Unit 10 conservation

-T instructs Ss to read the passage quickly and Whole class, individual work and pair work... 6 minutes Task 3 – Choosing the main idea for each paragraph -T asks Ss to read the paragra

Period :63

I Objectives: By the end of this lesson, 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 Language Focus:

- New words: Arctic Ocean, Antartic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean,

bay, mystery, beneath, marine life

III Teaching Aids: overhead projector, cassette player, textbook

IV Procedures:

Stages/

Time

Teacher’s Activities Students’ Activities

Warm – up

(5 minutes)

Guessing game

-T prepares a piece of paper with the word

“conservation”

-T asks one S to go to the board and gives him/her the paper

-T asks other Ss to ask the student Yes/No questions to guess what the word is T can model some questions The questions can be:

+ Is the word a verb?

+ Does it begin with “c”?

-The winner is the one who can guess the word correctly in the shortest period of time

-Ss enjoy playing the game, taking turns to ask questions

Pre –

reading

8 minutes

Discussing the questions based on the pictures -T uses the pictures on page 104 to introduce the

topic of the lesson to Ss

-T asks Ss to work in groups of 5 to discuss the questions in the textbook

-T goes around to provide help

-T asks someSs to present their goup’s answers and others to add any other ideas

Pre-teaching vocabulary

+ destroy (v): end sth, kill sb/sth + destruction (n) the act of destroying + constant (adj): always present or available + play an important part in sth

+ conserve (v): protect sth from harm + clean up (v): make sth clean and neat + worsen (v): to become worse, to make sth become worse

+ pass laws -T asks Ss to make sentences with the above

words to check their understanding

-Ss work in pairs

-Ss listen to T’s explanation and take notes new vocabulary

While –

reading

Task 1 – Matching based on word guessing

-T writes the words on the board

-T instructs Ss to read the passage quickly and

Whole class, individual work and pair work

7 minutes

stop at the lines that contain these words to guess their meanings

-T checks that Ss understand the words correctly

by asking them to provide the Vietnamese equivalents to the words

-T asks Ss to work individually to do the matching

-T goes around to help Ss when necessary

-T asks Ss for their answers and asks other Ss if they agree with their friend’s answers

-T gives the correct answers

* Expected answers:

1 c 3 d

2 a d b

7 minutes

Task 2 – True or False

-T asks Ss to work individually to do the task

-T asks Ss to discuss their answers with their peers

T calls on some Ss to give their answers and asks them to explain their choices

-T comments and gives the suggested answers

* Suggested answers:

1 T (line 2) 3 T (lines 11-12)

2 T (lines 3-5) 4 T(lines 15-16)

5 F (Without plants, most water would run off as soon as it falls Rapid run-off would cause floods – lines 11-12)

6 F (We can stop worsening the problems – lines 20-21)

-Ss work individually and

do the exercise

-Ss present their answers in front of the class

-Ss listen T’s comment and

information

6 minutes Task 3 – Choosing the main idea for each

paragraph

-T asks Ss to read the paragraph again and try to sum up, in Ss’ own words, what it is about

-T asks Ss to work in pairs to do the task

-T goes around and helps if necessary

-T asks some Ss to present their answers in front

of the class

T gives feedback and the correct answers

A 3 B 4 C 2

-Ss work in pairs and do the task

Post –

reading

10 minutes

-T divides Ss into 6 groups

-T asks group 1 and 2 to discuss questions 1, group 3 and 4 question 2, and group 5 and 6 question 3

-When all groups have finished, T asks every two groups to share ideas with each other

-T calls some groups to report their ideas to the class

-T give feedback

-Ss work in groups

-Ss present in front of the class

Homework

3 minutes

-T summarises the main points in the lesson

-T asks Ss to learn all of the new words by heart and prepare SPEAKING for the next period

- Ss listen and take notes

Period : 64

Unit 10(cont.) CONSERVATION

I Objectives: By the end of this lesson, students will be able to:

- ask for someone’s opinions, and show their agreement or disagreement about the new kind of zoo

- talk about the advantages and disadvantages of the new kind of zoo

- report on discussion results

II Language Focus:

- New words: sensitive, imprison, reconstruct, breed

III Teaching Aids: textbooks, pictures

IV Procedures:

Warm – up

(7 minutes)

Picture describing

- T prepares a set of pictures of zoos The first one show a traditional zoo where animals are kept in cages The second one shows a new kind

of zoo where wild animals can live in their natural habitat

-T asks Ss to work in pairs to describe the pictures

* Guilding questions:

+ What can you see in the 1 st /2 nd picture ? + Are the animals in the first picture free to run?

