Giáo án Tiếng Anh 10 unit 9: Undersea world

Giáo án Tiếng anh lớp 10.
period 54

Unit 9: Undersea world
Lesson 1 :Reading

I. Objectives:
*Aim: By the end of the lesson, Ss wil be able to read a passage of 240-270 words
for
general or specific information about undersea world.
*New words: words related to oceans
* Skill: Reading for gist and for specific information
II. Method: Integrated mainly communicative
II. Teaching aids: Textbook, an A0-sized map, hand-outs
III. Procedure:
Teacher’s activities
Student’ activities
Warm-up
- Teacher shows some pictures of
3’
animals in the sea and ask questions:
- Look at the pictures and answer
the questions:
• What’s this?
- It’s a fish.
• Where does it live?
- It lives in the sea.
- Show the world map and ask students - Look at the map and give the
to give the Vietnamese names for the Vietnamese names for the
oceans:
oceans on the map

Artic Ocean
Pacific Ocean
Pre-reading - Show the pictures and introduce to Atlantic Ocean
5’
- Look at the pictures
students how to practise
- Listen to the teacher and
- Let them work in pairs
- Walk round and help students if practise in pairs
A: Can you name this sea
necessary
Whileanimal?
reading
B: It’s a seal.
25’
- Ask students to look through the
passage
- Look through the passage
- Play the cassette player
- Listen to the tape
- Help students read the passage
- Explain pronunciation and meaning - Practise speaking
of the new words which appear in the - Ask teachers some new words
- Listen to the teacher
passage


Postreading
10’

Homework
2’

- Ask students to read loudly the
difficult words in chorus
Task 1
Gap-filling
- Ask students to do task 1
- Walk round and help students
- Ask two students to write their
answers on the board
- Correct mistakes
Task 2
Answering the
questions
- Ask students to read the passage
again then answer the questions
- Walk around and provide help if
necessary
- Call two students to give their
answers on the board
- Correct the answers

- Read in chorus
- Do task 1 individually
Key:
1.tiny-2.investigate-3.gulf4.biodiversity-5.samples

- Read the passage again then
answer the question

Key:
1.75% of the earth’s surface
2. By using modern devices
3. They investigate the seabed
and bring samples of marine life
back to…

- Listen to the teacher
- Complete the task
Completing the summary
Key:
1.three-quarters;
- Ask students to complete the 2.mysterious;
3.modern;
summary of the reading passage by 4.discoveries;
filling each blank with a word or 5.biodiversity;6.huge;
7.plants
phrase given in the box below
and animals; 8.closely connected
- Walk round and help students if
needed
- Call 2 students to give their answers - Listen to the teacher and write
on the board
down in the notebooks
- Correct the answers
- Ask students to do Part A (p.53) in
workbook
and
prepare
Part

B.Speaking at home


period 56

Unit 9: Undersea world
Lesson 2 :Speaking

I. Objectives:
* Aim: By the end of the lesson, Ss wil be able to talk about some ways to protect
sea
animals and environment.
*Language: sentences and expressions for making suggestions about the
protection of the sea environment
*Skill: Fluency in expressing opinions and making suggestions about the
protection of the sea environment
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, some pictures showing the sea environment
IV. Procedures:

Prespeaking
8’

Whilespeaking
25’

Teacher’s activities
Questions and answers
- Ask students to keep books close
- Ask students the questions:

* How will you feel when your
classroom is dirty?
* What will you do if there are a lot
of papers or plastic bags in your
classroom?

Students’ activities
- Listen to the teacher and answer
the questions:
- We’ll feel not well.
A: We’ll put rubbish in the
dustbins.
B: We’ll place papers and plastic
bags in proper dustbins.

Lead-in
- Look at the pictures
- Show the pictures about the sea
environment
- Listen to the teacher
- Say: “Now, our environment and
beaches are filled with plastic bags,
pieces of glass and cigarette butts.
This makes the environment polluted
and endangers sea plants and
animals. To protect our ocean, we’ll
discover how to do it through this
unit”
Task 1
Ordering

- Ask students to do task 1 in pairs

- Do the task 1 in pairs
We should place rubbish and


Postspeaking
10’

Homework
2’

- Walk round and provide help
- Call 2 students to give their
opinions on the board
- Correct mistakes and give
comments
Task 2
Discusion
- Ask students to do task 2 in pairs
- Walk round and help students if
needed
- Call 2 students to give their
opinions on the board
- Correct mistakes and give marks

plastic bags in proper dustbins ….
A: Beachers are filled with plastic
bags, pieces of glass and cigarette
butts. This makes the sea polluted

and endangers sea plants and
animals.
B: We should clean the beaches
and tell other people not to litter
them….

