giao an hk II 10

* Calling the good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:.. Range  habitat All oceans Prefer waters with high [r]

Lesson : UNDERSEA WORLD Period : 54

Date of preparation : 27/12/2009 Date of teaching : 28/12/2009

Teaching item : READING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To introduce students to set of vocabulary related to undersea world * To help students develop the skills of reading through

+ Reading and guessing the meanings of words through contextual

+ Reading and answering the questions according to the content of the selection + Scanning and rewriting the information in the selection

+ LANGUAGE FUNCTION :

* By the end of the lesson, students can use the language in the lesson to express things related to marine life They can express unreal things in present or future using the conditionak sentence type II + EDUCATIONAL AIM :

* By the end of the lesson, students have a large set of vocabulary that related to marine life and know how to guess meanings of the world throgh the context They read the text easily and they can determine the main ideas of paragraphs

1/ Languages :

* Vocabulary : + gulf(n) + marine lifen(n) +submarine(n) + startfish(n) + shark(n) + tiny organism(n) + jellyfish(n) +biodiversity(n) + turtle(n)

+ seal (n) * Structures: : IF ClAUSE

If modern technology didn’t exist, we would never have such precious information

2/ Skill : Reading for general ideas and specific information. II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Multiple Choice , Pairwork , Question-Answer , Gap-filling , Groupwork , Repetition 3/ Materials needed : Textbook , Colour chalk , Handout , lesson plan, pictures about seals, jeelyfish, turtle, shark, A map of the sea world

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare new words for the reading selection and task1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes)

* Saying something about the new materials of the grade ten

* Asking the students to take notes and prepare what the teacher requires Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 5ms

Lead in :

* Raising the map of the sea world and asking the students questions about it

1 How many continents are there in the world ? What are they

2 How many occean are therein the world ? What are they?

* Going around the class to provide

* Looking at the picture and answering the questions and working in groups or in pairs to discuss about the questions

Lesson9: UNDERSEA WORLD

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON help if necessary

* Calling on some students to read their answers aloud in front of the class

The suggested answers:

1 There are continents in the world They are Asia, Europe, Africa, Oceania, America, and Antarctic There is only occean but it is divided into five parts: the Pacific, Atlantic, Indian, Antartic, and Arctic Occeans

* Emphasizing the students’ answers and introducing the lesson

Unit 9:

UNDERSEA WORLD A Reading

some students to read their answers aloud in front of the class

The suggested answers: There are continents in the world They are Asia, Europe, Africa, Oceania, America, and Antarctic

2 There is only occean but it is divided into five parts: the Pacific, Atlantic, Indian, Antartic, and Arctic Occeans

5ms 2 Pre-reading: Activity 1:

* Asking the students to discuss in group to find out the new words * Listing the students’ words and phrases on B/B and then choosing the keys words and phrases to present 1.Vocabulary:

+gulf(n) : bay Ex: Ha Long bay

+ marine lifen(n): đời sống biển +submarine(n) tàu ngầm

+startfish(n) biển + shark(n) cá mập

+ tiny organism(n)sinh vật bé nhỏ jellyfish(n) sứa

+biodiversity(n) hệ sinh thái +turtle(n) rùa

+seal (n) hải cẩu

+at stake (idm) in danger

*Asking the students to read the new words after the teacher in chorus, in groups and individually

* Calling on some students to read the words above again 2 Structure:

* Introducing the new structure used in the text

The Conditional sentence type II Ex: +If modern technology didn’t exist, we would never have such precious information

+ If I were a president, I would build more houses for the poor * Asking the students to extract the form

Main clause If clause S + would/ could +V S+ V 2/ed- were

* Discussing in group to find out the new words

* Looking at the B/B and copying the new words

+gulf(n) : bay Ex: Ha Long bay

+ marine lifen(n): đời sống biển

+submarine(n) tàu ngầm +startfish(n) biển + shark(n) cá mập

+ tiny organism(n)sinh vật bé nhỏ

jellyfish(n) sứa +biodiversity(n) hệ sinh thái +turtle(n) rùa

+seal (n) hải cẩu

+at stake (idm) in danger *some students to read the words above again * Listening to the tape and correcting their pronunciation

* Listing the sentences in the reading selection

Form

Main clause If clause

1.Vocabulary: +gulf(n) : bay Ex: Ha Long bay

+marine lifen(n):đời sống biển +submarine(n)tàu ngầm

+startfish(n) biển + shark(n) cá mập

+ tiny organism(n)sinh vật bé nhỏ

jellyfish(n)con sứa +biodiversity(n) hệ sinh thái

+turtle(n) rùa +seal (n) hải cẩu

+at stake (idm) in danger

2 Structure: The Conditional sentence type II Ex: +If modern

technology didn’t exist, we would never have such precious

information

ACTIVITIES OF THE LESSON * Helping the students know how to

use this structure

S + would/ could +V S+ V 2/ed- were

form

M clause If clause

S + would +V S+ V 2/ed- were

5ms

Activity 2:

* Listening the tape

* playing the tape and asking the students to listen to it carefully and read after it in silence

*Listening the tape

* Playing the tape and asking the students to listen to it carefully and read after it in silence

5ms

3 While reading

Task 1: (in the textbook page 95) Gap-filling

* Hanging the handout on B/B and asking the students tohave a quick scanning at it and complete the sentences with the words provided *Encouraging the students to guess the meaning of the words in the context

* Asking the students to compare their answers with a friend

* Going around the class to help the students if they have any questions * Calling some students to give the answer keys and comparing with the other students’

The suggested keys: tiny investigate gulf biodiversity samples

* Correcting the mistakes

* Looking at the handout on B/B and asking the students tohave a quick scanning at it and complete the sentences with the words provided * Trying to guess the meaning of the words in the context * Comparing their answers with a friend

.* Some students give the answer keys and compare with the other students’

The suggested keys: tiny investigate gulf biodiversity samples

4 Task 1: (in the textbook page 95)

Answer keys: tiny investigate gulf biodiversity samples

5ms

Task 2: (in the textbook page 96) * Asking the students to work in pair to task – Answer the questions in some minutes

* Going around the class to help the students if they have any questions * Calling some pairs to act out first and then asking the weak students to go to B/B to write down

* Correcting the mistakes

* Encouraging the students to make an interview without books

The suggested keys: 1.75% of the earth’s surface 2.By using morden devices

3.They investigate seabed and bring samples of marine life back to the surface for further study

4.we can know a wide range of information, includong water temperature, depth, and the undersea

* Working in pair to task – Answer the questions

* Some pairs act out first and then the weak students go to B/B to write down

(for weak / average students) * Making an interview without books

(for good / excellent students) The suggested keys:

1.75% of the earth’s surface 2.By using morden devices 3.They investigate seabed and bring samples of marine life back to the surface for further study

4.we can know a wide range of information, includong water

5 Task 2: (in the textbook page 96)

Answer keys:

1.75% of the earth’s surface

2.By using morden devices

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON populations

5 They are those that live on or depend on the bottom like the starfish, those that move independently of water currents such as fish and sharks and those that are carried along by the currents like the jellyfish

6 Marine life would be at stake if the sea biodiversity were not mantained * Correcting the mistakes

* Encouraging the students to make an interview without books

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 such as fish and sharks and those that are carried along by the currents like the jellyfish

6 Marine life would be at stake if the sea biodiversity were not mantained

(for weak / average students) * Making an interview without books

(for good / excellent students)

sharks and those that are carried along by the currents like the jellyfish Marine life would be at stake if the sea biodiversity were not mantained

5ms

4 Post reading

( Exercise in the textbook page 96) * Hanging the handout on B/B and asking the students to work in pairs and fill each of the blanks of the summary with a suitable word from the reading passage

*Encouraging the students to guess the meaning of the words in the context

* Asking the students to compare their answers with a friend

* Going around the class to help the students if they have any questions * Calling some students to give the answer keys

The keys:

1 three-quarters mysterious modern discoveries biodiversity huge

7 plants and animals closely connected

*Looking at the handout on B/B and asking the students to work in pairs and fill each of the blanks of the summary with a suitable word from the reading passage

*Some students to give the answer keys

The keys:

1.three-quarters 2.mysterious 3.modern 4.discoveries 5.biodiversity 6.huge

7.plants and animals closely connected

Exercise in the textbook page 96

Complete the summary with a suitable word from the reading passage

The keys:

1.three-quarters 2.mysterious 3.modern 4.discoveries 5.biodiversity 6.huge

7.plants and animals closely connected

3ms

CONSOLIDATION:

* Raising the picture used to lead in the lesson to ask the students something to review the lesson

+ check vocabulary

+ check the students’ understanding through questions

* Looking at the picture and trying to answer the questions

1m

HOMEWORK:

* Asking the students to write down the homework

+ Redo task 1,2,3 + Prepare Speaking part

* Writing down the homework

This period is very exciting Teacher should use more pictures

LESSON PLAN Lesson : UNDERSEA WORLD

Period : 55

Date of preparation : 27/12/2009 Date of teaching : 29/12/2009

Teaching item : SPEAKING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students make aware of prtecting the enviroment as well as oceans and help the students develop the speaking skills through putting the actions in the order of importance

+ LANGUAGE FUNCTION :

* By the end of the lesson, students can talk about protecting oceans by saying things they should or shouldn’t They discuss the consequences that might occur and offer some possible solutions

+ EDUCATIONAL AIM :

* To educate in students that thay should (not) things influence on the environment as ell as oceans By the end of the lesson , studemts can percert some words related to the topic of the lesson

1/ Languages :

* Vocabulary : + rubbish (n) + pesticide(n) + plastic bag (n) + sparingly ( adv ) +litter (v/n) + dispose of (phr.v) + fishing net ( n ) + filled with(phr.a) + herbicide ( n ) + fertilizer (n) + fishing line (v)

+ explosive(n) + release (v) * Structures: : Should

We should place rubbish and plastic bags in proper dustbines We should clean beaches and tell other people not to litter them 2/ Skill : Speaking

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Question-Answer , Groupwork , Repetition , Look and Speak 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , …

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the task1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

1 How many continents are there in the world ? what are they? How many oceans are there in the world ? What are they? + Fill in the gaps from the suggestions:

Though covering …….1… of the eath’s surface, the ocean has remained …2…to us untill recently With ….3…… technology we have now made important…….4… about the biodiversity

* Correcting the mistakes, giving remarks and marking + Answer the questions:

1 There are continents in the world They are Asia , Europe, Africa, Austalia, America, and South America

2 There is pnly ocean but it is divided five parts: the Pacific, Atlantic, Antartic, and Arctic Oceans + Fill in the gaps from the suggestions:

1 three-quarters mysterious morden discoveries Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON

5ms

1 Lead in :

* Asking the students some questions who is on duty today?

2 Do you sweep the class everyday? Why you have to this?

* Saying to the class:” If your classroom has much rubbish, you should sweep it to make your classroom clean.”

* Asking some more questions;

4 What should you if there is a lot of rubbish in your school yard?

The suggested answers :

We should place/ / put rubbish in dustbins

We should place/ / put the plastic bags in proper dustbins

* Emphasizing the students’ answers and introducing the lesson

Lesson : UNDERSEA WORLD Period 55: SPEAKING

* Listening to the teacher and answering the questions

1 …… is on duty today 2.Yes, I

3 We have to this because we want our class clean often

We should place/ / put rubbish in dustbins

We should place/ / put the plastic bags in proper dustbins

Lesson : UNDERSEA WORLD

Period 55: SPEAKING

10ms 2 Pre-speaking: Task 1:

Activity 1( in the textbook page 97) *Hanging the handout on B/B and giving the students some explaination.” Below are some actions that should be taken to protect our oceana Then work in pair, put the actions in the order of importance and the say what we should (not) do”

+ Explaining some new words + rubbish (n) rác rưởi

+ pesticide(n) thuốc trừ sâu + plastic bag (n) túi ni lông sparingly ( adv ) tiết kiệm

+ dispose of (phr.v) throw away(loại bỏ)

fishing net ( n ) lưới đánh bắt + herbicide ( n )thuốc diệt cỏ

+fertilizer (n) phân bón + fishing line (v) dây câu

+ release (v) thả/ giải thoát

* Looking at the handout and thinking about how telling the time

* Copying some new words + rubbish (n) rác rưởi + pesticide(n) thuốc trừ sâu + plastic bag (n) túi ni lông sparingly ( adv ) tiết kiệm + dispose of (phr.v) throw away(loại bỏ)

fishing net ( n ) lưới đánh bắt + herbicide ( n )thuốc diệt cỏ +fertilizer (n) phân bón + fishing line (v) dây câu + release (v) thả/ giải thoát *Reading the words after the

I/ New words

*Copying some new words + rubbish (n) rác rưởi + pesticide(n) thuốc trừ sâu

+ plastic bag (n) túi ni lông sparingly ( adv ) tiết kiệm + dispose of (phr.v) throw away(loại bỏ)

fishing net ( n ) lưới đánh bắt

ACTIVITIES OF THE LESSON * Asking the students to read the words

after the teacher in chorus, in groupa and individually

Activity 2: Grammar

* Asking the students to work in pair, put the actions in the order of importance and then say what we should(not)

* Going around the class to help the students if they have any questions * Giving the suggested questions + In your opinion, which action should you to protect oceans first?

+ Which actions shouldn’t you do? The suggested answered:

+ I think that action F is the most important because if we learn all we can know the ocean we will understand their values and try to protect them *Guiding the students how to use SHOULD and SHOULDN’T

SHOULD: động từ khiếm khuyết được dùng để:

Nói trách nhiệm, bổ phận, hoặc bắt buộc

Ex: People should drive more carefully.

Thể lời khuyên

Ex; You shouldn’t litter rubbish here.

*Giving out expressions to help the students practicise in pairs more easily The way to ask:

+ What you think ò … Using herbicides

+ How you feel about … Being a smart shopper

+ what’s your opinion of… fishing for species

The way to answer:

+ Well, I think… We should + In my opinion… we should + As far as I’m concerned…

*Calling on some pairs to act out what they have just practiced:

The suggested conversation; A: good morning, Hoa B: Hi, Ba

A: Can I ask you some questions? B: Yes, please

A: In your opinion, which action should you to protect oceans first?

B: I think that action F is the most important because if we learn all we can know the ocean we will understand

teacher in chorus, in groupa and individually

* Working in pair to put the actions in the order of importance and then say what we should(not)

* listening to the teacher and trying to answer the questions * The suggested questions + I think that action F is the most important because if we learn all we can know the ocean we will understand their values and try to protect them *Copying down what the teacher say about how to use SHOULD and SHOULDN’T SHOULD: động từ khiếm khuyết dùng để: Nói trách nhiệm, bổ phận, bắt buộc Ex: People should drive more carefully.

Thể lời khuyên Ex; You shouldn’t litter rubbish here.

*Giving out expressions to help the students practicise in pairs more easily

The way to ask:

+ What you think of … Using herbicides

+ How you feel about … Being a smart shooper + what’s your opinion of… fishing for species

The way to answer:

+ Well, I think… We should + In my opinion… we should + As far as I’m concerned… *Some pairs to act out what they have just practiced: The suggested conversation; A: good morning, Hoa B: Hi, Ba

A: Can I ask you some questions?

B: Yes, please

A: In your opinion, which action should you to protect oceans first?

B: I think that action F is the

II/ Grammar

SHOULD: động từ khiếm khuyết dùng để:

Nói trách nhiệm, bổ phận, bắt buộc Ex: People should drive more carefully.

Thể lời khuyên Ex; You shouldn’t litter rubbish here.

*Giving out expressions to help the students practicise in pairs more easily The way to ask:

+ What you think ò … Using herbicides

+ How you feel about … Being a smart shooper + what’s your opinion of… fishing for species

The way to answer: + Well, I think… We should

+ In my opinion… we should

+ As far as I’m concerned… :

The suggested conversation;

A: good morning, Hoa B: Hi, Ba

A: Can I ask you some questions?

B: Yes, please

A: In your opinion, which action should you to protect oceans first?

B: I think that action F is the most important because if we learn all we can know the ocean we will

understand their values and try to protect them

A: What you think of using herbicides?

B: Well, I think we

shouldn’t use them because they harm the

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON their values and try to protect them

A: What you think of using herbicides?

B: Well, I think we shouldn’t use them because they harm the environment…

most important because if we learn all we can know the ocean we will understand their values and try to protect them A: What you think of using herbicides?

B: Well, I think we shouldn’t use them because they harm the environment…

5ms

3 While speaking:

Task 2: (in the textbook page 97) Activities 1:

* Hanging the handout on B/B and asking the students to practise asking and answering the questions using the information from the timetable

* Helping the students remember the meanings of the text

1 filled with: full of/ crowded with ( đầy tràn/ ngập tràn)

2.pieces of glass: mảnh vỡ thủy tinh cigarette butt: mẫu thuốc 4.pollute(v): contaminate 5.litter(v): xả rác

* Asking the students to read the words after the teacher in chorus , in groups and individually

* Looking at the handout on B/B and and getting ready to ask and answer in pair

* Answering the teacher’s questions about the meanings of the text

*Reading the words after the teacher in chorus , in groups and individually

2 Task 2: (in the textbook page 97)

Vocabulary:

1 filled with: full of/ crowded with ( đầy tràn/ ngập tràn)

2.pieces of glass: mảnh vỡ thủy tinh

3 cigarette butt: mẫu thuốc

4.pollute(v): contaminate 5.litter(v): xả rác

5ms Activity 2:

* Keeping the students in groups and discuss the consequences that might occur and offer some possible sollutions

* Explaining to the students the way of doing this task the most effectively * Going around the class to help the students if they have any questions * Calling the representatives of each group to stand up and make a speech.

Threatents consequences 1.Beaches are

filled with plastic bags

Polluted water Whale hunted

for food

Extinct/ disappear Explosive are

used to catch fish

A lot of fish died Oil is spilled

from tankers

Polluted water Pesticides

blown off the

Polluted water

* Keeping the students in groups and discuss the consequences that might occur and offer some possible sollutions

* Listening to the teacher explain how to this task * The representatives of each group stand up and make a speech

Solutions

Place plastic bags in proper dustbins

Don’t let people sell whale products

Be banned Punish captain

Clean up the water before running into the sea

Example:

A: Beaches are filled with plastic bags, pieces of glass and cigreete butts This makes the sea polluted and endangers sea plants and animals

ACTIVITIES OF THE LESSON fields into the sea

5ms

Task 3: (in the textbook page 97) * Asking the students to continue to practice in groups to talk about their environment

* Going around the class to help the students if they have any questions * Calling some students to act out * Correcting the mistakes

* Students continue to practice in groups to talk about environment

* Some students act out

If time allowe

d

4 Post speaking:

* Encouraging the students to go to in front of the class to speak up environment

* Giving comments and marking

* Students go to in front of the class to speak up environment

3ms

CONSOLIDATION:

* Asking the students some questions to review the lesson

* Summarising the main point of the lesson about SHOULD and SHOULDN’T

* Trying to answer the questions to review the lesson * Listenig to the teacher

1m

HOMEWORK:

* Asking the students to write down the homework

+ Redo Task 1,2,3 + Prepare Listening part

+ Write down a passage about 100 words about environment protection

* Writing down the homework HOMEWORK: + Redo Task 1,2,3 + Prepare Listening part + Write down a passage about 100 words about environment protection Self-evaluation:

Teacher should use the chart

Period : 56

Date of preparation : 27/12/2009 Date of teaching : 29/12/2009

Teaching item : LISTENING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students understand mỏe about the whales and we should something to protect whales * To help students develop the skills of listening through

+ Listening to the information and deciding the statements are true or false + Listening to the information and answering the questions

+ LANGUAGE FUNCTION :

* By the end of the lesson, students can be use the languagein the lesson to express what they know about whales

+ EDUCATIONAL AIM :

* To educate in students that they should something to protect whales 1/ Languages :

* Vocabulary : + mammal +give birth(v) + feed(v)

+ feeding ground(n) +decrease(v/n) +take any measures * Structures: :

2/ Skill : Listening

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pair work , Interview , Group work , Reordering , True / False, Brainstorming, answer-questions

3/ Materials needed : Lesson plan , Textbook , Handout , Color chalk , Cassette Player, An enlargered picture of a whale

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the the keys for the task in Beforee you listen and after you listen III) PROCEDURES IN CLASS

Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

1 What should you if because are filled with plastic bags, pieces of glass and cigarette butts? What will happen if we keep using herbicides, pesticides and fertilizer in the fields?

