UNIT 9: NATURE IN DANGER READING I. Objectives 1. Aims: By the end of the lesson, Sts will be able to understand the environmental problems and solutions of Mt. Everest. 2. Skills: choosing a suitable tile, questions and answers, finding word meanings. 3. Lexical items: junkyard, canister, expedition, backpack, register. 4. Teaching aids: textbook, board and chalk. II. Procedures Teacher’s activities Students’ activities Warm-up - Divide the class into groups of 4 or 5. - Ask Sts to match the pictures (textbook, p. 126) with correct national parks and tourist attractions. The group which has the earliest correct answer will the winner. - Use the notes in Teacher’s book (pp. 143-144) to give feedback. - Choose the winner. Pre-reading - Brainstorming. - Give more information (if necessary). - Ask Sts to discuss which of these activities may be harmful to the environment in the national parks and tourist attractions. Why? - Teach new words • junkyard (n) • canister (n) • expedition (n) • backpack (n) • to register While-reading a) Find the word and expression in the text - Ask Sts to read the reading and find the words and expressions in the text with the meanings following meanings. 1. see or hear things that do not exist - Groupwork: do as directed. - Groupwork - Groupwork. - Learn new words. - Take notes. - Read silently then discuss in group. - Give the answers. Activities normally done by tourists Dispose of garbage because of illness or drugs 2. increase quickly 3. the top of a mountain 4. make an effort, try to do something 5. a sum of money that you give to somebody to ensure that you will return something to them - Do the correction and ask them to read the answers. Suggested answer: 1. hallucinate 2. explode 3. summit 4. attempt 5. deposit b) Find the title of the text - Ask Sts to read 4 titles given then read the text again and try to understand its main idea. - Ask Sts to choose the best title for the text - Give feedback. Suggested answer: Mt. Everest’s Environmental Problems and Solutions c) Answer the questions - Ask Sts to read the questions in the textbook. - Translate some questions into Vietnamese (if necessary) - Let students discuss the answers and write them on the posters (or board). - Give feedback. Post-reading - Brain-storming. - Give feedback. - Ask Sts to give suggestion to solve these problems. - Call some Sts to talk. Homework Prepare Unit 9 - Listening - Read the words after T and take notes. - Group-work. - Work individually - Group-work. - Group-work. - Pair-work. - Present suggestions. UNIT 9: NATURE IN DANGER LISTENING I. Objectives 1. Aims: By the end of the lesson, Sts will be able to listen and understand the effects of ecotourism. What are important problems in Viet Nam’s national parks? 2. Skills: checking true and false, gap filling 3. Lexical items: • to disturb • ecotour • flash • vegetation 4. Teaching aids: textbook, cassette, tape, board and chalk. II. Procedures Teacher’s activities Students’ activities Warm-up Game: “Magic hat” - Find a 10-letter word which means a kind of tourism related to the nature. Key: ecotourism Pre-listening a) - Ask Sts to look at six pictures in the textbook (page 129-130) and discuss what ecotourists might be doing. Suggested answer: a. Some ecotourists are watching birds with binoculars. b. Two tourists are riding an elephant. c. A lot of tourists are taking a boat trip along a canal. d. Tourists are hiking/walking in the forest. e. Some tourists are making a campfire. f. A lot of tourists are watching a whale swimming in the sea. - Teach new words. • to disturb • ecotour • flash • vegetation While-listening b) - Explain the situation and ask Sts to guess whether the statements are true or false. - Play the tape (the first part) and tell Sts to check their choices. - Give feedback. Suggested answer: 1. F 2. T 3. T 4. F - Guess the word. - Groupwork. - Learn new words. - Take notes. - Work in group and guess. - Listen and check their guesses. c) - Explain the task and notice Sts what kind of information that each blank needs. - Play the tape (the second part). - Give feedback Suggested answer: 1. whales or dolphins 2. disturbs whales and dolphins, which can become stressed and eat less 3. birds 4. might frighten the birds 5. on the grass and plants 6. might be harmed, which causes soil erosion when there are heavy rains Post-listening d) - Ask Sts to discuss possible effects that other ecotour activities might have on wildlife or the environment. Homework Prepare Unit 9 - Speaking - Listen to T. - Listen to the tape and do the exercise. - Pairwork. UNIT 9: NATURE IN DANGER SPEAKING I. Objectives 1. Aims: By the end of the lesson, Sts will be able to give explanations of actions. 2. Lexical items: • Because / Well, the thing is / If I could explain + CLAUSE • so as (not) to / in order (not) to + VERB 4. Teaching aids: textbook, board and chalk. II. Procedures Teacher’s activities Students’ activities Warm-up “Magic hat” game - Find a seven-letter word that best fill in the blank in the following sentence: Tourists should not smoke in the forest _____ a cigarette end could cause a great fire if it is left carelessly. - Key: BECAUSE Pre-speaking - Find the word. - Tell the use of because. - Ask Sts to read the conversation (textbook p.131) and give other expressions having the same meaning as because and the use of them. - Explain the structures of sentences containing these expressions. • Because / Well, the thing is / If I could explain + CLAUSE • so as (not) to / in order (not) to + VERB a) - Ask Sts to read the tour guide’s notes and discuss which of these activities should be done or should not be done in Phong Nha Cave, Mount Fuji National Park, and Tram Chim National Park. Write they in the brochures. - Call three groups to present their ideas. - Give feedback. ( See Teacher’s book, pp.149- 150) While-speaking b) - Ask Sts to work in groups. One of them is a tour guide and the others are tourists. Use the information in the brochures and tour guide’s notes to conduct some mini-exchanges. - Ask some groups to perform in front of class - Give feedback Post-speaking - Ask Sts to discuss what tourists should or should not do in a tourist site in Da Lat (work in groups of 4) - Ask some groups to perform in front of class - Give feedback Homework Prepare Unit 9 - writing - Pair-work. - Take notes. - Group-work. - Send representatives to talk in front of class. - Take notes. - Work in groups of 3 or 4 students. - Work in groups of 4 students UNIT 9: NATURE IN DANGER WRITING I. Objectives 1. Aims: By the end of the lesson, Sts will be able to use the information from a table to write a paragraph describing comparison-contrast. 2. Lexical items: - expressions: the table shows, the table summarizes, - structures: the + adj/adv + _est, the most + adj/adv - adverbs: however, in addition, meanwhile, in general 3. Teaching aids: textbook, posters, board and chalk. II. Procedures Teacher’s activities Students’ activities Warm-up - Brainstorming. Pre-writing - Ask Sts to look at the table showing the garbage in 1995 & 1998 and compare the numbers between the two years. - Tell Sts to read the model text and underline the expressions to describe comparison and contrast. - Supply some more expressions and adverbs: - expressions: • the table shows… • the table summarizes… - structures: • the + adj/adv + _est • the most + adj/adv - adverbs: • however • in addition • meanwhile • in general While-writing 1) Find the word and expression in the text - Hang the posters and ask Sts to look at table 1 and fill in the blanks with the suitable words or phrases. - Answer. - Group-work. - Read and find the expressions. - Listen, repeat, and take notes. - Look at the posters and table 1 to fill in the blanks. Which causes are harmful to the environment? cut down forests fire highest shows the largest meanwhile larger Indonesia a difference lowest - Give feedback. Suggested answer: 1. shows 2. larger 3. the largest 4. a difference 5. Meanwhile 6. Indonesia 7. highest 8. lowest 2) Write some questions on the board and ask Sts to discuss. a) What does the table show or summarize? b) Were there more or fewer fires in 1990 than in 1980? c) Were there more acres destroyed in 1990 than in 1980? d) Compare the number of fire in 1990 and 2000. e) Compare the number of acres burned in 1990 and 2000. - Call Sts to answer. - Ask Sts to write their description. Post-writing - Choose some writings to correct. Homework Prepare Unit 9 – Language Focus - Discuss in groups. - Answer. - Group-work. - Work with T The table _(1)_ the deforestation situation in Southeast Asia (Cambodia, Indonesia, and Laos) between 1990 and 2005. In general, Laos had _(2)_ forest cover than Cambodia, and Indonesia had _(3)_ of the three countries. In 1990, there was _(4)_ of nearly 103 million hectares of forest cover between Cambodia, and Indonesia – 12.9 million in Cambodia and 116.5 in Indonesia. _(5)_, the difference was about 99 million hectares between Laos and _(6)_. Within 15 years (from 1990 to 2005), the overall figures showed that Indonesia had the _(7)_ percentage of total change or forest loss while Laos had the _(8)_ – 24% in Indonesia and only 6.7% in Laos. UNIT 9: NATURE IN DANGER LANGUAGE FOCUS I. Objectives 1. Aims: By the end of the lesson, Sts will be able to know and use the suffix –al correctly. In addition, they can replace relative clauses by to + base form of verbs and by participles. 2. Teaching aids: textbook, board and chalk. II. Procedures Teacher’s activities Students’ activities Word Study - Explain the formation of noun and adjective with suffix -al. • N + -al → Adjective (meaning: relating to, characterized by) • V + -al → Noun (meaning: action, process, state) a) - Ask Sts to determine whether the given words are nouns or adjectives. - Check Sts’ understanding of the meaning of difficult words. - Give feedback. Suggested answer: 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) b) - Instruct students to choose the suitable words to fill in the blanks. - Call some pairs of Sts to practice the conversations. - Give feedback. Suggested answer: 1. rental 2. postal 3. disposal 4. optional 5. remedial Grammar Reduced Relative Clauses a) - Explain how relative clauses can be replaced by to + base form of verbs. Relative clauses after first, last, superlatives, nouns (way, work, place, time, desire, decision, need, method, job, aim) can be replaced by to + base form of verbs. - Ask Sts to do the exercise in textbook and practice asking and answering. - Listen and take notes. - Group-work. - Give the meaning of the words. - Correct the mistakes. - Pair-work. - Practice the conversations. - Learn the structure. - Take notes. - Pair-work. - Give feedback. Suggested answer:  Yes, I’m usually the first guest to come to a party.  Louis Armstrong was the first man to land on the Moon.  Yes, it is the most popular route to lead to the summit of Mt. Everest.  Yes, it is one of the most beautiful caves to have ever been discovered in Viet Nam.  I think the most common activity to harm the environment is (making a campfire). b) - Explain how relative clauses can be replaced by participles. When the main verbs in relative clauses are in progressive aspect or passive voice, relative clauses can be replaced by participle phrase. - Ask Sts to do the exercise in textbook. - Call several Sts to tell their answers. - Give feedback. Suggested answer:  In the years to come, all the trees in the forest will disappear if nothing is done to protect them.  They couldn’t find a way to help clean the polluted river.  Animals born in zoos know nothing a bout life in the forests.  The governments of many countries are discussing methods to protect the environment.  During a boat tour along the canals, tourists can see the birds searching for food or the cranes flying in flocks.  Are national parks good places to house wild animals?  There is nothing more for us to do about the fire.  The noise coming from the boat engine might disturb animals.  The next question for them to consider is how to clean up the garbage.  The team, including about two dozen Sherpas, uses backpacks to carry the garbage to their base at the foot of Mt. - Learn the structure. - Take notes. - Pair-work. - Give the answers. Everest. Homework Prepare Unit 10 - Reading . more or fewer fires in 199 0 than in 198 0? c) Were there more acres destroyed in 199 0 than in 198 0? d) Compare the number of fire in 199 0 and 2000. e) Compare. 12 .9 million in Cambodia and 116.5 in Indonesia. _(5)_, the difference was about 99 million hectares between Laos and _(6)_. Within 15 years (from 199 0