- Sts may answer: I think that action( f ) is the most important because if we learn all Giaùo vieân: Nguyeãn Duy Tuaán – toå Anh Vaên Tröôøng Trung Hoïc Phoå Thoâng Taân... While[r]
(1)Week: Period: Date: UNIT 9: UNDERSEA WORLD
LESSON 1: READING I Objectives:
Education aims: - Students read about the undersea world. Knowledge:
a General knowledge: - Knowledge about the oceans and the undersea world b Language: - The present simple tense
- Vocabulary concerning undersea world like: whale, jellyfish, shark, Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises
II Anticipated problems:
- Students may lack vocabulary on undersea world III.Teaching aids: board, textbook, chalk.
IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up:( mins)
- Aim: Sts get used to the topic + Networks:
- Sts are required to work in groups of or to make a list of words related to the names of the animals in the sea in written form
- The group with the longest list will be the winner 2 Before you read( 12 mins)
- Aim: -Prepare information and vocabularies for the topic.
+ Work with a partner 1:
- Work in groups of 3-4 students - Give the lists to the teacher
- Work in pairs and the work orally - Some sts report
(2)- Ask sts to look at the map and give Vietnamese names for the oceans on the map
- Allow sts to discuss in pairs in minutes - Get feedback and give remarks
+ Work with a partner 2:
- Sts are required to in the same way as in “ work with a partner 1” to name the sea animal in each picture
- Ask some sts to report - Listen and give remarks
+ Vocabulary:
- Provide the sts with new words/phrases: + Gulf(n): Vịnh + challenge(v): tháchthức
+ Subma'rine(n): Tàu ngầm + 'organism(n): cá thể
+ Biodi'versity(n): đa d¹ng sinh häc
+ at stake(phr) : Cã nguy c¬ tut chđng = in danger - Read each word/phrase times and ask the sts to repeat it
- Leave the sts minute to self-practise reading the words
- Ask 4-5 sts to read all the word/phrases aloud in front of the class
- Listen and help the sts to read the words/phrases correctly
3
While you read:( 20 mins)
- Aims: Read the passage for information to the tasks.
+ Set the scene:
- You are going to read a passage about undersea world Read it and then the tasks that follow
+ Task 1:Fill in each space with a suitable from the box.
- Ask sts to read the passage and task 1.
- Sts are required to compare their results with their partners
- sts are required to the task orally in front of the class (1 st/ time)
- Listen and help sts to the task correctly.
+ Task 2: Answering Questions:
- Ask sts to work in pairs to read the passage again and answer the questions in task
- Require sts to underline the information that supports the answers
- Sts are required to compare their answers with another pair
- Ask 5-6 sts to read their answers aloud in front of the class (1 st / time)
- Give correct answers 4
After you read:( mins)
- Aims: Give the summary of the passage.
- Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box - sts represent by reading aloud the answers. - Listen and help sts to their task well.
+ Pa'cific ocean: Thái bình dơng + At'lantic ocean: Đại tây dơng + 'Indian ocean: ấn độ dơng + 'Arctic ocean: Bắc băng dơng
+ An'tarctic ocean ( southern ocean): BiÓn nam cùc.
- Listen and copy down
- Do as they have done in the previous part - Some sts report
+ Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct
- Listen and then copy down - Listen and repeat
- Read these words silently
- Soms sts read these words aloud and others listen
- Self-correct
- Listen to the teacher
- Read the passage and then the task - Share their answer with their partners - Some sts report
1 tiny investigate 3 gulf biodiversity 5 samples
- Work in pairs to ask and answer - Compare their answer with other pairs - Some pairs report
1 75%
2 They that by using modern devices 3 They bring samples to the scientists to study
4 We can learn about the temperature, depth, and the marine population
5 They are : + the bottom depending + current independing
+ tiny organism
- Work in pairs to the task - sts report
1 three-quarters mysterious 3 modern discovery 5 plants and animals huge
(3)5 Homework:( min)
- Learn the summary of the reading passage
- Others listen
Week: Period: Date:
UNIT 9: UNDERSEA WORLD LESSON 2: SPEAKING
I Objectives:
Education aims: - Students know about some actions to protect the oceans Knowledge:
a General knowledge: - Students can talk about the protection of the oceans b Language: - "Should" and the simple present
- Vocabulary on undersea world Skills: - Speaking about undersea world
- Reading and ordering the importance to protect the oceans II Anticipated problems:
- Students may not know many new words on the topic III Teaching aids:
Textbook, chalk, board
IV Procedures:
Teacher’s activities Students’ activities 1 Homework - checking: (7 mins)
- Ask sts to write the new words on the board
- Ask others to answer the questions of the reading passage
2 Before you speak: (13 mins)
Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans.
+ Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t - Ask sts to look at the task and give sts some new words:
- rubbish (n): rác rởi - pollute (v): gây « nhiÔm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u
- Ask sts to read the new words aloud
- Ast sts to work in pairs, using should or shouldn’t to put the actions in order of importance and talk about these actions
- Go around to help sts if necessary - T may give sts some suggested phrases: What you think of
How you feel about + V- ing
- One student write the new words on board
- Others answer the questions
- Listen to the T
- Write down the new words and practise reading them
- Work in pairs to the task
(4)What s your opinion of’ Well, I think
In my opinion we should
- Ask some sts to give their opinions 3 While you speak( 15 mins)
Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions.
- Ask sts to skim the sentences in Task and find the new words
- Explain some new words: hunt (v )
explosive ( n) spill ( v ) tanker ( n )
Ask sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions
- Give sts some suggestions:
Threats Consequences Solutions
1 Beaches are filled with plastic bags.
- polluted water - place plastic
bags in
proper dustbins 2.Whales are
hunted for food.
- extinct/
disappear
- not hunt or sell whale products 3.Explosives
are used to catch fish.
- a lot of fish died
- be banned.
4 Oil is filled from tanks
- polluted water -clean the sea water/punish captain. - Go around to help sts if necessary
4.After you speak: ( mins)
Aims: Sts report what they have discussed
Task 3: Report to the class what your group has discussed
- Ask some representatives to report their group’s opinions in front of the class
- Listen and ask others to listen to give their opinions 5 Homework: (1min)
- Write a passage about the threats to our oceans and the solutions
we can know about the oceans we will understand their values and try to protect them.
- read the sentences and find the new words
- Listen and take notes
- Work in group of three or four
- Some sts report their opinions in front of the class
- Others listen and give remarks
(5)Week: Period: Date: UNIT 9: UNDERSEA WORLD LESSON 3: LISTENING
I Objectives:
General knowledge:
- Sts know about the whales: how large they are, what they eat, where they live, and if they are in danger
Language: - Parts of the world
- Vocabulary on sea animals
Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales
II Anticipated problems:
- There are too many new words - The tape's quality is not very good III Teaching aids:
- Textbook , tape, pictures of whales and other sea animals IV Procedures:
Teacher s activities’ Students activities’
1 Homework checking:(7 mins)
One sts talks about what people should to protect the oceans
2 Before you listen:(10 mins)
Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text.
a Focus sts on the picture of a whale and ask sts to answer the following questions:
- What animal is the largest in the world? - What you know about whales?
- Why people think whales are not fish? - Why people keep hunting whales? - Ask some sts to give their answer
b. Introduces some new words
- 'mammal (n): the animal that raise the young on milk
- whaling (n): hunting whales
- krill(n): tiny shellfish found in the seas (whales feed on krill)
- mig'rate(v): to move from one place to another according to season
- conser'vation (n): taking care of st, the prevention of loss, damage
- feeding / bearing ground (n): the place where a species of animal find food/ give birth
- an/a/the increase/ decrease in st(phr):
- International whaling Commission: an organization responsible for the number of whales hunted
- measure(n): an action taken to achieve a purpose
- Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again
- Ask sts to refer to the map of the world in the textbook (p 94) and revise parts of the world, the oceans and discuss where there are cold waters 3 While you listen:( 17 mins)
+ Task 1:
Aims: Sts practise listening and marking True/ False statements.