+ How might the animals feel?

-T asks some pairs to present their answers

-T gives feedback on Ss’ answers

-T introduces the new lesson

-Ss work in pairs

Pre –

speaking

7 minutes

Task 1: Discussing the questions about the

features of the new kind of zoo.

-T asks Ss to read through the two paragraphs

-T elicits or pre-teaches some vocabulary items:

+ sensitive (adj): quick to respond to, or be affected by slight changes, signals, or influences.

+ imprison (v): put or keep in prison + reconstruct (v): build again

+ breed (v): cause (an animal) to produce offspring

+ reintroduce (v): put back into a former habitat

-T asks Ss to work in pairs to discuss the two questions in the book using the inforamtion in paragraph A and B

-T goes around and observes Ss working

-T gives feedback and corrects answers

* Expected answers:

1 They are opened to help endangered species develop.

2 The animals are not kept in cages They can live in their natural environment

-Ss read through the task and take note new words given and explained by T

-Ss work in pairs and do the task

-Ss write down the correct answer

While –

speaking

7 minites

Task 2 – Showing agreement or disagreement about the new kind of zoo

-Before Ss do the task, T elicits or introduces some structures Ss can use to ask for someone’s opinions, to 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

-T asks Ss to work in pairs to share their ideas

-T calls on some Ss to talk about their ideas and asks others Ss to add more

-T gives feedback

-Ss work in pairs

8 minutes

Task 3 – Discussing the advantages and disadvantages of zoos of the new kind

-T asks Ss to work in groups to discuss the advantages and disadvantages of the new kind of zoo

-T assigns a group leader for each group to make sure that group members work cooperatively and take notes of other members’ points

-T takes notes of Ss’s mistakes for later correction

-Ss work in groups and discuss the problems

Post –

speaking

15 minutes

Task 4 – Reporting on the discussion results

-T calls some Ss to report what their groups have discussed and asks other Ss to take note and compare with their groups’ideas

-While Ss report, T takes notes of their errors

Then T gives feedback on Ss’s answers

-T corrects any typical mistakes

-Ss work in individual and present their ideas in front

of the class

Homework

3 minutes

-T summarise the main points in the lesson

-T asks Ss to prepare a short talk about the zoo in their local area

-T requires Ss to prepare LISTENING for the next period

- Ss listen and take notes

Date:

Period : 65

Unit 10(cont.) CONSERVATION

I Objectives: By the end of this lesson, 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 Language Focus:

- New words: forester, awful, put out, a heap of

III Teaching Aids: pictures in the textbook, cassette, extra board

IV Procedures:

Stages/Time Teacher’s Activities Students’ Activities

Warm – up

(7 minutes)

Vocabulary revision – Noughts and Crosses

-T puts a grid on the board with nine words which

Ss have learnt from the previous lessons

-T tells Ss the rules of the game:

+ Ss work in pairs One of the Ss copies the grid

in his/her book

+ One S is “noughts” (O) and the other is

“crosses” (X)

+ One S starts S/he chooses a word and makes a sentence with it If the sentence is correct, s/he puts her /his mark (O or X) in that square

+ The first S to get three in a row (cross, down or diagonally) wins the game

-Ss play the game held by the T in pairs

Pre –

listening

8 minutes

Discussion

-T asks Ss to work in pairs to discuss what may cause a forest fire

-T calls on some Ss to present their answers

-T asks other Ss to give more ideas

-T gives feedback and some possible causes:

+ campfire + butts of burning cigarettes + lightning

Vocabulary pre-teaching

-T elicits/teaches some of the words given in the book or those taken from the listening passage

+ forester (n) a person in charge of a forest or skilled in forestry.

