Period 1

Orientation
I. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
- Understand the subject’s learning content, assessment and agree on the class rules
2. Competencies:
- Introduce themselves in English
3. Qualities:
- Cooperate to create a friendly and active atmosphere in the class before the lesson
II. Teaching aids
Equipment: Personal computer with access to the Internet / Projector / App Teams /
Loudspeaker / App Padlet
Material: Student’s book / sachmem.vn / pictures, plan
III. Procedure
1. New lesson:
T’s and Ss’ activities Contents
1. Class Introduction (15’)
Aim: To warm up the class and introduce the lesson.
Content: Do the following tasks and practice skills
Organization Expected outcome
T organizes a game for Ss to get to know Questions:
each other: Ss turn to nearby friends to ask What is your name?
a few questions and collect answers from Can you describe yourself in three
their friends. words?
Ss do the activity in their seat. For online What is your hobby?
learning: Ss work on a Padlet to write their What is your favorite subject?
own answers as a post. Do you have any expectations from the
T lets Ss introduce their friends. For online lessons?
learning: Check Ss’ answers and ask Ss to
introduce themselves.
T asks Ss to find friends with similar
interests and get to know them more.
2. Presentation (20’)
Aim: Ss understand the subject’s learning content, assessment and agree on the class
rules.
Content: Do the following tasks
Organization Expected outcome
T presents the main topics and skills Ss will Learning content during the school year
learn during the school year, how and when Book & notebook requirements
they will be assessed. Assessment information
Ss take note in their notebook and ask Class rules
questions about the learning content of the
school year.
T gives some basic class rules for Ss to
agree on.
Ss give their own ideas for class rules and
the class votes on some rules they will
follow.
T asks Ss to write down in their notebook
the assessment details and the class rules.
3. Consolidation (5’)
Aims: Ss will be able to recap the knowledge of the lesson
Content: do the following task
Organization Expected outcome
T summarizes the orientation and asks Ss if Ss note down in notebook.
they have any questions.

Homework:
- Ss prepare required materials and note down the information in notebook.

Room for improvement:

- T should pay more attention to the class mode.

Period 2
 UNIT 1: LOCAL ENVIRONMENT
Lesson 1: Getting started

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Extend and practice vocabulary related to traditional crafts and places of interest in an
area.
- Interact a conversation about traditional crafts and places of interest.
a. Vocabulary: related to traditional crafts and places of interest.
b. Grammar: Phrasal verbs.
c. Skills: Listening, reading and speaking, making a notes, writing sentences, talk a
presentation
2. Competencies:
Linguistic competence, cooperative learning and communicative competence.
3. Attitude:
Students will be aware of protecting traditional crafts, or places of interest in their area.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:

Teacher’s and students’ activities The main contents

1. Warm up- 5’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Guessing
c. Outcome: Ss can talk guess the contents of the unit.
d. Performance:

T writes the unit title on the board ‘Local *Introduction.

environment’. Ask Ss to guess the
contents of the unit. Listen to their ‘Local environment’
answers. Finally, tell them that the unit is
not about environmental issues such as
pollution, deforestation, or global
warming, but it is about the physical
conditions in an area such as its features,
traditional crafts, or places of interest.
Now start the lesson.
2. Presentation- 10’
a. Aim: Help Ss can know some vocabulary related to the topic : local environment.
b. Content : Do the following tasks:
+ Work independently to find the words/phrases with the given meanings in the
dialogue.
c. Outcome: Ss can know some vocabulary related to the topic : local environment.
d. Performance:

T asks Ss to look at the picture and 1. Listen and read

answer the questions
Ss answer the question
T lets Ss listen to the dialogue and read
Ss read the dialogue in groups.
• Who and what can you see in the
picture?
• Where are they?
• What do you think the people in the
picture are talking about?

