OBJECTIVES 1/ Educational aim : Students can read and understand the reading passage about the ocean and undersea world 2/ General knowledge: The seas / the oceans / the undersea world
Trang 1Part 1 : READING
I OBJECTIVES
1/ Educational aim : Students can read and understand the reading passage about the
ocean and undersea world
2/ General knowledge: The seas / the oceans / the undersea world
3/ Skill: Reading for gist and specific information , comprehension reading
II METHOD: mainly communicative
III TEACHING AIDS: Cassette player
IV PROCEDURE
Warm up
( 5 mn)
Pre-reading
(1o mn)
While-
reading
- Using the film “ Jaws “
- Asking questions :
- What is it ?
- Where does it live?
Introducing the title : UNDERSEA WORLD Teacher divides the class into 2 or 3groups
* Using the map Write name of the oceans :
* Using the pictures ( p 94) Give the name of the sea animals
• Checking & correcting
• Guiding the requirement of task 1
• Noticing some kind of words and their meaning:
“ Gulf , oversized, biodiversity ,tiny, Investigate, samples , provide , challenges, “
Teacher has the class readthe text
Watching the the film Answering T’s questions
- It ‘s a shark / dolphin
- In the sea / under the sea
Looking at the map(p 94)
Pair work the Pacific Ocean / Arctic/Antarctic / Atlantic
Looking at the picture (p 94), Pair work
- Seal, jellyfish, turkey, turtle , shark
Silently reading to get the specific
information
Doing Task 1
1/ tiny 4/ Biodiversity 2/ investigate 5/ samples 3/ gulf
Doing task 2
Trang 2(12mn)
again to scan the details then answer the questions (p 96)
Explaining some words:
Submarines , percentage, satellite photos
Teacher has the students complete the summary of the reading passage filling each blank
Read the passage again then answer the questions
Suggested answers:
1/ 75% of the earth’s surface
2/ By using mordern devices
3/ They investigate the seabed and bring samples of marine life back to the surface for further study
4/ We can know a wide range of information, including water temperature, depth and the undersea populations
5/ 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
6/ Marine life would be at stake if the sea biodiversirty were not maintained
Work in pairs : filling each blank Suggested answers:
1/ three-quarters 5/ biodiversity 2/ mysterious 6/ huge 3/ modern 7/ plants& animals 4/ discoverries 8/ closely connected
Homework: - Write Task 1&2 in the exercises notebook
(1mn) - Preparing B Speaking (p 97)
Trang 3Part 2: SPEAKING
I OBJECTIVES
Talking about causes and consequences: Offering solutions AND Reporting on
discussion results
1 Educational aim: Students should contribute their parts to the protection of oceans.
2 Knowledge
General knowledge: Through this unit, students learn about types of sea creatures and undersea life and about how to protect oceans
Language: Sentences and expressions for talking about causes and consequences, and for offering solutions
3 Skills: Fluency in expressing opinions and talking about causes and consequences,
and in offering solutions
II METHOD: integrated, mainly communicative
III TEACHING AIDS: pictures:
IV PROCEDURE
Warm-up
Show a picture of part of a beach with some
types of rubbish and ask questions:
1) What can you see in the picture?
2) What should we do to keep the ocean clean?
Pre-speaking
T: Should we place rubbish and plastic bags on
the beach? (teacher explains new words and
expressions)
T: Should we place rubbish and plastic bags in
proper dustbins?
T: repeat after me: We should place rubbish and
plastic bags in proper dustbins
Do the same for b – h
T: Look at your books Task 1 (p97), and make
sentences with should or shouldn’t then work
with your partner taking it in turns to question
and answer “what we should/ shouldn’t do to
Students’ answers St: We can see a lot of rubbish on the beach Students’ answers may vary
St: No, we shouldn’t place rubbish and plastic bags on the beach
St: yes, we should place rubbish and plastic bags in proper dustbins
St: We should place rubbish and plastic bags
in proper dustbins
St A: What should we do to protect our oceans?
St B: We should place rubbish and plastic
Trang 4protect our oceans.”
While – speaking
T: Should beaches be filled with plastic bags,
piece of glass and cigarette butts? (teacher
explains new words and expressions)
T: Why not?
T: What should we do to solve this problem?
Teacher helps students with some suggested
words and expressions (Write them on the
blackboard.)
