UNIT 9: UNDERSEA WORLD
Part 1 : READING


I. OBJECTIVES
1/ Educational aim : Students can read and understand the reading passage about the
ocean and undersea world
2/ General knowledge: The seas / the oceans / the undersea world
3/ Skill: Reading for gist and specific information , comprehension reading
II. METHOD: mainly communicative
III. TEACHING AIDS: Cassette player
IV. PROCEDURE
Stages
Teacher’s activities
Students’ activities

Warm up .
( 5 mn)




Pre-reading
(1o mn)








While- reading




























Post-reading
(12mn)






Using the film “ Jaws “
Asking questions :
What is it ?
Where does it live?
Introducing the title :
UNDERSEA WORLD
Teacher divides the class into 2 or 3groups.
* Using the map
Write name of the oceans :

* Using the pictures ( p. 94)
Give the name of the sea animals



Checking & correcting
Guiding the requirement of task 1
Noticing some kind of words and their meaning:
“ Gulf , oversized, biodiversity ,tiny, Investigate, samples , provide , challenges, “

Teacher has the class readthe text again to scan the details then answer the questions. (p. 96)
Explaining some words:
Submarines , percentage, satellite photos. . .
















Teacher has the students complete the summary of the reading passage filling each blank
Watching the the film
Answering T’s questions
- It ‘s a shark / dolphin. . .
- In the sea / under the sea


Looking at the map(p. 94) .
Pair work
the Pacific Ocean / Arctic/Antarctic / Atlantic. . .
Looking at the picture (p. 94),
Pair work
Seal, jellyfish, turkey, turtle , shark

Silently reading to get the specific information

Doing Task 1
1/ tiny 4/ Biodiversity
2/ investigate 5/ samples
3/ gulf

Doing task 2
Read the passage again then answer the questions

Suggested answers:
1/ 75% of the earth’s surface.
2/ By using mordern devices.
3/ They investigate the seabed and bring samples of marine life back to the surface for further study.
4/ We can know a wide range of information, including water temperature, depth and the undersea populations.
5/ They are those that live on or depend on the bottom like the starfish , those that move independently of water currents and those that are carried along by the currents
6/ Marine life would be at stake if the sea biodiversirty were not maintained.

Work in pairs : filling each blank
Suggested answers:
1/ three-quarters 5/ biodiversity
2/ mysterious 6/ huge
3/ modern 7/ plants& animals
4/ discoverries 8/ closely connected


Homework: - Write Task 1&2 in the exercises notebook
(1mn) - Preparing B. Speaking (p. 97)










UNIT 9: UNDERSEA WORLD
Part 2: SPEAKING

I. OBJECTIVES
Talking about causes and consequences: Offering solutions AND Reporting on
discussion results

Educational aim: Students should contribute their parts to the protection of oceans.
Knowledge General knowledge: Through this unit, students learn about types of sea creatures and undersea life and about how to protect oceans. Language: Sentences and expressions for talking about causes and consequences, and for offering solutions.
Skills: Fluency in expressing opinions and talking about causes and consequences, and in offering solutions.
METHOD: integrated, mainly communicative
TEACHING AIDS: pictures:
PROCEDURE

Teacher’s activities
Students’ activities

(Warm-up
Show a picture of part of a beach with some types of rubbish and ask questions:
1) What can you see in the picture?

2) What should we do to keep the ocean clean?

(Pre-speaking
T: Should we place rubbish and plastic bags on the beach? (teacher explains new words and expressions)
T: Should we place rubbish and plastic bags in proper dustbins?
T: repeat after me: We should place rubbish and plastic bags in proper dustbins.

Do the same for b – h
T: Look at your books. Task 1 (p97), and make sentences with should or shouldn’t then work with your partner taking it in turns to question and answer “what we should/ shouldn’t do to protect our oceans.”