Giáo án Tiếng Anh 10 unit 9: Undersea world

Giáo án Tiếng anh lớp 10 period 54 Unit 9: Undersea world Lesson :Reading I Objectives: *Aim: By the end of the lesson, Ss wil be able to read a passage of 240-270 words for general or specific information about undersea world *New words: words related to oceans * Skill: Reading for gist and for specific information II Method: Integrated mainly communicative II Teaching aids: Textbook, an A0-sized map, hand-outs III Procedure: Teacher’s activities Student’ activities Warm-up - Teacher shows some pictures of 3’ animals in the sea and ask questions: - Look at the pictures and answer the questions: • What’s this? - It’s a fish • Where does it live? - It lives in the sea - Show the world map and ask students - Look at the map and give the to give the Vietnamese names for the Vietnamese names for the oceans: oceans on the map Artic Ocean Pacific Ocean Pre-reading - Show the pictures and introduce to Atlantic Ocean 5’ - Look at the pictures students how to practise - Listen to the teacher and - Let them work in pairs - Walk round and help students if practise in pairs A: Can you name this sea necessary Whileanimal? reading B: It’s a seal 25’ - Ask students to look through the passage - Look through the passage - Play the cassette player - Listen to the tape - Help students read the passage - Explain pronunciation and meaning - Practise speaking of the new words which appear in the - Ask teachers some new words - Listen to the teacher passage Postreading 10’ Homework 2’ - Ask students to read loudly the difficult words in chorus Task Gap-filling - Ask students to task - Walk round and help students - Ask two students to write their answers on the board - Correct mistakes Task Answering the questions - 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 - Read in chorus - Do task individually Key: 1.tiny-2.investigate-3.gulf4.biodiversity-5.samples - Read the passage again then answer the question Key: 1.75% of the earth’s surface By using modern devices They investigate the seabed and bring samples of marine life back to… - Listen to the teacher - Complete the task Completing the summary Key: 1.three-quarters; - Ask students to complete the 2.mysterious; 3.modern; summary of the reading passage by 4.discoveries; filling each blank with a word or 5.biodiversity;6.huge; 7.plants phrase given in the box below and animals; 8.closely connected - Walk round and help students if needed - Call students to give their answers - Listen to the teacher and write on the board down in the notebooks - Correct the answers - Ask students to Part A (p.53) in workbook and prepare Part B.Speaking at home period 56 Unit 9: Undersea world Lesson :Speaking I Objectives: * Aim: By the end of the lesson, Ss wil be able to talk about some ways to protect sea animals and environment *Language: sentences and expressions for making suggestions about the protection of the sea environment *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: Prespeaking 8’ Whilespeaking 25’ Teacher’s activities Questions and answers - Ask students to keep books close - Ask students the questions: * How will you feel when your classroom is dirty? * What will you if there are a lot of papers or plastic bags in your classroom? Students’ activities - 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 Lead-in - Look at the pictures - Show the pictures about the sea environment - Listen to the teacher - 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 it through this unit” Task Ordering - Ask students to task in pairs - Do the task in pairs We should place rubbish and Postspeaking 10’ Homework 2’ - Walk round and provide help - Call students to give their opinions on the board - Correct mistakes and give comments Task Discusion - Ask students to task in pairs - Walk round and help students if needed - Call students to give their opinions on the board - Correct mistakes and give marks 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 Task Reporting groups - Ask students to task in groups - The students who are called stand - Walk around and help each group up to report to the class what each if necessary group has discussed - Call students to report to the class what each group has discussed - Listen to the teacher and take notes quickly - Ask students to part B (p 56) in the workbooks and prepare part C.Listening at home period 57 Unit 9: Undersea world Lesson :Listening I Objectives: *Aim: By the end of the lesson, Ss wil be able to listen to some information about whales *Language: Words related to whales *Skill: Listening for specific information II Method: Intergrated, mainly communicative III Teaching aids: textbook, tapes, some pictures of the whales IV Procedures: Warm-up: 3’ Prelistening 7’ Whilelistening 32’ Teacher’s activities Questions and answers - Show the picture of the whale and ask students some questions: • What is this? • What you know about whales? - Ask students to keep books close - Ask students the questions: Do you think whales are fish? Why? Why people keep hunting for whales? * Listen and repeat: - Introduce the new words - Turn on the cassette player - Ask students to read in chorus then individually Task T/F statements - Ask students to read and explain questions in task - Explain some words or phrases which students cannot understand - Ask students to listen to the tape twice and task - Turn on the tape - Ask studetns to give their answers on the board Students’ activities - 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: Whales are not fish because they raise their young on milk 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 independently - Ask teacher some new words then take notes - Correct the answers then explain - Listen to the tape carefully and them the task Key: 1.F - 2.T - 3.T - 4.F - 5.T Task Answering the quetion - Ask students to read 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 students to give their answers on the board - Correct the answers Postlistening 10’ Homework 2’ - Read the questions and ask teacher some new words if necessary -Listen to the tape -Answer the questions Key: The blue whales grow to 30 metres in length and over 200 tons in weight Because there is a lot of krilltheir favourite food in cold waters Cold water in the north and South Atlantic ocean and the north and south Pacific ocean are their favourite feeding grounds Heavy hunting is the main reason