Giáo án Tiếng Anh 10 cơ bản học kỳ 2

Giáo án Tiếng Anh 10 học kỳ 2

UNIT 9: UNDERSEA WORLD

I Aims: By the end of the lesson, students should be able to:

1 Knowledge

- General knowledge: broaden knowledge of the undersea creatures, sperm

whales, dolphins, other marine plants and animals, threats to the ocean and

solutions to them

- Language:

+ Grammar: use “should” or “shouldn’t”, conditional sentence type 2

+ Vocabulary: acquire vocabularies related to the undersea world

+ Pronunciation: pronounce 3 dipthongs /ɪə/, /əʊ/ and /ʊə/

2 Skills.

- Reading:

+ guess meaning of words in context by doing gap-filling exercise

+ scan for specific information

+ read and answer questions

+ comprehend the passage and do cloze reading: gap-fill

- Speaking:

+ talk about threats to the ocean, the consequences that might occur

+ offer solutions to these threats

+ report on discussion results

- Listening:

+ listen to a monologue

+ listen and decide on True or False statements

+ listen and answer the questions

- Writing:

+ learn how to describe information from a table

II Methods

III Teaching aids:

IV Procedure

- Lesson 1: Reading

- Lesson 2: Speaking

- Lesson 3: Listening

- Lesson 4: Writing

- Lesson 5: Language focus

V Anticipated problems.

By the end of the lesson, students should be able to:

+ guess meaning of words in context by doing gap-filling exercise

+ scan for specific information

+ read and answer questions

+ comprehend the passage and do cloze reading: gap-fill

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher’s activities Students’

activities

1 Warm-up:( 3 mins)

- Aim: Sts get used to the topic

+ Networks:

- Sts are required to work in groups of 3 or 4 to make a

list of words related to the names of the animals in the

sea in written form

- The group with the longest list will be the winner

- Suggested answer: seadog, turtle, shark, dolphin,

starfish,

2 Before you read( 12 mins)

- Aim: -Prepare information and vocabularies for the

topic.

+ Work with a partner 1:

- Ask sts to look at the map and give Vietnamese

names for the oceans on the map

- Allow sts to discuss in pairs in 2 minutes

- Get feedback and give remarks

- Key:

+ Pa'cific ocean: Thái Bình Dương

+ At'lantic ocean: Đại Tây Dương

+ 'Indian ocean: Ấn Độ Dương

+ 'Arctic ocean: Bắc Băng Dương

+ An'tarctic ocean ( southern ocean): Biển Nam Cực

+ Work with a partner 2:

- Sts are required to do in the same way as in “ work

with a partner 1” to name the sea animal in each

picture

- Ask some sts to report

- Listen and give remarks

+ Picture1: Seal + Picture2: Jellyfish

+ Picture3: Turtle + Picture4: Shark

+ Biodi'versity(n): sự đa dạng sinh học

+ at stake(phr) : Có nguy cơ tuyệt chủng = in danger

- Read each word/phrase 3 times and ask the sts to

repeat it

- Leave the sts 1 minute to self-practise reading the

words

- Ask 4-5 sts to read all the word/phrases aloud in

front of the class

- Listen and help the sts to read the words/phrases

correctly

3

While you read:( 20 mins)

- Aims: Read the passage for information to do the

tasks.

+ Set the scene:

- You are going to read a passage about undersea

world Read it and then do the tasks that follow

+ Task 1:Fill in each space with a suitable from the

box.

- Ask sts to read the passage and do task 1.

- Sts are required to compare their results with their

+ Task 2: Answering Questions:

- Ask sts to work in pairs to read the passage again

and answer the questions in task 2

- Require sts to underline the information that

supports the answers

- Sts are required to compare their answers with

another pair

- Ask 5-6 sts to read their answers aloud in front of

the class (1 st / 1 time)

- Give correct answers.

1 75%

2 They do that by using modern devices

3 They bring samples to the scientists to study

4 We can learn about the temperature, depth, and

the marine population

5 They are : + the bottom depending

+ current independing

+ tiny organism

4

After you read:( 9 mins)

- Aims: Give the summary of the passage.

- Sts are required to work in pairs to fill in each

numbered space with a word/phrase in the box

- 3 sts represent by reading aloud the answers.

- Listen and help sts to do their task well.

- Key:

1 three-quarters 2 mysterious

3 modern 4 discovery

5 plants and animals 6 huge 7 biodiversity 8 closely connected 5 Consolidation and Homework:( 1 min) - Retell main points of the lesson - Learn new words - Learn the summary of the reading passage IV Comments.

-

By the end of the lesson, students should be able to:

+ talk about threats to the ocean, the consequences that might occur

+ offer solutions to these threats

+ report on discussion results

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher’s activities Students’ activities

1 Homework - checking: (7 mins)

- Call 2 sts to write the new words on the board

- Ask others to read the passage

2 Before you speak: (13 mins)

Aims:to focus sts on the topic and introduce the new

words and phrases used to talk about the protection

of the oceans.