- Listen to the teacher and work in
Task 3
Reporting
groups
- Ask students to do task 3 in groups - The students who are called stand
- Walk around and help each group up to report to the class what each
if necessary
group has discussed
- Call 3 students to report to the
class what each group has discussed - Listen to the teacher and take
notes quickly
- Ask students to do part B (p. 56) in
the workbooks and prepare part
C.Listening at home


period 57

Unit 9: Undersea world
Lesson 3 :Listening

I. Objectives:
*Aim: By the end of the lesson, Ss wil be able to listen to some information about
whales

*Language: Words related to whales
*Skill: Listening for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, tapes, some pictures of the whales
IV. Procedures:

Warm-up:
3’

Prelistening
7’
Whilelistening
32’

Teacher’s activities
Questions and answers
- Show the picture of the whale and
ask students some questions:
• What is this?
• What do you know about
whales?
- Ask students to keep books close
- Ask students the questions:
1. Do you think whales are fish? Why?
2. Why do people keep hunting for
whales?
* Listen and repeat:
- Introduce the new words
- Turn on the cassette player
- Ask students to read in chorus then

individually
Task 1
T/F statements
- Ask students to read and explain 5
questions in task 1
- Explain some words or phrases
which students cannot understand
- Ask students to listen to the tape
twice and do task 1
- Turn on the tape
- Ask 2 studetns to give their answers
on the board

Students’ activities
- Look at the picture and answer
the questions
- It is a whale.
- They are very big and they live
in the sea…

- 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
- Listen to the teacher
- Listen to the tape carefully
- Read in chorus then individually

- Read the questions in task 1
independently
- Ask teacher some new words
then take notes


- Correct the answers then explain - Listen to the tape carefully and
them
do the task
Key:
1.F - 2.T - 3.T - 4.F - 5.T
Task 2
Answering the
quetion
- Ask students to read 6 questions in
task
- Explain some new words or difficult
phrases
- Play the tape
- Ask students to listen to the tape
again and answer the questions
- Call 2 students to give their answers
on the board
- Correct the answers

Postlistening
10’

Homework
2’

- Read the questions and ask
teacher some new words if
necessary
-Listen to the tape
-Answer the questions
Key:
1. The blue whales grow to 30
metres in length and over 200
tons in weight.
2. Because there is a lot of krilltheir favourite food in cold
waters.
3. Cold water in the north and
South Atlantic ocean and the
north and south Pacific ocean 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 measure
to protect whales, they would
disappear forever.

Talking about the whales
- Introduce to students how to talk
about whales using the following cues
+ Their length and weight

+ Their feeding grounds and food
+ The reasons for protecting whales
- Practise speaking in groups
- Let them work in groups
- Ask some students to stand up to talk - The students who are called
about whales
stand up to talk about whales


- Listen and correct mistakes
- Ask students to rewrite the - Listen to the teacher and write
description of the whale at home
down
- Ask students to prepare the part
Writing at home


period 58

Unit 9: Undersea world
Lesson 4 :Writing

I. Objectives:
*Aim: By the end of the lesson, Ss wil be able to write a short paragraph of 100-120
words
about sea animals.
* New words: Words related to sperm whales and dolphins
*Skill: Describing information from a table about animals’ lives
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, some pictures of sperm whales and dolphins

IV. Procedures:

Prewriting:
19’

Teacher’s activities
Questions and answers
- Show the pictures of sperm whales
and dolphins and ask students the
question:
* What is this?

Students’ activities

- Look at the pictures
- Listen to the teacher and answer
the questions:
A: It’s a sperm whale.
B: It’s a dolphin.
* How do you know about sperm C: They are the biggest animals on
whales?
the earth…
* How do you know about dolphins? D: They are not fishes.
E: They are among the most
intelligent animals…
- Listen to the teacher and answer
* Have you ever described an animal? the questions:
* Is it easy or difficult to describle an A: Yes, I have.
animal?
B: It is difficult to describle an

- Introduce new lesson
animal.
Task 1 Completing the table
- Ask students to work in pairs
- Ask students to read the description - Work in pairs
of the sperm whale
- Read the passage
- Explain some new words
- Give cues to students then ask them - Ask the teacher some new words
to complete the table that follows:
which can’t be understood
* Where are sperm whales?
- Answer the teacher’s questions


Whilewriting
17’

Postwriting
7’

Homework
2’

* Which ocean do they prefer?
* Would you tell me the length and - Complete the table that follows:
the weight of a male/ female whale?
- The students who are asked give
* In your mind, whales are fishes?
the answers on the board

* How long is a gestation period?
* How many years can whales be?
- Ask students to give their answers
- Correct the answers
- Work individually
Task 2 Writing about dolphin
- Ask students to write a paragraph - Give writing-products
that describes the facts and figures
provided in the table about the
dolphin
- Walk round and help students if
necessary
- The students who are asked stand
up to read the paragraph
Correction
Ex: Dolphins are not fish. They are
- Ask students to stand up to read mammals that live in the water.
their paragraphs
Dolphins are among the most
- Listen and correct mistakes
intelligent animals on Earth.
Although they can be found in all
oceans in the world, dolphins prefer
coastal water and bays…

- Listen to the teacher and write
- Ask students to do part D. Writing down
(p.57) in workbook and prepare part
Language Focus at home

period 59

Unit 9: Undersea world
Lesson 5: Language focus

I. Objectives:
*Aim: By the end of the lesson, Ss wil be able to:
- pronounce exactly and fluently the sounds / iә/ - /eә/ - /ʊә/ in words and
in sentences.
- use should and conditional sentence type 2 in speaking and writing.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Textbook, tape, cassette player
IV. Procedures:

Warm-up
4’

Pronunciati
on
8’

Teacher’s activities
Finding the sounds
- Ask students to close the books
- Write the sentence on the board:
1. Are you sure he is poor?
2. Is there a square near here?
- Asks students to read loudly the
sentences on the board in chorus

- Ask students: What sounds are you
learning today?
- Ask students to show:
/ i / - / / - / / in the sentences
- Introduce new lesson
+ Listen and repeat
- Ask students to open the books and
read aloud the words or turn on the
tape:
+ Practise these sentences
- Turn on the tape
- Let students listen to the tape each
sentence and ask students to repeat
- Ask students to pick out the words
containing the sound: / / - / / - / - /
/ in groups

Students’ activities
- Look at the board and listen to the
teacher
- Read aloud in chorus
/ /-/
/-/
/
- Read loudly the words:
/ /: near, here
/ /: there, square
/ /: sure, poor

- Listen and repeat the words in

chorus then individually
- Listen to the tape and repeat each
sentence

- Work in groups
/ /: beer, dear, idea…
/ /: where, wear…
/ /: sure, poor, actually…
- Call on some students to read aloud - The students who are called stand


Grammar
and
vocabulary
30’

the sentences in front of the class
- Check and correct pronunication
1. Should
- Explain the forms:
1. S + should + V (infinitive)
2. Conditional sentence type 2:
If-clause ,
main clause
Simple past , would + V (infinitive)
Should
Could
…….
- Say: “They are used to advise
somebody to do or not to do

something”
Exercise 1
- Ask students to do exercise 1 with
“should” or “shouldn’t”
- Walk around and help students if
necessary
- Ask two students to write their
answers on the board
- Correct mistakes

up to read the sentences loudly

- Look at the board
- Listen to the teacher and write
down

- Listen to the teacher and do the
task
- The students who are called write
the answers on the board
Key:
1. She should go away for a few
days.
2. You should look for another job.
3. He shouldn’t go to bed 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 walls.

- Listen to the teacher and correct
mistakes

- Listen to the teacher then do task 2
- The students who are asked go to
give the answers on the board
Exercise 2
Key:
- Ask students to read the situations 1. I don’t think they should get
and write sentences with I think/ I married.
don’t think … should …
2. I think smoking should be


- Ask students to work in pairs
- Walk round and help students if
needed
- Call two students to give their
answers on the board
- Correct mistakes and answers

banned, especially in restaurants.
3. I don’t think you should go out
this evening.
4. I think the boss should resign.
- Correct mistakes and write down
- Listen to the teacher and do task 3
- Work in pairs

‘

Homework
3’

- Explain the form:
I think/I don’t think +S +should+V
2. Conditional sentences type 2
Exercise 3
- Ask students to put the verbs into
the correct form
- Let students work in pairs
- Walk round and help students if
necessary
- Call two students to give their
answers on the board
- Correct mistakes and correct the
answers
- Explain the forms:
If-clause
,
main clause
Simple past , should + V(infinitive)
Could
Wouldn’t
Couldn’t
- Ask students to do exercises in part
B.Language
Focus
(p.54)
in

workbook at home
- Ask students to prepare part
Reading – Unit 10 at home

- The students who are called give
the answers on the board
Key:
1. didn’t – 2. would feel
3. would take – 4. refused
5. would not get – 6. closed down
7. pressed – 8.should be
9. did not come – 10. borrowed –
11. walked
12. would understand
- Correct mistakes and write down

- Listen to the teacher and write
down in notebooks