-T asks the Ss to think out some sea animals and write them in the card board Suggested answers: shark, dolphin, whale, crab, seal, salmon, jellyfish, … -T introduces new lesson: To und
Trang 1+ Read and identify the main ideas of the passage.
+ Skim to find detailed information
+ Summarize the reading in the form of writing and speaking
-Speaking:
+ Speak about the protection of the sea environment and sea animals
+ ask and answer about the ways to protect sea environment in the future
-Listening: Listen to understand the content of the reading to choose T or F and answer the questions -Writing: Know how to present the information from the table and express it into a paragraph.
2) Language focus:
oPronunciation: Sts can pronounce correctly three diphthongs /i /, /e /, /u / ə ə ə
oGrammar and vocabulary: Sts know how to use SHOULD and conditional sentence( type 2)
oTeaching aids: + A tape and a cassette recorder.
+ Some pictures of sea animals
+ Some card boards and handouts
II Procedure:
Lesson 1 _ Reading
Period 55.
I AIMS AND OBJECTIVES :
-Educational aim : Sts know more about the life of sea animals and oceans in the world
-Knowledge : Through the unit , Sts will have the sense of protecting sea environment
II TEACHING AIDS :
-Pictures of sea animals( if any) ,a map of oceans in the world and a card board of ‘‘warm up’’
-A tape and a cassette recorder
III METHOD : -Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS WARM –UP: (5ms)
-Sts close their books
-T asks the Ss to think out some sea animals and
write them in the card board ( Suggested answers:
shark, dolphin, whale, crab, seal, salmon, jellyfish,
…)
-T introduces new lesson: To understand more
clearly about sea animals and their environment,
today we’re going to study lesson 1: Reading
Sea animals
Trang 2BEFORE YOU READ: (8ms)
- Ss close their books and answer the teacher’s
questions:
1) Can you name the oceans in the world?
2) Write names of the following sea animals: se…,
je…, tu…, sh…
- T asks Sts to write the names of the Oceans on the
board without correcting them at once
- Ss work in pairs to fill in the blanks
- T go round to help
-T correct the information in front of the class
(T may open his book to show the pictures of some
animals and the map)
WHILE YOU READ:
- Ss open their books and read in silent by
following the cassette recorder once to practise
new words
Task 1: (12ms)
- Ss read in individual for three minutes
- T remind Ss of finding 8 words from the reading
- Ss tell the parts of speech of these words
- Ss skim to find out necessary information
- Ss interchange in pairs
-T goes round to check
- Ss fill in the blanks
Task 2: (10ms)
-Ss read the questions
- Ss read in individual and find out information
from the passage
Answer keys:
+ seal (n) + jellyfish (n) + turtle (sea turtle) (n) + shark (n)
Vocabulary :
-gulf (n) -challenge (v)/(n) -submarine (n):
-investigate (v) : Investigation (n) -provide (v) s.o with s.th, s.th for s.o provision (n)
-tiny (a) : extremely small -organism (n)
1) 75% of the earth’s surface
2) By using modern devices3) 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
Trang 3AFTER YOU READ: (10ms)
- Sts work in pairs to skim over the reading
-T suggests and asks Sts to do what he tells
- T corrects them before the class
-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
Answer keys:
1) three-quarter 2) mysterious3) modern 4) discoveries5) biodiversity 7) plants & animals6) huge 8) closely connected
HOMEWORK: (2ms) - Read the passage again ,learn by heart new words.
- Prepare “Speaking”
-Date: December 7th , 2008
Trang 4Period 56.
Unit 9_ UNDERSEA WORLD
Lesson 2 _ Speaking
I AIMS:
-Educational aim : Ss should contribute their parts to the protection of sea environment
-Knowledge:+ General knowledge: Ss will get some ways to protect our sea environment
+ Language: Sentences and expressions for giving advice about the protection of sea environment
II TEACHING AIDS : a card board of task 2.
III METHOD : Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Sts close their books
-T asks the Ss to answer the following questions:
1) What will you do if there is a lot of rubbish and
plastic bags in our class?
2) How will our environment be if there is too
much rubbish in our class?
3) What things do you think make the sea dirty ?
