Giáo án môn Tiếng Anh Lớp 10 - Học kì 2

Period 54 Preparing date 03 / 01/2011
 Teaching date / 01 /2011
Unit 9 undersea world
Lesson 1 Reading
I. Objective: By the end of the lesson, students will be able to
 	-read a passage for information of sea animals and plants and modern technology used to study it.
	- guess the meanings of words in contexts.
	- scan for details through the passage.
	- summarize the reading passage (in reading and writing)
 II. Language Focus: 
- Grammar: Conditional sentences (Type II)
- New words: words related to oceans, marine animals 
III. Teaching aids: pictures of oceans, sea plants and animals
IV. Procedure
Teacher's activities
Students' activities
1. Warm-up ( 5 mins )
-T shows some pictures of the ocean with sea animals, and asks Ss:
 a. Is it an ocean?
 b. How many oceans are there in the world?
 c.Are there many sea animals beneath the ocean?
 d. Can you name some sea animals?
T presents the lesson.
-Ss answer the question.
- Ss listen to teacher.
2.Pre-reading (7 mins )
-T asks Ss to look at the map and the pictures in the book to find out the oceans, guess sea animals.
T remark Ss' answer
T read the passage (once), pick some new words out
T uses the pictures and examples to explain the meaning of the words.
* New words:
 - gulf (n) (picture)
 - mystery (n) -> mysterious(a)
 Ex: There are still many strange sea animals and things under the ocean. We haven't known all of them. It's a mystery.
 - overcome (v): get over (v)
 - challenges (n)
 - investigate (v)
Ex: Police haven't investigated the cause of the terrible accident.
 - starfish (n) picture
 - biodiversity (n) (explain )
 - water current (n) Ex: electric current
T reads new words and Ss repeat
Ss work with a partner
Ss give Vietnamese names for the oceans
Ss name the sea animal in each picture
Ss answer and guess the meanings of words
Ss repeat the new words
3.While-reading ( 15 mins )
Task 1:Fill each blank with one of the words in box.
-T asks Ss to read the passage in silence and do Task 1
- T asks Ss to do the task in groups.
- T remarks Ss' answers
T present the next task
Task 2: Read the passage again and then answer the following questions 
 - T asks Ss to look back the reading then doing the task in pairs
 - T remarks and corrects Ss' mistakes
 - T presents the next part
-Ss read the passage in silence and do the task 
-Ss work in groups of 4
-Ss answer
-Ss read the whole text again in silence and then work in pairs
-Ss work in pairs
- Ss practise in pairs
4. Post-reading( 12 mins )
-T asks Ss to work in pairs to complete the summary of the reading passage 
- T remarks and corrects Ss' mistakes
-T Asks Ss to use their own idea to summarize the passage
- T remarks and gives marks 
-Ss work in pairs
- Ss answer
-Ss summarize
5. Homework (3 mins)
-T assigns homework
* Learn new words by heart 
* Write the summary with the own ideas
-T guides Ss to prepare the next lesson
Ss take note
Period 55 Preparing date 03 / 01/2011
 Teaching date / 01 /2011
Unit 9 undersea world
Lesson 2 Listening
I. Objectives: By the end of the lesson, students will be able to listen and understand some information about whales
II. Language Focus: 
- Grammar
- New words: krill, migrate, mammal, The International Whaling Commission
III. Teaching aids: a cassette player and tape, pictures 
IV. Procedures
Teacher's activities
Students' activities
1. Warm-up ( 5 mins )
-T asks Ss to look at a picture asks Ss some questions
a. Do you think whales are fish? Why (not) ?
b. What do you know more about whales?
c. Why do people keep hunting whales?
- T. remarks and corrects
-T leads into the lesson
-Ss answer
2. Pre-listening (10 mins )
T gives new words
+ krill (n) con sua
+ migrate (v) 
+ mammal (n)
+ The International Whaling Commission
T asks Ss to give the meaning of the words
T reads the words and asks Ss to repeat them
Ss give the meaning of the words
-Ss listen and repeat new words
3. While-listening (13 mins) 
Task 1
 -T plays the tape 3 times
-T plays the tape and asks Ss to decide true or false sentence.
-T checks and asks Ss to compare the key with their result
Task 2
-T asks Ss to look through the questions before listening
-T play the tape again and asks Ss to answer the questions
- T checks and corrects
-Ss work in groups
-Ss listen and do the exercise
-Ss listen and answer individually
4. Post-listening( 15 mins )
-T divides class into groups of four
- T asks Ss to work in groups to talk about whales
-T asks Ss to present their result
-T checks and corrects
-Ss work in groups
- Ss choose the student to present
5. Homework (2 mins )
-T assigns homework:
* Rewrite the passage about whales 
- T guides Ss to prepare the next lesson : Speaking
-Ss do homework at home
Period 56 Preparing date 03 / 01/2011
 Teaching date / 01 /2011
Unit 9 undersea world
Lesson 3 Speaking
I. Objectives: By the end of the lesson, students will be able to express their own ideas to protect oceans or sea environment (in general ) freely or comfortably.
II. Language Focus: 
- Grammar: " should" /" shouldn't" expressing advices
- New words: pollute, dispose, herbicides, pesticides, fertilizers
III. Teaching aids: Pictures of two beaches,advertisements of herbicides, pesticides, fertilizers 
( a beautiful and a dirty one)
IV. Procedures
Teacher's activities
Students' activities
1. Warm-up ( 5 mins )
T shows 2 pictures:
+ one: a beautiful beach 
 + the other: a dirty one
T asks SS some questions:
a. Is this beautiful beach?
b. How about the other?
c. What can you see in this picture (a dirty beach)?
d. What should you do to protect the sea?
T remarks and presents the lesson
Ss look at the pictures and answer the questions
Ss answer 
2. Pre-speaking (15mins )
T explains some new words
* New words:
 - pollute (v)
- dispose (v) : get rid of sth
Eg: Don't dispose of these nylon bags. Put them in the dustbins.
 - herbicides: (advertisement)
 - pesticides: (advertisement)
 - fertilizers: (advertisement)
 - endanger (v) 
Eg: " Bird flue" has endangered the human life nowadays.
T reads the new words and asks Ss to repeat them.
Ss guess the meanings of the words
Ss answer
Ss repeat the new words in chorus
3. While-speaking (12 mins) 
Task 1: Work in pairs, Put the actions in the order of importance (to protect oceans) and say what we should or should not do.
-T asks Ss to work in pairs
-T walks around and gives help if necessary.
Ex:" I think we should learn all we can about the oceans "First."
- T asks Ss to present the ideas
-T remarks and gives marks
-T presents the next task
Task 2: Work in groups. Discuss the consequences that might occur (with the oceans ) and offer some possible solutions
- T divides class into 10 groups (each group: discuss one of four topics)
-T gives Ss some pictures of sea pollution
- T give 3 parts for each topic: threats, consequences and solutions (hanging the table with the three column)
-T goes round and helps Ss to do the task
-T gives SS some suggestions (some verbs, new words.... if necessary while discussing)
- T asks the leader of each group to present his or her ideas
-T remarks and corrects
-Ss work in pairs
-Ss exchange the ideas with other pairs
Ss present the ideas
Ss work in groups of four to discuss one of four topics
Ss present the ideas
4. While-speaking (12 mins) 
Task 3: Report to the class what your group has discussed
-T asks Ss to look back the task 2 carefully again
- T asks Ss to work in groups to report the ideas of the groups
T remarks and gives marks
-Ss look back the task 2 carefully again
Ss work in groups to report the ideas of the groups
-Ss present the ideas
5. Homework (2mins )
-T guides Ss to learn at home
 + Do the tasks again
 + write your ideas / We should/ shouldn't do....../again
-T guides Ss to prepare the next lesson Section: Writing
-Ss work at home.
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Period 57 Preparing date 14 / 01/2011
 Teaching date / 01 /2011
Unit 9 undersea world
Lesson 4 Writing
I. Objective: By the end of the lesson, students will be able to write a short passage about one kind of sea animal (dolphins)from the information of the table of main ideas
II. Language Focus: 
- Grammar: 
- New words: words related to sperm whales and dolphins
III. Teaching aids: extra boards, work-sheets, pictures of a whale, a dolphin, a sperm whale (a photo of the picture in book)
IV. Procedures
Teacher's activities
Students' activities
1. Warm-up ( 5 mins )
T gives Ss a game: Guess what the sea animal
T tells Ss about some special feathers of a whale and asks Ss to guess.
T shows a picture of a whale (as a key)
T remarks and congratulates
T presents the new lesson
-Ss listen to T's descriptions of sea animal 
-Ss guess and answer
2. Pre-writing (7 mins )
Task 1: Work in pairs. Read the description of the sperm whale and then complete the table
- T explain some new words (using pictures, examples, meanings)
* New words:
+ carnivore (n): animal that eats the flesh of other animals, especial a mammal of the group that includes: cats, dogs, bears...
+ gestation (n)
Eg: A woman has a gestation period of about 9 months and 10 days
+ entrapment (n) -> entrap (v)
- T explains the table in the book 
- T gives Ss work sheets
- T asks Ss to do the task in pairs
- T remarks and corrects Ss' mistakes
- T presents the next task
-Ss guess and tell about the meaning
-Ss work in pairs to complete the table (on the sheet)
- Ss compare the results with other pairs
3. While-writing (15 mins) 
Task 2: Write a paragraph that describes the facts and figures about the dolphin in the table (in book)
-T asks Ss to read the table (giving some information about the dolphin carefully, then write a passage (like the one in task 1)
- T divides class into group of four
- T asks Ss to do the task in groups
- T does round to help Ss to do it 
-Ss read the in formation in the table, the task 1 again silently
-Ss work in groups
4. Post-writing ( 15 mins )
- T chooses two of the work sheets to correct the mistakes.
- T asks Ss to talk about dolphin again
- T remarks and gives marks
-Ss remark and correct
Ss present 
5. Homework (3 mins )
-T assigns homework
- T asks Ss to do the task 1, 2 again
-T guides Ss to prepare the next lesson 
SECTION: LANGUAGE FOCUS 
-Ss work at home.
Period 58 Preparing date 14 / 01/2011
 Teaching date / 01 /2011
Unit 9 undersea world
Lesson 5 Language focus
I. Objective: By the end o ... k somebody whether he knows this girl. Here the relative clause is non-defining because in this situation it is obvious which girl you mean.
Do you know the girl, who is talking to Tom?
- Who/ Which may not be replaced with that.
Object pronouns in non-defining relative clauses must be used.
Jim, who/whom we met yesterday, is very nice.
2. Practice:
Exercise 1: Combine the sentences using relative clauses 
We bought a car last week. The car is blue.
The car .........................................................
The girl is a singer. We met her at the party. 
The girl ....................................................
The bananas are on the table. George bought them.
The bananas .................................................
We watched a film last night. It was really scary.
The film .......................................................
A monk is a man. The man has devoted his life to God.
A monk (tháöy tu)...........................................
I have one black cat. His name is Blacky.
I have ..........................................................
A herbivore is an animal. The animal feeds upon vegetation.
A herbivore (âäüng váût àn coí)............................
Carol plays the piano brilliantly. She is only 9 years old.
Carol ...........................................................
Sydney is the largest Australian city. It is not the capital of Australia
Activity 1: Group work
- Student discuss in groups of four and explain:
Relative pronoun
Use
Example
who
subject or object pronoun for people
I told you about the woman who lives next door.
which
subject or object pronoun for animals and things
Do you see the cat which is lying on the roof?
which
referring to a whole sentence
He couldn't read which surprised me.
whose
possession for people animals and things
Do you know the boy whose mother is a nurse?
whom
object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)
I was invited by the professor whom I met at the conference.
that
subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)
I don't like the table that stands in the kitchen.
- Students take notes
Activity 2: Pair work
Expecting answer
The car which we bought last week is blue
The girl whom we met at the party is a singer
The bananas which George bought are on the table
The film which we watched last night was really scary
A monk is the man who has devoted his life to God.
I have one black cat whose name is Blacky.
A herbivore is an animal which feeds upon vegetation.
Carol, who is only 9 years old, plays the piano brilliantly.
Sydney, which is not the capital of Australia, is the largest Australian city.
The new words which I have to learn are very difficult.
	4. Consolidation: 
 	5. Homework: 
D.P: 18 /04/2010 	Period 103
D.T: 19,20 /04/2010
REVIEW
	A. OBJECTIVES:
	I. Knowledge: Students revise the passive form and to- infinitive of purposes.
	II. Skills: Speaking, Writing
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: Who is absent today?
 	III. New lesson: Lesson 3
Teacher’s activities
Students’ activities
I- PASSIVE FORMS :
- Teacher gives example and asks students to write out the form of the passive
1. Break the glass into small pieces.
 V O	
-> The glass is broken into small pieces.
- Teacher gives some more examples and asks students to give the specific form.
Ex1:
Films are shown at the cinema.
Ex2:
My watch was made in Japan.
Ex3:
The letters will be mailed next week.
1. Active:	Tom painted the chair.
 Passive:	The chair was painted (by Tom).
2. Active: 	Tom painted the chair carefully yesterday.
 Passive: The chair was carefully painted (by Tom) yesterday.
3. Active:	They dry the beans in the sun.
 Passive:	The beans are dried in the sun.
4. Active:	They have turned on the lights
 Passive: 	The lights have been turned on.
II- Infinitive of purposes
For + noun/ To + infinitive: individual purpose 
If we want to express individual purpose with a verb pattern, we are obliged to use to + infinitive:
I stopped by at the supermarket to buy some apples on the way home.
I popped into his office to have a chat about our marketing policy.
I decided to save up to buy a new computer. 
For is commonly used with nouns to express individual purpose:
I popped into the supermarket for some apples on the way home.
(Not: I popped into the supermarket for buying some apples)
I stopped by at his office for a chat about our marketing strategy.
(Not: I stopped by at his office for having a chat about marketing.)
I decided I would save up for a new computer.
(NOT: I decided I would save up for buying a new computer.) 
Exercise 1: Rewrite the sentences using infinitive of purpose
Example:  
I went to Holland because I wanted to see the tulips.
-> I went to Holland to see the tulips. 
1. I’m going to Moscow because I want to see the Kremlin.
2. Paul is going to London because he wants to buy some clothes.
3. Roger went to India because he wanted to visit the Taj Mahal.
4. Tracey often goes to the disco because she wants to dance.
5. Tim is going to America because he wants to see the Niagara Falls.
Exercise 2: Change these sentences into the passive
1. People don’t use this dictionary very often
-> This dictionary ................................................
2. They have found oil in the Antarctic (South Pole)
-> Oil ...................................................................
3. Someone gave Mary this present an hour ago.
-> Mary ................................................................
-> This present .....................................................
4. They will translate her new book into a number of foreign languages.
-> Her new book ..................................................
5. They told me that our teacher was sick.
-> I .......................................................................
- Students work in pairs
Be + V3 (past participle)
ACTIVE	S 	V	O
PASSIVE	S’	(to be	V3)	(byO’)
1. Simple Present: 
Subject + am / is / are + V3 
2. Simple past
Subject + was / were + V3 
3. Simple future:
Subject + will be + V3 
- Students take notes
- Students listen to the teacher’s explanation and copy.
- Students work individually.
Answer key
1. I’m going to Moscow to see the Kremlin.
2. Paul is going to London to buy some clothes. 
3. Roger went to India to visit the Taj Mahal.
4. Tracey often goes to the disco to dance.
5. Tim is going to America to see the Niagara Falls.
- Students work in pairs
1. This dictionary isn’t used very often
2. Oil has been found in the Antarctic
3. Mary was given this present an hour ago
(or) This present was given to Mary an hour ago
4. Her new book will be translated into a number of foreign languages.
5. I was told that our teacher was sick
	IV. Consolidation: 
 	V. Homework: 
D.P: 25/04/2010 	 Period: 104
D.T: 	 
 EXERCISES
I/ Rewrite the following sentences, using Conditional Sentences Type 3
1. He didn’t hurry, so he missed the train.
àIf ____________________________________________________________
2. My brother didn’t leave the car keys, so I couldn’t pick him up at the station.
àIf my brother __________________________________________________
3. We didn’t go because it rained.
 à If it hadn’t ____________________________________________________
4. We didn’t go on holiday because we didn’t have enough money.
àIf we _________________________________________________________
5. Susan felt sick because she ate four cream cakes.
à If Susan ______________________________________________________
6. Without this treatment, the patient would have died.
à If he _________________________________________________________
7. We got lost because we didn’t have a map.
 àIf we ________________________________________________________
8. He lost his job because he was late every day.
à If he _________________________________________________________
9. Peter is fat because he eats so many chips.
 If ____________________________________________________________
10. Robert got a bad cough because he started smoking cigarettes.
àIf Robert ______________________________________________________
 II/ Give the correct form of the adjectives or adverbs in brackets. 
1. It was an awful day. It was the (bad)_____________ day of my life.
2. He was a bit depressed yesterday, but he looks (happy)____________today
3. John’s car runs (well)________________ than Mary’s.
4. That’s the (far)_______________ way to the city center.
5. I feel (good)_________________ today than I did last week.
6. HCM City is the (big)______________ city in Viet Nam.
7. Marjorie has (many)_______________ books than Sue.
8. He acts (badly)______________ than ever before.
9. This bottle has (little)______________ water than my bottle.
10. Nam is (nice)_______________ than Minh.
III/ Rewrite the following sentences, using Comparative
1. My homework is worse than yours.
àYour homework is____________________________________________
2. He does the test more easily than Nga.
àNga________________________________________________________
3. An dictionary is more expensive than an English book.
àAn English book_____________________________________________
4. He behaves now worse than he used to.
àHe used to__________________________________________________ 
5. My uncle is fatter than my father.
àMy father__________________________________________________
6. Viet Nam isn’t as large as the USA
àViet Nam__________________________________________________
Procedure:
T Stages & Content T’s 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) : ña daïng sinh hoïc
- gulf (n) : vònh
- submarine (n) : taøu ngaàm
- at stake (exp) : bò ñe doïa
- investigate (v) : ñieàu 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 wo