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Giáo án Anh văn 10 - Ban cơ bản - Unit 9 - 16 tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tấ...
Date: Unit 9: UNDERSEA WORLD Period: 55 Section A: Reading Aim: By the end of the lesson, Ss will be able to: - guess the meaning of words based on contexts and components of the words. - scan for specific information. - use vocabulary items related to the undersea world to read and talk about the topic. Teaching aids: Textbook, a map of the world Procedure: T Stages & Content Ts activities Ss activities 3 15 15 10 2 I. WARM UP: Slap the pictures II. PRE-READING: 1. Look at the map and give the Vietnamese names for the oceans on the map 2. Name the sea animals in the pictures 3. Vocabulary: - biodiversity (n) : ủa daùng sinh hoùc - gulf (n) : vũnh - submarine (n) : taứu ngam - at stake (exp) : bũ ủe doùa - investigate (v) : ủieu tra III. WHILE-READING: * Task 1: Gap-fill * Task 2: Comprehension questions IV. POST-READING: - Complete the summary - Draw the pictures of the undersea world & tell how to preserve the sea environment V. HOMEWORK: Complete the lesson -Set the scene -Introduction -Elicit -Model -Ask Ss to repeat - Slap the board -Pair work -Two-groups -Listen -Repeat -Copy -Pair work -Group work -Pair work Date: Unit 9: UNDERSEA WORLD Period: 56 Section B: Speaking Aim: 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 - report on discussion results Teaching aids: Textbook, pictures of the sea problems Procedure: T Stages & Content T’s activities Ss’ activities 5 12 15 11 2 I. WARM UP: Jumbled words rubbish pollute ocean plastic shark II. PRE-SPEAKING: 1. Vocabulary: - herbicide (n) - (to) dispose - sparingly (adj) - (to) spill - (to) release 2. Ordering: (page 97) Task 1 3. Structure: should/shouldn’t III. WHILE-SPEAKING: 1. Task 2: Discussion the consequences that might occur and some possible solutions * Expressions: - What do you think of…? - Well, I think… - In my opinion… IV. POST-SPEAKING: Task 3: Report to the class V. HOMEWORK: Rewrite the consequences and the solutions. -Ask -Elicit -Model -Ask -Remind -Divide class into 4 groups give -Ask Ss to tell what they discuss -Give -Play game -Listen -Repeat -Copy -Pair work -Individuals -Work in groups -Report -Do at home Date: Unit 9: UNDERSEA WORLD Period: 57 Section C: Listening Aim: By the end of the lesson, Ss will be able to listen to get specific information about whales. Teaching aids: Textbook, cassette Procedure: T Stages & Content T’s activities Ss’ activities 3 10 20 10 I. WARM UP: Name some large sea animals you know where do you see them? II. PRE-LISTENING: * Vocabulary: - Mammal (Example) - krill (picture) - Migrate (Example) - Conversation (situation) * Checking: ROR * Discuss the questions (page 98) * Task: True/ False prediction III. WHILE – LISTENING: Task 1: Listen to the tape Task 2: Listen and answer the question -Ask -Present -Model -Ask -Check pronunciation - Give the instruction - Play the tape Give feedback and correct the answers - Ask Ss to read all the questions care fully (che ck Ss’ understanding - Then play the tape - Play the tape again check Ss answers - Ask Ss to use cuses (P.99) to talk. -Answer -Guess -Listen and repeat -Discusspresent orally -Read - Pair work - Run through the T/F pre give the answer - Listen 1 or 2 times answer - Work in groups - Give feed back - Listen 2 or 3 times give answers - Listen again check themselves - Work in groups 2 IV. POST – LISTENING: Talk about whales Their length and weight Their feeding grounds and good The reasons for protecting whales. V. HOMEWORK Rewrite some information about whales. - Ask Ss to retell - Give comments - Speak - Listen Date: Unit 9: UNDERSEA WORLD Period: 58 Section D: Writing Aim: By the end of the lesson, Ss will be able to: - write a descriptive paragraph about dolphins by using the facts and figures from a table Teaching aids: Textbook Procedure: T Stages & Content T’s activities Ss’ activities 3 5 10 20 5 I. WARM UP: Questions - What is it? - Where does it live? (Ocean) II. PRE-WRITING * Vocabulary - range and habitat - feeding habit - offspring - life span - conservation concerns * Task 1: Read the text and complete the table - Where are sperm whales? - Which ocean do they prefer? - The length and weight of a male/ female whale? - Are whales fish? - How about offspring? - How long can whale be? -What are special features of sperm whales - Are whales fish? - How long can whale bea/ -What are special features of sperm whales? - Some sticks that p.p on whales? III. WHILE-WRITING * Task 2: Write a paragraph from the facts and figures provided in the table IV. POST-WRITING -Using picture of sperm whale to set the scene -Elicits with questions -Reads -Asks Ss to read silently in 3 mins -Sticks table on the board -Remarks -Corrects -Intructs -Controls class -Answer -Answer -Repeat -Copy down -Read -Work in pairs -Fill in the board -Listen Work in group after review task 1 -Write on the board - Other group remark 2 * Task 3: Correction V. HOMEWORK Rewrite the correct paragraph at home. -Corrects -Listen Date: Unit 9: UNDERSEA WORLD Period: 59 Section E: Language Focuc Aim: By the end of the lesson, Ss will be able to: - distinguish the sound /I /,/e / and /u / - pronounce the words and sentences containing these sounds correctly - use Should and Conditional type 2 appropriately Teaching aids: Textbook, pictures Procedure: T Stages & Content T’s activities Ss’ activities 8 15 20 2 * Warm up: Noughts & crosses (conditional sentence type 2 page 103) 1 2 3 6 5 4 7 8 9 * Task 1: Pronunciation Matching A B / / sure / / dear / / chair Listen and repeat page 102 * Task 2: Grammar Ex: Liz needs a change. She should go away for a few days. Should/Shouldn’t + Vo… Meaning: nên/không nên Use: khuyên/đề nghò ai nên hay không nên làm việc đó Exercise 1: page 102 Exercise 2: page 102 * Homework Exercise 1, 3, 5 page 54, 55, 56 - Explain - Model (Exercise 3 page 103) - Ask Ss to do - Model - Model - Ask Ss to repeat - Control - Give the model - Ask Ss to give the form, use, meaning - Give instruction - Ask Ss to do - Get feedback - Correct - Give clear instruction - Ask Ss to do - Control - Get feedback - Correct - Listen - Play - Do the work - Listen & repeat - Listen - Repeat (choral & individual) - Give the form, use, meaning - Listen - Work in pairs - Listen - Work in pairs - Listen Date: UNIT 10: CONSERVATION Period: 60 Section A: Reading Aim: By the end of the lesson, Ss will be able to: - use vocabulary items related to national parks - guess the meaning of words based on contexts - scan for specific information about national parks. Teaching aids: Textbook, whiteboard maker, handout Procedure: T Stages & Content T’s activities Ss’ activities 3 7 6 7 7 10 2 I. WARM UP: Brainstorming environmental problems ( floods, water pollution… * Key: forest fires, drought) II. PRE-READING: * Pre-teach vocabulary - conservation (n) conserve (v) conservative (adj) - circulation (n) - climate - disappear - hydroelectric dam - erode erosion * Pre-question (page 104) III. WHILE-READING: * Task 1: Matching based on word guessing (page 105) * Task 2 : True or False statements (page 106) * Task 3 : Choosing the main idea for each paragraph (page 106) IV. POST-READING: Discussion questions (page 106) V. HOMEWORK: Give your ideas to protect the environment (by writing a short paragraph) . -Elicit -Model -Ask Ss to repeat - Instruction -Required work in groups to discuss -Listen -Repeat -Copy - Whole class ,individual work and pair work - Group work and whole class - Whole class Date: UNIT 10: CONSERVATION Period: 61 Section B: Speaking Aim: By the of the lesson, Ss will be able to: - ask for someone’s opinion, and show their agreement or disagreement about the new kind of zoo - talk about the advantages of the new kind of zoo - report on discussion results Teaching aids: Textbook, picture Procedure: T Stages & Content T’s activities Ss’ activities 5 13 7 8 10 I. WARM UP: horse, elephant, monkey, sheep, pig, hen, tiger, snake, lion Farmer animals / wild & zoo animals *Questions: 1. Have you ever been to the zoo? 2. What animals are in the danger? II. PRE-SPEAKING: * Pre-teach vocabulary - reconstruction (n) - injured (adj) - rhinoceros (n) - crocodile (n) - giraffe (n) * Task 1: Read the paragraphs & answer the questions. III. WHILE-SPEAKING: * Task 2: Showing agreement or disagreement about the new kind of zoo * Task 3: Discussing the advantages and disadvantages of zoos of the new kind. + Model: St1: I think zoos of the new kind are very good for animal. St2: I can’t agree with you more. But it is very expensive to reconstruct animals’ natural environment. Practice as model IV. POST-SPEAKING: -Put these words into two columns - Elicit - Model - Ask Ss to repeat - Instruction -Answer -Repeat -Copy down - Pair work - Individual work and pair work - Group work [...]... festivals - would you like… -Explain/ - How about… Elicit - Why don’t you… * Task 1: Matching(page 1 09 ) * Task 2: Gap-fill (page 1 09 ) 15 III WHILE-WRITING * Task 3: Making sentences from prompts (page 110) 10 IV POST-WRITING 2 V HOMEWORK Write a letter of invitation Ss’ activities -Answer -Work in group -Pair work -Work in group -Pair work -Write a letter, using the cues - Correct Date: Period: 64 UNIT 10: ... national park? * Pre-teach vocabulary - rainforest (n) - butterfly (n) - orphan (n) - abandon (v) - wilderness (n) * Checking: R & R T’s activities -Intro: 2 groups -Start the game -Winner ? ( Books closed ) -Ask -Elicit -Model -Ask Ss to repeat Ss’ activities -Guess and say -Clap hands -Listen and answer -Listen -Repeat -Copy 20 II WHILE-READING: ( Books opened) * Task 1: Find the word in the -Ask Ss to read... *Task 1: - Present on board - Copy down - Run through exp - Instruct 5 *Task 2: - Listen and repeat - Correct - Divide class groups - Instruct - Control class - Repeat - Pairwork - Do orally into - Groupwork - Do on board - Check - Give score III WHILE-WRITING: *Task 3: Write a reply letter - Divide 4 groups - Work in 15 accepting or refusing your friends - Instruct invitation IV POST-WRITING: 10 V HOMEWORK:... Read 5 I WARM UP: Bingo -Listen and write forest, valuable, fire, heap of leaves, destroy, burn, forester, danger, awful 5 5 II PRE-LISTENING * Vocabulary - heap of leaves - danger - care for - spread - awful * Checking: What and where * Listen and repeat -Teach voc -Picture -Antonym -Situation -Explanation -Synonym -Answer -Repeat -Play the tape -Listen -Repeat (class individual) -Work in groups * Prediction:... Cuc - Introduce the lesson Phương National Park - Elicit Ss by asking some - Answer questions -Follow the step for presenting vocabulary * Vocabulary: -threatened and endangered - Picture - Explanation species - Explanation - flora (n) - Example : Mương, Thai - fauna (n) - Translation - ethnic minority (n) - Example - attack (n,v) - enemy (n) * Checking: ROR -Show poster on the board 25 III WHILE-LISTENING:... compose this song? e In 195 1 5 When did he die? 20 II PRE-WRITING: * Pre-teach new words: - appriciate (v): đánh giá - mix (v) : pha trộn mixture (n) - All in all = In brief = In short * Pre-activity: Task 1: Make sentences from these cues page 29 - Situation - Situation - Synonym - Translation - Remember (past - Group work tense, subjects) - Correction 15 III WHILE-WRITING: -Remember *Task 2: Asking... 5 I WARM UP: Hangman - Elicit - Listen V A N C A O He is a famous musician in Vietnam He’s the composer of “Tien Quan Ca” II PRE-LISTENING: * Vocabulary 10 - gentle - Follow the steps - Listen and repeat - rousing for presenting voc - lyrical - solemn * Checking: Rub out and remember *Open prediction - write on the bb - Look and think VC’s songs - Elicit - Say - Play some songs -Listen and identify... music III WHILE-LISTENING: 20 * Task 1: True / False * Task 2: - Run through - Let Ss guess T/F - Have the answers - Play the tape 2 or 3 - Have the answers - Stick poster -Help Ss to understand the questions Ask Ss to work in groups - Play the cassette twice - Pay attention to - Guess - Listen and do the task individually - Compare - Look - Work in groups Listen & answer the questions - Listen, answer... III WHILE-LISTENING * Task 1: Listen and number the -Play the tape 5 events -Feedback * Task 2: 10 T / F prediction Listen again and decide whether -Play the tape -Feedback the statements are true or false 5 * Task 3: Read task 3 Listen IV POST-LISTENING -Copy down -Work in groups -Listen 2-3 times -Write the answers on the board -Work in pairs - Show the answers on the board -Listen (2t) -Give order... Exercise 1: Group work (page 1 19) - Group 1: sentence 1 4 - Group 2: sentence 5 8 Write the answers on the board -Look at the picture -Listen -Shows picture -Speaks -Explain -Shows form meaning -Listen and -Copy down -Divides class into 2 groups -Asks Ss each group to write the answers on the board -Asks Ss to work in 7 Exercise 2: Pair work pairs Checking: one Ss reads the first -Asks each pair to sentence, . -Introduction -Elicit -Model -Ask Ss to repeat - Slap the board -Pair work -Two-groups -Listen -Repeat -Copy -Pair work -Group work -Pair work Date: Unit 9: UNDERSEA. POST-LISTENING - Read -Teach voc -Picture -Antonym -Situation -Explanation -Synonym -Play the tape -Play the tape -Feedback -Play the tape -Feedback - Give. -Elicit -Model -Ask -Remind -Divide class into 4 groups give -Ask Ss to tell what they discuss -Give -Play game -Listen -Repeat -Copy -Pair work -Individuals