Do the same for 2 – 4
Divide the class into 4 groups
T: work in groups and do task 2 (p97) (each
group works on one topic.)
Post-speaking
T: Report to the class what your group has
discussed
Teacher comments on the presentation, then
invite another group
HOMEWORK
To achieve fluency, you have to learn the
expressions and sentences used for talking about
causes and consequences, and for offering
solutions Write your own reports on the 4
questions in task 2
Comments
bags in proper dustbins / use water sparingly / dispose of fishing lines and nets properly / f /
g / h
St A: What shouldn’t we do to protect our oceans?
St B: We shouldn’t pollute water / dispose of fishing lines and nets properly in or near the water / e
St: No they shouldn’t
St: Because this makes the sea polluted and endangers sea plants and animals
St: We should clean beaches and tell other people not to litter them
Students’ answers may vary
St: work in groups to prepare the ideas to write the report for the presentation
St (group 1): Beaches are filled with plastic bags, piece of glass and cigarette butts, and I don’t think it‘s good because this makes the sea polluted and endangers sea plants and animals In order to solve this problem, I think we should clean beaches and tell other people not to litter them
Students do it at home
Trang 5Part 3: LISTENING
I OBJECTIVES
1/ Educational aim : Teach students how to protect the undersea world
2/ General knowledge: Improve students’ knowledge about whales
II METHOD: communicative method
III TEACHING AIDS: Cassette player
IV PROCEDURE
Warm up
(5 mn)
Teacher asks students to tell some
ways to protect the undersea animals Discuss Pair-work
Pre-listening
Ask students to discuss 2 questions in
textbook
Give feedback
1 The whale is a mammal because it raises its young on milk
2 Because they want to catch whales for food ,oil, leather and other products
Ask students to listen and repeat the
new words :
mammal /whaling
Krill / Atlantic
Blue whale / migrate
Pacific / conservation
Answer the questions
Listen and repeat the new words
Pair-work
While-
Listening Task 1 : Ask students to read 3 sentences
Ask students to listen to the tape and
decide whether the sentences are true
or false
Give feedback
1 F 2T 3T
4F 5T
Task 2:
Ask students to read 6 questions
Read silently Listen and do as instruction
Read silently
Individual
Group work
Trang 6before listening
Ask students to listen to the tape
Ask students to discuss the questions
in groups
Give feedback :
1 The blue whale grows to 30 metres in length and over 20 tons in weight
2 Before there’s a lot of krill – their favorite food in cold waters
3 Cold waters in the North and the South Pacific are their favorite feeding grounds
4 Heavy hunting is the main reason for the decrease in whale population
5 They have asked the International whaling commission to stop most whaling
6 If we didn’t take any measures to protect whales , they would disappear forever
Listen to the tape Discuss
Post-
listening
Ask students to talk about whales
Ask some students to talk again
Discuss Model the discussion
in front of the class
Group work
Homework (2 mn)
Write again the information about the
whales
Trang 7Part 4: WRITING
I OJECTIVES:
1 Educational aim: Students must be known about such big animals which like fish but not fish as dolphins
2 Knowledge:
General knowledge: Students learn about one of the biggest animals on Earth that live
in oceans
Language: Students must master oceanic new words
3 Skills:
Reading and writing the information of sperm whale Then writing a paragraph described dolphin from the information given by task 2
II METHOD: integrated, mainly communicative
III TEACHING AIDS: Some pictures of whale and dolphins
IV PROCEDURE:
Warm up
Teacher asks students some questions about
animals
1 Is sperm whale a mammal or a fish?
2 Where can we find sperm whale?
3 Is sperm whale in the red book?
4 Do we need to protect sperm whale
from dying out? ( extinct)
Pre_writing.
* Asking students to read the writing and
give the information of sperm whale in the
table
* Teacher goes around the class and gives
students a hand if necessary
* Teacher asks some students to give some
information on the blackboard
Students’ answers may be
1 It’s a fish
2 It’s in oceans
3 Yes, it is
4 yes, we do
Sperm whale
Range & habitat: oceans worldwide
Prefer the waters with high squid populaions which are their main diet
Size: - male 54.000 kg and 18 metres
long
- female 17.000kg and 12 metres long
Feeding habits: Carnivores, eat meat Offspring: give birth to one calf every 5-7
years Gestation period 14-19 months
Life span: 60-70 years.
Special features: They are fish They
have the largest brain of any mammals
Conservation concerns: At risk due to
Trang 8While_writing
Teacher asks students to write a paragraph of
dolphins from the information given in the
table
New words must be explained
- Carnivores
- Coastal waters and bays
- Feeding habits
- Life span
- Mammals
- Pollution
- Accidental fishing net
- Entrapment
- Species
- Gestation period
Teacher gives suggestions and corrections
Teacher assigns homework
Writing some information of sharks
Comments
hunting and accidental entrapment in fishing nets
Students must write their own paragraph
in their notebooks
Dolphins are rather big animals on Earth that have teeth They are carnivores that means they eat mostly fish Although dolphins can be found in all oceans, they prefer coastal waters and bags
Dolphins are rather big Their smallest size is about 50 kg and 12 metres long, their largest is up to 8.200 k and 10 metres long
A female dolphins gives birth to one calf every 2 years after a gestation period
of eleven to twelve months The life span
of dolphins can be from 25 to 65 years Dolphins are among the most intelligent animals It is very interesting for us to know that dolphins are animals, not fish although they live in the oceans
They are at risk due to habitat pollution and accidental fishing net entrapment
- Students read their paragraph and correct them if necessary
- Some students are aksed to read their paragraph in front of the class
UNIT 9: UNDERSEA WORLD
Trang 9I AIM: To get students to be awareness of the protecting environment
II OBJECTIVES:
Students will be able to give their advices by using should and should not (shouldn’t)
Students will be able to communicate by using conditional sentence type 2 (unreal in
present)
III TECHNIQUES: Communicative approach
IV TEACHING AIDS: Photocopied pictures and charts.
V TIME: 45 minutes
VI PROCEDURES: New lesson
Trang 10Warm – up
( 3 minutes)
Pronunciation
(7)
Presentation
Exercise 1.
(10)
- Write the names on the board:
David, Tom, Robinson, Mary
- Tell Ss these people are going to
go on their visits to Vietnam and they need advice on where
to go or not to go
- Introduce the names, one by one
- Tom likes swimming and sunbathing Where should he go?
- David is interested in ancient cities ?
Listen and repeat
- Teacher read the sounds
- Teacher read the words
- write on board:
- Call one St to the board and read word after word
- Point out every word reading
Practice these sentences
- Read sentences once or twice
Should and shouldn’t is used for less strong suggestions, advice and opinions
Show the pictures on board and ask:
- What is he doing?
Teacher says and writes on board:
- He should stop smoking, you know It’s bad for your health
Again:
- How fast is he driving?
- He shouldn’t drive very fast
It’s very dangerous
Present form:
Should Shouldn’t + V (bare-infinitive)
He should go to….
He shouldn’t go to…
- Listen carefully
- Repeat each word
- Listen and write every word in the correct column
- Listen and repeat
- Listen and repeat
Look at the picture and answer
- He is smoking
- He is driving very fast
KEY:
2.You should look for another job
3.He shouldn’t go to bed so late
Individual
whole class whole class and
individual
individual whole class
individual
Trang 11Exercise 2.
(8)
Exercise 3.
(15)
Homework
(2)
exercise 1
Teacher corrects mistakes
Ask Ss to study read the example carefully and compare:
(1) I think they should get married.
(2) I don’t think they should get married.
But:
(3) I think they shouldn’t get married (wrong)
Have Ss copy down and do the exercise 2
Teacher corrects mistakes
Conditional sentence type 2
Set the situation:
- I like that car, but I haven’t got any money
I’ll make a supposition:
- If I had a lot of money, I would buy that car (unreal condition
in present) Present form:
If – clause
Main – clause
Simple past Would + V (bare inf.)
Note: be = were
If I were you… (not: if I was….)
Have Ss copy down and do the exercise 3
Teacher corrects mistakes
Ask Sts to prepare lesson 10 and
do exercises 1, 2, 3, 4, 5 on pages
54, 55, 56 (exercise book)
5.She shouldn’t use her car
so much
6.He should put some pictures on the wall
KEY
2.I think smoking should be banned, especially in restaurants
3.I don’t think you should go out this evening
4.I think the boss should resign
KEY:
3. would take
4. refused
5. would not get
6. closed down
7. pressed
8. would be
9. did not come
10. borrowed
11. walked
12. would understand