Unit 9. Undersea world

05th January, 2008
Period 1
Unit 9: UNDERSEA WORLD
READING (Page 94 – 96)
Objectives:
Educational aim: By the end of this lesson, students will understand more about marine life and have some proper attitudes towards protecting them.
Knowledge:
General knowledge: By the end of this lesson, students can understand the reading and do the tasks below.
Language:
Vocabulary: Pacific, Atlantic, Indian, Antarctic, and Arctic Oceans, marine, gulf, bay, starfish, biodiversity, at stake, to maintain
Grammar: simple present tense
Skill: Reading
Teaching aid: Textbook, board, and chalks
Techniques: Pair work, group work, separate work.
Procedure:
Classroom arrangement and taking attendance:
Today’s lesson:
Unit 9: UNDERSEA WORLD
READING (Page 94 – 96)
Teacher’s and students’ activities Content
_ T divides class into 2 groups, asks Ss to list out some marine life that they know.
_ Ss discuss and give as many names of marine life as they know and write the marine life on the board.
After 3 minutes, T checks the answers. Which group has more correct names will be the winner.
_ T asks Sc to open the book and do the questions
_ Ss answer. T invite them to write the answers on the board.
_ T checks the answers.
_ T plays the tape 1 to 2 times, then asks students to do task 1.
_ T asks Ss to find where the words provided in the box are in the text, find their classification (N, adj, adv, v, ..)  Ss do task 1 in groups of 3 to 4 students.
_ T invites some Ss to do the task one by one  Ss answer, translate into Vietnamese and write the answers on the board.
_ T checks the answers.
_ T asks Ss to do the task 2 in groups of 3 or 4, answer the questions  Ss discuss and present their answers.
_ T invites some Ss to answer, corrects, and have them write the answers on the board.
_ Ss write the answers on the board  T check their writings and asks others to take notes.
_ T asks Ss to work in groups, read the words provided in the box first, explain their meanings  Ss listens and take notes, then do the task.
_ T invites some Ss to answer and write the answers on the board.
_ T checks and gives comments. Warm up: Game: Marine life
_ Tell me some marine life that you know?
Examples: Dolphin, Whale, Starfish, seadog, seal, turtle, shark, mackerel, ray, skate…
Before you listen:
 Suggested answers:
The oceans:
Pacific ocean: Biển Thái Binh Dương
Atlantic ocean: Biển Đại Tây Dương
Indian ocean: Biển Ấn Độ Dương
Antarctic ocean: Biển Nam Cực
Arctic ocean: Biển Bắc Băng Dương
 The sea animals:
Seal, Jellyfish, Turtle, Shark
While you read:
 Task 1:
 Suggested answers:
tiny
reveal
gulf
biodiversity
samples
 Task 2:
 Suggested answers:
75%
By using more sophisticated tools
To investigate the seabed and bring samples of the marine life back to the surface for the further study.
Provide a wide range of information, including water temperature, depth and the undersea populations.
Group 1: live on or depend on the bottom like the starfish.
Group 2: swimming animals such as fishes and sharks that more independently of water currents.
Group 3: tiny organisms that are carried along by the currents like the jellyfish.
6. If the sea biodiversity was not maintained, the marine life would be at stake.
After you read:
 Suggested answers:
three – quarters
mysterious
modern
discoveries
plants and animals
huge
biodiversity
closely connected
Consolidation:
T asks Ss to read the summary and translate it into Vietnamese.
D. Homework:
Ss read the passage fluently, translate it into Vietnamese, and learn by heart all new words.
Preparation for the next lesson:
Unit 9: (cont)
Speaking (page 97)
Teacher’s comment on students’ attendance and participation.
06th January, 2008
Period 2
Unit 9: UNDERSEA WORLD
SPEAKING (Page 97)
Objectives:
Educational aim: By the end of this lesson, students will practice talking about the ocean and how to protect it from polluted
Language:
Vocabulary: Pacific, Atlantic, Indian, Antarctic, and Arctic Oceans, marine, gulf, bay, starfish, biodiversity, at stake, to maintain
Grammar: simple present tense
Skill: Speaking
Teaching aid: Textbook, board, and chalks
Techniques: Pair work, group work, separate work.
Procedure:
Classroom arrangement and taking attendance:
Review of the previous lesson:
T asks 3 students to read the passage and translate into Vietnamese, then answer the following questions:
1. How many oceans are there in the world?
2. What do we use submarine for?
3. The marine life is divided into 3 ,main groups. What are they?
Today’s lesson:
Unit 9: UNDERSEA WORLD
B. SPEAKING (Page 94 – 96)
Teacher’s and students’ activities Content
_ T asks Ss the question. Ss try to express their ideas in English.
_ T checks and lead in today’s lesson
_ T helps Ss to discuss in pairs, using the following suggestions
_ Ss do the task in pairs. After that, T presents the models beside and asks Ss to practice.
_ T invites some pairs to present their discussions.
_ Ss present their dialogue  T listens, give comments and corrects their mistakes if necessary.
_ T asks Ss to read to task carefully, then asks them to work in groups, discuss the consequences that might occur and offer some possible solutions.
_ T invites some groups to go to the board and report what they have discussed.
_ Some Ss report, others asks some questions for their presentation
_ T gives comments and mark for the groups. Warm up:
Questions: _ What would you do if your living surrounding has so much rubbish?
Before you speak:
 Task 1: (Pair work)
 Useful language:
 Ways to ask for opinions:
_ What do you think of (using herbicides)?
_ How do you feel about (being a smart shopper)?
_ What’s your opinion of (fishing for species)?
 Ways to give your opinions:
_ Well, I think
_ In my opinion
_ As far as I’m concerned
_ We should
_ We shouldn’t
 Suggested answers:
A: What do you think of placing rubbish and plastic bags in proper dustbins?
B: I think it is essentially to protect the environment from being polluted.
While you speak:
 Task 2:（group work）
 Suggested answers:
Threats
Consequences
Solutions
1. Beaches filled with plastic bags
_ polluted water
_ place plastic bags in proper dustbins
2. Whales hunts for food
_ extinct/ disappear
_ (Governments) 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 blown off the fields into the sea
_ Polluted water
_ Clean up the water before running into the sea
After you speak:
Task 3:
Report to the class what you have just discussed.
Consolidation:
Question: What should you do to protect the environment?
E. Homework:
Practice speaking with the suggestions above and learn by heart all new words and structures
Preparation for the next lesson:
Unit 9: (cont)
C. Listening (Page 98 – 99)
Teacher’s comment on students’ attendance and participation.