thiết kế bài giảng tiếng anh 10 tập hai

1 NguyÔn Thuû Minh – L−¬ng Quúnh Trang ThiÕt kÕ bμi gi¶ng a TËp HAI Nhμ xuÊt b¶n Hμ néi 2 Unit 9 Undersea world Period 1 Reading I. Objectives By the end of the lesson, Ss will be able to: − guess the meaning of words based on contexts and components of the words − scan for specific information − use vocabulary items related to the undersea world to read and talk about the topic. II. Materials Textbook, a map of the world III. Anticipated problems Ss may not know much about the marine life and related vocabulary, so T should be ready to give explanation. IV. Procedure Time Steps Work arrangement 7' Warm-up Competition game − T sticks the map of the world on the board (the map is in English). Group work 3 Time Steps Work arrangement − T asks Ss to work in groups of 5 and gives each group a set of 5 flash cards with the names of the 5 oceans in Vietnamese. − T aks Ss to read the names of the oceans on the map and match the Vietnamese names with the appropriate English names. The quickest group will go to the board and stick the Vietnamese names on the appropriate places on the map next to the English names. − The winner is the group who finds the correct answers in the shortest period of time. 1. Arctic Ocean: Bắc Băng Dương 2. Antarctic Ocean: Nam Băng Dương (Biển Nam Cực) 3. Pacific Ocean: Thái Bình Dương 4. Atlantic Ocean: Đại Tây Dương 5. Indian Ocean: Ấn Độ Dương 4 Time Steps Work arrangement 10' Before you read Finding names of sea animals − T asks Ss to give the Vietnamese names of the animals in the pictures. − Then T asks Ss for the English names of these animals. − If Ss do not know them in English, T should provide them. 1. Seal 2. Jellyfish 3. Turtle 4. Shark Pre-teaching Vocabulary Note: T should only teach the words which do not appear in Task 1. 1. Bay (n): Vịnh 2. Mystery (n): a thing of which the cause or origin is unknown or impossible to explain (bí ẩn) 3. Beneath (prep): under sb/sth (dưới) 4. Submarine (n): tàu ngầm 5. Marine life (n): life in the sea (cuộc sống dưới biển) 6. Fall into (v): to be able to be divided into sth (được chia thành) 7. Water current (n): dòng nước 8. Organism (n): a living being (sinh vật) 9. At stake: at risk ( bị đe dọa) − T may ask some Ss to make sentences with the above words to check their understanding. Whole class 7' While you read Setting the scene You are going to read a passage on the life in the sea. While you are reading, do the tasks in the textbook. Whole class, individual work & pair work 5 Time Steps Work arrangement Task 1: Gap filling based on word meaning guessing Instruction: Fill each blank with one of the words in the box. All of the words appear in the reading passage. − T writes these words on the board: Gulf, investigate, oversized, tiny, biodiversity, samples, challenges, provide − Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings. − Ss guess the meaning of the words based on the contexts in the sentences and the components of the words. For example, to guess the meaning of oversized Ss can use the relation between small, oversized and however…or (dù…hay…). T can also help Ss analyze the formation of the word: oversized= over (more, higher)+ sized. − T checks that Ss understand the words correctly. T can check Ss' understanding by asking them to provide the Vietnamese equivalents to the words. − Next, T instructs Ss to use some strategies to do task 1: + First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 1 the word to fill in should be an adjective, in sentence 2 a verb, in sentence 3 a noun… + Read the first sentence carefully to understand the meaning roughly. Read the words/phrases in the box to choose the most suitable one to fill in the blank + Continue with the rest of the sentences. − T asks Ss to work individually to do the task − T goes around to help Ss when necessary. − T asks Ss to exchange their answers with other Ss. 6 Time Steps Work arrangement 8' − T asks Ss for their answers and tells them to explain their choices. − T gives the correct answers: 1. tiny 2. investigate 3. gulf 4. biodiversity 5. samples Task 2: Answering questions Instruction: You are to read the passage again and answer the questions in the book. − T instructs Ss to use some strategies to do the task: + First, skim the six questions to understand them. As Ss do this they: • underline the key words. For instance, in question 1 Ss can underline what percentage, earth's surface, covered, seas and oceans. • decide what information they need to find in the text • look for questions words like "what percentage" which indicates Ss should read for specific thing like a number. + Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place. + Read the part carefully to find the answer. Ss can use their own words. + Continue with the rest of the questions. − T asks Ss to work individually to do the task. − Then T asks Ss to discuss their answers with their peers. − T calls on some Ss to write their answers on the board and ask them to explain their choices. 7 Time Steps Work arrangement − T feedbacks and gives the correct answers: 1. 75% of the earth's surface 2. By using modern services 3. They investigate the seabed and bring samples of the 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. The marine life would be at stake if the sea biodiversity was not maintained. 10' After you read Instruction: You are to work in pairs and summarize the passage by filling each blank with a word or phrase given in the box. − T instructs Ss to use some strategies to do the task: + Ss read the words and phrases given in the box to understand the meanings. T can explain the meanings of some words if Ss find them difficult. + Ss read through the summary and identify the part of speech of the word to fill in each blank. + Ss read the passage again for the main ideas and complete the summary. − T goes round to offer help. − T asks Ss to check their summary with a partner − T checks with whole class Individual work, pair work, and whole class 8 Time Steps Work arrangement 1. three-quarters 5. biodiversity 2. mysterious 6. huge 3. modern 7. plants and animals 4. discoveries 8. closely connected If there is some time left, Ss can do the extra activity in groups. 