Giao an 10. NC

N 0 73 Date: January, 8, 2009 Unit 9: Undersea world Period 1: Reading I. Objectives: - Help Ss know more about the life of sea animals and oceans in the world II. Method: Intergrated, mainly communicative II. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of the sea IV. Procedures: T Teacher’s activities Students’ activities 5’ 1. WARM –UP: -Ask Ss to close their books . - Ask Ss to think out some sea animals and write them in the card board ( Suggested answers: humpback whale, sea turtle, tar fish, sea horse,shark, dolphin, whale, crab, seal, salmon, jellyfish, …) - Introduce new lesson: To understand more clearly about sea animals and their environment, today we’re going to study lesson 1: Reading - Close their books - think out some sea animals and write them in the card board. 13’ 2. New lesson 2.1 Before you read - Ask Ss to work in pairs to match the pictures with the names some sea creatures. - : - Get ss to work in groups to discuss which of them are in ddanger and need to be protected now. - correct the information in front of the class. - work in pairs to match the pictures with the names some - Answer - . 1g 6a 2f 7d 3c 8b 4e 5h - work in groups to discuss which of them are in ddanger and need to be protected now. - Answer whale and sea turtles need to be protected. 1 Sea animals 25’ 2.2 While you read - Ss open their books and read in silent Task a: - Ask Ss to read in individual for three minutes. - Remind Ss of finding 8 words from the reading. -Have Ss tell the parts of speech of these words. -Ask Ss to skim to find out necessary information. Vocabulary : -blooded mammal (n) - rescue –v - stressful-adj - spirit-n - Answer keys: 1. T 2. F 3. T 4. F 5. F 6. F 3. Homework - Ask Ss to learn all the new words by heart - Ask Ss prepear the next lesson - Listen to the teacher and write down N 0 74 Date: January, 9, 2009 Unit 9: Undersea world Period 2: Reading I.Objectives: - Help Ss know more about the life of sea animals and oceans in the world II. Method: Intergrated, mainly communicative 2 III. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of the sea IV. Procedures: T Teacher’s activities Students’ activities 5’ 1. Checking Up Call on two Ss to write all the new words on the board - Write all the new words 15’ 2. New lesson 2.2. While you read ♦ Task b: - Ask Ss to read the questions. - Tell Ss to read in individual and find out information from the passage - Let Ss interchange in pairs. - Correct them before the class. - Read the questions - Read in individual and find out information from the passage - Answer 1 They helped … 2. its purpose is to help people with 3. after the progrtam, 4. dolphins can get 5. Because if 13’ ♦ Task c: - Ask Ss to interchange in pairs. - Call on some Ss to read their answers - interchange in pairs - Stand up and read out 1. mammals 2. take the easy way out 3. disturb 4. contact-n 5. bite the hand that feed caution 10’ 2.3 After you read: - Ask Ss to work in pairs to skim over the reading. - Suggest and ask Ss to do what he tells. - Correct them before the class. - work in pairs to skim over the reading. 2’ 3. Homework - Read the passage again and learn by heart new words. - Prepare “Listening - Write the homework 3 N 0 75 Date: January, 9, 2009 Unit 9: Undersea world Period 3: Listening I. Objectives: - Help Ss have the sense of protecting sea animals II. Method: Intergrated, mainly communicative II. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of the sea IV. Procedures: T Teacher’s activities Students’ activities 1. Warm Up - Ask Ss to answer some questions: What can you see in the picture? What is the man doing? - Answer the questions 2. New lesson 2. 1 Before you listen - Ask Ss to practice in pairs : asking and answering these two questions: 1. Do you think whales are fish? Why(not)? 2. Why do people keep hunting whales? - Let Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any). - Let Ss read these words in silent. - Correct them before the class. - Practice in pairs 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. - Listen and repeat  Moonlight –n  passionate wail-n  reef –v  squeak-n 10’ II.2 While you listen Task b: - Asks Ss to read the song given -- Explain the sentences that Ss don’t understand -- Play the cassette player twice. -- Have Ss work in individual, listen and fill in the blanks - Read the song given - Listen to the tape and do the task Answer keys: 1.spring 6. death 2.recorder 7. feel 3.singing 8. save 4 4.heart 5. harpoons 10’ 2.3 After you listen Task c: - Ask Ss to work in groups : ask and answer the questions: - Call on some Ss to explain their answers in front of the class - Give comments - work in groups : ask and answer the questions: - Stand up and read out 1. Spoken by the songwriter: sections 1,2,3,5,6 Spoken by the whale: section 4 2. This song is sad with its slow and sad tune. Its lyrics reveal the sufferings whales have to endure. 