+ Task 1: There are some actions that should be

taken to protect our oceans Put the actions in order

of importance and say what we should or shouldn’t

- 'herbicides (n): thuốc diệt cỏ

- 'pesticide (n): thuốc trừ sâu

- Ask sts to read the new words aloud

- Ast sts to work in pairs, using should or shouldn’t to

put the actions in order of importance and talk about

these actions

- Go around to help sts if necessary

- T may give sts some suggested phrases:

What do you think of

How do you feel about + V- ing

What’s your opinion of

Well, I think

In my opinion we should

- Ask some sts to give their opinions

- Suggested answer:

I think that action( f ) is the most important because

if we learn all we can know about the oceans we will

understand their values and try to protect them.

3 While you speak( 15 mins)

Aims: Sts practise discussing the consequences of

the threats to the oceans and some solutions.

- Note down

- Work in pairs

- Ask sts to skim the sentences in Task 2 and find the

new words

- Explain some new words:

hunt (v )

explosive ( n)

spill ( v )

tanker ( n )

Ask sts to work in groups of three or four to discuss

the consequences of the threat to our oceans listed in

Task 2 and offer some solutions

- Give sts some suggestions:

1 Beaches

are filled

with plastic

bags.

- polluted water - place plastic

bags in proper dustbins 2.Whales

are hunted

for food.

- extinct/

disappear - not hunt or sell

whale products 3.Explosives

are used to

catch fish.

- a lot of fish died - banned be

4 Oil is

filled from

tanks

- polluted water -clean the sea water/

punish captain.

- Go around to help sts if necessary

4.After you speak: ( 9 mins)

Aims: Sts report what they have discussed.

Task 3: Report to the class what your group has

discussed

- Ask some representatives to report their group’s

opinions in front of the class

- Listen and ask others to listen to give their opinions

5 Consolidation and Homework: (1min)

- Retell main points of the lesson

-Write a passage about the threats to our oceans and

the solutions

- Listen and take notes

- Work in group of three or four

- Some sts report their opinions

IV Comments

+ listen and decide on True or False statements

+ listen and answer the questions

II Teaching aids: board, textbook, chalk, tape, pictures, laptop.

III Teaching Procedures:

1 Homework checking:(7 mins)

One sts talks about what people should do to

protect the oceans

2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/

introduce the words and phrases used in the

listening text.

a Focus sts on the picture of a whale and ask sts

to answer the following questions:

- What animal is the largest in the world?

- What do you know about whales?

- Why do people think whales are not fish?

- Why do people keep hunting whales?

- Ask some sts to give their answer

b Introduces some new words

- 'mammal (n): the animal that raise the young

on milk

- whaling (n): hunting whales

- krill(n): tiny shellfish found in the seas (whales

feed on krill)

- mig'rate(v): to move from one place to

another according to season

- conser'vation (n): taking care of st, the

prevention of loss, damage

- feeding / bearing ground (n): the place where

a species of animal find food/ give birth

- an/a/the increase/ decrease in st(phr):

- International whaling Commission: an

organization responsible for the number of whales

hunted

- measure(n): an action taken to achieve a

purpose

- Read the words and ask sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again

- Ask sts to refer to the map of the world in the

textbook (p 94) and revise parts of the world, the

oceans and discuss where there are cold waters

One st presents Others listen and give remarks

- Discuss in groups

- Copy the words

- Listen and repeat

3 While you listen:( 17 mins)

- Ask sts to work in pairs, look at the statements

given and guess if they are true or false

- Ask sts to listen to the talk and tick the right

column to indicate their answer and underline the

false information T plays the tape twice

- Ask sts to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

- Key:

1 F It's the largest animal on earth.

2 T

3 T

4 F They are in danger because some people are

still killing them for food

5 T

+ Task 2:

Aims:Sts practise listening for specific information

by answering given questions.

- Ask sts to have a look at the questions in the

textbook and read them in pairs and make sure

they understand them T encourages sts guess the

answer to the questions

- Ask sts to listen to the tape once or twice again

to answer the questions Sts can note down

important information

- Ask sts to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

3 They are the cold waters in the North and the

South of the Pacific Ocean and the Atlantic Ocean.

4 Heavy hunting.

5 They have asked the International Waling

Commission to stop most whaling 6 If we didn't

take any measures to protect whales, this kind of

animal would disappear forever

4 After you listen:(10 mins)

- Ask sts to work in pairs and tell each other about

the whales using the following information:

largest 30 200 most intelligent cold water

North South Pacific Atlantic krill in danger

-hunting - The Eskimo - not protect - disappear.

- Move round to check the activities and to make

sure that sts are working effectively

- Ask two sts to present in front of the whole class

- Check and give remarks

5 Consolidation and Homework:(1 min)

- Retell main points of the lesson

- Write a short paragraph about the whale

IV Comments

-

By the end of the lesson, students should be able to:

+ learn how to describe information from a table

II Teaching aids: board, textbook, chalk, tape, pictures, laptop.

