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Mô tả: Unit 9 Nature in danger Lesson 1,2 Reading Outcomes - By the end of the lesson, the students are able to skim for general ideas. - By the end of the lesson, the students are able to scan for specific information. - By the end of the lesson, the students are more aware of the need to protect nature. Type of lesson - Skill- based (reading) Key vocabulary - explode -hallucinate - summit - deposit Key structures - Climbers also bring with them canisters containing fuel to cook their meals. Anticipated problems - Some students may not be very willing to express themselves and share ideas. Materials - Textbook, Chalk and board, handouts. . Stage/ Timin g Procedure Aims Focus Material s 1. Warm- up & lead-in ( 6-7’) 2. Pre- readin Game: World knowledge Quiz - Divide the class into two groups, A and B. - Tell the groups to take turns to choose a number and answer the question. With a correct answer, the group wins one point. If the group cannot answer it, the other group has a chance to give the answer and get the point. The group more points will win the game. - Check sts’ understanding of instructions and have them start the game. - Keep a running total of points for each group on the board. - Declare the winner. These are the questions used in the quiz: 1. What is the highest mountain in the world? ( Expected: Mount Everest) 2. What is the name of the famous mountain in Japan? ( Expected: Mount Fuji) 3. Name at least three famous national parks around the world? ( Expected: Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi, ….) 4. What is the most famous tourist attraction in Quang Binh? ( Expected: Phong Nha Cave) 5. What is the smallest continent in the World? ( Expected: Australia) 6. What is the biggest land mammal? ( Expected: The elephant) - Ask sts : - What is the common topic of these things? ( Expected: Nature) - What is happening to the nature? ( Expected: It’s in danger./ Human being are destroying it./) - Transition : - yes, : Nature ’s in danger because of human actions and activities. In Unit 9, we’ll study this problem and find solution to it. Matching pictures with tourist attractions To raise sts’ interest and to lead to the new topic To engage sts, and led sts express their opinions -To help sts associate names with real Group s T- class T- class T- class T- class Handout s - Chalk & board g (8- 9) (8-19) (5-6) 3. While readin g (10- 12) Tell sts to look at the pictures (page 126) , they are: Mount Everest, the famous Ayers Rock of Australia, Yellowstone national parks Mount Euji national park, Cham Chim national park , and Phong Nha Cave; tell sts to match them with their names. - Tell sts these famous places are being destroyed because of tourism. - Elicit how tourism do harm to them. Tell sts to check the activities done by tourists that can be harmful and list more.( Task b, page 127) Teaching Vocabulary Elicit meanings from sts or give explanations or synonyms yourself. + explode(v) : increase quickly ( bùng nổ) + explosion(n) ! + attempt "# (v): try, make effort (cố gắng, nỗ lực) + junkyard (n) : bãi phế liệu + summit $ (n) : peak, top (of a mountain):đỉnh + hallucinate %"&# (v): see or hear something when no such thing is present : bị ảo giác + hallucination %"&#' (n): + survival "(( (n): state of continuing to live or exist + survive "(( (v):sống sót + deposit )* (n/v): sum of money that somebody pays in advance in case he damages or lose something he is renting: tiền đặt cọc + Read the words one by one and ask sts to repeat. Checking Vocabulary: Gap-filling - Give sts handouts and ask them to complete the sentences using the words just learned. 1. Living in the wild, animals have to struggle for 2. Dave said he would .to break the world record this time. 3. A few minutes after taking the drug, he began to 4. You have to pay a $ 50 before you can move into the flat. 5. Together with the development of economy, world population . and reached 6 billion in the 20 th century. 6. Lots people have tried to climb to the of this mountain but not many have reached it. - Tell sts to compare answer in pairs then check with the class. Expected answers : 1. survival 2. attempt 3. hallucinate 4. deposit 5. exploded 6. summit Activity 1: Identifying the best title ( Task a, page 128) - Ask sts to read the passage and then choose the best title for the text. - Call on sts to say what they choose and give explanations. - Go over the answer with the class. ( Tell sts pars. 2 and 3 are about the problems caused by tourists, and par. 4 is about how the problem is solved.) Activity 2: Questions and answers( Task b, page 128) - Tell sts to read the text again and find answers to the questions, things - To provide backgroun d knowledge for the reading - To provide sts with some language to help understand the text. - To see if sts have learned the words and know how to use them in the new context. Individ uals Individ uals Pair (14- 15’) 4. Post- readin g (14- 15’) 5. Home- work and then work with a partner to ask and answer the questions. - Go round to monitor and give help if necessary. - Call on pairs of sts to ask and answer, and check with the class. Activity 3: True- False Statements. - Give sts handouts with Statements about Mt. Everest and tell them to decide if they are True, False or Not given according to the text. - Ask sts to work with a partner and compare answers. - Call on sts to read the statements and say their choice. -Go over the answers with the class. These are the statements in the handouts: 1. Tourism in Nepal has increased quickly because lots of people want to visit Mount Everest . 