Lesson plans of English 10 05 th January, 2008 Period 1 Unit 9: UNDERSEA WORLD A. READING (Page 94 – 96) I. Objectives: A. Educational aim: By the end of this lesson, students will understand more about marine life and have some proper attitudes towards protecting them. B. Knowledge: a) General knowledge: By the end of this lesson, students can understand the reading and do the tasks below. b) Language: i. Vocabulary: Pacific, Atlantic, Indian, Antarctic, and Arctic Oceans, marine, gulf, bay, starfish, biodiversity, at stake, to maintain ii. Grammar: simple present tense C. Skill : Reading D. Teaching aid: Textbook, board, and chalks E. Techniques : Pair work, group work, separate work. II. Procedure: A. Classroom arrangement and taking attendance: B. Today’s lesson: Unit 9: UNDERSEA WORLD A. READING (Page 94 – 96) Teacher’s and students’ activities Content _ T divides class into 2 groups, asks Ss to list out some marine life that they know. _ Ss discuss and give as many names of marine life as they know and write the marine life on the board. After 3 minutes, T checks the answers. Which group has more correct names will be the winner. _ T asks Sc to open the book and do the questions _ Ss answer. T invite them to write the answers on the board. _ T checks the answers. I. Warm up: Game: Marine life _ Tell me some marine life that you know? Examples: Dolphin, Whale, Starfish, seadog, seal, turtle, shark, mackerel, ray, skate… II. Before you listen: Suggested answers: The oceans : Pacific ocean: Biển Thái Binh Dương Atlantic ocean: Biển Đại Tây Dương Indian ocean: Biển Ấn Độ Dương Antarctic ocean: Biển Nam Cực Arctic ocean: Biển Bắc Băng Dương The sea animals: Seal, Jellyfish, Turtle, Shark - 3 Lesson plans of English 10 _ T plays the tape 1 to 2 times, then asks students to do task 1. _ T asks Ss to find where the words provided in the box are in the text, find their classification (N, adj, adv, v, ) Ss do task 1 in groups of 3 to 4 students. _ T invites some Ss to do the task one by one Ss answer, translate into Vietnamese and write the answers on the board. _ T checks the answers. _ T asks Ss to do the task 2 in groups of 3 or 4, answer the questions Ss discuss and present their answers. _ T invites some Ss to answer, corrects, and have them write the answers on the board. _ Ss write the answers on the board T check their writings and asks others to take notes. _ T asks Ss to work in groups, read the words provided in the box first, explain their meanings Ss listens and take notes, then do the task. _ T invites some Ss to answer and write the answers on the board. _ T checks and gives comments. III. While you read: Task 1: Suggested answers: 1. tiny 2. reveal 3. gulf 4. biodiversity 5. samples Task 2: Suggested answers: 1. 75% 2. By using more sophisticated tools 3. To investigate the seabed and bring samples of the marine life back to the surface for the further study. 4. Provide a wide range of information, including water temperature, depth and the undersea populations. 5. Group 1: live on or depend on the bottom like the starfish. Group 2: swimming animals such as fishes and sharks that more independently of water currents. Group 3: tiny organisms that are carried along by the currents like the jellyfish. 6. If the sea biodiversity was not maintained, the marine life would be at stake. IV. After you read: Suggested answers: 1. three – quarters 2. mysterious 3. modern 4. discoveries 5. plants and animals 6. huge 7. biodiversity 8. closely connected C. Consolidation: T asks Ss to read the summary and translate it into Vietnamese. D. Homework: Ss read the passage fluently, translate it into Vietnamese, and learn by heart all new words. D. Preparation for the next lesson: Unit 9: (cont) B. Speaking (page 97) 6 Lesson plans of English 10 C. Teacher’s comment on students’ attendance and participation. 06 th January, 2008 Period 2 Unit 9: UNDERSEA WORLD B. SPEAKING (Page 97) I. Objectives: A. Educational aim: By the end of this lesson, students will practice talking about the ocean and how to protect it from polluted B. Language: Vocabulary: Pacific, Atlantic, Indian, Antarctic, and Arctic Oceans, marine, gulf, bay, starfish, biodiversity, at stake, to maintain Grammar: simple present tense C. Skill : Speaking D. Teaching aid: Textbook, board, and chalks E. Techniques : Pair work, group work, separate work. II. Procedure: A. Classroom arrangement and taking attendance: B. Review of the previous lesson: T asks 3 students to read the passage and translate into Vietnamese, then answer the following questions: 1. How many oceans are there in the world? 2. What do we use submarine for? 3. The marine life is divided into 3 ,main groups. What are they? C. Today’s lesson: Unit 9: UNDERSEA WORLD B. SPEAKING (Page 94 – 96) Teacher’s and students’ activities Content _ T asks Ss the question. Ss try to express their ideas in English. _ T checks and lead in today’s lesson _ T helps Ss to discuss in pairs, using the following suggestions _ Ss do the task in pairs. After that, T presents the models beside and asks Ss to practice. _ T invites some pairs to present their discussions. _ Ss present their dialogue T I. Warm up: Questions: _ What would you do if your living surrounding has so much rubbish? II. Before you speak: Task 1: (Pair work) Useful language: Ways to ask for opinions: _ What do you think of (using herbicides)? _ How do you feel about (being a smart shopper)? _ What’s your opinion of (fishing for species)? Ways to give your opinions: _ Well, I think - 5 Lesson plans of English 10 listens, give comments and corrects their mistakes if necessary. _ T asks Ss to read to task carefully, then asks them to work in groups, discuss the consequences that might occur and offer some possible solutions. _ T invites some groups to go to the board and report what they have discussed. _ Some Ss report, others asks some questions for their presentation _ T gives comments and mark for the groups. _ In my opinion _ As far as I’m concerned _ We should _ We shouldn’t Suggested answers: A: What do you think of placing rubbish and plastic bags in proper dustbins? B: I think it is essentially to protect the environment from being polluted. III. While you speak: Task 2: （ group work ） Suggested answers: Threats Consequences Solutions 1. Beaches filled with plastic bags _ polluted water _ place plastic bags in proper dustbins 2. Whales hunts for food _ extinct/ disappear _ (Governments) don’t let people sell whale products 3. Explosives used to catch fish _ A lot of fish died _ Be banned 4. Oil spilled from tankers _ Polluted water Punish captain 5. Pesticides blown off the fields into the sea _ Polluted water _ Clean up the water before running into the sea IV. After you speak: Task 3: Report to the class what you have just discussed. D. Consolidation: Question: What should you do to protect the environment? E. Homework: Practice speaking with the suggestions above and learn by heart all new words and structures F. Preparation for the next lesson: Unit 9: (cont) C. Listening (Page 98 – 99) G. Teacher’s comment on students’ attendance and participation. 6