Giáo án Tiếng Anh 10 unit 9: Undersea world

GIÁO ÁN TIẾNG ANH LỚP 10.
UNIT 9: UNDERSEA WORLD
The 55th period
Preare;
Date :
Grade 10
Theme: Undersea World
Unit 9 : READING
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should appreciate and contribute their parts to the investigation of
the sea environment
2. Knowledge:
- General knowledge: Through this unit, students know about the sea environment
- New words: words related to oceans
3. Skill: Reading for gist and for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Maps showing oceans, pictures showing various kinds of animals and plants of
the sea
IV. Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities
Students’ activities
Warm-up: (3 minutes)
- Teacher shows some pictures of animals in - Look at the pictures and
the sea and ask questions:
answer the questions:
- It’s a fish.
• What’s this?

- It lives in the sea.
• Where does it live?
- Look at the map and give
the Vietnamese names for
the oceans:
Artic Ocean
Pacific Ocean
Atlantic Ocean
- Show the pictures and introduce to students - Look at the pictures
- Listen to the teacher and
how to practise
practise in pairs
- Let them work in pairs
A: Can you name this sea
- Walk round and help students if necessary
animal?
B: It’s a seal.
Pre-reading: (5 minutes)
- Show the world map and ask students to give
the Vietnamese names for the oceans on the
map

Notes


While-reading: (25 minutes)
- Open your books
* The passage:
- Ask students to look through the passage
- Play the cassette player

- Help students read the passage
- Explain pronunciation and meaning of the
new words which appear in the passage
- Ask students to read loudly the difficult
words in chorus
Task 1
- 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
- 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

……
- Look through the passage
- Listen to the tape
- Practise speaking
- Ask teachers some new
words
- Listen to the teacher
- 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
Key:
1.three-quarters;
Post-reading: (10 minutes)
2.mysterious;
3.modern;
- Ask students to complete the summary of the 4.discoveries;
reading passage by filling each blank with a 5.biodiversity;6.huge;
word or phrase given in the box below
7.plants
and
animals;
- Walk round and help students if needed
8.closely connected
- Call 2 students to give their answers on the
board
- Correct the answers
- Listen to the teacher and
Homework: (2 minutes)
write down in the notebooks

- Ask students to do Part A (p.53) in workbook
and prepare Part B.Speaking at home

V.THE SELF EVALUATION AFTER CLASS
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The 56th period
Prepare;
Date :
Grade 10

Theme: UNDERSEA WORLD
Unit 9: SPEAKING
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should contribute their parts to the protection of the sea
environment
2. Knowledge:
- General knowledge: Students learn how to protect and save the sea environment
- Language: sentences and expressions for making suggestions about the protection of the sea
environment
3. 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:
1.Organization

2.Check old lesson
3.New lesson
Teacher’s activities
Warm-up: (5 minutes)
- 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.

Pre-speaking: (3 minutes)
- Show the pictures about the sea - Look at the pictures
environment
- Say: “Now, our environment and - Listen to the teacher
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”

Notes


While-speaking:(25 minutes)
Task 1
- Ask students to do task 1 in pairs
- Walk round and provide help
- Call 2 students to give their opinions on
the board
- Correct mistakes and give comments
Task 2
- 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
Post-speaking: (10 minutes)
Task 3
- Ask students to do task 3 in groups
- Walk around and help each group if
necessary
- Call 3 students to report to the class
what each group has discussed
Homework: (2 minutes)
- Ask students to do part B (p. 56) in the
workbooks and prepare part C.Listening
at home

- Do the task 1 in pairs

We should place rubbish and
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 groups
- The students who are called
stand up to report to the class
what each group has discussed

- Listen to the teacher and take
notes quickly

V.THE SELF EVALUATION AFTER CLASS
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The 57th period
Prepare:
Date :
Grade 10
Theme: UNDERSEA WORLD
Unit 9 : LISTENING
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should contribute their parts to the protection of whales’ lives
2. Knowledge:
- General knowledge: Students learn about whales and their lives, about how to protect and save
whales
- Language: Words related to whales
3. Skill: Listening for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, tapes, some pictures of the whales
IV. Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities
Warm-up: (3 minutes)
- Show the picture of the whale and ask
students some questions:
• What is this?
• What do you know about whales?

Students’ activities
- Look at the picture and
answer the questions

- It is a whale.
- They are very big and they
live in the sea…

Pre-listening: (7 minutes)
- Ask students to keep books close
- Ask students the questions:
- Answer the questions:
1. Do you think whales are fish? Why?
2. Why do people keep hunting for 1. Whales are not fish because
they raise their young on milk.
whales?
2. Because they want to catch
whales for food, oil, leather and
* Listen and repeat:
other products
- Introduce the new words
- Listen to the teacher
- Turn on the cassette player
- Listen to the tape carefully
- Ask students to read inchorus then - Read in chorus then
individually
individually
While-listening:(32minutes)
Task 1
- Ask students to read and explain 5 Read the questions in task 1
independently
questions in task 1

Notes

- 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
- Correct the answers then explain them
Task 2
- 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

- Ask teacher some new words
then take notes
- Listen to the tape carefully
and do the task
Key:
1.F - 2.T - 3.T - 4.F - 5.T

- Read the questions and ask
teacher some new words if

necessary
- Listen to the tape
Key:
1. The blue whales grow to 30
metres 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 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.

