giao an anh 10

Period 54 Preparing date 03 / 01/2011 Teaching date / 01 /2011 Unit 9 undersea world Lesson 1 Reading I. Objective: By the end of the lesson, students will be able to -read a passage for information of sea animals and plants and modern technology used to study it. - guess the meanings of words in contexts. - scan for details through the passage. - summarize the reading passage (in reading and writing) II. Language Focus: - Grammar: Conditional sentences (Type II) - New words: words related to oceans, marine animals III. Teaching aids: pictures of oceans, sea plants and animals IV. Procedure Teacher's activities Students' activities 1. Warm-up ( 5 mins ) -T shows some pictures of the ocean with sea animals, and asks Ss: a. Is it an ocean? b. How many oceans are there in the world? c.Are there many sea animals beneath the ocean? d. Can you name some sea animals? T presents the lesson. -Ss answer the question. - Ss listen to teacher. 2.Pre-reading (7 mins ) -T asks Ss to look at the map and the pictures in the book to find out the oceans, guess sea animals. T remark Ss' answer T read the passage (once), pick some new words out T uses the pictures and examples to explain the meaning of the words. * New words: - gulf (n) (picture) - mystery (n) -> mysterious(a) Ex: There are still many strange sea animals and things under the ocean. We haven't known all of them. It's a mystery. - overcome (v): get over (v) - challenges (n) - investigate (v) Ex: Police haven't investigated the cause of the terrible accident. - starfish (n) picture - biodiversity (n) (explain ) - water current (n) Ex: electric current T reads new words and Ss repeat Ss work with a partner Ss give Vietnamese names for the oceans Ss name the sea animal in each picture Ss answer and guess the meanings of words Ss repeat the new words 3.While-reading ( 15 mins ) Task 1:Fill each blank with one of the words in box. -T asks Ss to read the passage in silence and do Task 1 - T asks Ss to do the task in groups. - T remarks Ss' answers T present the next task Task 2: Read the passage again and then answer the following questions - T asks Ss to look back the reading then doing the task in pairs - T remarks and corrects Ss' mistakes - T presents the next part -Ss read the passage in silence and do the task -Ss work in groups of 4 -Ss answer -Ss read the whole text again in silence and then work in pairs -Ss work in pairs - Ss practise in pairs 4. Post-reading( 12 mins ) -T asks Ss to work in pairs to complete the summary of the reading passage - T remarks and corrects Ss' mistakes -T Asks Ss to use their own idea to summarize the passage - T remarks and gives marks -Ss work in pairs - Ss answer -Ss summarize 5. Homework (3 mins) -T assigns homework * Learn new words by heart * Write the summary with the own ideas -T guides Ss to prepare the next lesson Ss take note Period 55 Preparing date 03 / 01/2011 Teaching date / 01 /2011 Unit 9 undersea world Lesson 2 Listening I. Objectives: By the end of the lesson, students will be able to listen and understand some information about whales II. Language Focus: - Grammar - New words: krill, migrate, mammal, The International Whaling Commission III. Teaching aids: a cassette player and tape, pictures IV. Procedures Teacher's activities Students' activities 1. Warm-up ( 5 mins ) -T asks Ss to look at a picture asks Ss some questions a. Do you think whales are fish? Why (not) ? b. What do you know more about whales? c. Why do people keep hunting whales? - T. remarks and corrects -T leads into the lesson -Ss answer 2. Pre-listening (10 mins ) T gives new words + krill (n) con sua + migrate (v) + mammal (n) + The International Whaling Commission T asks Ss to give the meaning of the words T reads the words and asks Ss to repeat them Ss give the meaning of the words -Ss listen and repeat new words 3. While-listening (13 mins) Task 1 -T plays the tape 3 times -T plays the tape and asks Ss to decide true or false sentence. -T checks and asks Ss to compare the key with their result Task 2 -T asks Ss to look through the questions before listening -T play the tape again and asks Ss to answer the questions - T checks and corrects -Ss work in groups -Ss listen and do the exercise -Ss listen and answer individually 4. Post-listening( 15 mins ) -T divides class into groups of four - T asks Ss to work in groups to talk about