-Walks around the class and offers helps if necessary, then calls on some pairs to act out the activities in front of the class and others write the answers on the board.. Post-readin[r]
Trang 1- Language content:
+ To introduce the students some new words relating to undersea world
+ To help Ss understand the content of the text
- Language function:
+ To talk about the type of sea creatures and undersea life: size, feeding habits, offspring, life span, special features
- Educational aims:
+ To educate Ss to be aware of protecting the environment
1 Language:
a.Vocabulary: cover, challenge, mystery, investigate, sample, biodiversity, maintain, at stake divide into b.Structures: The conditional type 2
2 Skills: Intergrated skills
3 Education factor:
+ To help Ss know how to protect sea creatures
II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explaination, Repetition, using pictures, group work, pairwork, gap-filling
3 Materials needed: textbook, pictures of fish.
4 Students preparation: Prepare some pictures and information about some species of fish
III PROCEDURE IN CLASS:
1.Stabilization: (3mn) - Greeting.
- Checking about absence.
2.Checking up the previous knowledge: - No
3 New lesson:
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON
(5ms)
(10ms)
I Warm- up:
Gives a game “Grouping game”
Asks Ss to look at the pictures and
arrange the animals into two
groups
II Pre-reading:
- Introduces the theme of the
lesson
- Has Ss look at the map and give
the Vietnamese names for the
oceans on the map
- Then, has Ss look at the pictures
in the book and name the sea
animals
- Asks Ss “Do you want to
understand more about undersea
- Work in group
- Listen
- Work with a partner
+ Đại Tây Dương + Thái Bình Dương + Ấn Độ Dương + Bắc Cực + Nam Cực
- Work with a partner
+ Seal + Jellyfish + Turtle + Shark
- Listen
- Take note
- Listen and guess the meaning
Unit 9: UNDERSEA WORLD
A READING
1 New words.
+ cover (v): che phủ + challenge(v): thách thức + investigate (v): điều tra, nghiên cứu
+ maintain (v): duy trì + divide into = fall into + mystery(n): điều thần bí,
bí ẩn + sample (n): mẫu vật + biodiversity(n): đa dạng sinh học
+ at stake : bị đe doạ
* Conditional sentence type 2:
Main clause: would + V-inf
If clause : were/ V(qk)
2 Reading the passage:
* Task 1: Filling gaps:
1 tiny
2 investigate
3 gulf
Trang 2(8ms)
(3ms)
world? Now, let’s read the
passage bellow.”
- Teaches some new words in the
reading
- Explains the meaning of the
words
- Introduces Ss the condional type
2
- Has Ss read the passage then do
the tasks
III While-reading
*Task 1:
- Asks students to fill each blank
with one word in the box
- Tells Ss to share their answers
with a partner
- Calls some students to give the
answers in front of the class
* Task 2:
- Has students read the passage
again in order to find the answer
for the questions
-Walks around the class and offers
helps if necessary, then calls on
some pairs to act out the activities
in front of the class and others
write the answers on the board
IV Post-reading
- Asks the students to complete
the summary of the reading
passage by filling each blank with
a word or phrase in the box
- Helps Ss do this exercise
- Comments and gives correct
V Consolidation
- Retells the content of the text
- Listen and repeat
- Read in silently
- Work individually
- Share the answers
- Answers
- Listen
- Work in pairs
- Answer
- Work in pairs
- Answer
- Listen
- Listen
- Write in the notebooks
4 biodiversity
5 samples
* Task 2: Answer the questions:
1 75% of the earth’s surface.
2 By using modern devises.
3 They investigatethe seabed and bring samples of marine life back to the surface for further stydy
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 biodiversity were not maitained.
* Summary:
1 three-quarters
2 myterious
3 modern
4 discoveries
5 biodiversity
6 huge
7 plants and animals
8 closely connected
V Homework: (2ms)
+ Do all exercises in the notebook.
