giao an tieng anh 10 unit 9

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Unit 9: Undersea world
A: Reading
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Enrich their vocabulary by guessing meaning in context.
- Understand the content of the text
- Do the exercises of gap-filling and answering the questions
2. Skill: reading for gist and specific information
3. Attitude: love and protect the endangered animals
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Pictures
IV. Procedure
1. Class Organization: 2ms
- Greeting
- Checking the attendance
2. New lesson: A. READING
Teacher’s Activities

Students’
Activities

Content

Warm up – Lead in
- Stick the map of the

world on the board and
ask Ss to answer the
questions:
- Lead to the new lesson:

- Look at the
map and answer
in individuals

1. How many parts of the ocean are
there in the world?
2. Can you name it in Vietnamese?


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Today, we will learn a
lesson to know more about - Listen to the
the world under the water introduction
ACTIVITY 1: BEFORE YOU READ
- Ask Ss to look at the
map and give the
equivalent Vietnamese
names of the oceans

- Give names

1. Give the Vietnamese names of the
oceans

- Call on some Ss to give
answers

- Give answers

- Correct the answers

- Listen carefully - Indian Ocean ['indjən'ou∫n] (n) Ấn
Độ Dương

- Pacific Ocean/ pə'sifik'ou∫n/ (n) Thái
Bình Dương
- Atlantic Ocean [ət'læntik'ou∫n] (n)
Đại Tây Dương

- Antarctic Ocean [æn'tɑ:ktik 'ou∫n]
(n): Nam Băng Dương
- Arctic Ocean ['ɑ:ktik 'ou∫n] (n) Bắc
Băng Dương
- Ask Ss to look at the
pictures of animals on the
book, work in pairs and
name the animals
- Call on some Ss to write
the names
- Read the words and ask
Ss to repeat

2. Name the sea animals
- Look at the

- Seal: [si:l] (n) chó biển; hải cẩu
pictures, work in
- Jelly Fish ['dʒelifi∫] (n) con sứa
pairs and name
- Turtle ['tə:tl] (n) rùa
- Write down
- Shark [∫ɑ:k] (n) cá mập
- Repeat after
T’s reading

ACTIVITY 2: WHILE YOU READ
- Ask Ss to listen to the
tape and underline new
words
- Give and explain some
new words
- Read words and ask Ss
to repeat.

- Listen to the
tape and
underline new
words.
- Listen to the
teacher and

1. New words and phrases
- mystery (n) ['mistəri] điều huyền bí,
điều thần bí
- mysterious (a) [mis'tiəriəs]

- submarine (n) [,sʌbmə'ri:n]
- fall into (v)


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repeat after
- organism (n) ['ɔ:gənizm] cơ thể; sinh
teacher’s reading vật
- Read silently

- current ['kʌrənt]
- be at stake = at risk
- seabed ['si:'bed] (n) đáy biển
- contribute (v) [kən'tribju:t] đóng góp,
góp phần
- maintain (v) [mein'tein] duy trì

- Ask Ss to read the
passage, get information,
and prepare for Tasks.

2. Tasks

- Ask Ss to explain the
requirement

- Explain the
requirement

- Ask Ss to work
independently to do task 1
in 2 ms

- Work
individually and
do the task

- Have Ss compare the
answers with a friend
- Call Ss to match and
explain

- Feedback and give the
correct answers

- Compare the
answers with a
friend

* Suggested answers
1. Tiny
2. Provide
3. Gulf
4. Biodiversity
5. Samples

- Read aloud
their matching in
front of the class

Task 2: Answering the questions
and explain
* Suggested answers:
1. 75 % of the earth surface is covered
by seas and oceans

- Ask Ss to work in pairs, - Work in pairs,
read the passage again and read the passage
and answer the
answer the questions
questions
- Ask Ss to compare the

Task 1: Sentence completion

- Compare the
answers

2. Scientists now overcome their
challenges of the death y modern
devices
3. Submarines can help scientists to
investigate the seabed and bring
samples of the marine life back to


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answer with other pairs
- Call some pairs to ask

and answer in front of the
class

- Ask and
answer in pairs
in front of the
class

the surface for the further study.
4. Satellite photos provide a wide
range of information, including
water temperature, depth and the
undersea populations.
5.

