Unit 9: undersea world

Week: 20 Period: 55 Unit 9: UNDERSEA WORLD E: LANGUAGE FOCUS I. Aims: - By the end of the lesson, Ss will be able to: - Pronounce the sound: / i∂ /, /e∂/, /υ∂/ correctly. - Use: Should, Conditional sentence type 2 II. Teaching aids: - Textbook, tape. II. Procedure: Teacher’s activities Students’ activities A. PRONUNCIATION - Give example and underline the words containing / i∂ /, /e∂/, /υ∂/ - Ask Ss to pay attention the pronunciation of the underlined words - Lead to the new lesson * Presentation: - Present the diphthong: / i∂ /, /e∂/, /υ∂/ - Emphasis the difference between them - Show Ss how to pronounce * Practice: - Model column one by one - Read the sentence containing the diphthong - Correct * Production: - Ask Ss arrange these words into columns: + ear + air + sure + bear + measure + beer + eventually + tear + hair - Keys: / i∂ / /e∂/ /υ∂/ ear beer tear air bear hair sure measure eventually GRAMMAR: * Should: Explain the structure Ex: We should study harder and harder * Conditional sentence type 2: Ex: If I were you, I would not do that. - Give some situations so that Ss rewrite the sentences: 1-You don’t have a car, you don’t drive to work If……………… 2- The weather is bad, we can’t go camping If……………. - Walk round for help - Correct if necessary * Homework: - Make the conditional sentences type 2 - Prepare the new lesson: Unit: 10, lesson: READING Listen and repeat - Close the books - Listen - Listen and repeat - Listen and repeat chorally - Read chorally and individually - Work in pairs - Read the example and explain - Take notes. S + SHOULD + Vo…. S + SHOULD + NOT + Vo …. SHOULD + S + V….? - Work in pairs - Show their ideas -Take notes the form. Form: * IF + S + WERE/ V(ed/ 2), S + WOULD/ SHOULD + Vo Use:Unreal actions in present - Copy down - Work in pairs - Write the sentences on the board - Take notes. IV. Feedback: Week: 20 Period: 56 Unit 9: UNDERSEA WORLD A: READING I. Aims: - Ss will know some information about the undersea world by doing comprehension of vocabulary, answering the questions, and filling the gaps II. Teaching aids: - Textbook. III. Procedure: Teacher’s activities Students’ activities I. Warm-up: - Ask Ss to give some words related to the sea animals II. Pre-reading: - Ask Ss to name the Seas in the world - Ask Ss to look at the map and give the Vietnamese names for the oceans on the map. - Tell some Ss to give their answer. - Tell Ss to work in pairs, write the name of the sea animal in each picture. * Pre-teach Vocabulary: - beneath (prep) - a mystery (n) - investigate(v) - temperature(n) - depth:(n) - oversized:(adj) - (to) maintain: III. While-reading: * Task 1: - Give instructions of what to do, ask Ss to find out the given words in the text and their part of speech - Ss work in groups, scan for information and do the task. - Call some Ss to tell their answer and explain - Feedback - Give the meaning of the new words in the box and in the sentences. * Task 2 : - Explain the questions. - Ask Ss to work in pairs, answer the questions. - Go around to give help. - Have some Ss answer then write on the board. - Correct Ss’ answers on the board. IV. Post-reading: - Ask Ss to have a look at the given word or phrase. - Ask Ss to work in pairs - Tell some Ss to give their answer. - Give feedback V. Homework: - Review the exercise. - Learn the new words - Read the text. - Prepare new lesson - Write the words. - Give the name of the sea, then open books to check - Write the Vietnamese for the oceans. - Write the names of the sea animals @ Keys: Seal – Jelly fish – Turtle – Shark - Listen, give words if they know - Listen to T - Scan the text and do the task. - Give the answer and explain @Key: 1. tiny 2. investigate 3. gulf 4. biodiversity 5. samples - Guess the meaning of the new words in the task - Listen to T - Work in pairs - Answer and write the answer on the board Answer key: 75 percent By using modern devices to investigate the seabed and bring samples of the marine life back to the surface for the further study They provide the wide range of information, including water, depth and the undersea populations 1) line on or depend on the bottom like the starfish. 2) swimming animals such as fishes and sharks that more independently of water currents. 