* Correcting the mistakes , giving remarks and marking:

+ Make sentences using SHOULD from the following facts Explosives are used to catch fish and other sea animals Oil is spilled from the tankers

The suggested answers: + Answer the questions

1 We should clean beaches and tell other people not to litter them

2 If we keep using herbicides, fertilizerand pesticides in the fields, the environment will be harmed +Make sentences using SHOULD from the following facts

1 We shouldn’t use explosives to catch fish and other sea animals We shouldn’t let iol spill from the tankers

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 5ms 1 Lead in:

* Writing the word SEA ANIMAL on B/B and asking the students to work in pairs or in groups to think other words

* Writing the word SEA ANIMAL on B/B and asking the students to work in pairs

Unit 9: UNDERSEA WORLD

ACTIVITIES OF THE LESSON related to this words

* Dividing the class groups If the group has a lot of words, they will be the winner

* Asking the students:

1 Which animal has the heaviest weight among these animals?

2 Who can tell me something that you know about this animal?

* Emphasizing the students’ answers and introducing the lesson

Unit 9: UNDERSEA WORLD Period 56: SPEAKING

or in groups to think other words related to this words * Dividing the class groups SEA ANIMAL:

Whale , turtle, tortoise, jellyfish, shrimp, fish, sperm whale, squid, snail, crap,… Answering the questions

1 Whale does

2 It is a mammal It is very intelligent… * Writing the title of the lesson

5ms

2 Pre-listening: Activity 1:

* Asking the students to work in groups or in pair to discuss the following questions

1 Do you think whales are fishes? Why (not)?

2.Why people keep hunting whales ? * Going around the class to help the students

* Calling on some students to give their answers

The 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

* Listening to the teacher and answer the questions

The 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

I Before listening: 1 Answer the questions 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

5ms

Activity 2:

* Using a picture to introduce vocabulary on B/B

1 mammal (n) động vật có vú blue whale(n)cá voi xanh

3 krill(n) lồi tơm cua, sị hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn

* Asking the students to read the words above after the teacher in chorus , in group and in individual

* Looking at the vocabulary on B/B and copying

1 mammal (n) động vật có vú

2 blue whale(n)cá voi xanh krill(n) lồi tơm cua, sị hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn * Reading the words above after the teacher in chorus , in group and in individual

2 Listen and repeat:

1 mammal (n) động vật có vú

2 blue whale(n)cá voi xanh krill(n) lồi tơm cua, sị hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn

5ms 3 While-listening:

Task : (in the textbook page 98 ) True – false

* Asking the students to listen to the tape and decide if the statements are True or false according to the task * Playing the tape several times if necessary

* having the students compare their answers with a friend and correct the

* Looking at the pictures and describing them in group * Listening to the teacher set up the situation

The suggested answers: 1.F( The whale is the largest

II While listening: Task 1: (98)

Answer keys: True – false 1.F( The whale is the largest animals that has ever lived on Earth)

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON false ones

* Calling on some students to read their answers alound in front of the class

The suggested answers: 1.F( The whale is the largest animals that has ever lived on Earth)

2 T( Whales may also be the most intelligent animals in the ocean) T ( Some whales are known to migrate into warm waters to bear their calves)

4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

animals that has ever lived on Earth)

2 T( Whales may also be the most intelligent animals in the ocean)

3 T ( Some whales are known to migrate into warm waters to bear their calves) 4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

3 T ( Some whales are known to migrate into warm waters to bear their calves) 4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

5ms

Task : (in the textbook page 98) Answer the questions

*Asking the students to listen to the tape again and answer the questions * Playing the tape more than once if necessary

* Calling on some students to expain their ansers in front of the class The suggested answers:

1.The blue whale grows to 30 metres in lengthand over 200 tons in weight because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population They have asked the International Whaling Commision to stop most whaling

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

* Answering the teacher ‘s questions

* Listening to the tape the 1st

time and checking ; the 2nd

time and checking; the 3rd

time and checking

The suggested answers: 1.The blue whale grows to 30 metres in lengthand over 200 tons in weight

2 because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population

5 They have asked the International Whaling Commision to stop most whaling

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

Task 2: (in the textbook page 98)

Answer keys: 1.The blue whale grows to 30 metres in lengthand over 200 tons in weight

2 because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population

5 They have asked the International Whaling Commision to stop most whaling

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

10ms 4 Post listening:

* Asking the students to work in pair to ask and answer questions about whales using the following cues

1 Their length and weight Their feeding gruonds and food The reasons for protecting whales * Going arounds the class to provide

* Working in pair to ask and answer questions about Mr

III After listening: Their length and weight Their feeding gruonds and food

ACTIVITIES OF THE LESSON help if necessary

* Calling some representatives of some groups to go to B/B to present the whales in fron of the class

* Some students give short talks about the changes in their own hometown in front of the class

3ms

CONSOLIDATION:

* Asking the students some questions to review the lesson

1.Is whale the largest animal in the ocean ?

2 How long is it? How heavy is it ?

4.Why people keep hunting whales ?

* Listening to the teacher and answering the questions yes, it is

2 It is 30 metres long It is over 200 tons heavy Because they want to catch whales for food, oil, leather and other products

1m

HOMEWORK:

* Asking the students to write down the homework

+ Prepare writing part

+ Learn the new words by heart

* Writing down the homework

HOMEWORK: + Prepare writing part + learn the new words by heart

Tape script:

Whale are mammals that live their entire lives in the water Some whales are huge The blue whale, for example, grow 30 metres in length and over 200 tons in weight It is the largest animal that has ever lived on the earth Whale may also be the most intelligent animals in the ocean

Whales likes to feed in the cold oceans where there is a lot of krill- their favorite food Cold waters in North and south Atlantic ocean and the North and south Pacific are good feeding groundig for whales Some whales are known to migrate into warm waters to bear their calves Whale populations decrease quicky due to heavy hunting pressure Conservation groups have asked the International Whaling Commision to stop most whaling Howerver, native american hunters, such as Eskimos, are still allowed to hunt a limited numbers of whales to feed their commuities If no effective measures were taken to protect whales These wonderful animals would disappear forever

Self-evaluation:

Teacher should call some students to answer some questions in task

LESSON PLAN Lesson : UNDERSEA WORLD

Period : 57

Classes : 10 A4 , A5 , A7, A8 Date of preparation : 3/1/2010 Date of teaching : 4/1/2010

Teaching item : WRITING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To introduce students to a new form of writing

+ Understanding the content of language + LANGUAGE FUNCTION :

* By the end of the lesson, students can describe information from a table and complete the table with necessary information

+ EDUCATIONAL AIM :

* To educate in students patience , calmness to deal with the sudden dangers

* Students can writea paragraph that describes the facts and figures provided in the table And they have a good knowledge of dolphin and sperm whale

1/ Languages :

* Vocabulary : + sperm whale(n) +carnivore(n) +herbicide(n) + omnivore(n) +waters(n) +squid(n)

+ male(n) +female(n) +gestation period(n) + life span(n) + at risk(idm) +accidental(a) +entrapment(n) +entrap(v) + offering(n) * Structures: :

2/ Skill : Writing( Describing information from a table) II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Sentence Building , Groupwork

3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , … 4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the task1,2,

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

1 What is the length and weght of the blue whale?

2 What would happen if we didn’t take any measures to protect whale? + Listen and decide the following sentences True/ false

1 The whale is the third largest animal that has ever lived on Earth

2 Whales are in danger because of the increase in population of other sea animals * Correcting the mistakes , giving remarks and marking:

The suggested answers: +Answer questions

The blue whale grows to 30 metres in length and over 200 tons in weight if we didn’t take any measures to protect whales, they would disappear forever

+ Listen and decide the following sentences True/ false fasle false

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 3ms 1 Lead in :

* Asking the students to work in pairs to answer some following questions

1 Where sperm whales live? How much food does a sperm whale eat every day?

3 How heavy is the male sperm whale?

4 How long can a sperm whale live? * Going around the class to provide help if necessary

*Calling four students to answer the

* Listening to the teacher and answering the questions

* Four students to answer the questions

ACTIVITIES OF THE LESSON questions

The suggested answer; They live in all oceans

2 It can it eat up to 1,500 kg of food each day

3 The male sperm whale weighs up to 54,000kg

4 It can be up to 60 or 70 years * Emphasizing the students’ answers and introducing the lesson

* Writing the title of the lesson on B/B

Unit : UNDERSEA WORLD Period 57: Writing

years

* Writing the title of the lesson on B/B

Unit :

UNDERSEA WORLD Period 57: Writing

(Describing information from a table)

10ms

2 Pre-writing:

Task 1: (in the textbook page99 ) * Asking the students to open their books and to work in pairs and read the description of a sperm whale in order to complete the table that follows in three minutes

* Helping the students know the meanings of some expresions that appear in the passage

* Asking the students to work in groups to find out new words * Listing the students’ words on B/B and selecting the key word and phrases to teach

1 Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu)

2 carnivore (n) : động vật ăn thịt waters (n) : hải phận

4 squid ( n) : mực ống male # female(a)đực # gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy →entrap(v) : mắc bẫy

10 offspring(n) cái, vật

* Getting the students to read the words above after the teacher in chorus , in group , and in individual * Asking the students to listen to the tape to help them adjust pronunciation * Asking the students to work in groups to contribute their ideas * Going around the class to help the students if they have any questions

* Working in pairs and read the description of a sperm whale in order to complete the table that follows in three minutes

* Working in groups to find out new words

* Writing down the words and phrases

Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu)

2 carnivore (n) : động vật ăn thịt

3 waters (n) : hải phận squid ( n) : mực ống male # female(a)đực #

6 gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy

→entrap(v) : mắc bẫy 10 offspring(n) cái, vật * Reading the words above after the teacher in chorus , in group , and in individual * The good students read the keys and then the weak students go to B/B to write down

Task 1: (in the textbook page99)

.

Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu) carnivore (n) : động vật ăn thịt

3 waters (n) : hải phận squid ( n) : mực ống male # female(a)đực # gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy →entrap(v) : mắc bẫy 10 offspring(n) cái, vật

5ms Activities 2:

* Asking the tudents to work in pairs to complete the table

* Going around the class to help the

* Listening to the teacher explain the way to this task

Activities 2:

+ Complete the table The suggested answers:

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON students if they have any questions

* Calling the good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:

Range  habitat All oceans Prefer waters with high squid populations Size Male: 18m in

length; 54000kg in weight Female: 12m in length:

17,000kg in weight

Feeding habitats Carnivores; eat mainly squid Eat up to 1500kg of food daily

Offspring Give birth to one calf every 5-7 years Gestation period: 14-19 months Life span Up to 60-70

years

Special features Biggest animals that have teeth on Earth Have the largest brain of all animals Conservation

concerns

At risk due to hunting and accidental fishing net entrapment * Correcting the mistakes

* Working in group to identify the events , the climax , and the conclusion of the story

* The good students read the keys and then the weak students go to B/B to write down

* some students go to B/B to complete the table

habitat Prefer waters with high squid populations Size Male: 18m in length; 54000kg in weight Female: 12m in length: 17,000kg in weight Feeding

habitats

Carnivores; eat mainly squid Eat up to 1500kg of food daily Offspring Give birth to

one calf every 5-7 years Gestation period: 14-19 months Life span Up to 60-70

years Special

features

Biggest animals that have teeth on Earth Have the largest brain of all animals Conservation

concerns

At risk due to hunting and accidental fishing net entrapment 12ms 3 While writing:

Task : (in the textbook page 100) * Introducing the new materials and explaining to the students the way to this task “use the prompts to build up a narrative about a hotel fire.” * Instructing the students to this task the most effective way

+ scan the sentences and paragraphs + consider what tense to use

+ consider word phrases , expressions , idioms …

+ write

* Asking the students to work in

* Listening to the teacher explain the way to this task

* Working in groups to contribute their ideas and then writing down on the handout prepared

beforehand

* Taking notes what is

Task 2: (in the textbook page 100)

Write a pargraph about dolphins using the facts and figures provided in the table

ACTIVITIES OF THE LESSON groups to contribute their ideas and

then write down on the handout prepared beforehand

* Going around the class to help the students if they have any questions * Choosing some good writings to correct the mistakes

* Asking the students to take notes what is necessary

The suggested answers: Dolphin are not fish They are mammals that live in the water Dolphin are among the most

intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

necessary

The suggested answers Dolphin are not fish They are mammals that live in the water Dolphin are among the most intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

water Dolphin are among the most intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

If time Allowed

4 Post writing :

* Asking the students to report in front of the class what they have just written in their groups without book to talk about dolphin

* Reporting in front of the class to talk about dolphin

3ms

CONSOLIDATION:

* Summaring the main point of the lesson by asking the students questions related to Dolphin and Sperm whales

1 Who can tell me what you know about Dophins ?

2 Who can tell me what you know about Whales ?

* Answering the questions * Listening to the teacher summaries the main point of the lesson and trying to answer the questions

1m

HOMEWORK:

* Asking the students to write down the homework

+ Rewrite the writing in their exercise notebook

+ Prepare Language focus

* Writing down the homework

HOMEWORK:

+ Rewrite the writing in their exercise notebook

+ Prepare Language focus Self-evaluation:

This period is very interesting

LESSON PLAN

Period : 58

Classes: 10A 4, 5, , 8

Date of preparation: 3/1/2010 Date of teaching : 5/1/2010

Teaching item : LANGUAGE FOCUS I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students review pronouncing three sounds / iə/ ,/ eə/, and / uə/well in individual words and in speaking

* To help students learn the structures Should and Conditional sentence type II + LANGUAGE FUNCTION :

* Students speak English accurately and fluently thanks to pronoucing the sounds / iə/ ,/ eə/, and / uə/correctly

* Students can give advice, and descrbie something that is untrue at present or in the future + EDUCATIONAL AIM :

* To educate in students to distinguish the sounds/ iə/ ,/ eə/, and / uə/ * Students can use Should and conditional type II

1/ Languages :

* Vocabulary :

* Structures: : Should

+ She should go away for a few days Conditional sentence type II

+ They would be rather offended if I didn’t go to see them 2/ Skill : Integrated skill( Listening, Reading, Writing, Speaking)

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Listen and Repeat , Groupwork , Gap-filling , Sentence transformation. 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk, Cassette player.

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the exercise1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greeting the students and asking them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes)

* Collecting the tasks that the teacher had asked the students to write a paragraph about 120 words about a sea animal that they like

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES TEACHER'S ACTIVITIES THE CONTENT

OF THE LESSON 3ms A PRONUNCIATION:

1 Warmer:

* Asking the students to the following mini exercise about pronuciation

1 town- cow – window- shout soon- school- moon- good teacher- today- about- shirt doctor- talk – sport- call here- clear- chair- cheer

* Asking the students to individually first and then compare with their partners’s choice

* Going around the whole class to provide help if necessary

The suggested answers: window good

* Doing the following mini exercise about pronuciation as directed

The suggested answers: window good shirt doctor 5.chair

OF THE LESSON shirt doctor

5.chair

* Emphasizing the students’ answers and introducing the lesson

* Writing the title of the lesson on B/B Unit 9: UNDERSEA WORLD Period 58 : Language Focus

*Writing the title of the lesson on B/B

Unit 9: UNDERSEA WORLD

Period : Language Focus

UNDERSEA WORLD Period : Language Focus

4ms

A Pronunciation Pre practice:

*Asking the students to look at the book and pratice reading after the teacher or listening to the tape

* Calling on some students to read the words again

* Giving some more words to check Ex: fear/ hear/ fair……

* Looking at the book pratice reading after the teacher or listening to the tape

* Trying to distingguish how to read these words

A PRONUNCIATION: a) / iə/ ,/ eə/, and / uə/

4ms

3 Controlled practice:

* Playing the tape and asking the students to repeat

* Calling on some students to repeat the sounds clearly to class

* Introducing and letting the students practice the words that have the nearly same sounds

Minimal pairs:

/ iə/ , / eə/, / uə / Here pair poor Dear chair sure Clear square tour Idea where usual Cheers upstairs casual Atmosphere carefully actually * Asking the students to work in pairs and extract the words that contain / iə/ , / eə/, / uə /

1.Let’s have some beer, dear

2 What a good idea! The atmosphere here is very clear

3 Where are my shoes? They are nowhere here

4.Have you looked carefully everywhere?

5 I am sure he is far from poor Well, actually he usually wears casual clothes

* Going around the class to help the students if they have any problems * Playing the tape and asking the students to repeat the sentences after the teacher

* Listening to the tape and repeating

* Some students repeat the sounds clearly to class * Practicing the words that have the nearly same sounds Minimal pairs:

/ iə/ , / eə/, / uə / * Working in pairs and extracting the words that contain

* Listening to the tape and repeating the sentences

b) Practise the sentences 1.Let’s have some beer, dear

2 What a good idea! The atmosphere here is very clear

3 Where are my shoes? They are nowhere here 4.Have you looked carefully everywhere? I am sure he is far from poor

6 Well, actually he usually wears casual clothes

3ms

4 Free practice:

* Asking the students to find words containing the above words

TIME TEACHER'S ACTIVITIES TEACHER'S ACTIVITIES THE CONTENT OF THE LESSON

5ms

B SHOULD: 1 Lead in:

* Raising pictures , asking the students to give advice

The suggested answers: 1.You should not smoke You should get up early

3.We Should not litter in the classroom * Emphaszing the students’answers and then introducing the new lesson

* Looking at the pictures and trying to give some advice The suggested answers: 1.You should not smoke You should get up early 3.We Should not litter in the classroom

B Should

1.You should not smoke You should get up early 3.We Should not litter in the classroom

5ms

2 Pre practice:

* Handing the handout on B/B, giving some explanation, and asking the students to give the form as well as the structure

* Introducing the model Liz needs a change

She should go away for a few days

* Retelling how to form the simple present and the simple past and when to use adverb of frequency

Model Liz needs a change

She should go away for a few days

5ms

3 Controlled practice: EXERCISE 1: (Page 101) * Introducing the students to the exercise

* Asking the students to work in individual to complete and checking their results in pairs

* Going around the class to help the students if they have any questions * Calling some good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:

2 You should look for another job 3.He shouldn’t get up so late You should take a photograph She shouldn’t use her car so much He should put some pictures on the wall

* Correcting the mistakes and giving remarks

* Working in individual and and then checking their results in pairs

* The good students read the keys and then the weak students go to B/B to write down

The suggested answers: You should look for another job

3.He shouldn’t get up so late You should take a

photograph

5 She shouldn’t use her car so much

6 He should put some pictures on the wall

EXERCISE 1: (Page 101) Complete the sentence using SHOULD

The suggested answers: You should look for another job

3.He shouldn’t get up so late

4 You should take a photograph

5 She shouldn’t use her car so much

6 He should put some pictures on the wall

4ms EXERCISE 2: (Page 102) * Asking the students to work individually first and then compare with their partner

* Going around the class to help the students if they have any questions * Calling some good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:

1 I don’t think they should get married I think smoking should be banned, especially in restaurant

* Scanning the exercise * Working in pairs to put the adverb of frequency given in its appropriate place in the sentences

* The good students read the keys and then the weak students go to B/B to write down

EXERCISE 2: (Page 102) Put the adverb of

frequency given in its appropriate place in the sentences

The suggested answers: I don’t think they should get married

2 I think smoking should be banned, especially in restaurant

OF THE LESSON You say to me I don’t think you

should go out this evening I think the boss should resign * Correcting the mistakes

The suggested answers I don’t think they should get married

2 I think smoking should be banned, especially in restaurant

3 You say to me I don’t think you should go out this evening

4 I think the boss should resign

think you should go out this evening

4 I think the boss should resign

5ms

C Conditional sentence type II Pre- practice

* Reviewing the form and the use of conditional sentence type II

* Asking the students to make some sentences to illustrate

1 If I had enough money, I would go to Hue for a holiday

2 If I were you, I would study English harder

* Asking the students to Main clause If clause

S+V(would/could +v) S + V(2/ed- were_)

* Extracting the form Main clause If clause S+V(would/could +v) S + V(2/ed- were_)

C Conditional sentence type II

Main clause If clause S+V(would/could +v) S + V(2/ed- were_)

1 If I had enough money, I would go to Hue for a holiday

2 If I were you, I would study English harder

3ms

Controlled practice

Exercise 3(in the textbook page 103) *Asking the students to word in pairs to put the verbs into the correct form * Going around the class to provide help if necessary

