Giáo án Tiếng Anh 10 unit 10: Conservation

Suggested answers:-the extinction of the plants and animals - pollution, floods, droughts, volcanic eruption , earth quakes, forest fire,… 10' BEFORE YOU READ Activity 1: - Ss work in pa

Giáo án môn Tiếng anh lớp 10.

UNIT 10: CONSERVATION

Date of preparing:

I/ Aim

• Theme: Conservation

• Pronounciation : / b / - / p /

• Grammar:

- The passive voice

II/ Teaching aids: Cards; posters, real things, pictures.

III/ Division of the unit

Period 1: Reading

Period 2: Speaking

Period 3: Listening

Period 4: Writing

Period 5: Language focus

UNIT 10 : CONSERVATION PERIOD 60

PERIOD 1: READING Date of teaching

I Objectives

By the end of the lesson, Ss will be able to

- Contribute their parts to the protection of the natural environment

II Materials

Textbook, whiteboard markets,………

III Anticipated problems

Ss may not know much about conservation, so T should be ready to help them

IV Procedure.

5'

WARM UP

- Sts close their books

- T asks the Ss to think out some environmental problems and write them in the card board

- T introduces new lesson by asking questions:

What is conservation?

Conservation is the protection of natural things, such

as plants and animals

Group work

Suggested answers:

-the extinction of the plants and animals

- pollution, floods, droughts, volcanic eruption , earth quakes, forest fire,…

10'

BEFORE YOU READ Activity 1:

- Ss work in pairs to look at the picture in page 104 and answer the questions1,2,3 in this page

- T goes round to help

- T correct the information in front of class

Activity 2:

- T delivers handouts and tells Ss the way to do

- Ss work in pairs to fill in the blanks in the table of word form

- T goes round to help

- T corrects the information before class

3 pollution ?

5 conservation ?

Suggested answers:

1 protection 4 damage

2 destruction 5 conserve

3 pollute 6 disappearance

Vocabulary :

- eliminate (v)

- circulation (n)

Pair work

Pair work

Environmental problems

- run-off (n)

- hydroelectric (n)

7'

7'

7'

WHILE YOU READ

Task 1:

- Ss open their books and read in silent by following the cassette recorder once to practice new words

-Ss scan quickly the reading to find out the new words in column A Ss work in individual, then interchange in pairs

- T goes round to help Ss to guess the meanings of the new words in the context

Answer keys of task1:

1 C 2 A 3 D 4 B

Task 2 :

- Ss read the text in silence and do the task 2

- Ss read the given statements, T explains new words (if any)

- Ss skim to find out necessary information to identify

if they are T or F

- Ss interchange in pairs

- T goes round to check

- T corrects the information before class

Answer keys of task 2:

1 F 2 T 3 T 4 T 5 F 6 F

Task 3:

- Ss work in groups of every desk to find the information in the reading, then choose the main idea for each paragraph

- T explains that the main idea of each paragraph often appears in the topic sentence

Answer keys of task 3:

*Paragraph A :

Main idea : Forests give us a lot of valuable things Topic sentence : many of those plants and animals

can be used as medicine against cancer, AIDs…, heart diseases and many other sicknesses

Individual work

Individual work and Pairwork

Group work

*Paragraph B :

Main idea :We can not live without water

Topic sentence : Man and most animals need a constant

supply of water to live

*Paragraph C :

Main idea : Lets do something to save the earth Topic sentence : The earth is being threatened and the

future looks bad What can each of us do ?

7'

AFTER YOU READ

- Sts work in groups to find the answers in the reading

to prove the importance of forests, water and have the emergent actions to conserve

- T goes round to check

- T corrects them before the class

Answer keys:

1 The loss of much forests is destroying the earths

2 Man and most animals need a constant supply of water to live Farmers need water for their crops

3 We should stop polluting rivers and seas and stop the disappearance of plants and animals

Group work

2'

WRAPPING

Summarise the main points Assign homework : Retell the main ideas of the reading passage

* Remark:

Whole class

===================================

UNIT 10 : CONSERVATION PERIOD 61

PERIOD 2: SPEAKING Date of teaching:

I Objectives.

By the end of the lesson, Ss will be able to

- Ask for someone's opinions, and show their agreement or disagreement about the new kind of zoo, talk about the advantages and disadvantages of the new kind

of zoo

II Materials

Textbook, pictures……….

III Anticipated problems.

Ss may have difficulty in knowing some words in this section

IV Procedure

arrangement

5’

WARM UP

Sts close their books

-T delivers handouts and asks Ss to classify the given

words to the following categories (wolf, shark, whale,

tiger, lion, elephant, monkey, turtle, seal)

Sea animals Wild & zoo animals

Answer keys:

a wolf b tiger c lion d elephant e monkey

- T introduces new lesson by asking questions:

1 Have you ever been to the zoo?

2 What are zoos opened for?

Suggested answers:

1 Yes, I have

2 For keeping animals

Pair work

8'

PRE-SPEAKING:

- T explains the new words, structures and expressions

for Ss to interchange in pairs

Ss study them by learning their meanings and repeating

after T

Vocabulary:

- sensitive(a)

- instead(adv)

- feature(n)

Pair work

- prefix “pre-“ means “again”

EX: reconstruct, reintroduce,…

- injured(a): wounded (a)

- - Kent: a county in south-east of England which is

famous for vegetables and fruit

- Structure: BE + V3/ V-ed (passive voice)

EX: This chair was made by my father

Task1:

- Ss open their books and read carefully the passage

about the zoo in page 106, then answer the questions

- Ss ask and answer in pairs

- T goes round to help and check

Suggested keys of task 1:

1

- It is used to provide as natural environment as natural

as possible for the animals

2 The places where endangered species can develop

- Animals can live in natural environment

- They are not the places where animals are

imprisoned

Pair work

Task 2:

- T delivers handouts and asks Ss to practice the

conversation, then do it again, replacing the

underlined words with those provided in(1) and (2)

- Ss Practice in groups ,using the information from the

table to ask and answer

- T goes round to help them or gives the meanings of

new words (if any )

Suggested keys of task 2:

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

the zoo of new kind because they may have better food

(1)

B: I agree with you

(2)

Animals may suffer from dangerous diseases

Animals may do what they want to

Animals may develop Animals may feel happier

I am afraid that I can’t agree with you

Yes, that’s right

I can’t agree with you more

Yes, I believe so

Group work

8'

Task 3:

-Ss work in groups to discuss the advantages and the

disadvantages of zoos of the new kind

- T goes round to help them or gives the meanings of

new words (if any )

Suggested keys of task 3:

Advantages Disadvantages -the conditions the

animals are in

- animals that people

can visit

-the money spent on reconstructions of the animals natural environment -the dangers that the keepers may have

Group work

POST-SPEAKING:

Task4: (10ms)

Group work

2'

-Ss work in groups to give their opinions about the advantages and the disadvantages of zoos of the new kind

-T asks one S of each group to report to the class what his group has discussed

-T corrects these reports before class

WRAPPING

Summarise the main points

Assign homework:

* Remark:

UNIT 10 : CONSERVATION PERIOD 62

PERIOD 3: LISTENING Date of teaching:

I Objectives

By the end of the lesson, Ss will be able to

- Listen for specific information about forest fires

II Materials

Textbook,cassette…

III Anticipated problems

Ss may not know much about forest fire

IV Procedure.

5'

WARM UP

- Ss close their books

- T shows the pictures of forest fires and asks Ss:

1 What do you see in the pictures ?

2 Have you ever seen a forest destroyed by fire?

Suggested answers:

1 We can see forest fires

Whole class

2 Yes, I have./ No, I haven’t.

- T introduces new lesson: Today we’re going to listen about forest fires and their consequences

9'

BEFORE YOU LISTEN

- Ss practice in pairs, talking about what may cause a forest fire

Activity 1:

Suggested answers:

A forest fire may be caused by a cigarette end, a campfire, lightening, drought,…

- T goes round to help them or gives the meanings of new words (if any )

- T lets Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any)

- Ss read these words in silent

- T corrects them before the class

Activity 2: Listen and repeat

Vocabulary:

-destroy(v):

-heap(n):

-leaf(n):

-allow(v)≠ ban (v) -spread(v)

-catch fire:

Pair work

8'

WHILE YOU LISTEN Task1:

- T asks Ss to read the sentences given and underline the important words

- T explains the sentences that Ss don’t understand

- T turns on the cassette player twice

Individual work

- Ss work in pairs to guess the order of the events and number them

- T asks Ss to interchange the information they’ve heard with his/ her partner and corrects them

Answer keys of task1: 3, 2, 5, 1, 4

10'

Task 2 +Task 3:

- T asks Ss to read the statements to understand them well before listening

- Ss listen for the first time, T checks if Ss have the answers

- Ss listen for the second time, T checks again

- Ss listen for the third time, T presses the button

“pause” right after the answer for Ss to understand more clearly

- Ss work in pairs to discuss and prepare

Suggested answers of task 2:

1 F

2 F

3 T

4 T

5 F

Suggested answers of task3:

1 A

2 B

3 A

Group work

10'

AFTER YOU LISTEN

- Ss work in groups to share the information they’ve listened about the causes of forest fires and the responsibility of those who work and live in the forest

Group work

- T asks one S of each group to report to the class what his group has discussed

- T corrects these reports before class

2'

WRAPPING

Summarise the main points Assign homework : - Learn by heart new words,

rewrite what they remember about the passage they’ve listened to

- Prepare “ Writing”

* Remark:

Whole class

UNIT 10 : CONSERVATION PERIOD 63

PERIOD 4: WRITING Date of teaching:

I Objectives

By the end of the lesson, Ss will be able to

- Write a letter of invitation using the cues provided

II Materials

Textbook, ………

III Anticipated problems

Ss may not be familiar with some expressions used in an invitation letter

IV Procedure.

Time Steps Work arragement

5'

WARM UP

-Sts close their books -T asks the Ss to rearrange the following words to make a meaningful sentence:

a/ dinner/ evening/ for/ go/ like/ out/ this/ to/ you/

would?

Suggested answers:

Would you like to go out this evening for dinner?

-T asks some more questions:

1)Have you written a letter of invitation? On which occasion?

2)What are some expressions do you write in a letter

of invitation?

1)Yes, I have On my birthday

2)These expressions are: Dear…, Would you like…, How about…, Shall we

-T introduces new lesson: A letter of invitation

Whole class

5''

BEFORE YOU WRITE Task 1:

Activity 1:

- T explains the new words and expressions

Vocabulary:

- Would you like + to inf

- How about + V-ing

- Do you feel like + V-ing

- Are you free + V-ing

- Why don’t we/ you + V0

- Shall we + V0

- Can you + V0

- Ss open their books and read in silent the description

Pair work

10'

WHILE YOU WRITE Task 2:

Activity 2:

- Ss work in pairs to match the first half in A with the most suitable half in B ( page 109)

- T walks round to help -T corrects them before class

Suggested answers of task 2:

1.c 5.h/ f 2.f/ h 6.d/ g 3.a 7.e 4.g/d 8.b

Individual work Group work

5'

Task 3:

- T asks Ss to read this task carefully and underline the new words or phrases (if any)

UNIT 10 : CONSERVATION PERIOD 64

PERIOD 5: LANGUAGE FOCUS Date of teaching:

I Objectives

By the end of the lesson, Ss will be able to

- Pronounce correctly the sounds / b / and / p /

- Use the passive voice appropriately

II Materials

Textbook, pictures……

III Anticipated problems

- Ss may find it difficult to use the passive voice in different tenses

IV Procedure.

Time Steps Work

arragement

5'

WARM - UP

- Sts close their books

- T gives a series of disorder words:

1) back/ bed/ brought/ big/ breakfast/ Ben/ a/ to/ the

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

- Ss work in groups to rearrange these words to make two

meaningful sentences

- T corrects and asks Ss to read aloud to know the difference

between these sounds

Suggested answers:

1) Ben brought a big breakfast back to the bed

2) Pat put purple paint in the pool

Note:

/b/ is silent when it appears after /m/

EX: comb, climb, bomb, plumber,…

- T introduces new lesson: Today we’re going to study the passive

voice after practicing the two consonants /b/,/p/

Whole class

10'

PRONUNCIATION Activity 1: Listen and repeat

- Ss listen to the cassette player these two consonants (once) to

realize the difference among them

- Ss repeat after T once

- T write their phonetic symbols on board and numbers them:

(1)/b / and (2)/p /

- Ss close their books and speak aloud the number of the sound T

reads

Activity 2: Practice these sentences

- Ss listen and repeat after T twice

-Ss practice reading these sentences

- T walks round to help

Individual Pair work

10'

GRAMMAR AND VOCABULARY

* The passive voice:

Activity 1: (Exercise 1- Page 111)

- Ss read the example carefully

- T explains the structure of the passive voice

-Ss change the examples from active to passive

-Ss practice in pairs to choose the right form of the verbs in

brackets

- T walks round to help

-Each S reads his sentence before the class

BE + V3/V-ed

- S + V + O

-

- S + be + V3/ V-ed + by + O

whole class