whales -T asks Ss to present their result -T checks and corrects -Ss work in groups - Ss choose the student to present 5. Homework (2 mins ) -T assigns homework: * Rewrite the passage about whales - T guides Ss to prepare the next lesson : Speaking -Ss do homework at home Period 56 Preparing date 03 / 01/2011 Teaching date / 01 /2011 Unit 9 undersea world Lesson 3 Speaking I. Objectives: By the end of the lesson, students will be able to express their own ideas to protect oceans or sea environment (in general ) freely or comfortably. II. Language Focus: - Grammar: " should" /" shouldn't" expressing advices - New words: pollute, dispose, herbicides, pesticides, fertilizers III. Teaching aids: Pictures of two beaches,advertisements of herbicides, pesticides, fertilizers ( a beautiful and a dirty one) IV. Procedures Teacher's activities Students' activities 1. Warm-up ( 5 mins ) T shows 2 pictures: + one: a beautiful beach + the other: a dirty one T asks SS some questions: Ss look at the pictures and answer the questions a. Is this beautiful beach? b. How about the other? c. What can you see in this picture (a dirty beach)? d. What should you do to protect the sea? T remarks and presents the lesson Ss answer 2. Pre-speaking (15mins ) T explains some new words * New words: - pollute (v) - dispose (v) : get rid of sth Eg: Don't dispose of these nylon bags. Put them in the dustbins. - herbicides: (advertisement) - pesticides: (advertisement) - fertilizers: (advertisement) - endanger (v) Eg: " Bird flue" has endangered the human life nowadays. T reads the new words and asks Ss to repeat them. Ss guess the meanings of the words Ss answer Ss repeat the new words in chorus 3. While-speaking (12 mins) Task 1: Work in pairs, Put the actions in the order of importance (to protect oceans) and say what we should or should not do. -T asks Ss to work in pairs -T walks around and gives help if necessary. Ex:" I think we should learn all we can about the oceans "First." - T asks Ss to present the ideas -T remarks and gives marks -T presents the next task Task 2: Work in groups. Discuss the consequences that might occur (with the oceans ) and offer some possible solutions - T divides class into 10 groups (each group: discuss one of four topics) -T gives Ss some pictures of sea pollution - T give 3 parts for each topic: threats, consequences and solutions (hanging the table with the three column) -T goes round and helps Ss to do the task -T gives SS some suggestions (some verbs, new words if necessary while discussing) - T asks the leader of each group to present his or her ideas -T remarks and corrects -Ss work in pairs -Ss exchange the ideas with other pairs Ss present the ideas Ss work in groups of four to discuss one of four topics Ss present the ideas 4. While-speaking (12 mins) Task 3: Report to the class what your group has discussed -T asks Ss to look back the task 2 carefully again - T asks Ss to work in groups to report the ideas of the groups T remarks and gives marks -Ss look back the task 2 carefully again Ss work in groups to report the ideas of the groups -Ss present the ideas 5. Homework (2mins ) -T guides Ss to learn at home + Do the tasks again + write your ideas / We should/ shouldn't do /again -T guides Ss to prepare the next lesson Section: Writing -Ss work at home. DuyÖt ngµy 10 th¸ng 01 n¨m 2011 Period 57 Preparing date 14 / 01/2011 Teaching date / 01 /2011 Unit 9 undersea world Lesson 4 Writing I. Objective: By the end of the lesson, students will be able to write a short passage about one kind of sea animal (dolphins)from the information of the table of main ideas II. Language Focus: - Grammar: - New words: words related to sperm whales and dolphins III. Teaching aids: extra boards, work-sheets, pictures of a whale, a dolphin, a sperm whale (a photo of the picture in book) IV. Procedures Teacher's activities Students' activities 1. Warm-up ( 5 mins ) T gives Ss a game: Guess what the sea animal T tells Ss about some special feathers of a whale and asks Ss to guess. T shows a picture of a whale (as a key) T remarks and congratulates T presents the new lesson -Ss listen to T's descriptions of sea animal -Ss guess and answer 2. Pre-writing (7 mins ) Task 1: Work in pairs. Read the description of the sperm whale and then complete the table - T explain some new words (using pictures, examples, meanings) * New words: + carnivore (n): animal that eats the flesh of other animals, especial a mammal of the group that includes: cats, dogs, bears + gestation (n) Eg: A woman has a gestation period of about 9 months and 10 days + entrapment (n) -> entrap (v) - T explains the table in the book - T gives Ss work sheets - T asks Ss to do the task in pairs - T remarks and corrects Ss' mistakes - T presents the next task -Ss guess and tell about the meaning -Ss work in pairs to complete the table (on the sheet) - Ss compare the results with other pairs 3. While-writing (15 mins) Task 2: Write a paragraph that describes the facts and figures about the dolphin in the table (in book) -T asks Ss to read the table (giving some information about the dolphin carefully, then write a passage (like the one in task 1) - T divides class into group of four - T asks Ss to do the task in groups - T does round to help Ss to do it -Ss read the in formation in the table, the task 1 again silently -Ss work in groups 4. Post-writing ( 15 mins ) - T chooses two of the work sheets to correct the mistakes. - T asks Ss to talk about dolphin again - T remarks and gives marks -Ss remark and correct Ss present 5. Homework (3 mins ) -T assigns homework - T asks Ss to do the task 1, 2 again -T guides Ss to prepare the next lesson SECTION: LANGUAGE FOCUS -Ss work at home. Period 58 Preparing date 14 / 01/2011 Teaching date / 01 /2011 Unit 9 undersea world Lesson 5 Language focus I. Objective: By the end of the lesson, students will be able to - pronounce exactly and perfectly the sounds /iə /, /eə / and / uə / in words and sentences correctly. - use " should" and shouldn't" in conditional sentences (type), advices or opinions properly. - master the use of conditional sentences type II II. Language focus: Grammar: - "shouldn't ", "should" - conditional sentences types II III. Teaching aids: pictures, an extra board IV. Procedures Teacher's activities Students' activities 1.Warm-up ( 5 mins ) -T shows three pictures and asks Ss: + What are they? (a dear, a chair) + Is he a poor man? - T repeat the words " dear, chair, poor" - T writes the words on BB, underlines the letters -T comments and leads into the lesson Ss look at the pictures Ss answer 2. Pronunciation (12 mins ) Listen and repeat: -T writes 3 dipthongs /iə/, /eə/ and /uə/ in column 3 on the board. -T reads the words in book one by one and asks Ss to listen and repeat -T reads the words in the text book *Practise these sentences -T reads the sentences -T asks Ss to pay attention to the sentence intonation -T Ss to pick out the words containing the sounds /iə/, /eə/ and /uə / -Ss say the words loudly -Ss listen and repeat -Ss open the book and check -Ss read individually as directed -Ss work in pairs -Ss read the result -T checks the result 3.Grammar & Vocabulary T shows a pictures of a tired boy from his hard work, asks Ss some questions + Should he continue working? + What should he do now? - T Writes Ss' answers on BB - T asks Ss to remark the use of " should" T presents the next part * SHOULD: Eg: He should go to bed early. Eg: He looks very tied. He shouldn't continue working Notes: 1. " should" is used to express an advice or an opinion. + you should do sth = it is a good thing to do or the right thing to do + You shouldn't do sth + it isn't a good to do. T says some statements using " should", asks Ss to remarks them a. I think he should go to bed early b. I don't think he should continue working. Eg: I'm tired. Do you think I should go out to relax? 2. We can use" should" with I think/ I don't think/ Do you think ? T presents the exercise + Activity 1 ( 12') Exercise 1: (IN BOOK) -T Asks Ss to do the exercise in pairs - T goes round to help Ss to do it if necessary - T writes some sentences on BB - T remarks them + Activity 2 ( 15' ) Exercise 2:(IN BOOK) - T asks Ss to do the exercise in pairs - T goes round to help Ss to do the exercise - T writes some sentences on BB, asks Ss to remark Eg: 2. I think smoking should be banned, especially in restaurants. 