GIÁO ÁN ANH 10 KỲ 2 - 2010

Unit 9: undersea world Date of preparing: …. / …. / 2008 I/ Aim • Theme: Undersea world • Pronounciation • Grammar: - Should - Conditional type 2 II/ Teaching aids: Cards; posters, realthings, pictures. III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus Unit 9 Undersea world Period 55 Period 1: reading Date of teaching: …/…/2008 I. Objectives. By the end of the lesson, Ss will be able to know more about the life of sea animals and oceans in the world. - Through the unit , Sts will have the sense of protecting sea environment . II. Materials Textbook, A map of the world III. Anticipated problems. Ss may not know much about the marine life. Time Steps Work arrangement 5’ Warm up - Sts close their books . - T asks the Ss to think out some sea animals and write them in the card board ( Suggested answers: shark, dolphin, whale, crab, seal, salmon, jellyfish, …) - T introduces new lesson: To understand more clearly about sea animals and their environment, today we’re going to study lesson 1: Reading Pair work Before you read - Ss close their books and answer the teacher’s questions: 1) Can you name the oceans in the world? 2) Write names of the following sea animals: se…, je…, tu…, sh…. - T asks Sts to write the names of the Oceans on the board Whole class 10’ without correcting them at once. - Ss work in pairs to fill in the blanks. - T go round to help . - T correct the information in front of the class. (T may open his book to show the pictures of some animals and the map). Answer keys: - - Arctic Ocean : BBD - An arctic Ocean : NBD - Pacific Ocean : TBD - Atlantic Ocean : DTD - Indian Ocean : ADD Answer keys: + seal (n) + jellyfish (n) + turtle (sea turtle) (n) + shark (n) Vocabulary : - gulf (n) - challenge (v)/(n) - submarine (n): - investigate (v) : Investigation (n) - provide (v) s.o with s.th, s.th for s.o provision (n) - tiny (a) : extremely small - organism (n) - biodiversity (n) : 10’ While you read - Ss open their books and read in silent by following the cassette recorder once to practise new words. Task 1: - Ss read in individual for three minutes. - T remind Ss of finding 8 words from the reading. - Ss tell the parts of speech of these words. - Ss skim to find out necessary information. - Ss interchange in pairs. - T goes round to check. - Ss fill in the blanks. Answer keys: 1. tiny 2. investigate 3. gulf 4. biodiversity 5. samples Individual work 10’ Task 2: (10ms) - Ss read the questions. - Ss read in individual and find out information from the passage. - Ss interchange in pairs. - T corrects them before the class. Answer keys: 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 move independently of water currents and those that are carried along by the currents. 6) Marine life would be at stake if the sea biodiversity were not maintained Pair work 6' After you read - Sts work in pairs to skim over the reading. - T suggests and asks Sts to do what he tells. - T corrects them before the class. Answer keys: 1) three-quarter 2) mysterious 3) modern 4) discoveries 5) biodiversity 7) plants & animals 6) huge 8) closely connected Pair work Wrapping Summarise the main points. Assign homework. ================================ Unit 9 Undersea world Period 56 Period 2: speaking Date of teaching: …/…/2008 I. Objectives. By the end of the lesson, Ss will be able to - Offer solutions to sea problems using should / shouldn't, talk about causes and consequences of sea problems. II. Materials Textbook, pictures III. Anticipated problems. Ss may have difficulty in knowing some words in this section. IV. Procedure Time Steps Work arrangement 5’ Warm up - Sts close their books . - T asks the Ss to answer the following questions: 1) What will you do if there is a lot of rubbish and plastic bags in our class? 2) How will our environment be if there is too much rubbish in our class? 3) What things do you think make the sea dirty ? Suggested answers: 1) We should put them in dustbins. 2) It will be polluted. 3) They are rubbish, plastic bags, oil spilled from tankers, pesticides from the field,… - T introduces new lesson: Today we’re going to practice speaking about the ways to protect sea environment. Group work 7' PRE-SPEAKING: - T explains the new words, structures and expressions for Ss to interchange in pairs. - Ss study them by learning their meanings and repeating after T. Vocabulary: - - sparingly(adv) - - dispose of (v) - - herbicide(n) - - endangered (a) - - smart shopper: - Whole class. - Structure: SHOULD(NOT) + V1 8’ WHILE SPEAKING: Task1: - Ss open their books and read carefully the request of task 1. - Ss work in pairs to put the actions in the order of importance and say what they should or shouldn’t do. - T goes round to help . - T may suggests them by asking questions: 1) In your opinion, which action should you do to protect oceans at first? Which one is the most important ? 2) Which action shouldn’t you do? Expressions: - What do you think of/ What’s your opinion of (using herbicides, fishing for species, being a smart shopper,…) - Well, I think… - - In my opinion,…. -As far as I concerned,… . Pair work 10' Task 2: - T shows the chart in the card board and gives the threats in advance. - Ss Practice in groups to find out the consequences and the solutions .( each group must have a secretary ) - T goes round to help them or gives the meanings of new words. (if any ) - Ss fill in the chart. Threats Consequences Solutions 1. Beaches filled with plastic 1. 1. 2. Whales hunted for food 2. 2. 3. Explosives used to catch fish 3. 3. 4. Oil spilled from tankers 4. 4. 5. Pesticides blown off the fields into the sea 5. 5. Pair work 12’ POST-SPEAKING: Task3: - Ss work in groups to give their opinions about the ways to protect sea environment. - T asks one S of each group to report to the class what his group has discussed. - T corrects these reports before class. Group work 3’ Wrapping Summarise the main points. Assign homework: Learn by heart new words, structures and expressions. Make 5 sentences about the protecting of the sea, using the structure “We should/ shouldn’t…” * Remark: - Time is too short. Whole class =================================== Unit 9 Undersea world Period 57 Period 3: listening Date of teaching:…./…/2008 I. Objectives By the end of the lesson, Ss will be able to - listen for specific information about whales. II. Materials Textbook,cassette… III. Anticipated problems Ss may not know much about whales. IV. Procedure. Time Steps Work arragement 5' Warm up - Ss close their books . - T shows the chart, containing 2 columns A and B. - Ss fill in the chart with what they should do or shouldn’t do to protect sea animals. - T introduces new lesson: Today we’re going to listen about whales: their length and weight, their feeding ground and food & the reason for protecting them. What we should do What we shouldn’t do 1. 2. 1. 2. Group work 3. 3. 10' Before you listen Activity 1: - Ss 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? Suggested answers: 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 - T lets Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any). - Ss read these words in silent. - T corrects them before the class. Activity 2: Listen and repeat -mammal (n): animals that give birth to live babies and feed their young on milk. -krill(n): tiny shellfish - migrate(v): move from one place to live in another -decrease(v) ≠ increase(v) Pair work 8' While you listen Task 1: - T asks Ss to read the sentences given and underline the important words. - T explains the sentences that Ss don’t understand. - T turns on the cassette player twice. - Ss work in individual. - T asks Ss to answer and correct them . Answer keys: 1. F 2. T 3. T 4. F 5. T Individual work 10' Task 2: - T asks Ss to read these 6 questions in advance and find out important words. - T suggests some main expressions: The length and weight. Why - feed in the cold ocean. What- good feeding grounds. What-main reasons- decrease whale population. What happen- didn’t take any measures to protect. - T turns on the cassette player twice. - Ss work in groups to discuss and prepare. -While listening, good Ss can repeat the whole answer, bad Ss can repeat one word they’ve listened. Suggested answers: 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 water. 3. Cold water in the North and South Atlantic Ocean and the North and South Pacific are their good feeding grounds . 4. Heavy hunting is the main reason for the decrease in whale population . 5. They have asked International Whaling commission to stop most whaling . 6. If we didn t take any measures to protect whales, ’ whale would disappear forever . Group work 10' after you listen Task3: - Ss work in groups to share the information they’ve listened about whales: + their length and weight + their feeding grounds and food + the reasons for protecting whales - T asks one S of each group to report to the class what his group has discussed. - T corrects these reports before class. Group work 2' Wrapping Summarise the main points Assign homework : - Learn by heart new words, rewrite some whales’ special features. - Prepare “ Writing”. * Remark: Whole class. ============================== Unit 9 Undersea world Period 58 Period 4: writing Date of teaching: …./… /2008 I. Objectives By the end of the lesson, Ss will be able to - write a descriptive paragraph about dolphins by using the facts and figures from the table. II. Materials Textbook, III. Anticipated problems Ss may not be familiar with some words in the model. IV. Procedure. Time Steps Work arragement 5' Warm up - Sts close their books . - T asks the Ss to play jumbled words: PRMES, EAHLWS, REA, THE, IGSTEGB, NMLSAIA, NO, ERHTA, HTAT, HVEA,ETHET. Suggested answers: Sperm whales are the biggest animals on earth that have teeth - T introduces new lesson: Today we’re going to study about the sperm whales and dolphins & their special features. Group work 10' Before you write Task 1: Activity 1: - T explains the new words and expressions. - Ss open their books and read in silent the description. Vocabulary: - sperm whale - carnivore (n) - diet (n): food - male (n)/ (a) ≠ female (n)/(a) - calf (n): young sperm whale - trap (n ) entrap (v) entrapment (n) - gestation (n) - due to +V-ing - squid (n): - off spring: Pair work 10' While you write Task1: Activity 2: - Ss work in groups to fill in the table( page 100). - T walks round to help . -.T may suggest them by asking questions: 1) Where can sperm whales be found? 2) Which water do they prefer? 3) Would you tell me the length and the weight of a male /female whale? 4) What do they eat? 5) How long is a gestation period? 6) How many years can whales be? 7) What are their special features? 8) Why should people be concerned about endangered whales? - T corrects these information before class. Suggested answers: Range & Habitat All Oceans Prefer waters with high squid populations Size Mafe:18m in length : 54.000 kg in weight Femafe:12m in length :17.000 kg in Individual work Group work [...]... expressions Vocabulary: - Would you like + to inf - How about + V-ing - Do you feel like + V-ing - Are you free + V-ing - Why don’t we/ you + V0 - Shall we + V0 - Can you + V0 - Ss open their books and read in silent the description While you write Task 2: Activity 2: - Ss work in pairs to match the first half in A with the most suitable half in B ( page 109 ) - T walks round to help -T corrects them before... We prepared food, drinks, tents, blankets, candles, … 10 PRE-SPEAKING: - T explains the new words, structures and expressions for Ss to interchange in pairs - Ss study them by learning their meanings and repeating after T Vocabulary: - - turn out(v) - - poisoning(a) Pair work - - unfortunately(adv) : unluckily (adv) - disaster(n) - consequence(n) - luggage(n) Structure: If clause( had+PII) Main clause(... Individual work 1 C 7' 7' 2 A 3 D 4 B Task 2: - Ss read the text in silence and do the task 2 - Ss read the given statements, T explains new words (if any) - Ss skim to find out necessary information to identify if they are T or F - Ss interchange in pairs - T goes round to check - T corrects the information before class Answer keys of task 2: 1 F 2 T 3 T 4 T 5 F 6 F Task 3: - Ss work in groups of every... answers: 1 Yes, I have 2 For keeping animals 8' 8' PRE-SPEAKING: - T explains the new words, structures and expressions for Ss to interchange in pairs Ss study them by learning their meanings and repeating after T Vocabulary: - sensitive(a) - instead(adv) - feature(n) - prefix “pre-“ means “again” EX: reconstruct, reintroduce,… - injured(a): wounded (a) - - Kent: a county in south-east of England which... (1)/iə /; (2) /eə /; (3)/uə / -Ss close their books and speak aloud the number of the sound T reads Activity 2: Practice these sentences - Ss listen and repeat after T twice - Ss practice reading these sentences - T walks round to help Work arragement Whole class Individual Pair work 10' 15' Grammar and vocabulary * Should: Activity 1: (Exercise 1- Page 1 02 ) - Ss read the example carefully - T explains... should + V1 -Ss practice in pairs - T walks round to help -. T may suggests them by asking questions: 1) What would you do if you were Jack? 2) What should you do? -Each S reads his sentence before the class Suggested answers: 2 - (My salary is very low) - You should look for another job 3 - Jack always has difficulty getting up) - He shouldn’t go to bed so late 4 - (What a beautiful view!) - You should... meanings of new words (if any ) - T lets Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any) - Ss read these words in silent - T corrects them before the class Activity 2: Listen and repeat Vocabulary: -destroy(v): -heap(n): -leaf(n): -allow(v)≠ ban (v) -spread(v) -catch fire: 8' Task1: WHILE YOU LISTEN - T asks Ss to read the sentences... - You should take a photograph 5 - (Sue drives every where She never walks) - She shouldn’t use her car so much 6 - (Bill’s room isn’t very interesting) - He should put some pictures on the wall * Conditional sentence type 2: Activity 3: (Exercise 3- Page 103 ) - T presents the structure of conditional sentence type 2 -T tells Ss the difference between type1 and type 2, then asks Ss to give examples... Activity 1: - Ss work in pairs to look at the picture in page 104 and answer the questions1 ,2, 3 in this page - T goes round to help - T correct the information in front of class Activity 2: - T delivers handouts and tells Ss the way to do - Ss work in pairs to fill in the blanks in the table of word form - T goes round to help - T corrects the information before class Noun Verb 1 ? protect 2 ? destroy... before class Suggested answers: 1 Yes, I have./ No, I haven’t 2 Cuc Phuong, Nairobi, Everglades 3 I can see butterflies,1,000-year-old trees, elephants, dears, … -T introduces the three national parks in the map Vocabulary : - recognize (v) - species(n) - survive(v) survival(n) - toxic (a) - contaminate(v) contamination(n) While you read - Before reading these three paragraphs, T asks Ss to look at . after T. Vocabulary: - - sparingly(adv) - - dispose of (v) - - herbicide(n) - - endangered (a) - - smart shopper: - Whole class. - Structure: SHOULD(NOT). food - male (n)/ (a) ≠ female (n)/(a) - calf (n): young sperm whale - trap (n ) entrap (v) entrapment (n) - gestation (n) - due to +V-ing - squid (n): - off