3. Homework - Ask Ss to learn by heart new words, rewrite some whales’ special features. - Prepare “ Writing”. - Write the homework N 0 76 Date: January, 10, 2009 Unit 9: Undersea world Period 4: Speaking I. Objectives: - Help Ss get some ways to protect our sea II. Method: Intergrated, mainly communicative II. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of the sea IV. Procedures: T Teacher’s activities Students’ activities 1. Warm Up Ask Ss to sing an English song - Sing an english song 2. New lesson 2.1 Pre – speaking - Have Ss look at the useful expressions and read the examples in the book. - Explain the words to ask for reasons or explainations: Why…….? …….Why? How come… ? … how come? - look at the useful expressions and read the examples in the book. - Listen to the teacher and write down Why? Why not? Tasty,delicious Smelly Happy when catching a fish Not want to hurt or kill fish Very beautiful and clean Not as lively as a dog or a cat Practice Fear of water 5 ……………… swimming and diving Dolphins- intelligent and friendly. dangerous 2.2 While - speaking ♦ Task b - Ask Ss to work in pairs and talk about the above activities using the reasons and explainations they discussed. - Call on some pairs to practice in front of the class. 2. A: Do you like keeping goldfish as pets? B: No A: No? How come? B: cos it’s a waste of time. - Work in pairs and talk about the above activities using the reasons and explainations they discussed. - Some pairs practice in front of the class 1. A: I like fishing with a fishing rod very much because it makes me patient. Do you like it? B: No, I don’t A: Why not B: Because I don’t want to hurt or kill fish ♦ Task c - Call on some Ss to describe the pictures in front of the class. - Ask Ss to work in pairs and talk about the pictures by using the prompts in the book. - Call on some Ss to talk about the pictures. - Check the exercise in front of the class - describe the pictures in front of the class. Picture 2:The whales are blowing water up Picture 3: Workers are cleaning up the beach. Picture 4:An environmentalist is burying sea turtle eggs in the sand. Picture 5: A lot of fish died (are dying) - work in pairs and talk about the pictures by using the prompts in the book. - some Ss talk about the pictures. 2. A: The whales are blowing water up B: why are they doing it? A: ‘ Cause they’re exhaling air through their blowholes 3. C. Workers are cleaning up the beach …………………………… II.3 Post – speaking - Ask Ss to practice in pairs in front of the class - Correct their mistakes practice in pairs in front of the class - Listen to the teacher and write down 3. Homework -Learn by heart new words, structures and expressions. - Write the homework 6 - Make 5 sentences about the protecting of the sea, using the structure “We should/ shouldn’t…” - Prepare “Writing”. N 0 77 Date: January, 13, 2009 Unit 9: Undersea world Period 5: Writing I. Objectives: - Help Ss know about the sperm whales and their special features. - Help Ss know how to interpret the information from the table into a paragraph. II. Method: Intergrated, mainly communicative III. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of the sea IV. Procedures: T Teacher’s activities Students’ activities 1. Warm Up - Ask the Ss to play jumbled words: PRMES, EAHLWS, REA, THE, IGSTEGB, NMLSAIA, NO, ERHTA, HTAT, HVEA,ETHET. - Introduce new lesson: Today we’re going to study invitation letters Suggested answers: Sperm whales are the biggest animals on earth that have teeth. 2. New lesson 2.1 Before you write Task a: - Explain the new words and expressions. - Open their books and read in silent the letters. Then complete the table - going to Tri nguyen aquarium - Ann and John are passing through -to welcome back Pro. Ali -How obout going to the movies tonight? -Can you come to dinner on Sunday? …. 