3. I don't think - T asks Ss to say the sentence corresponding the situations, asks Ss to work in groups of four. * Situation: Your friend is very lazy this term. You're afraid that he /she"ll fail the exam. Give her /him advices using I think/ I don't think should - T asks the leader of the groups to present the idea. - T remarks and gives marks - T presents the next exercise by asking Ss the questions a. Will you feel happy if you get good marks? Ss look at the picture carefully -Ss answer Ss remark -Ss look at the sentences on BB and remark them Ss take notes - Ss answer -Ss work in pairs - Ss answer -Ss work in pairs -Ss answer and remark the sentences -Ss work in pairs and compare the result the partner Ss work in groups of four - Ss present the idea b. What should you do if you were a rich man ? - T writes Ss' answers on BB - T presents the conditional sentence type II + Activity 3 * Conditional sentence ( type II) Eg: a. If I were a rich man, I would help the poor b. If I had a lot of money, I would travel around the world. - T takes notes * Notes: If clause: past subjunctive TOBE - > were VERB -> simple past Main clause: Should/ would/ could/ might + Bare inf. Exercise 3:(IN BOOK) - T asks Ss to do the exercise in groups of four - T writes Ss' answers on BB - T remarks them - T consolidates the lesson by asking Ss to remind the grammar points in the lesson -Ss listen carefully then answer - Ss look at the sentences on BB, remark them - Ss write down - Ss work in groups of four - Ss answer - Ss remind the grammar points 4. Homework ( 3 mins ) -T assigns homework - T asks Ss to do all exercise in book again -T guides Ss to prepare the next lesson UNIT 10: SECTION- READING -Ss work at home Period 59 Preparing date 14 / 01/2011 Teaching date / 01 /2011 Unit 10 Conservation Lesson 1 Reading I. Objectives: By the end of the lesson, students will be able to - understand the importance of forest, water, animals, vegetation etc or environment around them so that they can do something to the conservation. - read(skim) for the main idea of the text and guess the meanings of words through contexts II. Language Focus: - Grammar: Passive voice - New words: words related to conservation III. Teaching aids: two pictures of a destroyed and beautiful forest,cassette player and other pictures IV. Procedure Teacher's activities Students' activities 1. Warm-up (5 mins ) -T shows two pictures a beautiful and a destroyed forest and asks Ss: -Ss look at them carefully + Is this forest beautiful? + How about that forest? + What would happen if all of the trees in the forest were cut down? + Must we do something to protect that forest? -T remarks -T presents the lesson. -Ss answer the questions. 2. Pre-reading (7 mins ) -T asks Ss to look at the pictures in the book, then ask and answer questions in pairs -T remarks Ss' conversations -T plays the tape (once) -T read the passage (once), pick some new words out -T uses the pictures and examples to explain the meaning of the words. * New words: + conserve(v) - > conservation(n) + destroy (v)-> destroying(V-ing) + destruction(n) su tan pha + variety (n): quality of not being the same, or not being the same at all times + eliminate(v) + hydroelectric damp: dap thuy dien + power(n) + Eg: There isn't enough power to start this machine. + circulation (n) (a picture of a circulation of blood) + run off (v) flow out of container + damage (n) Eg: There is a lot of damage if we cut down the forest. + worsen (v) to make sth worse lam xau di + search for (v) study + defence (n) protection -T asks Ss to repeat the new words -Ss look at the pictures and work in pairs - Ss work in pairs -Ss listen to the tape Ss listen T's explanation and guess the meanings of words -Ss repeat the new words 3. While-reading (15 mins ) Task 1:Match the words in A with a suitable definition in B -T explains the suggestions of the task -T asks Ss to read the passage silently -T asks SS to do the task in groups of four -T remarks Ss' answers * KEY: 1. eliminate- C. remove or get rid of completely -T present the next task Task 2: Decide whether the following statements are True (T) or False (F) - T asks Ss to read the paragraph again to do the task in groups of four -T asks the leaders of the groups to answer and gives the evidences in the paragraphs -Ss read the passage in silence and do the task -Ss work in groups of 4 -Ss present the result - Ss answer -Ss read the paragraph again and do the task - Ss work in groups of four -Ss answers [...]