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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) [iks'ploud] làm nổ

đập tan, làm tiêu tan (lý tưởng, ảo tưởng...) : increase quickly ( bïng næ)

+ explosion(n) [iks'plouʒn]

+ attempt [ə'tempt] (v): try, make effort (cè g¾ng, nç lùc)

+ junkyard (n) : b·i phÕ liÖu

+ summit ['sʌmit] (n) : peak, top (of a mountain):®Ønh

+ hallucinate [hə'lu:sineit] (v): see or hear something when no such

thing is present : bÞ ¶o gi¸c

+ hallucination [hə,lu:si'nei∫n] (n):

+ survival [sə'vaivl] (n): state of continuing to live or exist

+ survive [sə'vaiv] (v):sèng sãt

+ deposit [di'pɔzit] (n/v): sum of money that somebody pays in

advance in case he damages or lose something he is renting: tiÒn

®Æt cäc

+ 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 20th 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,

and then work with a partner to ask and answer 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

- 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 2nd 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