the language in communication correctly - Educational aims: + To help the students be aware of using language in sentences Language: a.Vocabulary: review the previous vocabulary b.Structures: the second conditional sentence Skills: Integrated skills Education factor: + By the end of the lesson, the students practice using The second condional in a fun and memorale way in a context that Ss can relate to II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explaination, pairwork, transformation Materials needed: textbook, chalk, board Students preparation: Prepare the lesson at home III PROCEDURE IN CLASS: Stabilization: (3mn) - Greeting - Checking about absence Checking up the previous knowledge: (5mn) + Asks students to present some information about the sperm whale The new lesson: STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON (5ms) A.PRONUNCIATION Unit 9: UNDERSEA WORLD I Warm- up: - Has Ss play “pronunciation - Play a game E LANGUAGE FOCUS Game” Pronunciation: - Gives 12 flash cards with 12 / ia / / ea / / ua / words on each one to 12 groups here pair poor (here, chair, note, mouse, poor, dear chair sure square, cheers, radio, height, clear square tour idea where usual destroy, usual, upstairs) - Calls on each of member of each - Listen Grammar: group to pronounce one word If * Should + bare-inf: khuyeân one pronounces wrongly, he will - Listen and repeat neân laøm gì Eg: You should study hard stand up If one pronounce - Read the words * Shouldn’t + bare- inf: correctly, he will sit down The khuyeân khoâng neân laøm group having the last person gì sitting is winner - Introduces the lesson - Correct Eg: You shouldn’t smoke II Pre- practice: * Exercise 1: - Introduces the sounds and reads You should look for - Work in pairs the words another job - Calls some students to read the He shouldn’t go to bed so words again late (10ms) - Corrects students’ pronunciation - Answer You should take a Lop10.com (10) TIME TEACHER’S ACTIVITIES mistakes - Asks students to work in pairs and practice the sentences III While- practice: Has them to tell the words pronounced the sounds / ia /,/ea / and / ua / - Calls some students to present - Corrects mistakes IV Free- practice: (15ms) - Asks them to close the book and listen to the teacher to tell the sounds of the words - Gives remarks B GRAMMAR AND VOCABULARY Should, Shouldn’t - Gives a situation and has Ss offer a possible solution + Beaches are filled with plastic bags - Asks them to say the usage of should and shouldn’t - Helps students the execises + Exercise 1: - Asks students to write a sentence with should or shouldn’t and the phrase in the box - Has them compare the answers with a partner (8ms) - Calls some students to answer in front of the class - Gives feedback * Exercise 2: - Has students read the situations and write sentences with I think / I don’t think… should… - Calls students to write the answers on the board - Gives the correct answers Conditional sentence type 2: - Has Ss play “Chain game” (3ms) - Divides the class into four groups - Says If clause Eg: If I study well,… - Each group makes following the teacher’s and others’ The group having many sentences will win - Introduces the lesson - Gives a solution Eg: Nam isn’t intelligent, so he can’t answer the question STUDENTS’ ACTIVITIES - Present Listen - Listen and answer (without books) - Offer a solution + We should clean beaches We shouldn’t litter rubbish - Answer - Work individually - Share the answers - Answer - Work in pairs - Write the answers on the board - Listen - Play a game - Make sentences following the teacher’s Eg: If I study well, I will get good marks If I get good marks, I will pass the exam - Listen Lop10.com CONTENT OF THE LESSON photograph She shouldn’t use her car so much He should put some pictures on the wall * Exercise 2: I think smoking should be banned, especially in restaurants I don’t think you should go out this evening I think the boos should re sign * Coditional setence type2 cannot be fulfilled in the present or the future + If clause: S + were / Vqk + … + Main clause: S + would/could + bare-inf * Exercise 3: Put the verbs into the correct form would take refused wouldn’t get closed down pressed would be didn’t come 10 borrowed 11 walked 12 would understand (11) TIME TEACHER’S ACTIVITIES If Nam were intelligent, he STUDENTS’ ACTIVITIES could answer the question - Look at the board - Has Ss give remark the example - Give remark - Teaches Ss the usage and the form of the second conditional - Take note - Asks Ss to give the correct form - Work individually of the verbs - Has Ss give their answers - Corrects mistakes - Answer - Listen and correct - Gives some situations and has mistakes Ss make the second conditional - Work in groups V Consolidation - Retell -Asks them to retell the language - Take note they’ve learnt - Asks them to write homework in the notebook V Homework: (2ms) - Do the exrcises again - Write sentences using conditional type - Learn the structures VI Self – evaluation: Lop10.com CONTENT OF THE LESSON (12)