LESSON PLAN -UNIT 10

Teacher asks students to look at the pictures in the English Book and answer the questions: - Have you ever visited a zoo or a forest?. Teacher corrects and explains Asks students to ans

Unit 10: CONSERVATION

Part 1: READING

I AIMS:

- Guessing meaning in context

- Scanning for ideas

- Help students to improve their vocabulary and reading skill ( reading comprehension)

II OBJECTIVES:

- Improve students’s knowledge about forests and animal’s life

- Teach students how to protect natural things

III TEACHING METHODS:

1 Methods:

- The Mainly Communitive

- The Audio – Lingual method

2 Teaching aids :

- Chalks, cassette player, pictures…

IV PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm

up

Pre

reading

Teacher shows some pictures about forest fire,

animal hunting , and asks students

- What should we do to prevent these problems?

- What is conversation?

1 Teacher asks students to look at the pictures in the English Book and answer the questions:

- Have you ever visited a zoo or a forest?

- What animals are you interested in?

- Do we need to protect animals or forests?

Then, asks some pairs to present in front of

the class

Students answer the questions

- We should plant trees

- We should have a conservation

- Conservation is the protection

of natural things

- Yes, I do

- I am interested in tiger, monkey, elephant,

- We need to plant trees, prevent aninal hunting

While

reading

Post

reading

2 Presenting new vocabulary:

* Teacher gives some pictures or some

definitionsto introduce new words

- Pro tection (n)

- Destruction (n)

- Pollution (n)

- Damage (n)

- Conservation (n)

- Environment (n)

* Teacher asks students give some word forms

of them

Teacher helps students to make examples

3 Pronouncing the vocabulary:

1 Model reading: cassette player

2 Reading:

Asks sts to read the text quickly in silence to

find the main ideas

* Task 1: Match the word in A with a

suitable definition in B

* Task 2: True or False

asks students to read the statements on page

106 then read the text and decide which is

true and which is false

* Task 3: Teacher asks students to choose the

most suitable main ideas for each paragraph

Teacher corrects and explains

Asks students to answer the questions:

1 What is the consequence of losing forest?

2 How important is water in our life?

3 Vegetable can help conserve water?

Write these words down

Repeat after the teacher Listen and look at the book

1c, 2a, 3d 4b

Read more carefully

1F, 2T, 3T, 4T, 5F, 6F

Students explain

Sts work in pair to discuss the main ideas for each paragraph

Then, each student is in font of the class to present

1 Paragraph B

2 Paragraph C

3 Paragraph A

Work in group to find the answers

1 The loss of much forests is destroying the earth

2 Man and most animals need a constant supply of water to live

Farmers need water for their crops

3 We should stop polluting rivers and seas and stop the disappearance of plants and animals

IV HOMEWORK

- Learn the vocabulary

- Asks students to write a short paragraph about their solutions to prevent wild animal hunting in

Viet Nam

Unit 10: CONSERVATION

Part 2: SPEAKING

I OBJECTIVES

1 Educational aim: Students should contribute their parts to the protection of rare plants and animals.

2 Knowledge

General knowledge: Through this unit, students learn about the functions of a new kind of zoos.

Language: Sentences and expressions for talking about the new kind of zoos where rare plants and animals are protected in their natural environment.

3 Skills: Fluency in expressing opinions and talking about the new kind of zoos where rare plants and animals are protected in their natural environment.

II METHOD: integrated, mainly communicative

III TEACHING AIDS: pictures

IV PROCEDURE

Teacher’s activities Students’ activities  Warm-up

Show a picture of a normal zoo and ask

questions:

1) What can you see in the picture?

2) Are the animals living in their natural

environment or are they kept in cages?

3) Do you think it’s good to keep animals in

cages?

Pre-speaking

T: Today we’re learning about a new kind of zoo

where animals can develop well Look at your

books , task 1 (p106)

-Teacher reads the paragraphs aloud

- Teacher explains the new words and

expressions the students have asked

T: Read after me the new words and expressions

T: Look at your books and repeat after me the

paragraphs

Students’ answers St: We can see a lot of animals

St: They are kept in cages

St: No, it isn’t Because they can’t develop well

St: look at their books, listen to the teacher, check the pronunciation and underline the words or expressions they don’t understand

St: pay attention to the teacher and ask the teacher what they don’t understand

St: look at the board and read the new words and expressions

St: Read after the teacher

-Teacher calls on 4 students to read the

paragraphs aloud (Each one reads half a

paragraph.)

