GIÁO ÁN TIẾNG ANH LỚP 12 BÀI 10B

-Teacher asks students to learn and prepare for the lesson.. -Students give the answer and Teacher corrects -In groups, students discuss the answers.. -Teacher asks students to learn and

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UNIT 9: UNDERSEA WORLDDivisions of periods:

- Date of teaching: 17th Jan, 2007 UNIT 9: UNDERSEA WORLD

I Aim:

Help students know how to:

- Read and guess words in situations

- Read and answer questions about the reading

- Scan for information

- Summarize the reading by speaking and writing

II Language contents:

- Submarine ( n )

- Seabed ( n ) ['si:'bed] đáy biển

- Starfish ( n ) ['stɑ:fi∫] (động vật học) sao biển

số nhiều starfish

- Jellyfish ( n )

- Biodiversity ( n )

- Stake ( n )

III Techniques: The learner – centred approach, communicative approach

IV Teachings aids : Textbooks, and pictures

V Procedure:

-Teacher guides students some words

-Students listen and guess the topic

-Teacher asks students questions

-Teacher gives students exercises

-Students guess the letters

-Observe and help the pairs be in

difficulty

-Teacher asks students to read silently and to

do the given task

-Ask students to get the correct answer

-Give students some help

-Ask students to give the answer

-If necessary, translate the structures into

1.Warm up:

- sark

- dolphin

- whaleUNDERSEA WORLD2.Pre-reading:

Can you name the sea in the world ?Write name of the sea animals: Se ; Je ; Ju ; Sh ;SEAL - JELLYFISH - TURTLE - SHARK

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-In pairs, let students ask and answer

questions about the reading

-Observe and help the pairs be in difficulty

-If necessary, check the words or structures

-Give marks

-Ask students to scan for specific information

-Ask students to give their paper to correct in

class and give marks

-Observe and help the groups be in difficulty

-Teacher asks students to learn and prepare

for the lesson

2 By using more sophistacated tools

3 to investigate the seabed and bring samples of the marine life back to the surface for the further study

4 pronde a wide range of information, inchiding water temperature, depth and te undersea population

5 Group 1: live on or depend on the bottom like the starfish.Group 2: Swimming animals such as fishes and sharks that more independently of water currents

Group 3: Tiny organisms that are carried along by the currents like the jellyfish

6 If the sea biodiversity was not maintained, the marine life would be at stake

- Go through and learn the lesson

- Prepare Lesson: Unit 9 ( Cont ) - Speaking

* Comments:

- Date of teaching: 17th Jan, 2007 UNIT 9: UNDERSEA WORLD

I Aim:

Help students be able to:

- speak about the environment.and the undersea world

- Ask and answer about the future undersea world

a Grammar:

b Vocabulary:

- sparing ( adj ) ['speəriη] thanh đạm; sơ sài] thanh đạm; sơ sài

( sparing with / of / in something) tiết kiệm; tằn tiện; không hoang phí

sparing of words: ít nói sparing of one's energy: không hoang phí sức lực

- dispose ( v ) [dis'pouz] sắp đặt, sắp xếp, bố trí

troops disposed in battle formation: binh lính được bố trí theo đội hình chiến đấu

to dispose the chairs in a semi-circle: sắp xếp ghế ngồi theo hình bán nguyệt làm cho ai tự nguyện hoặc sẵn sàng làm cái gì

his criminal record does not dispose me to trust him: hồ sơ phạm tội của hắn khó mà làm cho tôi tin hắn

( to dispose of somebody / something) vứt bỏ, tống khứ; đánh bại

a better way of disposing of household waste

- herbicides ( n ) ['hə:bisaid] thuốc diệt cỏ

- pesticides ( n ) ['pestisaid] thuốc diệt loài gây hại, thuốc trừ sâu

V Procedure:

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Teacher’s and

-Teacher introduces new words and phrases

-Teacher asks students a question

-Students asnwer a question

-Teacher guides students with words and

phrases

-In pairs, students discuss the meanings

-Teacher observe, correct and then give

-Students read through sentences quickly

-Teacher gives new words

-In pairs, students discuss the answers

-Students give the answer and Teacher

corrects

-In groups, students discuss the answers

- Teacher and class correct the mistake and

then give him / her marks

for the lesson

1.Warm up:

What would you do if class had much rubbish ?

- Place rubbish in dustbins

- Put plastic bags in proper dustbins

2.Pre-speaking:

Task 1

- In your opinion, which action should you do to protectoceans at first ?

- Which actions shouldn’t you do ?

I think that action ( f ) is the most important because if we learn all, we can know about the oceans we we understand their values and try to protect tjem

3.While-speaking:

Task 2

Beaches filled with plastic bags

Polluted water Place plastic bags in

proper dustbinsWhales hunted for

food

Extinct / disappear ( Governments )

Don’t let people sell whale productsExplosive used to

catch fish A lot of fish died Be bannedOil spilled from

Pesticieds blown off the fields into the sea

Polluted water Clean up the water

before running into the sea

4.Post-speaking:

Task 3

1 The whale is a mammal because it raises its young on milk

2 Because they want to catch whales for food, oil, leather and otherproducts

- Summarize the situation and grammar

5 Homework:

- Prepare Unit 9 ( Cont ) - Listening

* Comments:

- Date of teaching: 19th jan, 2007 UNIT 9: UNDERSEA WORLD

- Period: 57 LESSON: LISTENING

I Aim:

- Listen and number the pictures in the box

- Listen and decide which statements are right – which are wrong

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- Lissten and answer the questions.

IV Teachings aids : Textbooks, cassette player and tapes

V Procedure:

-Arrange the letters to make them meaningful

words

-Teacher helps students if necessary

-Teacher guides students to the lesson

-Teacher give students situations

-Students ask and answer the given questions

in pairs

-Students listen and repeat the words

-If necessary, ask students give their

meanings

-Students listen and repeat after the teacher

meanings

- Teacher reads the tapescript twice

-Students listen and decide which sentence is

TRUE or which is FALSE

-Teacher corrects the mistakes

meanings

-In pairs, students do Task 2

-Students listen and answer the questions

-Teacher reads the listening once more time

-Students give answers and teacher corrects

- Do you think whales are fishes ? Why / Why not ?Whales are not fish because they raises their young on milk

- Why do people keep hunting for whales ?

Because they want to catch whales for food, oil, leather and other products.

Mammal Blue whale Atlantic Pacific

- The length and weight

- Why to feed in the cold ocean

- What – good feeding grounds

- What – main reason – decrease whale population

- What – groups asked to do

- What happen – didn’t take any measures to protect

2 Because there is a lot of krill – their favourite food in cold water

3 Cold water in the North and South Atlantic Ocean and the North and South Pacific are their good feeding grounds

4 Heavy hunting is the main reason for the decrease in whale population

5 They have asked International Whaling Commission to stop mostwhaling

6 If we didn’t take any measures to protect whales, they would disappear forever

4.Post-listening:

In groups, talk about whale:

- their length and weight

- Their feeding grounds and food

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-In groups, ask students to discuss whales

-If necessary, check the words or structures

for the lesson

- The reasons for protecting whales

5 Homework:

- Prepare Unit 9 ( Cont ) – Writing

* Comments:

- Date: Jan 24th, 2007 UNIT 9: UNDERTHE SEAWORLD

I Aim:

Help students know how to write a passage about the subjects

Pupils can use language in their real life

II Language contents:

a Grammar :

b Vocabulary:

 Carnivore ['kɑ:nivɔ:](n): động vật ăn thịt

 Sperm [spə:m](n): tinh dịch, mang thai

 Prefer [pri'fə:(r)](v): thich áci gì hơn cái gì

 (prefer (st) to (st)

 Squid [skwid](n): súng bắn tàu ngầm, con mực ống, mồi nhân tạo

 Calf [skwid](n): bắp chân, con bê, true con

 Gestation (n): sự thai ngén

 Span [spỉn](n): khoảng thời gian

 Mammal ['mỉml](n): động vật có vú

 Accidental [,ỉksi'dentl](adj): tình cờ

 Entrapment(n): sự đánh bẫy

III Techniques: The learner – centered approach, communicative approach.

IV Teachings aids: Textbooks.

V Procedure:

-Teacher asks students some questions

-Students listen and answer them

- Teacher asks pupils to read the

passage in groups of four

- Pupils in groups to read the passage

- Teacher walks around to help pupils

be in difficulty

- Teacher asks pupils to complete the

table, using the information from the

passage

- Pupils in groups to fill in the table

be in difficulty

1.Warm up:

- The length and weight: 30 meters and over 200 tons

- Why to feed in the cold ocean: a lot of krill

- What – good feeding grounds: Cold water in the North and South

Atlantic Ocean and the North and South Pacific

- What – main reason – decrease whale population: Heavy hunting

2.Pre-writing:

Task 1: Read the passage and then complete the task below.

