Giáo án Tiếng Anh 10 unit 9: Undersea world

• Methods and materials Integrated, mainly communicative skills, pictures, charts.. • Procedures Time Teacher’s activities - Stages Sts’ activities - possible answer T lets sts look at t

DOP :

DOT :

CLASS: 10B3 Part A: READING (TCT-55)

• Objectives

Aims: To give sts practice in reading about undersea world with vocabulary comprehension and passage comprehension

Knowledge: Some new words and structures

• Methods and materials

Integrated, mainly communicative skills, pictures, charts

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

T lets sts look at the pictures of the oceans in

the world and name them in Vietnamese

together with some sea animals

Sts work in pairs and give names

10’ Presentation

T introduces to sts some new words/

structures:

- Ocean - part - sea - gulf - bay (n)

- surface (n) (translation, pictures)

- submarine (n) (picture)

- seabed (n) (translation)

- marine life (np) (translation)

- organism (n) (translation)

- current (n) (translation)

- biodiversity (n) (translation)

- be at stake (idiom): bị đe dọa

Practice

T asks sts to read the text and do the tasks that

10’

10’

follow

Task 1: Gap - filling

T asks sts to use words in the box to fill in the

blanks

Task 2: Answering questions

Sts do the task

2 investigate biodiversity

5 samples

3 gulf

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 mose independently of the water currents

- Those that are carried along by the currents

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

Filling in the blanks:

T asks sts to uses words and phrases in the box

to fill in blanks to summarize the passage

Pair work

1 three quarters 5 biodiversity

2 mysterious 6 huge

3 modern 7 plants and animal

4 discoveries 8 closely connect

DOP :

DOT :

CLASS: 10B3 Part B: SPEAKING (TCT-56)

• Objectives

Aims: To give sts practice in talking about causes, consequences and offering solutions (through certain structures)

Knowledge: Some useful structures and new words

• Methods and materials

Integrated, mainly communicative skills, pictures

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

5’ Warm up:

T shows sts 4 pictures of the 4 actions:

- A beach with lots of rubbish

- An area of sea with oil floating on

- A boat fishing with explosives

- A scene of shark hunting

Asks sts to name the pictures

Sts look at the pictures and say what’s happening in the pictures

5’ Presentation

T tells sts that the oceans must be protected by

our actions

- The structure used for things to be done or not

to be done:

We/ you

should ought to had better

+ Inf

should not

We/ you ought not to

had better not

+ Inf

T then introduce a range of actions in task 1

10’

10’

10’

Practice

Task 1: Actions arranging

T asks sts to read the actions in the 1st task, put

them in order of importance the say what we

should do/ not do

EX: Using water sparingly and not polluting it

is the most important action

 We should use water sparingly and not

pollute it

Task 2: Consequences and solutions

T asks sts to look at the 4 pictures again, think

of the consequences of those threats to the

ocean and offer some solutions

Task 3: Reporting ideas

T asks sts to report the result of their groups

The first threats to the ocean is that …

(consequences)

So, (solutions)

Sts talk about the actions as instructed in the examples

Sts work in groups, discuss and write down their ideas

Sts report their results

T goes over the threats to the oceans, their

consequences and solution to them

DOP :

DOT :

CLASS: 10B2 Part C: LISTENING (TCT-57)

• Objectives

Aims: To give sts practice in listening for some information about whales

Knowledge: Some new words

• Methods and materials

Integrated, mainly communicative skills, pictures

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

T lets sts discuss the questions in the

textbook in pairs

- Why do people keep hunting whales?

- Do you think whales are fish? Why?

7’ Presentation

T explains the meaning and let sts repeat

some word from the text

- mammal (n)

- krill (n)

- blue whale (n)

- Atlantic

- Pacific

- migrate (v)

- conservation (n)

5’

8’

Practice

T lets sts listen and do the task

Task 1: True / False

Sts do the task

13’ Task 2: Answering questions Sts do the task in pairs.

1 The blue whale grows to 30 meters in length and over 200 tons in weight

2 Because there is a lot of krill – their favorite food in cold waters

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

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

5 They asked the International Whaling Commission to stop most whaling

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

T asks sts to work in groups talking about

whales using the cues:

- their length and weight

- their feeding ground and food

- the reasons for protecting whales

Sts work in groups

DOP :

DOT :

Part D: WRITING (TCT-58)

CLASS: 10B2

• Objectives

Aims: To give sts practice in describing information given in a table

Knowledge: Some new words and expressions (short and brief)

• Methods and materials

Integrated, mainly communicative skills, charts

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

Picture – Naming sea animals Sts look at the pictures and give names (like in

the reading with some new ones) 15’ Presentation

Reading – Completing a table

SPERM WHALE Range and habitat All oceans

Prefer water with high, quid population

Female: 12m in length, 17,000 kg in weight Feeding habits Carnivores: eat mainly squid

Eat up to 1,500 kg of food daily Offspring 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 accidental fishing net

entrapment

Practice

Task 2:

Write a paragraph that describes the facts and

figures provides in the table about the dolphin

T can give some expressions:

- The dolphin lives…

- They are… in length & … in weight

- The smallest one

- The largest one

is… long & … in weigh

- They give birth to …

- They can live from… to…

- They are…

Sts can write on their own or with T’s instructive lay-out

(Public check with results on the board)

T goes over kinds of information that we often

see in a table and ways to describe them

DOP :

DOT :

CLASS: 10B3 Part E: LANGUAGE FOCUS (TCT-59)

• Objectives

Aims: To give sts some grammatical and pronunciation points.

Knowledge: - Grammar: “Should”, “Conditional sentence type 2”

- Pronunciation: /16/ - /e6/ - /$6/

Methods and materials

Integrated, mainly communicative skills

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up: T reads out the questions

What does /be6/ mean?

/b16/

Sts guess the word: bear, beer

3’

7’

PRONUNCIATION Presentation

T introduces the 3 sounds and their examples:

- /16/: here, clear, cheer

- /e6/: chair, where, carefully

- /$6/: poor, sure, usual

Practice

T lets sts listen and practice the sentences

Sts repeat the examples

5’

GRAMMAR Presentation

- “Should” + Inf

+ advice

+ past habits

+ possible action (≈ Present Simple in

conditional sentence type 1)

- Conditional type 2

If + S + V2, S + would inf

Sts do some examples

5’

10’

(Past Subjunctive-Simple conditional)

Practice

Exercise 1:

Write sentences with should/ shouldn’t

Exercise 2:

Write sentences with: I think (I don’t think) …

should

Exercise 3:

Put verbs into correct form

Sts do the exercise

1 You should look for another job

2 You shouldn’t go to bed so late

3 You should take a photograph

4 She shouldn’t use her car so much

5 He should put some pictures on the wall

2 I think smoking should be banned especially

in restaurants

3 I think you shouldn’t go out this evening

4 I think you should resign

3 would take 8 would be

4 refused 9 didn’t come

5 wouldn’t get 10 borrowed

6 closed down 11 walked

7 pressed 12 would understand

T goes over the meanings of “should”,

structure and function of conditional sentence

type 2