+ Learn by hear the summary
+ Prepare Speaking
VI Self – evaluation:
Trang 3Period 56: B - SPEAKING
I AIMS AND OBJECTIVES:
- Language content:
+ To provide Ss sentences and expressions for making suggestions about the health of the oceans
- Language function:
+ To help students talk about how to protect oceans and talk about causes and consequences of destroying the ocean environment
- Educational aims:
+ Ss should contribute their parts to protect the natural or ocean environment
1 Language:
a.Vocabulary: sparingly, herbicide, pesticide, fertilizer, responsibly, net, endanger, dispose of, release b.Structures: should + bare-inf
shouldn’t + bare-inf
2 Skills: Intergrated skills
3 Education factor :
+ By the end of the lesson, the students will be able to learn about the function of the ocean in our life and how to protect the natural environment
II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explanation, Repetition, pairwork, giving opions, giving pictures
3 Materials needed: textbook, chalk, board, picture of a polluted beach.
4 Students preparation: Prepare the lesson at home
III PROCEDURE IN CLASS:
1 Stabilization: (3ms) - Greeting.
- Checking about absence.
2 Checking up the previous knowledge: (7ms)
+ Asks students to write some words and some questions about the reading
1 How do scientists now overcome the challenges of the depth?
2 What would happen if the sea biodiversity were not maintained?
+ Suggested answers:
1 By using modern devises
2 Marine life would be at stake if the sea biodiversity were not maitained
3 The new lesson:
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON
(5ms) I Warm- up:
Shows a picture of a polluted
beach and asks Ss
+ How is the beach?
+ What can you see on the
beach?
+ What does “friendly with
oceans” mean?
- Leads to the new lesson “How to
protect our oceans Let look at
some actions below.”
II Pre- speaking:
Teaches some new words
+ sparingly
+ herbicide
+ pesticide
+ fertilizer
- Work in groups and find the words
+ It’s very dirty.
+ Plastic bags, rubbish, tin, bottle…
+ It means “not doing harm to the ocean environment.
- Write in the notebooks
Unit 9: UNDERSEA WORLD
B SPEAKING
* New words:
+ sparingly (adv): tiết kiệm + herbicide (n): thuốc diệt cỏ
+ pesticide (n): thuốc trừ sâu
+ fertilizer (n): phân bón + responsibly (adv): có trách nhiệm
+ net (n): lưới + endanger (v): nguy hiểm + dispose of (exp): vứt bỏ + release (v): thả phóng thích
Trang 4(15ms)
(8ms)
(3ms)
+ responsibly
+ net
+ endanger
+ dispose of
+ release
- Reads the world above
III While- speaking:
* Task 1
- Has Ss put the actions in the
order of inportance and then say
what we should or should not do
- Calls Ss to answer
* Task 2 +3:
- Asks Ss to discuss the
consequences that might occur
and offer some possible solutions
- Divides the class into eight
groups and has each two group
discuss one threat
- Walks around the class and
gives help if necessary, then
selects some groups to present
their
- Comments
IV Post- speaking:
- Asks Ss to think of a camping
trip on the beach, make a list of
some what tourists should or
shouldn’t do.
- Calls on Ss to present their
discussion
V Consolidation
- Summarizes the main ideas in
the lesson
- Repeat
- Work in pairs
- Ss’ answers may vary
- Work in groups
- Discuss in groups
- Present in front of the class
- Discuss in groups of four
- Answers may vary
* Task 1:
+ Should:
- Place rubbish and plastic bags in proper dustbins.
- Use water sparingly.
- Dispose of fishing lines and nets properly.
- Learn all about the oceans.
- Keep only the that we will eat, and release the rest.
- Be a smart shopper and choose our seafood responsibly.
+ Shouldn’t:
- Fish for species that are limited, threatened or endangered.
- Pollute water.
- Use herbicides, pesticides and fertilizers that are harm the environment.
