Giáo án Tiếng Anh Lớp 10 - Unit 9: Undersea worlde - Nguyễn Văn Tạo

Date: Jenuary 4th, 2009
Period 55
Unit 9 UNDERSEA WORLD
 Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
guess the meaning of words based on contexts and components of the words.
scan for specific information.
use vocabulary items related to the undersea world to read and talk about the topic. 
II. Language Focus:
Grammar: Revision 
New words: Arctic Ocean, Antartic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean, bay, mystery, beneath, marine life . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Competition game
-T sticks the map of the world on the board (the map is in English).
-T asks Ss to work in groups of five and gives each groups s set of 5 flash cards with the names of the 5 oceans in Vietnamese.
-T asks Ss to read the manes of the oceans on the map and match the Vietnamese names with the appropriate English names. The winner is the group who finds the correct answers in the shortest period of time. 
-Ss work in groups to play the game as the teacher’s explanation.
Pre –
reading
10 minutes
Finding names of sea animals
-T asks Ss to give the Vietnamese names of the animals in the pictures. Then T asks Ss for the English names of these animals. 
+ seal (n) + turtle (n)
+ jellyfish (n) + shark (n)
-T explains other new words related to the topic of the lesson.
+ bay (n)
+ mystery (n): a thing of which the cause or
 origin is unkown or impossible to explain.
+ beneath (prep): under sb/sth
+ submarine (n)
+ marine life (n): life in the sea
+ fall into (v): to be able to divided into sth
+ water current (n): 
+ organism (n): a living being 
+ at stake = at risk 
-Ss work in pairs to give the English names of the animals in the pictures. 
-Ss give their answers in front of the class. 
-Ss take note the correct answers given by T.
-Ss listen to T’s explanation and take notes new vocabulary.
While – reading
7 minutes
Task 1 – Gap filling based on word meaning guessing
-T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning. 
-T checks Ss’ understanding by asking them to provide Vietnamese equivalents to the words. 
-T asks Ss to compare their answers with each other. 
-T calls on Ss to read and explain their answers in front of the class. 
-T gives feedback and makes any necessary corrections. 
* Expected answers:
1. tiny
2. investigate
3. gulf
4. biodiversity
5. samples
-Ss read the passage, guessing the meaning of the words based on the contexts in the sentences. 
-Ss compare the answers with a partner. 
-Some Ss present the answers in front of the class, others listen and remark.
8 minutes
Task 2 – Answering questions
-T asks Ss to scan the passage to get specific information to answer the questions in the exercise. 
-T goes around the class and provides help if necessary.
-T invites some Ss to write their answers on the board and asks them to explain their choices. 
-T comments and gives the suggested answers. 
* Suggested answers:
1. 75% of the earth’s surface.
2. By using modern services.
3. They investigate the seabled and bring samples of the marine life back to the surface for further study. 
4. We can know a wide range of information, including water temperature, depth and the undersea populations.
5. They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents.
6. The marine life would be at stake if the sea biodiversity was not maintained. 
-Ss work individually and do the exercise. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the information. 
Post – reading
10 minutes
-T asks Ss to work in pairs and summarize the passage by filling each blank with a word or phrase given in the box. 
-T asks Ss to read the passage again for the main ideas and complete the summary.
-T goes around the class to offer help.
-T asks Ss to check their summaries with a partner.
* Suggested answers:
1. three-quarters
5. biodiversity
2. mysterious
5. huge
3. modern
6. plants and animals
4. discoveries
8. closely connected
-Ss work in groups 
-Ss present in front of the class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date: Jenuary 5th, 2009
Period 56
Unit 9 UNDERSEA WORLD
 Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about causes and consequences of sea problems.
report on discussion results.
II. Language Focus:
Grammar: should, shouldn’t 
New words: endanger, dispose . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Picture describing
- T prepares a set of pictures of sea problems and asks Ss to work in groups to discuss the questions:
1. What can you see in the picture?
2. What problem is it?
-T asks some Ss to present their answers in front of the class.
-T gives feedback on Ss’ answers 
-Ss work in groups and discuss the given questions. 
-Ss present their description in front of the class. 
Pre – speaking
7 minutes
Task 1: Offering solutions
-T asks Ss to read through the actions. 
-T elicits or pre-teaches some vocabulary items:
+ sparingly (adv): not wasting sth
+ dispose (v): to get rid of sth 
+ herbicide (n): poison used to destroy plants
+ pesticide (n): a chemical substance used to kill insects
-T reminds Ss that should / shouldn’t are used to offer strong advice or solutions to problems. 
-T asks Ss to work in pairs to put the actions in the order.
-T goes around to observe Ss working.
-T feedbacks and gives correct answers.
* Expected answers: 
a. We should place rubbish and plastic bags in proper dustbins.
b. We should use water sparingly and do not pollute it.
c. We sould not fish for species that are limited, threatened or endangered. 
(To be continued) 
-Ss read through the actions and take note new words given and explained by T.
-Ss work in pairs and do the exercise. 
-Ss write down the correct answer. 
While – speaking
10 minutes
Task 2: Discussing consequences and offering solutions
-T asks Ss to read through the threats and makes sure they understand them.
-T elicits and introduces some structures Ss can use to talk about consequences:
1. to make sth/sb + adj
2. to result in + Noun
3. to cause 
-T asks Ss to work in groups to discuss the threats, their consequences and possible solutions.
-T assigns a group leader for each group to make sure that group members work cooperatively and take notes of other members’ points.
-T goes around the class and provides help when necessary.
-T asks some groups to present their answer in front of the class. 
-Ss work individually and read through the threats. 
-Ss work in groups and discuss the problems.
Post – speaking
15 minutes
Reporting on the discussion results
-T calls some Ss to report what their groups have discussed and asks other Ss to take note and compare with their groups’ideas. 
-While Ss report, T takes notes of their errors. Then T gives feedback on Ss’s answers.
-T corrects any typical mistakes. 
-Ss work in individual and present their ideas in front of the class. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to prepare a short talk about their village life improvement. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: Jenuary 6th, 2009
Period 57
Unit 9 UNDERSEA WORLD
 Lesson 	 LITENING
I. Objectives: By the end of this lesson, students will be able to:
listen to get specific information about whales. 
II. Language Focus:
Grammar: revision
New words: krill, whaling, migrate, conservation . . . . 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Vocabulary revision – Guessing game
-T divides Ss into groups: A and B
-T tells Ss the rule of the game: One member from each group will go and stand in the front of the class with their backs facing the board. T will write a word which was learnt from the previous lesson on the board. Other Ss from each group have to explain the word without mentioning it or translating it into Vietnamese so that their representative can guess the word. The student with the quickest and correct answer will get 1 point for their group. Ss take turn to be representative. After some turns, the group with more points will be the winner. 
-Ss play the game held by the T. 
Pre –listening
10 minutes
Discussion 
-T asks Ss to work in pairs to discuss the two questions in the book.
-T calls on some Ss to present their answers.
-T asks other Ss to give more ideas. 
Vocabulary pre-teaching 
-Before eliciting / pre-teaching some new words, T helps Ss pronounce the words given in the book. T may read aloud first and asks Ss to repeat in chorus and individually. 
+krill (n)
+whaling (n): hunting for whales
+migrate (v) to move from one habitat to another
 according to the seasons
+conservation (n) preservation of the natural
 environment and wildlife. 
-Ss work in pairs & discuss the questions given by T. 
-Ss listen to T’s guidance and take note new words, practise pronouncing them. 
While-listening
10 minutes
Task 1 – True or False 
-T asks Ss to read through the statements to understand them and underline the key words. 
-T asks Ss to work individually to listen to the tape and decide if the statements are true or false according the talk.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T asks Ss to work in groups of 4 to compare their answers.
-If there are a lot of Ss having the same wrong answers, play that point of the tape for Ss to check the answer again. 
-T comments and gives out the correct answers.
* Expected answers: 
1. F. (It is the largest.)
2. T
3. T
4. F. (Because of heavy hunting pressure)
5. T
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
7 minutes
Task 2 – Answering Question 
-T asks Ss to read through the questions to understand them and underline key words. 
-T asks Ss to guess the answers to the questions based on the previous times of listening. 
-T asks for their guesses and write them on the board. 
-T plays the tape the first time for Ss to check their guesses.
-T plays the tape several times if necessary. 
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives correct answers.
* Expected answers:
1. The blue whale grows to 30 meters in length and over 200 tons in weight.
2. Because there is a lot of krill – their favourite food in cold waters.
3. Cold water in the North and South Atlantic Ocean and the North and South Pacific are their favourite 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 most whaling.
6. If we didn’t take any measures to protect whales, they would disappear forever. 
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out their guesses before listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
-Ss take note the correct answers on the extra board. 
Post- listening
8 minutes
Group-work project
-T asks Ss to work in groups to talk about whale, using the cues provided:
+ their length and weight
+ their feeding grounds and food
+ the reasons for protecting whales
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their plan in front of the class. 
-T asks for comments from other Ss. 
-T gives feedback and any necessary corrections. 
-Ss work in groups, talking about the topic given. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T summarize the main points. 
-T asks Ss to learn by heart all new words the extra exercises as homework. (handouts)
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date: Jenuary 10th, 2009
Period 58
Unit 9 UNDERSEA WORLD
 Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a descriptive paragraph about dolphins by using the facts and figures from a table. 
II. Language Focus:
Grammar: revision 
New words: sperm whale, squid, gestation, entrapment, habitat, offspring, life span . . . .
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Brainstorming
-T writes the word dophin on the board.
-T divides the class into 8 groups.
-T asks Ss to write down in 3 minutes as many pieces of information about dolphin as possible.
-After 3 minutes, T asks Ss how many details they have written down. The group with the most details will be the winner.
-T asks the winner to read aloud the details and other groups to add more if theirs are different.
-T leads into the new lesson.
-Ss close the books, enjoying playing the game guided by T. 
-Ss present their details in front of the class. 
Pre-writing
10 minutes
Task 1 – Exploiting the model
1. Vocabulary pre-teaching
-T elicits or pre-teaches some new words that appear in the text or in the table.
+sperm whale (n)
+squid (n)
+gestation (n) the process of carrying a young person or animal inside the mother’s body for the period before borth
+entrapment (n)
+habitat (n) the natural environment of an animal or plant
+offspring (n) a child, the young of an animal
+life span(n) the length of time that something is likely to live
-T asks Ss to read through the paragraph in task 1 and tell what a descriptive paragraph is, what the topic sentence is
-T asks Ss to read the table on page 100 and tells them to compare the order of the features indicated in the table with the order of the features in the model paragraph.
-T requires Ss to work in pairs to complete the table with the information in the paragraph.
-T asks Ss to exchange their answers with other pairs.
-T checks Ss’ answers by asking some Ss to go to the board to write their answers.
-T gives feedback and correct answers. 
-Ss listen to T’s guidance and take note new words into the notebooks.
-Ss work individually and do Ex. 1
-Ss work in pair and compare.
While-writing
12 minutes
Task 2 – Writting
-T asks Ss to write the topic sentence for the paragraph.
-T checks their topic sentence and provides feedback.
-T asks Ss to write the paragraphs, reminding them to refer to the model parapgraph in task 1.
If Ss find it difficult, T may ask them to write sentence by sentence and combine them later.
-While Ss write the paragraph, T goes around to observe and provide helps. 
-Individual work 
Post- writing
5 minutes
Feedback on Ss’ writings
-T asks Ss to exchange their paragraph with another student for peer correction.
-T goes around and collect mistakes and errors.
-T collects some wrtings for quick feedback.
-T writes typical errors on the board and elicits self and peer correcttion. 
-T gives general comments on the paragraphs.
-Ss work in pairs
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks students to complete all of the exercises in the textbook, rewrite the paragraph. 
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date: Jenuary 12th, 2009
Period 59
Unit 9 UNDERSEA WORLD
 Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / iə /, / eə / and / uə / correctly.
use Should and Conditional type 2 appropriately.
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Singing contest
-T divides the class into two groups and hold a singing contest. The songs must be in Enlgish. The group has many English songs will be the winner. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
10 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / iə /, / eə / and / uə / by pronouncing them exactly and clearly.
-T instructs the ways to pronounce three sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the three sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar 
Vocabulary
15 minutes
Should and shouldn’t
a. Presentation
-T revises the use of should and shouldn’t quickly. In this lesson, they are used to offer solutions and give strong advice. 
* You should do sth = it is a good thing to do or the right thing to do.
Ex: You look tired. You should go to bed.
* You shouldn’t do sth = it isn’t good thing to do
Ex: You shouldn’t believe everything you read in the newspapers. 
b. Practice
-T asks Ss to do Exercise 1 and 2.
T goes around to provide help.
-T asks them to compate their answers with others.
-T asks Ss to go to the board to write their answers.
-T gives correct answers.
Exercise 1
2. You should look for another job.
3. He shouldn’t go to bed so late.
4. You should take a photograph.
(To be continued)
Exercise 2
2. I think smoking should ne banned, especially in restaurants.
3. I don’t think you should go out this evening.
To be continued)
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
12 minutes 
Conditional type 2
a. Presentation
-T elicits the form, meaning and use of conditional sentence type 2.
[ If + V + Past simple, S + would / could + V ]
Ex: If I were you, I would drive more carefully in 
 the rain. 
b. Practice
-T asks Ss to do Exercise 3.
T goes around to provide help.
-T asks them to compate their answers with others.
-T asks Ss to go to the board to write their answers.
-T gives correct answers
* Expected answers: 
3. would take
8. would be
4. refused
9. did not come
5. would not let
10. borrowed
6. closed down
11. walked
7. pressed
12. would understand
Homework
3minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare Unit 10
-Ss listen and take notes