SPERM WHALE

Prefer water with high squid population

weightFemale: 12m; 17,000 kg in weightFEEDING HABIT Carnivores: Eat mainly squid

Eat up to 1,500kg of food daily OFFSPRING Give birth to one calf every 5-7 years

Gestation period: 14-19 months

SPECIAL FEATURE Biggest animals that have teeth on

Earth

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- Pupils go to the board to write their

answers

- Teacher corrects and gives marks

- Teacher asks pupils to write a short

paragraph a bout the dolphin, using the

information from the table

- Pupils individually to write the

-Teacher asks students to learn and

prepare for the lesson

Have the largest brain of mammalsCONVERSATION

CONCERNS At rich due to hunting and accidental fishing net entrapment

3.While-writing:

Task 2: The table on the next page gives some information about the Dolphin.

Write a paragraph that describes the facts and figures provided in the table.

Answer keys:

Dolphin are not fish They are mammals that live in thewater Dolphin are among the most intelligent animal on Earth.Although They can be found in all ocean in the world, dolphin prefercoastal water and bays The size of dolphins varies greatly Thesmallest dolphin is just about 50 kg in weight and 1,2 metres inlength while the largest one can weigh up to 8,200 kg and is 10metres long Dolphins are carnivores and they eat mainly fish Afemale dolphin gives birth to one calf every two years after agestation period of eleven to twelve months A dolphin can normallylive from twenty-five to sixty-five years and some species ofdolphins can live longer Dolphin populations are at risk due to thepopulation of their habitat and accidental entrapment in fishing net

4.Post-writing:

Write a short paragraph about the dogs, cats …

5 Homework:

- Learn the lesson carefully

- Prepare for: Language Focus

* Comments:

- Date: Jan 24th, 2007 UNIT 9: UNDERTHE SEAWORLD

I Aim:

This period helps pupils review some grammar points: SHOULD, CONDITIONAL TYPE 2 and how to pronounce the sounds [iə] [eə] [uə]

a Grammar: The present perfect, because of and in spite of

-Teacher asks read words

-Teacher listens and corrects misteakes

-Teacher leads students to the new lesson

- Teacher reads the sound individually

- Pupils listen to their teacher

carefully

- Teacher reads the words 2 or 3 times

1.Warm up:

WHERE TOUR HERE2.Language focus:

* Pronunciation: [iə] [eə] [uə]

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- Pupils listen to their teacher carefully.

- Pupils in pairs to read the words

be in difficulty

- Pupils reads the words individually

- Other pupils correct

- Teacher show the form of SHOULD –

SHOULD NOT to the pupils

- Teacher gives some examples

- Pupils listen and copy down

- Teacher asks pupils to do the exercise

- Teacher gives the form and the way to

use the conditional type 2

- Teacher gives some examples

-Teacher asks pupils to do the exercise

- Teacher asks pupils to learn the

- Practise these statement

1 Let’s have some beer, dear

2 What a good idea! The atmosphere

* Grammar and vocabulary:

a Activity 1:

SHOULD – SHOUD NOT ( SHOUDN’T)

- SHOULD + bare infinitive

- SHOUD NOT ( SHOUDN’T) + bare infinitive

We use SHOULD – SHOUD NOT ( SHOUDN’T) toadvise somebody to do something or not do something

Ex: You should study harder

You should not go out in the evening

- Exercise 1:

Answer keys:

2 You should look for another job

3 He shouldn’t go to bed so late

4 You should take a photograph

5 She shouldn’t use her car so much

6 He should put some pictures on the wall

3 I don’t think you should go out this evening

4 I think the boss should resign

c Activity 3:

CONDITIONAL TYPE 2

Simple past tense S + would / Could / Might + V(inf)……

We use the conditional type to express an action that is unreal in the present

Ex: If I had a garden I would grow roses

If I were you I would resign from school

- Prepare for: lesson 10

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- Date: 26th January, 2007 UNIT 9: CONSERVATION

- Period: 60 LESSON: READING

I Aim:

This lesson helps pupils know some features in the forest and the importance of the forest

