Unit 9 (5 tiet)

Warm-up: - Have the pupils look at the map of the world and give the names of the oceans on the map.. - Help with some new words: marine, undersea, seabed, organism, to be at stake - Ha

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Theme: Nature and Environment Date of Preparing: January 8 , 2007

UNIT 9: UNDERSEA WORLD

A OBJECTIVES:

1 Educational aim: Pupils should be conscious of conserving oceanic environment

2 Knowledge:

a General knowledge: Pupils learn about oceans as well as marine plats and animals

b Language: Words related to undersea world

3 Skills: Scanning for details

B METHOD: Intergraded, Communicative approach

C TEACHING AIDS: world map, pictures and extra boards.

D PROCEDURE:

I Warm-up:

- Have the pupils look at the map of the world and

give the names of the oceans on the map

 The Pacific Ocean

 The Atlantic Ocean

 The Indian Ocean

 The Antarctic Ocean

 The Artic Ocean

II Pre-reading:

- Have the pupils look at the pictures and name the

sea animals in each picture

- Have the pupils rearrange the water areas into

bigger and bigger size:

sea bay ocean gulf

III While-reading:

 Task 1: Gap-filling

- Have the pupils listen to the text

- Help with some new words: marine, undersea,

seabed, organism, to be at stake

- Have the pupils read the text again

- Have the pupils give the meanings and parts of

speech of the words in the box then do the

gap-filling exercise

- Go around to check and help

- Correct the answers

 Task 2: Answer the questions

- Have the pupils read the questions then answer in

groups

- Have the pupils write their answers on the extra

boards

- Correct the answers

IV Post-reading:

- Have the pupils complete the summary of the

reading passage by filling each blank with a word or

a phrase given in the box

V Homework:

Read the passage carefully, redo the exercises into

the textbook and learn by heart all the new words

Group work: Look at the map and stick the name of each ocean on its right place

Give the Vietnamese meanings of the oceans

Pair work: Look at the pictures to name the animals they see

Rearrange the words: bay  gulf  sea  ocean

Give the meanings of the words

Read the text in silence and give the meanings of the words

Compare the answers with the partner

Keys: 1 tiny; 2 investigate; 3 gulf; 4 biodiversity; 5 samples

Translate the answers into Vietnamese

Group work Each group answers one question on the extra board Other group will correct the answers

Keys: 1 75% of the earth surface.

2 By using modern 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 population.

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 biodiversity were not maintained.

Pair work: Complete the summary as guided

Keys: 1 three-quarters

2 mysterious

3 modern

4 discoveries

5 biodiversity

6 huge

7 plants and animals

8 closely connected

Comments:

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A OBJECTIVES:

1 Educational aim: Pupils know human’s role to protect the sea and what they should do to preserve the water

2 Knowledge:

a General knowledge: Pupils are able to talk about the things should be done to protect the ocean

b Language: pupils have correct use of “should” and “should not”

3 Skills: speaking

C TEACHING AIDS: picture, extra boards

D PROCEDURE:

I Warm-up:

- Have the pupils look at the picture of the polluted

sea

What happened to the sea?

What should we do to make the sea clean?

II Practice:

 Task 1:

- Explain the situation, have the pupils understand

the sentences

- Have the pupils work in pairs to put the order of

importance, using “we should…” or “we shouldn’t…”

- Have some pupils report their answers before the

class

 Task 2:

- Have the pupils understand the threats to the

health of the oceans

- Have the pupils work in groups to discuss the

consequences that might occur and offer some

possible solutions

- Have 2 groups report their work

 Task 3:

- Have one or two pupils report to the class about

the things they have discussed from task 2

III Homework:

Write a short paragraph of 80 – 100 words about

what we should or should not do to keep the sea

fresh and clean

Answer the questions

Pair work

Put the actions in the order of importance about the things they should or should not do to protect the sea

Examples:

1 We should place rubbish and plastic bags in proper dustbins.

2 We should use water sparingly and do not pollute it.

3 We shouldn’t use herbicides, pesticides and fertilizers that harm the environment.

………

Group work

Talk about the results that might happen and offer some possible solutions

Pupils can use the ideas from task 1 as suggested solutions

Examples: Beaches are filled with plastic bags, pieces of glass and cigarette butts This makes the sea polluted and endangers sea plants and animals.

