Format of a descriptive paragraph * Topic sentence: what you want to describe about provides the name of something you are going to write about and its most remarkable feature * the oth[r]
(1)Period NO 55 – Unit - Undersea world Date of preparing:………………… -oOo Date of teaching:………………… Lesson 1: Reading Class:……………… I Aim Reading for specific information II Objectives By the end of the lesson, Ss will be able to: -guess the meaning of words based on the context and components of the words - scan for specific information -use vocabulary items related to the undersea word to read and talk about the topic III Materials Textbook, map of the world……… IV Anticipated problems Ss may not know much about the marine life and related vocabulary, so T should be ready to give explanation V Procedure: Time Content Teacher’s activities Students’ activities 4’ -ask Ss to give words that are related to the sea and write into a small paper -call on some Ss to write on the blackboard A Warm-up Brainstorming -give words that are related to the sea and write into a small paper -write on the blackboard UNDERSE A Suggested answers: - shark - fish - dolphin - whale - starfish - seal B Pre- reading I Names of the oceans on the map: Suggested answer: Arctic Ocean ['ɑ:ktik 'əʊ∫n] Antartic Ocean [æn'tɑ:ktik 'əʊ∫n] Pacific Ocean [pə'sifik 'əʊ∫n] Atlantic Ocean [ət'læntik'ou∫n] Indian Ocean ['indjən 'əʊ∫n] II Names of sea animals: Suggested answer: Seal: [si:l] Jellyfish: ['dʒelifi∫] Turtle: ['tə:tl] Shark: [∫ɑ:k] 3’ -ask Ss to work in groups of five to look at the map carefully and give the Vietnamese names for the oceans on the map 3’ -ask to give the Vietnamese names of the animals in the pictures -ask Ss for the English names of these animals -If Ss not know them in English, T should provide them III Vocabulary: -explain some new words - gulf [gʌlf](n): vÞnh -guide Ss to read - mystery ['mistəri](n): bÝ Èn - beneath(pre) [bi'ni:θ]: under st/sb - submarine[,sʌbmə'ri:n](n): tµu ngÇm -call some Ss to read - marine life[mə'ri:n laif] (NP): life in the sea - organism ['ɔ:gənizm] (n): sinh vËt - at stake = at risk : bÞ ®e do¹ - biodiversity(n): -give the Vietnamese names of the animals in the pictures -ask Ss to read the passage C While- reading quickly and stop at the lines I Task 1: gap -filling that contain these words to Suggested answer: guess their meanings then tiny the task investigate -guess their meanings then choose the most suitable one to fill in the blank 5’ 10’ -The winner is the group who finds the correct answers in the shortest period of time -give the English names of these animals -note down -note down - read in chorus - read individually (2) -ask Ss to work individually to the task -ask Ss to work in pairs to compare the answers -tell them explain their choices -correct mistakes and give feedback gulf biodiversity samples -do the task -compare the answers with a partner -explain their choices -note down - ask Ss to work individually first and then discuss their II Task 2: Answering questions answers with peers 75% of the earth’s surface -call on some Ss to answer By using modern devices Qs then ask them to explain They investigate the seabed and bring their answers samples of marine life back to the surface -correct mistakes and give for further study feedback 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 maintained -work individually first and then discuss their answers with peers 5’ -ask Ss to work in groups to complete the passage by D Post- reading filling each blank with the Suggested answer: word or phrase given in the three- quarters box mysterious -call one or two Ss to read modern out discoveries biodiversity huge plants and animals closely connected -work in groups to complete the passage by filling each blank with the word or phrase given in the box -read out 1’ - summarize the points - assign homework 12’ -answer Qs then ask them to explain their answers -note down main E Wrapping - learn by heart new words - read the text and answer Qs Period NO 56 – Unit - Undersea world Date of preparing:………………… -oOo Date of teaching:………………… Lesson 2: Speaking Class:……………… I Aim Speaking about causes and consequences of sea problems II Objectives By the end of the lesson, Ss will be able to: -offer solutions to sea problems using should/shouldn’t - talk about causes and consequences of sea problems - report on discussion results III Materials Textbook, pictures of the sea problems…… IV Anticipated problems Ss may not know related vocabulary, so T should be ready to give explanation V Procedure Time Content Teacher’s activities Students’ activities 3’ -ask Ss to work in groups to discuss Qs -call representatives to talk about this problem A Warm- up Pictures description: What can you see in the pictures What problem is it? -work in groups to discuss Qs -talk about this problem (3) Suggested answer: Picture & 3: Rubbish in the shore Picture 2: Oil spill 5’ 2’ 6’ 8’ -explain some words -guide Ss to read new B Pre- speaking -note down I Vocabulary: -read in chorus - to place [pleis] = to put -call Ss to read - sparingly ['speəriηli](adv) tiÕt kiÖm, kh«ng l·ng phÝ individually -read individually - to threaten ['θretn](v) = endanger (v) - herbicide ['hə:bisaid](v) chÊt diÖt cá - rub out some words and - to dispose of [dis'pouz](v): bá, vøt - the task individually ask Ss to remember - pesticide['pestisaid](n): thuèc trõ s©u II Checking vocabulary: -ask Ss to work in pairs to put the actions in the order of importance and While- speaking then say what we should I Task1:C Offering solutions or should not Ex: We should place … Suggested answer: -gives an example a we should b we should -ask Ss to work in pairs c we should -ask some Ss to present d we should not -correct mistakes and e we should not give feedback f we should -give useful expressions g we should and an example h we should -ask Ss to work in groups and discuss the consequences that might occur and offer solutions II Task 2: Discussing consequences and -call some group leaders offering solutions - Useful expressions to present + to make sth/ sb + adj : this makes the ocean polluted + to result in +N: Over-fishing results in -take notes of the extinction of some fish species + to cause: Oil spills cause ocean pollution Ss’mistakes for later Ex: correction and give - A: Beaches are filled with plastic bags, pieces feedback of glass and cigarette butts This makes the sea polluted and endangers sea plants and animals - B: We should clean beaches and tell other people not to litter them Threats consequences beaches Polluted water filled with plastic bags solutions Place plastic bags in proper -ask Ss to work in pairs to put the actions in the order of importance and then say what we should or should not -listen -work in pairs -present their speaking -note down -see and listen to the teacher carefully -work in groups and discuss the consequences that might occur and offer solutions -present in front of the blackboard -note down (4) whales and Extinct/ hunted for disappear food 3.Explossives Polluted water used to catch fish oil spilled Polluted water from tankers 10’ 1’ dustbins Don’t let people sell whale products Be banned Punish captain -call on the representative of each group to present D Post- speaking their group’s ideas in Task 3: Reporting on the discussion results front of class -listen to their presentation and gives feedback - summarize the main points - assign homework E Wrapping -report their result of their group -the others listen supply more ideas and talk about the consequences and solutions of sea problems Period NO 57 – Unit - Undersea world Date of preparing:………………… -oOo Date of teaching:………………… Lesson : Listening Class:……………… I Aim Listening for specific information about whales II Objectives By the end of the lesson, Ss will be able to: - get information about whales - improve listening skill through True of False and comprehension question exercises III Materials Textbook, cassette player………… IV Anticipated problems Ss may not know much about whale, so T should be equipped with some necessary knowledge of whales V Procedure Time Content Teacher’s activities Students’ activities 7’ -ask Ss to look at the A Warm- up picture and answer T’s Answering the questions questions Do you think whales are fish? Why not? Why people keep hunting for whales? Suggested answer: 1.They are not fish because they raise their young on milk -the whole class look at the pictures and answer Qs (5) Because they catch whales for food , oil, leather and other products 7’ 3’ 10’ 9’ -explain some words -guide Ss to read new -note down B Pre- listening -read in chorus I Vocabulary: - to keep + V-ing: -call some Ss to read Ex: We keep working hard in this course -read individually individually - krill (n) [kril] : nhuyÔn thÓ - whaling (n) ['weiliη] : hunting for whales: s¨n b¾t c¸ voi - to migrate (v) [mai'greit] to move from one -speak out Vietnamese habitant to another according to the seasons: di c -speak out English words and ask Ss to speak out - conservation (n) [,kɔnsə:'vei∫n] : sù b¶o tån English words II Checking vocabulary: -ask Ss to read all statements to understand and underline key words -play the tape twice -ask for the answers - play