T asks Ss to work independently to find

the words/phrases with the given a. Can you find a word/phrase that
meanings in the dialogue. means:
Ss share their answers before asking Key:
them to discuss as a class. 1. craft
Ss write the correct answers on the 2. set up
board. 3. take over
T corrects 4. artisans
5. attraction
T asks Ss to read words and phrasal 6. specific region
verbs. 7. remind
8. look round
T explains: “As far as I know” and Tell
them that there are some similar
expressions such as ‘as far as I can
remember’, ‘as far as I can see’, or ‘as
far as I can tell’.
Ss listen and remember
3. Practice- 15’
a. Aim: Help Ss understand a dialogue about a visit to a traditional craft village and
answer the question, know and use some words and phrasal about traditional
handicrafts.
b. Content :
+ Ss read and answer the questions and then share their answers with classmates
+ Ss match some traditional handicrafts of different regions in the box under the
pictures.
c. Outcome: Ss can understand a dialogue about a visit to a traditional craft village and
answer the question they also can know and use some words and phrasal about
traditional handicrafts..
d. Performance:
b. Answer the following questions.
T asks Ss to read the questions to make Key:
sure they understand them. Ask them 1. They are at Phong’s grandparents’
firstly to answer the questions without workshop in Bat Trang.
reading the dialogue again. Ss exchange 2. It is about 700 years old.
their answers with classmates. 3. His great-grandparents did.
Ss read and answer the questions and 4. Because people can buy things for their
then share their answers with classmates house and make pottery themselves there.
T corrects 5. It’s in Hue.
6. Because the handicrafts remind them of
a specific region.
T asks Ss to match some traditional 2. Write the name of each traditional
handicrafts of different regions in the box handicraft in the box under the picture.
under the pictures. Key:
Ss match and compare their answers in A. paintings
pairs. B. drums
C. marble sculptures
T asks Ss to read words and phrasal verbs. D. pottery
E. silk
F. lacquerware
G. conical hats
H. lanterns
3. Complete the sentences with the words/
phrases from 2 to show where in Viet Nam
the handicrafts are made. You do not have to
use them all.
T asks Ss to complete the sentences with Key:
the words/phrases in 2. 1. conical hat
Ss to write their answers on the board. 2. lanterns
T confirms the correct answers. 3. silk
 4. paintings
5. Pottery
6. marble sculptures
*Questions
T may check Ss’ short-term memory by 1. Where is the birthplace of bai tho
asking some questions to know conical hat?
information about the places where the 2. Where can you enjoy the lights of
handicrafts are made many beautiful lanterns?
Have Ss close their books. 3. Which village in Ha Noi produces
silk?
4. On the Tet holiday, What do Hanoians
buy at Dong Ho village?
5. Where is the famous pottery?
…
4. Application- 13’
a. Aim: Helps Ss know some places of interest by doing the quiz
b. Content : Ss do the quiz in pair.
c. Outcome: Ss can do the quiz and know some places of interest.
d. Performance:
4. QUIZ: WHAT IS THE PLACE OF
T asks Ss to work in pairs to do the quiz. INTEREST?
The pair which has the answers the fastest a. Work in pairs to do the quiz.
is invited to read out their answers. Elicit Key:
feedback from other pairs. Confirm the 1. park
correct answers. 2. museum
*Groupwork: 3. zoo
- Divide the class into 6 groups 4. beach
- Write 3 similar quiz about places of 5. beauty spot
interest.
- Time: five minutes. b. Work in groups. Write a similar quiz about
- When time is up, ask the first group to places of interest. Ask another group to
read out a question in their quiz. Ss from answer the quiz.
other groups give the answer. The group
confirms the correct answer. The second
group then reads out a question in their
quiz. This question should be different
from the one of the first group. Continue
the activity until all the groups have read
out all of their questions or when time is
 up.

Homework:
- Learn new words.
- Find some traditional crafts which they know.
- Find some places of interest in your area.

Room for improvement:

- T should cut down the time on the Practice.
 Period 3
UNIT 1: LOCAL ENVIRONMENT
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Practice vocabulary related to traditional crafts and places of interest.
- Practice Stress on content words in sentences.
a. Vocabulary: related to traditional crafts and places of interest.
b. Pronunciation: Stress on content words in sentences
c. Skills: Improve their listening skill, writing skill and pronunciation.
2. Competencies: Groupwork, independent working, pairwork, linguistic competence,
cooperative learning and communicative competence.
3. Qualities: Students will be aware of protecting traditional crafts, or places of interest in
their area.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up:- 5’
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Network.
c, Outcome: SS can call out some traditional crafts which they know.
d, Organization:
T asks Ss call out some traditional * Network.
crafts which they know
embroider carve
traditional
crafts

