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UNIT 9: UNDERSEA WORLDA/ READINGThere 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 theearths surface. For centur ies, people have been challenged
by themysteries that lie beneath the ocean. However, todays
scientists haveovercome 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 awide 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 liveon or depend on the bottom like
starfish. Some are swimming animals suchas fishes and sharks that
move independently of water currents while othersare tiny organisms
that are carried along by the currents like jellyfish. Plantsand
animals of the sea, however small or oversized, all contribute to
itsbiodiversity . Unless this biodiversity were maintained, marine
life would beat stake .
1. Lead-in:. Eliciting
-Show picture of a beach: Do you often go to beach? Do you
likeswimming?
- Show picture of undersea life: What is your favorite sea
animal? Do youknow a lot about it?
- Show picture of a whale and a tiny jelly fish: This is a
whale. It is thelargest animal on earth. And this is a tiny jelly
fish. You see, the sea has so manyanimals, from the largest animal
to the animals so small that cannot be seen by theeyes. Today, were
going to learn how we discovered those animals and howimportant
they are.
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2. How many major groups of marine animals are there? Are
theyimportant?
-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 wordsappearing 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
falseinformation. Ss exchange and find out the false information in
eachsentence. Students work together to correct it based on the
text. The piece offalse information is underlined.
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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%.