III Teaching Procedures:

Teacher's activities Students'

activities

1 Homework checking :( 5 mins)

- Ask one st to talk about whales

- Ask other sts to listen to their friend and give

remarks

- Check and give remarks

2 Before you write:( 20 mins)

- Aims:to get sts to read the sample paragraph

and to help them to prepare vocabulary and

information before they write.

+ Task 1:

- Introduce the situation

- Explain some new words:

+ sperm whale (n): a kind of whale that is hunted for

an oily substance in its head

+ 'carnivore (n): an animal that eats meat

+ squid (n): mực ống

+ ges'tation period (n): the process of carrying the

young baby inside the mother's body

+ life span (n): the period from birth to death

+ en'trapment (n): sự mắc bẫy

+ 'offspring (n): con cái

- Ask sts to listen to the teacher and repeat , then

write these words into their notebooks

- Ask sts to work in pairs to read the paragraph and

then complete the table that follows

- Move round to help if necessary

- Ask sts to compare their ideas with other pairs

- Draw a table on the board and ask some sts to go

to the board and complete the table

- Look at the board and give remarks

- Suggested answer:

+ Range and habitat: all oceans Prefer the waters

with high squid populations.

+ Size:

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

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

.

+ Task 2:

- Ask sts to work in pairs in 3 minutes to read the

second table with some information about the

- Listen to their friend and give remarks

- Listen to the teacher

- Note down

- Listen and repeat

- Work in pairs

- Share their answer with their friends

- Work in pairs

- Move round to help if necessary

3 While you write:( 10 mins)

- Aims: Sts practise writing a paragraph that

describes the facts and figures about the dolphin

- Ask sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table - Let sts write in 10 minutes - Move around to conduct the activity 4 After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks - Suggested writing: Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months

5 Consolidation and Homework: ( 1min) - Retell main points of the lesson - Do Part D ( page 67- workbook) - Prepare the next lesson - Work individually - Read their writing IV Comments

s

-

+ use modal verb Should correctly.

+ use Conditional sentence type 2

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher's activities Students'

activities

1 Homework checking: ( 5mins)

- Ask one st to read the text about the blue whale

- Ask another st to give remarks

- Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/

and help sts to practise these sounds.

a Write three sounds on the board and pronounce

them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

- Ask them to look at the textbook, listen and repeat

/ɪə/ /eə/ /ʊə/

here pair poor

dear chair sure

clear square tour

.

- Then ask sts to work in pairs to read the words

again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 101 in the

book

- Ask them to work in pairs to read the sentences

and then find out the words containing sound /ɪə/,

sound /eə/ and sound /ʊə/

- Ask them to work in 2 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud

- Listen and give remarks

- Answers:

/ɪə/ /eə/ /ʊə/

beer where sure

dear wear poor

.

- One st read his/her writing

- Listen and repeat

- Work in pairs

- Work in pairs

3 Grammar: ( 29 mins)

Aims: to revise the use of " should" and conditional

sentence type 2 and have sts do Ex1, EX 2 and EX3.

a Should:

- Ask sts to tell the T the use of "should"

S: " Should " is a modal verb that is used to give

advice

- Ask sts to give examples with "should" and

"shouldn't".

S: You should get up early in the morning.

People shouldn't hunt whales.

- Ask sts to do EX1

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

- Ask sts to do the exercise individually and then

compare their answers in pairs

- Move round to conduct the activity

- Check the exercise sentence by sentence

- Listen and give remarks

- Key:

2 You should look for another job.

3 He shouldn't go to bed so late.

4 You should take a photograph.

5 She shouldn't use her car so much.

6 He should put some pictures on the wall.

- Introduce the use of " I think/ I don't think

should "by using some examples:

eg: Joana and Andrew are planning to go skiing this

weekend You think it's a bad idea.

You; I think you should stay at home.

I don't think you should go skiing thid weekend.

- Explain why " I don't think should " is

preferred to " I think shouldn't ".

- Ask sts to do EX2

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the

answers with their friends

- Move round to help if necessary

- Ask two sts to do this exercise on the board

- Ask one st to give remarks

- Check and give remarks

- Key:

2 I think smoking should be banned, especially in

restaurants.

3 I don't think you should go out this evening.

4 I think he should resign.

b Conditional sentence type 2:

- Review the form and the use of conditional

sentence type 2 by giving some examples:

eg: If my grandfather were still alive, he would be

- Ask sts to read the examples and point out the

form as well as the use of conditional sentence type

2

+ Note: " were" is used with all persons.

- Write down the sts’ answer on board

+ Form:

If- clause , main clause

S + V( P.S) , S + would + V

+ Use: an unreal situation at present or in the

future

- Ask some sts to give examples

- Ask sts to do EX3

+ Exercise 3:

- Ask sts to do the task in pairs

- Go round to conduct the activity

- Ask some pairs to read sentence by sentence

- Listen and give remarks

- Key:

3 would take 7 pressed

4 refused 8 wouldn't be

5 wouldn't get 9 didn't come

6 closed down 10 borrowed

.

