giao an 10 hk2 hay

Knowledge: - General knowledge: Through this unit, students know about the sea environment - New words: words related to oceans 3.. Knowledge: - General knowledge: Sts learn about whales

Unit 9:

Part A: READING

Week: Date of planning:

Date of teaching: Period:

I Objectives:

1 Educational aim: Students should appreciate and contribute their parts to the

investigation of the sea environment

2 Knowledge:

- General knowledge: Through this unit, students know about the sea environment

- New words: words related to oceans

3 Skill: Reading for gist and for specific information

II Method: Integrated, mainly communicative

III Teaching aids: Maps showing oceans, pictures….

IV Procedures:

4min I/ WARM UP : Network

- T corrects

- T leads to the lesson

10mins II/ PRE-READING:

6.biodiversity (n): sự đa dạng sinh học

7 (to) maintain : duy trì

* Pre- reading :

 Look at the map and give the Vietnamese names for the oceans on the map Matching

Pacific Ocean : Thái Bình DươngAtlantic Ocean :Đại Tây DươngIndian Ocean : Ấn Dộ DươngAntarctic Ocean : Nam Băng Dương(Nam cực)

Arctic Ocean : Bắc Băng Dương ( Bắc Cực)

 Look at the picture below Give the name of sea animals with each picture.

 Answer keys :

1 Seal 2.Jelly fish 3 Turtle 4 Shark

-T teaches new words through some

22mins Task 1 : The words in the box all appear in the

passage Fill each blank with one of them There are

more words than needed.

1 Sea and oceans cover 75% of the Earth surface

2 By using modern devices

3 They investigate the seabed and bring samples of

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

population

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

- T runs through some words

- Ss work in group

- T calls on Ss give their answers

- T corrects and explains

- Ss read the text to answer the questions

- T explains the questions

- Ss work in pairs to answer the questions

- T calls Ss read their answers

- T corrects and gives feedback

8mins IV/ POST- READING : Complete the …… ( p.96)

Though covering …(1)… of the earth’s surface , the

ocean has remained (2)…………to us until recently

With (3)………technology we have now made

important (4)………….about the (5)………… of

marine life We have learnt that whether tiny or (6)

…………, all the (7)………… of the sea are (8)

………

 Answer keys :

1 three-quarters 2 mysterious 3 modern

4 discoveries 5 biodiversity 6 huge

7 Plants and animals 8 Closely connected

- Study the lesson today

- Prepare : lesson 2 : speaking

VI/ * SELF - EVALUATION :

………

………

………

Plants and animals discoveries huge modern

Closely connected three-quarters mysterious biodiversity

Unit 9:

Part B: SPEAKING

I Objectives:

1 Educational aim: Sts should contribute their parts to the protection of the sea

environment

2 Knowledge:- General knowledge: Sts learn how to protect and save the sea environment

- Language: sentences and expressions for making suggestions about the protection of

the sea environment

3 Skill: Fluency in expressing opinions and making suggestions about the protection of

the sea environment

II Method: Integrated, mainly communicative

III Teaching aids: textbook, some pictures showing the sea environment

IV Procedures:

5mins I/ Warm-up:

- Ask students to keep books close

- Ask students the questions:

* How will you feel when your classroom is dirty?

* What will you do if there are a lot of papers or

plastic bags in your classroom?

- Listen to the teacherand answer thequestions:

A: We’ll put rubbish in the dustbins.

B: We’ll place papers and plastic bags in proper dustbins.

10mins II/ PRESENTATION : * Pre-teach vocabulary :

1 rubbish (n) : rác

2 dustbin(n) : thùng rác

3 plastic bag (n) : túi nhựa

4 herbicide (n) : thuốc diệt cỏ

5 pesticide (n) : thuốc trừ sâu

6 (to) dispose : sắp xếp

7 sparingly (adv) : tiết kiệm

 Presentation : Task 1 : Pick out some actions that we should or

should not do to protect our oceans.

a Place rubbish and plastic

bags in proper dustbins

b Use water sparingly and

do not pollute it

c Do not fish for species

that are limited, threatened

or endangered

d Dispose of fishing lines

and nets properly, not in or

near the water

- T teaches new words through some

techniques:

- Situation -Situation

- Situation

- Visuals Visuals -Translation

e Do not use herbicides,

pesticides and fertilizers

that harm the environment

f Learn all you can about

the oceans

g Keep only the fish that

you ‘ll eat ; release the rest

h Be a smart shopper and

choose your seafood

20mins III/ PRACTICE : Task 2 : Fill in the table with the

consequences and solutions of some threats to…

1 Beaches filled with

plastic bags, pieces of

glass and cigarette butts

2 Whales and sharks are

hunted for food,

medicine, and other

products

3 Explosives are used to

catch fish and other sea

animals

4 Oil is spilled from

tankers

Polluted water/seaExtinct/disappear

A lot of fish die

Polluted water

Place plasticbags in proper dustbins

Don’t let people sell whale products

Be banned

Punish captain

Modal :

A: Beaches filled with plastic bags, pieces of glass and

cigarette butts This makes the sea polluted and

endangers sea plants and animals What should we do?

B : We should place plastic bags in proper dustbin.

- T corrects

9mins III/ PRODUCTION :

Task 3 : Report to the class what your group has

discussed

- T calls some Ss to present their group working

1min IV/ HOMEWORK : - Study the lesson today.

Unit 9:

Part C: LISTENING

I Objectives:

1 Educational aim: Sts should contribute their parts to the protection of whales’ lives.

2 Knowledge:

- General knowledge: Sts learn about whales and their lives, how to protect and save whales

- Language: Words related to whales

3 Skill: Listening for specific information

II Teaching aids: textbook, tapes, some pictures of the whales

2 Do you think whales are fish? Why not?

3.Why do people keep hunting for whales?