T introduces the lesson: in this lesson we

are going to learn some verbs that are
used to talk about producing o creating a
craft.
1. Presentation- 15’
a. Aim: Help Ss know stress on content words in sentences
b. Contents: Ss do the following tasks:
+ Listen and answer the questions.
+ Underline the content words in the sentences.
c. Outcome: Ss can know stress on content words in sentences and do exericses well.
d. Organization:
T explains how to stress in English (Part 1. Pronunciation
b). 5a. Listen and answer the questions.
Key:
T lets Ss listen to the tape and answer the 1. Sentence 1: craft, village, lies, river, bank
questions. Sentence 2: painting, embroidered
T calls some Ss to give the answers and Sentence 3: what, region, famous
give feedback. Play the recording again Sentence 4: drums, aren’t, made, village
for Ss to repeat the sentences. Sentence 5: famous, artisan, carved, table,
beautifully
2. They are: nouns, verbs, adjectives, adverbs,
wh-question words, and negative auxiliaries.
3. Sentence 1: the, on, the
Sentence 2: this, is
Sentence 3: is, this, for
Sentence 4: in, my
Sentence 5: a, this
4. They are: articles, prepositions, pronouns,
and possessive adjectives.
6a. Underline the content words in the
sentences.
Key + Audio script:
1. The Arts Museum is a popular place of
T asks Ss to listen to the tape and interest in my city.
underline the content words in the 2. This cinema attracts lots of youngsters.
sentences. 3. The artisans mould clay to make traditional
Ss listen to the tape and underline the pots.
content words in the sentences. 4. Where do you like going at weekends?
T corrects 5. We shouldn’t destroy historical buildings.
Ss listen and repeat.
3, Practice- 15’
a. Aims: Help Ss know more the verbs to talk about crafts and know places of interest in
their area.
b. Contents: Ss do the following tasks:
+ Write the verbs in the box under the pictures. One of them should be used twice.
+ Match the verbs in column A with the groups of nouns in column B, write the correct
verb forms for these verbs.
+ Complete the word web.
+ Complete the passage by filling each blank with a suitable word from the box.
c. Outcome: SS can Ss know more the verbs to talk about crafts and know places of
interest in their area and they can understand more deeply and use the verbs correctly.
d. Organization:
2. Vocabulary
T asks Ss to write the verbs in the box 1. Write the verbs in the box under the
under the pictures. pictures. One of them should be used twice.
Ss work individually to do this exercise Key:
and then compare their answers with a A. cast
classmate. and quickly write them on the B. carve
board. C. embroider
T corrects D. weave
E. mould
T asks Ss to read the words. F. weave
G. knit
2a. Match the verbs in column A with the
T asks Ss to match the verbs in column groups of nouns in column B.
A with the groups of nouns in column B. Key:
Ss work in pairs to do the exercise. 1. b 2. d 3. e 4. a 5. f 6. c
T corrects
b. Now write the correct verb forms for
T asks Ss to write the correct verb forms these verbs.
in the past and past participle. Key:
Ss write their answers on the board. 2. cast; cast
T corrects 3. wove; woven
4. embroidered; embroidered
5. knitted; knitted
6. moulded; moulded
*Groupwork 3. Complete the word web.
- Divide the class into 6 groups
- Organize a competition for this activity. Suggested answers:
- Time: five minutes. - Entertaining: cinema, department store,
- T may prepare some large pieces of restaurant, café, theatre, opera house, club,
paper for the groups to write their park, zoo...
answers on. - Cultural: opera house, museum, craft village,
- Ss write down as many places of historical building, theatre, market, craft
interest in the word web as possible. village...
 - The group with the most places is the - Educational: library, museum, theatre...
winner. - Historical: building, temple, shopping
- The winning group presents their district, market, beauty spot, craft village...
words/phrases. Other groups tick the
similar words/phrases they have and add 4. Complete the passage by filling each
more if they can. blank with a suitable word from the box.
Key:
T asks Ss to complete the passage by 1. historical
filling each blank with a suitable word 2. attraction
from the box. 3. exercise
Ss individually do the exercise. 4. traditional
T corrects 5. culture
6. handicrafts
4. Application – 7’
a. Aims: Help Ss can talk about crafts and places of interest in their area.
b. Contents: Speaking
c. Outcome: Ss can talk about crafts and places of interest in their area.
d. Organization
T asks Ss to talk about crafts and places
of interest in their area.
Ss do it
T corrects the mistakes

Homework:
- Learn new words by heart.
- Practice vocabulary and pronunciation again.
- Guide Ss how to do EX in WB.

Room for improvement:

- T should spend more time on the Application.

Period 4
UNIT 1: LOCAL ENVIRONMENT
Lesson 3: A CLOSER LOOK 2
I. Objectives:
1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to traditional crafts and places of interest.
- Use complex sentences and phrasal verbs
- Practice doing exercises with verbs of liking.
a. Vocabulary: Review
b. Grammar: complex sentences and phrasal verbs
c. Skills: Writing.
2. Competencies: Groupwork, independent working, pairwork, linguistic competence,
cooperative learning and communicative competence.
3. Qualities : Students will be aware of protecting traditional crafts, or places of interest in
their area.
II. TEACHING AIDS
1. Teacher: Text book or softbook, projector.
2. Students’: Books and notebooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1.Warm up: 5’
a. Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Contents: Ss remember the subordinator.
c. Outcome: SS can attract to the lesson and remember the subordinator.
d. Organization:
- Ask Ss to remember the subordinator. *Network.
- Divide Ss into 4 groups, which groups
write more in 2’ is winner. although while

subordinator

*Complex sentences: review

2.Presentation – 13’
a. Aims: Help Ss review complex sentences and do exercises.
b. Contents: Ss do the following tasks:
+ Ss remind the complex sentences
+ Underline the dependent clause in each sentence below. Say whether it is a dependent
clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT).
+ Make a complex sentence. Use the subordinator provided and make any necessary
changes.
c. Outcome: SS can remind complex sentences and do the related exercises correctly.
d. Organization:
T explains types of dependent clause.
Give example with although, when, so
that, and because.
Ss listen and copy
T asks Ss to do exercise 1: Underline
the dependent clause with these
subordinators.
Ss do this exercise individually. Name
the dependent clauses on the board.
T corrects
T asks Ss write the complex sentences
individually and then compare them
with a partner. Have two Ss write their
sentences on the board.
- Each student writes two or three
sentences.
- Ask other Ss to give feedback.
- Confirm the correct answers.
1. Complex sentences
1. Underline the dependent clause in each
sentence below. Say whether it is a
dependent clause of concession (DC), of
purpose (DP), of reason (DR), or of time
(DT).
Key:
1. When people talk about traditional
paintings → DT
2. so that she could buy some bai tho conical
hats → DP
3. Although this museum is small → DC
4. because we have space to skateboard →
DR
5. before they make the drumheads → DT
2. Make a complex sentence. Use the
subordinator provided and make any
necessary changes.
Key:
1. The villagers are trying to learn English in
order that they can communicate with
foreign customers.
2. After we had eaten lunch, we went to Non
Nuoc marble village to buy some souvenirs.
3. Even though this hand-embroidered
picture was expensive, we bought it.
4. This department store is an attraction in
my city because the products are of good
quality.
5. This is called a Chuong conical hat since it
was made in Chuong village.
 3. Practice- 15’
a. Aims: Help Ss know and use phrasal verbs and use them correctly.
b. Contents: Ss do the following exercises:
+ Read and answer the questions.
+ Match the phrasal verbs in A with their meaning in B.
+ Complete each sentence.
+ Complete the second sentence so that it has a similar meaning to the first sentence,
using the word given.
c. Outcome: SS can know and use phrasal verbs , they can practise more using phrasal
verbs
d. Organization:
3. Read and answer the questions.
T asks Ss to read the sentences taken
from the conversation in GETTING Key:
STARTED, paying attention to the two 1. set up: start something (a business, an
verb phrases. Have them answer the two organisation, etc.)
questions orally as a class. take over: take control of something (a
business, an organisation, etc.)
2. No, the individual words in the verb
phrase do not help with comprehension. This
is why they are sometimes considered
difficult.
*Groupwork
- Divide the class into 4 groups 4. Match the phrasal verbs in A with their
- Organize a competition for this meaning in B.
activity. Key:
- Time: five minutes. 1. c 2. g 3. f 4. a
- Call out any phrasal verbs they know 5. h 6. b 7. e 8. d
and have them explain the meaning of
these verbs.
- The group with the most phrasal verbs 5. Complete each sentence.
is the winner.
Key:
T asks Ss to match the phrasal verbs in 1. face up to
A with their meaning in B. 2. turned down
Ss do this exercise individually, and then 3. passed down
compare their answers with a classmate. 4. live on
Check Ss’ answers and confirm the 5. close down
correct ones. 6. did ... come back
 T asks Ss to complete each sentence
using the correct form of a phrasal verb
in 4.
Ss do this exercise individually. Elicit
the answers and give correction.
T asks Ss to do exercise 6. Tell Ss that 6. Complete the second sentence so that it
all the phrasal verbs used in this exercise
has a similar meaning to the first sentence,
have been presented in this lesson. using the word given.
Ss write the sentences individually and Key:
then compare their answers with a 1. Where did you find out about Disneyland
classmate. Resort?
T calls on five Ss to write their sentences
2. When did you get up this morning?
on the board. Other Ss and T give 3. I’ll look through this leaflet to see what
feedback. activities are organised at this attraction.
4. They’re going to bring out a guidebook to
different beauty spots in Viet Nam.
5. I’m looking forward to the weekend!
4. Application (5’)
a, Aims: Help Ss can make sentences with phrasal verbs
b, Contents: Ss make sentences with phrasal verbs
c, Outcome: SS can make sentences with phrasal verbs which they have learnt correctly.
d, Organization:
T asks Ss make sentences with phrasal
verbs
Ss do it
T corrects the mistakes