3) tiny organisms that are carried along by the currents like the jellyfish. The marine life would be at stake - Look at the given words or phrases. - Work in pairs, complete the summary. - Give the answers Keys: 1. three –quarters 2. mysterious 3. modern 4. discoveries 5. plants and animals 6. huge 7. biodiversity 8. connect - Take notes IV. Feedback: Week: 20 Period: 57 Unit: 9: UNDERSEA WORLD C: SPEAKING I. Aims: - Ss should take part in preserving and protecting the natural environment. - Ss should know the importance of protecting our sea and offer some possible solutions. II. Teaching aids: - Some reasons and possible solutions III. Procedure: Teacher’s activities Students’ activities Warm-up: - Give situation: What should we do if our class is dirty? - Choose some reasons, Ex: to sweep the class everyday, to place rubbish and plastic bags in proper dustbins - Lead to the new lesson Pre-Speaking: ( TASK 1 ) - Ask Ss to pay attention to the structure with the words underlined: We should place rubbish and plastic bags in proper dustbins. - Ask Ss to use the structure to make sentences - Give the same questions: What do you think of…..? How do you feel about…..? What’s your opinion of…..? And answer: Well, I think…….. In my opinion,…….. - Give model and ask Ss to practise like this - Ask Ss to read Task 1 in order to understand what they mean - Explain the new words: + sparingly + herbicide (n) + pesticide (n) + fertilizer (n) - Ask Ss to put the actions in the order of importance and then say what we should (not) do. But to Ss, they can say a, b or f the most important While speaking ( TASK 2 ) Ask Ss to read the sentences Explain what to do Give hand out - Walk round for help - Correct Keys: Threats Consequences Solutions 1. Beaches filled with plastic bags Polluted water Place plastic bags in proper dustbins 2. Whales hunted for food Extinct/ Disappear (Government) Don’t let people sell whale products 3. Explosives used to catch fish A lot of fish died Be banned 4. Oil spilled from tankers Polluted water Punish captain 5. Pesticides blow off the fields into the sea Polluted water Clean up the water before running into the sea Post speaking: - Ask Ss to discuss how to protect the sea environment - Walk round for help - Ask some groups to show their ideas - Correct if necessary Homework: Learn the lesson by heart Do the exercises page 56, 57 ( Speaking ) Prepare the new lesson: Listening - Close the books and listen - Work in pairs to answer these questions ( Give some reasons or solutions ) - Look at the example - Work individually or work in pairs - Give the structure S + should (not) + V (bare) +……………… - Make sentences - Listen - Work in pairs to ask and answer each other - Open the books and do - Listen - Work in pairs and give the reasons - Work individually Ex: “e” is the most important + We shouldn’t use herbicides, pesticides and fertilizers that harm the environment - Work in groups Exchange information to other group Work in groups - Do in front of the class IV. Feedback: Date: Dec 21st , 2008 Group leader’s signature Week: 21 Period: 58 Unit 9: UNDERSEA WORLD C: LISTENING I. Aims: - Through this unit, Ss will be able to get the main ideas to decide True-False statements and to answer the questions. II. Teaching aids: - Tape, pictures showing the shape of the whale. III. Procedure: Teacher’s activities Students’ activities * Warm-up ( check the previous lesson ) - Ask Ss to give some ways to protect sea environment - Lead to the new lesson * Pre-listening: - Give a picture of whales and asks: What are they? - Write the questions on the board: 1. Do you think whales are fish? Why (not) 2. Why do people keep hunting whales? - Introduce the new words reading in the tape: + Mammal blue whale Atlantic Pacific krill whaling migrate conservation - Check Ss’ pronunciation * While listening: * TASK 1: - Ask Ss to read five sentences - Underline the key word in each sentence: 1. third 2.most 3. warm 4.increase 5. food - Remind these words read in the tape - Ask Ss to listen to the tape for the first time - Ask Ss to give feedback on the board - Ask Ss to listen to the tape again for the last time and explain why they make True or False - Give feedback * TASK 2: - Ask Ss to