=> They are not fish because they raise their young on milk

+ B/c they catch whales for food , oil ,leather and other

products.

- T gives some picture then asks

Ss questions

- Ss answer in whole class

- T corrects

9mins II/ PRE- LISTENING :

* Pre- teach vocabulary :

1 mammal (n) : loài động vật có vú

2 blue whale (n) : cá voi xanh

3 krill (n) : loài nhuyễn thể

4 (to) migrate : di trú

5 (to) feed-fed-fed : kiếm ăn

6 conservation (n) : sự bảo tồn

* Pre- listening : Discuss the following questions :

1 Do you think whales are fish? Why (not)

2 Why do people keep hunting whales?

T teaches new words through some techniques

- Example

- Translation -Explanation

- Situation -Translation -Situation

- Ss work in group

- T calls on Ss answer

20mins III/ WHILE- LISTENING:

Task 1 : Listen to some information about whales and

decide whether the following statements are true(T) or

- T runs through statements

- Ss listen 2 times

- T calls Ss give their answers

3 Whales don’t like to feed in the cold oceans

4 Whales are in danger because of the increase in population

of other sea animals

5 Some whales are known to migrate into warm waters to

bear their calves

* Answer keys : 1 T 2.T 3.F 4.F 5.T

 Task 2 : Listen again and fill in the blanks

Whales are (1)……….that live their entire lives in the

water Some whales are huge The blue whale, for example,

grows to 30 metres in (2)…… and over 200 tons in weight

It is the largest animal that has ever lived on (3)

………… Whales may also the most intelligent animals in

the ocean

Whales like to feed in the cold oceans where there is a lot

of (4)………….- their favourite food Cold waters in the

North and South Atlantic Ocean and North and South (5)

……….are good feeding grounds for whales Some

whales are known to (6) ………… into warm waters to bear

their calves

* Answer keys :

1 mammals 2 length 3 Earth

4 krill 5 Pacific 6 migrate

- T plays the tape again to check

- T gives instructions

- Ss listen individually 2 times

- Ss work in pairs

- T asks Ss give their answers

- T corrects

10mins IV/ POST-LISTENING :

Talk about whales using the following cues :

- their length and weight

- their feeding grounds and food

- their reasons for protecting whales

- T gives instructions

- Ss work in group

- T calls on Ss report

1min V/ HOMEWORK : - Learn by heart new words.

- Prepare : lesson 4 : writing

VI/ * SELF - EVALUATION :

………

………

Whales are mammals that live their entire lives in the water Some whales are huge The blue whale, for example, grows to 30 meters in length and over 200 tons in weight It is the largest animal that has ever lived on earth Whales may also be the most intelligent animals in the ocean.

Whales like to feed in the cold oceans where there is a lot of krill- their favorite food Cold water in the North and South Atlantic Ocean and the North and South Pacific are good feeding grounds for whales Some whales are known to migrate into warm waters to bear their calves.

Whale populations decrease quickly due to heavy hunting pressure Conservation groups asked the International Whaling Commission to stop whaling However, Native American hunters, such as the Eskimo, are still allowed to hunt a limited number of whales

to feed their communities If no effective measures were taken to protect whales, these wonderful animals would disappear forever.

1 Educational aim: Students should contribute their ideas to the protection of sperm

whales’ lives and dolphins’ lives

2 Knowledge:

- General knowledge: Students should learn about sperm whales, dolphins and their lives,

about how to protect and save them

- Language: sentences and forms for describing information

- New words: Words related to sperm whales and dolphins

3 Skill: Describing information from a table about animals’ lives

II Method: Integrated, mainly communicative

III Teaching aids: textbook, some pictures of sperm whales and dolphins

IV Procedures:

5mins I/ Warm-up: (3 minutes)

- Show the pictures of sperm whales and dolphins and ask

students the question:

* What is this?

* How do you know about sperm whales?

* How do you know about dolphins?

 Suggested answers:

A: It’s a sperm whale.

B: It’s a dolphin.

C: They are the biggest animals on the earth…

- Look at the pictures

- Listen to the teacherand answer thequestions:

D: They are not fishes.

E: They are among the most intelligent animals…

10mins II/ PRE- WRITING :

Task 1 : Read the description of the sperm whale and then

complete the table that follows : (textbook page 99)

* Answer keys :

SPERM WHALE Range &

habitat

All oceans, prefer waters with high squid population

Size Male : 18m in length, 54,000kg in weight

Female : 12m in length, 17,000kg in weight

Feeding habits Carnivores, eat mainly squid Eat up to

1,500kg of food each day

Offspring Give birth to one calf every 5-7 years

Gestation period : 14-19 months

Life span Up to 60-70 years

- Situation -Translation -Situation

- T corrects

20mins

III/ WHILE –WRITING : Write-it up

Task 2 : Write a paragraph that describes the facts and

figures provided in the table

DOLPHINS Range &

habitat Ocean worldwide, prefer coastal waters and bays

Size Smallest : about 50kg and 1.2m

Largest : up to 8,200kg and 10m

Feeding habits Carnivores, eat mostly fish

Offspring Give birth to one calf every 2 years

Gestation period : 11-12 months

Life span From 25 to 65 years Sometimes longer,

depending on the species

- Ss work in group to answer the questions

concerns accidental fishing net entrapment.

 Answer the questions :

1.What are specials features of dolphins?

2 Where can dolphins be found?

3 Could you tell me the length and the weight of s dolphin?

4 How long is a gestation period? How about offspring?

5 How many years can dolphins be?

6 Why should people concern about endangered dolphins ?

9mins IV/ POST- WRITING : Correction

* Answer keys :

1 They are mammals that live in the water Dolphins are

among the most intelligent animals.

2 They can be found in ocean worldwide, dolphins prefer

coastal waters and bays.

3 The smallest dolphin is about 50kg in weight and 1.3m in

length while the largest one can weigh up to 8,200kg and is

10m in length

4 A female dolphin gives birth to one calf every 2 years after a

gestation period of 11 to12 months.

5 The life span of dolphins can live from 25 to 65 years and

some species of dolphins can even live longer.

6 Because dolphins populations are at risk due to habitat

population and accidental fishing net entrapment.

- T calls Ss write down their answers

- T corrects

- T asks Ss combine these answers to make a paragraph

-Learn by heart new words.

- Prepare : lesson 5 : Language focus

VI/ * SELF - EVALUATION :

………

………

………

Unit 9:

Part E: LANGUAGE FOCUS

I Objectives:

1 Educational aim: Students should know how to speak and write full sentences to advise

somebody to do something

2 Knowledge:

- General knowledge: Students learn how to speak and write long-full sentences

- Language: “Should” and Conditional sentence type 2 for advising

- New words: words related to pronunciation / iə /; / eə /; / ʊə /

3 Skill: - Pronounce the sounds: / iə /; / eə /; / ʊə / correctly

- Grammar and vocabulary: Should, Conditional sentence type 2

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, tape, cassette player

IV Procedures:

Timin

4mins I/ WARM UP :

Pick out the words that are pronounced / iə/ -/eə/- /uə /

Here pair chair poor dear where

Dear sure square where tour clear

- T gives poster

- T explains

- Ss work in group

- T calls on Ss write down theiranswer

7mins II/ PRONUNCIATION :

1 Presentation :

/ iə/ - /eə/- /uə /

2 Practice

* Listen and repeat :

* Practise these sentences :

III/ GRAMMAR :

1 Presentation : * Should : nên

Ex1 : You shouldn’t make noise in class

You should study harder in the next semester

Express an advice

Ex2 : Your bicycle is old You should buy a new bicycle

Express a request

Form :

* Conditional sentence (type 2) : Present unreal

Ex :If today were Sunday , I would go fishing

If I had a lot of money, I would buy a car.

- T pronounces 2sounds

- Ss repeat

- T explains-T elicits the meaning and theuse of “ Should”

- T elicits the form

- T gives example and explains

- T elicits the form

S + should/ shouldn’t + Vo

2 Practice :

Exercise 1 : For each situation in brackets write a sentence with “

Should’ or “ Shouldn’t” + one of the phrases in the box below

1 (Liz needs a change) She should go away for a few days.

2 (My salary is very low ) You should look for another job

3 ( Jack always has difficulty getting up).He shouldn’t go to bed so

late

4 (What a beautiful view!) You should take a photograph.

5 ( Sue drives everywhere She never walks) She shouldn’t use her

car so much.

6 (Bill’s room isn’t very interesting.) He should put some pictures on

the wall.

Exercise 2 : Choose the correct answers:

1 If you exercised more, you………better

a would feel b will feel c felt

2 I’m sure Amy will lend you the money, I’d be very surprised if she

………

a refused b refuses c refuse

3 A lot of people would be out of work if the factory………

a close down b closed down c closed been down

4 What would happen if I …………that red button ?

a be pressed b pressed c press

5 Liz gave me this ring She …………very upset if I lost it

a would be b would been c will be

*Answer keys : 1 a 2.a 3.b 4.b 5.a

Exercise 3 : Read the situations and write sentences with “ I

think / I don’t think ……should….”

1 I don’t think they should get married.

2 I think smoking should be banned, especially in restaurants.

3 You say to me :(go out) I don’t think you should go out this

evening.

4 (resign) I think the boss should resign.

- T explains and runs through the box

- Ss work in pairs

- T asks Ss read aloud their sentences

- T corrects

- T gives handout

- T explains exercises

-Ss work individually

- T calls on Ss give their answers

- T corrects

-T explains and runs through the sentences

- Ss work in group

- T calls on Ss write down theiranswers on the board

- T corrects

1min IV/ HOMEWORK : - Study the lesson at home

- Prepare : unit 10 ( lesson 1 : reading)

VI/ * SELF - EVALUATION :

………

………

………

Go away for a few days go to bed so late look for another job

Put some pictures on the wall take a photograph use her car so

Unit 10:

Part A: READING

I Objectives:

1 Educational aim: Students will be able to:

- understand that forest and the earth give us a lot of valuable things

- get information about destroying the earth, forest and animal

2 Knowledge:

- General knowledge: By the end of the lesson:

- students can enlarge their knowledge aout the earth, forest

- students will know how important is the earth in our lives and dosomething to save the earth

- New words: words related to forest and animal

3 Skill: Improve reading comprehension through Matching and answering questions

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, hand-outs

IV Procedures:

4mins I/ WARM UP : Guessing game

ZOO

- Ask students some questions

1 What is the meaning of the word “conservation”?

2 Why do you have to protect forests and animals?

3 How do you protect your earth?

- Ask students to work in pairs and give their answers

- T explains the game

- T says :This is the place where has a lot of animals

- Answer the questions inpairs:

1 Conservation is the protection of natural things such as plants and animals.

2 Because forests give us a lot of valuable things.

3 We shouldn’t pollute the air, cut plants…

10mins II/ PRE- READING :

* Pre- teach vocabulary :

1 (to) destroy : tàn phá

Destruction (n) : sự tàn phá

2 hydroelectric dam (n) : đập thủy điện

3 erosion (n) : sự xói mòn

4 (to) threaten : đe dọa, hăm dọa

5 vegetation(n) : cây cối , đời sống thực vật

6 cancer (n) : bệnh ung thư

7.(to) get rid of : loại bỏ, loại trừ

* Pre- reading :

Task 2 :Decide whether the following statements

are true (T) or false (F) ( p 106)

-T teaches new words through some techniques

-Situation

- Explanation -situation

20mins II/ WHILE READING :

c remove or get rid of completely

d liquid which flows off or from (something)

1 We cannot live without water

2 Let’s do something to save the earth

3 Forests give us a lot of valuable things

4 Vegetation can help conserver water

10mins IV/ POST- READING :

* Answer the following questions.

