giáo án 10 cơ bản

Check the answer in front of the class as a whole 6’ .Give correct answer: Areas of change Task 3: Answering questions: Read the passage again then answer the questions in task 3 Pair wo

ENGLISH 10

Lesson 1 : Reading

A Objectives :

Reading about the changes in the country life

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

- better their reading skill through vocabulary Matching and table completion exercises

- Enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud…

Brainstorming: Ask Ss to work in groups of 3 or 4 and make a

list of words related to the country

The group with the longest list will be the winner

Group workWork in pairsBEFORE YOU

Look at the picture Discuss the questions.

1 What are people in the picture doing?

2 How are they working?

3 What do you think of the crop?

4 What helps produce good crops?

*) Vocabulary pre- teach

Set the scene:

You are going to read a passage about life changes in the country You read it and do the following tasks

Task 1: Vocabulary matchingAsk Ss to read the passage and do Task 1: Match the words in Awhich appear in the reading passage with their definitions in B

Encourage Ss to guess the meaning of the words in the context

Have Ss compare and discuss their answers with a friend

Further explain and give correct answers:

Ask Ss to scan the passage to get specific information to complete the table

Tell Ss to discuss the answer with a friend

Check the answer in front of the class as a whole

6’

.Give correct answer:

Areas of change

Task 3: Answering questions:

Read the passage again then answer the questions in task 3 Pair workAFTER YOU

READ

(7’)

Ask Ss to work in groups then discuss the question: How can people with an education help make the life of their community better?

- Let 1 students go to the board and talk something about the history of village

- Correct the mistakes

on board

M-DIC-L C-NT-E CR-PS

BRI-G-S SCHO-LPRESENTA

TION

10’

Task 1: The villagers of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results

*) Explain some possible new words:

resurface [,ri:'sə:fis] (v) canal [kə'næl] (n) muddy ['mʌdi] (a)Ask Ss to work in pair-> practise ask an answer like this:

A: Why should we widen the roads?

B: We should widen them so that cars and lorries can get to thevillage

Give correct answer:

Go around the class and provide help when necessary

Call some groups to act out the conversation in front of the class

Comment and have necessary corrections

Work in groups of three

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

- Listening for information about the changes of a small town in England

- compare the past and the present of a town

- improve listening skill through True or False and Gap- filling exercise

- Let 1 group of 3 Ss go to the board and act out the conversation

- Correct their mistakes

3 / New lesson :

STEPS TEACHER’S ACTIVITIES Ss’ ACTIVITIES

WARM- UP

10’

Game: Find someone who

cry at night when you were a child?

Task 1- True or false.

Ask Ss to read the statements carefully before listening tothe tape

Play the tape more than once if necessary

Ask Ss to compare their answers with a friend

Call on some Ss to read and explain their answers in front ofthe class

Feedback and give correct answers:

1 F ( It’s on the south coast of England)

2 F ( It used to be a small quiet town)

3 T

4 F ( A lot of trees have been cut down)

5 F ( some people don’t like the changes, they miss the quiet and peaceful life of the old town)

Task 2- Gap- filling

Play the tape again and ask Ss to do Task 2: Write themissing words

Tell Ss to write the each word for the blanks

Let Ss discuss the answers with a friend

Give correct answers:

By the end of the lesson, Ss will be able to write a letter giving directions to a certain place.

Call on some Ss to go to the board and follow T’s directions Ss who

do not follow the directions correctly will be the loser

PresentationTask 1

- Set the scene

- Have Ss work in pairs and do the task

- Ask Ss to draw directions on the map while discussing

- Explain and check in front of the class

- Gather some phrases can use to give directions:

come out of

turn right keep walking go over walk past take the first/ second turning on the left/ right It’s the one with…

Task 2: Writing

- Instruct the task Tell them to write the letter individually

- Go around the class and offer help if necessary

- Encourage Ss to finish the writing under time pressure

- Ask Ss to have peer correction

production

- Call on some Ss to read aloud their writing in front of the class

- Comment and correct necessary mistakes

- Give suggested answer:

Further practice

- Give out a prepared map of Ha noi, Ss are in Giap Bat station Tell them to ask and answer the directions to some certain places on the map