One st presents Others listen and give remarks
- Discuss in groups
Some sts stand up and give their answer Sts copy the words and phrases
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters
(6)- Tell sts that they are going to listen to a talk about whales
- Ask sts to work in pairs, look at the statements given and guess if they are true or false
- Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice
- Ask sts to compare their answer in pairs - Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
+ Task 2:
Aims:Sts practise listening for specific information by answering given questions.
- Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions
- Ask sts to listen to the tape once or twice again to answer the questions Sts can note down important information
- Ask sts to compare their answer in pairs - Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
4 After you listen:(10 mins)
- Ask sts to work in pairs and tell each other about the whales using the following information:
largest 30 200 most intelligent cold water North South Pacific Atlantic krill in danger -hunting - The Eskimo - not protect - disappear. - Move round to check the activities and to make sure that sts are working effectively
- Ask two sts to present in front of the whole class - Check and give remarks
5 Homework:(1 min)
Write a short paragraph about the whale
- Listen to the T
- Work in pairs to guess if the statements are true or false
- Listen to the tape and the task - Compare their answer
- Give their answer
F It's the largest animal on earth T T
F They are in danger because some people are still killing them for food
T
- Check their answer and then correct their work if they have the wrong answer
- Work in pairs to read the questions and try to answer them
- Listen and the task - Gives their answer
1 It is about 30 metres in length and over 200 tons in weight.
It is because there is a lot of krill - their favourite food
3 They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean.
Heavy hunting.
5 They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer
- Work in pairs to talk about whales
- Two sts present
Week: Period: Date:
UNIT 9: UNDERSEA WORLD LESSON 4: WRITING
(7)I Objectives:
Education Aims: - Students can write a paragraph to describe information from a table. Knowledge:
a General knowledge: - Information about the sperm whale and the dolphin b Language: - Language used to describe animals
- The present simple tense Skills: - Reading: read the sample paragraph
- Speaking: work in pairs to find information to complete the table
- Writing: write a paragraph to describe the facts and figures provided in the table II Anticipated problems:
- Students may have difficulty in using the information to write a full paragraph III Teaching Aids: - board, textbook, chalk.
IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Ask one st to talk about whales
- Ask other sts to listen to their friend and give remarks
- Check and give remarks 2 Before you write:( 20 mins)
- Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write.
+Task 1:
- Introduce the situation - Explain some new words:
+ sperm whale (n): a kind of whale that is hunted for an oily substance in its head
+ 'carnivore (n): an animal that eats meat + squid (n): mùc èng
+ ges'tation period (n): the process of carrying the young baby inside the mother's body
+ life span (n): the period from birth to death + en'trapment (n): mắc bẫy
+ 'offspring (n):
- Ask sts to listen to the teacher and repeat , then write these words into their notebooks
- Ask sts to work in pairs to read the paragraph and then complete the table that follows
- Move round to help if necessary
- Ask sts to compare their ideas with other pairs - Draw a table on the board and ask some sts to go to the board and complete the table
- Listen to their friend and give remarks - Listen to the teacher
- Listen to the teacher carefully
- Copy these words into theit notebooks
- Listen to the teacher and then read these words in chorus and individually
- Read the paragraph in pairs and the task
- Share their answer with their friends - Present their ideas
+ Range and habitat: all oceans Prefer the waters with high squid populations.
(8)- Look at the board and give remarks
+ Task 2:
- Ask sts to work in pairs in minutes to read the second table with some information about the dolphin
- Move round to help if necessary 3 While you write:( 10 mins)
- Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin - Ask sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table
- Let sts write in 10 minutes
- Move around to conduct the activity 4 After you write:( mins)
Aims: to get feedback and check sts' work.
- Get feedback by asking some sts to read their work aloud
- Ask some other sts to give remarks - Check and give the correct answer
- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
5 Homework: ( 1min) - Part D ( page 67- workbook)
+ Size:
Male: 18 m in length, 54,000 kg in weight Female: 12 m in length, 17,000 kg in weight.