Pupils can use language in their real life

a Grammar:

- The passive voice

b Vocabulary:

- Conserve ( v ) [kən'sə:v] giữ gìn; bảo tồn

to conserve one's health

variety in food: thức ăn khác nhau, thức ăn nhiều thứ

variety of opinion: ý kiến bất đồng

- Eliminate ( v ) [i'limineit]

loại ra, loại trừ

(sinh vật học) bài tiết lờ đi (một phần của vấn đề) (toán học) khử

rút ra (yếu tố )

- Hydroelectric ( adj ) [,haidroui'lektrik] (thuộc) thuỷ điện

a hydroelectric dam: đập thuỷ điện

- Circulation ( n ) [,sə:kju'lei∫n] sự lưu thông

the circulation of the blood: sự lưu thông của máu

- Soil

III Techniques: The learner – centered approach, communicative approach

V Procedure:

I) Warm up:

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-Teacher asks students questions.

-Teacher listens and corrects

- Teacher asks pupils to read the

passage

-In pairs, do the task 1

- Pupils show their answers on the

board

- Other pupils give their comments

-In pairs, students do the task 2 and

discuss the answers

-Observe and help the pairs be in

difficulty

-Students give the answer and

Teacher corrects

-In pairs, do the task 3

- Pupils show their answers on the

board

- Other pupils give their comments

- Teacher asks pupils answer the

- Teacher asks pupils to learn the

lesson at home

1 What are some global problems ?The extinction of plants, animals, pollution, flood, forest, fire

2 What need we do to solve these problems ?Planting tree, preventing global warrming, conservation.WHAT IS CONSERVATION ?

It is the protection of natural things, such as plants and animals.

II) Pre-reading:

Answer the questions:

1 Have you ever visited a zoo or a forest?

I have ever visited a zoo

2 What animals are you interested in? Why?

I’m interested in tigers Because they are very impressed and strong

3 Do we need to protect animals and forests ?

IV) Post-reading:

Answer the following questions:

1 What are the consequence of losing forest?

It is destroying earth’s palnt and animal variety

2 How important is water in our life?

We can’t live without water

3 What should be help conserve water?

We should stop worsening the problem while scientists search for answers, and laws are passed in nature’s defence

V) Homework:

- Through the lesson

- Prepare for: speaking lesson

* Comments:

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- Date of teaching: 31st Jan, 2007 UNIT 10: CONSERVATION

I Aim:

- Talk about the new kind of zoos

- Report on discussing results

V Procedure:

Teacher’s and

-Teacher introduces new words and phrases

-Teacher asks students a question

-Teacher guides students with words and

phrases

corrects

-In pairs, students discuss the meanings

-Teacher observe, correct and then give

marks

-Students read through sentences quickly

-Teacher gives new words

-In pairs, students discuss the answers

corrects

1.Warm up:

- Have ou ever been to the zoo ?

- What animals can you see in the zoo and in the wild ?

- What are zoos opened for ?

- Hat animals are in danger ?2.Pre-speaking:

Task 1

1 They are opned to help endangered species develop

2 The animals are not kept in cages They can live in their natural environment

Kind Animals may Develop YES

Animals may feel better NO

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-In groups, students discuss the answers.

- Teacher and class correct the mistake and

then give him / her marks

for the lesson

4.Post-speaking:

Task 3

1 Do you think animals in the new kind of zoos can live better ?Yes, I think so Because they are provided as natural environment as posible

2 Is it chap to reconstruct animals’ natural environment ?

No, it is not cheap to reconstruct animals’ natural environment

3 Where can you see animals of various kinds, including wild ones ?

We can see animals of various kinds, including wild ones in the new kind of zoos

- Summarize the situation and grammar

5 Homework:

- Prepare Unit 10 ( Cont ) - Listening

* Comments:

- Date of teaching: 31st Jan, 2007 UNIT 10: CONSERVATION

- Period: 61 LESSON: LISTENING

I Aim:

- Listen and sequence events

- Listen and decide which statements are right – which are wrong

- Lissten and identify specific information

a Grammar:

b Vocabulary:

- Campfire ( n )

- Spread ( v )

IV Teachings aids : Textbooks, cassette player and tapes

V Procedure:

_Students answer the questions

-Teacher helps students if necessary

-Teacher guides students to the lesson

-Teacher give students situations

-Students ask and answer the given questions

in pairs

-Students listen and repeat the words

meanings

-Students listen and decide the order of the

sentences

1.Warm up:

- Do you think that forests play an important role in our life ?