+ awful (adj): very bad or unpleasant + put out (v): extinguish a fire

+ a heap of: a large quantity or amount

-Ss work in pairs & discuss the questions given by T

-Ss listen to T’s guidance and take note new words, practise pronouncing them

While-listening

6 minutes

Task 1 – Numbering events

-T asks Ss to read through the statements to understand what each of them is about

-T asks Ss to guess the order the event with a partner

-T asks Ss to work individually to listen to the tape and do the task

-T asks Ss for answers and write them on the board

-T plays the tape more than once if necessary

-T invites some Ss to explain their answers in front of the class

-T comments and gives out the correct answers

* Expected answers:

3 2 5 1 4

- Ss work individually to listen to the tapes and do Task 1

-Ss give out the results after listening to the tape

- Ss compare their answers with a friend and present them on the board

7 minutes Task 2 – True / False statements

-T asks Ss whether they can do the task based on the previous times of listening

-If Ss can, T asks them to give the answers and write them on the board

- Ss work in individual to listen to the tapes and do Task 2

-T plays the tape once for Ss to check their answers

-T asks Ss to work in pairs to compare their answers

-If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answers again

-T gives feedback and correct answers

* Expected answers :

1 F (It spreads quickly)

2 F (In late summer)

3 T

4 T

5 F (It is the duty of everyone of us)

-Ss give out their guesses before listening to the tape three times

- Ss compare their answers with a friend and present them on the board

-Ss take note the correct answers on the extra board

5 minutes Task 3 – Choosing the sentences heard

-T asks Ss to read through the sentences to understand them, underlining the different parts between the two sentences

-T asks Ss to listen to the tape and pay attention

to the different parts

-T plays the tape once for Ss to do the task

-T asks Ss to work in pairs to exchange answers

-T checks Ss’ answers and provides correct answers

* Expected answers :

1 a 2 b 3 a

-Individual and pair work

Post-listening

10 minutes

Role play

-T asks Ss to work in groups to talk about how a forest fire may start and what every camper ought

to remember

-T goes around the class and helps Ss

-T invites representatives of some groups to talk about their plan in front of the class

-T asks for comments from other Ss

-T gives feedback and any necessary corrections

-Ss work in groups, talking about the topic given -Ss present their talk in front of the class

-Ss listen to T’s remarks

Homework

3 minutes

-T summarize the main points

-T asks Ss to learn by heart all new words

-T asks Ss to prepare WRITING for the next

period

- Ss listen and take notes

Date:

Period :66

Unit 10(cont.) CONSERVATION

I Objectives: By the end of this lesson, students will be able to:

- write a letter of invitation using the cues provided

II Language Focus:

- New words: revision

III Teaching Aids: an extra board, textbook

IV Procedures:

(5 minutes)

Competition game - Ordering

-T prepares 8 handouts with some sentences in a 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 20 th

e Dear John,

f Best wishes, Alex

g It will be at my parents’ house in Parkville, propably at 2.30pm, and there will be a party afterwards, starting at about 8pm.

The correct answer is:

1 2 3 4 5 6 7

-T divides the class into 8 groups and gives each group a handout

-T asks Ss to discuss to reorder the sentences to make a complete letter of invitation

-The winner will be the group with the quickest and correct answer

-Ss play the game in groups

Pre-writing

10 minutes

Task 1 – Matching

-T asks Ss what expressions they can use to give invitations or suggestions

-T writes their answers on the board and gives any correction

-T 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 without ‘to’

+ Why don’t you + infinitive without ‘to’

+ Would you like + infinitive with ‘to’

+ Do you feel like + V-ing + Can you + infinitive without ‘to’

+ How about + V-ing + Shall we + infinitive without ‘to’

+ Are you free + infinitive with ‘to’

-T requires Ss to work in pairs to do the task, reminding them that one expression in A can go with more than one expression in B and thwy should write the sentences

-T asks Ss to exchange their answers with other pairs

-T checks Ss’ answers by asking some Ss to go to the board to write their answers

-T gives feedback and correct answers

1 c 2 f/h 3 a 4 g/d

5 h/f 6 d/g 7 e 8 b

-Ss listen to T’s guidance and take note new words into the notebooks

-Ss work individually and

do Ex 1 -Ss work in pairs and compare

-T asks Ss to read through the letter to understand the content of each letter roughly

-T asks Ss to work in pairs to exchange answers with other pairs

-Ss work in pairs

-T calls on one pair to give their answers and other pairs to add any other opinion

-T gives feedback and correct answers

* Expected answers

2 Would you like / Are you free; How about / Do you feel like

3 Can you; Why don’t we / Shall we

While-writing

12 minutes

Task 3 – Writing an invitation letter based on cues

-T asks Ss to use all the language items provided together with other items to produce meaningful and grammatically correct sentences Also, Ss should use capitalized letters and punctuation marks properly

-T asks Ss to write the letter

-While Ss write the letter, T should go around to observe and provide help

-T checks their topic sentence and provides feedback

-T asks Ss to write the paragraphs, reminding them to refer to the model parapgraph in task 1

If Ss find it difficult, T may ask them to write sentence by sentence and combine them later

-While Ss write the paragraph, T goes around to observe and provide helps

Feedback on Ss’ writings

-T asks Ss to exchange their paragraph with another student for peer correction

-T goes around and collect mistakes and errors

-T collects some wrtings for quick feedback

-T writes typical errors on the board and elicits self and peer correcttion

-T gives general comments on the paragraphs

-Individual work

-Pair work and whole class

Post-writing

5 minutes

Talking

-T asks Ss to work in groups and tell about the invitation to a party they have just received from

a friend

-Ss work in groups

Homework

3 minutes

-T summarise the main points in the lesson

-T asks students to complete all of the tasks in the textbook

-T asks students to prepare Language Focus for

next period

-Ss listen and take notes

Date:

Period : 67

Unit 10(cont.) CONSERVATION

I Objectives: By the end of this lesson, students will be able to:

- distinguish and pronounce the sound / b/ and / p / correctly

- use the passive voice appropriately

II Language Focus:

III Teaching Aids: Textbooks

IV Procedures:

Warm-up

(5 minutes)

Singing contest

-T divides the class into two groups and hold a singing contest The songs must be in Enlgish

The group has many English songs will be the

winner

-Ss work in groups, playing the game as guided

Pro-nunciation

7 minutes

Activity 1 – Listen and repeat

-T demonstrates the sounds / b/ and / p / by pronouncing them exactly and clearly

-T instructs the ways to pronounce two sounds

-T asks Ss to pronounce the sounds several times

-T makes sure that Ss are aware of the difference between the two sounds

-T gives feedback

Activity 2 – Practise these sentences

-T plays the tape or read the two sounds and asks them to repeat

-T calls on some Ss to repeat the sounds clearly and slowly

-T asks Ss to work in pairs and practise the sentences

-T introduces peer correction

-T goes around the class and provides help if necessary

-Ss observe and listen to teacher’s guidance

-Ss listen

-Ss practise pronuncation

-Ss listen carefully & work in pairs to read the sentences

Grammar

Vocabulary

10 minutes

The passive voice

a Presentation

-T elicits the form, meaning and use of the passive voice

Auxiliary

P.P Singula

r

Plural

Present simple

The car/car

designe d Present

perfect

The car/car s

has been

have been

designe d Past

simple

The car/car s

Past perfect The car/car

s

had been

had been

designe d

car/car s

d Future

perfect

The car/car s

will have been

will have been

designe d Present

cont.

The car/car

are being

designe d Past

cont.

The car/car

was being

were being

designe d

- Ss listen to teacher’s explanations and take notes.(Whole class)

-Ss work individually, doing the exercise, then exchange the results with

a partner to take peer correction

- Ss listen and take notes

10 minutes Exercise 1&2

b Practice

-T asks Ss to do Exercise 1 and 2

-T goes around to provide help

-T asks them to compate their answers with others

-T asks Ss to go to the board to write their answers

-T gives correct answers

* Expected answers:

Exercise 1

1 were reported

2 grow

3 be broken

4 am not innvited

5 are being built Exercise 2

1 came; had started / had been started;

were

2 is standing; is being photographed

3 Have been told

4 was being laid; decided will be planted

-T asks Ss to do exercise 3 in pairs.

-T asks them to compre answers with other pairs

-T calls on some Ss to read out their answers

-T feedbacks and gives correct answers

5 had been cleaned 6 (had been) put

-T asks Ss to work in pairs and practise the conversation

Homework

3 minutes

- T asks Ss to continue doing the remaning exercises

- T asks Ss to prepare Unit 11 -Ss listen and take notes