Post-listening:(10 minutes)
- Introduce to students how to talk about - Listen to the teacher
whales using the following cues
+ Their length and weight

+ Their feeding grounds and food
- Practise speaking in groups
+ The reasons for protecting whales


- 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
Homework:(2 minutes)
- Listen to the teacher and write
- Ask students to rewrite the description down
of the whale at home
- Ask students to prepare the part Writing
at home

V.THE SELF EVALUATION AFTER CLASS
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The 58th period:4/5-1
Prepare;
Date :
Grade 10
Theme: UNDERSEA WORLD

Unit 9 : WRITING
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should contribute their ideas to the protection of sperm whales’
lives and dolphins’ lives
2. Knowledge:
- General knowledge: Students should learn about sperm whales, dolphins and their lives, about
how to protect and save them
- Language: sentences and forms for describing information
- New words: Words related to sperm whales and dolphins
3. 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:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities

Students’ activities

Warm-up: (3 minutes)
- Show the pictures of sperm whales and - Look at the pictures
dolphins and ask students the question:
- Listen to the teacher and
* What is this?
answer the questions:
A: It’s a sperm whale.
* How do you know about sperm B: It’s a dolphin.
whales?

C: They are the biggest animals
* How do you know about dolphins?
on the earth…
D: They are not fishes.
Pre-writing: (3 minutes)
E: They are among the most
- Ask students the questions:
intelligent animals…
* Have you ever described an animal?
* Is it easy or difficult to describe an - Listen to the teacher and
animal?
answer the questions:
- Introduce new lesson
A: Yes, I have.
While-writing: (30 minutes)
B: It is difficult to describe an
Task 1
animal.
- Ask students to work in pairs
- Ask students to read the description of
the sperm whale
- Explain some new words
- Work in pairs

Notes


- Give cues to students then ask them to
complete the table that follows:
* Where are sperm whales?

* Which ocean do they prefer?
* Would you tell me the length and the
weight of a male/ female whale?
* In your mind, whales are fishes?
* How long is a gestation period?
* How many years can whales be?
- Ask students to give their answers
- Correct the answers
Task 2
- Ask students to write a paragraph that
describes the facts and figures provided
in the table about the dolphin
- Walk round and help students if
necessary

- Read the passage
- Ask the teacher some new
words
which
can’t
be
understood
Answer
the
teacher’s
questions
- Complete the table that
follows:
- The students who are asked
give the answers on the board

- Work individually

Post-writing: (7 minutes)
- Give writing-products
- Ask students to stand up to read their
paragraphs
- Listen and correct mistakes
- The students who are asked
stand up to read the paragraph
Ex: 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
Homework: (2 minutes)
found in all oceans in the
- Ask students to do part D. Writing world, dolphins prefer coastal
(p.57) in workbook and prepare part water and bays…
Language Focus at home
- Listen to the teacher and write
down

V.THE SELF EVALUATION AFTER CLASS
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The 59th period
Prepare:5/7-1-2010
Date :
Grade 10

Theme: UNDERSEA WORLD
Unit 9 :LANGUAGE FOCUS
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to speak and write full sentences to advise
somebody to do something
2. Knowledge:
- General knowledge: Students learn how to speak and write long-full sentences
- Language: “Should” and Conditional sentence type 2 for advising
- New words: words related to pronunciation / /; /e /; / /
3. Skill:
- Pronounce the sounds: / / - / / - / / correctly
- Grammar and vocabulary:
+ Should
+ Conditional sentence type 2
II. Method: Intergrated, mainly communicative
III. Teaching aids: Textbook, tape, cassette player
IV. Procedures:
1.Organization
2.Check old lesson
3.New lesson
Teacher’s activities

Students’ activities

Warm-up: (4 minutes)
- Ask students to close the books
- Look at the board and listen to
- Write the sentence on the board:
the teacher
1. Are you sure he is poor?
2. Is there a square near here?
- Asks students to read loudly the - Read aloud in chorus
sentences on the board in chorus
/ /-/
/-/ /
- Ask students: What sounds are you - Read loudly the words:
learning today?
/ /: near, here
- Ask students to show:
/ /: there, square
/ / - / / - / / in the sentences
/ /: sure, poor
- Introduce new lesson
Pronunciation: (8 minutes)
+ Listen and repeat
- Ask students to open the books and read - Listen and repeat the words in
aloud the words or turn on the tape:
chorus then individually
+ Practise these sentences
- Turn on the tape
- Listen to the tape and repeat

Notes

- 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

each sentence

- Work in groups
/ /: beer, dear, idea…
/ /: where, wear…
/ /: sure, poor, actually…
- Call on some students to read aloud the - The students who are called
sentences in front of the class
stand up to read the sentences
- Check and correct pronunication
loudly
Grammar and vocabulary: (30
minutes)
- Explain the forms: (4 mintues)
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

Exercise 2
- Ask students to read the situations and

- 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


write sentences with I think/ I don’t
think… should ….
- 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

- Explain the form:
I think/I don’t think +S +should+V
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

- Listen to the teacher then do
task 2
- The students who are asked
go to give the answers on the
board
Key:
1. I don’t think they should get
married.
2. I think smoking should be
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

- 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
Homework: (3 minutes)
- Correct mistakes and write
- Ask students to do exercises in part down
B.Language Focus (p.54) in workbook at
home
- Listen to the teacher and
- Ask students to prepare part Reading – write down in notebooks
Unit 10 at home

V.THE SELF EVALUATION AFTER CLASS
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