Giáo án môn Tiếng Anh 10 - Tuần 9

 to help ss if necessary.
Don’t throw rubbish and plastic bags on the seaside.
Don’t fish for precious species
* Today we learn Unit 9 : listening : Undersea world
Work in groups 
Listen and answer 
Pre-listening 
Teacher asks ss to work in pairs to discuss the following questions.
Do you think whales are fish ? Why (not) ?
Why do people keep hunting whales ?
- mammal - Atlantic
- krill - migrate
- blue whale - pacific
- whaling - conservation
* Teacher read the words loudly and ss repeat.
* Teacher goes around the class and helps ss if necessary.
* Teacher checks and gives the key
Work in groups
Expected answer ;
Whales aren’t fish because they raise their young on milk.
Because they want to catch whales for food , oil , leather and other products. 
While-listening
Activity 1 : Task 1 
Teacher asks ss to listen to some information about whales and decide the following statements are True or False.
Teacher asks ss to listen to the tape for the first time.
Teacher checks ss’ answers
Teacher asks ss to listen to the tape for the second time
Teacher checks ss’ answers and ss give the reason
Teacher checks and gives the key
Activity2 : Task 2:
Teacher asks ss to read the 6 questions carefully
Teacher asks ss to listen them again and answer 
Teacher goes around the class and helps ss 
Teacher checks and gives the key
The blue whale grows to 30 metres in length and over 200 tons in weight
Because there is a lot of krill their favourite food in cold water.
Cold water in the North and South Atlantic ocean and the North and South Pacific are their good feeding grounds
Heavy hunting is the main reason for the decrease in whale population
They have asked International Whaling Commission to stop most whaling
If we didn’t take any measures to protect whales, whales would disappear foever
Work in individuals
Expected answer :
1 F 2 T 3 T
4 F 5 T
Work in groups
Post-listening
Teacher asks ss to work in groups to talk about whales, using the following cues .
Their length and weight
Their feeding grounds and food
The reasons for protecting whales
Teacher goes around the class and helps ss
Teacher asks a student of the group to talk about whales
Teacher can help ss if necessary
Teacher checks
Work in groups
Homework
To learn by heart the new words
To remind some features of whales.
To prepare : Writing(unit 9 )
Take notes.
Period: 58	Date of preparation: 30/12/2013	
 UNIT 9 : 	UNDERSEA WORLD
Lesson : WRITING
A/ OBJECTIVES :
1.Educational aim : Students should know some information about some sea animal and know how to interpret a table.
2.Knowlege :
a. General knowledge: Ss know how to write a paragraph.
b. Language contents : 
+ Lexical items :to teach some new words that related to sea animals.
+ Grammar and structures :
3. Skills : writing a paragraph
B/ METHOD : Integrated, mainly communicative
C/ TEACHING AIDS : pictures and paperboards
D/ PROCEDURE :
Steps/Timing
Teacher’s activities
Students’ activities
Warm-up
*Teacher asks ss to guess a picture
*Teacher has a picture that faces back on the board.=
*Teacher says 4 statements ,ss listen to and guess what is in the picture . Who has the earliest and right answer is the winner.
* Teacher : 1. It is a mammal animal.
 2. It is very big.
 3. It lives in the sea.
 4. It is a kind of fish
The key : A whale
*Teacher : there is a large type of whale called sperin whale what do you know about it ? Let’s send a passage about it . 
Listen and guess the picture 
Pre-writing
Teacher asks ss to read the passage silently 
Teacher explains some new words.
carnivore
squid
gestation
life span
entrapment
Teacher explains the table and asks ss to read the passage to complete the table
Teacher goes around the class and helps ss if necessary.
Teacher checks
Teacher reminds some structures to write:
 Relative pronouns, comparison..
Work in groups 
While-writing
* Teacher shares ss into groups to write a paragraph that describes the facts and figures of dolphin in the table
* Teacher aks all of the groups to write on the paper boarbs 
* Teacher goes around to help if necessary
Work in groups
Post-writing
Teacher chooses the writing of a group by random, puts on the board.
Teacher asks ss to give comments
Teacher corrects ss’ mistakes.
Or : Teacher prepares some sentences to describe an animal for ss to guess “what is it ?”
Ex : - It is big
It has 4 feet
It is a mammal animal
It lives in the forest
It is carnivore
Everybody is afraid of it
It is called lord of the forest
Listen and answer
Homework
To learn by heart the new words 
To write a passage about an animal you like best
To prepare : Unit 9 :Language focus
Take notes.
Period:59	 Date of preparation: 02/01/2013
UNIT 9 : 	UNDERSEA WORLD
Lesson : LANGUAGE FOCUS
A/ OBJECTIVES :
 1. Educational aim : 
 - Students should know the difference of pronunciation of the sounds /i /-/ e /- /u /.