2. The Southeast Ridge is the summit of Mount Everest. 3. Lots of climbers hallucinate because of lack of oxygen. 4. Sherpas are native Himalayan guides or porters in the mountains. 5. According to the law, climbers have to pay a $ 5,000 deposit before living the country. Expected answers : 1. T 2. F( No, it’s the most famous route to the summit, not the summit itself) 3. NG 4. T 5. F( before climbing the mountains Discussion - Ask sts to work in groups of 4 or 5, and discuss the problem in Viet Nam’s National parks and famous tourist attractions, and then suggest solutions to the problems. - Go round to control and give help if necessary. - Call on sts to report about their group’s ideas and encourage sts to argue for and against their friends’ ideas. -Give feedback and comments on what sts have. Summary the reading at home Unit 9 Nature in danger Lesson No 3 Listening Outcomes - By the end of the lesson, the students are able to listen and understand general ideas. - By the end of the lesson, the students are able to listen for specific details. Type of lesson - Skill- based listening) Key vocabulary - environment-friendly - disturb - intension - wash away Key structures -So ecotourism is environment friendly, isn’t it? Anticipated problems - Some students at the back may have difficulty listening to the CD player. Materials - Textbook, Chalk and board, handouts, CD player, poster, cards. Teacher’s activities Students’ activities 1. Warm-up & lead-in( 6-7’) Game: Word grid - Work in groups. Aim: To create interest, check up vocabulary and introduce the topic. - Prepare a poster of a word grid with 10 rows. 1. A verb that means “ increase quickly” 2. A verb that means “see sth that is not present” 3. A sum of money paid in advance for sth rented. 4. A verb that means “ try, or make an effort” 5. A noun that means “ the way to somewhere”. 6. Mt. Everest is called a ………because of garbage. 7. A verb that means “continuing to live or exist”. 8. A person who leads an expedition and show them the way. 9. A verb that means “ write your name in a list ”. 10. The peak or top of a mountain. - Ask sts to work in two groups, A and B. - Tell sts to take turns to choose a numbered. - Read the explanation for the word in that row, and the word in that row, and the group try to say what the word is. If the group get it right, they score 1 point. If they get it wrong, the other group have the chance to say the word and score the point. - After 5 rows have been revealed, the groups are allowed to guess the key word in the column. If they get it right, they win 5 points. - The group that has more points will win the game. - Check sts’s understanding of instructions and have them start the game. - Keep a running total of point for each group on the board. - Declare the winner. 2. Pre-listening (5-6’) - Brainstorming Aim: To engage sts, and elicit ideas. - Ask sts to write down things they know about ecotourism. Ecosystem environment-friendly - Note down sts’s ideas on the board. Talking about the pictures. . (Task a, page 129) Aim: To prepare sts for the listening. - Tell sts the tourists in the pictures are taking an eco-tour. - Ask sts to say what these people might be doing, and then ask them if what these eco-tourists do any harm to the environment. 3. While –listening (5-8’) Activity 1: True- False Statements(Task b, page 130) Aim: To give practice in listening for details. - Tell sts they are going to listen to a talk by an environmentalist about the effects of eco-tourism. - Ask sts to listen to the first part of the talk and decide if the statements in task b are True(T) or False (F). - Ask sts to listen for the 2 nd time if necessary. - Go over the answers with the class. - Play the game. -Suggested answers: 1. explode survival 2. attempt 3. hallucinate 4. deposit 5. exploded 6. summit -Listen. - Discuss in pairs. - Report the answers. -Work in pairs -Suggested answers: a. Some eco-tourists are watching birds with binoculars. b. Two tourists are riding an elephant. c. A lot of tourists are taking a board trip along the canal ( or a river) d. Tourists are hiking/ walking in the forest. d. Some tourists are making a campfire. e. A lot of tourists are watching a whale swimming in the sea. -Listen for general ideas. -Suggested answers: 1. T 2. F 3. T 4. F Activity 2: Listen and Complete the table. (Task c, page 131) Aim: To focus sts on specific details. - Ask sts to listen to the 2nd part and complete the table about the activities done by eco-tourists and their effects on the environment. -Call on sts to read the activities and their effects and check with the class. 4. Post-listening (8-9’) Speaking: Discussion Aim: For sts to express themselves and share ideas - Ask sts to discuss the possible effects of eco-tour activities, both positive and negative ones. - Move around to control and give help if necessary. -Call on sts to report about their groups’ discussion. - Give comments and feedback. 5. Home-work (1’) Review the content of the text at home. - Work individually then compare the answers with a partner. -Suggested answers: 1. ( Watching) whales or dolphins. 2. ( Noise from boats) disturbs whales and dolphins, which can become stressed and eat less. 3. ( Watching) birds. 4. ( The strong lights from the flashes) might frightened the birds. 5. ( Walking) on the grass and plants. 6. ( The vegetation) might be harmed, which causes soil erosion when there are heavy rains. - Work in groups. -Suggested answers: Buying objects made from endangered species ( ivory, coral, seashells, etc) may encourage illegal hunting or killing of these species. ………………………… Unit 9 Nature in danger Lesson No 4 Speaking Outcomes - By the end of the lesson, the students are able to ask for -By the end of the lesson, the students know how to give explanations for actions. Type of lesson - Skill- based ( speaking). Key vocabulary : - life jacket - canal - binoculars - get lost Key structures - Why should tourists wear sunglasses? - Wee, the thing is, the sunlight there is very strong. Anticipated problems - Some students may not be confident enough to express themselves in English. Materials - Textbook, Chalk and board, handouts, , poster, cards. Teacher’s activities Students’ activities 1. Warm-up & lead-in( 6-7’) Game: Cut-up Sentences Aim: To create interest and introduce the topic. - Divide sts into small groups. Give each group a set of cards with phases of sentences cut up. - Shuffle the cards and tell sts to work in their groups and put the phrases into sentences of a short exchange between A and B. Then stick the exchange on the board. - These are the sentences and how they are cut: People say that / ecotourism/ is environment-friendly/ Why do/ you think/ it does/ harm to the environment? - Work in groups. - Play the game. -Suggested answers: A. People say that ecotourism is environment-friendly. Why do you think it does harm to the environment?. B. The thing is the activities done by ecotourists indirectly cause harm to the The thing / is/ the activities/ done by ecotourists / indirectly cause/ harm/ to the environment / and they don’t even/ realize this. - The first group to finish and get it all correct will win the game. - Check sts’s understanding of instructions and have them start the game. - Declare the winner. - Lead to the new lesson. 2. Pre-speaking (4-5’) - Eliciting and introduce useful language. Aim: To challenge sts to generate key structures and to facilitate speaking activities later. - Elicit from sts the structures used to ask for reasons for actions and those used to give explanations of actions. Useful expressions Asking for explanation Giving an explanation + Why should ? + Because + Why shouldn’t .? + The thing is + a clause + What for? + If I could explain + .so that + .so as to/ so as not to + inf + .in order to/ in order not to - Task a : Completing the brochures.(4-5’) Aim: To prepare sts for the next task. - Tell sts to complete the brochures for tourists in task a using the information in the box and the tour guide’s note. - Go over the answers with the class. 3. While – speaking (13-14’) Role play (Task b, page 134) Aim: To provide some controlled practices. - Work in groups of 4, one is the tourist guide, the others are tourists. - Give the model. e.g. Tourist 1: Why should we bring warm clothes when we visit Phong Nha cave? Tour guide: Because it’s rather cold inside the cave. Tourist 1: And why shouldn’t we smoke? Tour guide: Well, the thing is, smoking could pollute the air. - Tell sts to change roles for different tourist attractions. - Call on some sts to act out in front of the class. - Go over the answers with the class. 4. Post- Speaking (13-14’) : Listen and responding Aim: To integrate some listening and to give some consolidation. environment and they don’t even realize this. - Listen and take note. - Read the example exchange. - - Work individually then compare the answers with a partner. -Suggested answers: + Phong Nha cave: Do/ Don’t(brochure) Why?/(tourist’s notes) Do - bring warm clothes - bring a flashlight - wear a light jacket Don’t -throw plastic bags or cans into the water - leave a group without notice - smoke - It’s rather cold inside. - It’s dark inside. -fall into the water - pollute the water - get lost - pollute the air. - Work in groups. - Act out the conservation between the tourists. Read the explanations one by one and sts to say what actions are mentioned. - Check with the whole class. - Give comments and feedback. These are the explanations: 1. Well, because it might be very cold underground. 