Task 3: Teacher shows 3 pictures of starfish, shark, and jellyfish, and asks students to read the last paragraph of the passage and to find out where exactly these creatures live... Free[r]
(1)Lesson Planning UNIT 9: UNDERSEA WORLD Period: Reading Supervising teacher: Ms Vo Thi Thanh Diep Trainee Teachers: Nguyen Phuc, Minh Nguyet, Thu Nguyet, Vy Ngan, Van Thinh Class: 10 School: High school Time limit: 45 minutes I Lesson aim and objectives: -By the end of the lesson, students are able to extract the information from the text by scanning and understand better about undersea world - To help Ss become aware of protecting the undersea world a Language focus: -Teaching point: reading for main ideas and details -Vocabulary: gulf, submarine, biodiversity, at stake - Grammatical items: conditional sentence type (if, unless) - Skills: Reading, speaking -Interaction patters: Individual, pair work c Teaching method: communicative language teaching method d Techniques: visual aids, guiding questions, true or false, scanning, guessing the meaning of worlds in context II Teaching procedure: Teacher’s activities and pedagogical indications Lead-in: Teacher gives pictures of starfish, turtle, shark, seal and jellyfish on the board and asks students to observe these pictures and tell the names of creatures Teacher gives feedback and asks Ss to read aloud these words Pre-reading: Teacher introduces to Ss that these creatures all live in the sea In order to help Ss know more about the undersea world Teacher asks Ss to open their textbooks(page 95) While-reading: Teacher gives words below and within Student’s activities Ss observe pictures on the board and call their names individually Some Ss suggested answers: Starfish Turtle Shark Seal Jellyfish Ss read aloud these words Ss listen to the teacher and open their textbooks Ss read through the reading passage in the (2) minutes, asks Ss to read the passage and find out the positions of these words in the reading passage: gulf, challenges, investigate, samples, provide, tiny, oversized, biodiversity Teacher controls the time and ask Ss to raise the answers in the individually Teacher gives feedback and deals with some new words which Ss find it difficult to understand by giving guiding questions and examples: - Gulf (n): The same meaning to bay, example: The gulf of Mexico, Ha Long bay - Tiny ( adj): Very small - Oversized (adj ): Opposite to tiny - Sample( n ) : A sample of his hand writing A sample of the kind of clothes I want to buy -Biodiversity (n ): = biology + variety Teacher asks Ss to read statements in task and fill each blank with one of the words above There are more words than needed Teacher asks Ss to discuss the answers with their partners Teacher directs feedback Task 2: Teacher gives statements and asks students limited of minutes and try to find out where these words are in the passage Ss answer the questions one by one : Some Ss’ suggested answers: Gulf: Paragraph 1, line Challenges: Paragraph 1, line Investigate: Paragraph 1, line Samples: Paragraph 1, line Provide: Paragraph line9 Tiny: Paragraph 2, line Oversized: Paragraph 2, line Biodiversity: Paragraph 2, line By scanning to find out the positions of these words, Ss can understand the passage and guess the meaning of some words in context Some words Ss may not understand and can not guess: Gulf, tiny, oversized, sample, biodiversity Ss listen to the teacher explanations of these words and try to understand them Ss write down the words on their notebooks Ss listen to the instruction of the teacher Ss read through these statements and fill in the blanks with the words above Ss discuss with their partners and then raise their answers Ss’ suggested answers: Tiny Investigate Gulf Biodiversity Samples Student’s listen to the teacher’s instructions, then read through statements and scan the (3) to read through them, then scan the text and decide whether the statements are True or False There are oceans in the world Continents cover 25 percent of the earth’s surface People use boats to investigate the seabed Water temperature, depth and the undersea populations are shown by the satellite photographs If the biodiversity were maintained, marine life would be at stake Teacher asks students to discuss the answers with their partners Teacher gives feedback and teaches to following new words: - Submarine (n): Teacher shows a picture of submarine so that students can guess the meaning of this word - At stake: (idioms) : To be in danger Task 3: Teacher shows pictures of starfish, shark, and jellyfish, and asks students to read the last paragraph of the passage and to find out where exactly these creatures live Free practice: Teacher shows a short film of Finding Nemo Teacher stops the film and asks students to show how much they know about the undersea world reflected in the film and talk about the importance of the undersea world Homework: ask students to the exercise text to find clues to decide whether the statements are True or False Students discuss the answers with their partners and then give the answers Suggested answers : F T F T F Students repeat the two new words after the teachers Students observe pictures carefully and scan the last paragraph to pick out the info Students’ suggested answers: Starfishes live on the bottom of the ocean Sharks move independently of water currents Jellyfishes are carried along by the currents Students watch the film Students share their ideas (4) on the textbook page 96 (5)