-T introduces new lesson: Today we’re going to
practice speaking about the ways to protect sea
environment
PRE-SPEAKING: (8ms)
- T explains the new words, structures and
expressions for Ss to interchange in pairs
-Ss study them by learning their meanings and
- Ss work in pairs to put the actions in the order of
importance and say what they should or shouldn’t
do
- T goes round to help
-.T may suggests them by asking questions:
1) In your opinion, which action should you do to
- Well, I think…
- -In my opinion,…
-As far as I concerned,…
Trang 5protect oceans at first? Which one is the most
important ?
2) Which action shouldn’t you do?
Task 2: (10ms)
- T shows the chart in the card board and gives
the threats in advance
- Ss Practice in groups to find out the consequences
and the solutions .( each group must have a
secretary )
- -T goes round to help them or gives the meanings
of new words (if any )
- Ss fill in the chart
POST-SPEAKING:
Task3: (10ms)
-Ss work in groups to give their opinions about the
ways to protect sea environment
-T asks one S of each group to report to the class
what his group has discussed
-T corrects these reports before class
Threats Consequences Solutions
1 Beaches filled with plastic
2 Whales hunted for food
3
Explosives used to catch fish
4 Oil spilled from tankers
5
Pesticides blown off the fields into the sea
Suggested keys:
* Consequences :1.Polluted water2.Extinct/disappear3.A lot of fish died4.Polluted water
5 Polluted water
HOMEWORK: (2ms) -Learn by heart new words, structures and expressions.
- Make 5 sentences about the protecting of the sea, using the structure “We should/ shouldn’t…”
- Prepare “Listening”
-Date: December 11th , 2008
*Solutions : 1.Place plastic bags
in proper dustbins2.(Governments) Don’t let people sell whale products3.Be banned 4.Punish captain
5.Clean up the water
Trang 6Period 57.
Unit 9_ UNDERSEA WORLD
Lesson 3 _ Listening
I AIMS AND OBJECTIVES :
-Educational aim: Through the unit , Sts will have the sense of protecting sea animals
-Knowledge:
+ General knowledge: Ss will listen to a paragraph about the whales, their measurements & their living environment
+ Language: Ask and answer WH- questions, choose T or F
II TEACHING AIDS : a tape, a cassette player and a card board of “Warm-up”.
III) METHOD : Listening -Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Ss close their books
-T shows the chart, containing 2 columns A and B
- Ss fill in the chart with what they should do or
shouldn’t do to protect sea animals
-T introduces new lesson: Today we’re going to listen
about whales: their length and weight, their feeding
ground and food & the reason for protecting them
BEFORE YOU LISTEN: (10ms)
-Ss practice in pairs,asking and answering these
two questions:
1 Do you think whales are fish? Why(not)?
2 Why do people keep hunting whales?
- T lets Ss read the words ( will appear) in the tape
script, pay attention to the way of pronunciation and
the meanings (if any)
- Ss read these words in silent
-T corrects them before the class
What we should do What we shouldn’t
do1
Activity 2: Listen and repeat
-mammal (n): animals that give birth
to live babies and feed their young on milk -krill(n): tiny shellfish
- migrate(v): move from one place to live in another
-decrease(v) increase(v)≠
Trang 7WHILE YOU LISTEN:
Task1: (10ms)
- T asks Ss to read the sentences given and
underline the important words
- T explains the sentences that Ss don’t understand
- T turns on the cassette player twice
- Ss work in individual
- T asks Ss to answer and correct them
Task 2: (10ms)
- T asks Ss to read these 6 questions in advance
and find out important words
- T suggests some main expressions:
The length and weight
Why - feed in the cold ocean
What- good feeding grounds
What-main reasons- decrease whale population
What happen- didn’t take any measures to
protect
- T turns on the cassette player twice
- Ss work in groups to discuss and prepare
-While listening, good Ss can repeat the whole
answer, bad Ss can repeat one word they’ve
listened
AFTER YOU LISTEN:
Task3: (10ms)
-Ss work in groups to share the information they’ve
listened about whales:
+ their length and weight
+ their feeding grounds and food
+ the reasons for protecting whales
-T asks one S of each group to report to the class
what his group has discussed
-T corrects these reports before class
Answer keys:
1.F 2.T 3.T 4.F 5.T
Suggested answers:
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 water
3.Cold water in the North and South Atlantic Ocean and the North and South Pacific are their good feeding grounds
4.Heavy hunting is the main reason for the decrease in whale population
5.They have asked International Whaling commission to stop most whaling
6.If we didn’t take any measures to protect whales, whale would disappear forever
HOMEWORK: (2ms) - Learn by heart new words, rewrite some whales’ special features.