- Feedback and give
correct answers

Group 1: animals live on or depend
on the bottom like the starfish.
Group 2: Swimming animals such as
fishes and sharks that move
independently of water currents.
Group 3: Tiny organisms that are
carried along by the currents like the
jellyfish.
6. If the sea biodiversity was not
maintained, the marine life would be
at stake.

ACTIVITY 3: AFTER YOU READ
- Ask Ss to work in pairs,
complete the summary
- Go round and provide
help
- Call some Ss to report in
front of the class

- Work in pairs

Summary completion
* Suggested answers
1. three - quarters

- Report in front
of the class

2. mysterious
3. modern
4. discoveries
5. plants and animals

- Feedback

6. huge
7. biodiversity
8. closely connected


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4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part, part B: Speaking
5. Drawing experience:

Unit 9: Undersea world
B: Speaking
I. Objectives
1. Educational aims: by the end of the lesson, students will be able to:
- Talk about causes and consequences of the sea problems
- Discuss the way to protect environment
2. Skill: expressing information and speaking for details
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Pictures
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. New lesson: B. SPEAKING


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Teacher’s Activities

- Ask Ss some questions:
What will you do if you
see rubbish or plastic bags
in the streets or in the
school yard?
→ If we see rubbish, we
should place them in the
dustbin to make the
environment clean

Students’
Activities
- Answer
individually

Content
Warm up – Lead in

- Listen to the
introduction

- Gather ideas and lead in
ACTIVITY 1: PRE – SPEAKING
- Read the requirement
and ask Ss to explain the
requirement

- Explain the
requirement

Task 1: Work in pairs ,put the actions in
the order of importance and then say
what we should or should not do.

- Ask Ss to read the
actions carefully and
explain some new words

- Read the
actions

- Should/ shouldn’t + V-bare

- Ask Ss to work in pairs,
put the actions in the order
of importance and say
- Work in pairs
what should or shouldn’t
and do the task
do
- Call some pairs to
answer

- Sparingly (adv)
- Endanger (v)
- Threaten (v)
- Dispose of (v) : sắp đặt, sắp xếp
- Herbicide (n)
- Pesticide (n)
- Fertilizer (n)

- Present in pairs - Release (v)
- Responsibly (adv)
* Suggested answers:
1.f 2.e 3.c 4.d 5.a 6.b 7.h 8.g

- Feedback

I think action f is the most important
because if we learn all we can about the
oceans we will understand their values


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and try to protect them.
ACTIVITY 2: WHILE – SPEAKING
- Ask Ss to explain the
requirement

- Explain the
requirement

- Ask Ss to read through
the threats, make sure that
all Ss understand them

- Read the
threats

Task 2: Discuss the consequences that
might occur and offer some possible
solutions
- make + sth/ sb+ adj
- result in + N

- Ask Ss to work in groups
* Suggested answers
to discuss the
- Work in groups 1. A: beaches are filled with plastic bags,
consequences and
and do the task
piece of glass and cigarette butts. This
solutions
makes the sea polluted and endangers
- Go round to observe and
sea plants and animals.
offer helps
B: We should clean beaches and tell
- Call on some
other people not to litter them.
representatives of groups
- Present in front 2. A: Whales and sharks are still hunted
to present in front of the
of the class
for food, medicine and other product.
class
This makes these kinds of animals
disappear./ They will be disappeared
B: The authorities should pass laws to

ban hunting and fine heavily who breaks
these laws.
1. A. explosives are used to catch fish
and other sea animals. This makes a lot
of fish die.
B: The Government should ban using
explosives to catch fish.
4. A: Oil is spilled from tankers. This
makes the water be polluted.