- Go around the class and offer help if necessary

wrappingSummaries the main points

Assign homework

Whole class

Pair work

Individual work.Pair work and wholeclass

Group work

Period : Unit 5 : the story of my village

Lesson 5 : Language focus

A Objectives :

Distinguish the sounds /au/ and / əu/

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

- distinguish and pronounce the sounds /au/ and / əu/ clearly and correctly

- transform direct speech into reported speech following correct rules

- say the difference between When and If in conditional sentence type I and do related exercises

- Let 2 students go to the board and answer the questions

- Correct their mistakes

Play the tape and ask Ss to repeat

Call on some Ss to repeat the sound clearly in front of the class

Ask Ss to word in pairs and practice the sentences

Introduce peer correction

Go around the class and provide help if necessary

- Have them compare the answers with a friend

- Check the answer in front of the class as a whole

Presentation 3: Make clear the difference between say, tell and

talk:

- Say( without object) + clause

- Tell ( with object) + clause

- Talk ( to smb) about sth

wrappingSummaries the main points

Assign homework

Individual work

Period : Test yourself c

+ Explain new words

+ Ask Ss to read the questions carefully

+ Complete the Ex after listening for the second time

+ Ss discuss the answers in pairs

- T corrects and gives out the answers:

B 1, aren’t 2 evening 3 cinema 4 theatres 5 knows

II Reading:

- Ask Ss to work in groups, discuss the answers then present in front of the class

- T feedbacks and gives the correct answers:

1 Because people can sit comfortably at home, watching TV They don’t have to go out and pay for expensive seats at the theatre or in the cinema

2 They can see plays or films of every kind, exciting football matches, current events, the latest

developments in science and politics, etc

3 Because he has everything presented to him while he needs to do nothing

4 TV will dominate our lives, and we don’t have time to talk to each other and do other things

5 TV in itself is neither good nor bad It is as good or as bad as we make it

III Grammar:

- Ask Ss to work in pairs

- Ask some pairs to present the answers

- T gives the correct answer:

1 have been; haven’t had

2 haven’t given; have paid

3 said

4 had taken

5 thought: would come

6 told; have got

IV Writing:

- Ask Ss to work in groups

- Call some Ss to write down the answer on board

- T corrects

I Find one mistake in each sentence and correct it:

1 Technology will continue to develop in spite of we think that is a good thing for our society or not.

2 If today is yesterday, I would never talk to him that way

3 Because of she was lazy, she didn’t finish her test yesterday

II Choose one best answer that suits the meaning of the underlined word(s):

1 She is crazy about exploring marine life

2 Birds migrate in winter

A travel B hunt C die D give birth

III Write conditional sentences type II for the following situations:

1 They don’t understand the problem They won’t find a solution

………

2 She drinks too much coffee She doesn’t feel calm

………

IV Complete the Conditional Sentences (Type II) by putting the verbs into the correct form

1 If we (have)………….a yacht, we (sail)……….the seven seas

2 If they (tell)………their father, he (be)……….very angry

3 She (spend)……….a year in the USA if it (be)………easier to get a green card

I Complete the Conditional Sentences (Type II) by putting the verbs into the correct form

1 If I (live)………on a lonely island, I (run)……….around naked all day

3 My brother (buy)………a sports car if he (have)……… the money

II Find one mistake in each sentence and correct it:

1 Technology will continue to develop in spite of we think that is a good thing for our society or not

2 If today is yesterday, I would never talk to him that way

3 Because of she was lazy, she didn’t finish her test yesterday

III Choose one best answer that suits the meaning of the underlined word(s):

1 She is crazy about exploring marine life

2 Birds migrate in winter

A travel B hunt C die D give birth

IV Write conditional sentences type II for the following situations:

1 She isn’t in your position She isn’t able to advise you

Reading for specific information about the marine life

After the lesson, students will be able to talk about the marine plants and animals; therefore, they would remember to protect the sea environment

B Teaching aids:

Textbook, a map of the world, some pictures about marine animals…

Before you read

1 Finding names of sea animals.

- Introduce some pictures of animals

- Marine life (n): life in the sea.

- fall into: to be able to be divided into sth.

- water current(n):

- Organism (n): a living being.

- At stake: at risk.

