Stages Teacher’s activities Students’ activities Warm
_Up
BEFORE YOU LISTEN
- Writes a question on the board:
Which action should you do to protect marine plants and animals?
- Asks Ss to work in pairs and answer it by using
should/shouldn’t
- Calls on some Ss to present the ideas in front of the class.
- Ask Ss to work in pairs to discuss the questions
1. Why is the whale a mammal?
2. Can you name other mammal
- look at the question on the board.
- Work in pairs, discuss the questions
- Some present the ideas.
Others listen to.
- Work in pairs.
WHILE YOU LISTEN
TASK1
TASK2
AFTER YOU LISTEN
HOME WORK
animals in the sea?
3. Why do you keep hunting for whales?
- Calls on some Ss to present their answers in front of the class.
- Asks Ss to elicit some new words.
- Writes the new words on the board, and asks Ss to repeat them.
* New words:
- krill (n)
- whaling: hunting for whales - migrate (v)
- conservation (n)
- Asks Ss to read through the statements to understand them and underline key words. For example:
whale, third, largest animals,Earth.
- Plays the tape once for Ss to do the task.
- Asks for Ss’answers and writes them on the board.
- Plays the tape the second time for Ss to check their answers.
- Asks Ss to work in groups of 4 to compare their answers.
- Calls on some Ss to explain the answers in front of the class.
- Asks Ss to read through the questions and underline the key words. For example: length, weight, blue, whale.
- Asks Ss to guess the answers to the questions and writes them on the board.
- Plays the tape again for Ss to check their answers.
- Checks the answers in front of the class.
- Ask Ss to work in groups to talk about whales, using the cues provides - Goes around and offer help.
- Asks some Ss to give a talk about whales to class.
- Corrects mistakes if necessary.
- Some Ss present. Others listen to.
- Work individually.
- Look at the board and write the new words.
- Work individually.
- Listen to the tape and do the task.
- Work individually.
- Listen to the tape again.
- Work in groups.
- Some Ss explain. Others listen to.
- Work in pairs.
- Listen to the tape.
- Whole class, check the answers.
- Work in groups.
- Some Ss give talk.
Others listen to.
- Listen to the teacher.
- Prepare the new lesson.
- Learn the old lesson
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to develop their writing skill. Write a descriptive paragraph about dolphins by using the facts and figures from a table.
II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard
IV/ NEW LESSON: UNIT 9 / LESSON 4/ WRITING
Stages Teacher’s activities Students’ activities Warm –
Up
TASK1
- Gives a question on the board:
What do you know about sperm whales?
- Asks Ss to work in pairs and answer the question.
Answer: They eat meet, they are very big, they live in Ocean.
- Asks Ss to read the task and find the new words.
• New words:
- carnivore(n) - sperm whale(n) - squid (n)
- offspring(n) - life span(n) - entrapment (n) - habitat (n) - gestation(n)
- Asks Ss repeat the new words after the teacher.
- Asks Ss to read through the paragraph in task1 and tell what a descriptive
paragraph is.
- Asks Ss to look at the table and tell them compare the other of the features
indicated in the table with the other of the features in the model paragraph.
- Asks Ss to work in pairs to do the table with the information in the paragraph.
- Asks Ss to exchange the answers with
- Look at the question.
- Work in pairs.
- Work individually.
- Take notes.
- Repeat the new words.
- Work individually.
- Work in pairs.
TASK2
HOME WORK
another pair.
- Checks Ss answers by asking some Ss to go to the board to write the answers.
- Asks Ss to write the topic sentence for the paragraph.
- Asks Ss to write the paragraph.
- Goes around and offer help.
- Asks Ss to exchange their paragraph with another partner.
- Goes around and collects mistakes and errors.
- Writes Ss’ typical errors on the board and corrects them.
- Exchange the answers with another partner.
- Work in pairs.
- Exchange the answers with another partner.
- Listen to the teacher.
- Prepare the new lesson - Learn the old lesson
UNIT 9:
I/ OBJECTIVES
After the lesson, the students will be able to distinguish the sounds / ie /e-e/ and /ue/.
Pronounce the words and sentences containing these sounds correctly. Use should and conditional type 2 appropriately.
II/TEACHING METHODS Communicative method III/TEACHING AIDS:
English book, Blackboard, pitures
IV/ NEW LESSON: UNIT 9 / LESSON 5 / LANGUAGE FOCUS
Stages Teacher’s activities Students’ activities Models the three sounds twice or three
times.
- Pronounces the sounds and asks Ss to
Listen to the teacher - Repeat after the teacher.
repeat.
- Asks Ss to practice pronouncing the sounds individually.
- Reads the words in each column all at once and asks Ss to repeat them.
- Asks Ss to practice in pairs.
- Goes around and offer help.
- Asks some Ss to pronounce the words.
- Asks Ss to practice the sentences in pairs.
- Goes around and offer help.
- Asks some Ss to read the sentences.
- Says: In this lesson, should/shouldn’t are used to offer solutions and give strong advice.
• You should do sth = it is a good thing to do or the right thing to
• do.E.g: You look tired. You should go to bed.
• You shouldn’t do sth = it isn’t a good thing to do
• E.g: You shouldn’t believe everything you read in the newspapers.
• We usually use should with I think/ I don’t think/ Do you think?...
- E.g: I think people should protect the sea.
- Asks Ss to do exercises1 and 2.
- Goes around and provide help.
- Asks Ss to compare their answers with another partner.
- Calls on some Ss to read aloud the answers in front of the class.
- Hangs some pictures on the board such as: turtles; vegetable and fruit;
have breakfast, play games.
- Shows some pictures and asks Ss to make sentences with should/
shouldn’t.
• Suggestion:
1. We should protect sea turtles.
- Work individually.
- Listen and repeat.
- Work in pairs.
- Some pronounce. Others listen to.
- Listen to the teacher.
- Take notes
- Work in pairs.
- Some Ss read aloud. Others listen to.
- Work in pairs, look at the pictures and make sentences.
2. We should eat more vegetable and fruit.
3. We should have breakfast 4. We shouldn’t play games.
- Asks Ss to give the form of the conditional sentence type 2.
- Writes the form on the board.
Conditional sentence type 2
@ structure:
If clause Main clause
S+ V2/ ed , S+ would/ should/ + V0 - Provides Ss the use of it.
@ use: Conditional sentence type 2 is used to express an action which can’t happen at the present or in the future.
@ ex:
If I were you, I wouldn’t do that.
If she had a lot of money, she would buy a new house. (in fact, she is very poor) - Asks Ss to do exercise 3 in pairs.
- Asks Ss to compare answers with another pair.
- Calls on some Ss to read out the answers.
- Divides the class into 2 big groups: A and B to practice about Conditional sentence type 2
- Goes around and offer help.
- Work individually.
- Take notes.
- Work in pairs.
- Some Ss read the answers. Others listen to.
- Work in groups of 2.
* Group A: Writes the If clauses.
* Group B: Writes the independent clauses with would.
- Learn the old lesson.
- Prepare the new lesson
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to use vocabulary items related to the issue of conservation. Guess the meaning of words based on contexts and components of the words.
Scan for specific information about conservation. Skim for general ideas about conservation.
II/TEACHING METHODS Communicative method III/TEACHING AIDS
English book, Blackboard, Handout.
IV/ NEW LESSON: UNIT 10 / LESSON 1 / READING
Stages Teacher’s activities Students’ activities Warm-Up
BEFORE YOU READ
WHILE YOU READ
TASK1
- Provides Ss a table:
C O N S E R V A T I O N
- Asks Ss to work in pairs to find the missing words.
- Goes around and checks Ss.
- Calls on a S to read aloud the answer.
- Uses the pictures on page 104 to introduce the topic of the lesson to Ss.
- Asks Ss to work in groups of 5 to discuss the questions in the textbook.
- Goes around and offer help.
- Asks some Ss to present their group’s answers to the class.
- Asks Ss to read the passage quickly and point out the new words.
• New words:
- conservation(n)
- eliminate(v) remove or get rid of completely
- destruction(n)
- hydroelectric dam(n) - circulation (n)
-damage (n)
- nature’s defence (n)
- play an important part in sth (v0 - constant (a)
- clean up (v)
- worsen (v): to become worse.
- pass laws - erosion (n)
- Asks Ss to repeat the new words after the teacher.
- May ask Ss to make sentences with the above words.
- Asks Ss to work individually to do the
- Look at the table.
- Work in pairs.
- One student read aloud.
Others listen to.
- Look at the pictures discuss in groups.
Some Ss present the answers.
Others listen to.
-Work individually.
- Take notes.
- Whole class, repeat the new words.
- Work individually.
- Listen to the teacher.
TASK2
TASK3
AFTER YOU READ
HOME WORK
matching.
- Goes around to help Ss.
- Asks Ss to exchange their answers with other Ss.
- Checks the answers in front of the class.
- Asks Ss to read the passage again and search for the section of the text and then work individually to do the task.
- Asks Ss to discuss the answers with their peers.
- Calls on some Ss to give their answers and asks them to explain their choices.
- Asks Ss to read the first paragraph carefully and try to sum up in the Ss’
own words, what it is about.
- Asks Ss to search through the list of main ideas provided in the task to find the most suitable answers.
- Asks Ss to work in pairs to do the task.
- Goes around and offer help.
- Asks Ss to exchange their answers with other pairs.
- Calls on some Ss to present the answers in front of the class.
- Divides Ss into 6 groups.
- Goes around and offer help.
- Asks every two groups to share ideas with each other when all groups have finished.
- Calls on some groups to report their ideas to the class.
- Work individually.
- Some Ss give the answers.
Others listen to.
- Individual work.
- Work in pairs.
- Some Ss present the answers. Others listen to.
- Work in groups:
* Group1 and 2: discuss question1.
* Group3 and 4: discuss question2.
* Group5 and 6: discuss question3.
- Some groups report. Others listen to.
- Learn the old lesson.
- Prepare the new lesson
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to ask for someone’s opinions, and show their agreement or disagreement about the new kind of zoo. Talk about advantages and
disadvantages of the new kind of zoo. Report on discussion results.
II/TEACHING METHODS Communicative method III/TEACHING AIDS
English book, Blackboard, Pictures
IV/ NEW LESSON: UNIT10 / LESSON 2 / SPEAKING
Stages Teacher’s activities Students’ activities Warm-
Up
TASK1
- Prepares two pictures of zoos. The first one shows a traditional zoo. The second one shows a new kind of zoo.
Distributes to Ss.
- Asks Ss to work in pairs to describe the pictures.
- Provides Ss some questions:
• Questions:
1. What can you see in the first picture?
2. Is the animal in the first picture free to run?
3. How might the animal feel?
4. What can you see in the second picture?
5. Is the animal in the first picture free to run?
6. How might the animal feel?
- Asks some pairs to practice in front of the class.
- Introduces the new lesson: You are going to discuss the new kind of zoo.
- Asks Ss to read through the two paragraphs and elicit some new words
• New words:
- sensitive(a) - imprison(v)
- endangered species(n) - reconstruction(n)
- Work in pairs.
- Some pairs practice. Others listen to.
- Listen to the teacher.
- Work individually.
- Write down.
TASK2
TASK3
TASK4
- breeding(n) - gorillas(n) - breed (v) - reintroduce (v)
- Asks Ss to work in pairs to discuss the two questions in the book.
- Goes around to observe Ss working.
- Asks some Ss to present their answers.
- Introduces some structures Ss can use to ask for someone’s opinions, to give their opinions, and show their agreement or disagreement politely:
Asking for opinions
Giving opinions
* What do you think of…?
* Do you think…?
* Do you agree with…?
* I think…
* I don’t think…
* In my opinion…
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…
- Asks Ss to work individually to do the task 2.
- Asks Ss to work in pairs to share and explain their ideas.
- Goes around and observe Ss and then takes notes of Ss’ mistakes to correct late.
- Calls on some Ss to talk about their ideas in front of the class.
- Asks Ss to work in groups to discuss the advantages and disadvantages of the new kind of zoo.
- Goes around and offer help.
- Corrects some Ss’ mistakes
- Work in pairs.
- Some Ss present.
Others listen to.
- Listen to the teacher and write down.
- Work individually.
- Work in pairs.
- Some Ss talk about their ideas. Other listen to.
- Work in groups.
- Listen to the teacher.
- Some Ss report.
Others listen to.
HOME WORK
- Calls on some Ss to report that their groups have discussed.
- Asks Ss to compare with their groups’
ideas
- Work in groups.
- Learn the old lesson.
- Prepare the new lesson.
UNIT10:
I/ OBJECTIVES
After the lesson, the students will be able to listen to get specific information about forest fires. Talk about the causes of forest fires and ways to prevent them.
II/TEACHING METHODS Communicative method III/TEACHING AIDS
English book, Blackboard, Cassette.
IV/ NEW LESSON: UNIT 10 / LESSON 3 / LISTENING
Stages Teacher’s activities Students’ activities Warm –
Up
BEFORE
• Game: Noughts and Crosses.
- Puts a grid on the board with nine words:
Conserve clean up destroy imprison reintroduc
e
sensitiv e
hydroelectri c
worsen worsen - Asks Ss to work in pairs. One student is noughts (o) and other is crosses (x).
One student chooses a word and makes a sentence with it.
- The first student to get three-in-a
- Work in pairs.
- Work in groups.
YOU LISTEN
WHILE YOU LISTEN
TASK1
TASK2
TASK3
row( across, down, or diagonally) wins.
- Ask Ss to work in groups to discuss what may cause a forest fire.
- Calls some Ss to present their answers.
- Gives some possible causes:
Campfire; butts of burning cigarettes;
lighting…
- Elicits some new words.
* New words:
- campfire(n) - destroy(v) - valuable(a) - awful(a)
- heap of leaves(n) - forest(n)
- put out (v)
- Asks Ss to read through the sentences to understand what each of them is about.
- Plays the tape once for Ss to do the task.
- Asks for Ss’ answers and writes them on the board.
- Plays the tape the second time for Ss to check their answers.
- Checks Ss’ answers.
- Asks Ss to read through the statements to understand them and underline key words.
- Asks Ss to listen to the tape again and do the task 2.
- Asks Ss to work in pairs to compare their answers.
- Calls on some Ss to explain their answers.
- Asks Ss to read through the sentences to understand what each of them is about and underline the different parts between the two sentences.
- Plays the tape once time for Ss to do the task.
- Some Ss present the answers. Others listen to.
- Listen to the teacher.
- Work individually.
- Work individually.
- Listen to the tape.
- Work individually.
- Listen to the tape.
- Work individually.
- Listen to the tape.
- Work in pairs.
- Some Ss explain. Others listen to.
- Work individually.
- Listen to the tape.
- Work in pairs.
AFTER YOU LISTEN
HOME WORK
- Asks Ss to work in pairs to exchange answers.
- Checks Ss’ answers.
- Ask Ss to work in pairs – say how a forest fire may start and what every camper ought to remember.
- Calls on some pairs to go to the front to act out the conversation.
- Some pairs act out the conversation. Others listen to.
- Learn the old lesson.
- Prepare the new lesson.
UNIT 10:
I/ OBJECTIVES
After the lesson, the students will be able to write a letter of invitation using the cues provided.
II/TEACHING METHODS Communicative method
III/TEACHING AIDS
English book, Blackboard, Handout
IV/ NEW LESSON: UNIT 10 / LESSON 4 / WRITING
Stages Teacher’s activities Students’ activities Warm
- Up • GAME: Ordering
- Prepares 8 handouts with some sentences in jumbled order.
a. Hope to see you then.
b. We would like to invite you to the wedding.
c. You are welcome to stay the night as there is plenty of room, though it would help if you could let me know in advance.
d. Mary and I are getting married soon after we return to Melbourne- on June 20th.
e. Dear John,
f. Best wishes, Alex
g. It will be at my parents’ house in Parkville, probably at 2.30 p.m, and there will be a party afterwards, starting at about 8 p.m.
- Divides the class into 8 groups and gives each group a handout.
- Asks Ss to discuss to reorder the sentences
- Work in groups.
Task1
Task2
Task3
to make a complete letter if invitation. (The winner will be the group with the quickest and correct order).
* Answer:
1.e; 2.d; 3.b; 4.g; 5.c; 6.a; 7.f
- Elicits the features of an informal
invitation letter and tells Ss that an invitation letter usually includes:
* The event: (what you invite your friend to…)
* The place:
* The time and date:
* The invitation/suggestion itself: ( We would like to invite you to the …. Let’s go
… How about going to…)
- Asks Ss to look at column A in task 1 and give the form of the verb in each of the structures:
- Let’s + infinitive
- Would you like + (to- V)?
- How about + (Ving)?
- Do you feel like + (Ving)?
- Are you free + (to-V)?
- Why don’t we / you + inf………..?
- Shall we + inf…………..?
- Can you + inf………..?
- Asks Ss to work in pairs to do the task.
- Asks Ss to exchange their answers with other pairs.
- Calls on some pairs to give their answers and other pairs to add any other ideas.
- Asks Ss to read through the letters to understand the content of each letter roughly.
- Asks Ss to work in pairs to do the same with other two letters.
- Asks Ss to exchange answers with other pairs.
- Calls on one pair to present the answers in front of the class.
- Asks Ss to write the letter.
- Goes around to observe and provides help, while Ss write the letter
-Listen to the teacher and take notes.
- Work in pairs.
- Take notes.
- Work in pairs.
- Some pairs give the answers. Others listen to.
- Work individually.
- Work in pairs.
- One pair presents the answers. Others listen to.
- Work individually.