3' Wrapping up − T summarises the main points. − T asks Ss to learn by heart all the new words and make sentences with them as homework. Extra activity: Work in groups to complete the network. Undersea World Fish Mammal dolphinstarfish 9 Period 2 Speaking I. Objectives By the end of the lesson, the Ss will be able to: − offer solutions to sea problems using should/shouldn't − talk about causes and consequences of sea problems − report on discussion results II. Materials Textbook, pictures of the sea problems III. Anticipated problems Ss may not know some words in this section, so T should be ready to explain them. IV. Procedure Time Steps Work arrangement 7' Warm-up Picture describing − T prepares a set of pictures of sea problems Oil spill Group work 10 Time Steps Work arrangement Rubbish on the sea shore − T asks Ss to work in groups to discuss the questions: 1. What can you see in the picture? 2. What problem is it? − T asks some Ss to present their answers. − T gives feedback on Ss' answers. 7' Task 1: Offering solutions Instruction: You are required to work in pairs to put the actions in the order of importance and then say what we should or should not do. − Before Ss do the task, T asks them to read through the actions. − T elicits or pre-teaches some vocabulary items: Pair work [...]... points − T goes round to observe and offer help − T takes notes of Ss' mistakes for later correction 10' 12 Whole T calls on some Ss to report that their groups have class discussed and asks other Ss to takes note and compare with their groups' ideas Task 3: Reporting on the discussion results Time Steps 10' Work arrangement Feedback and correction − While Ss report, T takes notes of their errors Then... asks Ss to look at the table on page 100 and tell them to compare the order of the features indicated in the table with the order of the features in the model paragraph 20 Work arrangement Whole class and pair work Time Work arrangement Steps − Tell the Ss that the features in the table follow the order of the features in the paragraph 3 Filling the table on page 100 with the information given in the... Time Steps Work arrangement 3 Migrate (v): to move from one habitat to another according to the seasons (di cư) 4 Conservation (n): preservation of the natural environment and wildlife While you listen 10' Task 1: True/False statements Individual Instruction: You are going to listen to a passage work and about whales Listen and decide whether the group work statements provided are True or False Put a... the text or in the table: 2 Sperm whale (n): cá nhà táng 3 Squid (n): mực 4 Gestation (n): the process of carrying a young person or animal inside the mother's body for the period before birth (thời kỳ thai nghén) 5 Entrapment (n): bị mắc bẫy 6 Habitat (n): the natural environment of an animal or plant (môi trường sống) 7 Offspring (n): a child, the young of an animal (con) 8 Life span (n): the length... can guess the word The student with the quickest and correct answer will get 1 point for their group Ss take turn to be the representative After some turns, the group with more points will be the winner 10' Before you listen Discussion − T asks Ss to work in pairs to discuss the two questions in the book − T calls on some Ss to present their answers − T asks other Ss to add more ideas Vocabulary pre-teaching... pairs − T asks them to compare answers with another pair − T asks some Ss to read out their answers − T feedbacks and gives correct answers 3 would take 8 would be 4 refused 9 did not come 5 would not let 10 borrowed 6 closed down 11 walked 7 pressed 12 would understand Work arrangement Time Steps Work arrangement c Production: Matching game: − T divides the class into 2 big groups: A and B − T asks the... well at night 3 If the students understood the instruction, they could do the assignment 4 If he did morning exercises, he would be fit 5 If she didn't eat much sugar, she would not be very fat 29 Unit 10 Conservation Period 1 Reading I Objectives By the end of the lesson, Ss will be able to: − use vocabulary items related to the issue of conservation − guess the meaning of words based on contexts and... The winner is the one who can guess the word correctly in the shortest period of time 8' Before you read Group work Discussing the questions based on the pictures & whole − T uses the pictures on page 104 to introduce the topic class of the lesson to Ss − Then T asks Ss to work in groups of 5 to discuss the questions in the textbook − T goes a round to provide help − T asks some Ss to present their... statements − T asks Ss to work individually to do the task − T asks Ss to discuss their answers with their peers − T calls on some Ss to give their answers and asks them to explain their choices 33 Time 6' 10' 34 Steps Work arrangement − T gives the correct answers: 1 T (line 2) 2 T (lines 3-5) 3 T (lines 11-12) 4 T (lines 15-16) 5 F (Without plants, most water would run off as soon as it falls Rapid run-off . 1 NguyÔn Thuû Minh – L−¬ng Quúnh Trang ThiÕt kÕ bμi gi¶ng a TËp HAI Nhμ xuÊt b¶n Hμ néi 2 Unit 9 Undersea world Period 1 Reading I. Objectives. Atlantic Ocean: Đại Tây Dương 5. Indian Ocean: Ấn Độ Dương 4 Time Steps Work arrangement 10& apos; Before you read Finding names of sea animals − T asks Ss to give the Vietnamese names. the currents. 6. The marine life would be at stake if the sea biodiversity was not maintained. 10& apos; After you read Instruction: You are to work in pairs and summarize the passage by filling