- Prepare “ Writing”
-Date: December 12th , 2008
Period 58.
Trang 8Unit 9_ UNDERSEA WORLD
II TEACHING AIDS : a card board of “Warm-up”, a picture of a dolphin.
III METHOD : Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Sts close their books
-T asks the Ss to play jumbled words:
PRMES, EAHLWS, REA, THE, IGSTEGB,
NMLSAIA, NO, ERHTA, HTAT, HVEA,ETHET
-T introduces new lesson: Today we’re going to study
about the sperm whales and dolphins & their special
features
BEFORE YOU WRITE: (8ms)
Task 1:
Activity 1:
- T explains the new words and expressions
- Ss open their books and read in silent the
description.(3 ms)
WHILE YOU WRITE:
Task1: (10ms)
Activity 2:
- Ss work in groups to fill in the table( page 100)
- T walks round to help
-.T may suggests them by asking questions:
1) Where can sperm whales be found?
2) Which water do they prefer?
3) Would you tell me the length and the weight of
a male /female whale?
4) What do they eat?
Suggested answers:
Sperm whales are the biggest animals
on earth that have teeth
Vocabulary:
-sperm whale -carnivore(n)
- diet (n): food -male(n)/(a) female (n)/(a) ≠ -calf(n): young sperm whale -trap(n ) entrap(v) entrapment(n)
-gestation(n) -due to +V-ing -squid(n):
-off spring:
Suggested answers:
Range & All Oceans
Trang 95) How long is a gestation period?
6) How many years can whales be?
7) What are their special features?
8) Why should people be concerned about
- Ss Practice in groups to write the description for
dolphins ( each group must have a secretary )
- T goes round to help them or gives the meanings
of new words (if any )
Habitat
Prefer waters with high squid
populationsSize
Mafe:18m in length : 54.000 kg in weightFemafe:12m in length :17.000 kg in weightFeeding
Carnivores; eat mainly squidEat up to 1.500kg of food daily
Off spring
Give birth to one calf every 5—7 years Gestation period :14-
19 monthsLife Span Up to 60-70 yearsSpecial
Features
Biggest animals that have teeth on Earth Have the largest brain of all mammals
ConservationConcerns
At risk due to hunting and accidental fishing net entrapment
Suggested answers:
Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins vary greatly The smallest dolphin is just about 50kg in weigh and 1.2 meters in length while the largest one can weigh
up to 8.200kg and is 10 meters long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and
Trang 10-T asks one S of each group to report to the class
what his group has discussed
-T corrects these reports before class
some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets
HOMEWORK: (2ms) -Learn by heart new words and expressions.
- Write a passage of approximately 100 words about a sea animal they like
- Prepare “ Language focus”
-Date: December 16th , 2008
Period 59.
Trang 11Unit 9_ UNDERSEA WORLD Lesson 5 _ Language Focus
I AIMS:
- Pronunciation: Sts can pronounce correctly three diphthongs /i /, /e /, /u / in separate words and inə ə əspeeches
Grammar and vocabulary: Sts know how to use SHOULD and conditional sentence( type 2)
II TEACHING AIDS : a tape, a cassette player
III PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Sts close their books
-T divides the class into 2 groups and lets the Ss to
play a game: Group A write the If –clause and group
B write the main clause(each desk must have a
clause) Then T collects them and chooses any If –
clause and any main clause to make conditional
sentences
- T corrects and introduces new lesson: Today we’re
going to study SHOULD and conditional
sentence( type 2) after practicing the three
diphthongs /i /, /e /, /u /.ə ə ə
PR0NUNCIATION: (8ms)
Activity 1: Listen and repeat
- Ss listen to the cassette player these 3 diphthongs
(once) to realize the difference among them
- Ss repeat after T once
-T write their phonetic symbols on board and
numbers them: (1)/i /; (2)/e /; (3)/u /.ə ə ə
-Ss close their books and speak aloud the number of
the sound T reads
Activity 2: Practice these sentences
- Ss listen and repeat after T twice
-Ss practice reading these sentences
- T walks round to help
GRAMMAR AND VOCABULARY:
* Should:
Activity 1: (Exercise 1- Page 102)
- Ss read the example carefully
Trang 12- T explains the structure with SHOULD.
