Giáo án Tiếng Anh Lớp 10 - Chương trình học kỳ II - Năm học 2010-2011

Unit 9 : UNDERSEA WORLD 
Period 58: Reading
Date of preparation: December 29th, 2011	
Class:10 3,4,7,8 
I/ Aims and objectives: 
 1. Language content: To help Sts read and understand a passage about Undersea World.
 2. Language function: To help Sts get information about Undersea World, and improve their reading comprehension skills by doing the tasks.
 3. Educational aim: To make Sts aware of the importance of sea discoveries 
II/ Llanguage:
 1. Vocabulary: beneath, submarine, investigate, sample, fall into, biodiversity, at stake
	2. Structures: The conditional sentence Type 2; should/shouldn’t 
	3. Skills: Integrated skills, mainly reading skills. 
	4. Educational factor: To help Sts know more about the role of sea environment.
III/ Teacher’s and Sts’ preparation:
	1. Method: Communicative approach
 2. Techniques: repetition, gap-filling, pair/group wok, individual, using pictures, ask-answer question, explanation, translation.
 3. Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk, map..
	4. Sts’ preparation: Look up new words in dictionary and read the passage before.
IV/ Procedures in class
	1. Stabilization: (2ms)
 a) Greeting 	
 Good morning, class!
	 How are you today?
	b) Checking absence	
 Who is absent today, the monitor?	 
	2. Checking up previous knowledge: (5ms)
 3. Presentation of the new material
Time
Teacher’s activities
Sts’ activities
The content of the lesson
3ms
8ms
17ms
6ms
2ms
I/ Lead-in
- Asks Ss to work in groups of 3 tables and name the Sea Animals they know in 2 ms. The winner is the one who has more correct words.
- Calls some Sts to answer and gives comments.
- Leads to the lesson and writes the title on the board.
II/ Pre-reading
- Hangs the map of the world on the board.
- Asks Ss to work in pairs to look at the map and give the Vietnamese names for the oceans on the map.
- Calls Sts to answer.
- Gives feedback.
- Shows the pictures in the book on the board and gets Sts give their names.
- Calls Sts to answer.
- Gives feedback.
- Teaches Sts some new words.
w beneath (prep) /bi'ni:θ/: under sb/sth 
à explanation
w submarine (n) /,sʌbmə'ri:n/ 
à picture
w investigate (v) /in'vestigeit/ 
à translation
w sample (n) ['sɑ:mpl] 
à translation
w fall into (v) = be divided into 
à synonym
w biodiversity (n) /,baiəudai'və:siti/ 
à translation
w at stake /ət steik/ = at risk
à synonym
- Has Sts copy down the words.
- Reads the above words and asks Sts to repeat
- Calls Sts to read again and gives comments.
III/ While-reading
Task 1: Gap-filling
- Asks the Ss to read the words in the box.
- Instructs Sts to read the passage quickly and stop at the lines that contain these words to guess their meanings and parts of speech.
- Checks Sts’ understanding by asking them to provide the Vietnamese equivalents to the words.
- Gets Sts to read the sentences carefully and fill in the blanks.
- Calls some Ss to read and 
explain their answers.
- Gives final comments.
Task 2: Answer the questions
- Has Sts read the passage again, then discuss in pairs to answer the questions.
- Gives Sts some tips before doing the task.
 + Skim the questions to understand them, find the key words.
 + Go back the passage to locate the key words, and then read around them to find the answers.
- Calls some pairs to read the answers aloud.
- Gets others to check.
- Gives feedback.. 
IV/ Psot-reading
Summary Completion
- Asks Ss to work independently and fill in each blank a suitable group of words from the text.
- Goes around to check their job.
- Lets Sts discuss with a partner.
- Calls some Sts to read the answers aloud.
- Feedbacks and gives correct answers.
V/ Consolidation
- Consolidates the main points of the lesson.
Helps the Sts to understand more about the passages by asking some questions and asks them to answer without using the books.
- Listen and work in groups
- Answer and listen.
- Listen and copy down.
- Look at the board.
- Work in pairs.
- Answer
- Listen.
- Look at the pictures and tell their names.
- Answer.
- Listen.
- Look at the board, guess their meanings.
- Copy down.
- Listen and repeat.
- Read loudly and listen.
- Do as asked.
- Listen
- Answer.
- Do as asked.
- Do as asked.
- Listen
- Work in pairs.
- Listen and Do as asked
- Read aloud.
- Check.
- Listen.
- Do as asked.
- Work in pairs.
- Reads the answers loudly.
- Listen.
- Summarizes the main points of the lesson.
