Bài giảng unit 11 national parks period 1+2: reading

Unit 11: National parks Period 1+2: Reading Aims: By the end of the lesson, Ss will be able to: Use vocabulary items related to the issue of national park Fill in the missing information Completing the table based on the information given in the books Scan for specific information Skim for general ideas Materials: Textbook, whiteboard markers, Cassettes… Procedure: Teacher students Warmer: - Have you ever been to a national park? - Can you name some of the national parks in Vietnam and in the world? ( Cud Phoung, Cat Tien, Cat ba, U Minh, Bach Ma) - What trees and animals can you see in a national park? (Old trees and some specious animals). Pre-reading: a. Match each of some national parks with the appropriate extract: Cuc Phoung national park Extract B Bach Ma national park Extract A Nam cat Tien national park Extract C b. Newwords: ox : bo duc buffalo 'bʌfəlou: trau unique (a) ; doc nhat, vo nhi Noble people: tang lop quit toc Ancient times : ngay xa xua Rim : bo, mep Canyon : hem nui Aborigines /æbə'ridʒini:z/: tho dan Ecology : he sinh thai Reptiles : ;loai bo sat Amphibians : loung cu - Take note While- reading: Complete the charts: National park Year of Establishment Country Area ( sq km) Grand Canyon 1919 The United States 4,931 Kakadu 1979 Australia 12,432 Answer the question with the information found from the graph 100 species of reptiles 50 species of amphibians. The total number of species of birds, reptiles, and amphibians is 365 Fill in the missing information: reptiles 35 Grand Canyon c. Complete the spider grams 1. National park in Viet Nam - Con Dao National Park. - Nam Cat Tien National Park - Bach ma National park - Cuc Phoung National Park 2. Some species of animals: - birds: parrots, nightingales, eagles… - reptiles: snakes, chameleons, geckos (tac k e) … - amphibians: crocodiles, frogs, hippopotamuses( ha ma)…. - pair work - Group work Homework: Learn by heart the new words Do exercise in work book Self evaluation: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Unit 11: National park Period 3: Speaking Asking for permission and Giving Reasons for refusal Aims: By the end of the lesson, Ss will be able to ask for permission and give reasons for refusal Materials: Textbook, whiteboard markers, cassettes… Procedure: Teacher Students Warmer: Pre- speaking: a. Fill in the missing information in the bubbles below, using the suitable prompts provided. 1. b. It’s sort of complicated, but you see, this practice will lead to wildlife extinction in the long run. 2. c. Anybody mind if tourists throw garbage into the lakes? 3.a. Well, the thing is, they will suffer from air pollution because smoke from these vehicles pollutes the air they breathe. b. Some ways to ask for permission and giving reasons for refusal.( Useful expressions) Asking for permission Giving reasons Is it all right if….? Is it possible for…to…? Would it be all right if…? I wonder if… I asked myself if…? Anybody mind if…? Should we/ Can we…? What if….? Well, you see… The reason is… It’s sort of complicated, but you see.. Well, the thing is… It’s because… Pair work Take notes While- speaking: 1. Use the suggested expressions and prompts below to make up exchanges about ways to preserve the natural environments. Ex: Situation 1: Would it be all right if we felled some trees for wood. I’d rather you didn’t, the thing is, this would destroy the forest. We must grow more trees instead. I see. Situation 2: S1: Would it be all right if we shoot wild animals in this area? S2: It’s sort of complicated, but we should protect some wild animals so that they won’t become extinct. Pair work III/Post –speaking: Take turns asking for permissions and giving reasons for refusal on other issues related to environment protection ( in the park, in the school yard, on the beach) S1. Anybody mind if people litter in the park? S2: I’d rather they didn’t, the thing is, this will damage the environment and pollute the air we breathe. IV. Home work: Unit 11: National park Period 4: Writing Interpreting and describing graphs Aims: By the end of the lesson, Ss will be able to understand and know how to describe the information in the graph Materials: Textbook, whiteboard markers, cassettes… Procedure: Teacher Students Warmer: Pre- writing: The Structure: Three parts: Part one: Restating the name and giving the general trend of the graph, chart.. Part two: Describing the graph based on the information given. Part three: Concluding and give some remarks. Languages used a. Reference structures: The table/ chart/ shows that…. According to the table/ chart… As can be seen from the diagram… It can be seen from the diagram that… We can see from the… that State the statistic effectively: Express changes: Increase / rise/ decrease/ drop/ fell….. suddenly/ rapidly/ sharply/ steadily/ gradually/ slowly/ slightly… There is a sudden/ rapid/ dramatic/ sharp/ steady/ gradual/ slow/ slight…..increase/ jump/decease/ drop/ fall… in…. Ex: There is a sudden fall in the number of motorbikes produced in 2004 Other expressions: increase by 10% from 10% to 20 % fall by 10% from 20% to 10% Twice/ three times as much as… Ex: School A has twice as many students as School B. School A has as many students as school B Look at the following graph and fill in the missing information 1. Disposable 2. Plastic bottles 3. All papers forms 4. Construction debris While- writing: b. Look at the graph: ask Ps to look at the graph to understand the information given. 