* Calling on some pairs to read their answers aloun in front of the class The suggested answers:

3 would take refused 5.wouldn’t get closed pressed would be didn’t come 10 borrowed

11 walked 12 would understand

*Working in pairs to put the sentences in good order using If

*Some pairs to read their answers aloun in front of the class

The suggested answers: would take refused 5.wouldn’t get closed pressed would be didn’t come 10

borrowed

11 walked 12 would understand

Exercise 3(in the textbook page 103

3 would take refused 5.wouldn’t get closed

7 pressed would be didn’t come 10 borrowed 11 walked 12 would understand

2ms

CONSOLIDATION:

* Summarisizing the main point of the lesson

* Listening the teacher

1m

HOMEWORK:

* Asking the students to write down the homework

+ Redo the exercises

+ Prepare reading part in Unit 10

* Writing down the homework

HOMEWORK: + Redo the exercises + Prepare reading part in Unit 10

Self-evaluation:

……… ……… ………

LESSON PLAN

Period : 59

Date of preparation : Date of teaching :

Teaching item : READING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To introduce students to set of vocabulary related to conservation * To help students develop the skills of reading through

+ Reading and guessing the meanings of words through contextual +

+ LANGUAGE FUNCTION :

* By the end of the lesson, students can use the language in the lesson to express things related to conservation

+ EDUCATIONAL AIM :

* By the end of the lesson, students have a large set of vocabulary that related to conservation and know how to guess meanings of the world through the context They read the text easily and they can determine the main ideas of paragraphs

1/ Languages :

* Vocabulary : + loss(n) + worsen(v) +eliminate(v) + destrucction(n) + destroy(v) + defence(n) + hydroelectricity(n) + run off(v)

+ circlulation (n)

* Structures: :

2/ Skill : Reading for general ideas and specific information. II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Multiple Choice , Pairwork , Question-Answer , Gap-filling , Groupwork , Repetition 3/ Materials needed : Textbook , Colour chalk , Handout , lesson plan, pictures about seals, jeelyfish, turtle, shark, A map of the sea world

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare new words for the reading selection and task1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (no check) Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 5ms Lead in :

* Raising the some pictures of some rare animals and asking the students what they are and where they see thses anumals

* Asking the students to word in pairs, practising asking and answering the questions in before you read

1 Have you ever visited a zoo or a forest?

2 What animals are you interestes in ? why?

3 Do you need to protect animals and forest?

* Going around the class to provide

* Looking at the picture and answering the questions and working in groups or in pairs to discuss about the questions

Unit 10:

ACTIVITIES OF THE LESSON help if necessary

* Calling on some students to read their answers aloud in front of the class

* Emphasizing the students’ answers and introducing the lesson

Unit 10:

CONSERVATION A Reading

*Some students to read their answers aloud in front of the class

5ms

2 Pre-reading: Activity 1:

* Asking the students to discuss in group to find out the new words * Listing the students’ words and phrases on B/B and then choosing the keys words and phrases to present 1.Vocabulary:

1) loss(n)→lose(v) 2)eliminate(v) [i'limineit] loại trừ, loại bỏ

Ex: Many infectious desease have been virtually eliminated

3)destrucction of(n) [dis'trʌk∫n] tàn phá, hủy diệt, hủy hoại Ex: We are now faced with the destruction of the environment 4)destroy(v) tàn phá, hủy hoại 5)defence(n) [di'fens]

đề phòng, bảo vệ hydroelectricity(n) thủy điện

Ex: There’s a large hydroelectric dam on the River Danube

6)circlulation (n) [,sə:kju'lei∫n] tuần hoàn, lưu thông

*Asking the students to read the new words after the teacher in chorus, in groups and individually

* Calling on some students to read the words above again

* Discussing in group to find out the new words

* Looking at the B/B and copying the new words

1) loss(n)→lose(v) 2)eliminate(v) [i'limineit] loại trừ, loại bỏ

Ex: Many infectious desease have been virtually eliminated 3)destrucction of(n)

[dis'trʌk∫n]

sự tàn phá, hủy diệt, hủy hoại

Ex: We are now faced with the destruction of the environment 4)destroy(v) tàn phá, hủy hoại 5)defence(n) [di'fens] đề phòng, bảo vệ hydroelectricity(n) thủy điện Ex: There’s a large

hydroelectric dam on the River Danube

6)circlulation (n) [,sə:kju'lei∫n] tuần hồn, lưu thơng *Some students to read the words above again * Listening to the tape and correcting their pronunciation

1.Vocabulary: 1) loss(n)→lose(v) 2)eliminate(v) [i'limineit] loại trừ, loại bỏ

Ex: Many infectious desease have been virtually eliminated 3)destrucction of(n) [dis'trʌk∫n]

sự tàn phá, hủy diệt, hủy hoại

Ex: We are now faced with the destruction of the environment

4)destroy(v) tàn phá, hủy hoại 5)defence(n) [di'fens]

đề phòng, bảo vệ hydroelectricity(n) thủy điện

Ex: There’s a large hydroelectric dam on the River Danube

6)circlulation (n) [,sə:kju'lei∫n]

tuần hoàn, lưu thông

5ms

Activity 2:

* Listening the tape

* playing the tape and asking the students to listen to it carefully and read after it in silence

*Listening the tape

* Playing the tape and asking the students to listen to it carefully and read after it in silence

5ms 3 While reading

Task 1: (in the textbook page 105) Matching

* Hanging the handout on B/B and asking the students to match the word in in A with a suitable definition in B * Having the students to compare their

* Looking at the handout on B/B and asking the students tohave a quick scanning at it and complete the sentences with the words provided

4 Task 1: (in the textbook page 105) Answer keys:

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON answers with a friend

* Going around the class to help the students if they have any questions * Calling some students to give the answer keys and comparing with the other students’

The suggested keys: 1-C , 2-A , 3- D , 4- B * Correcting the mistakes

* Trying to guess the meaning of the words in the context * Comparing their answers with a friend

.* Some students give the answer keys and compare with the other students’

The suggested keys: 1-C , 2-A , 3- D , 4- B

5ms

Task 2: (in the textbook page 106) True / false Statements * Asking the students to read the passage again and then work in pairs to task True or False Statements * Going around the class to help the students if they have any questions * Calling some pairs to act out first and then asking the weak students to go to B/B to write down

* Correcting the mistakes

* Encouraging the students to make an interview without books

The suggested keys:

1- T, 2-T ,3-T , 4-T , 5-F ,6-F * Correcting the mistakes

* Working in pair to task – Answer the questions

* Some pairs act out first and then the weak students go to B/B to write down

(for weak / average students) * Making an interview without books

(for good / excellent students) The suggested keys:

1- T, 2-T ,3-T , 4-T , 5-F ,6-F (for weak / average students) * Making an interview without books

(for good / excellent students)

Task 2: (in the textbook page 106)

True / false Statements Answer keys:

1- T, 2-T ,3-T , 4-T , 5-F ,6-F

5ms

TASK 3:

( Exercise in the textbook page 106) * Assking the students to read the passgage again and the work in pairs to choose the most suitable main idea for each paragraph * Going around the class to help the students if they have any questions * Calling some students to give the answer keys

The suggested answers:

A3: The topic sentence is : many of those plants and animals can be used as medicine against cancer, AIDS,… heart disease and many other sickness B4: The topic sentence is: Man and most animals need a constant supply of water to live

C2: The topic sentence is : Yhe earth is being threatened and the future looks bad What can each of us do?

*Looking at the handout on B/B and asking the students to work in pairs and fill each of the blanks of the summary with a suitable word from the reading passage

*Some students to give the answer keys

The suggested answers: A3: The topic sentence is : many of those plants and animals can be used as medicine against cancer, AIDS,… heart disease and many other sickness

B4: The topic sentence is: Man and most animals need a constant supply of water to live

C2: the topic sentence is : Yhe earth is being threatened and the future looks bad What can each of us do?

TASK 3:

Exercise in the textbook page 106

Complete the summary with a suitable word from the reading passage The suggested answers: A3: The topic sentence is : many of those plants and animals can be used as medicine against cancer, AIDS,… heart disease and many other sickness B4: The topic sentence is: Man and most animals need a constant supply of water to live

C2: The topic sentence is : Yhe earth is being threatened and the future looks bad What can each of us do?

ACTIVITIES OF THE LESSON ( Exercise in the textbook page 96)

* Asking the students to work in pairs and answer the questions from the passage

.* Asking the students to compare their answers with a friend

* Going around the class to help the students if they have any questions * Calling some students to give the answer keys aloud in front of the class

The suggested answers:

1.It is destroying earth’s plant and animal varity

2.We can’t live without water

3.We should stop worsening the problem while scientists search for answers, and laws are passed in nature’s defence

* Looking at the picture and trying to answer the questions

1m

CONSOLIDATION:

*Sumarising the lesson by asking the students some questions

1 What would happen if there were no water?

2 What should we to save the earth?

3 What are some valuable things hat forests give us?

* Listening to the teacher sumarise the lesson and trying to answer the questions again

HOMEWORK:

* Asking the students to write down the homework

+ Prepare Speaking part

* Writing down the homework

HOMEWORK: + Prepare Speaking part

Self-evaluation:

………

LESSON PLAN

Period : 60 Date of preparation : Date of teaching :

Teaching item : SPEAKING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students make aware of prtecting rare animals by setting up natural zoos + 10ANGUAGE FUNCTION :

* By the end of the lesson, students can talk about the fact that rare are in dabger of extinctionand they discuss about protecting them

+ EDUCATIONAL AIM :

* To develop the students’s speaking skills Students are aware of protecting rare animals to mke the ecosytem balanced

1/ Languages :

* Vocabulary : +sensitive (a) + gorilla(n) + breed (v) + reconstruct ( v ) +own (v) + injure( v ) + kill (v) + reintroduce( v )

+ imprision(v) + image(n)

* Structures: : Passive Voice

+ They don’t want to be senn as places…

+ Some keepers have been injured and one has been killed

2/ Skill : Speaking

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Question-Answer , Groupwork , Repetition , Agreement or Dis agreement, 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , …

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the task1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

1 What is the consequence of losing forest? What should we for the fure of our planet?

+ Decide whether the following statements are True or False We can nothing to save the Earth

2 Plants can cause floods and erosion

3 Man is constanly doing harm to the environment Water can be held on land by vegitation

* Correcting the mistakes, giving remarks and marking + Answer the questions:

1.It is destroying earth’s plant and animal varity

2 We should stop wrsening the problem while scientists search for answers, and laws are passed in nature’s defence

+ Decide whether the following statements are True or False: 1-F , 2-F , 3-T, 4-T

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 5ms 1 Lead in :( Picture describing )

( Teacher prepares pictures of zoos The first one show a traditional zoo

* Listening to the teacher and answering the questions

ACTIVITIES OF THE LESSON where animals are kept in cages The

second one show a new kind of zoo where wild animal can live in their natural habitat.)

* Sticking the pictures on B/B an dasking the students too work in pairs to describe them

* Helping the students by introducing some suggested questions

1 What can you see in the first picture? Is the animal in the first picture free to run?

3 How might the animal feel?

4 what can you see in the second picture?

5.Are the animals in the second picture free to run?

6 How might the animals feel?

* Emphasizing the students’ answers and introducing the lesson

Lesson 10 : CONSEVATION Period : SPEAKING

10ms

2 Pre-speaking: Task 1:

Activity 1( in the textbook page 106) *Asking the students to read the paragraphs an dthen answer the questions

* Teaching some new words: New words

1.sensitive (a) quick to respond, or be affested by slight changes, signals or influences nhạy cảm

2 breed (v) cause(an animal) to produce offspring : gây giống, nhân giống

3 reconstruct ( v ) build again : xây dựng lại

4.reintroduce( v ) put (a species of animal or plant) back into a former habitat) đưa môi trường sống tự nhiên

5 imprision(v) put or keep in prison bỏ tù, giam cầm * Asking the students to read the words after the teacher in chorus, in groupa and individually

* Looking at the handout and thinking about how telling the time

* Copying some new words 1.sensitive (a) quick to respond, or be affested by slight changes, signals or influences nhạy cảm breed (v) cause(an animal) to produce offspring : gây giống, nhân giống

3 reconstruct ( v ) build again : xây dựng lại 4.reintroduce( v ) put (a species of animal or plant) back into a former habitat) đưa môi trường sống tự nhiên imprision(v) put or keep in prison bỏ tù, giam cầm

*Reading the words after the teacher in chorus, in groupa and individually

I/ New words

*Copying some new words 1.sensitive (a) quick to respond, or be affested by slight changes, signals or influences nhạy cảm breed (v) cause(an animal) to produce offspring : gây giống, nhân giống reconstruct ( v ) build again : xây dựng lại 4.reintroduce( v ) put (a species of animal or plant) back into a former habitat) đưa môi trường sống tự nhiên

5 imprision(v) put or keep in prison bỏ tù, giam cầm

5ms

Activity 2:

* Asking the students to work in pairs to discuss the two questions in the book using the information in paragraph A and B

* Going around the class to provide help if necessary

* Calling on some students to present

* Working in pairs to discuss the two questions in the book using the information in paragraph A and B

* Some students prsent their

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON their answers

* Giving feedback and correcting the answers:

The suggested answers:

1,They are open to help endangered spicies develop

2, the animals are not kept in cages They can live in their natural environment

answers

The suggested answers:

1,They are open to help endangered spicies develop 2, the animals are not kept in cages They can live in their natural environment

endangered spicies develop 2, the animals are not kept in cages They can live in their natural environment

5ms

3 While speaking: Task ( in the textbook page 107) * Setting the situation: “ Following are some ideas about the new kind of zoo discuaa in task you are required to show your agreement or disagreement by ticking the right box Then share your ideas with a partner

Activity 1:

* Providing the students with some structures that students can use to ask for someone’s opinions, to give their opinions , and show their agreement or dis agreement politely

Asking for opinions:

+ What you think of ………….? + Do you think……….? + Do you agree with……….? Giving opinions:

+ I think……… + I don’t think……… + In my opinion,……… Showing agreement:

+ I agree with ……… + Yes, I think you are right + Exactly

Showing disagreement + I don’t really think so

+ Yes, ………….but……… + I would doubt that…………

* Listening to the teacher explain how to this task * Copying down some structures that students can use to ask for someone’s opinions, to give their opinions , and show their agreement or dis agreement politely

Asking for opinions:

+ What you think of ………….?

+ Do you think……….? + Do you agree with……….? Giving opinions:

+ I think……… + I don’t think……… + In my opinion,………… Showing agreement: + I agree with ……… + Yes, I think you are right + Exactly

Showing disagreement + I don’t really think so +Yes, ……….but……… + I would doubt that…………

Task ( in the textbook page 107)

Aagreement or Disagreement Asking for opinions: + What you think of ………….?

+ Do you think………? + Do you agree

with……….? Giving opinions: + I think……… + I don’t think………… + In my opinion,……… Showing agreement: + I agree with ……… + Yes, I think you are right + Exactly

Showing disagreement + I don’t really think so +Yes, …….but……… + I would doubt that…

5ms

Activity 2:

* Asking the students to work in invidually to tick the suitable box to show their agreement or disagreement first and sharing their ideas with the partner

* Going around the class to help the students if they have any questions * Calling some students to act out * Correcting the mistakes

* Students continue to practice in groups to talk about environment

* Some students act out

If time allowe

d

4 Post speaking:

Task3 :( in the textbook page 107) Discussing the advantage and disadvantages of the zoo of the new kind.

* Asking the students to work in

* Working in groups to discuss the advantage and disadvantages of zoos of the

ACTIVITIES OF THE LESSON groups to discuss the advantage and

disadvantages of zoos of the new kind * Assigning a group leader for each group to make sure that group members word cooperatively and taking notes of other members’ points

* Going around the class to provide help if necssary

*Calling on one group to act out * Giving comments and marking

* The group required to act out

Discussing the advantage and disadvantages of the zoo of the new kind.

3ms

CONSOLIDATION:

* Asking the students some questions to review the lesson

* Summarising the main point of the lesson about advantages and disadvantages of zoos of the new kind

* Trying to answer the questions to review the lesson * Listenig to the teacher

1m

HOMEWORK:

* Asking the students to write down the homework

+ Prepare Listening part + Learn by heart new words

* Writing down the homework HOMEWORK: + Prepare Listening part + learn by heart new words Self-evaluation:

……… ……….

LESSON PLAN

Period :

Date of preparation : Date of teaching :

Teaching item : LISTENING I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students understand the causes of forests fires; * To help students develop the skills of listening through

+ Listening to the information and deciding the statements are True or False + Listening to the information and answering the questions

+ Listening to the information and choosing the correct sentences + LANGUAGE FUNCTION :

* By the end of the lesson, students can talk about the causes of forestd fires and ways to prevent them thay can get species information about forest fire

+ EDUCATIONAL AIM :

* To educate in students that they should something to protect forests 1/ Languages :

* Vocabulary : + forester(n) +awful(a) +put out(v) + a heap of(n) +dvaluable(a) + campfire(n) * Structures: :

2/ Skill : Listening

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pair work , Group work , Reordering , True / False, Noughts and Ordering

3/ Materials needed : Lesson plan , Textbook , Handout , Color chalk , Cassette Player, A picture of a burning forest

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the the keys for the task in Beforee you listen and after you listen III) PROCEDURES IN CLASS

Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

1 For what purpose are zoos of the new kind opened? What are their main features?

3 Tell me the advantages and disadvantages of zoos of the new kind * Correcting the mistakes , giving remarks and marking:

1 They are open to help endangered species develop

2 the animals are not kept in cages They can live in their natural environment

3 the advantages of the zoos of the new kind are the conditions the animals are in , the animals that people visit The disadvantages of the new kind are the money spent on reconstructions of tha animals naturals natural environment, the dangers that zoos keeprs may have

The suggested answers: + Answer the questions

1 We should clean beaches and tell other people not to litter them

2 If we keep using herbicides, fertilizerand pesticides in the fields, the environment will be harmed +Make sentences using SHOULD from the following facts

1 We shouldn’t use explosives to catch fish and other sea animals We shouldn’t let iol spill from the tankers

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON

ACTIVITIES OF THE LESSON * Writing the word SEA ANIMAL on

B/B and asking the students to work in pairs or in groups to think other words related to this words

* Dividing the class groups If the group has a lot of words, they will be the winner

* Asking the students:

1 Which animal has the heaviest weight among these animals?

2 Who can tell me something that you know about this animal?

* Emphasizing the students’ answers and introducing the lesson

Unit 9: UNDERSEA WORLD Period 56: SPEAKING

* Writing the word SEA ANIMAL on B/B and asking the students to work in pairs or in groups to think other words related to this words * Dividing the class groups SEA ANIMAL:

Whale , turtle, tortoise, jellyfish, shrimp, fish, sperm whale, squid, snail, crap,… Answering the questions

3 Whale does

4 It is a mammal It is very intelligent… * Writing the title of the lesson

WORLD

Period 56 : SPEAKING

5ms

2 Pre-listening: Activity 1:

* Asking the students to work in groups or in pair to discuss the following questions

1 Do you think whales are fishes? Why (not)?

2.Why people keep hunting whales ? * Going around the class to help the students

* Calling on some students to give their answers

The 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

* Listening to the teacher and answer the questions

The 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

I Before listening: 1 Answer the questions 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

5ms

Activity 2:

* Using a picture to introduce vocabulary on B/B

1 mammal (n) động vật có vú blue whale(n)cá voi xanh

3 krill(n) lồi tơm cua, sò hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn

* Asking the students to read the words above after the teacher in chorus , in group and in individual

* Looking at the vocabulary on B/B and copying

1 mammal (n) động vật có vú

2 blue whale(n)cá voi xanh krill(n) lồi tơm cua, sò hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn * Reading the words above after the teacher in chorus , in group and in individual

2 Listen and repeat:

1 mammal (n) động vật có vú

2 blue whale(n)cá voi xanh krill(n) lồi tơm cua, sị hến nhỏ mà cá voi ăn

4 whaling (n) săn cá voi, nghề săn cá voi

5 migrate(v) di cư

6 conservation(n) bảo tồn

5ms 3 While-listening:

Task : (in the textbook page 98 ) True – false

* Asking the students to listen to the tape and decide if the statements are True or false according to the task * Playing the tape several times if

* Looking at the pictures and describing them in group * Listening to the teacher set up the situation

II While listening: Task 1: (98)

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON necessary

* having the students compare their answers with a friend and correct the false ones

* Calling on some students to read their answers alound in front of the class

The suggested answers: 1.F( The whale is the largest animals that has ever lived on Earth)

2 T( Whales may also be the most intelligent animals in the ocean) T ( Some whales are known to migrate into warm waters to bear their calves)

4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

The suggested answers: 1.F( The whale is the largest animals that has ever lived on Earth)

2 T( Whales may also be the most intelligent animals in the ocean)

3 T ( Some whales are known to migrate into warm waters to bear their calves) 4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

2 T( Whales may also be the most intelligent animals in the ocean)

3 T ( Some whales are known to migrate into warm waters to bear their calves) 4.F9 whale populations decrease quickly due to heavy hunting pressure) T ( The Eskimos are still allowed to hunt a limited number of whales to feed their communities

5ms

Task : (in the textbook page 98) Answer the questions

*Asking the students to listen to the tape again and answer the questions * Playing the tape more than once if necessary

* Calling on some students to expain their ansers in front of the class The suggested answers:

1.The blue whale grows to 30 metres in lengthand over 200 tons in weight because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population They have asked the International Whaling Commision to stop most whaling

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

* Answering the teacher ‘s questions

* Listening to the tape the 1st

time and checking ; the 2nd

time and checking; the 3rd

time and checking

The suggested answers: 1.The blue whale grows to 30 metres in lengthand over 200 tons in weight

2 because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population

5 They have asked the International Whaling Commision to stop most whaling

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

Task 2: (in the textbook page 98)

Answer keys: 1.The blue whale grows to 30 metres in lengthand over 200 tons in weight

2 because there is a lot of krill- their favorite food in cold waters

3 cold waters in North and South Atlantic ocean and the north and South pacific are their favorite feeding grounds

4 Heavy hungting is the main reason for the decrease in whale population

5 They have asked the International Whaling Commision to stop most whaling

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

10ms 4 Post listening:

* Asking the students to work in pair to ask and answer questions about whales using the following cues

1 Their length and weight

* Working in pair to ask and answer questions about Mr

ACTIVITIES OF THE LESSON Their feeding gruonds and food

3 The reasons for protecting whales * Going arounds the class to provide help if necessary

* Calling some representatives of some groups to go to B/B to present the whales in fron of the class

* Some students give short talks about the changes in their own hometown in front of the class

The reasons for protecting whales

3ms

CONSOLIDATION:

* Asking the students some questions to review the lesson

1.Is whale the largest animal in the ocean ?

2 How long is it? How heavy is it ?

4.Why people keep hunting whales ?

* Listening to the teacher and answering the questions yes, it is

2 It is 30 metres long It is over 200 tons heavy Because they want to catch whales for food, oil, leather and other products

1m

HOMEWORK:

* Asking the students to write down the homework

+ Prepare writing part

+ Learn the new words by heart

* Writing down the homework

HOMEWORK: + Prepare writing part + learn the new words by heart

Tape script:

Whale are mammals that live their entire lives in the water Some whales are huge The blue whale, for example, grow 30 metres in length and over 200 tons in weight It is the largest animal that has ever lived on the earth Whale may also be the most intelligent animals in the ocean

Whales likes to feed in the cold oceans where there is a lot of krill- their favorite food Cold waters in North and south Atlantic ocean and the North and south Pacific are good feeding groundig for whales Some whales are known to migrate into warm waters to bear their calves Whale populations decrease quicky due to heavy hunting pressure Conservation groups have asked the International Whaling Commision to stop most whaling Howerver, native american hunters, such as Eskimos, are still allowed to hunt a limited numbers of whales to feed their commuities If no effective measures were taken to protect whales These wonderful animals would disappear forever

Self-evaluation:

Teacher should call some students to answer some questions in task

LESSON PLAN Lesson : UNDERSEA WORLD

Period : 57

Classes : 10 A4 , A5 , A7, A8 Date of preparation : 3/1/2010 Date of teaching : 4/1/2010

Teaching item : WRITING I) AIMS AND OBJECTIVES

* To introduce students to a new form of writing

* To provide students with some information related to sperm whale and dolphin * To help students develop the skills of writing through

+ Understanding the content of language + LANGUAGE FUNCTION :

* By the end of the lesson, students can describe information from a table and complete the table with necessary information

+ EDUCATIONAL AIM :

* To educate in students patience , calmness to deal with the sudden dangers

* Students can writea paragraph that describes the facts and figures provided in the table And they have a good knowledge of dolphin and sperm whale

1/ Languages :

* Vocabulary : + sperm whale(n) +carnivore(n) +herbicide(n) + omnivore(n) +waters(n) +squid(n)

+ male(n) +female(n) +gestation period(n) + life span(n) + at risk(idm) +accidental(a) +entrapment(n) +entrap(v) + offering(n) * Structures: :

2/ Skill : Writing( Describing information from a table) II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Sentence Building , Groupwork

3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk , … 4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the task1,2,

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greet the students and ask them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes) * Calling two students to B/B :

+ Answer the questions:

3 What is the length and weght of the blue whale?

4 What would happen if we didn’t take any measures to protect whale? + Listen and decide the following sentences True/ false

1 The whale is the third largest animal that has ever lived on Earth

2 Whales are in danger because of the increase in population of other sea animals * Correcting the mistakes , giving remarks and marking:

The suggested answers: +Answer questions

The blue whale grows to 30 metres in length and over 200 tons in weight if we didn’t take any measures to protect whales, they would disappear forever

+ Listen and decide the following sentences True/ false fasle false

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES STUDENTS'

ACTIVITIES

THE CONTENT OF THE LESSON 3ms 1 Lead in :

* Asking the students to work in pairs to answer some following questions

1 Where sperm whales live? How much food does a sperm whale eat every day?

3 How heavy is the male sperm whale?

4 How long can a sperm whale live?

* Listening to the teacher and answering the questions

* Four students to answer the questions

ACTIVITIES OF THE LESSON * Going around the class to provide

help if necessary

*Calling four students to answer the questions

The suggested answer; They live in all oceans

2 It can it eat up to 1,500 kg of food each day

3 The male sperm whale weighs up to 54,000kg

4 It can be up to 60 or 70 years * Emphasizing the students’ answers and introducing the lesson

* Writing the title of the lesson on B/B

Unit : UNDERSEA WORLD Period 57: Writing

3 The male sperm whale weighs up to 54,000kg It can be up to 60 or 70 years

* Writing the title of the lesson on B/B

Unit :

UNDERSEA WORLD Period 57: Writing

(Describing information from a table)

10ms

2 Pre-writing:

Task 1: (in the textbook page99 ) * Asking the students to open their books and to work in pairs and read the description of a sperm whale in order to complete the table that follows in three minutes

* Helping the students know the meanings of some expresions that appear in the passage

* Asking the students to work in groups to find out new words * Listing the students’ words on B/B and selecting the key word and phrases to teach

1 Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu)

2 carnivore (n) : động vật ăn thịt waters (n) : hải phận

4 squid ( n) : mực ống male # female(a)đực # gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy →entrap(v) : mắc bẫy

10 offspring(n) cái, vật

* Getting the students to read the words above after the teacher in chorus , in group , and in individual * Asking the students to listen to the tape to help them adjust pronunciation * Asking the students to work in groups to contribute their ideas * Going around the class to help the students if they have any questions

* Working in pairs and read the description of a sperm whale in order to complete the table that follows in three minutes

* Working in groups to find out new words

* Writing down the words and phrases

Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu)

2 carnivore (n) : động vật ăn thịt

3 waters (n) : hải phận squid ( n) : mực ống male # female(a)đực #

6 gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy

→entrap(v) : mắc bẫy 10 offspring(n) cái, vật * Reading the words above after the teacher in chorus , in group , and in individual * The good students read the keys and then the weak students go to B/B to write down

Task 1: (in the textbook page99)

.

Vocabulary:

1 sperm whale(n) cá nhà táng (cá voi cỡ lớn cho dầu đầu) carnivore (n) : động vật ăn thịt

3 waters (n) : hải phận squid ( n) : mực ống male # female(a)đực # gestation period(n) thời kỳ thai nghén

7 life span: tuổi thọ accidental(a): tình cờ entrapment(n) mắc bẫy →entrap(v) : mắc bẫy 10 offspring(n) cái, vật

TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES

THE CONTENT OF THE LESSON * Asking the tudents to work in pairs

to complete the table

* Going around the class to help the students if they have any questions * Calling the good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:

Range  habitat All oceans Prefer waters with high squid populations Size Male: 18m in

length; 54000kg in weight Female: 12m in length:

17,000kg in weight

Feeding habitats Carnivores; eat mainly squid Eat up to 1500kg of food daily

Offspring Give birth to one calf every 5-7 years Gestation period: 14-19 months Life span Up to 60-70

years

Special features Biggest animals that have teeth on Earth Have the largest brain of all animals Conservation

concerns

At risk due to hunting and accidental fishing net entrapment * Correcting the mistakes

* Listening to the teacher explain the way to this task

* Working in group to identify the events , the climax , and the conclusion of the story

* The good students read the keys and then the weak students go to B/B to write down

* some students go to B/B to complete the table

+ Complete the table The suggested answers:

Range  habitat

All oceans Prefer waters with high squid populations Size Male: 18m in length; 54000kg in weight Female: 12m in length: 17,000kg in weight Feeding

habitats

Carnivores; eat mainly squid Eat up to 1500kg of food daily Offspring Give birth to

one calf every 5-7 years Gestation period: 14-19 months Life span Up to 60-70

years Special

features

Biggest animals that have teeth on Earth Have the largest brain of all animals Conservation

concerns

At risk due to hunting and accidental fishing net entrapment 12ms 3 While writing:

Task : (in the textbook page 100) * Introducing the new materials and explaining to the students the way to this task “use the prompts to build up a narrative about a hotel fire.” * Instructing the students to this task the most effective way

+ scan the sentences and paragraphs + consider what tense to use

+ consider word phrases , expressions

* Listening to the teacher explain the way to this task

* Working in groups to contribute their ideas and then writing down on the handout prepared

Task 2: (in the textbook page 100)

ACTIVITIES OF THE LESSON , idioms …

+ write

* Asking the students to work in groups to contribute their ideas and then write down on the handout prepared beforehand

* Going around the class to help the students if they have any questions * Choosing some good writings to correct the mistakes

* Asking the students to take notes what is necessary

The suggested answers: Dolphin are not fish They are mammals that live in the water Dolphin are among the most

intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

beforehand

* Taking notes what is necessary

The suggested answers Dolphin are not fish They are mammals that live in the water Dolphin are among the most intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

The suggested answers: Dolphin are not fish They are mammals that live in the water Dolphin are among the most intelligent animals on Earth Although they can be found in all oceans, dolphin prefer coastal water and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1,2 meters in length while the largest one can weigh up to 8,200kg and is 10 meters long Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

If time Allowed

4 Post writing :

* Asking the students to report in front of the class what they have just written in their groups without book to talk about dolphin

* Reporting in front of the class to talk about dolphin

3ms

CONSOLIDATION:

* Summaring the main point of the lesson by asking the students questions related to Dolphin and Sperm whales

1 Who can tell me what you know about Dophins ?

2 Who can tell me what you know about Whales ?

* Answering the questions * Listening to the teacher summaries the main point of the lesson and trying to answer the questions

1m

HOMEWORK:

* Asking the students to write down the homework

+ Rewrite the writing in their exercise notebook

+ Prepare Language focus

* Writing down the homework

HOMEWORK:

+ Rewrite the writing in their exercise notebook

This period is very interesting

LESSON PLAN Unit : UNDERSEA WORLD

Period : 58

Classes: 10A 4, 5, , 8

Date of preparation: 3/1/2010 Date of teaching : 5/1/2010

Teaching item : LANGUAGE FOCUS I) AIMS AND OBJECTIVES

+ LANGUAGE CONTENT :

* To help students review pronouncing three sounds / iə/ ,/ eə/, and / uə/well in individual words and in speaking

* To help students learn the structures Should and Conditional sentence type II + LANGUAGE FUNCTION :

* Students speak English accurately and fluently thanks to pronoucing the sounds / iə/ ,/ eə/, and / uə/correctly

* Students can give advice, and descrbie something that is untrue at present or in the future + EDUCATIONAL AIM :

* To educate in students to distinguish the sounds/ iə/ ,/ eə/, and / uə/ * Students can use Should and conditional type II

1/ Languages :

* Vocabulary :

* Structures: : Should

+ She should go away for a few days Conditional sentence type II

+ They would be rather offended if I didn’t go to see them 2/ Skill : Integrated skill( Listening, Reading, Writing, Speaking)

II) TEACHER AND STUDENTS' PREPARATION 1/ Method : Communicative approach

2/ Techniques : Pairwork , Listen and Repeat , Groupwork , Gap-filling , Sentence transformation. 3/ Materials needed : Lesson plan , Textbook , Handout , Colour chalk, Cassette player.

4/ Students' preparation :

* Read the guiding books and grammatical books before going to school * Prepare the exercise1,2,3

III) PROCEDURES IN CLASS Stabilization : (1 minute)

* Greeting the students and asking them something about the attendance , their health, the weather and preparation

Checking-up the previous knowledge : (5 minutes)

* Collecting the tasks that the teacher had asked the students to write a paragraph about 120 words about a sea animal that they like

Presentation of the new materials

SPECIFIC STAGES

TIME TEACHER'S ACTIVITIES TEACHER'S ACTIVITIES THE CONTENT

OF THE LESSON 3ms A PRONUNCIATION:

1 Warmer:

* Asking the students to the following mini exercise about pronuciation

1 town- cow – window- shout soon- school- moon- good teacher- today- about- shirt doctor- talk – sport- call here- clear- chair- cheer

* Asking the students to individually first and then compare with their

* Doing the following mini exercise about pronuciation as directed

The suggested answers: window good shirt doctor 5.chair

OF THE LESSON partners’s choice

* Going around the whole class to provide help if necessary

The suggested answers: window good shirt doctor 5.chair

* Emphasizing the students’ answers and introducing the lesson

* Writing the title of the lesson on B/B Unit 9: UNDERSEA WORLD Period 58 : Language Focus

*Writing the title of the lesson on B/B

Unit 9: UNDERSEA WORLD

Period : Language Focus

Unit 9:

UNDERSEA WORLD Period : Language Focus

4ms

A Pronunciation Pre practice:

*Asking the students to look at the book and pratice reading after the teacher or listening to the tape

* Calling on some students to read the words again

* Giving some more words to check Ex: fear/ hear/ fair……

* Looking at the book pratice reading after the teacher or listening to the tape

* Trying to distingguish how to read these words

A PRONUNCIATION: a) / iə/ ,/ eə/, and / uə/

4ms 3 Controlled practice:

* Playing the tape and asking the students to repeat

* Calling on some students to repeat the sounds clearly to class

* Introducing and letting the students practice the words that have the nearly same sounds

Minimal pairs:

/ iə/ , / eə/, / uə / Here pair poor Dear chair sure Clear square tour Idea where usual Cheers upstairs casual Atmosphere carefully actually * Asking the students to work in pairs and extract the words that contain / iə/ , / eə/, / uə /

1.Let’s have some beer, dear

2 What a good idea! The atmosphere here is very clear

3 Where are my shoes? They are nowhere here

4.Have you looked carefully everywhere?

5 I am sure he is far from poor Well, actually he usually wears casual clothes

* Going around the class to help the students if they have any problems * Playing the tape and asking the students to repeat the sentences after the teacher

* Listening to the tape and repeating

* Some students repeat the sounds clearly to class * Practicing the words that have the nearly same sounds Minimal pairs:

/ iə/ , / eə/, / uə / * Working in pairs and extracting the words that contain

* Listening to the tape and repeating the sentences

b) Practise the sentences 1.Let’s have some beer, dear

2 What a good idea! The atmosphere here is very clear

3 Where are my shoes? They are nowhere here 4.Have you looked carefully everywhere? I am sure he is far from poor

TIME TEACHER'S ACTIVITIES TEACHER'S ACTIVITIES THE CONTENT OF THE LESSON

3ms

4 Free practice:

* Asking the students to find words containing the above words

* * Listening to the teacher instruct the way to

5ms

B SHOULD: 1 Lead in:

* Raising pictures , asking the students to give advice

The suggested answers: 1.You should not smoke You should get up early

3.We Should not litter in the classroom * Emphaszing the students’answers and then introducing the new lesson

* Looking at the pictures and trying to give some advice The suggested answers: 1.You should not smoke You should get up early 3.We Should not litter in the classroom

B Should

5ms

2 Pre practice:

* Handing the handout on B/B, giving some explanation, and asking the students to give the form as well as the structure

* Introducing the model Liz needs a change

She should go away for a few days

* Retelling how to form the simple present and the simple past and when to use adverb of frequency

Model Liz needs a change

She should go away for a few days

5ms

3 Controlled practice: EXERCISE 1: (Page 101) * Introducing the students to the exercise

* Asking the students to work in individual to complete and checking their results in pairs

* Going around the class to help the students if they have any questions * Calling some good students to read the keys and then asking the weak students to go to B/B to write down The suggested answers:

2 You should look for another job 3.He shouldn’t get up so late You should take a photograph She shouldn’t use her car so much He should put some pictures on the wall

* Correcting the mistakes and giving remarks

* Working in individual and and then checking their results in pairs

* The good students read the keys and then the weak students go to B/B to write down

The suggested answers: You should look for another job

3.He shouldn’t get up so late You should take a

photograph

5 She shouldn’t use her car so much

6 He should put some pictures on the wall

EXERCISE 1: (Page 101) Complete the sentence using SHOULD

The suggested answers: You should look for another job

3.He shouldn’t get up so late

4 You should take a photograph

5 She shouldn’t use her car so much

6 He should put some pictures on the wall

4ms EXERCISE 2: (Page 102) * Asking the students to work individually first and then compare with their partner

* Going around the class to help the students if they have any questions * Calling some good students to read the keys and then asking the weak

* Scanning the exercise * Working in pairs to put the adverb of frequency given in its appropriate place in the sentences

EXERCISE 2: (Page 20) Put the adverb of

frequency given in its appropriate place in the sentences

OF THE LESSON students to go to B/B to write down

The suggested answers:

1 I don’t think they should get married I think smoking should be banned, especially in restaurant

3 You say to me I don’t think you should go out this evening

4 I think the boss should resign * Correcting the mistakes

* The good students read the keys and then the weak students go to B/B to write down

The suggested answers I don’t think they should get married

2 I think smoking should be banned, especially in restaurant

3 You say to me I don’t think you should go out this evening

4 I think the boss should resign

get married

2 I think smoking should be banned, especially in restaurant

3 You say to me I don’t think you should go out this evening

4 I think the boss should resign

5ms

C Conditional sentence type II Pre- practice

* Reviewing the form and the use of conditional sentence type II

* Asking the students to make some sentences to illustrate

1 If I had enough money, I would go to Hue for a holiday

2 If I were you, I would study English harder

* Asking the students to Main clause If clause

S+V(would/could +v) S + V(2/ed- were_)

* Extracting the form Main clause If clause S+V(would/could +v) S + V(2/ed- were_)

C Conditional sentence type II

Main clause If clause S+V(would/could +v) S + V(2/ed- were_)

1 If I had enough money, I would go to Hue for a holiday

2 If I were you, I would study English harder

3ms

Controlled practice

Exercise 3(in the textbook page 103) *Asking the students to word in pairs to put the verbs into the correct form * Going around the class to provide help if necessary

* Calling on some pairs to read their answers aloun in front of the class The suggested answers:

3 would take refused 5.wouldn’t get closed pressed would be didn’t come 10 borrowed

11 walked 12 would understand

*Working in pairs to put the sentences in good order using If

*Some pairs to read their answers aloun in front of the class

The suggested answers: would take refused 5.wouldn’t get closed pressed would be didn’t come 10

borrowed

11 walked 12 would understand

Exercise 3(in the textbook page 103

3 would take refused 5.wouldn’t get closed

7 pressed would be didn’t come 10 borrowed 11 walked 12 would understand

2ms

CONSOLIDATION:

* Summarisizing the main point of the lesson

* Listening the teacher

1m

HOMEWORK:

* Asking the students to write down the homework

+ Redo the exercises

+ Prepare reading part in Unit 10

* Writing down the homework

HOMEWORK: + Redo the exercises + Prepare reading part in Unit 10