-Ss practice in pairs
- T walks round to help
-.T may suggests them by asking questions:
1)What would you do if you were Jack?
2) What should you do?
-Each S reads his sentence before the class
Activity 2: (Exercise 2- Page 102)
- Ss read the example carefully
- T explains the structure with” I think/ I don’t
think….”
-Ss practice in groups
- T walks round to help
-One S of each group reads his sentence before the
class
* Conditional sentence type 2:
Activity 3: (Exercise 3- Page 103)
- T presents the structure of conditional sentence
type 2
-T tells Ss the difference between type1 and type
2, then asks Ss to give examples
- Ss practice in groups
- T walks round to help
-One S of each group reads his sentence before the
class
for another job
3-Jack always has difficulty getting
up)-He shouldn’t go to bed so late 4-(What a beautiful view!)-you should take a photograph
5-Sue drives every where .She never walks)-She shouldn’t use her car so much.6-(Bill’s room isn’t very interesting)-he should put some pictures on the wall
Suggested answers:
2-I think smoking should be banned, especially in restaurants
3-You say to me I don’t think you should
go to out this evening 4-I think the boss should resign
Trang 138-Liz gave me this ring She would be very upset if I lost it
9-Mark and carol are expecting us They would be disappointed if we did not come
10-Would Tim mind if I borrowed his bicycle without asking him ?
11-If somebody walked in here with a gun I’d be very frightened
12-I’m sure Sue would understand if you explained the situation to her
HOMEWORK: (2ms) -Learn by heart new structures.
- Make 5 conditional sentences type 2
- Prepare “ Reading”- unit 10
-Date: December 18th , 2008
Unit 10_ CONSERVATION
Trang 14I.Aims and objectives:
Ss will have knowledge of preserving and safeguarding natural environment, they will know the causes that bring about environmental disasters and have the sense of conserving our natural environment
Vocabulary :Words dealing with conservation
Pronunciation: Sts can pronounce correctly two consonants /b /and /p/
o Grammar: Sts know how to use the passive voice
o Teaching aids: + A tape and a cassette recorder.
+ Some pictures of some forests and forest fires
+ Some card boards and handouts
II Procedure of the unit:
Period 60.
Lesson 1 _ Reading
I AIMS AND OBJECTIVES :
-Educational aim : Ss should contribute their parts to the protection of the natural environment
-Knowledge:+ General knowledge: Ss learn about the functions of ecotourism and about the safeguarding
of natural environment
+ Language: Sentences and expressions for making suggestions to protect natural environment
II TEACHING AIDS :
-Pictures of zoos or forests ( if any) , a card board of ‘‘warm up’’, some handouts
- Tapes and a cassette player
III METHOD :Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Sts close their books
-T asks the Ss to think out some environmental
problems and write them in the card board
-T introduces new lesson by asking questions:
What is conservation?
Conservation is the protection of natural things,
such as plants and animals
BEFORE YOU READ: (8ms)
-
Suggested answers:
-the extinction of the plants and animals
- pollution, floods, droughts, volcanic
Environmenta l problems
Trang 15Activity 1:
- Ss work in pairs to look at the picture in page 104
and answer the questions1,2,3 in this page
- T goes round to help
-T correct the information in front of class
Activity 2:
-T delivers handouts and tells Ss the way to do
- Ss work in pairs to fill in the blanks in the table of
word form
- T goes round to help
-T corrects the information before class
WHILE YOU READ:
Task 1: (12ms)
- Ss open their books and read in silent by
following the cassette recorder once to practice
new words
-Ss scan quickly the reading to find out the new
words in column A Ss work in individual, then
interchange in pairs
- T goes round to help Ss to guess the meanings of
the new words in the context
Task 2:
- Ss read the text in silence and do the task 2
- Ss read the given statements, T explains new
words (if any)
- Ss skim to find out necessary information to
identify if they are T or F
- Ss interchange in pairs
-T goes round to check
- T corrects the information before class
Task 3:
-Ss work in groups of every desk to find the
information in the reading, then choose the main
eruption ,earth quakes, forest fire,…
Vocabulary :
-eliminate(v) -circulation(n) -run-off(n) -hydroelectric(n) -worsen(v): become worse
Answer keys of task1:
1c; 2a; 3d; 4b
Answer keys of task 2:
1.F; 2.T; 3.T; 4.T; 5.F; 6.F
Answer keys of task 3:
*Paragraph A :
Main idea : Forests give us a lot of
valuable things
Topic sentence : many of those plants
and animals can be used as medicine against cancer, AIDs…, heart diseases and many other sicknesses
*Paragraph B :
Main idea :We can not live without water Topic sentence : Man and
Trang 16idea for each paragraph.
-T explains that the main idea of each paragraph
often appears in the topic sentence
AFTER YOU READ: (10ms)
- Sts work in groups to find the answers in the
reading to prove the importance of forests, water
and have the emergent actions to conserve
- T goes round to check
- T corrects them before the class
most animals need a constant supply of water to live
*Paragraph C :
Main idea : Lets do something to save the
earth
Topic sentence : The earth is being
threatened and the future looks bad What can each of us do ?
3 We should stop polluting rivers and seas and stop the disappearance of plants and animals
HOMEWORK: (2ms) - Read the passage again ,learn by heart new words.
Trang 17Lesson 2 _ Speaking
I AIMS: Talk about the conservation of rare and precious animals by building zoos of the new kind.
II TEACHING AIDS :
-Pictures of forest fires and animals ( if any) , a card board of ‘‘warm up’’, some handouts.
- Tapes and a cassette player
III METHOD : Communicative approach
IV PROCEDURE :
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
WARM –UP: (5ms)
-Sts close their books
-T delivers handouts and asks Ss to classify the given
words to the following categories (wolf, shark, whale,
tiger, lion, elephant, monkey, turtle, seal)
-T introduces new lesson by asking questions:
1 Have you ever been to the zoo?
2 What are zoos opened for?
PRE-SPEAKING: (8ms)
- T explains the new words, structures and
expressions for Ss to interchange in pairs
-Ss study them by learning their meanings and
- Ss open their books and read carefully the
Sea animals Wild & zoo animals
- -prefix “pre-“ means “again”
- EX: reconstruct, reintroduce,…-injured(a): wounded (a)
- -Kent: a county in south-east of England which is famous for vegetables and fruit
- Structure: BE + V3/ V-ed (passive
voice)EX: This chair was made by my father
Suggested keys of task 1:
1-It is used to provide as natural environment as natural as possible for the animals
-the places where endangered species
Trang 182-passage about the zoo in page 106, then answer
the questions
- Ss ask and answer in pairs
- T goes round to help and check
Task 2: (10ms)
- T delivers handouts and asks Ss to practice the
conversation, then do it again, replacing the
underlined words with those provided in(1) and
(2)
- Ss Practice in groups ,using the information from
the table to ask and answer
- T goes round to help them or gives the meanings
of new words (if any )
Task 3:
-Ss work in groups to discuss the advantages and
the disadvantages of zoos of the new kind
- T goes round to help them or gives the meanings
of new words (if any )
POST-SPEAKING:
Task4: (10ms)
-Ss work in groups to give their opinions about the
advantages and the disadvantages of zoos of the
new kind
-T asks one S of each group to report to the class
what his group has discussed
-T corrects these reports before class
can develop-animals can live in natural environment-they are not the places where animals are imprisoned
Suggested keys of task 2:
A: I think it would be better for animals if they live in the zoo of new kind because they may have better food
(1)B: I agree with you (2)
Animals may suffer from dangerous diseases Animals may do what they want to Animals may developAnimals may feel happier
I am afraid that I can’t agree with you
Yes, that’s right
I can’t agree with you more
Yes, I believe so
Suggested keys of task 3:
Advantages Disadvantages-the conditions the
animals are in
- animals that people can visit
-the money spent
on reconstructions
of the animals natural
environment -the dangers that the keepers may have
HOMEWORK: (2ms -Learn by heart new words and structures.
- Make 5 sentences about the protecting of the sea, using the structure “Be + V3/ V-ed”