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- Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo.. Advantages Disadvantages5[r]
(1)Week: Period: Date:
UNIT 10: CONSERVATION LESSON 1: READING
I Objectives:
Education aims: - Students improve their knowledge about conservation 2 Knowledge:
a General knowledge: - Knowledge about conservation b Language: - The present simple tense
- Vocabulary concerning conservation 3 Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise
II Anticipated problems:
- Students may not have enough words, and knowledge about conservation
III Teaching aids: board, textbook, chalk.
IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up:( mins)
+ Network
- Ask sts to work in groups of or
- Ask sts to give a list of the animals which are in danger of extinction
- After minutes, the group which has the longest list will be the winner
2 Before you read:( 10 mins)
- Sts are required to answer the questions given in the part:
1. Have you ever visited a zoo or a forest?
- Work in groups to discuss
- Some sts report the list in front of the class
(2)2. What animals are you interested in? Why? 3. Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally
+ Vocabulary:
- Provide the students with some new words/phrases +Variety(n): a large number of different kinds + Species(n): = kind, type
+ Eliminate(v): = disappear, remove
+ Destruction(n) destroy(v) destructive(Adj): sù phá huỷ
+ Hydroelectric dam(n): đập thuỷ điện
+ Circulation(n): Sự chuyển động circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase times and ask sts to repeat it
- Leave sts minute to self-practise
- Ask 4-5 sts to read all the word/phrases aloud in front of the class
- Listen and help sts to read the words/phrases correctly
3 While you read:( 20 mins)
+ Task 1: Matching.
- Ask sts to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading
- Call on some sts to read and explain their answers aloud in front of the class
- Get feedback and give correct answers
+ Task 2: True or False.
- Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information
- Ask sts to highlight or underline the information in the passage that help sts to find the correct answers
- 6 - sts are required to give answers in front of the class(1 st/ 1answer)
- Listen and help sts to the exercise correctly
+ Task 3: Main ideas.
- Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph
- Call on some representatives to read their choice for each paragraph in front of the class
- Getfeedback and give correct answers
4 After you read:( mins)
Questions - Answers
- Ask sts to work in pairs to give answers to the questions
- Go round to help the students with their work. - 3-4 sts are required to give answers to one question orally in front of the class( st/1 time)
- Listen and help sts to give correct answers.
5 Homework:( min)
- Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet
- Students give answers orally - others listen
- Copy down these words into their notebooks
- Listen and repeat
- Practise reading these words by themselves
- Some sts read these words again aloud (1 student/ time)
- Work individually
- Try their best to the task - Ask some sts to report 1.c 2.a 3.d 4.b -Listen and self-correct the exercise - Sts the work individually
- Highlight or underline the important information
- 6-7 students orally while others watch 1 T T
3 T T
5 F( two last sentences of paragraph B) 6 F(last sentence of paragraph C) - Self-correct the work
- Work in groups of 3-4 students orally - Some sts report
A.3 B C 2 - Self-correct
- Work in pairs orally
1 We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in 2 Mankind and most plants and animals can't survive without water
(3)Week: Period: Date:
UNIT 10: CONSERVATION
LESSON 2: SPEAKING I Objectives:
1 Education aims: - Students know about the new kind of zoo 2 Knowledge:
a General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo
b Language: - The passive voice
3 Skills: - Asking and answering about the new kind of zoo
- Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results
II Anticipated problems:
- Students may not know some new words in this topic
III Teaching aids:
Textbook, chalk, board
IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up ( minutes )
- Ask sts some questions:
Have you ever visited the zoo? What did you see there?
Where are all the animals in the zoo?
- Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat.
2.Before you speak:( 10 minutes)
Aims: Sts can discuss the questions about the features of the new kind of zoo.
+ Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs
- Give sts some new words:
+ sensitive (adj): be affected by slight changes, influences: nhËy c¶m
+ imprison (v): put or keep in prison: bá tï + reconstruct (v): build again
+ breed (v) : g©y gièng , nh©n gièng.
+ reintroduce (v): put a species of animal or plant back into a former habitat: đa trở môi trêng sèng tù nhiªn - Ask sts to read the new words orally
- Ask sts to work in pairs to discuss the questions in two paragraphs
- Go around to help sts
- Ask some sts to present their answers - Get feedback and give remarks
3 While you speak: ( 18 mins)
Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo.
+ Task 2: Put a tick in the right box and share your ideas with a partner
- Before sts the task T elicits some structures for asking opinions and giving the opinions
Asking for opinions Giving opinions What you think
of ? I think I don t think ’
-Sts answer:
Yes, I have/ No, never I saw many animals there They are in the cages.
- Read two paragraphs silently - Listen and take notes
- Practise reading the new words - Work in pairs
- Some sts present in front of the class 1 They are opened to help endangered species develop.
2 The animals are not kept in cages. They can live in their natural environment.
(4)Do you agree with ?