for the decrease in whale population They have asked the international whaling commission to stop most whaling If we didn’t take any measure to protect whales, they would disappear forever Talking about the whales - 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 - Practise speaking in groups - Let them work in groups - Ask some students to stand up to talk - The students who are called about whales stand up to talk about whales - Listen and correct mistakes - Ask students to rewrite the - Listen to the teacher and write description of the whale at home down - Ask students to prepare the part Writing at home period 58 Unit 9: Undersea world Lesson :Writing I Objectives: *Aim: By the end of the lesson, Ss wil be able to write a short paragraph of 100-120 words about sea animals * New words: Words related to sperm whales and dolphins *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: Prewriting: 19’ Teacher’s activities Questions and answers - Show the pictures of sperm whales and dolphins and ask students the question: * What is this? Students’ activities - Look at the pictures - Listen to the teacher and answer the questions: A: It’s a sperm whale B: It’s a dolphin * How you know about sperm C: They are the biggest animals on whales? the earth… * How you know about dolphins? D: They are not fishes E: They are among the most intelligent animals… - Listen to the teacher and answer * Have you ever described an animal? the questions: * Is it easy or difficult to describle an A: Yes, I have animal? B: It is difficult to describle an - Introduce new lesson animal Task Completing the table - Ask students to work in pairs - Ask students to read the description - Work in pairs of the sperm whale - Read the passage - Explain some new words - Give cues to students then ask them - Ask the teacher some new words to complete the table that follows: which can’t be understood * Where are sperm whales? - Answer the teacher’s questions Whilewriting 17’ Postwriting 7’ Homework 2’ * Which ocean they prefer? * Would you tell me the length and - Complete the table that follows: the weight of a male/ female whale? - The students who are asked give * In your mind, whales are fishes? the answers on the board * How long is a gestation period? * How many years can whales be? - Ask students to give their answers - Correct the answers - Work individually Task Writing about dolphin - Ask students to write a paragraph - Give writing-products that describes the facts and figures provided in the table about the dolphin - Walk round and help students if necessary - The students who are asked stand up to read the paragraph Correction Ex: Dolphins are not fish They are - Ask students to stand up to read mammals that live in the water their paragraphs Dolphins are among the most - Listen and correct mistakes 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 - Ask students to part D Writing down (p.57) in workbook and prepare part Language Focus at home period 59 Unit 9: Undersea world Lesson 5: Language focus I Objectives: *Aim: By the end of the lesson, Ss wil be able to: - pronounce exactly and fluently the sounds / iә/ - /eә/ - /ʊә/ in words and in sentences - use should and conditional sentence type in speaking and writing II Method: Intergrated, mainly communicative III Teaching aids: Textbook, tape, cassette player IV Procedures: Warm-up 4’ Pronunciati on 8’ Teacher’s activities Finding the sounds - Ask students to close the books - Write the sentence on the board: Are you sure he is poor? 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: / i / - / / - / / in the sentences - Introduce new lesson + 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 - 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 Students’ activities - 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 each sentence - Work in groups / /: beer, dear, idea… / /: where, wear… / /: sure, poor, actually… - Call on some students to read aloud - The students who are called stand Grammar and vocabulary 30’ the sentences in front of the class - Check and correct pronunication Should - Explain the forms: S + should + V (infinitive) Conditional sentence type 2: If-clause , main clause Simple past , would + V (infinitive) Should Could …… - Say: “They are used to advise somebody to or not to something” Exercise - Ask students to exercise with “should” or “shouldn’t” - Walk around and help students if necessary - Ask two students to write their answers on the board - Correct mistakes up to read the sentences loudly - Look at the board - Listen to the teacher and write down - Listen to the teacher and the task - The students who are called write the answers on the board Key: She should go away for a few days You should look for another job He shouldn’t go to bed so late You should take a photograph She shouldn’t use her car so much He should put some pictures on the walls - Listen to the teacher and correct mistakes - Listen to the teacher then task - The students who are asked go to give the answers on the board Exercise Key: - Ask students to read the situations I don’t think they should get and write sentences with I think/ I married don’t think … should … I think smoking should be - Ask students to work in pairs - Walk round and help students if needed - Call two students to give their answers on the board - Correct mistakes and answers banned, especially in restaurants I don’t think you should go out this evening I think the boss should resign - Correct mistakes and write down - Listen to the teacher and task - Work in pairs ‘ Homework 3’ - Explain the form: I think/I don’t think +S +should+V Conditional sentences type Exercise - Ask students to put the verbs into the correct form - Let students work in pairs - Walk round and help students if necessary - Call two students to give their answers on the board - Correct mistakes and correct the answers - Explain the forms: If-clause , main clause Simple past , should + V(infinitive) Could Wouldn’t Couldn’t - Ask students to exercises in part B.Language Focus (p.54) in workbook at home - Ask students to prepare part Reading – Unit 10 at home - The students who are called give the answers on the board Key: didn’t – would feel would take – refused would not get – closed down pressed – 8.should be did not come – 10 borrowed – 11 walked 12 would understand - Correct mistakes and write down - Listen to the teacher and write down in notebooks