2.2 While you write ♦ Task b: - Ask Ss to work in groups to combine the fragments below to form two letters of invitation - Corrects these information before class. - work in groups to combine - Answers: Letter 1( informal) Letter 2(formal) 7 10 ’ - Explain the style, vo, stru… ♦ Task c. - Remind Ss of referring to the description in task c - Ask Ss to practice in groups to choose one topic then write a letter of invitation - Practice in groups to choose one topic then write a letter of invitation II.3 Post- writing - Call on two Ss to write their writings on the board - Correct their mistakes - write their writings on the board - Correct their own mistakes] 3. Homework - Learn by heart new words and expressions. - Write a letter of invitation - Prepare “ Language focus”. - write the homework N 0 78 Date: January, 14, 2009 Unit 9: Undersea world Period 6: Language Focus I. Objectives: - Help Ss form compound adjectives and use them appropriately. - Help Ss know how to use the restrictives relative clauses (RC) and non- restrictive RC: - Review passive voice and change active sentences into passive sentences II. Method: Intergrated, mainly communicative III.Teaching aids: Textbook, teacher’s book IV. Procedures: T Teacher’s activities Students’ activities 1. Checking Up - Ask Ss to read their writing in front of the class. 2. New lesson 2.1 Word study: - Compound adjectives 8 - Explain how to form a Compound adjectives, give example Eg: They are warm- blooded animals - Ask Ss to do the exercise independently - Have Ss compare their answers with a friend. - Call on some Ss to write their answers on the board. - Check the exercise in front of the class. Noun + V- ing/ V-ed= Compound adjectives - do the exercise independently - compare their answers with a friend. - write their answers on the board. 1. warm – blooded 4 blue – eyed 2. fail- haired 5. long- necked 3. bad- tempered 6. empty- headed 7. cold - hearted 2.2 Grammar and Vocabulary - Explain the differences between restrictives clauses and non-restrictive clauses ♦ Restrictive clauses - Restrictive Clauses qualify a noun and tell us exactly which person or thing is being referreed to. Eg: She likes people who are good fun to be with Students who always come to school late are not good. - Listen to the teacher and write down. ♦ Non- restrictive clauses Non- restrictive clauses add secondary information to a sentence almost as an afterthought. Eg: My friend David, who is American, speaks Vietnamese very well. ♦ Exercise 1: - Ask Ss to do exercise a) and b) individually - Call on some Ss to read their answers in front of the class. - Correct their answers - do exercise a) and b) individually - - read their answers in front of the class. 1. Chinese people have a very special kind of soup that/ which is made from shark’s fin. 2. A lot of fish that/which live in the polluted sea die everyday. 3. We have a new teacher that/ who(m) really like. 4. Many people that/who eat puffer fish a very poinonous species, get sick or die every year. 5. She’ll tell you a story that/ which will surprise you. 3. Homework - Learn by heart new structures. - Prepare “ Reading”- unit 10 - Write the homework 9 N 0 79 Date: January, 15, 2009 Unit 9: Undersea world Period 7: Language Focus I.Objectives: II. Method: III.Teaching aids: IV.Procedures: T Teacher’s activities Students’ activities 1. Checking up - Ask Ss to distinguish the differences between restrictive RC and non- restrictive RC. 2. New lesson 2.2 Grammar and Vocabulary ♦ Exercise b - Ask Ss to do the exercise in pairs - Call on some Ss to read their answers - Check the answers - Do the exercise in pairs - Read their answers 1.b 2.e 3.d 4.a 5.c ♦ Exercise c Revision of passive voice - Review the form of passive voice and the basic rules in changing active sentences into passive ones. - Have Ss do exercise c) in pairs - Call on some Ss to write their passive sentences on the board - Correct their answers - Listen to the teacher - Do exercise c) in pairs - write their passive sentences on the board 1. The garage is cleaned every day. 2. Hundreds of sea turtle eggs have been found and buried today. 3. Why aren’t dolphins classified as fish? 4. Tons of shellfish were exported to Japan last year. 5. Lots of junk mall is sent to our office every day, which really annoyed that lots of junk mail is sent to our office every day. 6. Are dolphins’ lives affected by 10 [...]