UNIT 10 GIAO AN 10 COBAN

While-reading: 3’ T plays the tape and ask Ss to listen Ask Ss to read again in silence ● Task 1: 5’ - Matching the words in column A with a suitable definition in column B - ask Ss to r

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Period: 65 READING

Date of planning: 22/ 1/ 2016

Date of teaching: 25/ 1/ 2016

A AIMS: - To help Ss to know more about the conservation

- To help students improve the students’ reading skills

B METHODS: Communicative approach and Learner-centered approach

C TEACHING AIDS: text book, cassettes

D TEACHING PROCEDURE:

3’

10’

21’

I LEAD-IN: (3’)

Brain Storming:

- ask Ss to fill in the empty box

II NEW LESSON:

1 Pre-reading: (10’)

- Listen and answer the questions

- look at the pictures in page 104

1 Have you ever visited the zoo or a forest?

2 What animals are you interested in? Why?

3 Do you need to protect animals and forest?

What should we do to protect our environment,

today we’ll study unit 10: Conservation

* Vocabulary:

- conservation(n): sự bảo tồn

- to conserve:

- to destroy(n) huỷ diệt - destruction(n):

- medicine(n) thuốc thang

- cancer(n) bệnh ung thư

- heart disease(n) bệnh tim

- supply(v) cung ứng

- hydroelectric(n) thuỷ điện

- circulation(n) sự tuần hoàn

- damage(n)asuwj phá huỷ

- disappear(n) = extinction biến mất

Ask Ss to read new words

2 While-reading: (3’)

T plays the tape and ask Ss to listen

Ask Ss to read again in silence

● Task 1: (5’)

- Matching the words in column A with a suitable

definition in column B

- ask Ss to read all phrases

- work in pairs and then call on some pairs speak

in front of the class

forest fire

…

the extinction of Plants and animals

…

1 yes/ no

2 Monkey, because they can eat banana like people

3 Yes I do

Ss take notes/ tell meaning

Ss read new words

Ss listen to the tape

Ss read again in silence

Answers:

1.c elimination –remove or get rid

2.a circulation – the movement

3 d liquid which flows off or…

4.b hydroelectric- concerning

or producing electricity by

Environment problems

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● Task 2 : (7’)True or False

- Ask Ss to read all sentences

- work in pairs to decide which statements are true

or false

- call on some Ss read loudly in front of the class

and explain why

● Task 3 : (6’)choose the most suitable main idea

for each paragraph

- ask Ss to reread 3 paragraphs for each paragraph

- choose the suitable idea for each paragraph

- have Ss to answer

3 Post-reading: (7’)

- ask one S to read the question and another

answers

III HOMEWORK: (3’)

- learn new words by heart

- redo all exercises

- prepare speaking

+ read the paragraph and find out new words

+ discuss the advantages and disadvantages of zoo

of new kind

the power of falling water

Ss read Work in pairs

Ss answer:

Suggested answers:

1.B 2.C 3.A

Work in pairs:

1 What’s the consequence of losing forest?

- destroy the earth’s plants and animals variety

2 How important is water in our life?

Farmer needs water to……

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

- We can clean up…

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Period: 66 SPEAKING

A AIM : - To help Ss talk about environmental problems by constructing natural 2008

- To help students improve the students’ speaking skills

C TEACHING AIDS: text book, posters

3’

8’

20’

I LEAD-IN: (3’)

T shows a picture of a zoo; and a gorilla:

-T asks Ss some questions:

a This is a gorilla Is it very nice?

b Do you like it? How can you protect it? Where

can we protect it?

c This is a zoo? Is a zoo only used to keep

animals

T remarks and presents the lesson

II NEW LESSON:

1 Pre-speaking:

● Task 1: (8’)

-T asks Ss to read the paragraphs carefully then

work in pairs to answer the questions

-T goes round to help the pairs, explains the

meanings new words

-T gives them some hints

-T asks Ss to work in pairs

-T remarks Ss' answers

Key: 1 They are opened to help endangered

species develop

2 The animals are not kept in cages They can live

in their natural environment

-T presents the new task

2 While-speaking:

● Task 2: (10’) poster to show the dialouge

-T asks Ss answer questions about the zoos of the

new kind

a Do you think animals may have better food in

the zoo of the new kind?

b May animals have better food in the zoo of the

new kind? Why? Or why not?

- T guides Ss to give out their agreement or

disagreement by showing some suggestions

* AGREE: - Yes, that's right I think it would be

better for animals if they live in these zoos

because they may have better food./ O.K I agree

with you./ I think so

Ss look at the pictures and answer the questions

Ss answer

- Ss work in pairs

- Ss read the paragraphs, then work

in pairs to ask and answer the questions

-Ss practice in pairs

Ss listen T's questions carefully then answer

-Ss learn the ways of expressing agreement or disagreement

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3’

* DISAGREE: - I'm afraid I can't agree with

you./ I don't think you/ what/ How about you?

- T asks Ss to work in pairs

- T asks them to express their idea, and then

complete the right box Yes/ No

-T remarks Ss' idea, gives marks

- T presents the next task

● Task 3: (10’) poster to show the dialouge

-T explains the cues

-T divides Ss into 4 groups to discuss the four

cues, asks Ss to work in groups

-T draws advantages and disadvantages on B.B,

asks Ss to pick out from the cues (in the book Task

3) to complete the table

-T remarks Ss' answers, asks them to discuss the

problem more in groups

-T goes round to help the groups if necessary

-T asks Ss to work in pairs using the ideas they

have discussed

* Suggestions:

+ I think zoos of the new kind are very good for

animals

+ I agree with you Can you tell me more?