Homework:
- Make sentences to use complex sentences and find 10 phrasal verbs
- Complete the exercises part writing in exercise’sbook.
Room for improvement:
- T should spend more time on the Practice.

Period 5
Reading: Would you eat it?

I. Objectives: By the end of the lesson, students will be able to:

- Recognize, understand and apply reading skills in the lesson.
- Learn more new vocabularies related to the topic.
 1. Knowledge:
- Topic: Shark fishing
- Reading: Would you eat it?
- Speaking: Discussing ethical food choices.
2. Competencies: Linguistic competence, cooperative learning and communicative
competence.
3. Qualities: Students will be able to understand an article about shark finning.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Warm-up:
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.

1. How long have sharks existed on Earth?

A. 4 million years B. 40 million years C.
400 million years
- Tell students that they are going to read 2. How many shark species are endangered?
about shark fishing. Ask them to try and
A. 18 B. 181 C. 81
answer the following questions
3. How many sharks are killed every year
- Ask students to vote on the correct
by fishing?
answer for each question and make a note
A. 70 million B. 700 million C. 7
of the majority vote. Then tell students to
million
read the article on pages 94–95 quickly to
check their answers, 4. How much does a bowl of shark fin soup
cost?
A. $10 B. $50 C. $100

* Key:
1. C 2. B 3. A 4. C
Activity 2. Exercise 1
Aim: Ss can talk about photos and be aware of cultural or religious attitudes towards
food.
- Focus attention on the photos. Ask - A fin: a thin flat part that sticks out from
different students to describe what they can the body of a fish, used for swimming and
see. Elicit or explain fin (a thin flat part keeping balance.
that sticks out from the body of a fish, used
for swimming and keeping balance) and
ask students how they think the fins in the
photo on page 95 were obtained.
- Students work in pairs to discuss their
opinions and feelings about the photos. It is
important to be sensitive about cultural or
religious attitudes towards certain types of
food. Encourage students to listen to other
people’s points of view and to express
agreement or disagreement in a respectful
way.
- Horse is a popular meat in many European
countries, including France and Italy, and
also in eastern Russia.
- Snake is eaten in many Asian countries,
and rattlesnake meat is popular in the USA.
- Cats are eaten in some parts of China and
Peru.
- Dogs are eaten in China, Korea and
- Go through the list of animals with
Vietnam.
students and check that they understand
- Grasshoppers are a popular and nutritious
all the words. Explain that all of these
snack in Mexico, China, some African and
animals are eaten in certain countries
Middle Eastern countries.
around the world.
- Crocodiles are eaten in Australia, Ethiopia,
Thailand, South Africa, Cuba and some
parts of the USA.
- Scorpions are considered a delicacy and a
health food in China and some south-east
Asian countries.
- Dolphins are eaten in some parts of Japan
and the Faroe Islands.
Activity 3. Exercise 2
Aim: Ss can improve reading skills and discover the culture note.