* Task 2 +3:
A: Whales and sharks are still hunted for food, medicine, and other products This makes they extinct
B: Governments should ban hunting them
A: Explosives are used to catch fish and other sea animals This makes a lot of them died
B: We should punish people who use explosives
A: Oil is spiled from tankers This makes water polluted B: We should clean the sea and punish captain
V Homework: (2ms)
+ Write a short paragraph about how to protect our oceans
+ Prepare the meaning of the words in Listening
VI Self – evaluation:
Trang 5Period 57: C - LISTENNG
I AIMS AND OBJECTIVES:
- Language content:
+ To improve students’ listening comprehension skill
+ To help Ss know more information bout whales’life
- Language function:
+ To enable Ss to listen to a passage and get information about whales
- Educational aims:
+ By the end of the lesson , Ss will be able to know something about the whales and know what they do
to conserve the whales
1 Language:
a.Vocabulary: mammal, krill, blue whale, whaling, conservation, huge, migrate
b.Structures: Conditional type II
2 Skills: Intergrated skills
3 Education factor :
+ To improve students’ love of the rare whales, and improve their awareness of protecting these
mammals
II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explaination, Repetition, pairwork, True-False statements, comprehension questions
3 Materials needed: textbook, chalk, board, tape, cassette
4 Students preparation: Prepare the lesson at home
III PROCEDURE IN CLASS:
1 Stabilization: (3mn) - Greeting.
- Checking about absence.
2 Checking up the previous knowledge: (7mn)
- Asks Ss some questions about the whales:
1 Is the blue whale the larggest and most intelligent animal?
2 Why do whales like to feed in the cold oceans?
- Answer:
1 Yes, it is
2 Because there is a lot of krill
3 The new lesson:
ACTIVITIES
CONTENT OF THE LESSON
(5ms) I Warm- up:
Shows the pictures of some fish
- Asks Ss to name the fish in
English, then say something they
know about them (Eg: home, food
habit, offspring, features…)
II Pre- listening:
Introduces the listening task “Now,
you are going to hear a passage
about whales and get some more
information about them”
-Asks the students to answer the
questions in the book
- Calls some students to answer
- Introduces some keywords
+ mammal (example)
+ krill (explanation)
Look at the pictures and answer
+ shark + whale + dolphin
- Work in pairs
- Listen
- Work in pairs
Unit 9: UNDERSEA WORLD
C LISTENING Vocabulary:
+ mammal (n): động vật có vú
Eg: Whales are mammals because they raise their young
on milk
+ krill (n): tiny shellfish + blue whale (n): cá voi xanh + whaling (n):việc săn cá voi + conservation (n): sự bảo tồn
+ huge (adj): very big + migrate (v) di cư
Trang 6(15ms)
(8ms)
(3ms)
+ conservation
+ huge (explanation)
+ migrate(example)
- Reads the words and has Ss repeat
- Checks their understanding by
reading sentences which contain the
new words randomly
III While- listening:
*Task 1:
Asks Ss to guess the statements are
True or False and tell their guessing
- Has Ss listen to the tape and decide
whether the statements are T or F
Let Ss share their answers each
other (Plays the tape more than two
if necessary.)
- Calls on some Ss to present their
answers in fromt of the class
- Feedbacks and gives correct
answers
* Task 2:
- Tells Ss to listen to the tape again
and then answer the questions
- Has them compare their answers
with others
- Asks the students to give the
answers in front of the class
- Comments and gives correct
answers
IV Post- listening:
- Has Ss talk about whales using the
cues + their length and weight.
+ their feeding grounds and food.
+ the reasons for protecting whales.
- Walks around the class and offers
help, then selects some groups to
present their plan
- Calls on Ss to present in front of
the class
V Consolidation
- Summarizes the main features of
the whales
- Answer
+ I don’t think so
Because they are mammals.
+ Because they kill whales for food.
- Take note
- Listen and repeat and pay attention to the stress syllable
- Listen and write down the words they hear in order 1,2,3,4,…
- Work individually to guess and answer
- Listen and share the answers
Present
- Listen and check
- Work in pairs and answer the questions
- Compare the answers
- Give the answer
- Listen and check
- Work in groups of four and talk about whales
- Present
- Listen
- Take note
Eg: In winter some kinds of birds migrate to North Africa
* Task 1: Decide whether the statements are True or
False.
1.F 2 T 3.T 4.F 5.T
* Task 2: Answer the questions.
1 The blue whale grows to 30 metres in length and over 200 tons in weight
2 Because there is a lot of krill- their favourite food in cold waters
3 Cold waters in the North and South Alantic 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 srop most whaling
6 If we didn’t take any measures to protect whales, they would disppear forever
V Homework: (2ms) + Write a short paragraph about how to protect our oceans.