- Comment and correct the
answers

B: the captain of tankers should be
punished

ACTIVITY 3: POST – SPEAKING
- Instruct Ss how to do the
task

- Listen carefully Task 3: Report


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- Ask Ss to use the
information they’ve got
from task 2 to report
- Call on some Ss to report
what their groups have

discussed
- Report in front
of the class
- Comment and give
marks

4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part, part C: listening
5. Drawing experience:

Unit 9: Undersea world
C: Listening
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Listen for specific information about whales
- Listen better through True/False Sentences and answering questions
2. Skill: listening for specific information
II. Method
- Communicative approach
III. Teaching Aids


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- Teacher’s book
- Text book
- Cassette player and tape
IV. Procedure

1. Class Organization
- Greeting
- Checking the attendance
2. New lesson:

C. LISTENING

Teacher’s Activities
- Ask Ss some questions:
1. Do you know any big
animals in the sea?
- Introduce new
lesson:Today, we’ll listen
to the tape to get some
information about Whales

Students’
Activities
- Listen to the
questions, think
and answer
individually.

Content
Warm up – Lead in

- Listen to the
introduction

ACTIVITY 1: BEFORE YOU LISTEN

- Ask Ss to work in pairs
and discuss 2 questions
- Call some Ss to answer
the questions

- Discuss 2
questions in
pairs
- Answer

- Pre-teach some words
related to the listening part - Notice and
- Read aloud words and
write down
ask Ss to repeat
- Listen and
repeat

Work in pairs
- Whales are not fish because they raise
their young on milk
- They keep hunting whales for food,
medicine, leather…
Listen and repeat
- Mammal (n)
- Conservation (n)
- Krill (n)
- Whaling (n)

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- Listen to the
introduction

- Migrate (v)
- Pacific
- Atlantic
- Blue whale (n)

ACTIVITY 2: WHILE YOU LISTEN
- Introduce: You will hear
a passage about whales.
Listen and do the tasks

- Listen to the
introduction

- Ask Ss to explain the
requirement of Task 1

- Explain the
requirement

- Instruct Ss: we will listen - Listen to the
to the tape about whales
instruction.
and decide if the
statements are True or
False

- Ask Ss to read the
- Read the
statements and be sure that statements
all the students understand
them
- Listen to the
- Play the tape and ask Ss
tape and do the
to listen and do the task.
task
- Ask Ss to discuss with
- Discuss in pairs
friends about the answers.
- Call some Ss to give
their answers
- Play the tape again and
ask Ss to check their
answers

- Give answer
and explain
- Listen again
and check

- Correct
- Listen to the
- Instruct Ss: you will
listen to the tape again and instruction

Task 1: True/False Sentences

* Suggested answers
1. F (It is the largest …)
2. T
3. T
4. F (because of heavy hunting
pressure)
5.T


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answer the questions

Task 2 : Answering the questions

- Ask Ss to read the
questions first and have a
guess the answers

- Read the
questions and
guess

* Suggested answers

- Play the tape and ask Ss
to listen and answer the
questions

- Listen to the
tape and answer

2. Because there is a lot of krilltheir favourite food in cold waters.

- Ask Ss to compare the
answers with a friend

- Compare the
answers with a
friend

- Call some Ss to read
aloud their answers and
write down on the board

- Give the
answers

3. Cold waters in the North and
South Atlantic Ocean and the North
and South Pacific are their feeding
grounds.

- Play the tape again and
give correct answers

- Listen again
and check

1. The blue whale grows to 30
metres in length and over 200 tons in
weight.

4. Heavy hunting is the main
reason for the decrease in whale
populations.
5. They have asked the
International Whaling Commission to
stop most whaling.
6. If they didn’t take any measure
to protect whale, they would disappear
forever.