2. The thing is, the strong sunlight there can be harmful to your skin. 3. in order to avoid cuts on rough rock surfaces. 5. The thing is, cigarette buds cause fires. 5. Home-work (1’) - Give sts a situation in which their relative is going to visit Mt. Everest. - Tell sts to write a note to their relative to tell what they should or shouldn’t do their, plus explanation. - Work individually then compare the answers with a partner. -Suggested answers: 1. should bring warm clothes 2. should wear sunscreen. 3. should sports/ walking shoes 4. shouldn’t leave the group 5. shouldn’t smoke Unit 9 Nature in danger Lesson No 5 Writing Outcomes - By the end of the lesson, the students are able to compare trends and figures in a table. -By the end of the lesson, the students are able to write a description of information in a table. Type of lesson - Skill- based ( writing). Key vocabulary : - nearly - almost Key structures - There was a different of 320 kg of used batteries collected. - More oxygen bottles were collected in 1998 than in 1995. Anticipated problems - Some students seem not to be confident enough to express themselves in English. Materials - Textbook, Chalk and board, handouts, , poster, cards. Teacher’s activities Students’ activities 1. Warm-up & lead-in( 6-7’) Game: More or less? Aim: To create interest and introduce the topic - Hang a poster with 9 number-red boxes on the board. - Divide sts into two groups, A and B. - Tell the group to take turns to choose a number 1-9, except 5. - Tell sts each box contains a phrase with a number; number 5 has the same unit of measure as in any box. Sts will have to make a sentence about the phrase and compare it with number 5. - With a logical sentence, the group wins one point. Otherwise, the group has the chance to make a sentence and score the point. - The group with more points correct will win the game. 1 2 3 4 5 6 - Work in groups. - Play the game. -Suggested answers: 2 tons of garbag e 7 visitor 3 fires US $ 5 5 4.6 kg of rice 10 acres of land 1 liter of water 5 people 7 8 9 - Expected structures and sample sentences: 1. less/ smaller amount 2. more/ bigger number 3. fewer: 4. the same: 6. almost the same/ similar: 7. more - Declare the winner. - Lead to the new lesson. 2. Pre- writing (6-7’) - Eliciting and introduce useful language. Aim: To provide sts with an outline of the description. - To write a report about changes of information in tables, sts need to include the following: a. An introduction sentence (what the table is about) b. The kind of change (increase or decrease). c. The period of time involved. d. A comparison of different sets of information. - Elicit and introduce to sts the way we can talk about these things: Aim: To give some useful language to facilitate writing tasks later. a. Some verbs often used in the introduction sentences: Useful expressions Describes/ shows/ represents/ illustrates/ indicates/ reveals e.g: The table describes the amount of garbage collected…. b. Some phrases used to describe changes: Verb + adv. Adj + Noun Rise slightly slight rise Increase steadily steady increase Go up sharply sharp decrease Decrease gradually gradual decline Decline dramatically dramatic fall Go down significantly significant drop Fall/ drop Some other phrases: remain the same, remain unchanged, remain stable, fluctuate between…and ., experience some fluctuations. c. Expressions of time: Between 1995 and 1998… In 1999…/ Since 2005… d. Expressions of comparison: compared with…/ in comparison with…/ similar to…/ the same (as)…/ more/ fewer/ less…than…/ a difference of…. - Review the use some words: More + plural countable nouns/ uncountable nouns Less + uncountable nouns Fewer + plural countable nouns A large number of + plural countable nouns 1. There was a smaller amount of garbage./ There was less garbage. 2. There were more visitors to the place./ There were a bigger number of visitors to the place. 3. There were fewer fires last year. 4. It costs the same. /The same amount of money was paid. - Listen and take note - Listen and take note - Listen and take note An amount of + uncountable nouns (Task 1, page 134) Reading and recognizing (2-3’) - Have sts to study the table and read the description on page 134 then underline the expressions of comparison used in the description. - Call on some sts to read the phrases and check with the class. 