- Give students two minutes to read the Some people eat this food because it’s part
article quickly and find the answers to of Chinese culture and is associated with
the two gist questions. wealth and exclusivity. Some people want
- Check answers as a class. to ban shark fishing because sharks are

- Culture note: Shark finning
Activity 4. Exercise 3
Aim: Help Ss understand the article clearly and discuss follow-up questions.
- Tell students to read the questions and
to think about the type of information
they need to find in the text.
Encourage them to underline the
sentences in the text that provide
evidence for their answers.
- Students work individually to do the
exercise. They then compare their
answers with a partner.
- Check answers as a class.
Extra activity: Further discussion
- In groups, students discuss the
following questions:
being hunted to extinction and this would
have a negative effect on the underwater
ecosystem.
Shark finning is a controversial practice,
partly because of the prolonged and painful
death which results from it and partly
because it is believed to contribute to the
worldwide decrease in the shark population.
Shark finning involves removing the fins
from the shark and then returning the
carcass to the ocean. This frees space on the
boat for more fins, the most profitable part
of the shark. Approximately 100 million
sharks are killed annually, of which 30–50
million are believed to be killed as a result
of shark finning. Shark finning is illegal in
the European Union and in many other
countries around the world
● Key:
1. a
2. c
3. c
4. d
5. b
- In the Western world, why do people
eat some animals (e.g. chickens, pigs),
but not others (e.g. cats, dogs)?
- Why is food an important part of
culture?
Is there any food in your culture which is
associated with certain beliefs, stories or
traditions?
 Activity 5. Exercise 4
Aim: Help Ss practice speaking about food choices.
- Go through the things in the list and
then ask students to work in groups
and agree upon a ranking.
- Ask one student from each group to
report back on their ranking. Get a
volunteer to write the results on the
board and work out the most and least
important things for the whole class.

Room for improvement:

- T should spend more time on Activity 4.
 Period 6
Vocabulary: Synonyms: Intensity

I. Objectives: By the end of the lesson, students will be able to:

- Recognize, understand and apply reading skills in the lesson.
- Learn more new vocabularies related to the topic.
- Discuss the ethics of food production and food choices.
1. Knowledge:
- Topic: Shark fishing
- Vocabulary: Synonyms that express greater intensity.
- Reading: Would you eat it?
- Speaking: Discussing ethical food choices.
2. Competencies: Linguistic competence, cooperative learning and communicative
competence.
3. Qualities: Students will be able to recognize synonyms of adjectives and use
strong synonyms.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 5:
Aim: Help Ss understand the words and the concept of synonyms.
* Key:
- Write words 1–10 on the board and go 1. agonizing
through them with students, checking 2. awe-inspiring
that they understand the meaning 3. distressing
before they look for the synonyms in
4. wiped out
the article.
5. critical
- Ask different students to write the
6. countless
synonyms next to the correct word on
the board. Check each answer as a 7. outlawed
class. Leave the words on the board for 8. slaughter
the next activity. 9. monstrous
10. cold-blooded

Activity 2. Exercise 6
 Aim: Help Ss distinguish the intensity of the synonyms.
- Read out each pair of synonyms in
exercise 5 and each time ask students
to raise their hands when you say the
more powerful word. It should be clear
that the words from the article are
stronger than those in exercise 5.
- Elicit or explain that this type of article
has been written specifically to
provoke an emotional response. The
writer is strongly opposed to shark
finning, so he/she uses a large number
of intense adjectives to persuade the
reader.
- Explain to students that it may not be
appropriate to use such adjectives in an
article which is intended to be more
neutral, or in a scientific report.
• carcass (n) /ˈkɑːkəs/ the dead body of an
animal, especially of a large one or of one
that is ready for cutting up as meat
• apex predator (n) /ˈeɪpeks ˈpredətə(r)/ a
predator with few to no predators of its
own; at the top of its food chain
• relatively (adv) /ˈrelətɪvli/ to a fairly large
degree, especially in comparison to
Additional vocabulary
something else
• culinary (adj) /ˈkʌlɪnəri/ connected with
cooking or food
• exclusivity (n) /ˌekskluːˈsɪvəti/ the quality
of being expensive or difficult to obtain
• lose face (v) /luːz feɪs/ to be less respected
or look stupid because of something you
have done

Room for improvement:

- T should cut down the time on Activity 2 (Exercise 6).