We should clean beaches and tell other people not to litter them.

………

Individual work

Report the discussion to the class

Comments:

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A OBJECTIVES:

1 Educational aim: Pupils should contribute their parts to the preservation of undersea world

2 Knowledge:

a General knowledge: Pupils can get some information about whales

b Language: words related to whales

3 Skills: Listening

C TEACHING AIDS: cassette player, tape, picture

D PROCEDURE:

I Warm-up:

- Show the picture and raise questions:

1 What it this?

2 Do you think whales are fish?

3 Why do people keep hunting whales?

II Pre-listening:

- Have the pupils listen and repeat some basic

words:

mammal, blue whale, whaling, krill, migrate,

conservation, Atlantic, Pacific

- Help with the meanings of the words above

III While-listening:

 Task 1:

- Explain the task: pupils will listen to a then

arrange the pictures in the passage about the

whales then do the T rue – False sentences

- Have the pupils read the sentences to make sure

that they understand them clearly

- Have the pupils listen for the first time

- Check the answers

- Have the pupils listen again to correct their

answers

 Task 2:

- Have the pupils read the questions to make sure

that they understand them clearly

- Have the pupils listen to the tape

- Get the answers from the pupils

- Have the pupils listen one more time to check

their answers

- Give feedback

IV Post-listening:

- Have the pupil work in groups to talk about the

information they have got from the lesson about

whales

V Homework:

Prepare for Writing lesson

Repeat and give the meanings of the words

Listen and decide whether the sentences are True or False

Keys: 1F; 2T; 3T; 4F; 5T;

Listen to the tape and answer the questions:

Keys: 1 The blue whale grows to 30 meters in length and over 200 tons in weight.

2 Because there is a lot of krill-their favorite food in cold waters.

3 Cold waters in the North and South Atlantic Ocean and the North and 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 ant measures to protect whales, they would disappear forever.

Talk about the information they have got from the lesson about whales

Comments:

Theme: Nature and Environment Date of Preparing: January 14th, 2007

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Lesson: Writing Date of Teaching: January 17 , 2007

A OBJECTIVES:

1 Educational aim: Pupils learn to read and write information from the table

2 Knowledge:

a General knowledge: Pupils get more information about sea animals

b Language: vocabulary and structures used in describing facts and figures

3 Skills: Scanning for details

C TEACHING AIDS: table, extra board

D PROCEDURE:

I Warm-up:

- Have the pupils answer the questions:

1 What is the most dangerous animals in the world?

2 What is the largest animals in the world?

II Pre-writing:

 Task 1:

- Have the pupils work in pairs, reading the story

silently to make sure that they understand it

- Help with some expressions:

 carnivore

 high squid population

 eat up to

 be up to

 calf > calves

 accidental entrapment

- Have the pupils get the information from the

passage to fill in the table

- Teacher may help with some questions:

 Where are sperm whales seen?

 What is the weight/ length of a male/ female

whale?

 How long can a whale be?

 How long does a whale live

- Go around to check

III While-writing:

 Task 2:

- Have the pupils read the table to get information

about the dolphin

- Introduce the pupils to write a paragraph that

describes the facts and figures provided in the table

- Help with some questions:

 Where are the dolphin seen?

 What is the weight/ length of a dolphin?

 How long can a dolphin be?

 How long does a dolphin live?

- Compare the answers and get feedback

IV Post-writing:

- Corrects the common mistakes and reinforce the

way to get information from a paragraph or a table

V Homework:

Each pupil write one complete paragraph from task 2

Pair work

Read the passage then scan the information to fill in the table

Fill in the table with the information from the passage

Group work:

Read the table about the dolphin

Write a paragraph that describes the facts and figures provided in the table

Each group write one paragraph

Comments:

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A OBJECTIVES:

1 Educational aim: Pupils practise some basic grammatical points

2 Knowledge:

a General knowledge: “should/ shouldn’t” ; conditional sentences type II

b Language: pronounce correctly the three vowels / / - / / - / /

3 Skills: writing, speaking, listening and reading

C TEACHING AIDS: exercise book

D PROCEDURE:

