killing endangered animals for fur, skin and food.. - write these words on the board: - guide Ss to remember - ask Ss to work in pairs to do the task.. - have them read the reasons caref
Trang 1Date of planning: Nov 24th , 2008 Unit 10 : NATURE IN DANGER Period: No 62
Date of teaching: Dec 30th , 2008 Lesson B: Speaking
* Aim s of the lesson : By the end of the lesson, Ss will be able to:
- talk why plants and animals are threatened and the ways to protect the nature
* Teaching aids : Textbook, lesson plan , pictures, posters.
* Procedures :
5’
8’
8’
I Warmer: Questions and answers
* Q uestions:
1 Have you ever seen a tiger or a lion?
2 Where did you see them?
3 Why do we call them endangered animals?
4 What should we do to protect and save them?
- call on some Ss to give their answers
- give comments and feedback
* Answers:
1 Yes, I have.
2 I saw them in a zoo.
3 Because they are hunted or killed so many
that they may become extinct.
4 We should have strict laws, establish national
parks, stop hunting rare animals…
II Pre- speak ing
Vocabulary:
- capture (v):bắt, bắt giữ
- recreation (n): sự giải trí, tiêu khiển
- fertilizer (n): phân bón
- pesticide (n): thuốc trừ sâu
- cultivation (n):canh tác
- discharge (v):đổ ra, chảy ra, phóng ra
- encourage (v) : khuyến khích
- discourage (v) :ngăn chặn, chấm dứt
- ban (v) : cấm
- It is said that people
- I think…
III While – speak ing :
1 Task 1 : page 118
* Suggested answers :
1 burning forest
2 cutting down trees for cultivation.
3 discharging chemical pollutants into environment.
4 using fertilizers and pesticides for cultivation.
5 killing endangered animals for fur, skin and food.
6 hunting and capturing animals for recreation
7 keeping animals as pets.
2 Task 2 : page 118
* Suggested answers :
- ask Ss to listen to the teacher and answer the questions
- Follow the steps for teaching Voc
- write these words on the board:
- guide Ss to remember
- ask Ss to work in pairs
to do the task
- have them read the reasons carefully to understand all of them, then put them in the order of importance
- go around the class to check and offer help
- call on some Ss to give their answers and ask some others to give comments
- give feedback
- listen to the teacher and answer the questions
- listen to the teacher and repeat
- listen to the teacher and take notes
- read the new words in chorus
- read the new words
individually
- remember the words
- work in pairs to
do the task
- read the reasons carefully to understand all of them, then put them in the order
of importance
Trang 28’
7’
1’
1 kiling
endangered….
- killing endangered….
- zoos and national parks…
3 hunting or
capturing aniamls…
- animals should not be captured…
4 - burning forests
- cutting down trees
for wood.
- planting trees should be encouraged.
6 discharging
3 Task 3 : page 118
Model:
A: It is said that people are killing animals for fur,
skin and food.
B: I think killing animals for fur, skin and food
should be banned.
Sample answer:
A: It is said that people are hunting or capturing
animals for recreation or entertainment.
B: I think animals should not be captured for
recreation and entertainment.
IV Post – speak ing :
- write a short paragraph about why nature is
threatened and suggest some measures for protecting
environment.
V Wrapping up
- ask Ss to read the measures for protecting the environment in the box to understand them
- keep Ss working in pairs to match the reasons in Task 1 with possible measures for protecting the
environment in the box
- have them to exchange the answers with
another pair for peer correction
- call on some Ss to give their answers
- check the answers with the whole class
- give feedback
- ask Ss to work in pairs
to do the task
- have them use the reasons and measures in task1 and task 2 to do the task
- go around the class to check and offer help
- call on some pairs to present their dialogue
- correct the mistakes and give feedback
- ask Ss to do
*Comments:summarise
the main points of the lesson
* Homework:
- leanr the new words by heart
- Complete the writing
- read the measures for protecting the environment in the box to understand them
- match the reasons in Task 1 with possible measures for protecting the environment in the box
- work in pairs to make a dialogue
as the model
- write it up
- listen to T
- learn and do at home
V
I / Lesson Evaluation:
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