+ Prepare Part D - Writing
VI Self – evaluation:
Trang 7Period 58: D - WRITING
I AIMS AND OBJECTIVES:
- Language content:
+ To help the Ss describe information from a table
- Language function:
+ To help the Ss know more information about the sperm whale’s life
- Educational aims:
+ To improve their love of the rare animals, and their awareness of protecting these mammal
1 Language:
a Vocabulary: carnivore, squid, give birth, life span, entrapment, gestation
b Structure: The Present simple tense
2 Skills: Intergrated skills
3 Education factor :
+ By the end of the lesson, the students will be able to write desctibing information from a table
II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explaination, groupwork, pairwork, using a picture
3 Materials needed: textbook, chalk, board, picture
4 Students preparation: Prepare the lesson at home
III PROCEDURE IN CLASS:
1 Stabilization: (3mn) - Greeting.
- Checking about absence.
2 Checking up the previous knowledge: (7mn)
+ Asks students to answer the questions:
1 What is the length and weight of the blue whale?
2 Why do whale like to feed in the cold oceans?
+ Suggested answers:
1 It is 30 metres in length and 200 tons in weight.
2 Because there is a lot of krill.
3 The new lesson:
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON
(5ms) I Warm- up:
- Asks Ss to play a game “Hidden
picture”
- Hangs a sperm whale which is
hidden by 4 cards There is a
question for each card If Ss
answer correctly, the card will be
opened
+ Card1: What do you call an
annimal that raises its young by
milk?
+ Card 2: What food do whales
like to eat?
+ Card 3: What should we do to
protect our oceans?
+ Card 4: Are Whales the most
intelligent animals in the ocean?
- Shows the picture of a sperm
whale and asks Ss to name it
- Whole class play a game
- Chooses cards, then answer the questions
1 Mammal.
2 Krill.
3 Place rubbish and plastic bags in proper dustbins.
4 Yes, they are.
- Answer : Sperm Whale
Unit 9: UNDERSEA WORLD
Period 58: D - WRITING
* Describing information from a table.
* Task 1: Complete the table about the sperm whale.
+ Range and habitat:
- All oceans.
- prefer waters with high squid population.
+ Size:
- Male: 18m in length; 54.000kg in weight.
- Female: 12m in length; 17.000kg in weight.
+ Feeding Habits:
- Canivores; Eat maily squid
- Eat up to 1.500 kg of food daily.
Trang 8(15ms)
(8ms)
(3ms)
- Leads to the lesson
II Pre- writing:
Teaches Ss some words
+ carnivore (n) + squid (n)
+ life span (n) + entrapment
(n)
+ gestation (n) + give birth
(n)
- Explains the meaning of the
words, and read
- Revises the simple present tense
III While- writing:
* Task 1:
- Asks students to read the
description of the sperm whale
and complete the table
- Guides Ss to fill in the table
- Walks around the class and
offers help
- Calls on students to write their
answers on the board
- Gives feedback
* Task 2:
- Asks students to read the table of
the dolphin and based on the
description of the sperm whale in
task 1
- Has Ss exchange their writing
and correct
- Picks up some writing to check
in front of the class
IV Post- writing:
- Has students look at the groups
of given words carefully and say
what animal the teacher want to
mention
+ about 450 kilos.
+ about 3 metres long.
+ have a very wide feet.
+ can swim 120 kilometres out in
the water.
+ live in the snow and ice.
+ can’t be found at the South
Pole
V Consolidation
- Summarizes some information
about the sperm whale and the
dolphin
- Listen
- Listen and write in the notebook
- Retell
- Work individually
- Listen carefully
- Give the answers
- Write in the notebook
- Work in groups in order to write a paragraph that describes the facts and figures of the dolphin
- Exchange the writings
- Listen
- Work in groups
- Answer:
THE POLAR BEAR
- Listen
- Copy homework in the notebook
+ Offspring:
- Give birth to one calf every 5-7 years.
- Gestation period: 14-19 months.
+ Life Span:
- Up to 60-70 years.
+ Special features:
- Biggest animals that have teeth on Earth.
- Have the laggest brain of all mammals.
+ Conservation concerns:
- At risk due to hunting and accidental fishing net entrapment.