 - Students should know the way use “should” and conditional sentence type 2
 2. Knowledge :
a. General knowledge: To help ss pronounce: /i /-/ e /- /u / correctly
 To help ss know how to use “should”
 To help ss the way use conditional sentence type 2 
b. Language contents :
+ Lexical items : be banned, be fed up with, , refuse , upset ,disappointed , .
+ Grammar and structures :
 - To teach the way to pronounce the sounds : /i /-/ e /- /u /.
 - To teach the way to use “should” and conditional sentence type 2 
 3. Skills : Integrated 4 skills, listening ,speaking , reading, and writing
B/ METHOD : Integrated, mainly communicative
C/ TEACHING AIDS : paperboards
D/ PROCEDURE :
Steps/Timing
Teacher’s activities
Students’ activities
A/Pronunciation
1.Lead-in:
* Teacher puts 3 lists of words on the board
 1. serous – hero – care – beer 
 2. volunteer – hair – dare – wear
 3. moor – hear – boor – door
* Teacher asks ss to identify and indicate the underlined part that is pronounced differently from the rest.
* Teacher leads to the lesson : Today we learn the words that are pronounced : /i /-/ e /- /u /.
2. Pre-practice :
* Teacher reads the words above again loudly 
* Teacher explains the way of pronunciation of the sounds : /i /-/ e /- /u / by hanging the pictures of positions of mouth and lips 
3. Practice :
* Teacher asks ss to open their books and listen to teacher’s words in the textbook , ss repeat in chorus, then in individuals
* Teacher asks ss to mark numbers : /i /:1,/ e /:2 /u /:3
* Teacher reads the words in mixing and asks ss to listen to the words to put in the correct column 1 , 2 or 3.
* Teacher asks ss to look at their books 
* Teacher reads the 6 sentences loudly and asks ss to underline the words that have those sounds by number 
1 ,2 or 3.
* Teacher hangs a paperboard that has 6 sentences with the covered feedbacks.
* Teacher asks ss to go to the board and read loudly , carefully.
* teacher checks and corrects ss’ mispronunciation.
4. Free-practice :
* Teacher tells ss to use handouts to find a way from START to FINISH . They may pass a square only if the word in it has the sound / e /
START
Parent
Where
Ear
Hear
Wear
There
Chair
Serious
Care
Eat
Heat
Hair
Near
Daring
Hero
Heir
Pear
Their
Where
Engineer
Share
Cheer
Sure
Seat
Idea
Dear
Tea
Bear
Clear
Pioneer
Neat
Sphere
Heard
Here
Air
 FINISH
Work in individuals then in groups
Expected answer :
care
volunteer
hear
Listen and repeat
Listen to the teacher’s words and say out : 1 , 2 or 3.
B/ GRAMMAR and VOCABULARY
Activity 1 : Exercise 1 and 2 :
Lead-in :
* Teacher hangs a pictures about a student having a cold 
* Teacher asks ss to give advices
* Teacher suggested answer :
- She should stay out of the crowds.
- She shouldn’t go in the rain
- She should stay in bed.
- She should wear sweater / warm-clothes.
* Teacher leads to the lesson : Today we learn : “should or shouldn’t”.
 2. Pre-practice :
* Teacher explains the usage of “should or shouldn’t”
 1. should = ought to = is used for advices 
 2. I , We + should = in the main clause in the simple past
 3. “Should” is used for the conditional sentence.
 4. When sub-clause is in the three cases below :
- IT + is/ was + adj + that + S + should + V
- S + order, wonder, feel .. + S + should + V
* After the words : lest, unless , if , for fear , in case.
 Lest / for fear/ unless /if /in case + S + should + V
 3. Practice : Exercise : 1
* Teacher asks ss for each situation in brackets write a sentence with should or shouldn’t + one of the phrases in the box below 
* Teacher goes around the class and help ss if necessary.
* Teacher checks and gives the key.
 Exercise 2 :
Teacher asks ss to read the situations and write sentences with :
 I think / I don’t think .should
* Teacher goes around the class and helps ss if necessary .
* Teacher checks and gives the key
4. Free-practice :
* Teacher can give ss some situations and asks ss to give advices 
 1. You don’t like drinking wine ,especially driving cars
 2. The weather is bad . They are going to camping. 
You think it’s a good idea .
* Teacher goes around and helps ss write the advices, then go to the board to write them on the board.
* Teacher checks and corrects ss’ mistakes .
Activity 2 : Exercise 3 
1. Lead-in :
* Teacher hangs a picture about a girl has a cold 
* Teacher says : If I were her , I would wear warm clothes
 If I were here, I wouldn’t go to the school
* Teacher leads to the lesson : Today we learn the conditional sentence type 2 :
2. Pre-practice :
* Teacher asks ss to withdraw the form of the sentences above
If clause( simple past ) , Main clause ( S + would / should + V ..)
This conditional sentence expresses the unreal events in the present and future.
3.Practice : Exercise 3 :
* Teacher asks ss to put the verbs into the correct form 
* Teacher goes around the class and helps ss if necessary 
* Teacher checks and gives the key