+ They can live with better feed food and good

care if they live in these zoos What about you?

Do you agree with me? Can you tell me more the

advantages?

-T asks some pairs to present the ideas

3 Post-speaking:

● Task 4: (10’)

- T guides Ss to make a report (in front of class) in

the provided group(according to the discussed)

- T asks the leaders of the groups to present the

ideas

-T remarks and gives marks

III HOME WORK: (3’)

- Learn new words by heart

- Prepare Listening:

+ Look up new words

+ Talk about what may cause a forest fire

-Ss work in pairs

- Ss practice in pairs

-Work in pairs -Ss listen T' explanation -Ss work in groups(write on the sheet)

-Ss complete the table by speaking

in front of the class

- Ss discuss the problem in groups, write in the sheet

-Ss work in pairs

-Ss practice in pairs

- Ss listen to T's guidance

-Ss present the ideas

Đã duyệt ngày 23/ 1/ 2016

TTCM

Lê Thị Phụng

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Period: 67 LISTENING

A AIM :- To help Ss listen for comprehension of specific information of a forest fire,

then

aware of protecting forests

- To help students improve the students’ listening skills

C TEACHING AIDS: text book, projector

D TEACHING PROCEDURE:

3’

7’

20’

7’

I LEAD-IN: (3’)

-T shows the picture of forest asks Ss

something about it, and the causes of forest

fires, then shows 3 drawings

-T leads into the lesson

II NEW LESSON:

1 Pre-listening: (7’)

Work in pairs: Talk about what may cause a

forest fire

- T reads the words in book, asks Ss to repeat

them in chorus, then tell the meanings

2 While-listening:

● Task 1: (7’)

T asks Ss to look back the events in Task 1

then do the task in groups of four /three

-T plays the tape(twice)

-T plays the tape again to check Ss' answers

-T presents the next part

● Task 2: (7’) Gap- filling:

-T asks Ss to take a look the statements in the

task, then guess the answers (work in groups

of three /four)

-T plays the tape (twice) to check Ss' answers

-T asks Ss to correct the False (F) statements

then asks to remark their partners' answers

● Task 3: (6’)

-T plays the tape once, asks Ss to do the task

in pairs

3 Post-listening: (7’)

-T asks Ss to do exercise in pairs

- T shows the three drawings again, asks Ss

to retell the story (in the tape) (according to

the drawings)

Ss listen carefully then answer T's questions

Ss work in pairs to talk some more about the causes of forest fires -Ss repeat the new words and give the meanings of the words

Ss work in groups of three or four

-Ss listen carefully -Ss answers the order

Ss take a look and guess the answers

in groups

-Ss work in groups -Ss remark

-Ss work in pairs -Ss answer

-Ss work in pairs

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-T goes round to help Ss if necessary

-T asks the preventatives of the pairs to

present the story (using the drawings)

-T remarks and gives marks

III HOME WORK: (3’)

- Learn new words by heart

- Prepare Writing:

+ Look up new words

+ Read Task 1, 2, and 3

- Ss choose the student to present

-Ss remark

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Period: 68 WRITING

Date of planning: 29/ 1/ 2016 Date of teaching: 1/ 2/ 2016 A AIM :- To help Ss know how to write a friendly letter. - To help students improve the students’ writing skills

B METHODS: Communicative approach and Learner-centered approach C TEACHING AIDS: text book, projectors D TEACHING PROCEDURE: Time Teacher’s activities Students’ activities 3’ 15’ 15’ I LEAD-IN: (3’) Rearrange these words or phrases into the meaning sentences / Dinner/for/ go/ like/ out/ to/ you/would - ask Ss to rearrange this sentences When do you use this question? Have you ever written a letter of invitation? Today, we’ll study the lesson writing write a letter of invitation II NEW LESSON: 1 Pre-writing: ● Task 1: (8’) matching - ask Ss to read the instruction - ask Ss to read all phrases in the box - work in pairs and then answer loudly in front of the class ● Task 2: (7’) Fill in the blank. -ask Ss to read the instruction - use expression provided in Task 1 to fill in the blank to complete a letter of invitation - ask some Ss to answer Would you like + to inf How about + V-ing Do you feel like +V-ing Are you free + to inf Why don’t you + bare inf Shall we + bare inf Can you + bare inf 2 While-writing: ● Task 3: (15’) - ask Ss to write a letter, using the cues below - use the connectors to write a letter Ss answer: Would you like to go out for dinner? When I write a letter of invitation? Yes/ no Answers: 1 c 5 h 2 f 6 d

3 a 7 e

4 g 8 b

Answers:

1 would you like

2 are you free / do you feel like

3 can you / let’s

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5’

- go around helping if necessary

3 Post-writing: (5’)

- Have Ss compare their writing with a

friend

- Pick up some writing and correct in front of

the class

- Rewrite a letter of invitation on your

notebooks

- prepare : “ Language focus”

+ practice 2 sounds :p, b

+ use “ passive voice”

+ review 9 tenses

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