1 What is the consequence of losing forest?

The consequence of losing forest is destroying the

earth’s plant and animal variety

2 How important is water in our life?

Man and most animals need a constant supply of

water to live on

3 What should we do for the future of our planet?

We should protect our environment by passing laws

in nature’s defense

T gives instructions

- Ss read the text

- T explains the questions

- Ss work in pairs to answerthe questions

- T calls Ss read their answers

- T corrects and gives feedback

- Study the lesson today

- Prepare : lesson 2 : speaking

VI/ * SELF - EVALUATION :

………

………

………

Unit 10:

Part B: SPEAKING

I Objectives:

1 Educational aim: Students should understand how to talk about the protection of many

valuable animals by reconstructing the animals’ naturalenvironment

2 Knowledge: - General knowledge: By the end of the lesson, students will be able to talk

about plans to protect animals

- New words: Words related to animals

3 Skill: Fluency in speaking about the conservation of many natural animals

II Method: Integrated, mainly communicative

III Teaching aids: textbook, hand-outs

horse, elephant, monkey, sheep, pig, tiger, lion, cat,

fish, panda, tortoise

- Give correct answers

Cat,fish

5 will(n) : mong muốn, ý chí

6.(to) reconstruct : xây dựng lại

Reconstruction (n) : việc xây dựng lại

- Give hand-outs and explain how

to do: below is a list of animals.Classify them to the followingcategories

- Ask students to work in pairs

- Check the answers in front of theclass

- Raise the question:

What animals are in danger?

- Say: “Ok, nowadays, many kinds

of valuable animals are in danger.Such as: elephant, tiger… so howpeople do to protect them Now, wewill come to part B: Speaking andfind how people protect them”-T teaches new words through some techniques

-Situation

- Explanation -situation

- T asks Ss answer the questions

- T corrects and explains

2 The animals are not kept in cages They can

live in their natural environment

Task 2:

Put a tick ( ) in the right box to show your

agreement or disagreement Then share your ideas

with a partner.

Yes No

animals may have better food

animals may suffer from

dangerous diseases

In the zoo of animals may do what they want

to

the new kind animals may develop

animals may feel happier

III PRACTICE:

* Task 3:

Discuss the advantages and disadvantages of

zoos of the new kind Use the cues below:

* Some guiding questions :

1 How about are the conditions the animals in the

zoo of the new kind?

2 Is it cheap to reconstruct animals’ natural

environment ?

3 Can people visit the animals easily and anytime ?

4 How about do the dangers that keepers may have ?

IV PRODUCTION :

* Task 4:

Make group reports, sharing your views with the

rest of the class.

Model : - Zoos of the new kind bring a lot of

advantages such as,……

- There are also some disadvantages for

example…

V HOMEWORK :

- Learn vocabulary by heart

- Prepare U10: C Listening

- T runs through

- Ss work in pairs

- T asks Ss give their ideas

- T corrects and explains

- T runs through

- SS can choose the ideas in Task 2

- T gives some questions to help Ss give the advantages and

disadvantages of zoo of the new kind

- Ss work in group

- T goes around and gives help

- T calls on Ss write down on the board

Unit 10:

Part C: LISTENING

I Objectives:

1 Educational aim: Students can listen and understand some information about a forest

fire

2 Knowledge: - General knowledge: By the end of the lesson, students can be able to:

- Listen and talk about some causes of a forest fire

- Know how to care for their great forests and save them from fire

- Language: Words related to whales

3 Skill: Listening for gist and specific information

II Method: Integrated, mainly communicative

III Teaching aids: textbook, board

I WARM UP : BRAIN STORMING

“ What do you see in the picture ?”

II PRE-LISTENING :

* Pre-teach vocabulary :

1 awful (a) : đáng kinh sợ, khủng khiếp

2 heap of leaves : đống lá

3 valuable (a) : có giá trị lớn, quí giá

4 (to) spread : trải ra

5 dry (a) : khô # wet

6 forest(n) : rừng

Forester (n) : cán bộ lâm nghiệp

Forest fire (n) : vụ cháy rừng

* Pre-listening : PRE-QUESTION

Answer the questions :

1 Have you ever seen a forest fire ?

2 How was it ?

III WHILE-LISTENING :

* Task 1: Ordering

Listen and number the events in the order you hear.

 A campfire near a heap of leaves may easily cause a forest

fire

 In late summer, fire is the greatest danger to forests, and

sometimes people are not allowed to go into them

 All of us must care for our great forests and save them from

fire

 It’s an unpleasant thing to see a great forest fire

 A forest fire destroys valuable wood, wildlife and good soil

Answers: 3 2 5 1 4

-T gives picture of

forest fire

- T gives the question

- T leads to the lesson

-T teaches new words through some

1min

* Task 2: True-false statements

Listen again, and decide whether the following

statements are true (T) or false (F)

1 Once a fire has started, it takes time to spread

2 In late autumn, forests may easily catch fire

3 Campers must use earth to put out their campfires

completely 4 A forest fire may make life more

difficult for all of us

5 It is the duty of every forester to take care not to start a forest

fire

Answers: 1 F 2 F 3 T 4 T

5 F

* Task 3: Multiple Choice

Listen again, and tick ( ) the sentences you hear.

1  a Have you ever seen a forest destroyed by fire?

 b Have you ever seen a forest fire?

2  a A great forest fire spreads quickly

 b A great forest fire is an awful thing to see

3  a They are very dry then

 b Woods and forests are really dry then

- Learn vocabulary by heart

- Prepare U10: D Writing

T gives instructions

- T runs through statements

-T asks Ss give their answers

-T corrects

- T gives instructions

- Ss work in group

- T calls on Ss report-T corrects

VI/ * SELF - EVALUATION :

If people leave a camp-fire burning near a heap of leaves, this often causes a forest fire Campers must always remember to put out the camp-fire and cover the place with earth It is the duty of every camper to take the greatest care not to start a forest fire.

Anyone careless enough to start a forest fire has done something, which make life more difficult for all of us Every fire destroys valuable wood, wildlife and good soil Everyone of us must know how important it is to care for out great forest and save them from fire.

Unit 10:

Part D: WRITING

1 Educational aim: Students can write a letter of invitation

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to write a letter of

invitation

- New words: Words related to invitation verb-phrases

3 Skill: Writing a letter of invitation

II Method: Integrated, mainly communicative

III Teaching aids: textbook

* Task 1: Write out the sentences by matching the first half in A

with the most suitable half in B.

1 Let’s

2 Why don’t you

3 Would you like

4 Do you feel like

5 Can you

6 How about

7 Shall we

8 Are you free

a to have a cold drink?

b to play table tennis now?

c try the cake I have just made

d going to the cinema tonight, Ba?

e have some chicken soup first?

f join us in this trip?

g taking a walk for a while?

h sing us a Vietnamese song?

* Answers: 1 c 2 f / h 3 a 4 g / d

5 h / f 6 d / g 7 e 8 b

II PRE- WRITING :

* Pre- teach vocabulary :

1 for a while (exp) : một chút, một lát

2 Tree-planting festival: lễ hội trồng cây

3 (to) prepare : chuẩn bị

Preparation (n) : sự chuẩn bị

4 quiet (a) : lặng, yên tĩnh

5 (to) join : tham gia

* Form : Would you like + To- V-infinitive

Are you free

How about

Do you feel like + V-ing

Why don’t we/ you

Can you/ Let’s

* Pre- writing :

* Task 2: Fill each blank in these invitation letters with a suitable

expression provided in Task 1.

 Answers:

1 Would you like / Are you free

- T gives instructions

- T runs through

- Ss work in group

- T calls on Ss give their answers

- T corrects

T teaches new words through sometechniques

- Ss work in group

- T calls on Ss give their answers

9mins

1min

2 Would you like / Are you free; How about

3 Can you; Why don’t we / Shall we

III WHILE- WRITING :

* Task 3:

Nam invites his friend-Lam, who is now living in a different

town, to spend a weekend with him Help Nam to write a letter,

using the cues below.

Dear Lam,

1 We /not meet/ since / you/move

2 I/ miss/ a lot

3 We / be/ both /have/some days –off/ between / the two –terms /

soon

4 If / you have not make any other plans/ why don’t we spend /

weekend / together?

5 Do you feel like / visit/ forest /near my grandparents’ home again?

6 It looks quite different now because very many young trees /plant /

the Tree – Planting Festivals

7 Do come if you find it possible / I / make all / preparations

8 Please give / love / your parents

Your friend,

Nam

IV POST-WRITING: Correction

* Answers: Dear Lam, We haven’t met since you moved I miss you a lot We are both having some days off between the two terms soon If you haven’t made any other plans, why don’t we spend a weekend together? Do you feel like visiting the forest near my grandparents’ home again? It looks quite different now because very many young trees have been planted at the Tree-Planting Festivals Do come if you find it possible and I’ll make all the preparations then Give my love to your parents. Your friend, Nam

V HOMEWORK : - Learn vocabulary by heart - Prepare U10: E Language Focus - T corrects and explains - T gives instructions - T gives handout - T runs through - Ss work individually - T goes around and gives help - T calls on some Ss come to the board and write down their answers - T corrects and explains VI/ * SELF - EVALUATION : ………

………

………

Unit 10:

Part E: LANGUAGE FOCUS

I Objectives:

1 Educational aim: Students can pronounce 2 sounds / b / and / p / correctly and

understand how to use the passive voice

2 Knowledge:

- General knowledge: By the end of this lesson, students will be able to:

- pronounce the sounds / b / - / p / clearly and correctly

- transform the active voice sentences into the passive voice sentences

- New words: words related to sounds / p / - /b / and the passive voice

3 Skill: - Pronounce the sounds: / p / - / b / correctly, passive voice.

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, tape, cassette player, handout

Use the prompts below to write a complete sentence.

1 back/ bed/brought/ big/ breakfast/Bernie/ a/ to/ the

Bernie brought a big breakfast back to the bed

2 put/ purple/pool/paint/in/ Pat/the

Pat put purple paint in the pool

II/ PRONUNCIATION:

1 Presentation:

/b/ -/p/

2 Practice:

* Listen and repeat:

* Practise these sentences:

1 Scientists say about 5,000 species of plants and animals

are eliminated each year.

- T gives instructions

- Ss work in group

- T calls on Ss write down their answers

on the board

- T corrects and introduces the sounds

- T pronounces 2 sounds

- Ss repeat

- T reads each word

- Ss repeat

- T reads each sentence

- Ss repeat

- T gives note and explains

- T gives examplesPassive voice =To be + past participle

1min

Past progressive

Present perfect

Past Perfect

Simple future

“ be going to”

Modals verbs

S+ were/was being + V3/ed S+ have/has been + V3/ed S+ had been + V3/ed S+ will/shall be+ V3/ed S+ am/is/are going to be +V3/ed S+ can/ could/may /must… be+ V3/

ed

* Notes :

1 If verbs have 2 objects , personal object is usually used

Ex : He sent me a postcard.

I was sent a postcard (by him)/ A postcard was sent me (by

him)

2 Adverbs of place are placed before object

3 Adverbs of time are placed after object

4 We can leave out personal pronoun after “by”

5 Adverbs of manner are placed between “be” and past

participle

Ex : They have been badly treated by the boss.

2.Practice:

* Exercise 1: Choose the right form of the verbs in brackets

Answers: 1 were reported 2 grow 3 be spoken

4 am not invited 5 are being built

* Exercise 2: Put the verbs in brackets in the correct form.

Answers: 1 came; had started / had been started; were

2 is standing; is being photographed / 3 Have … been told

4 was being laid; decided / 5 will … be planted

Exercise 3: Fill each blank with the correct form of a verb in the box * Answers: 1 was organized 2 arrived 3 were 4 taken 5 had been cleaned 6 (had been) put

7 was 8 prepared 9 made 10 were served IV/ HOMEWORK : - Learn vocabulary by heart - Prepare U11: NATIONAL PARK ( lesson 1 : Reading) - T explains - T elicits the form

- T gives notes and explains T explains and runs through the new words : homeless, soil - Ss work in pairs - T asks Ss read aloud their answers

- T corrects - T gives instructions - T rubs through new words :audience, journalists, lay, coconut trees - Ss work in group - T asks Ss give their answers - T corrects - T gives instructions - T runs through the box - Ss work in group - T calls on Ss give their answers - T corrects VI/ * SELF - EVALUATION : ………

………

………

Unit 11:

Part A: READING

- Language: Students read and talk about forests

- New words: words related to forests: trees, animals, mountains…

3 Skill: Reading for general or specific information

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, some photos of forests or national parks

“ This is the place where you can see many kind of animals “

II PRE- READING:

* Pre-teach vocabulary :

1 (to) locate : định vị, đặt vào vị trí

2 rainforest (n) : rừng mưa nhiệt đới

3 survival (n) : sự sống sót

4 orphanage (n) : trại mồ côi

5 sub-tropical (a) : cận nhiệt đới

6 contamination (n) : sự ô nhiễm = pollution

Find the word in the passages that best suits each of

the following definitions.

1 establish to start an organization that is intended to

continue for a long time

2 _ to have something inside

3 _ a group / groups of animals or plants

4 _ a state of continuing to live or exist

5 _ related to an area near a tropical area

6 _ a state of being polluted

Answers: 2 contain 3 species

-T gives instructions

- T gives explanation-SS work in group and guess each letter

T teaches new words through some techniques

-Situation

- Explanation -situation

- Ss read the text

- T runs through the sentences

- Ss work in group

- Ss give their answers

- T corrects and elicits the meaning

- T pronounces these words

- Ss repeat

1min

4 survival 5 sub-tropical 6 contamination

* Task 2:

Answer the following questions.

1 What is the area of the rainforest in Cuc Phuong

National Park?

2 Why would November be a suitable time to visit this

park?

3 What can people learn in Nairobi National Park?

4 What kinds of animals are taken care of in the

Orphanage?

5 Why is Everglades National Park endangered?

6 What do you think will happen to Everglades

National Park if more chemicals are released into the water?

 Answers:

1 ( The area of the rainforest in Cuc Phuong National Park

is ) 200 square km

2 Because the rainy season is over

3 They can learn about the habits of animals and how one

species is dependent upon another for survival

4 In the Orphanage, orphaned and / or abandoned animals

are taken care of

5 Everglades National Park is endangered because of the

toxic levels of chemicals in the water

6 If more chemicals are released into the water, plants and

animals will die / be killed / be destroyed

IV POST-READING : Discussion

* Which of the three national parks would you like to

visit most? Why?

Examples:

Why do you like to visit Cuc Phuong National Park?

Because we can look at the 1,000-year-old tree

V HOMEWORK :

- Learn vocabulary by heart

- Prepare U11: Lesson 2 : Speaking

T gives instructions

- Ss read the text

- T explains the questions

- Ss work in pairs to answer the questions

- T calls Ss read their answers

- T corrects and gives feedback

- T gives instructions-Ss work in group

Unit 11:

Part B: SPEAKING

I Objectives:

1 Educational aim: Students should know how to express an excursion

2 Knowledge:

- General knowledge: By the end of the lesson, students can talk about the plan of an

excursion and express something happened or not in the past

- Language: Words used to express the actions happened or not in the past of the

Conditional Sentence

- New words: Words related to forests, mountains, plants, animals etc.

3 Skill: Fluency in speaking about the plan of an excursion

II Method: Integrated, mainly communicative

III Teaching aids: textbook, some pictures of national parks

* Task 1: Last week Nga’s class went on an excursion to Huong

Pagoda Unfortunately, the excursion turned out to be a disaster…

( p.114).

1 They went by coach.

2 They did not bring enough

food and drinks.

3 Some had food poisoning.

4 They had no raincoats.

5 Some left their luggage on the

coach when they arrived.

6 Some were not careful when

walking in Huong Pagoda.

7 Some threw waste in the

forest.

8 They stayed there only one

a They got a fine.

b They had no clothes or money with them.

c They got lost.

d They couldn’t visit all the pagodas.

e They had to spend a lot of money eating in expensive restaurants.

f Most of them got carsick.

g They got wet and some got a cold.

h They didn’t enjoy their visit.

- T gives instruction

- Ss work in group

- T calls on Ss writedown on the board

- T corrects and leads to the lesson

T teaches new words through sometechniques

-Example

- Situation -Visual

- Situation

- Situation

- T gives instructions

-T runs through the table

- Ss work in group

- T calls on Ss read aloud their answers

- T corrects

* Task 2: Most of the students in Nga’s class are not happy with

their excursion to Huong Pagoda Now they are talking about what

they wish they had or hadn’t done

Example:

If we hadn’t gone by coach, we wouldn’t have got

carsick.

If we had gone by bike, we wouldn’t have got carsick.

 Conditional sentence type 3 :

 Answers:

2 If we had brought enough food and drinks, we wouldn’t have spent

a lot of money eating in expensive restaurants.

3 If some of us hadn’t had food poisoning, we would have enjoyed

our visit.

4 If we had had raincoats, we wouldn’t have got wet and have got a

cold.

5 If some of us hadn’t left our luggage on the coach when we arrived,

we would have had clothes and money with us.

6 If we had been careful when walking in Huong Pagoda, we

wouldn’t have got lost.

7 If we hadn’t thrown waste in the forest, we wouldn’t have got a fine.

8 If we had stayed there more than one day, we would have been able

to visit all the pagodas.

IV PRODUCTION:

* Task 3: You are Nga Tell her / him about your class’

excursion to Huong Pagoda and express your regrets about what you

did or did not do during the excursion.

* Answers:

A: We went to Huong Pagoda by coach and most of us got carsick

B: If we hadn’t gone by coach, we wouldn’t have got carsick, (If we

had gone by bike, we wouldn’t have got carsick.)

………

V HOMEWORK :

- Learn vocabulary by heart

- Prepare U10: C Listening

- T gives instructions

- T gives example.-T elicits the form

of If Clause type 3

- Ss work in group

- T asks Ss read aloud their sentences

- T corrects

- T gives instructions

- T gives models

- Ss work in pairs

- T calls on some pairs to present

Unit 11:

Part C: LISTENING

I Objectives:

1 Educational aim: Students should know about National parks and other forest in the

country and in the world

2 Knowledge:

- General knowledge: By the end of the lesson, sts learn about forests, trees, animals, mountains…

- Language: Words related to forests

3 Skill: - Listening and answering the questions

- Listening and filling the suitable words in the blank

II Method: Integrated, mainly communicative

III Teaching aids: pictures of national parks in Viet Nam and in the world

2 ethnic minority (n) : dân tộc thiểu số

3.(to) attack : tấn công

Cuc Phuong National Park

The area of rainforest

Best time to visit

What can be seen

in Vietnam

1min

 Task 2 :

Listen again and choose the best answers :

1 Cuc Phuong National Park belongs to

4 When did Nguyen Hue defeat the Quing invaders?

A in the spring of 1798 B in the spring of 1789

C in the spring of 1879 D in the spring of 1897

5 the Muong ethnic minority in Cuc Phuong live mainly on

………… keeping and farming

A buffalo B pig C chicken D.bee

Cuc Phuong National Park has many caves Quen Voi, also part of the park, is where Nguyen Hue’s army was stationed before it made its surprise attack on Thang Long and defeated the Quing invaders in the spring of 1789.

Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming.

Unit 11:

Part D: WRITING

I Objectives:

1 Educational aim: Students should know how to write a letter of invitation or refusal

2 Knowledge:

- General knowledge: By the end of the lesson, students learn to write the form of a letter

which says about an invitation or a refusal to do something

- New words: Words or phrase-words used in writing a letter

3 Skill: Writing a letter of invitation or refusal

II Method: Integrated, mainly communicative

III Teaching aids: textbook, some cues, some individual information

1 (to) accept : chấp nhận # (to) refuse

2 delighted (a) : vui mừng, hài lòng

3.regards (n) : lời chúc mừng, lời thăm hỏi

4.(to) catch : bắt lấy

* Pre- writing:

* Task 1: Below are some common ways of accepting

or refusing an invitation…( P 118).

* Answers:

1 I’d like to/ I’d love to

2 I’m afraid I can’t come because…

3 That’s a great idea./ I’d be delighted to

* Task 2: Rearrange the following sentences to make a

letter accepting an invitation to spend a weekend in the

country.

Dear Nam,

a  You know how much I love spending a weekend in

the country after a long and hard term

b  Give my best regards to your parents and hope to

see you soon

c  I would really like to come

T: Write some jumble words

T: Ask Ss to work in groups of 3 to rearrangeT: Introduce the new lesson : We are going to study how to write a letter

5mins

1min

d  Thank you for your letter

e  It’s lovely to hear that you are going to spend the

next weekend in the country

f  I will catch the usual train on Friday evening

Love, Lam

* Answers: 4-6-3-1-2-5

III WHILE-WRITING:

* Task 3: One of your friends has invited you to go for a

picnic to Cuc Phuong National Park next weekend, Write a

reply letter accepting or declining his / her invitation

Dear Thanh,

Thank you/ inviting me/join your picnic /Cuc Phuong

National Park I’d like /but I can’t because I/be very busy /

learn /my old lessons/ prepare for my coming test Let’s go

Thank you for inviting me to join your picnic to Cuc

Phuong National Park I’d like to but I can’t because Iam

very busy learning my old lessons to prepare for my coming

test Let’s go another time

Love,

Lien

V HOMEWORK:

- Learn vocabulary by heart

- Prepare U11: Language Focus

- T goes around and gives help

- T calls on Ss give their answers

- T corrects and gives feedback

- T gives handout

- T gives instructions-Ss work in group

- T goes around and gives help

- T calls on Ss give their answers

- T corrects and gives feedback

VI/ * SELF - EVALUATION :

………

………

………

Unit 11:

Part E: LANGUAGE FOCUS

Date of teaching: Period:

I Objectives:

1 Educational aim: Students can pronounce 2 sounds / t / and / d / and understand how to

use Conditional sentence type 3 correctly

2 Knowledge:

- General knowledge: By the end of this lesson, students will be able to:

- Distinguish the sounds / t / and / d /

- Use Conditional sentence type 3 appropriately

- New words: words related to sounds / t / - / d /

3 Skill: - Pronounce the sounds: / t / - / d / correctly

- Grammar: Conditional sentence type 3

II Method: Integrated, mainly communicative

III Teaching aids: Textbook, tape, cassette player, handout

plant different spend depend

worked hoped lived played

* Practise these sentences:

1 It’s next to the restaurant on the third floor.

2 They’re on the next counter on your left, dear.

3 It’s exactly twenty-two minutes to ten.

4 They stayed at home and played cards with the children.

5 Sidney and I listened to the radio and studied.

6 D onald and I had a bad cold, so we decided to stay at home.

- Ss listen and guess the sounds

T pronounces 2 sounds

- Ss repeat

- T reads each word

- Ss repeat

- T reads each sentence

- Ss repeat

- T gives examples

- T explains

* Form : If clause (type 3 ) : past Unreal

-If clause : because , but, perhaps because

- Main clause : so, I’m sorry, that’s why

Ex : The weather wasn’t nice yesterday , so I didn’t go to the

beach

If the weather had been nice yesterday, I would have gone to the

beach

2 Practice:

* Exercise 1: Complete the following sentences, using the

correct form of the verbs in brackets.

1 If I _ (know) that you were ill last week, I would have gone to

see you

2 I would have bought a new bicycle if I _ (have) enough

money

3 If I had had a motorbike, I _ (go) home immediately

4 If he had worked hard, he (pass) his examination

5 We _ (enjoy) the party better if it had not been so long

6 He wouldn’t have begun to learn Russian if he (know)

the difficulties

7 If the rain _ (stop), I would have gone for a walk

8 If you (call) him, he would have come

Answers: 1 had known 2 had had 3 would have gone

4 would have passed 5 could have enjoyed

6 had known 7 had stopped 8 had

called

* Exercise 2: Write a sentence with if for each situation.

1 The accidents happened because the driver in front stopped so

suddenly

If the driver in front hadn’t stopped so suddenly, the accidents

wouldn’t have happened

2 I didn’t know that Lam had to get up early, so I didn’t wake him

If I had known that Lam had to get up early, I would have woken

him up

3 I was able to buy the car only because Hoa lent me the money

If Hoa hadn’t lent me the money, I wouldn’t have been able to buy

5 You did not have breakfast – that is why you are hungry now

If you had had breakfast, you wouldn’t be hungry now

6 I did not get a taxi because I did not have any money on me

If I had had some money on me, I would have got a taxi

-T elicits the form

- T gives notes andexplains

-T explains

- Ss work individually

- T asks Ss give their answers

- T corrects

T gives instructions

- T runs through new words :wake, lent, crash

- Ss work in group

- T asks Ss give their answers

- T corrects

T gives instructions

- T runs through new words :shining, interview,

- Ss work in pairs

* Exercise 3: Choose the best answers:

1 The sun was shining, so we went to the beach yesterday

A If the sun hadn’t been shining, we wouldn’t have gone to the

2 Carol didn’t answer the phone because she was studying

A Carol wouldn’t have answered the phone if she had been

studying

B Carol would have answered the phone if she hadn’t been studying

C Carol would have answered the phone if she hadn’t been studying

D Carol would have answered the phone if she was studying

3 He didn’t prepare for the interview, so he didn’t get job

A If he had prepared for the interview, he wouldn’t have got the job

B If he hadn’t prepared for the interview, he would have got the job

C If he prepared for the interview, he would get the job

D If he had prepared for the interview, he would have got the job

4.I took the job because I didn’t know how difficult it was

A If I know how difficult it was , I will take the job

B If I had known how difficult it was , I would have taken the job

C If I had known how difficult it was , I wouldn’t have taken the

job

D If I hadn’t known how difficult it was , I wouldn’t have taken the

job

IV/ HOMEWORK:

- Learn vocabulary by heart

- Prepare TEST YOURSELF D

- T asks Ss give their answers

TEST YOURSELF DWeek: Period:

Date of planning: Date of teaching:

I Objectives: By the end of the lesson, Ss will be able to:

- Review the grammar points in unit 9, 10,11 to do exercises

- Improve Ss’ English skills

II Materials: textbooks, handouts, pictures

1 Why do people go to the national park?

a to enjoy nature b to camp

c to hunt animals d to destroy nature

2 When did Yellowstone become a national park?

3 How is Yellowstone?

a oldest and smallest b youngest and largest

c youngest and smallest d oldest and largest

4 How many geysers does Yellowstone have?

a about 17 geysers b about 70 geysers

c about 18 geysers d about 80 geysers

5 What mustn’t visitors do in Yellowstone?

-Ss listen to the tape carefully and complete the sentences

-T calls on some Ss to answer

-T checks with the whole class

5 Ideal surroundings mean clean landscapes

6 Conversation helps animals and plants exist anddevelop

Answer: 1.T 2.T 3.F 4.F 5.T

-T asks Ss to read the passage and answer the questions

- Ss work individually in

4 ms-T goes around to help Ss

-T calls on some Ss to answer

-T checks with the whole class and gives the correct answers-Ss listen to T and do exercise

-Ss take notes

10ms

III Grammar : Put the verbs in brackets in the correct form :

- T explains

- Ss work in group

- T calls on Ss give their