Ask Ss to make sentences with the above words to make sure they

understand their meanings

while you readYou are going to read a passage on the life int the sea While you are

reading, do the tasks in the textbook

Task1 – Gap filling based on word meaning guessing.

Ask Ss to read the passage individually and stop at the lines that contain

these words to guess their meanings

Go around the class and provide help if necessary

Call on some Ss to read aloud their answers Let them to explain their

choice

.Correct their mistakes

Task2 - Answering questions

Have Ss work in pairs and ask and answer about the passages

.Call on some pairs to do the task in front of the class

.Give feedback and suggested answers :

1 75% of the earth surface

2 By using modern services.

3’

3 They investigate the seabed and bring samples of the marine life back to

the surface for further study.

4 We can know a wide range of information, including water temperature,

depth and the undersea populations.

5 They are those that live on or depend on the bottom like the star fish,

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.

after you read

- Work in pairs Complete the summary of the reading passage by filling

each blank with a word or phrase given in the box below

- Explain some words:

huge (a): very big

closely connected:

wrappingSummaries the main points

Assign homework

Pair work

Answers the questions Copy the answers onthe notebook

Individual work Pair workAnd whole class.Copy the answers onthe notebook

Group work: Talk about under sea world

Period : 47

Unit 9 : UNDERSEA WORLD

Lesson 2 : Speaking

A Objectives:

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

- offer solutions to sea problems using should/ shouldn’t

- talk about causes and consequences of sea problems

- report on discussion results

- Talk about marine life

- Correct their mistakes

7’

Warm-up

Picture describing

- Teacher prepares a set of pictures of sea problems

- Ask Ss to discuss the questions:

a What can you see in the picture?

b What problem is it?

Group workAnswer the questions

Task 1: Offering solutions

You are required to work in pairs to put the actions in order of

importance and then say what we should do or not should do.

T pre- teach some vocabulary items:

1 Sparingly (adv): not wasting something

2 Dispose of (v): to get rid of something

3 Herbicide (n):

4 Pesticide (n): a chemical substance used to kill insets

5 Release (v):

- T goes around to observe Ss working

- T feeds back and give correct answers

Task 2: Discussing consequences and offering solutions.

Following are some threats to our oceans Work in groups to

discuss the consequences that might occur and offer some

possible solutions.

- to make something / somebody + adj

- to result in + n

- to cause

- T goes around to observe Ss working

- T feeds back and give correct answers

Task 3

- Reporting on the discussion results

- T calls on some Ss to report that their groups have discussed

and asks other Ss to take note and compare with their groups’

ideas

wrappingSummarise the main points

Assign homework

Practise readingPair work

Group work

Group workAnd whole class

Before you listen

- Ask Ss to work in pair to discuss two questions in the book.

- T calls on some Ss to present their answers

Vocabulary pre-teach

1 krill (n)

2 Whaling: hunting for whales.

3 Migrate (v): to move from one habitat to another according to the

seasons.

4 Conservation (n): Preservation of natural and wildlife.

Write all the new words on the board

Explain each word separately and ask Ss to guess what the word is

while you listen

Task 1- True or False

Let Ss read the statements carefully

Play the tape again and ask Ss to listen and decide whether the statements

are true or false

Draw Ss/ attention to key words when they are listening

Call on some Ss to explain their answers

Give correct answer

Task 2- Answering Questions

Ss read through the questions to understand them and underlined key

words

Have Ss listen to the tape again and answer the questions

Let Ss listen to the tape several times if necessary and have a pause to

make it easier for Ss while they are doing the task

Call on some Ss to read their answers in front of the class

Give correct answer:

after you listen

- T asks Ss to work in groups to talk about whales, using cues

provided:

+) their length and weight

+) their feeding grounds and food

+) the reasons for protecting whales

- T goes round to offer help

- Asks some Ss to give a talk about whales

- T gives feedback and any necessary correction

wrappingSummaries the main points

*)Vocabulary pre- teach

- life span (n): tuổi thọ

*) Ask Ss to read the paragraph in task 1 and tell what a descriptive

paragraph is

+) The first sentence is the topic sentence

+) The other sentences describe the animal in details

*) Filling in the table on page 100 with the information given in the

paragraph.

- T asks Ss to work in pairs to complete the table with the information in

the paragraph

- T asks Ss to exchange their answers with another pair

- T gives feed back and corrects the answers

Task 2: Writing

Instruct the task Tell them to work individually, use the facts and figures

of the dolphin provided in the table, and follow the development of writing

sample in Task 1 to build up a descriptive paragraph

Go around the class and offer help if necessary Encourage Ss to finish the

writing under time pressure

Ask Ss to have peer correction

productionCall on some Ss to read aloud their writing in front of the class

Comment and correct necessary mistakes

give suggested answer:

Dolphins are not fish They are mammals that live in the water

Dolphins are among the most intelligent on Earth Although they can be

found in all oceans in the world, dolphins prefer coastal waters and bays

Group work

Whole class and pairwork

Individual work.Pair work and wholeclass

2’

The size of dolphins varies greatly The smallest dolphin is just about 50kg

in weight and 1.2 meters in length while the largest one can weigh up to

8.200kg and is 10 meters long Dolphins are carnivores and they eat

mainly fish A female dolphin gives birth to one calf every two years after

a gestation period of eleven to twelve months A dolphin can normally live

from twenty- five to sixty- five years and some species of dolphins can

even live longer Dolphin populations are at risk due to the pollution of

their habitat and accidental entrapment in fishing nets.

wrappingSummaries the main points

Assign homework

Lesson 5 : Language focus

A Objectives :

Identifying the sounds / iə/, /eə/ and /uə/

By the end of the lesson, Ss will be able to be more confident in pronouncing these sounds Use should and conditional sentence type II appropriately

- Let 2 students go to the board and answer the questions

- Correct their mistakes

Ask Ss to work in groups

Give out 10 to 15 words and tell Ss to put them under appropriate heading

pronunciation

Group work

15’

12’

pronouncing the three sounds separately

Demonstrate the sounds / iə/, /eə/ and /uə/ by pronouncing them clearly

and slowly

Help Ss to distinguish these three sounds

Instruct the way to pronounce

practice 1Play the tape and ask them to repeat

Call on some Ss to repeat the sounds clearly to class

Ask Ss to work in pairs and practice the sentences

Introduce peer correction

Go around the class and provide help if necessary

grammar and vocabularyshould and shouldn’t

a Presentation

+) In this lesson, should and shouldn’t are used to offer solutions and

give strong advice

- You should do sth= it is a good thing to do or the right thing to do.

- You shouldn’t do sth= it isn’t a good thing to do.

b Practice.

Ask Ss to do exercise 1 and 2 Ask Ss to compare the answers with a friend

Call on Ss to read the completed sentences

Give correct answers:

Ex 1:

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

Ex 2:

2 I think smoking should be banned, especially in restaurants

3 I don’t think you should go out this evening

4 I think the boss should resign

Conditional sentence type 2

a Presentation

+) Form: If + subject + past simple, subject + would/ could + Verb ( bare

Infinitive)

+) Meaning: The conditional sentence type 2 is used to talk about things

which are unreal (not true or not possible) in the present or the future

b Practice:

- Ask Ss to do exercise 3 in pairs

- T asks some Ss to read out their answers

- Feedback and give suggested answer:

3 would take 8 would be

4 refused 9 did not come

5 would not let 10 borrowed

6 closed down 11 walked

7 pressed 12 would understand

wrappingSummaries the main points

Assign homework

Whole class

Pair work

Individual workand pair work

Period 51

English Test: 45 minutes N0:1

I Circle the word with the underlined letters pronounced differently from those of the others.(1p)

II Choose the best option to complete the following sentences: (1.5p)

1 Opposite our house there is a large park, there are beautiful trees and flowers

2 My uncle drank a lot of beer, _ made him fat

3 She is going to finish her homework, _?

a is she b will she c doesn't she d isn't she

4 If it _ tomorrow, we'll stay at home

5 The villagers have tried a lot to their lives

6 We enough food for the trip to Huong Pagoda yet

a don't prepare b didn't prepare c aren't preparing d haven't prepared

III Give the correct tenses of the verbs in brackets: (2p)

1 ( not sit) _ here if you ( feel) _ cold

2 I (send) _ you some information it you (tell) me your address

3 If Kate (be) late again, she (lose) _ her job

4 There ( not be) enough room if everyone (come) _

5 If Binh (learn) hard, he ( pass) _ the exam

IV Put the following into indirect speech: (chuyÓn nh÷ng c©u sau ®©y sang gi¸n tiÕp) (2p)

1 " I'll come with you as soon as I am ready" She said

5 " Does this train stop at York?” asked Bill.

V Complete these sentences with the cues :( 2.5p)

1 My brother / learn / English / 5 years

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

Use vocabulary items related to the issue of conservation

Guess the meaning of the words based on contexts and components of the words

Reading for specific information about conservation

1 Discussing the questions based on the pictures.

2.Vocabulary pre- teach

Variety [və'raiəti](n):

Hydroelectric Dam [,haidroui'lektrik dæm](n):

Play an important part:

Ex : Mathematics plays an important part in schools

.Valuable (a):

Appear [ə'piə](v) ≠ Disappear [,disə'piə](v)

Worsen ['wə:sn] (v): to become worse, to make sth worse

Ask Ss to make sentences with the above words to make sure they

understand their meanings

while you readYou are going to read a passage about conservation While you are

reading, do the tasks in the textbook

Task1 Matching based on word meaning guessing.

T writes the words on board

Ask Ss to read the passage individually and stop at the lines that contain

these words to guess their meanings

Go around the class and provide help if necessary

Call on some Ss to read aloud their answers Let them to explain their

choice

.Correct their mistakes

Task2 – True or False

- First quickly read through the statements to get an idea about the topic

- Underline the key words to understand the main point

- Search for the section of the text which deals with the idea or fact

- Ask Ss to work individually to do the task

- Discuss their answers with their peers

_ T gives the correct answers:

Task 3: Choosing the main idea for each paragraph:

- T asks Ss to work in pairs to do the task

- T goes round to offer help when necessary

- T gives feedback and correct answers:

A 3

B 4

C 2

after you read

- Work in groups to discuss the questions in the textbook

wrapping

Practise readingMake sentences with above words

Matching

Individual work

Pair work

3’

Summaries the main points

Period : 53

Unit 10: conservation

Lesson 2 : Speaking

A Objectives:

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

- ask for someone’s opinions, and show their agreement or disagreement about their new kind of zoo

- talk about advantages and disadvantages of the new kind of zoo

- report on discussion results

- Talk about the conservation

- Correct their mistakes

- Teacher prepares two pictures of zoos: a traditional zoo and a new kind of

zoo

- Ask Ss to discuss the questions:

a What can you see in the pictures?

b Can you find out some differences between these two pictures

presentation

Task 1: Offering solutions

You are required to work in pairs to put the actions in order of importance

and then say what we should do or not should do.

T pre- teach some vocabulary items:

1 sensitive (a)

2 Imprison( v): put or keep in prison.

3 Reconstruct (v): build again.

4 Breed (v): cause (an animal) to produce offspring.

5 Reintroduce (v).

- T asks Ss to work in pairs to discuss the two questions in the book using

the information in paragraph A and B

1 They are opened to help endangered species develop.

2 The animals are not kept in cages They can live in their natural

Group work

Answer the questions

Practise reading

Task 2: Showing agreement or disagreement about the new kind of zoo.

Following are some ideas about the new kind of zoo discussed in task1 You

are required to show your agreement or disagreement by ticking the right

box Then share your ideas with a partner.

- T elicits some structures:

Asking for opinions Giving opinions

What do you think of………?

I would doubt that…

- T goes around to observe Ss working

- T feeds back

Task 3

Discuss the advantages and disadvantages of zoos of the new kind

- T asks Ss to work in groups

Task 4: Reporting on the discussion results.

- T calls on some Ss to report that their groups have discussed and asks

other Ss to take note and compare with their groups’ ideas

wrappingSummarise the main points

Assign homework

Pair work

Individual work and pair work

Group workWhole class

Lesson 3 : Listening

A Objectives :

Listening for specific information about forest fires

Talk about the cause of forest fires and ways to prevent them

- Ask Ss to work in groups to discuss what may cause a forest fire.

- T calls on some Ss to present their answers

- T gives feedback and gives some possible causes:

2 awful (a): very bad or unpleasant

3 put out (v): extinguish a fire.

4 a heap of: a large quantity or amount.

Write all the new words on the board

Explain each word separately and ask Ss to guess what the word is

while you listen

Task 1- Numbering events

- Let Ss read the statements carefully

- Underline key word

- Guessing the order of the events with a friend

- Play the tape and ask Ss to listen and do the task

- Give correct answer

3 2 5 1 4

Task 2- True or False statements

- Let Ss read the statements carefully

- Play the tape and ask Ss to listen and decide whether the statements are true

or false

- Draw Ss/ attention to key words when they are listening

- Call on some Ss to explain their answers

- Give correct answer

1 F( It spreads quickly)

2 F( In late summer)

3 T

4 T

5 F( It is the duty of everyone of us)

Task 3- Choosing the sentences heard

- T asks Ss to read through sentences to understand them

- Underline the different parts between the two sentences.

- Ss listen and pay attention to the different parts

_ T asks Ss to do the task the work in pair to exchange answers

- T provides correct answers:

1 a 2 b 3 a

after you listen

- Role play: + A is a journalist + B is a forester in Cuc Phuong National Park

wrappingSummaries the main points

Group work

Work in pairs in five minutes

Completion game- Ordering

- T prepares 8 handouts with some sentences in a jumbles order

a Hope to see you then.

b We would like to invite you to the wedding.

c You are welcome to stay the night as there is plenty of room, though it

would help if you could let me know in advance.

d Mary and I are getting married soon after we return to London- on

June 20 th

e Dear John,

f Best wishes, Alex

g I will be at my parents’ house in Parkville, probably at 2.30pm, and

there will be a party afterwards, starting at about 8 pm.

The correct order is:

1 2 3 4 5 6 7.

- T divides the class into 8 groups and gives each group a handout

- T asks Ss to discuss to reorder the sentences to make a complete letter of

Exploiting the model:

The features of an informal invitation letter:

+) the event

+) the place

+) the time and date

+) the invitation/ suggestion itself

+) Are you free

+) Would you like + Verb ( bare Infinitive)

+) How about

+) Do you feel like + Verb- ing

- T asks Ss to work in pair to do the task

- T asks Ss to exchange their answers with another pair

- T gives feed back and corrects the answers

1 c 2 f/h 3 a 4 g/ h 5 h/ f

6 d/ g 7 e 8 b

Task 2: letter completion

_ T asks Ss to work in pairs to complete each letter using the expressions in

task 1

Task 3:

Writing an invitation letter based on cues

- T reminds them that they should use all the language items provided

together with other items to produce meaningful and grammatically correct

sentences

- T should go round and provide help

- T collects some writings for quick feedback

wrapping

- T summaries the main points

- Assign homework: Extra- Ex

Pair work and whole class

Lesson 5 : Language focus

A Objectives :

Identifying the sounds /b/ and / p/

By the end of the lesson, Ss will be able to be more confident in pronouncing these sounds

Use the passive voice appropriately

- Let 2 students go to the board and role play some real situations

- Correct their mistakes

3 / New lesson :

activities

pronunciationpronouncing the three sounds separately

Demonstrate the sounds /b/ and / p/ by pronouncing them clearly and slowly.

Help Ss to distinguish these two sounds

Instruct the way to pronounce

practice 1Play the tape and ask them to repeat

Call on some Ss to repeat the sounds clearly to class

Ask Ss to work in pairs and practice the sentences

Introduce peer correction

Go around the class and provide help if necessary

grammar and vocabularythe passive voice

- Ask Ss to do exercise 1 , 2 and 3 Ask Ss to compare the answers with a friend

- T asks some Ss to go to the board to write their answers

Give correct answers:

1 came; had started; were

2 is standing; is being photographed

3 Have….been told

4 was being laid; decided

5 will ….be planted

Ex 3:

- T asks Ss to do ex3 in pairs

- T calls on some Ss to read out their answers

wrappingSummaries the main points

Assign homework

Whole classIndividual work

& pair work

Whole class

Pair work

Period: 57 Unit 11: National Parks

2 Vocabulary: words related to the topic “National parks”

3 Teaching aids: book, posters

- Ask students some questions:

- What’s the date today?

- How are you today?

2 Step 2: Before you read

Ask:

- Have you ever been to a national park? Which

park?

- What can you see in these pictures?

- What national parks are located in your province?

We’ve talked something about national parks And it’s

the topic of our lesson today

Write the title of the lesson on the board: “National

- Plants, animals, mountains…

- Cat ba is located in my province

- Write

7’

3 Step 3: While you read

- And now you will have opportunities to know more

about some national parks, not only in our country but also in the world by reading the passages in

- Ask students to work in pairs to do task 1

- Call the students to do task 1:

- Ask students to read the passages again

- Ask students to work in pairs to do task 2

- Call the students to do task 2 (one ask and one

4 Step 4: After you read

- Ask students to work in groups to discuss: Which

of the three national parks would you like to visit

most? Why?

- Call one student to speak

- Read the new words

- Read the passages silently

2, Because the raining season is over

3, They can learn how to recognize 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 and abandoned animals are taken care of

5, Because the toxic levels of chemicals

in the water

6, Plants and animals will die

- Discuss in groups

- Speak

1’ 5 Step 5: Homework: Summary the main typical features of each park.

- Talking about an excursion

2, Vocabulary: Words related to “excursion”

3, Teaching aids: book

4, Procedure:

5’ 1, Step 1: Before speaking

Ask students some questions:

- Have you ever had an excursion?

- Tell me what you prepared for your excursion?

+ How did you go? By bus, car, or bicycle?

+ What about food?

+ What did you do during your excursion?

And now you will make acquaintance with Nga Her class

went on an excursion to Huong Pagoda Unfortunately, the

excursion turned out to be a disaster Most of the things they

did went wrong

Read the request of task 1

Give students some new words:

- a fine(n):

- poisoning(food):

- carsick(n):

Now work in groups to do task 1

Call some students to do task 1

* Task 2:

Call 1 student to translate the request into Vietnamese

Introduce something about conditional sentence type 3

If clause:

Past perfect(had+P.P)

Main clause:

Past perfect(would

Read the new words

Work in group to do task 1

have+P.P)Call two students to read the examples.

Ask students to work in groups to do task 2

Call 1 or 2 groups to do task 2

* Task 3:

Give instructions + example:

“ Now I will give each table one ticket In the ticket I wrote

the things you did or didn’t do in your excursion Your task

is expressing your regrets about these things by using the

conditional sentence type 3

Ex:

Deliver tickets to each table

Ask students to work in groups to do task 3

Call 1 or 2 groups to do task 3

Read the examples

Work in groups to do task 2

Do task 2Listen to the teacher

Receive tickets Work in groups to do task 3

Do task 31’ 3, Step 3: Homework

Write 5 conditional sentences type 3

You went to Ha Long Bay

1, You spent only 1 day You didn’t have time to swim on Chay beach

2, You spent only 1 day You didn’t have enough time to visit Tuan Chau

3, You didn’t bring swimsuit You had to hire one

4, You didn’t bring enough money You didn’t buy any souvenirs

You went to Do Son beach

1, You went by car You got carsick

2, You had a headache You didn’t swim

3, You went too late You didn’t visit Do Son Casino

4, You didn’t bring your ipod.You couldn’t listen to music

6 Vocabulary: Words related to the topic “National parks”

7 Teaching aids: book

8 Procedure:

2’ Step 1: Warm up

As students some question:

What’s the date to day?

What’s the weather like today?

How are you?

Answer:

To day is Saturday, , March 17th2007

It’s coldI’m fine

8’ Step 2: Before listening

Can you name some of National parks in Vietnam?

Have you ever been to Cuc Phuong National parks?

Ask students to work in groups to answer some

questions about Cuc Phuong National parks

“And now you will get more information about Cuc

Phuong National parks by listening to the tape

But before listening I want you to read some new words

first:

- Threatened and endangered species: Nh÷ng loµi bÞ

nguy hiÓm ®e do¹

- Ethnic minority: d©n téc thiÓu sè

13’

12’

Step 3: While listening

Now we move to task 1

*Task 1:

Call 1 student to read the request and translate it into

Vietnamese

Ask students to read the sentences

What kinds of information can you guess you will fill in:

Open the tape

Ask students to listen and fill in the missing information

Write the results of the students on the board

Ask students to listen the second time and check

Write the keys on the board:

Open the tapeAsk students to work in pairs to do task 2Call some pairs to answer

Write the keys on the boardAsk students to listen one more time to check

Read all the questions

ListenWork in pairsAnswerListen

10’ Step 4: After listening

Ask students to work in groups to discuss about the special features of Cuc Phuong National ParkCall 1 or 2 students to speak

Work in groupsSpeak

Time: Period 1, Monday March 19 th 2007

1 Aims: Writing a letter of acceptance or refusal

2 Teaching aids: book

3 Procedure:

Student’s activities

3’ 1, Step 1: Warm – up

Ask students some questions:

- What’s the date today?

- What’s the weather like today?

Today is Monday, March 19th 2007

5’ 2, Step 2: Before writing

Have you ever been to a party?

Show students some posters and say “the man wants to invite the

woman to have dinner How do you think the man will say to the

woman?”

If the woman accepts the man’s invitation, how will she say?

If the woman refuses the man’s invitation, how will she say?

Write the Students’ answers on the board

Yes

Adds some other ways

“Here are some comment ways of accepting or refusing an invitation

And now you will have to complete the letters in your book with a

suitable expression

Ask students to work in pairs to do task 1

Call some students to do task 1

 Task 2:

Call 1 students to read the request and translate it into Vietnamese

Ask students to work in pairs to do task 2

Call students to do task 2

Write the keys on the board

Give the structure of a letter: 3 parts:

- Greetings: Dear

- Organization:

+ Introduction+ Body

+ Conclusion

- Ending: Love,

 Task 3:

Call 1 students to read the request and translate it into Vietnamese

Ask students to work individually to write the letter

Call 2 students to go to the board to write

Correct the students’ letters

Correct some popular mistakes

Work in pairs

Do task 1Read + translate

Work in pairs

Do task 2

Read + translateWrite

Write

2’ 4 Step 4: Homework

Complete your letter at home

Lesson 5 : Language focus

A Objectives :

Identifying the sounds /t/ and / d/

By the end of the lesson, Ss will be able to be more confident in pronouncing these sounds Use the third conditional sentence type III appropriately

- Let 2 students go to the board and role play some real situations

- Correct their mistakes

Demonstrate the sounds /t/ and / d/ by pronouncing them clearly and

slowly

Help Ss to distinguish these two sounds

Instruct the way to pronounce

practice 1

- Play the tape and ask them to repeat

- Call on some Ss to repeat the sounds clearly to class

- Ask Ss to work in pairs and practice the sentences

- Introduce peer correction

- Go around the class and provide help if necessary

grammar and vocabularythe third conditional sentence

a Presentation

+) Form: If + subject + past perfect, subject + would/ could + have +Verb

(past participle)

+) Meaning: The conditional sentence type 3 is used to talk about things

which are unreal ( not true or not possible) in the past

b Practice:

- Ask Ss to do exercise 1 and 2 Ask Ss to compare the answers with a

friend

- T asks some Ss to go to the board to write their answers

Give correct answers:

Ex 1:

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 killed

Ex 2:

- T asks Ss for self correction and peer correction

- t gives correct answers

Ex 3:

- T asks Ss to do ex3 in pairs Ss have to use the information given to

make conditional sentences type 3

- T calls on some Ss to read out their answers

wrappingSummaries the main points

Assign homework

Group work

Whole classIndividual work & pair work

+ Explain new words

+ Ask Ss to read the questions carefully

+ Complete the Ex after listening for the second time

+ Ss discuss the answers in pairs

- T corrects and gives out the answers:

1 They go to a national park to enjoy the nature

2 It became a national park in 1872

3 No, it isn’t It’s the world largest park

4 It has about 70 geysers

5 They musn’t pick the flowers, feed or hunt the animals

II Reading:

- Ask Ss to work in groups, discuss the answers then present in front of the class

- T feedbacks and gives the correct answers:

1 a junk and litter

- Ask Ss to work in pairs

- Ask some pairs to present the answers

- T gives the correct answer:

a (1): has been cleaned (2): have been turned on (3): are waiting

(4): hadn’t been

IV Writing:

- Ask Ss to work in groups

- Call some Ss to write down the answer on board

- T corrects

Period: 63 WRITTEN TEST (45 minutes) No: 1

I Choose one word whose underlined part is pronounced differently: (1p)