3. While – writing (6-7’) Aim: To provide some controlled practices and provide more samples . Activity 1: Gap- filling - Work in pairs, give each pair a handout of a gapped description of the information in Table 1. - Tell sts to study the table and complete the description with suitable information. - Call on some sts to report the answer in front of the class. - Go over the answers with the class. Handout Table 1 show that the (1)….situation in three Southeast Asian …(2)… , Cambodia, Indonesia, and Laos between 1990 …(3) ….2005. As can be seen, Indonesia had…(4)……forest cover, with 116,5…(5)……in 1990, very much large than Laos’ and Cambodia’s, which was only 17.3 and 12.9 million hectares respectively. The figures also indicates that within …(6)… , from 1990 and 2005, Indonesia had the highest percentage of forest loss, at …(7)… , while…(8)… at 19.3 percent and Laos the …(9)…at only… (10)… Activity 2: (Task 2, page 135) Writing a description Aim: To make the writing task easier for sts. _ Write on the board a list of questions about the information in Table 2, and ask sts to study the table and find the answers to the questions. 1. What does the table 2 show? (where and when) 2. Were there more or fewer fires in 1990 than in 1980? 3. What about the acres burned in 1990 compared with 1980? 4. Compare the number of fires in 1990 and 2000. 5. Compare the number of acres burned in these two years. 6. Say how different they were in two years. - Tell sts to use conjunctions and connectors to make a complete description from the answers. -Go round to control and help if necessary. 4. Post- writing (3-4’) : Peer correction Aim: To give sts a chance to correct and learn from one other. - When sts have finished, call on some sts to write their descriptions on the board. - Tell the class to read together and give correction if necessary. - Ask sts to give comments on their friends, writing. - Give comments and feedback. 5. Home-work (1’) - Tell sts to review the language used to describe changes and to make comparison. - Work individually then compare the answers with a partner. -Suggested answers: More oxygen bottles…than…, there Was a difference of… , nearly the same… - Work in pairs then discuss in groups. -Suggested answers: 1. deforestation 2. countries 3. and 4. the largest 5. million hectares 6. 15 years 7. 24 percent 8. Cambodia 9. lowest 10. 6.7 percent - Work individually then compare the answers with a partner. 1. The number of total fires acres burned in the USA between 1980 and 2000. 2. Yes, there were. 3. ………………………… - Work individually Unit 9 Nature in danger Lesson No 6, 7 Language focus Outcomes - By the end of the lesson, the students are able to use the suffix -al -By the end of the lesson, the students are able to use to- infinitive phrases or participle phrases in stead of relative clauses. Type of lesson - Grammar- based (suffix –al, reduced relative clauses). Key vocabulary : -round the clock, compulsory, search for, poacher Key structures - Who was the first man to land on the Moon? - The man talking to the manager is my new flat mate. Anticipated problems - Some students may be too shy to share ideas with others. Materials - Textbook, Chalk and board, handouts, , poster, cards. Teacher’s activities Students’ activities 1. Word study ( 8- 10’) Aim: For sts to recognize the form and use of the suffix. - Elicit the sts the function of the suffix –al in a word. + The suffix –al change the word-class of the word. - Tell sts the suffix –al can help recognize the word-class, that is, noun or adjective. * verb + al = noun E.g survive + al = survival *noun+ al = adjective E.g option + al = optional Activity 1: noun or adjective? ( Task a, page 135) Aim: To focus sts on the word-class - Ask sts to read the words and decide if they are noun or adjective, write N or A next to the words. - Go over the answers with the class and check if they know the meaning of these words. Activity 2: Gap- filling (Task b, page 136) - Tell sts to read the exchanges and complete each space with a suitable noun or adjective from the list . - Call on some pairs to read the exchanges and check the answers with the class. 2. Grammar Reduced relative clauses - Aim:To review the grammar point and introduce a new one . - Write on the board some sentences with relative clauses. a. Louis Armstrong was the first man who landed on the moon. b. The man who is talking to the manager is my new flat mate. c. The house which was built over 100 years ago is still in good shape. - Tell sts to rewrite the sentences in other possible ways. - Tell sts to pay attention to the underline phrases. + To + infinitive phrase , present participle and past participle phrase are reduced from relative clauses. * When relative clauses followed by the first/ second, etc, the next , last, only and the superlatives. We can leave the noun (except after only) if the meaning is clear. + To + infinitive can also be used to replace relative clauses - Listen and take note. - Work individually then compare the answers with a partner. -Suggested answers: 1. refusal - N 2. educational - A 3. remedial - A 4. proposal - N 5. postal - A 6. rental - A/N 7. disposal - N 8. optional - A - Work in pairs -Suggested answers: 1. rental 2. postal 3. disposal 4. optional 5. remedial -Take note. - Work individually then compare the answers with a partner. -Suggested answers: a. Louis Armstrong was the first man to land on the moon. b. The man talking to the manager is my new flat mate. c. The house built over 100 years ago is still in good shape.

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