Showing agreement Showing disagreement I agree with
Yes , I think you are right.
Exactly.
I don t really think so.’ Yes, but
I would doubt that - Ask sts to work individually to the task - Ask sts to work in pairs to share their ideas - Go around to observe and help sts
- Ask some sts to talk about their ideas - Listen and give feedback
+ Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below
- Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo
Advantages Disadvantages
- the conditions the animals are in
- the animals that people can visit
- the money spent on rescontructions of the
animals natural
environment
- the dangers that keepers may have
- Go around to help sts if necessary
- Take notes of Ss’ mistakes for later correction
4 After you speak:( 10 minutes )
Aims: Sts can report on their discussion results
+ Task 4: Make group report, sharing your views with the rest of the class
- Call on one representative from each group to report what his/her group have discussed
- Ask other sts to take notes and compare with their groups’ ideas
- Give remarks on Ss’ answers
5 Homework ( minutes )
Write a paragraph of the report that they have discussed in the class
- Work individually
- Work in pairs to share the ideas - Say their opinions aloud
I think it would be better for animals if they live in the zoo of new kind because they may have better food.
- Listen to the teacher
- Work in groups of three of four to
discuss the advantages and
disadvantages of the new kind of zoo
- Some sts present in front of the class: "There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are in nature "
- Listen to their friends as well as to the teacher
Week: Period: Date:
UNIT 10: CONSERVATION LESSON 3: LISTENING I Objectives:
General knowledge:
- Sts know how a forest fire starts and what campers have to remember to to protect the forests
Language: - Some set expressions - Vocabulary on forest
Skills: - Listening: order events ,mark True/False, detect sentences
- Speaking: - Discuss how a forest fire may start and what every camper ought to remember
II Anticipated problems:
- T may be short of time
- The quality of the tape is not very good
III Teaching aids:
(5)IV Procedures:
Teacher’s activities Students’ activities 1 Homework checking:(5 mins)
- One st tell the whole class about the advantages and disadvantages of a zoo of the new kind
- Listen and give remarks
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. Divide sts into groups and ask each to discuss one of the following questions:
a How destructive can a forest fire be? b What can cause a forest fire?
c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires every year?
- Ask some sts to give their answer
b. Introduce the topic of the listening text - Introduce some new words/ expressions
- campfire (n): the fire made on at camping trip - forester (n): the person whose job is to take cares of the forest
- a heap of (n): a lot of thing on top of one another - spread (v): to move to other places very quickly] - leave sb/ st doing: leave sb/st when it/he is Ving - Read the words again and ask sts to repeat
- Ask sts to read the words in pairs
- Ask some sts to read the words again and give remarks
3 While you listen:( 26 mins)
+ Task 1:
Aims: Sts practise listening and numbering the event in the correct order.
- Introduce sts that they are going to listen to the tape about forest fires and they have to number the given statements in the order they hear
- Ask sts to read the statements in pairs and make sure that they understand them
- Play the tape twice and ask sts to put the number in the right box to indicate the order of the events
- 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 and marking True/ false. - Ask sts to listen to the tape again and decide whether the given statements are true or false
- Ask sts to read the statements to see if they understand them
- Play the tape once and ask sts to tick to the box to indicate T/ F statement and underline the false 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
+ Task 3:
Aims: Sts practise listening and ticking the sentences they hear.
- Ask sts to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them
- Ask sts lo listen to the tape again and tick in the box to indicate the sentences they hear
- Play the tape once
Other sts listen to their friend and give remarks
- Work in groups and discuss the questions
- One st from each group stands up and gives their answer
- Copy down the words and phrases into their notebooks
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud - Listen to the T
- Read the statements in pairs and try to guess the order of the events
- Listen to the tape / the teacher and the task
- Compare their answer - Give their answer Key: - - - - 4
- Check their answer, and then correct their work if they have the wrong answer - Listen to the T
- Read the statements in pairs and try to the task
- Listen to the tape / the teacher and the task
- Compare their answer - Give their answer
F F T T F - Check their answer say it aloud, and then correct their work if they have the wrong answer
(6)- Play the tape once again, stop the tape where necessary and conduct the correction
4
After you listen:(8 mins)
- Ask sts to work in groups and use the information in Task and to discuss the following questions: - How can a forest fire start?
- What does every camper have to remember not to cause a forest fire?
- Move round to check the activities and to make sure that sts are working effectively
- Ask one or two sts to retell the story in front of the whole class
- Check and give remarks
5 Homework:(1 min)
Write a short paragraph about what people can to protect forest from fires
- Give their answer Key: B A A
- Check their answer and then correct their work if they have the wrong answer - Work in groups to discuss
- One/ two sts present
Week: Period: Date:
UNIT 10: CONSERVATION
LESSON 4: WRITING I Objectives:
Education Aims: - Students can write a letter of invitation 2 Knowledge:
a General knowledge: - A letter of invitation
b Language: - Language used to write an informal letter - Structures: "Let's "," Shall we ?", etc
3 Skills: - Reading: read the sentences in task and the incomplete letters in task
- Speaking: work in pairs to match the halves of the sentences in task and to fill each blank in these invitation letters
- Writing: write an invitation letter basing on the cues
II Anticipated problems:
- Students may not be able to distinguish some structures such as " Let's ", " Would you like ?", "How about ?", etc.
