Preparing date: Period: UNIT 6: ENDANGERED SPECIES LESSON 1 - GETTING STARTED A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge + Use some lexical items related to the topic Endangered Species. + Know how to use the future perfect and double comparatives.
+ Check students’ comprehension through True / False exercise. Skills + improve the skill of working by individual and in pairs or in groups. + develop Ss’ listening skill and reading skill. Attitudes + raise Ss’ awareness of protecting endangered species.
Competence + develop Ss’ competence of language fluency, creativity, collaboration and responsibility through group/ pair activities. PREPARATION - Teacher: Textbook, chalks, handouts, lesson plan - Students: textbook C. PROCEDURE Warm- up (5 mins) Brainstorming * Aims: To raise Ss’ interest and to lead to the topic. - T asks Ss to look at the picture and and answer the question.
+ What are the three people are talking about? Suggested answers: They are talking about wild animals such as rhinos, tigers and bears. - T leads Ss to the lesson to introduce the topic of the unit, vocabulary about the generation gap and the grammar point taught in the unit. Task 1: Listen and read (Whole class) (7 mins) * Aims: To introduce the overall topic of the unit, topic-related vocabulary and the main grammar points through listen and read a conversation. - Tell Ss that they are going to listen to a conversation between Mr Willis, Simon and Lisa.
- Play the recording - Ask Ss listen to the recording and read the conversation. Work in pairs. Decide whether the sentences are true, false or not given. (7 mins) * Aims: To help Ss understand the conversation through true/false statements.
- T asks Ss to read the conversation again and get information to do Task 2. - Ask Ss to work and finish the task - Ask them to exchange their answers with a partner.F Task 3: Find a word in the conversation to complete each of the following phrases/ expressions. (7 mins) * Aims: To help Ss to learn word collocations. - Ask Ss to work in pairs - Ask them to read the incomplete phrases, and then read the conversation to pick out the words that can go with them.
Build Task 4: Read the conversation again and write the correct forms of the verbs in brackets. (10 mins) * Aims: To help Ss to recognize the verb form used in the future perfect tense. - Ask Ss to this exercise individually and then compare their answers with their partners. - Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided.
- Gives feedback and introduces the Future Perfect. Will have gathered 2. Will have walked Homework - T asks Ss to learn by heart the words and phrases related to to endangered species. - Prepare for the next lesson.
Preparing date: Period: UNIT 6: ENDANGERED SPECIES LESSON 2 - LANGUAGE A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge + Use words and phrases related to endangered species. + Know linking vowel to vowel + Use the future perfect.
+ Use double comparatives 2. Skills + improve the skill of working by individual and in pairs or in groups. + develop Ss’ listening skill 3. Attitudes + Know how to use the future perfect correctly.
+ Know how to use double comparatives accurately. Competence + develop Ss’ competence of language fluency, creativity, collaboration and responsibility through group/ pair activities. PREPARATION - Teacher: Textbook, chalks, handouts, lesson plan - Students: textbook C. PROCEDURE Warm- up (5 mins) Checking * Aims: To check what Ss have just learnt in the previous lesson, raise Ss’ interest and to lead to the topic.
- T asks Ss to make sentences using some words or phrases: 1. Diverse - T corrects Ss’ answers and gives mark. VOCABULARY (10 mins) Task 1: Complete the following word diagrams * Aims: To help Ss understand word formation by adding prefixes or suffixes before or after the base of a word. - Asks Ss to work in pairs and complete the word diagrams.
- T checks answers as a class. - Ss work individually. - T asks students to compare the answers with a partner. - T asks some students to read the answers.
- Checks and gives the correct answers: * Key: 1. Task 2: Complete the following sentences with the words in the box. * Aims: To focus on the use of compound nouns in appropriate contexts. - Ask Ss to do as required, bearing in mind a verb or a noun must be used its suitable form (e,g.
verb tense, singular or plural form of nouns). - Ask Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs and find the suitable words to fill in the gaps. - Check answers as a class.
PRONUNCIATION (10 mins) Task 1: The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the linked sounds. * Aims: To facilitate Ss’s listening in real life, when native speakers use linking in their fast speech.
- T tells students that they are going to listen to six phrases spoken in two different ways: slow, careful speech (with no linking) and fast, connected speech (with linking) - T asks students to listen and repeat - Ss repeat chorally and individually. Task 2: Listen and repeat the following sentences spoken in fast, connected speech * Aims: To help Ss to practice using linking in their speech. - T plays the recording for Ss to repeat chorally and individually. - Ss listen and repeat the following sentences, paying attention to the linking.