* Task 2: Write a paragraph that describes the facts and figures provided in the table:
(See bellow)
V Homework: (2ms)
Write task 2 in the notebook
VI Self – evaluation:
Trang 9- Language content:
+ To help the students pronounce the sounds / ia / and / ea /, / ua / in words and sentences
+ To provide the students the second condional
- Language function:
+ To help the students pronounce the sounds in English correctly
+ To help the students use the language in communication correctly
- Educational aims:
+ To help the students be aware of using language in sentences
1 Language:
a.Vocabulary: review the previous vocabulary
b.Structures: the second conditional sentence
2 Skills: Integrated skills.
3 Education factor:
+ By the end of the lesson, the students practice using The second condional in a fun and memorale way
in a context that Ss can relate to
II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explaination, pairwork, transformation
3 Materials needed: textbook, chalk, board
4 Students preparation: Prepare the lesson at home
III PROCEDURE IN CLASS:
1 Stabilization: (3mn) - Greeting.
- Checking about absence.
2 Checking up the previous knowledge: (5mn)
+ Asks students to present some information about the sperm whale
3 The new lesson:
ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
A.PRONUNCIATION
I Warm- up:
- Has Ss play “pronunciation
Game”
- Gives 12 flash cards with 12
words on each one to 12 groups
(here, chair, note, mouse, poor,
square, cheers, radio, height,
destroy, usual, upstairs)
- Calls on each of member of each
group to pronounce one word If
one pronounces wrongly, he will
stand up If one pronounce
correctly, he will sit down The
group having the last person
sitting is winner
- Introduces the lesson
II Pre- practice:
- Introduces the sounds and reads
the words
- Calls some students to read the
words again
- Corrects students’ pronunciation
- Play a game
- Listen
- Listen and repeat
- Read the words
- Correct
- Work in pairs
- Answer
Unit 9: UNDERSEA WORLD
E LANGUAGE FOCUS
1 Pronunciation:
/ ia / / ea / / ua / here pair poor dear chair sure clear square tour
idea where usual
2 Grammar:
* Should + bare-inf: khuyên
ai nên làm gì
Eg: You should study hard.
* Shouldn’t + bare- inf:
khuyên ai không nên làm gì
Eg: You shouldn’t smoke.
* Exercise 1:
2 You should look for another job
3 He shouldn’t go to bed so late
4 You should take a
Trang 10(8ms)
(3ms)
mistakes
- Asks students to work in pairs
and practice the sentences
III While- practice:
Has them to tell the words
pronounced the sounds / ia /,/ea /
and / ua /
- Calls some students to present
- Corrects mistakes
IV Free- practice:
- Asks them to close the book and
listen to the teacher to tell the
sounds of the words
- Gives remarks
B GRAMMAR AND
VOCABULARY
1 Should, Shouldn’t
- Gives a situation and has Ss
offer a possible solution
+ Beaches are filled with plastic
bags
- Asks them to say the usage of
should and shouldn’t
- Helps students do the execises
+ Exercise 1:
- Asks students to write a sentence
with should or shouldn’t and the
phrase in the box
- Has them compare the answers
with a partner
- Calls some students to answer in
front of the class
- Gives feedback
* Exercise 2:
- Has students read the situations
and write sentences with I think /
I don’t think… should…
- Calls students to write the
answers on the board
- Gives the correct answers
2 Conditional sentence type 2:
- Has Ss play “Chain game”
- Divides the class into four
groups
- Says If clause
Eg: If I study well,….
- Each group makes following the
teacher’s and others’ The group
having many sentences will win
- Introduces the lesson
- Gives a solution
Eg: Nam isn’t intelligent, so he
can’t answer the question.
- Present Listen
- Listen and answer
(without books)
- Offer a solution
+ We should clean beaches We shouldn’t litter rubbish.
- Answer
- Work individually
- Share the answers
- Answer
- Work in pairs
- Write the answers on the board
- Listen
- Play a game
- Make sentences following the teacher’s
Eg: If I study well, I will get good marks.
If I get good marks, I will pass the exam.
- Listen
photograph
5 She shouldn’t use her car
so much
6 He should put some pictures on the wall
* Exercise 2:
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 boos should re sign
* Coditional setence type2.
cannot be fulfilled in the present or the future
+ If clause: S + were / Vqk +
…
+ Main clause: S +
would/could + bare-inf
* Exercise 3: Put the verbs
into the correct form.
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