ACTIVITY 3: AFTER YOU LISTEN
- Ask Ss to work in groups - Work in groups Work in groups: Talk about Whales,
using the cues
- Call some Ss to present
in front of the class

- Present in front + Their length and weight
of the class
+ their feeding grounds and food
+ their reason for protecting

4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part, part D: Writing

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5. Drawing experience:

Unit 9: Undersea world
D. Writing
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Write paragraphs with information given in a table.
2. Skill: Writing for gist and specific information
3. Attitude: love and protect the endangered animals like sperm whales and
dolphins
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson: D. WRITING: DESCRIBING INFORMATION FROM A
TABLE


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Teacher’s Activities
- Ask Ss some questions:

- Introduce new lesson:
All above are some
features about whales.
Today, we will learn to
write a paragraph using
these features

Students’
Activities
- Remember
the
information
and answer
the questions

Content
Warm up – Lead in
+ What is the length and weight of the
blue whale?
+ What is the favourite food of whale?

- Listen to the
introduction

ACTIVITY 1: PREPARATION AND PRESENTATION
- Ask Ss to explain the
requirement

- Explain the
requirement

- Read the description and
explain some new words

- Listen to the
teacher and
then write
down new
words on the
notebook

- Ask Ss to work in pairs,
read the description and
complete the table
- Ask Ss to compare the
answer with other pairs

- Work in pairs,
read the
description and
complete the
table

Task 1: Read the description of the
sperm whale and then complete the
table that follows
SPERM WHALE

- All oceans
RANGE
&
HABIT
AT

- Prefer water with high
squid populations

- Male: 18 m in length;
54,000 kg in weight
- Female: 12 m in length;
17,000 kg in weight

- Compare

SIZE

- Call on some Ss to give
answer

- Answer

- Read the description
again and check

- Notice

- Carnivores; eat mainly
FEEDIN squid.

G
- Eat up to 1,500 kg of
HABITS food daily


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- Give birth to 1 calf
OFFSPR every 5-7 years
ING
- Gestation period: 14-19
months
LIFE
SPAN
- Explain the way to write
paragraph:

SPECIA
L
FEATU
RES

+ The first sentence is
Topic Sentence. It talks
about the name of the
animal and its special
feature.

CONSE
RVATI

ON
CONCE
RNS

+ The other sentences
describe the animal in
details

Up to 60-70 years
- Biggest animals that
have teeth on Earth
- Have the largest brain
of all mammals
At risk due to hunting
and accidental fishing net
entrapment

ACTIVITY 2: PRACTICE
- Ask Ss to explain the
requirement

- Explain the

- Ask Ss to work in
individual, read the table
about Dolphin and write
paragraph.

- Work in
individual and

write

- Ask Ss to share the
writing with a friend

Task 2: Write paragraph

requirement

- Exchange the
writing

ACTIVITY 3: PRODUCTION
- Call on 2 Ss to go to the
board and write down the
paragraphs

- Write down the * Suggested answers
paragraph on the Dolphins are not fish. They are
board
mammals that live in the water.
Dolphins are among the most
intelligent animals on earth. Although


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- Check and correct the
mistakes

4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part, part E: Language focus
Drawing experience:

they can be found in all oceans,
dolphins prefer coastal waters and
bays. The size of dolphins varies
greatly. The smallest dolphin is just
about 50 kg in weight and 1,2 metres
in length while the largest one can
weigh up 8,200 kg and is 10 meters
long. Dolphins are carnivores and they
eat mainly fish. A female dolphin
gives birth to one calf every 2 years
after a gestation period of 11 to 12
months. A dolphin can normally live
from 20- 65 years and some species of
dolphin can even live longer. Dolphin
populations are at risk due to the
pollution of their habitat and
accidental entrapment in fishing nets.