read six sentences - Underline the key words or phrases in each sentence: 1. the length and weight 2. why to feed in the cold ocean 3. what – good feeding grounds 4. what – main reason – decrease whale population 5. what- groups asked to do 6. what happen – didn’t take any measures to protect - Remind these words reading in the tape - Ask Ss to listen to it for the first time - Ask Ss to give feedback on the board - Ask Ss to listen to it for the last time and explain why they make True or False - Give feedback * After you listen: - Ask Ss to work in groups, talking about whales using the cues: their length and weight their feeding grounds and food the reasons for protecting whales. - Walk round for help - Ask some groups to report - Give feedback if necessary Homework: Write a paragraph ( 40 – 50 words ) to describe the feature of whales Prepare the new lesson: WRITING - Close the books and answer the question. - Close the book and answer: They are whales - Work in pairs and give the reason . Keys: 1. Whales are not fish because they raise their young on milk. 2. Because they want to catch whales for food, oil, leather and other products. - Listen and repeat - Read five sentences and try to get their meaning ( work individually) Keys 1. F 2. T 3. T 4. F 5. T - Work individually and compare with the partners - Give feedback - Listen again and explain - Read six sentences and try to get their meaning ( work individually) Keys: 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 the 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, whales would disappear forever. - Work individually and compare with the partners - Give feedback ( Maybe the main ideas) - Listen again and explain -Work in group - Report in front of the class - Another groups listen and remark IV. Feedback: Week: 21 Period: 59 Unit 9: UNDERSEA WORLD D: WRITING I. Aims: - By the end of the lesson, Ss will be able to use the information to write a short paragraph from a table. II. Teaching aids: - Textbook, facts and figures provided from the table. II. Procedure: Teacher’s activities Students’ activities * Warm- up: ( Check the old lesson ) - Ask Ss to describe the whale - Ask another Ss to the opinion - Give feedback and mark - Lead to the new lesson * Pre-Writing: ( TASK 1 ) - Ask Ss to read the passage - Explain the new words and the structure + carnivores + squid + calf + gestation + entrapment - Explain the new words from the table if necessary - Ask Ss to read the passage again to fill the information related to the table - Gives feedback TASK 2 - Ask Ss to write a paragraph that describes the facts and figures provided from the table - Walk round for help - Call Ss to write the paragraph on the board. * Post-writing: - Pick up some writing to check in front of the class as a whole - Give feedback. Home work: - Write a short paragraph (120 words) from the table, p57, part WRITING in the exercise book - Prepare the new lesson: LANGUAGE FOCUS - Close the books - Describe - Give the opinion - Read - Work individually SPERM WHALE RANGE & HABITAT All oceans Prefer waters with high squid population SIZE Male: 18m in length: 54.000 kg in weight Female: 12m in length: 17.000 kg in weight FEEDING HABITS Carnivores; eat mainly squid Eat up to 1.500 kg of food daily 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 largest brain of all mammals. CONVERSATION CONCERNS At risk due to hunting and accidental finishing net entrapment - Work in group - Give the opinion 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, Dolphin prefer coastal waters and bays. The size of dolphins varies greatly. The smallest dolphin is just about 50 kg in weight and 1.2 metres in length whilet the largest one can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivore and they eat mainly fish. A female dolphin gives birth to one calf every two years afetr a gestation period of eleven to twelve months. A dolphin can normally live from twenty-five to sixty years and some species of dolphins can even longer. Dolphin populations rae at risk due to the population of their habitat and accidental entrapment in fishing nets. - Work individually - Exchange their writing with a friend - Give comment on writing. - Copy down. - Take notes IV. Feedback: