GIÁO ÁN ANH 10 KỲ 2 - 2010

- T asks the Ss to think out some sea animals and write them in the card board Suggested answers: shark, dolphin, whale, crab, seal, salmon, jellyfish, … - T introduces new lesson: To u

Unit 9: undersea world

II/ Teaching aids: Cards; posters, realthings, pictures

III/ Division of the unit

Period 1: Reading

Period 2: Speaking

Period 3: Listening

Period 4: Writing

Period 5: Language focus

Unit 9 Undersea world Period 55

Period 1: reading Date of teaching: … … / /2008

Textbook, A map of the world

III Anticipated problems.

Ss may not know much about the marine life

arrangement

5’

Warm up

- Sts close their books

- T asks the Ss to think out some sea animals and write

them in the card board ( Suggested answers: shark, dolphin,

whale, crab, seal, salmon, jellyfish, …))

- T introduces new lesson: To understand more clearly about

sea animals and their environment, today we’re going to

study lesson 1: Reading

Pair work

10’

Before you read

- Ss close their books and answer the teacher’s questions:

1) Can you name the oceans in the world?

2) Write names of the following sea animals: se…), je…),

tu…), sh…)

- T asks Sts to write the names of the Oceans on the board

without correcting them at once

- Ss work in pairs to fill in the blanks

- T go round to help

- T correct the information in front of the class

(T may open his book to show the pictures of some

animals and the map)

Answer keys:

- - Arctic Ocean : BBD - An arctic Ocean : NBD

- Pacific Ocean : TBD - Atlantic Ocean : DTD

- Indian Ocean : ADD

Whole class

While you read

- Ss open their books and read in silent by following the

cassette recorder once to practise new words

Task 1:

- Ss read in individual for three minutes

- T remind Ss of finding 8 words from the reading

- Ss tell the parts of speech of these words

- Ss skim to find out necessary information

- Ss interchange in pairs

- T goes round to check

- Ss fill in the blanks

Task 2: (10ms)

- Ss read the questions

- Ss read in individual and find out information from the

passage

- Ss interchange in pairs

- T corrects them before the class

Answer keys:

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 the surface for further study

4) We can know a wide range of information, including

water temperature, depth and the undersea populations

5) They are those that live on or depend on the bottom like

the starfish, those that move independently of water currents

and those that are carried along by the currents

6) Marine life would be at stake if the sea biodiversity were

not maintained

Pair work

6'

After you read

- Sts work in pairs to skim over the reading

- T suggests and asks Sts to do what he tells

- T corrects them before the class

Answer keys:

1) three-quarter 2) mysterious

3) modern 4) discoveries

5) biodiversity 7) plants & animals

6) huge 8) closely connected

- Reading skill is not good Pupils don’t understand the

content of the text

================================

Unit 9 Undersea world Period 56

Period 2: speaking Date of teaching: … … / /2008

I Objectives.

By the end of the lesson, Ss will be able to

- Offer solutions to sea problems using should / shouldn't, talk about causes andconsequences of sea problems.

II Materials

Textbook, pictures

III Anticipated problems.

Ss may have difficulty in knowing some words in this section

- Sts close their books

- T asks the Ss to answer the following questions:

1) What will you do if there is a lot of rubbish and

plastic bags in our class?

2) How will our environment be if there is too much

rubbish in our class?

3) What things do you think make the sea dirty ?

- T introduces new lesson: Today we’re going to

practice speaking about the ways to protect sea

environment

Group work

7' - T explains the new words, structures and expressionsPRE-SPEAKING:

for Ss to interchange in pairs

- Ss study them by learning their meanings and

- Ss open their books and read carefully the request oftask 1

- Ss work in pairs to put the actions in the order ofimportance and say what they should or shouldn’t do

- T goes round to help

- T may suggests them by asking questions:

1) In your opinion, which action should you do to

Pair work

protect oceans at first? Which one is the most

important ?

2) Which action shouldn’t you do?

Expressions:

- What do you think of/ What’s your opinion of

(using herbicides, fishing for species, being a smart

- Ss Practice in groups to find out the consequences

and the solutions ( each group must have a secretary )

- T goes round to help them or gives the meanings of

new words (if any )

- Ss fill in the chart.

1 Beaches filled with

- Ss work in groups to give their opinions about the

ways to protect sea environment

- T asks one S of each group to report to the class what

his group has discussed

- T corrects these reports before class

Group work

3’

Wrapping

Summarise the main points

Assign homework: Learn by heart new words, structures

and expressions Make 5 sentences about the protecting

of the sea, using the structure “We should/

shouldn’t…)”

* Remark:

- Time is too short

Whole class

Unit 9 Undersea world Period 57

Period 3: listening Date of teaching: … … / /2008

I Objectives

By the end of the lesson, Ss will be able to

- listen for specific information about whales

II Materials

Textbook,cassette…)

III Anticipated problems

Ss may not know much about whales

IV Procedure.

Time Steps Work arragement

5'

Warm up

- Ss close their books

- T shows the chart, containing 2 columns A and B

- Ss fill in the chart with what they should do or

shouldn’t do to protect sea animals

- T introduces new lesson: Today we re going to listen’

about whales: their length and weight, their feeding

ground and food & the reason for protecting them.

1 Do you think whales are fish? Why(not)?

2 Why do people keep hunting whales?

Suggested answers:

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

- T lets Ss read the words ( will appear) in the tape script,

pay attention to the way of pronunciation and the

meanings (if any)

- Ss read these words in silent

- T corrects them before the class

Activity 2: Listen and repeat

-mammal (n): animals that give birth to live babies and

feed their young on milk

-krill(n): tiny shellfish

- migrate(v): move from one place to live in another

-decrease(v) ≠ increase(v)

Pair work

8'

While you listen

Task 1:

- T asks Ss to read the sentences given and underline

the important words

- T explains the sentences that Ss don’t understand

- T turns on the cassette player twice

- T asks Ss to read these 6 questions in advance and

find out important words

- T suggests some main expressions:

The length and weight

Why - feed in the cold ocean

What- good feeding grounds

What-main reasons- decrease whale population

What happen- didn’t take any measures to protect

- T turns on the cassette player twice

- Ss work in groups to discuss and prepare

-While listening, good Ss can repeat the whole answer,

bad Ss can repeat one word they’ve listened

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 most whaling

6 If we didn t take any measures to protect whales, ’

whale would disappear forever

Group work

10'

after you listen Task3:

- Ss work in groups to share the information they’ve

listened about whales:

+ their length and weight

+ their feeding grounds and food

+ the reasons for protecting whales

- T asks one S of each group to report to the class what

his group has discussed

- T corrects these reports before class

Group work

Assign homework : - Learn by heart new words, rewrite

Whole class

some whales’ special features.

- Prepare “ Writing”

* Remark:

==============================

Unit 9 Undersea world Period 58

Period 4: writing Date of teaching:

./ /2008

… …

I Objectives

By the end of the lesson, Ss will be able to

- write a descriptive paragraph about dolphins by using the facts and figures from the table

II Materials

Textbook,

III Anticipated problems

Ss may not be familiar with some words in the model

- Sts close their books

- T asks the Ss to play jumbled words:

PRMES, EAHLWS, REA, THE, IGSTEGB, NMLSAIA,

NO, ERHTA, HTAT, HVEA,ETHET

Suggested answers:

Sperm whales are the biggest animals on earth that have

teeth

- T introduces new lesson: Today we’re going to study

about the sperm whales and dolphins & their special

- T explains the new words and expressions

- Ss open their books and read in silent the description

Vocabulary:

- sperm whale

- carnivore (n)

- diet (n): food

- male (n)/ (a) ≠ female (n)/(a)

- calf (n): young sperm whale

- trap (n ) entrap (v) entrapment (n)

- gestation (n)

Pair work

- Ss work in groups to fill in the table( page 100).

- T walks round to help -.T may suggest them by asking questions:

1) Where can sperm whales be found?

2) Which water do they prefer?

3) Would you tell me the length and the weight of amale /female whale?

4) What do they eat?

5) How long is a gestation period?

6) How many years can whales be?

7) What are their special features?

8) Why should people be concerned about endangeredwhales?

- T corrects these information before class

Suggested answers:

Range &

Habitat All OceansPrefer waters with high squid populations

Size Mafe:18m in length : 54.000 kg in weightFemafe:12m in length :17.000 kg in

weightFeeding Carnivores; eat mainly squidEat up to 1.500kg of food daily

Off spring Give birth to one calf every 5—7 years Gestation period :14-19 months

Special

Features

Biggest animals that have teeth on Earth Have the largest brain of all mammals Conservation

Concerns

At risk due to hunting and accidentalfishing net entrapment

Individual workGroup work

Task 2:

- T reminds Ss of referring to the description in task 1

- Ss Practice in groups to write the description fordolphins ( each group must have a secretary )

- T goes round to help them or gives the meanings of new

words (if any )

10'

after you write

-T asks one S of each group to report to the class what his

group has discussed

-T corrects these reports before class

Suggested answers:

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 waters and bays The size of

dolphins vary greatly The smallest dolphin is just about

50kg in weigh and 1.2 meters in length while the largest

one can weigh up to 8.200kg and is 10 meters long

Dolphins are carnivores and they eat mainly fish A female

dolphin gives birth to one calf every two years after a

gestation period of eleven to twelve months A dolphin can

normally live from twenty-five to sixty-five years and some

species of dolphins can even live longer Dolphin

populations are at risk due to the pollution of their habitat

and accidental entrapment in fishing nets

Group work

5'

Wrapping

Summarise the main points

Assign homework : ) -Learn by heart new words and

expressions

- Write a passage of approximately 100 words about a sea

animal they like

* Remark:

Whole class

Unit 9 Undersea world Period 59

Period 5: Language focus Date of teaching:

./ /2008

… …

I Objectives

By the end of the lesson, Ss will be able to

- pronounce correctly three diphthongs /iə/, /eə/, /uə / in separate words and inspeeches

- use Should and Conditional type 2 appropriately

II Materials

Textbook, whiteboard markers…)

III Anticipated problems

IV Procedure.

Time Steps Work arragement

5'

Warm - up

- Sts close their books

- T divides the class into 2 groups and lets the Ss to play a game: Group A write the If –clause and group

B write the main clause(each desk must have a clause) Then T collects them and chooses any If –clause and any main clause to make conditional sentences

- T corrects and introduces new lesson: Today we’re going to study SHOULD and conditional

sentence( type 2) after practicing the three diphthongs/iə/, /eə/, /uə /

Whole class

10'

Pronunciation Activity 1: Listen and repeat

- Ss listen to the cassette player these 3 diphthongs(once) to realize the difference among them

- Ss repeat after T once

- T write their phonetic symbols on board andnumbers them: (1)/iə /; (2)/eə /; (3)/uə /

-Ss close their books and speak aloud the number ofthe sound T reads

Activity 2: Practice these sentences

- Ss listen and repeat after T twice

- Ss practice reading these sentences

- T walks round to help

IndividualPair work

10'

Grammar and vocabulary

* Should:

Activity 1: (Exercise 1- Page 102)

- Ss read the example carefully

- T explains the structure with SHOULD

1) What would you do if you were Jack?

2) What should you do?

-Each S reads his sentence before the class

Suggested answers:

2 - (My salary is very low)

- You should look for another job

3 - Jack always has difficulty getting up)

- He shouldn’t go to bed so late

4 - (What a beautiful view!)

- You should take a photograph

5 - (Sue drives every where She never walks)

- She shouldn’t use her car so much

6 - (Bill’s room isn’t very interesting)

- He should put some pictures on the wall

whole class

15'

* Conditional sentence type 2:

Activity 3: (Exercise 3- Page 103)

- T presents the structure of conditional sentence type2

-T tells Ss the difference between type1 and type 2,then asks Ss to give examples

Structure:

Conditional sentence type 2 :Unreal in the present

If clause Main clause

Suggested answers:

3 If I was offered the job, I think I would take it

Pair work

4 I’m sure Amy will lend you the money, I’d verysurprised if she refused.

5 If I sold may car, I would not get much money for

it

6 A lot of people would be out of work if the factoryclosed down

7 What would happen if I pressed that red button ?

8 Liz gave me this ring She would be very upset if Ilost it

9 Mark and carol are expecting us They would bedisappointed if we did not come

10 Would Tim mind if I borrowed his bicycle withoutasking him ?

11 If somebody walked in here with a gun I’d bevery frightened

12 I’m sure Sue would understand if you explainedthe situation to her

- The passive voice

II/ Teaching aids: Cards; posters, real things, pictures

III/ Division of the unit

Period 1: Reading

Period 2: Speaking

Period 3: Listening

Period 4: Writing

Period 5: Language focus

Unit 10 : conservation Period 60

Period 1: reading Date of teaching: … … / /2008

I Objectives

By the end of the lesson, Ss will be able to

- Contribute their parts to the protection of the natural environment

II Materials

Textbook, whiteboard markets,…)…)…)

III Anticipated problems

Ss may not know much about conservation, so T should be ready to help them

IV Procedure.

Time Steps Work arragement

5'

WARM UP

- Sts close their books

- T asks the Ss to think out some environmental problems and write them in the card board

- T introduces new lesson by asking questions:

What is conservation?

Conservation is the protection of natural things, such

as plants and animals

Suggested answers:

-the extinction of the plants and animals

- pollution, floods, droughts, volcanic eruption , earth quakes, forest fire,…)

- T goes round to help

- T correct the information in front of class

Activity 2:

- T delivers handouts and tells Ss the way to do

- Ss work in pairs to fill in the blanks in the table ofword form

Pair work

Pair work

Environmental problems

10'

- T goes round to help

- T corrects the information before class

-Ss scan quickly the reading to find out the new words

in column A Ss work in individual, then interchange

- Ss read the text in silence and do the task 2

- Ss read the given statements, T explains new words (ifany)

- Ss skim to find out necessary information to identify

if they are T or F

- Ss interchange in pairs

- T goes round to check

- T corrects the information before class

Answer keys of task 2:

1 F 2 T 3 T 4 T 5 F 6 F

Task 3:

- Ss work in groups of every desk to find theinformation in the reading, then choose the main ideafor each paragraph

- T explains that the main idea of each paragraph oftenappears in the topic sentence

Answer keys of task 3:

Group work

heart diseases and many other sicknesses

*Paragraph B :

Main idea :We can not live without water.

Topic sentence : Man and most animals need a constant

supply of water to live

after you read

- Sts work in groups to find the answers in the reading

to prove the importance of forests, water and have theemergent actions to conserve

- T goes round to check

- T corrects them before the class

Answer keys:

1 The loss of much forests is destroying the earths

2 Man and most animals need a constant supply ofwater to live Farmers need water for their crops

3 We should stop polluting rivers and seas and stopthe disappearance of plants and animals

* Remark:

Whole class

===================================

Unit 10 : conservation Period 61

Period 2: speaking Date of teaching:

/ /2008

… …

I Objectives.

By the end of the lesson, Ss will be able to

- Ask for someone's opinions, and show their agreement or disagreement about thenew kind of zoo, talk about the advantages and disadvantages of the new kind of zoo

II Materials

III Anticipated problems.

Ss may have difficulty in knowing some words in this section

Sts close their books

-T delivers handouts and asks Ss to classify the given

words to the following categories (wolf, shark, whale,

tiger, lion, elephant, monkey, turtle, seal)

Pair work

a wolf b tiger c lion d elephant e monkey

- T introduces new lesson by asking questions:

1 Have you ever been to the zoo?

2 What are zoos opened for?

Suggested answers:

1 Yes, I have

2 For keeping animals

8' - T explains the new words, structures and expressionsPRE-SPEAKING:

for Ss to interchange in pairs

Ss study them by learning their meanings and repeating

- prefix “pre-“ means “again”

EX: reconstruct, reintroduce,…)

- injured(a): wounded (a)

- - Kent: a county in south-east of England which is

famous for vegetables and fruit

- Structure: BE + V3/ V-ed (passive voice)

EX: This chair was made by my father

-Pair work

Task1:

- Ss open their books and read carefully the passage

about the zoo in page 106, then answer the questions

- Ss ask and answer in pairs

- T goes round to help and check

Suggested keys of task 1:

1

- It is used to provide as natural environment as natural

as possible for the animals

2 The places where endangered species can develop

- Animals can live in natural environment

- They are not the places where animals are imprisoned

Pair work

Task 2:

- T delivers handouts and asks Ss to practice the

conversation, then do it again, replacing the

underlined words with those provided in(1) and (2)

- Ss Practice in groups ,using the information from the

table to ask and answer

- T goes round to help them or gives the meanings of

new words (if any )

Suggested keys of task 2:

A: I think it would be better for animals if they live in

the zoo of new kind because they may have better food

Animals may do what they want to

Animals may developAnimals may feel happier

I am afraid that I can’t agree with you

Yes, that’s right

I can’t agree with you more

Yes, I believe so

Group work

8'

Task 3:

-Ss work in groups to discuss the advantages and the

disadvantages of zoos of the new kind

- T goes round to help them or gives the meanings of

new words (if any )

Suggested keys of task 3:

Group work

7'

POST-SPEAKING:

Task4: (10ms)

-Ss work in groups to give their opinions about the

advantages and the disadvantages of zoos of the new

kind

-T asks one S of each group to report to the class what

his group has discussed

-T corrects these reports before class

Wrapping

Summarise the main points

Assign homework:

Group work