Suggested answers:
Squid, shark, whale, starfish, dolphin, shrimp, jellyfish, crab, seal, octopus, turtle,
Unit 9 UNDERSEA WORLD
Part A: Reading
I/ Pre-reading
seal
jelly fish
turtle
shark
Vocabulary:
w beneath (prep): dưới
w submarine (n): tàu ngầm
w investigate (v): điều tra
w sample (n): mẫu, vật mẫu
w fall into (v) = be divided into: được chia thành
w biodiversity(n): đa dạng sinh học
w at stake = at risk: bị đe dọa
II/ While-reading
Task 1: Gap-filling
tiny
investigate
gulf
biodiversity
samples
Task 2: Answer the questions
75% of the earth’s surface.
By using model devices.
They investigate the seabed and bring samples of .for futher study.
We can know a wide range of information, including water temperature, depth and the undersea population.
They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents
The marine life would be at stake if the sea biodiversity was not maintained.
III/ Psot-reading
Summary Completion
three-quarters
mysterious
modern
discoveries
biodiversity
huge
plants and animals
 8. closely connected
Homework(2ms): Asks Sts to:
Learnt by heart all new words and do the tasks in notebooks
Prepare for the new lesson
5. Self-evaluation
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Unit 9 : UNDERSEA WORLD 
Period 59: Speaking
Date of preparation: December 30th, 2011	
Class:10 3,4,7,8 
I/ Aims and objectives: 
1. Language content: To help Sts talk about plans and results 
 2. Language function: To enable Sts to talk about causes and consequences of polluting the sea and offer solutions.
 3. Educational aim: To teach them the importance of protecting the marine life.
II/ Language:
	1. Vocabulary: Dispose , herbicides , pesticide , fertilizer, , release, sparingly
	2. Structures: The conditional sentence Type 2; should/shouldn’t 
	3. Skills: Integrated skills, mainly speaking skill. 
 4. Educational factor: To educate the Sts the importance of protecting the sea world.
III/ Teacher’s and Sts’ preparation:
	1. Method: Communicative approach
 2. Techniques: repetition, gap-filling, pair/group wok, individual, using pictures, ask-answer question, explanation, translation.
 3. Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk, map..
	4. Sts’ preparation: Look up new words in dictionary and read the passage before.
IV/ Procedures in class
	1. Stabilization: (2ms)
 a) Greeting 	
 Good morning, class!
	 How are you today?
	b) Checking absence	
 Who is absent today, the monitor?	 
	2. Checking up previous knowledge: (5ms)
Question: Asks Sts to write some new words and answer the question "What are the three groups of marine plants and animals?”
Answer: They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents	
 3. Presentation of the new material
Time
Teacher’s activities
Sts’ activities
The content of the lesson
4ms
6ms
7ms
12ms
5ms
2ms
I/ Lead-in
- Asks Ss to work in groups of 3 tables and make a list of the ideas that can protect ocean.
- Calls Sts to answer and gives comments.
- Leads to the lesson and writes the title on the board.
II/ Pre-speaking
- Teaches Sts some new words.
w sparingly (adv) /'speəriηli/: not wasting sth
à explanation
w dispose of (v) /dis'pouz/
à translation
w herbicide (n) /'hə:bisaid/
à translation
w pesticide (n) /'pestisaid/: a chemical substance used to kill insects
à explanation
w fertilizer (n) /'fə:tilaizə/
à translation
w release (v) /ri'li:s/
à translation
- Has Sts copy down the words.
- Reads the above words and asks Sts to repeat
- Calls Sts to read again and gives comments.
- Reminds Sts that should or shouldn’t are used to offer strong advice or solution to problems.
III/ While-speaking
Task 1
- Asks the Ss to work in pairs to put the actions in the book in the order of important and say what they should or should not do.
- Encourages Sts to give the reasons for their choices.
- Goes around to observe and offer help if necessary.
- Asks Sts to present their answers.
- Feedbacks and gives correct answers.
Task 2 + Task 3
- Has Sts read the requirement and translate into Vietnamese..
- Asks Sts to read through the threats and make sure they understand them.
- Introduces some structures Sts can use to talk about consequences.
make sth/sb + Adj
result in + N
cause + N/N.ph
- Asks Sts to discuss in groups of three tables to discuss the threats. Each groups discuss one threat
- Reminds Sts to take notes when discussing.
- Goes around to observe and offer help.
- Calls Sts to perform
IV/ Psot-speaking
- Takes notes Sts’ ideas, and errors while they report.
