Pre-reading: 5 minutes - Show the world map and ask students to give the Vietnamese names for the oceans on the map - Show the pictures and introduce to students how to practise - Let th
Trang 1GIÁO ÁN TIẾNG ANH LỚP 10.
UNIT 9: UNDERSEA WORLD
The 55 th period
Preare;
Date :
Grade 10
Theme: Undersea World Unit 9 : READING
Time: 45 minutes
I Objectives:
1 Educational aim: Students should appreciate and contribute their parts to the investigation of
the sea environment
2 Knowledge:
- General knowledge: Through this unit, students know about the sea environment
- New words: words related to oceans
3 Skill: Reading for gist and for specific information
II Method: Intergrated, mainly communicative
III Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of
the sea
IV Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Teacher shows some pictures of animals in
the sea and ask questions:
• What’s this?
• Where does it live?
Pre-reading: (5 minutes)
- Show the world map and ask students to give
the Vietnamese names for the oceans on the
map
- Show the pictures and introduce to students
how to practise
- Let them work in pairs
- Walk round and help students if necessary
- Look at the pictures and answer the questions:
- It’s a fish
- It lives in the sea
- Look at the map and give the Vietnamese names for the oceans:
Artic Ocean Pacific Ocean Atlantic Ocean
- Look at the pictures
- Listen to the teacher and practise in pairs
A: Can you name this sea animal?
B: It’s a seal
Trang 2While-reading: (25 minutes)
- Open your books
* The passage:
- Ask students to look through the passage
- Play the cassette player
- Help students read the passage
- Explain pronunciation and meaning of the
new words which appear in the passage
- Ask students to read loudly the difficult
words in chorus
Task 1
- Ask students to do task 1
- Walk round and help students
- Ask two students to write their answers on
the board
- Correct mistakes
Task 2
- Ask students to read the passage again then
answer the questions
- Walk around and provide help if necessary
- Call two students to give their answers on the
board
- Correct the answers
Post-reading: (10 minutes)
- Ask students to complete the summary of the
reading passage by filling each blank with a
word or phrase given in the box below
- Walk round and help students if needed
- Call 2 students to give their answers on the
board
- Correct the answers
Homework: (2 minutes)
- Ask students to do Part A (p.53) in workbook
and prepare Part B.Speaking at home
……
- Look through the passage
- Listen to the tape
- Practise speaking
- Ask teachers some new words
- Listen to the teacher
- Read in chorus
- Do task 1 individually
Key:
1.tiny-2.investigate-3.gulf-4.biodiversity-5.samples
- Read the passage again then answer the question Key:
1.75% of the earth’s surface
2 By using modern devices
3 They investigate the seabed and bring samples of marine life back to…
- Listen to the teacher
- Complete the task Key: 1.three-quarters;
2.mysterious; 3.modern;
4.discoveries;
5.biodiversity;6.huge;
7.plants and animals;
8.closely connected
- Listen to the teacher and write down in the notebooks
V.THE SELF EVALUATION AFTER CLASS
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Trang 3The 56 th period
Prepare;
Date :
Grade 10
Theme: UNDERSEA WORLD
Unit 9: SPEAKING
Time: 45 minutes
I Objectives:
1 Educational aim: Students should contribute their parts to the protection of the sea
environment
2 Knowledge:
- General knowledge: Students learn how to protect and save the sea environment
- Language: sentences and expressions for making suggestions about the protection of the sea environment
3 Skill: Fluency in expressing opinions and making suggestions about the protection of the sea
environment
II Method: Intergrated, mainly communicative
III Teaching aids: textbook, some pictures showing the sea environment
IV Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students to keep books close
- Ask students the questions:
* How will you feel when your
classroom is dirty?
* What will you do if there are a lot of
papers or plastic bags in your classroom?
Pre-speaking: (3 minutes)
- Show the pictures about the sea
environment
- Say: “Now, our environment and
beaches are filled with plastic bags,
pieces of glass and cigarette butts… This
makes the environment polluted and
endangers sea plants and animals To
protect our ocean, we’ll discover how to
do it through this unit”
- Listen to the teacher and answer the questions:
- We’ll feel not well
A: We’ll put rubbish in the dustbins
B: We’ll place papers and plastic bags in proper dustbins
- Look at the pictures
- Listen to the teacher
Trang 4While-speaking:(25 minutes)
Task 1
- Ask students to do task 1 in pairs
- Walk round and provide help
- Call 2 students to give their opinions on
the board
- Correct mistakes and give comments
Task 2
- Ask students to do task 2 in pairs
- Walk round and help students if needed
- Call 2 students to give their opinions on
the board
- Correct mistakes and give marks
Post-speaking: (10 minutes)
Task 3
- Ask students to do task 3 in groups
- Walk around and help each group if
necessary
- Call 3 students to report to the class
what each group has discussed
Homework: (2 minutes)
- Ask students to do part B (p 56) in the
workbooks and prepare part C.Listening
at home
- Do the task 1 in pairs
We should place rubbish and plastic bags in proper dustbins
…
A: Beachers are filled with plastic bags, pieces of glass and cigarette butts This makes the sea polluted and endangers sea plants and animals
B: We should clean the beaches and tell other people not to litter them…
- Listen to the teacher and work
in groups
- The students who are called stand up to report to the class what each group has discussed
- Listen to the teacher and take notes quickly
V.THE SELF EVALUATION AFTER CLASS
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Trang 5The 57 th period
Prepare:
Date :
Grade 10
Theme: UNDERSEA WORLD
Unit 9 : LISTENING
Time: 45 minutes
I Objectives:
1 Educational aim: Students should contribute their parts to the protection of whales’ lives
2 Knowledge:
- General knowledge: Students learn about whales and their lives, about how to protect and save
whales
- Language: Words related to whales
3 Skill: Listening for specific information
II Method: Intergrated, mainly communicative
III Teaching aids: textbook, tapes, some pictures of the whales
IV Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Show the picture of the whale and ask
students some questions:
• What is this?
• What do you know about whales?
Pre-listening: (7 minutes)
- Ask students to keep books close
- Ask students the questions:
1 Do you think whales are fish? Why?
2 Why do people keep hunting for
whales?
* Listen and repeat:
- Introduce the new words
- Turn on the cassette player
- Ask students to read inchorus then
individually
While-listening:(32minutes)
Task 1
- Ask students to read and explain 5
questions in task 1
- Look at the picture and answer the questions
- It is a whale
- They are very big and they live in the sea…
- Answer the questions:
1 Whales are not fish because they raise their young on milk
2 Because they want to catch whales for food, oil, leather and other products
- Listen to the teacher
- Listen to the tape carefully
- Read in chorus then individually
Read the questions in task 1 independently
Trang 6- Explain some words or phrases which
students cannot understand
- Ask students to listen to the tape twice
and do task 1
- Turn on the tape
- Ask 2 studetns to give their answers on
the board
- Correct the answers then explain them
Task 2
- Ask students to read 6 questions in task
- Explain some new words or difficult
phrases
- Play the tape
- Ask students to listen to the tape again
and answer the questions
- Call 2 students to give their answers on
the board
- Correct the answers
Post-listening:(10 minutes)
- Introduce to students how to talk about
whales using the following cues
+ Their length and weight
+ Their feeding grounds and food
+ The reasons for protecting whales
- Ask teacher some new words then take notes
- Listen to the tape carefully and do the task
Key:
1.F - 2.T - 3.T - 4.F - 5.T
- Read the questions and ask teacher some new words if necessary
- Listen to the tape Key:
1 The blue whales grow to 30 metres in length and over 200 tons in weight.
2 Because there is a lot of krill- their favourite food in cold waters.
3 Cold water in the north and South Atlantic ocean and the north and south Pacific ocean are their favourite feeding grounds.
4 Heavy hunting is the main reason for the decrease in whale population
5 They have asked the international whaling commission to stop most whaling.
6 If we didn’t take any measure to protect whales, they would disappear forever.
- Listen to the teacher
- Practise speaking in groups
Trang 7- Let them work in groups
- Ask some students to stand up to talk
about whales
- Listen and correct mistakes
Homework:(2 minutes)
- Ask students to rewrite the description
of the whale at home
- Ask students to prepare the part Writing
at home
- The students who are called stand up to talk about whales
- Listen to the teacher and write down
V.THE SELF EVALUATION AFTER CLASS
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Trang 8The 58 th period:4/5-1
Prepare;
Date :
Grade 10
Theme: UNDERSEA WORLD Unit 9 : WRITING
Time: 45 minutes
I Objectives:
1 Educational aim: Students should contribute their ideas to the protection of sperm whales’
lives and dolphins’ lives
2 Knowledge:
- General knowledge: Students should learn about sperm whales, dolphins and their lives, about
how to protect and save them
- Language: sentences and forms for describing information
- New words: Words related to sperm whales and dolphins
3 Skill: Describing information from a table about animals’ lives
II Method: Intergrated, mainly communicative
III Teaching aids: textbook, some pictures of sperm whales and dolphins
IV Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Show the pictures of sperm whales and
dolphins and ask students the question:
* What is this?
