Giáo án Tiếng Anh 10 unit 9: Undersea world

Giáo án Tiếng anh lớp 10

UNIT 9: UNDERSEA WORLD
Date of preparing:
I/ Aim
• Theme: Undersea world
• Pronounciation
• Grammar:
- Should
- Conditional type 2
II/ Teaching aids: Cards; posters, realthings, pictures.
III/ Division of the unit
Period 1: Reading
Period 2: Speaking
Period 3: Listening
Period 4: Writing
Period 5: Language focus

UNIT 9

UNDERSEA WORLD
PERIOD 1: READING

PERIOD 55
Date of teaching:

I. Objectives.
By the end of the lesson, Ss will be able to know more about the life of sea
animals and oceans in the world.
- Through the unit , Sts will have the sense of protecting sea environment .
II. Materials

Textbook, A map of the world
III. Anticipated problems.
Ss may not know much about the marine life.
Time
Steps
Work
arrangement
WARM UP
- Sts close their books .
5’
- T asks the Ss to think out some sea animals and write
Pair work
them in the card board ( Suggested answers: shark, dolphin,
whale, crab, seal, salmon, jellyfish, …)
- T introduces new lesson: To understand more clearly about
sea animals and their environment, today we’re going to
study lesson 1: Reading


Giáo án Tiếng anh lớp 10

10’

BEFORE YOU READ
- Ss close their books and answer the teacher’s questions:
1) Can you name the oceans in the world?
2) Write names of the following sea animals: se…, je…,
tu…, sh….
- T asks Sts to write the names of the Oceans on the board
without correcting them at once.

- Ss work in pairs to fill in the blanks.
- T go round to help .
- T correct the information in front of the class.
(T may open his book to show the pictures of some
animals and the map).
Answer keys:
- Arctic Ocean : BBD - An arctic Ocean : NBD
- Pacific Ocean : TBD - Atlantic Ocean : DTD
- Indian Ocean : ADD
Answer keys:
+ seal (n)
+ jellyfish (n)
+ turtle (sea turtle) (n) + shark (n)
Vocabulary :
- gulf (n)
- challenge (v)/(n)
- submarine (n):
- investigate (v) :
Investigation (n)
- provide (v) s.o with s.th, s.th for s.o
provision (n)
- tiny (a) : extremely small
- organism (n)
- biodiversity (n) :

Whole class


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10’

10’

WHILE YOU READ
- Ss open their books and read in silent by following the
cassette recorder once to practise new words.
Task 1:
- Ss read in individual for three minutes.
- T remind Ss of finding 8 words from the reading.
- Ss tell the parts of speech of these words.
- Ss skim to find out necessary information.
- Ss interchange in pairs.
- T goes round to check.
- Ss fill in the blanks.
Answer keys:
1. tiny
2. investigate
3. gulf
4. biodiversity
5. samples
Task 2: (10ms)
- Ss read the questions.
- Ss read in individual and find out information from the
passage.
- Ss interchange in pairs.
- T corrects them before the class.
Answer keys:
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 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) Marine life would be at stake if the sea biodiversity were
not maintained

Individual work

Pair work


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AFTER YOU READ
Pair work
6'

- Sts work in pairs to skim over the reading.
- T suggests and asks Sts to do what he tells.
- T corrects them before the class.
Answer keys:
1) three-quarter
2) mysterious
3) modern
4) discoveries
5) biodiversity

7) plants & animals
6) huge
8) closely connected
WRAPPING
Summarise the main points.
Assign homework.

4'
* Remark:
- Reading skill is not good. Pupils don’t understand the
content of the text.

================================

UNIT 9

UNDERSEA WORLD
PERIOD 2: SPEAKING

PERIOD 56
Date of teaching:

I. Objectives.
By the end of the lesson, Ss will be able to
- Offer solutions to sea problems using should / shouldn't, talk about causes
and consequences of sea problems.
II. Materials
Textbook, pictures
III. Anticipated problems.
Ss may have difficulty in knowing some words in this section.