GRAMMAR (15 mins) FUTURE PERFECT I. Presentation * Aims: To present the main grammar points in the unit (the future perfect) Form: S + will + have + Vpp Use & Meanings: The future perfect used to say that something will be finished or completed by a certain time in the future. Ex: I’ll have finished cooking dinner by the them you come home. The present perfect or the present simple is used instead of the future perfect to express the ideas of completion after some conjunctions of time: when, as soon as, after, before.
Ex: I’’ phone you when I’ve finished my homework. I’ll phone you when I finish my homework. Circle the correct verb form in each sentence * Aims: To help Ss to review the use of the present perfect and the future continuous, and to learn the new verb tense: the future perfect -T has students review the uses of the future perfect. -T asks students to study the remember box and draw their attention to the rules and examples.
-T asks students to read each sentence carefully Key: 1. Will have released 2. Will have finished 4. will be watching / will have finished 5.
Won’t have completed Task 2. Complete the sentences using the Present Perfect or the Future Perfect. * Aims: To focus on the present perfect and the future perfect tense. - Ask Ss to read each sentence carefully, paying attention to the context and the time expressions.
- T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class. Will have saved and taken in 2. will have finished 4.
Will have visited 5. Have collected DOUBLE COMPARATIVES I. Presentation Ex: The better your education is, the greater your opportunities are. The more you give, the more you will receive.
The + comparative adj/adv + S +V, The+ comparative adj/adv+ S +V 2. The + more/less+ (noun) + S +V, The + more/less+ (noun) + S +V Uses: Double comparatives describe a cause-and-effect process. The first half expresses a cause, and the second half expresses an effect. Practice Task 3: Discuss which words in the box can be used in each gap.
* Aim: to involve Ss in discussing the new grammar point. Ask Ss to work in pairs and to suggest which word can be used in each gap. checks answers as a class. more/ longer, better/ higher 2.
more, better Task 4: Complete the sentences with the words from the box. One word can be used more than once. - T asks Ss to work in pairs and to suggest which word can be used in each gap. - T checks answers as a class.
More/ better Task 5: Write 4 sentences using the future perfect and double comparatives *Aim: To give Ss chance to practice how to use the future perfect and double comparatives - Ask Ss to write in groups. - Go around, help - Have Ss rewrite their sentences on the board. - Check Ss’ answers as a class and feedback. Homework - T asks Ss to learn by heart the words and phrases related to the compound noun.
- Prepare for the next lesson. Preparing date: Period: UNIT 6: ENDANGERED SPECIES LESSON 3 - READING A. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - Know more about endangered species and how to protect them.
- Enlarge Ss’ vocabulary related to the reading topic. Skills - Skim and scan a text for general ideas and specific information about wildlife protection. - Identify the main ideas for each paragraph and detailed information for each question. - Use words and phrases related to endangered species 3.
Attitudes - Have right attitudes towards protecting endangered species. Competence - Develop Ss’ competence of reading comprehension - Develop Ss’ competence of expressing their own information by using words, phrases related to the reading topic. - Develop Ss’ competence of communication, collaboration and responsibility through pair/ group activities. PREPARATION - Teacher: Computer, textbook, handouts, blackboard, chalk.
PROCEDURE Warm- up (5 mins) KIM’S GAME * Aims: To raise Ss’ interest and to lead to the topic. - Ask Ss to watch a video clip about animals and try to remember their names. Dolphins, giant panda, tiger, saola, penguin, elephant, rhino, hippo, lion, sea turtle - Lead Ss in the lesson. Pre-reading (10 mins) Look at the pictures again and discuss the two questions.
* Aims: To focus on Ss’ attention on the reading text. - T has Ss discuss the questions in pairs. - T elicits the new lesson. - T checks answers as a class.
Tigers, saolas, elephants, sea turtles, and giant pandas on the list of endangered species. Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but each with a small population. Vocabulary * Aims: to provide Ss with phrases and expressions given in the reading text to aid reading comprehension. Match the phrases/ expressions in A with their correct meanings in B.
to put oneself in someone’s shoes a. to believe that something is the result of a particular 2. to attribute something to something else thing 3. to damage to something b.
to prevent something from being alone 4. to interfere with something c. be in another person’s situation 5. to feel at peace d.
be free from anxiety or distress Key: 1. While-reading (15 mins) Read the passage again and find out what they are talking about. * Aims: To focus on skimming. -T tells students that they are going to read three people’s opinions posted on a website.
-T asks students to read the opinions and decide what the writers are discussing. -T checks answers as a class. Key: c Whose opinions are these? Write the correct name in the space before each statement. * Aims: To focus on reading for specific information.