- Teacher corrects the mistakes about

pronunciation

T: Look at your books and read silently to find

out the answers to the questions

T: Work with your partner: ask and answer the

questions

- Teacher checks the answers by calling on

some pairs to ask and answer the questions

 While – speaking

T: When living in this new kind of zoo, animals

may have some advantages and disadvantages

Look at task 2 (p 107) and do as directed

(teacher explains new words and expressions)

T: Work with your partner: ask and answer these

questions:

1) What are the advantages animals may have in

the zoo of new kind?

2) What are the disadvantages animals may

have in the zoo of new kind?

- Teacher checks the answers by calling on

some pairs to ask and answer the questions

T: We have learnt something about animals ‘

advantages and disadvantages when they live in

this new kind of zoo What about the advantages

and disadvantages of zoos of the new kind Look

at task 2 (p 107) and do as directed

- Teacher walks about the classroom and helps

the students with words or expressions that they

St: take it in turns to read the paragraphs aloud

St: pay attention to the teacher and correct their mistakes

St : do task 1 St: Work in pairs on the questions

St A: For what purpose are zoos of the new kind opened?

St B: They are open to help endangered species develop

St C: What are their main features?

St D: They animals are not kept in cages

They can live in their natural environment

St: Look at task 2 (p 107) and do as directed

St : Work in pairs

St A: What are the advantages animals may have in the zoo of new kind?

St B: They may do what they want to do / develop / feel happier

St C: What are the disadvantages animals may have in the zoo of new kind?

St D: They may not have better food / may suffer from dangerous diseases

St: work in groups discussing the advantages and disadvantages of zoos of the new kind

can’t express in English.

 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

the new kind of zoos where rare plants and

animals are protected in their natural

environment and write a report on discussion

results

Comments

Students’ reports may vary

Suggested report

In zoos of the new kind the animals may live in their natural environment The animals that people can visit may develop, feel

happier and they may do what they want to

But they may be more dangerous for visitors and the keepers They may be badly injured

or killed by savage animals if they are not careful or don’t observe the safety regulations

Also, we spend a lot of money on reconstructions of the animals’ natural environment

Students do it at home

Unit 10: CONSERVATION

Unit 3: Listening

I OBJECTIVES:

1 Education aim: Students should know to appreciate and take part in conservation.

2 Knowledge:

• General knowledge: Students learn about various advantages of conservation of forests

• Language: New words: Words related to conservation

3 Skills: listening for gist and details.

II METHOD: integrated mainly communicative

III TEACHING AIDS: pictures showing various kinds of conservation: conserving forests, water, soil,

seas, rivers, plants, animals in nature

IV PROCEDURE:

Stages Teacher’s activities Students’ activities Notes Warm up

Pre –

listening

While –

listening

Putting a picture showing an

conservation activity on the board &

asking questions

1- What can you see in this picture?

2- What do you think about conservation?

Name some plants and animals,

using your background – knowledge

and knowledge ob-tainted from the

reading lesson on the same theme

What may cause a forest fire?

Listen and repeat some new words

Asking: the way of doing, duration

Listen & member the event in the

order you hear (plays the tape twice

or more)

Students answer after oberving

A nature sight

A fire of forest The conservation helps us enjoy various aspects of nature

Students answers may vary

Suggested answers

A cigarette, camping, a careless activity

Reading for gist

Listen & check the numbers in the order

Answer keys

3, 2, 5,1,4

Stages Teacher’s activities Students’ activities Notes

post-listening

Explaining

Playing the tape the first 2nd, 3rd Reading for gist listening 1st, 2nd,

3rd Page 108 text

book answer keys

Teacher let students read

required sentences carefully

Play the tape (3 times)

Correcting

Encouraging students to raise

their hands to give ideas

Asking students to work in pairs

Assigning homework

Comments

Writing T or F/ sentence Reading them (sentences) before listening

Listening and ticking (v)

Making group of 2 Talking about causes of forest fires What campers should remember

in woods

Homework: Students practice writing about what you (camper) ought to remember to prevent forest-five (150 words)

1F, 2F, 3T, 4T, 5F Page 108 answer keys

1a 2b 3a

Unit 10: CONSERVATION

Part 4: WRITING

I OBJECTIVES

1/ Educational aim

Students should show their words toward other people when writing a letter of invitation

2/ Knowledge

_ General knowledge : Sts learn about the organization of the content on a letter of invitation _ Language : words of invitation in a letter

3/ Skill

Writing a letter to a friend to invite her/ him to a party.

II METHOD :

Integrated , mainly communicative.

III TEACHING AIDS

IV PROCEDURE

Stages Teacher ‘s activitives Students ‘activitives Note

( 5’)

Pre-writing

(8’)

While –

writing

(17’)

Teacher gives some words then asks Sts to

order a complete sentence

-to / would / you / the /cinema /like/ go /to /

tonight ?

Teacher asks students about the aim when

using it

Teacher asks students to make the same

sentences

-Teacher asks questions:

1-Have you written a letter of invitation

On which occasion ?

2-What are some expressions do you write

in a letter ?

Teacher guides students to do task 1

Teacher walks around the class and offers

help when necessary

Teacher asks students to scan the task 2

While students do the task ,Teacher walks

around the class and offers help when

necessary

Teacher guides students to do task 3 and

explains the use of the tense with adverbs

of time

Sts open the books Students ‘ answers Would you like to go to the cinema tonight ?

-Why don’t you go out for dinner?

-How about going shopping ? Students ‘ answers :

1.Yes , I have On birthday party

or on festival …

2 We write some expressions such

as : -Would you like …

-Shall we ……

-Can you ……

Students work in pair :

1 _ c 2_ f/ h 3 – a 4_ g / d 5_ h /f 6_ d /g 7_ e 8_ b

Students work in groups

Answer : 1/ would you like / Are you free 2/ would you like / Are you free – How about

3/ Can you / Why don’t we

Students work in pair ANSWER :

Dear Lam ,

We have not met you since you moved

I miss you a lot We are both having some day off between the two terms soon If you haven’t made any other plans why don’t we spend a

weekend together? Do you feel like visiting the forest near my

grandparents ‘ house again ? it looks quite different now because very

Post –

writing

(10’)

Teacher gives suggestions and

corrections

Teacher assigns homework

planted at The Tree -planting Festivals Do come if you find it possible and I will make all the preparations then Give my love to your parents

Your friend , Nam

Unit 10: CONSERVATION

Part 5: LANGUAGE FOCUS

I AIMS

Helps students to distinguish the difference between the sounds “b” and”p”

Helps students how to use the passive voice

II TIME: 45 minutes

III TEACHING AIDS: word-chart

IV PROCEDURES

Stages Teacher’s activities Students’activities Notes

Pre

pronunciation

While

pronunciation

Pre grammar

While

grammar

Post

pro & gram

Pronunciation

Gives word-chart which contains sound “b” and “p”,and then guide them how to

pronounce

Asks S to work in pairs Help them to distinguish “p”

and”b” in sentences

Reads words that ss have just picked out

The passive voice

Asks S to reread the passage to pick out the tow sentences containing passive form

Reminds S how to form the passive voice with many different tenses

Ex: I open the door The door is opened Asks s to do exercise !,2,3 /111

Corrects the mistakes done by ss Gives some lists of words containing sound “p” &”b”

Asks S to practise Asks S to rewrite setences with words given

Ex: They are buiding many new hospitals in this city

Many new hospitals………

…………

Listen and repeat

Asked to pick some words with “p” and” b” in passage and towrite on the board Read chorally and then individually

Asked to work in pairs and then reread in front of the class

Asked to work in pairs and to writesome passive sentences

on the board

Ex : Animals are eliminated each year

Asked to listen and to repeat

Do EX individually Write on the board Work in pairs and read loudly

Write the answer on the and then are corrected by the teacher

Homework: Exercise 3 on page 111