I Pronunciation:

- Have the pupils identify the three vowels by reading the

words aloud:

beer – pair - poor

- Give modal pronunciation of the vowels

- Explain the differences of the sounds

- Have the pupils give more words that contain these

sounds

- Have the pupils pronounce the words aloud

- Have the pupils read the sentences in textbook and

underline the words that have the sounds above

- Check the answers and give feedback

III Grammar and Vocabulary:

Exercise 1:

- Have the pupils practise using “should” or “shouldn’t”

- Have the pupils write advice/ suggestion from the cues

given

- Correct and give feedback

Exercise 2:

- Have the pupils read the situations and write sentences

with “I think/ I don’t think … should…”

- Have the pupils give the meanings of the adverbs then

put each of them in its appropriate place in the

sentences

Exercise 3:

- Have the pupils review the usage and formation of

conditional type II

- Have the pupils work in pairs to fill in the blanks with

the correct form of the verbs

- Have the pupils write their answers on the extra boards

- Correct and give feedback

V Homework:

Do exercise 1 and 2 in workbook

Listen and repeat the words

Practise the sentences and fin out the words that has the three vowels above

‘should’ and “shouldn’t” are used to express an advice

or a suggestion

Keys: 1 She should go away for a few days.

2 You should look for another job.

3 he shouldn’t go to bed so late.

4 You should take a photograph.

5 She shouldn’t use her car so much.

Write the sentences from the cues to express an advice

Keys: 1 I don’t think they should get married.

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.

Keys: 1 didn’t go

2 would feel

3 would take

4 refused

5 wouldn’t get

6 closed down

7 pressed

8 would be

9 didn’t come

10 borrowed

11 walked

12 would understand

Comments:

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A OBJECTIVES:

1 Educational aim: Pupils should practise regularly to improve their learning

2 Knowledge:

a General knowledge: Pupils have correct use of simple present and simple past tense in narratives

b Language:

3 Skills: Writing, Speaking

B METHOD: Integrated, Communicative approach

C TEACHING AIDS: Handouts

D PROCEDURE:

I Supply the correct forms of the verbs in brackets:

1 If you drove more carefully, you (not have)

……… so many accidents

2 If he (get up) ……… earlier, he’d get to work on

time

3 If we (have) ……… more time, I could tell you

more about it

4 If you (sell) more products, you’d earn more money

5 I could help you if you (trust) ……… me more

6 His car (be) ……… a lot safer if he bought some

new tyres

7 I (not/mind) ……… having children if we lived in

the country

8 If I (have) ……… any money, I’d give you some

9 You parents (be) ……… a lot happier if you

phoned them more often

10 If I (be) ……… in your situation, I (tell)

……… them the truth

II Rewrite the sentences so that their meanings stay the

same:

1 I drink too much strong coffee; that’s why I can’t sleep

If ………

2 The weather is not fine, so we can’t go out

If ………

3 We don’t visit you very often because you live so far

away

If ………

4 I have to work late tomorrow, so I can’t join your party

If ………

5 He doesn’t finish his homework; therefore, he is

punished be the teacher

If ………

III Complete the sentences with SHOULD or SHOULDN’T:

1 You ……… drive too fast

2 Children ……… go to bed early

3 Your sister ……… go to the dentist if she has a

bad toothache

4 He ……… stay up too late

5 Drivers ……… obey the speed limit

6 It’s too dark You ……… ride your bike without

lights

IV Homework:

- Do exercise 2 in workbook page 9

Pair work:

Give the correct tense form of the verbs

Keys: 1 wouldn’t have

2 got

3 had

4 sold

5 trusted

6 would be

7 wouldn’t mind

8 had

9 would be

10 were / would tell

Pair work: write the situations in such a way that their meanings remain unchanged

Pair work:

Fill in the blank with SHOULD or SHOULDN’T Keys: 1 shouldn’t

2 should

3 should

4 shouldn’t

5 should

6 shouldn’t Write the answers on the extra boards then compare with other groups to get correct answers

Comments:

Tiêu đề	Undersea World
Trường học	University of Education
Chuyên ngành	Nature and Environment
Thể loại	bài giảng
Năm xuất bản	2007
Thành phố	Hanoi

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