5 Consolidation and Homework ( 1 min) -Retell main points of the lesson - Do Part B ( page 54 - workbook) - Prepare the next lesson “Reading” - Work in pairs IV Comments

-

-0- -UNIT 10: CONSERVATION

I Aims: By the end of the lesson, students should be able to:

1 Knowledge

- General knowledge: broaden knowledge of the importance of forests, actions to protect them, zoos of new kind, a forest fire, a letter of invitation

- Language:

+ Grammar: the passive voice

+ Vocabulary: acquire vocabularies related to the topic: conservation

+ Pronunciation: pronounce 2 consonant sounds /b/ and /p/

2 Skills.

- Reading:

+ guess meaning of words in context by doing matching exercise

+ scan for specific information

+ decide on True or False statements

+identify the main idea

+ comprehend the passage

- Speaking:

+ talk about the new kind of zoos

+ report on discussion results

- Listening:

+ listen to a monologue

+ listen and sequence events

+ listen and decide on True or False statements

+ identify specific information

- Writing:

+ learn how to write a letter of invitation

II Methods

III Teaching aids:

IV Procedure

- Lesson 1,2: Reading

- Lesson 3: Speaking

- Lesson 4: Listening

- Lesson 5: Writing

- Lesson 6: Language focus

V Anticipated problems.

Date of preparing: 10/1/2016

Date of teaching: 26/1/2016

UNIT 10: CONSERVATION Lesson 1,2: Reading, Period: 60, 61

I Objectives:

By the end of the lesson, students should be able to:

+ guess meaning of words in context by doing matching exercise

+ scan for specific information

+ decide on True or False statements

+identify the main idea

+ comprehend the passage

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher’s activities Students’

activities

1 Warm-up:( 3 mins)

+ Network

- Ask sts to work in groups of 3 or 4

- Ask sts to give a list of the animals which are in

danger of extinction

- After 3 minutes, the group which has the longest

list will be the winner

2 Before you read:( 10 mins)

- Sts are required to answer the questions given in

the part:

1 Have you ever visited a zoo or a forest?

2 What animals are you interested in? Why?

3 Do we need to protect animals and forests?

+ For each question, 2-3 sts are required to answer

orally

+ Vocabulary:

- Provide the students with some new

words/phrases

+Variety(n): a large number of different kinds.

+ Species(n): = kind, type.

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v) destructive(Adj): sù

ph¸ huû

+ Hydroelectric dam(n): đập thủy điện

+ Circulation(n): sự lưu thông circulate(v)

+ Overnight(Adv): in a very short period of time

- Read each word/phrase 3 times and ask sts to

repeat it

- Leave sts 1 minute to self-practise

- Ask 4-5 sts to read all the word/phrases aloud in

front of the class

- Listen and help sts to read the words/phrases

match the words or phrases in A with their meaning

in B

- Tell sts to refer to Vocabulary for help and

encourage them try to guess the meanings of the

words in the context of the reading

- Call on some sts to read and explain their answers

aloud in front of the class

- Get feedback and give correct answers

1.c 2.a 3.d 4.b

+ Task 2: True or False.

- Ask sts to read the passage more carefully and

decide whether the statements are true(T) or

false(F) Correct the false information

- Ask sts to highlight or underline the information in

the passage that help sts to find the correct

answers

- 6 - 7 sts are required to give answers in front of

the class(1 st/ 1answer)

- Listen and help sts to do the exercise correctly

- Key:

1 T 2 T

3 T 4 T

5 F( two last sentences of paragraph B)

6 F(last sentence of paragraph C)

+ Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose the

most suitable idea for each paragraph

- Call on some representatives to read their choice

for each paragraph in front of the class

- Get feedback and give correct answers.

- Go round to help the students with their work.

- 3-4 sts are required to give answers to one

question orally in front of the class( 1 st/1 time)

- Listen and help sts to give correct answers.

- Suggested answer:

1 We wouldn't be able to use many plants to treat

various dangerous diseases Animals wouldn't have

a place to live in

2 Mankind and most plants and animals can't

survive without water

3 We should stop polluting the environment and

destroying plants and animals

5 Consolidation and Homework:( 1 min)

- Retell main points of the lesson

- Work individually

- Work in groups

- Work in pairs

- Ask sts to write a paragraph of about 60 words on

the sequence of losing forest, how important water

is, and what we should do for the future of our

planet

IV Comments

-

-0- -Date of preparing

Date of teaching

UNIT 10: CONSERVATION Lesson 3: Speaking, Period: 62

I Objectives:

By the end of the lesson, students should be able to:

+ talk about the new kind of zoos

+ report on discussion results

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher’s activities Students’

activities

1 Warm-up ( 5 minutes )

- Ask sts some questions:

Have you ever visited the zoo?

What did you see there?

Where are all the animals in the zoo?

- Introduce the new lesson: We are going to discuss

the new kind of zoo where wild animals can live in

their natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the

features of the new kind of zoo.

+ Task 1: Read the paragraph and answer the

questions

- Ask sts to read through the two paragraphs

- Give sts some new words:

+ sensitive (adj): be affected by slight changes,

influences: nhạy cảm

+ imprison (v): put or keep in prison: giam cầm

+ reconstruct (v): build again

+ breed (v) :

+ reintroduce (v): put a species of animal or plant

back into a former habitat

- Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the questions in

two paragraphs

- Go around to help sts

- Ask some sts to present their answers

- Get feedback and give remarks

- Suggested answer:

1 They are opened to help endangered species

develop.

2 The animals are not kept in cages They can live

in their natural environment.

3 While you speak: ( 18 mins)

Aims: Sts can show their agreement or

disagreement about the new kind of zoo and

discuss the advantages and disadvantages of the

new kind of zoo.

+ Task 2: Put a tick in the right box and share your

ideas with a partner

-Sts answer

- Listen and take notes

- Practise reading the newwords

- Work in pairs

- Before sts do the task T elicits some structures for

asking opinions and giving the opinions

Asking for opinions Giving opinions

What do you think

I would doubt that

- Ask sts to work individually to do the task

- Ask sts to work in pairs to share their ideas

- Go around to observe and help sts

- Ask some sts to talk about their ideas

- Listen and give feedback

- Suggested answer:

I think it would be better for animals if they live in

the zoo of new kind because they may have better

food.

+ Task 3:Discuss the advantages and

disadvantages of the new kind of zoo using the cues

below

- Ask sts to work in group to discuss the advantages

and disadvantages of the new kind of zoo

Advantages Disadvantages

- the conditions the

animals are in

- the animals that

people can visit

- the money spent on rescontructions of the animals natural environment

- the dangers that keepers may have

- Go around to help sts if necessary

- Take notes of Ss’ mistakes for later correction

4 After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your views

with the rest of the class

- Call on one representative from each group to

report what his/her group have discussed

- Ask other sts to take notes and compare with their

groups’ ideas

- Give remarks on Ss’ answers

- Suggested answer:

"There are some advantages of the new kind of zoo.

Firstly, the animals can live in a better environment

and are safer than when they are in nature "

5 Consolidation and Homework ( 2 minutes )

- Retell main points of the lesson

-Write a paragraph of the report that they have

discussed in the class.

- Prepare the next lesson

IV Comments

Date of preparing

Date of teaching

UNIT 10: CONSERVATION Lesson 4: Listening, Period: 63

I Objectives:

By the end of the lesson, students should be able to:

+ listen to a monologue

+ listen and sequence events

+ listen and decide on True or False statements

+ identify specific information

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher’s activities Students’

activities

1 Homework checking:(5 mins)

- One st tell the whole class about the advantages

and disadvantages of a zoo of the new kind

- Listen and give remarks

2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/

introduce the words and phrases used in the

listening text.

a Divide sts into 3 groups and ask each to discuss

one of the following questions:

a How destructive can a forest fire be?

b What can cause a forest fire?

c Do you know any famous forest fire? Are

there any forest fires in Vietnam? Which countries

have many forest fires every year?

- Ask some sts to give their answer

b Introduce the topic of the listening text

- Introduce some new words/ expressions

- campfire (n): the fire made on at camping trip.

- forester (n): the person whose job is to take

cares of the forest

- a heap of (n): a lot of thing on top of one

- Read the words again and ask sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again and give

remarks

3 While you listen:( 26 mins)

+ Task 1:

Aims: Sts practise listening and numbering the

event in the correct order.

- Introduce sts that they are going to listen to the

tape about forest fires and they have to number

the given statements in the order they hear

Other sts listen to theirfriend and give remarks

- Work in groups

- Copy down

- Listen and repeat

- Read the statements inpairs

- Do the task individually

- Ask sts to read the statements in pairs and make

sure that they understand them

- Play the tape twice and ask sts to put the number

in the right box to indicate the order of the events

- Ask sts to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

- Key: Key: 3 - 2 - 5 - 1 - 4

+ Task 2:

Aims: Sts practise listening and marking True/

false.

- Ask sts to listen to the tape again and decide

whether the given statements are true or false

- Ask sts to read the statements to see if they

understand them

- Play the tape once and ask sts to tick to the box

to indicate T/ F statement and underline the false

information

- Ask sts to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

- Key:

1 F 2 F 3 T 4 T 5 F

+ Task 3:

Aims: Sts practise listening and ticking the

sentences they hear.

- Ask sts to have a look at the sentences given to

see if they understand them and compare the

sentences in each pair to see the difference

between them

- Ask sts lo listen to the tape again and tick in the

box to indicate the sentences they hear

- Play the tape once

- Check sts’ answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

- Key:

1 B 2 A 3 A

4

After you listen:(8 mins)

- Ask sts to work in groups and use the information

in Task 1 and 2 to discuss the following questions:

- How can a forest fire start?

- What does every camper have to remember

not to cause a forest fire?

- Move round to check the activities and to make

sure that sts are working effectively

- Ask one or two sts to retell the story in front of

the whole class

- Check and give remarks

- Read the statements inpairs

- Do the task individually

5 Consolidation and Homework:(1 min)

- Retell main points of the lesson

- Write a short paragraph about what people can

do to protect forest from fires

IV Comments

-

-0- -Date of preparing

Date of teaching

UNIT 10: CONSERVATION Lesson 5: Writing, Period: 64

I Objectives:

By the end of the lesson, students should be able to:

+ learn how to write a letter of invitation

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher's activities Students'

activities

1 Homework checking :( 5 mins)

- Ask one st to talk about how a forest fire may start

and what every camper ought to remember

- Ask other sts to listen to their friend and give

remarks

- Check and give remarks

2 Before you write:( 20 mins)

- Aims:to get sts to write out the sentences by

matching the first half in A with the most suitable

half in B and then to use these sentences to fill the

blanks in the invitation letters.

+ Task 1:

- Ask sts to read the requirement of task 1 carefully

and then work in pairs to do the task

- Ask sts to pay attention to the meaning as well as

the structure of the two halves

- Recall some structures so that sts can do the task

more easily

Shall we/ Can you/ Why don't you + V- inf ?

Let's + V-inf.

Would you like/ Are you free + to-V ?

Do you feel like/ How about + V-ing ?

- Ask sts to do in 4 minutes and move around to

- Ask sts to work in pairs to read the letters in pairs

and to use the above expression to fill each blank

- Introduce some new words/phrases:

+ for a while: for a period of time

+ 'disco (n): a club or party where people dance

with pop music

+ 'afterwards (adv): at a later time

- Ask sts to listen to the teacher and repeat , then

write these words into their notebooks

- Get sts to do the task in 5 minutes and then get

feedback letter by letter

- Listen and give remarks

- Note down

- Work in pairs

- Work individually

- Key: 1.3/8 2.3/8 - 4/6 3 2/5- 7

3 While you write:( 10 mins)

- Aims: Sts practise writing an invitation letter.

- Ask sts to play the role of Nam's and to write a

letter to Lam, inviting him to spend a weekend with

him

- Let sts write in 8 minutes

- Move around to conduct the activity

4 After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their

work aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- If there is enough time, T can have sts exchange

their writing among sts within a group so that they

can check their friend's work and give remarks

- Suggested writing:

"Dear Lam,

We haven't met since you moved And I miss you a

lot.

We are both having some days- off between the two

terms soon So 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 Trees Planting Festivals.

Do come if you find it possible and I'll make all the

preparations then.

Please give my love to your parents.

Your friend,

5 Consolidation and Homework: ( 1min)

- Retell main points of the lesson

- Do Part D (page 63- workbook)

- Prepare the next lesson

- one student read his/her writing

- Read their writing: ( a sample paragraph)

IV Comments

-

-0- -Date of preparing

Date of teaching

UNIT 10: CONSERVATION Lesson 6: Language Focus, Period: 65

I Objectives:

By the end of the lesson, students should be able to:

+ pronounce 2 consonant sounds /b/ and /p/

+ use the passive voice correctly

II Teaching aids: board, textbook, chalk.

III Teaching Procedures:

Teacher's activities Students'

activities

1 Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home

aloud

- Ask another st to give remarks

- Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce two sounds / b / and / p / and

help sts to practise these sounds.

a Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

- Then ask sts to work in pairs to read the words

again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 110 in the

book

- Ask them to work in pairs to read the sentences

and then find out the words containing sound / b /

and sound / p /

- Ask them to work in 2 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud

- Listen and give remarks

- Listen to the teacher and repeat

- Read these words in pairs and check for their partners

- Work in pairs

.

3 Grammar: ( 29 mins)

Aims: to revise the passive voice and have sts do

Ex1, EX 2 and EX3.

+ The passive voice:

- Recall the form of the passive by giving an

example:

eg: Active: We clean this window every day.

Passive: This window is cleaned every day.

- Ask sts to pay attention to the sentence elements

and to tell the T the difference between the active

sentence and the passive sentence

- Ask sts to tell the T the form of the passive

+ Note: Only transitive verbs are used in the

passive It is impossible to use verbs such as

happen, sleep, stand ( intransitive verbs) or seem,

feel ( intensive verbs) in the passive.

- Ask sts to give some examples

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

- Ask sts to do the exercise individually and then

compare their answers in pairs

- Move round to conduct the activity

- Check the exercise sentence by sentence

- Listen and give remarks

- Key:

1 were reported 2 are grown

3 be spoken 4 am not invited

5 are being built

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the

answers with their friends

- Move round to help if necessary

- Ask two sts to do this exercise on the board

- Ask one st to give remarks

- Check and give remarks

- Key:

1 came had ( been) started were

2 is standing is being photographed

3 Have the students been told

4 was being laid decided

5 will be planted

+ Exercise 3:

- Ask sts to read the requirement of Ex3 and then do

the task in pairs

- Go round to conduct the activity

- Ask some pairs to read the dialouge

- Listen and give remarks

- Key:

EX3:

1 was organized 2 arrived

3 were met 4 taken

5 had been cleaned 6 had been put

7 was excellent 8 prepared

- Listen to the teacher

- Work individually

- Work individually

- Work in pairs

9 made 10 were served

5 Consolidation and Homework ( 1 min)

- Retell main points of the lesson

- Do Part B ( page 60- workbook)

- Prepare the next lesson

IV Comments

-

-0- -UNIT 11: NATIONAL PARKS

I Aims: By the end of the lesson, students should be able to:

1 Knowledge

- General knowledge: broaden knowledge of the undersea creatures, sperm

whales, dolphins, other marine plants and animals, threats to the ocean and

solutions to them

- Language:

+ Grammar: use “should” or “shouldn’t”, conditional sentence type 2

+ Vocabulary: acquire vocabularies related to the undersea world

+ Pronunciation: pronounce 3 dipthongs /ɪə/, /əʊ/ and /ʊə/

2 Skills.

- Reading:

+ guess meaning of words in context by doing gap-filling exercise

+ scan for specific information

+ read and answer questions

+ comprehend the passage and do cloze reading: gap-fill

- Speaking:

+ talk about threats to the ocean, the consequences that might occur

+ offer solutions to these threats

+ report on discussion results

- Listening:

+ listen to a monologue

+ listen and decide on True or False statements

+ listen and answer the questions

Date of preparing:

Date of teaching:

UNIT 11: NATIONAL PARKS

Lesson 1: Reading, Period: 66

I Objectives:

By the end of the lesson, sts will be able to:

- use vocabulary related to national paks

- guess the word meaning based on the context

- scan for specific information about national parks

II Teaching methods: integrated.

III Teaching aids: textbook, pictures in textbook, chalk and board.

IV Anticipated problems:

- Problems: Students may have difficulty in guessing the word meaning

based on the context

- Solutions: Teacher can give sts some tips

1 Have you ever been to a natioal park?

2 Can you name some of th enational parks

in Vietnam?

3 What trees and animals can you see in a

national park?

- Introduce the new lesson

2 Before you read:( 9 mins)

- Ask sts to look at the pictures in the

textbook and answer the teacher’s questions:

1 What national parks are described in the

pictures?

2 Can you guess what we are going to read

today?

- Introduce the reading text and provide sts

with new words/phrases

+ lo'cate(v): = to place

+ rainforest (n):

+ 'butterfly(n): an insect with very big wings

that can fly

+ hike(v): to walk for health

- Listen to the teacher and answer:

1 Cuc Phuong National Park Bach Ma national Park.

Nairobi National Park.

Alaska National Park.

- Listen, guess their meaning and then copy down

- Listen and repeat

- Some sts read these words aloud and others listen

- Self-correct

- Ask 4-5 sts to read all the word/phrases

aloud in front of the class

- Listen and help sts to read the

words/phrases correctly

3

While you read:(15 mins)

+

Set the scene:

- You are going to read the passages about

The National Parks Read them and then do

the tasks that follow.

+

Task 1: Fill in each space with a

suitable from the passages.

- Ask sts to read the passages and do task 1.

- Explain more about the definitions if

necessary

- Sts are required to compare their results

with their partners

- Call on some sts to do the task orally in

front of the class

- Listen and help sts to do the task correctly

+

Task 2: Answering Questions:

- Ask sts to work in pairs to read the

passages again and answer the questions in

task 2

- Require sts to underline the information

from the passages that supports the answers

- Required sts to compare their answers with

another pair

- Ask some sts to write down the answers on

the board and some to read their answers

aloud in front of the class

- Listen and give remarks

4 After you read:( 5 min)

- Sts are required to work in groups to give

reasons for their choice from one of the three

national parks in the reading passages

- One representative is required to give their

talk orally in front of the class

- Listen and help the students to do their task

well

5 Consolidation: (2 mins)

- Summarise the main points of the lesson

6 Homework:( 1 min)

- Complete the talk in written form.

- Read the passages and do the task

- Compare their results with their parners

- Present their answer:

2 Because the rainy season is over.

3 They can learn how to recognise the different species of animals and plants, about the habits of animals and how one species is dependent upon another for survival.

4 In the orphanage, orphaned 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, plans and animals will die/ be killed.

- Work in groups to talk about their choice

- Present his/her ideas

- Others listen

- Learn by heart the new words and make

sentences with them

- Prepare for the new lesson

Comments

-

-0- -Date of preparing:

Date of teaching:

LESSON 2: SPEAKING – Period: 67

I Objectives:

By the end of the lesson, sts will be able to:

- use conditional sentence type 3 to express regrets

- talk about the excursion to Huong Pagoda

II Teaching aids: textbook, chalk and board.

III Teaching methods: integrated, mainly communicative

IV Anticipated problems:

- Problems: Sts may confuse between conditional sentence type 2 and 3

- Solutions: teacher explains examples carefully to sts

V Procedure:

1 Warm-up:( 3 mins)

- Ask sts the questions:

- Have you have ever had a camping

trip?

- Tell me what you prepared for that

trip?

- Ask one or two sts to answer

- Introduce the new lesson

2 Before you speak:( 12 mins)

+ Task 1:

- Sets the cene

- Ask sts to read through the sentences in

the two columns

- Explain some new words or expressions:

+ food poisoning:

+ fine (n ): cash paid as punishment

+ get lost: unable to find way

+ carsick (adj ): feeling sick because of

a car’s movement

+ get a cold: have a cold

- Ask sts to work in pairs to do the task

- Go around to observe sts working

- Check sts ‘s answers by calling on some

sts to read out things in A and some others

to read out the corresponding

consequences in B

- Listen and give remarks

3 While you speak:( 14 mins)

+ Task 2:

- Explain the task

- Before sts do the task, T asks sts to read

the examples in the textbook and recall

what grammatical structure is used in the

Eg: They went to Huong Pagoda by coach

and most of

(+)

them got carsick

(+)

-> If we hadn ’ t gone by coach, we wouldn ’ t

have got carsick (-)

(-)

- Ask sts to look at the example and tell the

T the form as well as the form of the

conditional sentence type 3

- Ask sts to work in groups to do the task

- Go around to help sts

- Ask sts to compare their answers with

another group

- Call on some sts to speak out their

answers in front of the class

- Listen to sts and give remarks

4 After you speak:( 13 mins)

+ Task 3:

- Explain the task

- Ask sts to work in pairs using the third

conditional to do the task

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

- Go around to observe, offering help and

collecting mistakes

- Ask one or more sts to tell about their

excursion in front of the class and give

remarks

5 Consolidation: (2 mins)

- Summarize the main points of the lesson

6 Homework:( 1 min)

- Write down what they have discussed in

whole class the form and the use:+ Form:

If + S + past perfect, S + would/ could +have + P II.

+ Use: The third conditional is used to talk unreal situations in the past.

- Work in groups to do the task

- Compare the answers with others

- 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 could have enjoyed our visit.

4 If we had had rain coats, 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 could 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 wast in the forest, we wouldn’t have got a fine.

8 If we had stayed there more than one day, we could have visited all the pagodas.

- Listen to the T

- Work in pairs

- Some sts tell about their excursion infront of the class

task 3.

- Prepare for the new lesson

Comments

.

II Teaching aids: CD, cassette, textbook, chalk, board.

III Teaching methods: integrated.

IV Anticipated problems:

- Sts may have difficulty in listening and answering the questions

- Solutions: teacher gives sts some tips

V Procedure:

1 Warm- up:(5 mins)

- Ask sts to answer the questions:

a Where is Cuc Phuong National

Park?

b What is the area of the rainforest

in Cuc Phuong National Park?

c When is the best time to visit Cuc

Phuong National Park?

d What can be seen in Cuc Phuong

National Park?

- Introduce the new lesson

- Listen to the teacher and answer theteacher’s questions

2 Before you listen:(8 mins)

- Introduce some new words/ expressions

- o'fficially (adv): formally

- in'vader: (n) The French and

Americans were invaders

- 'ethnic mi'nority (n): The Tay, Nung,

Dao

- bee keeping (n):

- Read the words again and asks sts to

repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again

- Guess the word meaning and copydown the words and phrases into theirnotebooks

- Listen and repeat

- Read the words in pairs and correcteach other’s mistakes

- Some individuals read the words aloud

- Listen to the T

- Read the statements in pairs and try toguess the missing information

3 While you listen:(20 mins)

+ Task 1:

- Introduce sts that they are going to

listen to the tape about Cuc Phuong

National Park and they have to fill in the

gaps in each sentence given

- Ask sts to read the sentences in pairs

and make sure that they understand

them Sts try to guess the missing

- Play the CD once again, stop the tape

where necessary and conduct the

correction

+ Task 2

- Ask sts to listen to the CD again and

answer the given questions

- Ask sts to read the questions to see if

they understand them

- Play the CD twice and ask sts note

down the neccessary information

- Ask sts to compare their answer in

pairs

- Check sts’ answer

- Play the CD once again, stop the tape

where necessary and conduct the

correction

4 After you listen:(8 mins)

- Ask sts to work in groups and use the

information in Task 1 and 2 and the

reading text to discuss the following

-Move round to check the activities and

to make sure that sts are working

effectively

- Ask one or two sts to present in front of

the whole class

- Check and give remarks

- Listen to the CD and do the task

- Compare their answer

- Give their answer

1 1960 2 160 km south west of

3 100,000 visitors 4 about 2,000; 450

5 surprise attack

- Check their answer say it aloud, andthen correct their work if they have thewrong answer

- Listen to the T

- Read the questions in pairs and try to

do the task

- Listen to the CD and do the task

- Compare their answer

- Give their answer

1 It belongs to 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.

-Work in groups to discuss

- One/ two sts present