1. Give the brief answers based on the graph a. In 1965 b. In Australia c. 6 gas blowouts occurred in total: 5 in Bass Strait and 1 in the Timor Sea. 2. Write a short paragraph to interpret the graph based on the answers above. In the graph, the number of gas blowouts that occurred in Australia in 1965 is shown. According to the graph, there were 5 gas blowouts in Bass Strait and 1 in the Timor Sea. In sum, there were 6 gas blowouts. Draw a graph The number of visitors to Cuc Phuong and Nam Cat Tien national aprks in 2010 0 2000 4000 6000 Cuc Phuong Nam Cat Tien In the graph, the number of visitors coming to Cuc Phuong and Nam Cat Tien national parks is shown. According to the graph, there are 4,000 visitors coming to Cuc Phuong National Park and 5,000 to Nam Cat Tien National park. In sum, there are 9,000 tourists visiting these two national parks Post- Writing: - Give remarks and give marks Home work: Describe the graph given in the handouts and in exercise book The number of pupils that took an entrance exam into Halong gifted high school from 2000- 2006 The graph shows the number of students of Ha Long gifted high school from 2000 to2006. As can be seen from the graph, the number of students increased gradually within the six years. According to the graph, in the year 2000, the number of students was 723 and increased to 825 in 2002. In 2004, the number of students increased by 375 in comparison with the year 2002. The number of students even increased to 1370 in 2006. In summary, the number of students taking entrance exam into Halong gifted high school was on the increasing trend from 2000 to 2006. Self evaluation: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Unit 11: National park Period 6+ 7: Language Focus Aims: By the end of the lesson, Ss will be able to: Distinguish the use of preserve and reserve Know how to reduce a relative clause to make a reduce relative clauses Do exercises with the passive voice with different verb forma and with modals Materials: Textbook, whiteboard markers, cassettes… Procedure: Teacher Students Word study: Preserve/ Reserve 1. Presentation: reserve: de danh, du tru, dang ki trouc reservation: dat trouc (từ Mỹ,nghĩa Mỹ) vùng đất dành riêng cho bộ lạc người Anh điêng ở Mỹ Indian reservation vùng dành riêng cho người da đỏ (từ Mỹ,nghĩa Mỹ) sự dành trước, sự giữ trước, sự đặt chỗ trước (vé tàu..) a hotel reservation preserve: [pri'zə:v] -bảo quản, giữ gìn (cái gì cho hoàn hảo); lưu giữ, -bảo tồn, duy trì lâu dài; bảo toàn (cho ai khỏi nguy hiểm) -giữ, bảo vệ (cái gì khỏi mất) -dành riêng (khu săn, khu đánh cá...) - preservation: sự gìn giữ, sự bảo quản, sự bảo tồn, sự duy trì, được bảo quản rất tốt (a preservation order) 2. Practice: 1. preservation 2. preserve 3. reserved 4. reservation 5. reservations Grammar: Reduced Relative Clauses: Set the scene: There are about 300 Aborigines who live in this national park There are about 300 Aborigines living in this national park Cuc Phuong National Park has a unique species of trees which is called KimGiao Cuc Phuong National Park has a unique species of tree called KimGiao Presentation: Relative clauses can be reduced by using: + the present participle (V- ing) ( for the active sentences) Eg: The man who is sitting next to you is my uncle The man sitting next to you is my uncle + the past participle (-ed form) ( for the passive sentences): Eg: The books which were written by To Hoai are interesting The books written by To Hoai are interesting. Practice: The police are making great efforts to arrest those killing and purchasing wild animals. People should change the inappropriate lifestyle causing destruction to natural reserves. There should be some measures to protect the humpback whale, considered an endangered species. Poachers still try to kill rhinos kept in protected areas because of big profits Wild animals living in their natural habitat will have a better and longer life than those kept in protected areas. The passive voice: 2.1.Presentation: a. The passive voice with different verb form: Tense Subject Auxiliary Past participle Singular Plural Present simple The car/ cars is are designed Present perfect The car/ cars has been have been designed Past simple The car/ cars was were designed Past perfect The car/ cars had been had been designed Future The car/ cars will be will be designed Future perfect The car/ cars will have been will have been designed Present progressive The car/ cars is being are being designed Past progressive The car/ cars was being were being designed b.The passive voice with different verb form: The flight(s) will The flight(s) can/ could The flight(s) should be cancelled The flight(s) might/ may The flight(s) must Subject + modals + be + PII 2.2. Practice: 1. must be banned 2. will be organized 3. were forced 4. are not allowed 5. is being destroyed 6. must have been Homework: In work book Self evaluation: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………