- What can we do to conserve them ?2.Pre-listening:

What can cause a forest fire ?

Forest Campfire Valuable Forester Destroy Awful

3.While-listening:

Task 1

1 All of us must care

2 In late summer, fire is

3 A forest fire estroys

4 A campfire near a heap

5 It’s an pleasant thing

Task 2

1 F

2 F

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-Students listen and decide which sentence is

TRUE or which is FALSE

meanings

-Students listen and choose the answer

-Teacher reads the listening once more time

-Students give answers and teacher corrects

them

-In groups, ask students to discuss whales

for the lesson

- In groups, talk about how a forest fire amy start and what every camper ought to remember

5 Homework:

- Prepare Unit 10 ( Cont ) – Writing

* Comments:

- Date: Feb 2nd, 2007 UNIT 10: UNDERTHE SEAWORLD

I Aim:

Help students understand the contents and language in an invitation letter

Pupils can write an invitation letter based on given words / phrases

a Grammar :

- Would you like + infinitive

- How about + V-ing

- Do you feel like + V-ing

- Are you free + V-ing

- Why don’t you + bare infinitive

- Can you / Shall you + bare infinitive

b Vocabulary:

V Procedure:

-Teacher asks students to finish the

sentence

-Ask students to see if there are any

new words

-Teacher asks students to look through

the column A and B

-Teacher checks and gives the correct

2 What do you often write in an invitation letter ?

3 What are some expressions do you write in an invitation letter ?

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-If necessary, check the words or

structures

-Teacher asks students to fill in blanks

answers

-Students listen and practise in pairs

-Teacher asks students look through

the form to check new words

-Teacher asks students to complete the

prepare for the lesson

1 are you free / Would you like

2 Would you like / Are you free to go / How about

3 Can you / why don’t you

4.Post-writing:

Dear Lan,

We haven’t met since you moved I miss you a lot We are both having some days off the two terms soon If you haven’t made any other plans, whydon’t we spend a weekend together ?

Do you eel like visiting the forest near my grandparents’ home again ? Itlooks quite different now because very many young tress have been planted

at the Tree-planting Festivals

Do come if you fin it possible and I ‘ll make all the preparations then Give my love to your parents

Your friend, Nam

5 Homework:

* Comments:

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I Aim:

Help students understand the contents and language in an invitation letter

Pupils can write an invitation letter based on given words / phrases

a Grammar :

- Would you like + infinitive

- How about + V-ing

- Do you feel like + V-ing

- Are you free + V-ing

- Why don’t you + bare infinitive

- Can you / Shall you + bare infinitive

b Vocabulary:

V Procedure:

-Teacher asks students to finish the

sentence

-Ask students to see if there are any

new words

-Teacher asks students to look through

the column A and B

answers

-If necessary, check the words or

structures

-Teacher asks students to fill in blanks

answers

-Teacher asks students look through

the form to check new words

-Teacher asks students to complete the

2 What do you often write in an invitation letter ?

3 What are some expressions do you write in an invitation letter ?

4 are you free / Would you like

5 Would you like / Are you free to go / How about

6 Can you / why don’t you

4.Post-writing:

Dear Lan,

We haven’t met since you moved I miss you a lot We are both having some days off the two terms soon If you haven’t made any other plans, whydon’t we spend a weekend together ?

Do you eel like visiting the forest near my grandparents’ home again ? Itlooks quite different now because very many young tress have been planted

at the Tree-planting Festivals

Do come if you fin it possible and I ‘ll make all the preparations then Give my love to your parents

Your friend,

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prepare for the lesson Nam5 Homework:

* Comments:

- Period: 64 LESSON : LANGUAGE FOCUS

The present continuous passive:

S + am / is / are + being + V3/ED

They are writing a report

A report is being written by them

The present perfect passive:

S + have / has + been + V3/ED

The simple future passive:

S + will / shall + be + V3/ED

They will write a report carefully

A report will be written carefully by them

-Students work in pairs to complete the

- Back / bed / brought / big / breakfast / Bernie / a / to / the

Bernie brought a big breakfast back to the bed

- put / purple / pool / the / paint / in / Pat

Pat put purple paint in the pool

2.Language focus:

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