IV. Procedure
Time
Steps
Work
arrangement


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5’

7'

WARM UP
- Sts close their books .
- T asks the Ss to answer the following questions:
1) What will you do if there is a lot of rubbish and
plastic bags in our class?
2) How will our environment be if there is too much
rubbish in our class?
3) What things do you think make the sea dirty ?
Suggested answers:
1) We should put them in dustbins.
2) It will be polluted.
3) They are rubbish, plastic bags, oil spilled from
tankers, pesticides from the field,…
- T introduces new lesson: Today we’re going to
practice speaking about the ways to protect sea
environment.
PRE-SPEAKING:

- T explains the new words, structures and expressions
for Ss to interchange in pairs.
- Ss study them by learning their meanings and
repeating after T.
Vocabulary:
- sparingly(adv)
- dispose of (v)
- herbicide(n)
- endangered (a)
- smart shopper:
- Structure: SHOULD(NOT) + V1
WHILE SPEAKING:

8’

Task1:
- Ss open their books and read carefully the request of
task 1.
- Ss work in pairs to put the actions in the order of
importance and say what they should or shouldn’t do.
- T goes round to help .
- T may suggests them by asking questions:
1) In your opinion, which action should you do to
protect oceans at first? Which one is the most

Group work

Whole class.

Pair work

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10'

important ?
2) Which action shouldn’t you do?
Expressions:
- What do you think of/ What’s your opinion of
(using herbicides, fishing for species, being a smart
shopper,…)
- Well, I think…
- In my opinion,….
-As far as I concerned,… .
Task 2:
- T shows the chart in the card board and gives the
threats in advance.
- Ss Practice in groups to find out the consequences
and the solutions .( each group must have a secretary )
- T goes round to help them or gives the meanings of
new words. (if any )
- Ss fill in the chart.
Threats
Consequences
Solutions
1. Beaches filled
1.
1.
with plastic

2. Whales hunted for 2.
2.
food
3. Explosives used to 3.
3.
catch fish
4. Oil spilled from
4.
4.
tankers
5. Pesticides blown
5.
5.
off the fields into the
sea

Pair work

POST-SPEAKING:
12’

3’

Task3:
- Ss work in groups to give their opinions about the
ways to protect sea environment.
- T asks one S of each group to report to the class what
his group has discussed.
- T corrects these reports before class.
WRAPPING

Summarise the main points.

Group work

Whole class


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Assign homework: Learn by heart new words, structures
and expressions. Make 5 sentences about the protecting
of the sea, using the structure “We should/
shouldn’t…”
* Remark:
- Time is too short.

===================================

UNIT 9

UNDERSEA WORLD
PERIOD 3: LISTENING

PERIOD 57
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to
- listen for specific information about whales.
II. Materials

Textbook,cassette…
III. Anticipated problems
Ss may not know much about whales.
IV. Procedure.
Time
Steps
WARM UP
- Ss close their books .
5'
- T shows the chart, containing 2 columns A and B.
- Ss fill in the chart with what they should do or
shouldn’t do to protect sea animals.
- T introduces new lesson: Today we’re going to listen
about whales: their length and weight, their feeding
ground and food & the reason for protecting them.
What we should do
What we shouldn’t do
1.
1.
2.
2.
3.
3.
BEFORE YOU LISTEN

Work arragement
Group work


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10'

8'

Activity 1:
- Ss practice in pairs,asking and answering these two
questions:
1. Do you think whales are fish? Why(not)?
2. Why do people keep hunting whales?
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
- T lets Ss read the words ( will appear) in the tape script,
pay attention to the way of pronunciation and the
meanings (if any).
- Ss read these words in silent.
- T corrects them before the class.
Activity 2: Listen and repeat
-mammal (n): animals that give birth to live babies and
feed their young on milk.
-krill(n): tiny shellfish
- migrate(v): move from one place to live in another
-decrease(v) ≠ increase(v)
WHILE YOU LISTEN
Task 1:
- T asks Ss to read the sentences given and underline
the important words.

- T explains the sentences that Ss don’t understand.
- T turns on the cassette player twice.
- Ss work in individual.
- T asks Ss to answer and correct them
. Answer keys:
1. F
2. T
3. T
4. F
5. T

Pair work

Individual work


Giáo án Tiếng anh lớp 10

10'

10'

2'

Task 2:
- T asks Ss to read these 6 questions in advance and
find out important words.
- T suggests some main expressions:
The length and weight.
Why - feed in the cold ocean.

What- good feeding grounds.
What-main reasons- decrease whale population.
What happen- didn’t take any measures to protect.
- T turns on the cassette player twice.
- Ss work in groups to discuss and prepare.
-While listening, good Ss can repeat the whole answer,
bad Ss can repeat one word they’ve listened.
Suggested 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 favorite food in
cold water.
3. Cold water in the North and South Atlantic Ocean and
the North and South Pacific are their good feeding
grounds .
4. Heavy hunting is the main reason for the decrease in
whale population .
5. They have asked International Whaling commission to
stop most whaling .
6. If we didn’t take any measures to protect whales,
whale would disappear forever .
AFTER YOU LISTEN
Task3:
- Ss work in groups to share the information they’ve
listened about whales:
+ their length and weight
+ their feeding grounds and food
+ the reasons for protecting whales
- T asks one S of each group to report to the class what
his group has discussed.

- T corrects these reports before class.
WRAPPING
Summarise the main points
Assign homework : - Learn by heart new words, rewrite

Group work

Group work

Whole class.


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some whales’ special features.
- Prepare “ Writing”.
* Remark:

==============================

UNIT 9

UNDERSEA WORLD
PERIOD 4: WRITING

PERIOD 58
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to

- write a descriptive paragraph about dolphins by using the facts and figures
from the table.
II. Materials
Textbook,
III. Anticipated problems
Ss may not be familiar with some words in the model.
IV. Procedure.
Time

Steps

Work
arragement

WARM UP
5'

- Sts close their books .
- T asks the Ss to play jumbled words:
PRMES, EAHLWS, REA, THE, IGSTEGB, NMLSAIA,
NO, ERHTA, HTAT, HVEA,ETHET.
Suggested answers:
Sperm whales are the biggest animals on earth that have
teeth
- T introduces new lesson: Today we’re going to study
about the sperm whales and dolphins & their special

Group work

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features.
BEFORE YOU WRITE
10'

Task 1:
Activity 1:
- T explains the new words and expressions.
- Ss open their books and read in silent the description.
Vocabulary:
- sperm whale
- carnivore (n)
- diet (n): food
- male (n)/ (a) ≠ female (n)/(a)
- calf (n): young sperm whale
- trap (n )
entrap (v)
entrapment (n)
- gestation (n)
- due to +V-ing
- squid (n):
- off spring:

Pair work


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WHILE YOU WRITE

10'

Task1:
Activity 2:
- Ss work in groups to fill in the table( page 100).
- T walks round to help .
-.T may suggest them by asking questions:
1) Where can sperm whales be found?
2) Which water do they prefer?
3) Would you tell me the length and the weight of a male
/female whale?
4) What do they eat?
5) How long is a gestation period?
6) How many years can whales be?
7) What are their special features?
8) Why should people be concerned about endangered
whales?
- T corrects these information before class.
Suggested answers:
Range &
All Oceans
Habitat
Prefer waters with high squid populations
Mafe:18m in length : 54.000 kg in weight
Size
Femafe:12m in length :17.000 kg in
weight
Carnivores; eat mainly squid
Feeding
Eat up to 1.500kg of food daily

Give birth to one calf every 5—7 years .
Off spring
Gestation period :14-19 months
Life Span
Up to 60-70 years
Special
Biggest animals that have teeth on Earth .
Have the largest brain of all mammals
Features
Conservation At risk due to hunting and accidental
Concerns
fishing net entrapment .

Individual work
Group work


Giáo án Tiếng anh lớp 10

5'
Task 2:
- T reminds Ss of referring to the description in task 1
- Ss Practice in groups to write the description for
dolphins .( each group must have a secretary )
- T goes round to help them or gives the meanings of new
words. (if any )

10'

AFTER YOU WRITE

-T asks one S of each group to report to the class what his
group has discussed.
-T corrects these reports before class
Suggested answers:
Dolphins are not fish. They are mammals that live in the
water. Dolphins are among the most intelligent animals on
Earth . Although they can be found in all oceans in the
world, dolphins prefer coastal waters and bays. The size of
dolphins vary greatly. The smallest dolphin is just about
50kg in weigh and 1.2 meters in length while the largest
one can weigh up to 8.200kg and is 10 meters long .
Dolphins 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 .

Group work

WRAPPING

5'

Summarise the main points
Assign homework : ) -Learn by heart new words and
expressions.
- Write a passage of approximately 100 words about a sea
animal they like.

* Remark:

Whole class.


Giáo án Tiếng anh lớp 10

UNIT 9

UNDERSEA WORLD

PERIOD 5: LANGUAGE FOCUS

PERIOD 59
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to
- pronounce correctly three diphthongs /iə/, /eə/, /uə / in separate words and in
speeches.
- use Should and Conditional type 2 appropriately.
II. Materials
Textbook, whiteboard markers…
III. Anticipated problems
IV. Procedure.
Time
5'

10'

Steps
WARM - UP
- Sts close their books .
- T divides the class into 2 groups and lets the Ss to
play a game: Group A write the If –clause and group
B write the main clause(each desk must have a
clause). Then T collects them and chooses any If –
clause and any main clause to make conditional
sentences.
- T corrects and introduces new lesson: Today we’re
going to study SHOULD and conditional
sentence( type 2) after practicing the three diphthongs
/iə/, /eə/, /uə /.
PRONUNCIATION
Activity 1: Listen and repeat
- Ss listen to the cassette player these 3 diphthongs
(once) to realize the difference among them.
- Ss repeat after T once.
- T write their phonetic symbols on board and
numbers them: (1)/iə /; (2)/eə /; (3)/uə /.
-Ss close their books and speak aloud the number of
the sound T reads.
Activity 2: Practice these sentences
- Ss listen and repeat after T twice.
- Ss practice reading these sentences
- T walks round to help .

Work arragement
Whole class

Individual
Pair work


Giáo án Tiếng anh lớp 10

10'

15'

GRAMMAR AND VOCABULARY
* Should:
Activity 1: (Exercise 1- Page 102)
- Ss read the example carefully.
- T explains the structure with SHOULD.
Structure: SHOULD(NOT) + V1
Expressions:
I think/ I don’t think+ S + should + V1
-Ss practice in pairs.
- T walks round to help .
-.T may suggests them by asking questions:
1) What would you do if you were Jack?
2) What should you do?
-Each S reads his sentence before the class.
Suggested answers:
2 - (My salary is very low)
- You should look for another job.
3 - Jack always has difficulty getting up)
- He shouldn’t go to bed so late .
4 - (What a beautiful view!)

- You should take a photograph.
5 - (Sue drives every where. She never walks)
- She shouldn’t use her car so much.
6 - (Bill’s room isn’t very interesting)
- He should put some pictures on the wall .
* Conditional sentence type 2:
Activity 3: (Exercise 3- Page 103)
- T presents the structure of conditional sentence type
2.
-T tells Ss the difference between type1 and type 2,
then asks Ss to give examples.
Structure:
Conditional sentence type 2 :Unreal in the present
If clause
Main clause
S + V2/ V-ed
S +Would/should…+V1
(were)
- Ss practice in groups.
- T walks round to help .

whole class

Pair work


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-One S of each group reads his sentence before the
class.

Suggested answers:
3. If I was offered the job, I think I would take it .
4. I’m sure Amy will lend you the money, I’d very
surprised if she refused.
5. If I sold may car, I would not get much money for
it
6. A lot of people would be out of work if the factory
closed down.
7. What would happen if I pressed that red button ?
8. Liz gave me this ring. She would be very upset if I
lost it .
9. Mark and carol are expecting us. They would be
disappointed if we did not come .
10. Would Tim mind if I borrowed his bicycle
without asking him ?
11. If somebody walked in here with a gun . I’d be
very frightened .
12. I’m sure Sue would understand if you explained
the situation to her .

5'

WRAPPING
Summarise the main points
Assign homework :
* Remark:

Whole class.