the tape once more and stop at key sentences -give feedback -ask Ss to read through the questions and underline key words -ask Ss to guess the answers to the question based on the previous times of listening -play the tape again -ask Ss to work in pairs to exchange answers -check their answers and correct feedback C While- listening I Task 1: True or false statements Suggested answer: F( it is the largest animal) T T F(because of heavy hunting pressure) T II Task 2: Answer Qs Suggested answer: 30 metres in length and 200 tons in weight Because there are a lot of krill Cold waters in the North and South Atlantic Ocean and the North and south Pacific are their favourite feeding grounds Heavy hunting to stop most whaling Whales disappear forever -read all statements to understand and underline key words -listen to the tape -answer Qs -listen to the tape -note down -read through the questions and underline key words -guess the answers to question based on previous times listening -listen to the tape -work in pairs exchange answers the the of to -note down 8’ -ask some Ss to give a talk about whales by working in groups -call some Ss to present -give feedback and give correct answers 1’ D Post- listening -give a talk about whales by working in groups -Work in groups to talk about whales using the cues provided -present in front of the + their length and weight class +their feeding grounds and food -correct mistakes +the reasons for protecting whales -summarize the main points - assign homework Date of preparing:………………… Date of teaching:………………… Class:……………… I Aim E Wrapping - write a short paragraph about whales - prepare for the next lesson Period NO 58 – Unit - Undersea world -oOo Lesson : Writing (1) (6) Describing information from a table II Objectives By the end of the lesson, Ss will be able to: - write a descriptive paragraph about dolphin by using the facts and figures from a table III Materials Textbook, …………… IV Anticipated problems Ss may not be familiar with some words used in the model, so T should explain them V Procedure: Time 3’ 5’ Teacher’s activities -divide the whole class A Warm- up into groups to write Brainstorming many pieces of Suggested ideas: + Length and weight information about + their food and feeding grounds dolphins as possible + populations + reasons for protecting -elicit some new words that appear in the text or in the table -guide Ss to read 2’ 4’ 8’ Content B Pre- writing I Vocabulary - sperm whale ['spə:m weil](n) c¸ nhµ t¸ng - squid [skwid](n): mùc - gestation [dʒes'tei∫n] (n): thêi kú thai nghÐn - entrapment [in'træpmənt](n): bÞ m¾c bÉy - habitant ['hæbitənt] (n): m«i trêng sèng - offspring ['ɔ:fspriη] (n)= a child , the young of an animal: - Life span [laif spæn] (n)= the length of time that sth is likely to live: tuæi thä II Checking vocabulary: Slap the board -call one student to read individually -calls 10 Ss to stand in queues -speak out English words for Ss to slap the board -ask Qs - call one by one Ss to III Format of a descriptive paragraph answer Qs * Topic sentence: what you want to describe about ( provides the name of something you are going to write about and its most remarkable feature) * the other sentences : describe the something’s details * the last sentence: problems , concerns and people and you want to write - ask Ss to read the IV Filling in the table paragraph carefully and SPERM WHALE complete the information in the table Range& habit All oceans Prefer waters with high squid - et Ss to exchange with populations another peer Male:18m in length : - check Ss answers by Size 54,000kg in weight asking some Ss to go to Female:12m 17,000 kg the board to write their Feeding Carnivores :eat mainly squid answers habits Eat up to 1500 kg of food daily Offspring Give birth to one calf every 57 years Gestation period :1419months Life span Up to 60-70 years Special Biggest animals that have features teeth on Earth Have the largest brain of all mammals Conversation At risk due to hunting and Students’ activities -write the words that are related to the words dolphin” The group with the most details will be winner -note down -read in chorus -read individually -stand in queues -the winner is the person who only stands still at last -answer Qs - answer Qs - read the paragraph carefully and complete the information in the table - exchange with another pee - go to the board to write their answers (7) concerns 12’ 10’ 1’ -ask Ss to write the paragraphs : remind them to refer to the model paragraph in task - go around to observe and provide help -ask Ss to exchange their writing -call Ss to write their writing on the blackboard accidental entrapment fishing C While- writing Task 2: net -write the paragraphs: remind them to refer to the model paragraph in task -write by himself -exchange their writing -write their writing on the blackboard D Post- writing Suggested answer: -collect mistakes and Dolphins are not fish They are mammals that -note down errors and give feed live in the water Dolphins are among the most back intelligent animals 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 50 kg in weight and 1.2 metres in length while the largest one can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty- five to sixty- five years and some species of dolphins can even live longer Dolphin populations are at risk due to the population of their habitat and accidental entrapment in fishing nets -summarize the main points - assign homework E Wrapping - prepare for the next lesson Period NO 59 – Unit - Undersea world Date of preparing:………………… -oOo Date of teaching:………………… Lesson : Writing (2) Class:……………… I Aim Describing information from a table II Objectives By the end of the lesson, Ss will be able to: - write a descriptive paragraph about shark by using the facts and figures from a table III Materials Textbook, …………… IV Anticipated problems Ss may not be familiar with some words used in the model, so T should explain them V Procedure: Time 10’ Teacher’s activities Content - ask Ss about sperm A Warm- up Brainstorming whales and dolphins - have Ss work in pairs Suggested ideas: + Length and weight - call some to ask and Students’ activities - listen to the teacher’s questions about sperm whales and dolphins - work in pairs (8) answer in front of the class - comment 7’ 8’ + their food and feeding grounds + populations + reasons for protecting B Pre- writing I Format of a descriptive paragraph * Topic sentence: what you want to describe about ( provides the name of something you are going to write about and its most remarkable feature) * the other sentences : describe the something’s details * the last sentence: problems , concerns and people and you want to write - ask Ss to read the IV Matching a number in A with a suitable letter information carefully in B to complete the table that give some information about sharks and the task - ask Ss to exchange with another peer - check Ss answers by SHARK asking some Ss to go to A B the board to write their Range& a.- carnivores answers habit - meat- eating fish - feared animals of the sea Size b.- 259 species - whale sharks: largest kind of shark: 60 feet in length, 15 tons in weight - smallest shark: inches in length, less ounce in weight Feeding c oceans throughout he habits world, common in warm seas, depths of the ocean, near the surface, coaster waters, far out at sea, fresh water Special d - eat live fish including features other sharks - eat prey whole, tear off large chunks of flesh, dead of dying animals - help Ss revise how to write a descriptive paragraph - call some Ss to give their answer Answer: 10’ 8’ - some pairs ask and answer in front of the class - revise how to write a descriptive paragraph - give their answer - read the information carefully and the task - exchange with another pee - go to the board to write their answers c b d a C While- writing -ask Ss to write the Write a paragraph that describes the facts and paragraphs : remind figures about sharks provided in the table them to refer to the model paragraph in task - go around to observe and provide help -ask Ss to exchange their writing -call Ss to write their writing on the D Post- writing blackboard Suggested answer: The shark is a meat- eating fish and one of the -collect mistakes and errors and give feed most feared animals of the sea Scientists classify about 259 species of fish as sharks These fish live back in oceans throughout the world, but they are most -write the paragraphs: remind them to refer to the model paragraph in task -write by himself -exchange their writing -write their writing on the blackboard - note down (9) common in warm seas Sharks vary greatly in size and habits Whale sharks, the largest kind of sharks, may grow 60 feet long A whale shark weights up to 15 tons more than twice as much as an African elephant The smallest sharks may measure only inches long and weigh less than ounce Some kinds of sharks live in depths of the ocean, but others are found near the surface Some species live in coastal water, but others dwell far out at sea A few species can even live in fresh water All sharks are carnivores (meat- eaters) Most of them eat live fish including other sharks A shark’s only natural enemy is a larger shark Sharks eat their prey whole, or they tear off large chunks of flesh They also feed on dead of dying animals E Wrapping 2’ -summarize the main points - assign homework - prepare for the next lesson Period NO 60 – Unit 9- Undersea world Date of preparing:………………… -oOo Date of teaching:………………… Lesson : Language focus Class:……………… I Aim - Distinguishing the sounds /iə/, /uə/ and /eə/ - Use Should and Conditional type appropriately II Objectives By the end of the lesson, Ss will be able to: - pronounce the sounds /iə/, /uə/ and /eə/ clearly and correctly - pronounce the words and sentences containing these sounds correctly - Use Should and Conditional type appropriately III Materials Textbook, CD player ……… IV Anticipated problems V Procedure Time 10’ Teachers’ activities Content Students’ activities -model the three sounds -listen to her carefully A Pronunciation twice or three times Pronouncing the three sounds [iə], [eə], [uə] -pronounce the sounds separately -read in chorus and ask Ss to repeat -practise pronouncing I Listen and repeat -call some Ss to practise the sounds individually pronouncing the sounds individually -underline the words with the sounds and write[iə], [eə], [uə] under them -practise in pairs -read the sentences and II Pracise these sentences: -read the sentences ask Ss to underline the words with the sounds and write [iə], [eə], [uə] under them -ask Ss to practise in pairs -ask some Ss to read the sentences (10) 5’ 5’ 5’ 10’ 5’ 4’ B Grammar -ask Ss to revise the use of I Presentation 1: Should or Shouldn’t Should or Shouldn’t * Examples: -You look tired You should go to bed quickly -You shouldn’t believe everything you read in the newspapers * Form: S+ should/ shouldn’t + V(bare.inf) (It is/ isn’t a good thing to or the right thing to do) *Usage: -are used to offer solutions and give strong advice -We usually use should with I think/ I don… t think/ Do you think…… ? Ex: - I think people should protect the sea - I don’t think Lan should work so hard - Do you think I should go out to relax? II Practice: -ask Ss to individually, Exercise 1: Write a sentence with should/ then compare with a shouldn’t + one of the phrases in the box partner answer: -call Ss to on the Suggested You should look for another job blackboard He shouldn’t go to bed so late -correct mistakes and give You should take a photograph feedback She shouldn’t use her car so much He should put some pictures on the wall -ask Ss to individually Exercise 2: Write sentences with I think/ I the compare with a don’t think……………should partner -call Ss to on the Suggested answer: I think smoking should be banned, blackboard -correct mistakes and give especially in restaurants I don’t think you should go out this evening feedback I think the boss should resign -elicit how to write a sentence with III Presentation 2: Conditional sentences type 2: Conditional sentences Examples: type by giving an - If I were you, I would plant some trees around the house example -ask Ss for giving the - If a burglar came into my room at night, I would scream form Structure: If + V (Simple past) , S + could/ should/ would/ might + V (ba.if) Usages: C©u ®iÒu kiÖn lo¹i diÔn t¶ ®iÒu kiÖn kh«ng cã thËt, tr¸I víi sù thËt ë hiÖn t¹i hoÆc ®iÒu kiện không thể xảy tơng lai, thờng đợc dùng để nói lên tởng tợng ngời nãi Dïng “were” cho tÊt c¶ c¸c ng«I, v¨n nãi cã thÓ dïng “was” víi (I/ he/ she/ it) -ask Ss to individually, IV Practice 2: Exercise 3: Put the verb into the then compare with a correct verb form Suggested answer: partner didn’t go would feel -call Ss to on the would take blackboard refused -correct mistakes and give wouldn’t let feedback closed down pressed would be did not come 10 borrowed 11 walked 12 would understand V Production: Matching game -ask Ss to read the Ifclause in the left column -revise the use of Should or Shouldn’t quickly -do individually then compare with a partner -do on the blackboard -note down -do individually the compare with a partner -do on the blackboard -note down -see and note down -give the form -do individually the compare with a partner -do on the blackboard -note down -do it quickly (11) and the main clause in the right column and matching them -check how Ss understand the lesson by giving an exercise If clause If I had a big house If she didn’t eat much sugar If he did morning exercises If the students worked harder Main clause a They would give the good marks b He would be fit c I could invite many friends to my house d She would be fat 1’ -summarize the points - assign homework main C Wrapping -learn by heart grammar -prepare Unit 10Reading (12)