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Unit 9: Undersea world
E: Language Focus
I. Objectives

1. Educational aims: through the lesson, students will be able to:
- Distinguish and pronounce the sounds /iə /, / eə / and / uə/ correctly
- Understand the usage of should, should not and conditional sentence type 2
2. Skills: Do exercises.
3. Attitude: Use language in communication correctly.
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Cassette player, tape
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson: E. LANGUAGE FOCUS
Teacher’s Activities

Students’
Activities

Content

ACTIVITY 1: PRONUNCIATION
- Give words included
sounds, read aloud these
words, pronounce these
sounds clearly and slowly

- Listen carefully Introduce sounds and ways to
distinguish them
- / iə /: has 2 sounds / i / and / ə /. First,
make sound / i/ then add / ə /


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- Call Ss to read words
and help them to
distinguish them
- Instruct the way to
pronounce
- Play the tape and ask Ss
to repeat words
- Call some Ss to read
sounds clearly

Ex: here, tear, near, dear….
- Read words
clearly

- / eə / : has 2 sounds / e/ and / ə/

- Notice

- / uə/ has 2 sounds / u / and / ə /

- Listen and

repeat words

Ex: poor, tour, sure….

- Read sounds

- Play the tape

- Listen

- Ask Ss to underline
words included sounds in
sentences

- Listen and
underline words

- Call some Ss to read
sentences

Ex: pair, chair, where, care….

Practice

- Read aloud
sentence by
sentence

- Correct
ACTIVITY 2: GRAMMAR AND VOCABULARY

- Give examples

- Notice

I. Should/ should not

- Revise the use of
Should/ shouldn’t

- Write down

Ex: - You should go to bed

- Ask Ss to give the form

- Give the form

- You shouldn’t throw rubbish in
the street
Should/ should not + V-bare

Form:
Use: It is used to give advice or offer
solutions
- Ask Ss to work
individually and write the
sentences

- Notes: should+V-bare = had better+
V-bare

- Work in
individual, do
exercise 1 as the

Shouldn’t =had better not
Practice


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requirement
- Ask Ss to compare the
answers with a friend

- Compare the
answers with
friend

- Call some Ss to give
their answer

- Give the
answers

- Feedback and give
correct answers

Exercise 1: Write a sentence with
should/ shouldn’t + phrase in the box
* Suggested answers

1. You should look for another
job.
2. You shouldn’t go to bed so late
3. You should take a photograph

- Notice

- Ask Ss to do Task 2
- Call some Ss to report in
front of the class

- Do task 2

- Feedback and give
correct answers

- Report

4. She shouldn’t use her car so
much.
5. He should put some pictures on
the wall
Exercise 2: Write sentences with I
think/ I don’t think…should….
- I think + S should
- I don’t think S + should + V(bare
inf.)
- I think S + shouldn’t
* Suggested answers

- Ask Ss to read the
example, analyse the
structure
- Call Ss to give the
structure
- Give the form and use

1. I think smoking should be
banned, especially in
restaurants.
- Read the
example and
analyse the
structure
- Give structure
- Write down

2. I don’t think you should go out
this evening.
3. I think the boss should resign.
II. Conditional sentence Type II
Ex1: If I were you, I would tell her the
truth
Ex2: I don’t know her address. If I
knew, I would give it to you
Form: If clause, main clause
If+S +V (past subjunctive), S
+would +V-inf
(Past subjunctive: V2/V-e; were)

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Use: expresses a unreal condition in
the present
- Ask Ss to work in pairs
and do the exercise
- Call some Ss to read
aloud their sentences

- Work in pairs
and complete
Exercise 3

Notes: Unless = if …not

- Read aloud

Exercise 3. Put the verb in the correct
form

Practice

* Suggested answers
- Feedback and give
correct answers

1. would take
2. refused
3. would not get

4. closed down
5. pressed
6. would be
7. didn’t come
8. borrowed
9. walked
10. would understand

4. Consolidation, homework
- Learn by heart the main points:
- Prepare next lesson, Unit 10, A. Reading
5. Drawing experience: