Lesson Plan - Grade 10 - Period 59, Unit 9: Undersea world Reading

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1. Lesson Plan – Grade 10 Date: Jenuary 10th, 22015 Period 59 Unit 9 UNDERSEA WORLD Lesson READING I. Objectives: By the end of this lesson, students 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. II. Language Focus: - Grammar: Revision - New words: Arctic Ocean, Antartic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean, bay, mystery, beneath, marine life . . . III. Teaching Aids: overhead projector, cassette player, textbook . . . . IV. Procedures: Stages/ Teacher’s Activities Students’ Activities Time Competition game -T sticks the map of the world on the board (the -Ss work in groups to play map is in English). the game as the teacher’s Warm – up -T asks Ss to work in groups of five and gives explanation. (7 minutes) each groups s set of 5 flash cards with the names of the 5 oceans in Vietnamese. -T asks Ss to read the manes of the oceans on the map and match the Vietnamese names with the appropriate English names. The winner is the group who finds the correct answers in the shortest period of time. Finding names of sea animals -T asks Ss to give the Vietnamese names of the -Ss work in pairs to give Pre – animals in the pictures. Then T asks Ss for the the English names of the reading English names of these animals. animals in the pictures. + seal (n) + turtle (n) -Ss give their answers in + jellyfish (n) + shark (n) front of the class. -T explains other new words related to the topic -Ss take note the correct 10 minutes of the lesson. answers given by T. + bay (n) + mystery (n): a thing of which the cause or origin is unkown or impossible to explain. + beneath (prep): under sb/sth + submarine (n) -Ss listen to T’s + marine life (n): life in the sea explanation and take notes + fall into (v): to be able to divided into sth new vocabulary. + water current (n): + organism (n): a living being + at stake = at risk Task 1 – Gap filling based on word meaning While – guessing -Ss read the passage, reading -T instructs Ss to read the passage quickly and guessing the meaning of stop at the lines that contain these words to guess the words based on the their meaning. contexts in the sentences. 7 minutes -T checks Ss’ understanding by asking them to
2. Lesson Plan – Grade 10 provide Vietnamese equivalents to the words. -T asks Ss to compare their answers with each other. -Ss compare the answers -T calls on Ss to read and explain their answers in with a partner. front of the class. -T gives feedback and makes any necessary corrections. * Expected answers: -Some Ss present the 1. tiny answers in front of the 2. investigate class, others listen and 3. gulf remark. 4. biodiversity 5. samples 8 minutes Task 2 – Answering questions -T asks Ss to scan the passage to get specific -Ss work individually and information to answer the questions in the do the exercise. exercise. -T goes around the class and provides help if -Ss present their answers in necessary. front of the class. -T invites some Ss to write their answers on the board and asks them to explain their choices. -T comments and gives the suggested answers. * Suggested answers: 1. 75% of the earth’s surface. -Ss listen T’s comment and 2. By using modern services. write down the 3. They investigate the seabled and bring samples information. of the marine life back to the surface for further study. 4. We can know a wide range of information, including water temperature, depth and the undersea populations. 5. They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents. 6. The marine life would be at stake if the sea biodiversity was not maintained. Post – -T asks Ss to work in pairs and summarize the reading passage by filling each blank with a word or -Ss work in groups phrase given in the box. 10 minutes -T asks Ss to read the passage again for the main ideas and complete the summary. -T goes around the class to offer help. -T asks Ss to check their summaries with a partner. -Ss present in front of the * Suggested answers: class. 1. three-quarters 5. biodiversity 2. mysterious 5. huge 3. modern 6. plants and animals 4. discoveries 8. closely connected Homework -T summarises the main points in the lesson. -T asks Ss to learn all of the new words by heart - Ss listen and take notes. 3 minutes and prepare SPEAKING for the next period.
3. Lesson Plan – Grade 10 Date: Jenuary 12th, 2015 Period 60 Unit 9 UNDERSEA WORLD Lesson SPEAKING I. Objectives: By the end of this lesson, students will be able to: - talk about causes and consequences of sea problems. - report on discussion results. II. Language Focus: - Grammar: should, shouldn’t - New words: endanger, dispose . . III. Teaching Aids: textbooks, pictures . . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Warm – up Picture describing (7 minutes) - T prepares a set of pictures of sea problems and -Ss work in groups and asks Ss to work in groups to discuss the discuss the given questions: questions. 1. What can you see in the picture? 2. What problem is it? -T asks some Ss to present their answers in front -Ss present their of the class. description in front of the -T gives feedback on Ss’ answers class. Pre – Task 1: Offering solutions speaking -T asks Ss to read through the actions. -Ss read through the -T elicits or pre-teaches some vocabulary items: actions and take note new + sparingly (adv): not wasting sth words given and explained 7 minutes + dispose (v): to get rid of sth by T. + herbicide (n): poison used to destroy plants + pesticide (n): a chemical substance used to kill insects +fertilizer(n) : phan bon -T reminds Ss that should / shouldn’t are used to -Ss work in pairs and do offer strong advice or solutions to problems. the exercise. -T asks Ss to work in pairs to put the actions in the order. -T goes around to observe Ss working. -T feedbacks and gives correct answers. * Expected answers: -Ss write down the correct a. We should place rubbish and plastic bags in answer. proper dustbins. b. We should use water sparingly and do not pollute it. c. We sould not fish for species that are limited, threatened or endangered. (To be continued) While – Task 2: Discussing consequences and offering speaking solutions -T asks Ss to read through the threats and makes -Ss work individually and sure they understand them. read through the threats. 10 minutes -T elicits and introduces some structures Ss can
4. Lesson Plan – Grade 10 use to talk about consequences: 1. to make sth/sb + adj 2. to result in + Noun 3. to cause -T asks Ss to work in groups to discuss the threats, their consequences and possible solutions. -T assigns a group leader for each group to make -Ss work in groups and sure that group members work cooperatively and discuss the problems. take notes of other members’ points. -T goes around the class and provides help when necessary. -T asks some groups to present their answer in front of the class. Post – Reporting on the discussion results speaking -T calls some Ss to report what their groups have -Ss work in individual and discussed and asks other Ss to take note and present their ideas in front 15 minutes compare with their groups’ideas. of the class. -While Ss report, T takes notes of their errors. Then T gives feedback on Ss’s answers. -T corrects any typical mistakes. Homework -T summarise the main points in the lesson. -T asks Ss to prepare a short talk about their 3 minutes village life improvement. - Ss listen and take notes -T requires Ss to prepare LISTENING for the next period.
5. Lesson Plan – Grade 10 Date: Jenuary 6th, 2009 Period 57 Unit 9 UNDERSEA WORLD Lesson LITENING I. Objectives: By the end of this lesson, students will be able to: - listen to get specific information about whales. II. Language Focus: - Grammar: revision - New words: krill, whaling, migrate, conservation . . . . III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Vocabulary revision – Guessing game -T divides Ss into groups: A and B -T tells Ss the rule of the game: One member Warm – up from each group will go and stand in the front of the class with their backs facing the board. T will write a word which was learnt from the previous (7 minutes) lesson on the board. Other Ss from each group -Ss play the game held by have to explain the word without mentioning it or the T. translating it into Vietnamese so that their representative can guess the word. The student with the quickest and correct answer will get 1 point for their group. Ss take turn to be representative. After some turns, the group with more points will be the winner. Pre – Discussion listening -T asks Ss to work in pairs to discuss the two -Ss work in pairs & discuss questions in the book. the questions given by T. -T calls on some Ss to present their answers. -T asks other Ss to give more ideas. 10 minutes Vocabulary pre-teaching -Before eliciting / pre-teaching some new words, T helps Ss pronounce the words given in the -Ss listen to T’s guidance book. T may read aloud first and asks Ss to repeat and take note new words, in chorus and individually. practise pronouncing them. +krill (n) +whaling (n): hunting for whales +migrate (v) to move from one habitat to another according to the seasons +conservation (n) preservation of the natural environment and wildlife. While- Task 1 – True or False listening -T asks Ss to read through the statements to - Ss work individually to understand them and underline the key words. listen to the tapes and do -T asks Ss to work individually to listen to the Task 1 10 minutes tape and decide if the statements are true or false according the talk. -T plays the tape more than once if necessary. -Ss give out the results -T invites some Ss to explain their answers in after listening to the tape.
6. Lesson Plan – Grade 10 front of the class. -T asks Ss to work in groups of 4 to compare their answers. -If there are a lot of Ss having the same wrong - Ss compare their answers answers, play that point of the tape for Ss to with a friend and present check the answer again. them on the board. -T comments and gives out the correct answers. * Expected answers: 1. F. (It is the largest.) 2. T 3. T 4. F. (Because of heavy hunting pressure) 5. T 7 minutes Task 2 – Answering Question -T asks Ss to read through the questions to - Ss work in individual to understand them and underline key words. listen to the tapes and do -T asks Ss to guess the answers to the questions Task 2. based on the previous times of listening. -T asks for their guesses and write them on the -Ss give out their guesses board. before listening to the tape -T plays the tape the first time for Ss to check three times. their guesses. -T plays the tape several times if necessary. - Ss compare their answers -T invites some Ss to explain their answers in with a friend and present front of the class. them on the board. -T comments and gives correct answers. * Expected answers: 1. The blue whale grows to 30 meters in length -Ss take note the correct and over 200 tons in weight. answers on the extra board. 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 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 measures to protect whales, they would disappear forever. Post- Group-work project listening -T asks Ss to work in groups to talk about whale, -Ss work in groups, talking using the cues provided: about the topic given. 8 minutes + their length and weight + their feeding grounds and food + the reasons for protecting whales -Ss present their talk in -T goes around the class and helps Ss. front of the class. -T invites representatives of some groups to talk about their plan in front of the class. -T asks for comments from other Ss. -Ss listen to T’s remarks. -T gives feedback and any necessary corrections. Homework -T summarize the main points. -T asks Ss to learn by heart all new words the - Ss listen and take notes 3 minutes extra exercises as homework. (handouts)
7. Lesson Plan – Grade 10 -T asks Ss to prepare WRITING for the next period. Date: Jenuary 10th, 2009 Period 58 Unit 9 UNDERSEA WORLD Lesson WRITING I. Objectives: By the end of this lesson, students will be able to: - write a descriptive paragraph about dolphins by using the facts and figures from a table. II. Language Focus: - Grammar: revision - New words: sperm whale, squid, gestation, entrapment, habitat, offspring, life span . . . . III. Teaching Aids: an extra board, textbook . . . IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Brainstorming Warm-up -T writes the word dophin on the board. -Ss close the books, -T divides the class into 8 groups. enjoying playing the game (5 minutes) -T asks Ss to write down in 3 minutes as many guided by T. pieces of information about dolphin as possible. -After 3 minutes, T asks Ss how many details they have written down. The group with the most details will be the winner. -Ss present their details in -T asks the winner to read aloud the details and front of the class. other groups to add more if theirs are different. -T leads into the new lesson. Task 1 – Exploiting the model 1. Vocabulary pre-teaching -T elicits or pre-teaches some new words that -Ss listen to T’s guidance Pre-writing appear in the text or in the table. and take note new words +sperm whale (n) into the notebooks. +squid (n) +gestation (n) the process of carrying a young person or animal inside the mother’s body for the 10 minutes period before borth +entrapment (n) +habitat (n) the natural environment of an animal or plant +offspring (n) a child, the young of an animal +life span(n) the length of time that something is likely to live -T asks Ss to read through the paragraph in task 1 -Ss work individually and and tell what a descriptive paragraph is, what the do Ex. 1 topic sentence is -T asks Ss to read the table on page 100 and tells -Ss work in pair and them to compare the order of the features compare. indicated in the table with the order of the features in the model paragraph. -T requires Ss to work in pairs to complete the
8. Lesson Plan – Grade 10 table with the information in the paragraph. -T asks Ss to exchange their answers with other pairs. -T checks Ss’ answers by asking some Ss to go to the board to write their answers. -T gives feedback and correct answers. Task 2 – Writting While- -T asks Ss to write the topic sentence for the writing paragraph. -T checks their topic sentence and provides -Individual work feedback. -T asks Ss to write the paragraphs, reminding 12 minutes them to refer to the model parapgraph in task 1. If Ss find it difficult, T may ask them to write sentence by sentence and combine them later. -While Ss write the paragraph, T goes around to observe and provide helps. Post- Feedback on Ss’ writings writing -T asks Ss to exchange their paragraph with another student for peer correction. -Ss work in pairs 5 minutes -T goes around and collect mistakes and errors. -T collects some wrtings for quick feedback. -T writes typical errors on the board and elicits self and peer correcttion. -T gives general comments on the paragraphs. Homework -T summarise the main points in the lesson. -T asks students to complete all of the exercises 3 minutes in the textbook, rewrite the paragraph. -Ss listen and take notes -T asks students to prepare Language Focus for next period. Date: Jenuary 12th, 2009 Period 59 Unit 9 UNDERSEA WORLD Lesson LANGUAGE FOCUS I. Objectives: By the end of this lesson, students will be able to: - distinguish and pronounce the sound / iə /, / eə / and / uə / correctly. - use Should and Conditional type 2 appropriately. II. Language Focus: - Grammar: as the above - New words: III. Teaching Aids: Textbooks IV. Procedures: Stages/Time Teacher’s Activities Students’ Activities Warm-up Singing contest -T divides the class into two groups and hold a -Ss work in groups, (5 minutes) singing contest. The songs must be in Enlgish. playing the game as The group has many English songs will be the guided. winner. Activity 1 – Listen and repeat -T demonstrates the sounds / iə /, / eə / and / uə / -Ss observe and listen to
9. Lesson Plan – Grade 10 by pronouncing them exactly and clearly. teacher’s guidance. -T instructs the ways to pronounce three sounds. -Ss listen. Pro- -T asks Ss to pronounce the sounds several times. nunciation -T makes sure that Ss are aware of the difference between the three sounds. -Ss practise pronuncation. Activity 2 – Practise these sentences 10 minutes -T plays the tape and asks them to repeat. -T calls on some Ss to repeat the sounds clearly and slowly. -T asks Ss to work in pairs and practise the sentences. -Ss listen carefully & -T introduces peer correction. work in pairs to read the -T goes around the class and provides help if sentences. necessary. Should and shouldn’t a. Presentation Grammar -T revises the use of should and shouldn’t - Ss listen to teacher’s Vocabulary quickly. In this lesson, they are used to offer explanations and take solutions and give strong advice. notes.(Whole class) * You should do sth = it is a good thing to do or 15 minutes the right thing to do. Ex: You look tired. You should go to bed. * You shouldn’t do sth = it isn’t good thing to do Ex: You shouldn’t believe everything you read in the newspapers. b. Practice -T asks Ss to do Exercise 1 and 2. -Ss work individually, T goes around to provide help. doing the exercise, then -T asks them to compate their answers with exchange the results with others. a partner to take peer -T asks Ss to go to the board to write their correction. answers. -T gives correct answers. Exercise 1 2. You should look for another job. 3. He shouldn’t go to bed so late. - Ss listen and take notes. 4. You should take a photograph. (To be continued) Exercise 2 2. I think smoking should ne banned, especially in restaurants. 3. I don’t think you should go out this evening. To be continued) 12 minutes Conditional type 2 a. Presentation -T elicits the form, meaning and use of conditional sentence type 2. [ If + V + Past simple, S + would / could + V ] Ex: If I were you, I would drive more carefully in the rain. b. Practice -T asks Ss to do Exercise 3. T goes around to provide help. -T asks them to compate their answers with
10. Lesson Plan – Grade 10 others. -T asks Ss to go to the board to write their answers. -T gives correct answers * Expected answers: 3. would take 8. would be 4. refused 9. did not come 5. would not let 10. borrowed 6. closed down 11. walked 7. pressed 12. would understand Homework - T asks Ss to continue doing the remaning exercises. -Ss listen and take notes 3minutes - T asks Ss to prepare Unit 10