- Gives feedback on Sts’ answers
- Corrects typical mistakes
V/ Consolidation
- Consolidates the main points of the lesson.
- Listen and work in groups
- Answer and listen.
- Listen and copy down.
- Look at the board and guess meanings.
- Copy down.
- Listen and repeat.
- Read loudly and listen.
- Listen
- Work in pairs
- Do as asked.
- Present.
- Listen.
.
- Read the requirement.
- Do as asked.
- Listen and take notes.
- Work in groups.
- Listen.
- Perform.
- Take notes.
- Listen.
- Listen.
- Summarizes the main points of the lesson.
Unit 9 UNDERSEA WORLD
Part B Speaking
I/ Pre-speaking
Vocabulary:
w sparingly (adv): tiết kiệm, khụng lóng phớ
w dispose of (v): vứt bỏ
w herbicide (n): chất diệt cỏ
w pesticide (n): thuốc trừ sõu
w fertilizer (n): phõn bún
w release (v): thả, phúng thớch
II/ While-speaking
Task 1: 
Example
a. We should place rubbish and plastic bags in proper dustbins.
b. We should use water sparingly and do not pollute it.
c. We should not fish for species that are limited, threatened or endangered.
Task 2 + 3:
Example
2. 
A: Whales and sharks are still hunted for food, medicine, and other products. This results in the extinct of them
B: Hunting whales and sharks should be banned.
3.
A: Explosives are used to catch fish and other sea animals. This endangers sea animals, people and pollute environment.
B: The government should punish people who use explosives
4.
A: Oil is spilled from tankers. This makes the ocean polluted and endangers sea plants and animals.
B: We should clean sea and use good tankers.
Homework(2ms): Asks Sts to:
Learnt by heart all new words and do the tasks in notebooks
Prepare for the new lesson
5. Self-evaluation
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Unit 9 : UNDERSEA WORLD 
Period 60: Listening
Date of preparation : January 1st, 2011	
Class:10 3,4,7,8 
I/ Aims and objectives: 
	1. Language content: To help Sts listen and understand a passage about whales and do the tasks that follow.. 	
 	2. Language function: To help Sts listen and decide True / False statements, and answer the questions.
	3. Educational aim: To enable Sts to know the role of marine life in the balance of ecosystem.
II/ Language:
	1. Vocabulary: mammal , krill , Atlantic , Pacific , migrate , conservation
	2. Structures: The conditional sentence Type 2; should/shouldn’t 
	3. Skills: Integrated skills, mainly listening skill. 
	4. Educational factor: To help Sts know about the role of marine life.
III/ Teacher’s and Sts’ preparation:
	1. Method: Communicative approach
 2. Techniques: repetition, pair/group wok, individual, using pictures, ask-answer question, explanation, translation, T / F statements
 3. Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk.
	4. Sts’ preparation: Look up new words in dictionary and read the passage before.
IV/ Procedures in class
	1. Stabilization: (2ms)
 a) Greeting 	
 Good morning, class!
	 How are you today?
	b) Checking absence	
 Who is absent today, the monitor?	 
	2. Checking up previous knowledge: (5ms)
Question: Asks Sts to write some new words and tell what people should do to protect the environment. 
Answer:: - We should place rubbish and plastic bags in proper dustbins.
 - We should use water sparingly and do not pollute it.
 - We should not fish for species that are limited, threatened or endangered.
 .
 3. Presentation of the new material
Time
Teacher’s activities
Sts’ activities
The content of the lesson
3ms
7ms
7ms
9ms
8ms
2ms
I/ Lead-in
- Shows the pictures of a whale and asks Sts to tell sth about it
- Calls Sts to answer and gives comments.
- Leads to the lesson and writes the title on the board.
II/ Pre-lớstening
- Asks Sts to work in pairs to discuss the two questions in the book.
- Calls some Sts to present their answers.
- Gets others to add more ideas if they have.
- Gives feedback.
- Pronounces the words given in the book and has Sts to repeat.
- Explains Sts some new words.
w mammal (n) /'mổml/
Dolphins, whales, and dogs are mammals.
à guessing from context
w krill (n) /kril/
à translation
w whaling (v) /'weiliη/: hunting for whales
à translation
w migrate (v) /mai'greit/ = move
à synonym
w conservation (n) /,kɔnsə:'vei∫n/
à translation
- Has Sts copy down the words.
- Reads the above words and asks Sts to repeat
- Calls Sts to read again and gives comments.
III/ While-lớstening
Task 1: True or False?
- Instructs Sts some strategies to do this task.
 + Reads through the statements to understand them and underline the key words.
 + Listen to the tape and pay attention to the key words.
 + Decide whether the statements are true or false.
- Plays the tape once for Sts to listen and do the task.
- Has Sts answer and writes their answers on the board.
- Plays the tape again for Sts to check.
- Lets Sts discuss in pairs.
- Calls Sts to answer and explain.
- Feedbacks and gives correct answers.
- Plays the tape again and pauses at the answers for Sts to check if necessary.
Task 2: Answer the questions
- Instructs Sts some strategies to do this task.
 + Reads through the statements to understand them and underline the key words.
 + Listen to the tape and pay attention to the key words.
 + Writes down the answers.
- Asks Sts to answer before listening again, then writes Sts’ answers on the board.
- Plays the tape for Sts to check their answers and do the rest.
- Lets Sts to exchange their answers.
- Calls Sts to answer and writes them on the board.
- Plays the tape again and pauses at the answers for Sts to check.
- Gives correct answers.
IV/ Psot-listening
- Asks Sts to work in groups of 4 to talk about whales, using the cues below
 + their length and weight
 + their feeding grounds and food
 + the reasons for protecting whales.
- Goes around to offer help 
- Asks some Sts to perform.
- Gives feedback and any necessary correction.
V/ Consolidation
- Consolidates the main points of the lesson.
- Look at the pictures and Do as asked.
- Answer and listen.
- Listen and copy down.
- Work in pairs.
- Present.
- Add more ideas
- Listen.
- Listen and repeat.
- Guess the meanings of the words.
- Copy down.
- Listen and repeat.
- Read loudly and listen.
- Listen and do as told.
- Listen.
- Answer and look at the board.
- Listen.
- Work in pairs
- Answer and explain.
- Listen.
- Listen and check.
- Listen.
- Answer and look at the board.
- Listen and check
- Exchange.
- Answer and look at the board
- Listen and check
- Listen.
- Work in groups.
- Perform.
- Listen.
.
- Summarizes the main points of the lesson.
Unit 9 UNDERSEA WORLD
Part B Listening
I/ Pre-listening
Vocabulary:
w mammal (n) /'mổml/
 đụ̣ng vọ̃t có vú
w krill (n) /kril/
 loài nhuyờ̃n thờ̉ mà cá voi ăn được
w whaling (v) /'weiliη/: 
 sự săn cá voi; nghờ̀ săn cá voi
w migrate (v) /mai'greit/ = move
 di trú; di cư
w conservation (n) /,kɔnsə:'vei∫n/: sự bảo tồn
II/ While-listening
Task 1: True or False?
F (It is the largest)
T
T
F (Because of heavy pressure)
T
Task 2: Answer the questions
1. The blue whale grow to 30 meters in length and over 200 tons in weight.
2. Because there is a lot of krill-their favorite food in cold water.
3. Cold water in the North and South Atlantic Ocean and the North and South Pacific are their favorite feeding grounds.
4. Heavy hunting is the main reason for the decrease in whale population.
5. They have asked the International Whaling Commission to stop whaling.
6. If we did not take any measure to protect whales, they would disappear forever.
III/ Psot-listening
* Cues:
 + their length and weight
 + their feeding grounds and food
 + the reasons for protecting whales.
Homework(2ms): Asks Sts to:
Learnt by heart all new words; and listen the passage again.
Prepare for the new lesson
5. Self-evaluation
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Unit 9 : UNDERSEA WORLD
Period 61: Writing
Date of preparation: January 3rd, 2011	
Class:10 3,4,7,8 
I/ Aims and objectives: 
	1. Language content: 
	To help Sts to get information to fill in the table and describe information from a table to write a passage.
	2. Language function: 
	To enable Sts to write a paragraph that describes the facts and figures provided in the table.
	3. Educational aim: 
	To educate Sts to know the role of the marine life.
II/ Language:
	1. Vocabulary: range , habitat , offspring , life span , special features.
	2. Structures: The simple present tense 
	3. Skills: Integrated skills, mainly reading skill. 
	4. Educational factor: 
	To enable Sts to write about the role of the sea animals To help Sts know more about the role of sea environment.
III/ Teacher’s and Sts’ preparation:
	1. Method: Communicative approach
 2. Techniques: Repetition, gap-filling, pair/group wok, individual, using pictures, ask-answer question, explanation, translation.
 3. Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk, map..
	4. Sts’ preparation: Look up new words in dictionary and read the passage before.
IV/ Procedures in class
	1. Stabilization: (2ms)
 a) Greeting 	
 Good morning, class!
	 How are you today?
	b) Checking absence	
 Who is absent today, the monitor?	 
	2. Checking up previous k