* How do you know about sperm
whales?
* How do you know about dolphins?
Pre-writing: (3 minutes)
- Ask students the questions:
* Have you ever described an animal?
* Is it easy or difficult to describe an
animal?
- Introduce new lesson
While-writing: (30 minutes)
Task 1
- Ask students to work in pairs
- Ask students to read the description of
the sperm whale
- Explain some new words
- Look at the pictures
- Listen to the teacher and answer the questions:
A: It’s a sperm whale
B: It’s a dolphin
C: They are the biggest animals
on the earth…
D: They are not fishes
E: They are among the most intelligent animals…
- Listen to the teacher and answer the questions:
A: Yes, I have
B: It is difficult to describe an animal
- Work in pairs
Trang 9- Give cues to students then ask them to
complete the table that follows:
* Where are sperm whales?
* Which ocean do they prefer?
* Would you tell me the length and the
weight of a male/ female whale?
* In your mind, whales are fishes?
* How long is a gestation period?
* How many years can whales be?
- Ask students to give their answers
- Correct the answers
Task 2
- Ask students to write a paragraph that
describes the facts and figures provided
in the table about the dolphin
- Walk round and help students if
necessary
Post-writing: (7 minutes)
- Ask students to stand up to read their
paragraphs
- Listen and correct mistakes
Homework: (2 minutes)
- Ask students to do part D Writing
(p.57) in workbook and prepare part
Language Focus at home
- Read the passage
- Ask the teacher some new words which can’t be understood
- Answer the teacher’s questions
- Complete the table that follows:
- The students who are asked give the answers on the board
- Work individually
- Give writing-products
- The students who are asked stand up to read the paragraph Ex: Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal water and bays…
- Listen to the teacher and write down
V.THE SELF EVALUATION AFTER CLASS
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Trang 10The 59 th period
Prepare:5/7-1-2010
Date :
Grade 10
Theme: UNDERSEA WORLD
Unit 9 :LANGUAGE FOCUS
Time: 45 minutes
I Objectives:
1 Educational aim: Students should know how to speak and write full sentences to advise
somebody to do something
2 Knowledge:
- General knowledge: Students learn how to speak and write long-full sentences
- Language: “Should” and Conditional sentence type 2 for advising
- New words: words related to pronunciation / /; /e /; / /
3 Skill: - Pronounce the sounds: / / - / / - / / correctly
- Grammar and vocabulary:
+ Should + Conditional sentence type 2
II Method: Intergrated, mainly communicative
III Teaching aids: Textbook, tape, cassette player
IV Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities Students’ activities Notes
Warm-up: (4 minutes)
- Ask students to close the books
- Write the sentence on the board:
1 Are you sure he is poor?
2 Is there a square near here?
- Asks students to read loudly the
sentences on the board in chorus
- Ask students: What sounds are you
learning today?
- Ask students to show:
/ / - / / - / / in the sentences
- Introduce new lesson
Pronunciation: (8 minutes)
+ Listen and repeat
- Ask students to open the books and read
aloud the words or turn on the tape:
+ Practise these sentences
- Turn on the tape
- Look at the board and listen to the teacher
- Read aloud in chorus / / - / / - / /
- Read loudly the words:
/ /: near, here / /: there, square / /: sure, poor
- Listen and repeat the words in chorus then individually
- Listen to the tape and repeat
Trang 11- Let students listen to the tape each
sentence and ask students to repeat
- Ask students to pick out the words
containing the sound: / / - / / - / - / /
in groups
- Call on some students to read aloud the
sentences in front of the class
- Check and correct pronunication
Grammar and vocabulary: (30
minutes)
- Explain the forms: (4 mintues)
1 S + should + V (infinitive)
2 Conditional sentence type 2:
If-clause , main clause
Simple past , would + V (infinitive)
Should
Could
……
- Say: “They are used to advise
somebody to do or not to do something”
Exercise 1
- Ask students to do exercise 1 with
“should” or “shouldn’t”
- Walk around and help students if
necessary
- Ask two students to write their answers
on the board
- Correct mistakes
Exercise 2
- Ask students to read the situations and
each sentence
- Work in groups / /: beer, dear, idea…
/ /: where, wear…
/ /: sure, poor, actually…
- The students who are called stand up to read the sentences loudly
- Look at the board
- Listen to the teacher and write down
- Listen to the teacher and do the task
- The students who are called write the answers on the board Key:
1 She should go away for a few days.
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 walls.
- Listen to the teacher and correct mistakes