... Task a - Explain the new words and expressions - Ask Ss to open their books and read in silent the letter and underline the language used to express acceptance and refusal 2.2 While you write - Get Ss to read the task b carefully - Ask Ss to write a letter of acceptance if you can go and a letter of refusal if you can’t - Explain language in writing letter - Let Ss exchange their writing with a friend... learning their meanings and repeating after T - Listen to the teacher and - Answer keys: 2 I think it is We should conserve nature, i.e control the cutting down of trees and keep the river clean 3 Maybe because the do not know the importance of conservation … 2.2 While you speak Task b - Ask Ss to work in pairs, to make up - Work in pairs and make up exchanges about environmental and their exchanges about... Tien - Listen to the tape and do the task National Park before listening o the - Read their answers: tape - Play the tape more than once 1 go short or long trekking round the - Call on some Ss to read their forests answers 2 go camping - Check the answers 3 go fishing 4 see various kinds of animals and plants Task c: Answering Questions - Ask Ss to listen to the tape again and answer the questions in... Ss interchange in pairs - Correct the information before class Students’ activities Go to the board and write - read the text in silence and do the task b - match the words or phrase in column A with B - Answer keys 1.c; 2.e; 3.a; 4.d; 5.b Task c: - Ask Ss to work in groups : ask and - Work in groups: Ask and answer answer the questions 1 Because of its nature beauty and - Call on some Ss to answer economis... paragraph Then answer the following Everglades questions: 2 They are in Vietnam, in the U.S.A and 1 What national parks are described? in Kenya 2 Where are they? 3 Cuc Phuong has 1,000-year-old trees, 3 What are the most important features has plants and animals from both of each of the tropical and temperate zones, Everglades national parks? has the orphanage, where lost of orphaned animals are taken... in Viet nam? If yes, What did you and tourists do there? If no, guess what tourists can do there - Call on some Ss to answer the questions Students’ activities - Work in pairs and discuss - Tourist can: Going camping See various kinds of animals and plants Go trekking 2.2 While you listen Task b - Have Ss study the bow carefully - Listen to the teacher and read the and have good guesses of what statements... books - Ask Ss to think out some environmental problems and write them in the card board - Introduce new lesson by asking questions: Environmenta l problems What is conservation? Conservation is the protection of natural things, uch as plants and animals Suggested answers: -the extinction of the plants and animals - pollution, floods, droughts, volcanic eruption ,earth quakes, forest fire,… 2 New lesson... Grammar and Vocabulary ♦ Exercise 2 Conditional sentences type 2 If + S+ V (past simple), I would + Vinf - Ask Ss to read the example carefully - Explain the conditional sentence and give some example - Ask Ss to Exercise b - Call on some Ss to read their answers - Check their answers 20 - Lsten to the teacher and write down - Read their answers 1 They would suffer from a shortage of energy and air... should not do as ecotourists  Don’t tease animal they will get sick and can’t live long  Don’t cause damage to forests because this will do harm to nature  Don’t kill animals / catch fish for food because these animals will become extinct  Don’t feed animals in conservation areas / nature reserves because this will do harm to these animals N 0 83 Date: January, 26, 2009 UNIT 10 : CONSERVATION Period... read the text in silence and do the task b - ASk Ss to read the given questions, and explain new words (if any) - Let Ss interchange in pairs - Corrects the information before class - Ask one or some Ss to read the questions, the others answer the questions before the class, the rest listen and compare with their results ,then give 23 Students’ activities - Read the text in silence and do the task b - . natural things, uch as plants and animals Suggested answers: -the extinction of the plants and animals - pollution, floods, droughts, volcanic eruption ,earth. new words and expressions. - Ask Ss to open their books and read in silent the letter and underline the language used to express acceptance and refusal