... the tape three times and pay attention keywords - T calls on some ss to give the correct answer -Feedback TASK2: ANSWERING THE QUESTIONS -T asks ss to read the questions first and answer them -Look at the picture and talk about him - Expected answer +Van cao’s songs: Soui Mo, Tien Quan Ca, Truong Ca Song Lo, Lang Toi +Tinh Ca-> Hoang Viet + Ha Noi Mua Thu-> Vu Thanh -Explain the meaning of the words... the animals II-READING: Reading the passage and doing - Work in groups the requirements -Expected answer: 1.Find the words or phrases which mean 1a.junk and litter following b.landscape -T asks Ss to read 4 words or phrases and c highway understand them carefully d.healthy - Go back to the passage and find its -Work in groups location Then give their answer -Expected answer: -T goes around the class and... POST-LISTENING Game: FIND OUT SOMEONE WHO Quand Hung’s ideas 1/The best VietNamese musician of all times is VanCao 2/Tien Quan Ca is hard and solemn 3/His songs about rural life in VN are sweet and gentle and very lyrical Person who agrees Person who disagrees Reasons - Answer the questions in pairs -Answer: 1.It’s “ my favourite Musician” 2 Tien Quan Ca 3.It’s hard and solemn, it makes him feel great amnd... tropical rain forests: A-The World Wildlife Fund will be most successful B-Different species of precious plants, birds and animals will be protected C-Different species of precious plants, birds and animals will be endangered D-Different species of precious plants, birds and animals will be in danger of extinction Period 71 Preparing date 19 / 02/2011 Teaching date / 02/2011 CORRECT THE 45 MINUTE TEST... the sentences -Expected answer: 1.communicate 2.lull 3.delights 4.intergral part 5.solemn 6.emotion 7.mournful -Read the questions and answer them - Some pairs practise aloud -Expected answer: 1.Language and music 2.It can express ideas , thought and feelings 3.It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful 4.It makes people happy and excited It delight... UP:Answering questions -T asks Ss to answer the questions 1.What have you learnt about grammar and topic:Education? 2.What are they? PRESENTATION: I-LISTENING:Listening and answering the questions -T asks Ss to look through the questions and understand them first -T can help Ss by explaining newwords if necessary + geyser: - T asks Ss to guess the answer without listening -T plays the tape twice and... class read all the statements and understand - Guess if they are trueor false -Listen to the tape and give their answer * Asnwer: 1F( the guest is Quang Hung) 2.F( he likes some VietNamese musician) 3.T 4.F (1994) 5.F( he always feels pround of his country when he hears the songs ) -If not, T plays the tape again - Calls on some Ss to answer and give explanation -T checks and gives feedback POST-LISTENING... it? How can you protect it? Where can we protect it? c This is a zoo? Is a zoo only used to keep animals T remarks and presents the lesson 2 Pre-speaking (15mins ) Task 1: Work in pairs Read the paragraphs and answer the questions -T asks Ss to read the paragraphs carefully then work in pairs to answer the questions Students' activities -Ss look at the pictures and answer the questions - Ss answer -Ss... discuss to find things they should bring when making an excursion to these places -Ss look at the pictures and answer the questions -Ss answer We prepared food, drinks, tents, blankets, candles, noodles Ss listen to teacher -Ss give the meanings of the words -Ss work in groups to do the task -Ss answer by reading out the sentences -Ss listen carefully then answer * Key: 1-f 2.e 3- h 4-g 5- b 6-c 7-a 8-d... complete a network with the word “ musician “ as quickly as possible T can print this handout one copy to Foreign Musician VietNamese each group -The 1st group to produce the correct and complete network will be the winner PRE-LISTENING Activity 1: Talk about Van Cao -T asks Ss to look at the picture on pae on 127and tell the class anything they know about Vancao -T reads the names of the sons on page . of the ocean with sea animals, and asks Ss: a. Is it an ocean? b. How many oceans are there in the world? c.Are there many sea animals beneath the ocean? d. Can you name some sea animals? T. writing) II. Language Focus: - Grammar: Conditional sentences (Type II) - New words: words related to oceans, marine animals III. Teaching aids: pictures of oceans, sea plants and animals IV sea animals and plants and modern technology used to study it. - guess the meanings of words in contexts. - scan for details through the passage. - summarize the reading passage (in reading and