. - Listen to the teacher
- Work in pairs to read the table and try to understand the information
- Do the writing task
- Read their writing: ( a sample paragraph) Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent 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 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months
Week: Period: Date:
UNIT 9: UNDERSEA WORLD LESSON 5: LANGUAGE FOCUS I Objectives:
Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/ correctly. - Students revise the use of "should" and conditional sentence type Knowledge:
+ Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ - Should
- Conditional sentence type
Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud
- Read the sentences silently to the exercises II Anticipated problems:
- Students may confuse these sounds with some sounds in Vietnamese III Teaching aids: - board, chalk, textbook.
IV Procedures:
Teacher's activities Students' activities
(9)1 Homework checking: ( 5mins)
- Ask one st to read the text about the blue whale - Ask another st to give remarks
- Check and give a mark 2 Pronunciation:( 10 mins)
- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts to practise these sounds.
a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat
- Tell sts how to pronounce these sounds accurately - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other
- Move around to help
- Ask two sts to read again and give remarks
b Ask sts to look at sentences in page 101 in the book
- Ask them to work in pairs to read the sentences and then find out the words containing sound /ɪə/, sound /eə/ and sound /ʊə/
- Ask them to work in minutes - Move around to conduct the activity
- Ask one st to report and other sts to give remarks - Check and give the correct answers
- Ask some sts to read these sentences aloud - Listen and give remarks
3 Grammar: ( 29 mins)
Aims: to revise the use of " should" and conditional sentence type and have sts Ex1, EX and EX3. a Should:
- Ask sts to tell the T the use of "should"
- Ask sts to give examples with "should" and "shouldn't"
- Ask sts to EX1 + Exercise 1:
- Ask sts to look at Ex1 and to the task
- Ask sts to the exercise individually and then compare their answers in pairs
- Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks
- Introduce the use of " I think/ I don't think should "by using some examples:
eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea.
You; I think you should stay at home.
I don't think you should go skiing thid weekend. - Explain why " I don't think should " is preferred to " I think shouldn't "
- Ask sts to EX2 + Exercise 2:
- Ask sts to Ex individually and then share the answers with their friends
- Move round to help if necessary
- Ask two sts to this exercise on the board - Ask one st to give remarks
- Check and give remarks
- One st read the text aloud in front of the whole class
- Give remarks - Listen to the teacher
- Write down three sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /ɪə/ /eə/ /ʊə/
here pair poor dear chair sure clear square tour .
- Read these words in pairs and check for their partners
- Look at the book and work in pairs - Answers:
/ɪə/ /eə/ /ʊə/ beer where sure dear wear poor .
- Read the sentences
- " Should " is a modal verb that is used to give advice
- Some sts give examples:
eg: You should get up early in the morning People shouldn't hunt whales.
- Do Ex
- Some sts sts report their work sentence by sentence
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. 6 He should put some pictures on the wall. - Look at the examples and listen to the teacher
- Listen to the teacher
- Do this EX individually - Some sts report
2 I think smoking should be banned, especially in restaurants.
3 I don't think you should go out this evening.
4 I think he should resign.
(10)b Conditional sentence type 2:
- Review the form and the use of conditional sentence type by giving some examples:
eg: If my grandfather were still alive, he would be 100 today.
If I had a lot of money, I would lend you some. - Ask sts to read the examples and point out the form as well as the use of conditional sentence type + Note: " were" is used with all persons
- Ask some sts to give examples - Ask sts to EX3
+ Exercise 3:
- Ask sts to the task in pairs - Go round to conduct the activity
- Ask some pairs to read sentence by sentence - Listen and give remarks
5 Homework ( min) - Part B ( page 54 - workbook)
- Read the examples and point out the form and the use of conditional sentence type 2: + Form:
If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future
- Do Ex in pairs - Some sts report
3 would take pressed 4 refused wouldn't be 5 wouldn't get didn't come 6 closed down 10 borrowed .