UNIT 9: UNDERSEA WORLD

A/ READING
There is only one ocean. It is divided into five different parts: the Pacific,
Atlantic, Antarctic, and Arctic Oceans. There are also smaller seas, gulfs and
bays which form parts of them. Altogether they cover 75 percent of the
earths surface. For centuries, people have been challenged by the
mysteries that lie beneath the ocean. However, todays scientists have
overcome many of the challenges of the depth by using modern devices.
They send submarine to investigate the seabed and bring samples of marine
life back to the surface for further study. Satellite photographs provide a
wide range of information, including water temperature, depth and undersea
populations. If modern technology did not exist, we would never have such
precious information.
Marine plants and animals fall into three major groups. Some of them live
on or depend on the bottom like starfish. Some are swimming animals such
as fishes and sharks that move independently of water currents while others
are tiny organisms that are carried along by the currents like jellyfish. Plants
and animals of the sea, however small or oversized, all contribute to its
biodiversity. Unless this biodiversity were maintained, marine life would be
at stake.

1. Lead-in:
. Eliciting
-Show picture of a beach: Do you often go to beach? Do you like
swimming?
- Show picture of undersea life: What is your favorite sea animal? Do you
know a lot about it?
- Show picture of a whale and a tiny jelly fish: This is a whale. It is the
largest animal on earth. And this is a tiny jelly fish. You see, the sea has so many
animals, from the largest animal to the animals so small that cannot be seen by the
eyes. Today, were going to learn how we discovered those animals and how
important they are.
2. Vocabulary.
Marine: connected with the sea.
Concept check: Is dog a marine animal?
Under the sea, there are many animals that live together and create a
balanced environment. We call that biodiversity.
Concept check: If there is just one animal, can I call that biodiversity?
Do we know everything about the sea or just a little? Thats right, if we
know very little about something, it is a mystery to us.
Concept check: If we know who caused the accident, is it a mystery
anymore?
If I want to know more about something, I will try very hard to find all
the information related to it, so it wont be a mystery to me anymore.
When I do that, I am investigating the situation.
Concept check: When I investigate something, I examine it carefully or
carelessly?
So I want to investigate the undersea world, do you think it is an easy
task or a difficult one? Thats correct. If the task is difficult to complete,
it is a challenge.
Concept check: If I want to complete a challenge, do I have to try very hard?
To investigate the sea, we have to go deep into the water. But is it
dangerous to do so? Yes, if you are in a dangerous situation, you are at
stake.
Concept check: Will I be stake if I drive 300km/h?

3. Giving guiding questions:
1. What do scientists use to collect information about marine life?
2. How many major groups of marine animals are there? Are they
important?
-Play the recording
-Ask Ss to briefly answer GQs.

4. Task 1
-ask Ss to read the passage quickly and stop at the lines that contain words
appearing in box to guess their meanings.
- Ss guess the meanings of the words in the box based on the contexts in the
sentences and the components of words.
5. Task 2
T instructs Ss to use some strategies to do the task:
+ (1) skim the 6 questions to understand them. As Ss do this, they:

percentage, earths surface, covered, seas and oceans.
information they need to find in the context

should read for specific things like a number
+ (2) go back to the first question and locate the information for the question
by finding the key words in the passage and underline the place.

6. Task 3
Students work in pairs. Each has 3 facts containing a piece of false
information. Ss exchange and find out the false information in each
sentence. Students work together to correct it based on the text. The piece of
false information is underlined.
e.g. Students A speaks to student B:
The ocean covers 100% of the earths surface.
Student B identifies the false information and corrects it to 75%.