III Teaching Aids: - board, textbook, chalk
IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Ask one st to talk about how a forest fire may start and what every camper ought to remember
- 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 write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters.
+Task 1:
- Ask sts to read the requirement of task carefully and then work in pairs to the task
- Ask sts to pay attention to the meaning as well as the structure of the two halves
- Recall some structures so that sts can the task more easily
- Listen to their friend and give remarks - Listen to the teacher
- Listen to the teacher carefully
(7)Shall we/ Can you/ Why don't you + V- inf ? Let's + V-inf.
Would you like/ Are you free + to-V ? Do you feel like/ How about + V-ing ?
- Ask sts to in minutes and move around to help if necessary
- Get feedback and give remarks
+ Task 2:
- Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank - Introduce some new words/phrases:
+ for a while: for a period of time
+ 'disco (n): a club or party where people dance with pop music
+ 'afterwards (adv): at a later time
- Ask sts to listen to the teacher and repeat , then write these words into their notebooks
- Get sts to the task in minutes and then get feedback letter by letter
- Listen and give remarks
3 While you write:( 10 mins)
- Aims: Sts practise writing an invitation letter - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him
- Let sts write in 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 63- workbook)
- Do the task in pairs
- Share their answer with their friends - Present their ideas
1.c f/h a g/d 5 h/f d/g e 8.b - Listen to the teacher
- Work in pairs to read the letters and try to understand the content of the letters
- Listen and repeat - Copy the words/ phrases - Report their answer:
1.3/8 2.3/8 - 4/6 2/5- 7 - Listen to the teacher
- Do the writing task
- Read their writing: ( a sample paragraph) "Dear Lam,
We haven't met since oyu moved And I miss you a lot.
We are both having some days- off between the two terms soon So if you haven't made any other plans why don't we spend a weekend together?
Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals.
Do come if you find it possible and I'll make all the preparations then.
Please give my love to your parents. Your friend,
Week: Period: Date:
UNIT 10: CONSERVATION LESSON 5: LANGUAGE FOCUS I Objectives:
Education Aims:- Students know how to pronounce the sound /b/ and /p/ correctly - Students revise the passive voice
(8)- The passive voice
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 sound / p / in English with sound / p / in Vietnamese
III Teaching aids: - board, chalk, textbook
IV Procedures:
Teacher's activities Students' activities 1 Homework checking: ( 5mins)
- Ask one st to read the letter they wrote at home aloud
- Ask another st to give remarks - Check and give a mark
2 Pronunciation:( 10 mins)
- Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds.
a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat
- Tell sts how to pronounce these sounds accurately / b / : a voiced sound
/ p / : a voiceless sound
- 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 110 in the book
- Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p /
- 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 passive voice and have sts do Ex1, EX and EX3.
+ The passive voice:
- Recall the form of the passive by giving an example:
eg: Active: We clean this window every day Passive: This window is cleaned every day - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence
- Ask sts to tell the T the form of the passive
+ Note: Only transitive verbs are used in the passive It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive
- Ask sts to give some examples + 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
+ Exercise 2:
- Ask sts to Ex individually and then share the answers with their friends
- One st reads his/her letter aloud aloud in front of the whole class
- Give remarks - Listen to the teacher
- Write down two sounds
- Listen to the teacher and repeat - Look at the book , listen and repeat / b / / p /
bee pea ban pan bad Paul .
- Read these words in pairs and check for their partners
- Look at the book and work in pairs - Answers:
/ b / / p /
Bill Pat big pan
black paper .
- Read the sentences
- Listen to the teacher , read the example and tell the whole class their ideas
+ In the passive, the object of an active verb becomes the subject of the passive verb
+ Form:
S + V ( be + p.p )
- Listen to the teacher and take note - Give examples
- Some sts report
1 were reported are grown 3 be spoken am not invited 5 are being built
- Listen and correct their work if necessary
(9)- 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 + Exercise 3:
- Ask sts to read the requirement of Ex3 and then the task in pairs
- Go round to conduct the activity - Ask some pairs to read the dialouge - Listen and give remarks
5 Homework ( min)
- Part B ( page 60- workbook)
EX 2:
1 came had ( been) started were 2 is standing is being photographed 3 Have the students been told
4 was being laid decided 5 will be planted - Listen to the teacher
- Read the requirement carefully - Do Ex
EX3:
1 was organized arrived 3 were met taken