giao an tieng anh 10 unit 10

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Unit 10: Conservation

A: Reading

I Objectives

1 Educational aims: through the lesson, students will be able to:

- Enrich their vocabulary by guessing meaning in context

- Understand the content of the text

- Do the exercises of matching, T/F sentences and choosing main idea

2 Skill: reading for gist and specific information

3 Attitude: protect the environment and animals

- Checking the attendance

2 Checking old lesson:

- Rewrite the structure of should, conditional sentence type I, give examples

- Lead to the new lesson:

Today, we will learn a

lesson “ Conservation” to

understand more about the

- Answer inindividuals

- Listen to the

Warm up – Lead in

1 Are whales or dolphins endangered?

2 What can we do to protect them?

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ways we can do to protect

the endangered animals

introduction

ACTIVITY 1: BEFORE YOU READ

- Ask Ss to look at the

pictures, ask and answer

the questions in pairs

- Call on some pairs to

give answers

- Correct the answers

- Ask andanswer thequestions inpairs

- Give answers

- Listen carefully

1 Look at the pictures and answer

the questions

ACTIVITY 2: WHILE YOU READ

- Ask Ss to listen to the

tape and underline new

- Ask Ss to read the

passage, get information,

and prepare for Tasks

- Ask Ss to explain the

requirement

- Listen to thetape andunderline newwords

- Listen to theteacher andrepeat afterteacher’s reading

- Read silently

- Explain therequirement

1 New words and phrases

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- Ask Ss to work

independently to do task 1

in 2 ms

- Have Ss compare the

answers with a friend

- Call Ss to match and

sentences first, T explains

the new words if any

- Ask Ss to work in

individuals, read the

passage again and decide

- Ask Ss to compare the

answer with other pairs

- Call some Ss to give

answer in front of the

class and explain

- Feedback and give

correct answers

- Workindividually and

do the task

- Compare theanswers with afriend

- Read aloudtheir matching infront of the classand explain

- Repeat

- Read sentences

- Work inindividuals, readthe passage anddecide

- Compare theanswers

- Answer in front

of the class andexplain

* Suggested answers

1.c (eliminate /i'limineit/ = remove or

get rid of completely)

2 a (circulation /,sə:kju'lei∫n/ = the

movement of something around a closed system)

3 d (run-off = liquid which flows off from something)

4 b ( hydroelectric /,haidroui'lektrik/

= concerning or producing electricity

by the power of falling water)

6 F (paragraph C, sentence 6) (we canstop worsening the problem)

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4 Consolidation, homework

- Summarize the main contents of the lesson

- Learn by heart words

- Prepare next lesson: reading (task 3+ after you read)

5 Drawing experience:

B: Speaking

I Objectives

- Enrich their vocabulary by guessing meaning in context

- Understand the content of the text

- Do the exercises of matching, T/F sentences and choosing main idea

2 Skill: reading for gist and specific information

3 Attitude: protect the environment and animals

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- Rewrite the vocab in the previous lesson

- Lead to the new lesson:

Today, we will continue

with the lesson on

“ Conservation” to

understand more about the

ways we can do to protect

the endangered animals

- Answer inindividuals

- Listen to theintroduction

1 electric dam

2 elephant

3 monkey

ACTIVITY 1: BEFORE YOU READ

- Give and explain some

new words

- Read words and ask Ss

to repeat

- Listen to theteacher andrepeat afterteacher’s reading

New words and phrases

ACTIVITY 2: WHILE YOU READ

passage, get information,

and prepare for Tasks

- Read silently

- Explain the

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- Ask Ss to work in

groups, read text again

and find the main idea for

each paragraph

- Call on some Ss of each

group to give answer and

explain

- Correct

requirement

- Work in groupsand do the task-Answer

Task 3: Choosing the main idea

- Paragraph A: Forests give us a lot of

- Call some Ss to answer

in front of the class

3 We should stop polluting rivers

and seas and stop the disappearance of plants and animals

- Prepare next part: speaking

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C: Listening

I Objectives

1 Educational aims: by the end of the lesson, students will be able to:

- Know the way to contribute their parts to protect environment after doing tasks

2 Skill: expressing information and speaking for details

3 Attitude: protect the animals

3 New lesson:

Teacher’s Activities Students’

Activities

Content

- Show a picture of a part

of a national park and

pictures of some

- Answerindividually

1 We can see

1 What can you see in a national park?

2 What does “friendly with nature”

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endangered species and

asks questions :

- Gather ideas and lead in

animals andplants living intheir naturalhabitats

2 It means not

“doing harm tothe naturalenvironment”

mean?

ACTIVITY 1: PRE – SPEAKING

- Read the requirement

and ask Ss to explain the

requirement

- Read the paragraphs and

explain some new words

- Ask Ss to work in pairs,

read the paragraphs

carefully answer the

- Listen to andwrite down

- Work in pairs,read the

paragraphs andanswer thequestions

- Ask andanswer in pairs

in front of theclass

Task 1: Read the paragraphs and answer the questions.

- Sensitive(a)/ 'sensətiv/ nhạy , nhạy cảm

- imprison (v) / im'prizn/ giam cầm

- reconstruct (v) / 'ri:kən'strʌkt/ : xây

dựng lại

- breed (v) /bri:d/: nuôi dưỡng, nhân

giống

- reintroduce (v) /ri:ntrə'djus/ :giới thiệu

lại, đưa về môi trường tự nhiên

ACTIVITY 2: WHILE – SPEAKING

- Instruction: Following

are some ideas about the

new kind of zoo discussed

in task 1 You are required

- Listen to theinstruction

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

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to show your agreement or

disagreement by ticking

the right box Then share

your ideas with a partner

- Review some structures

of asking and giving

opinions

- Ask Ss to work in pairs

- Go round to observe and

offer helps

- Call on some

representatives of groups

to talk about their ideas

- Comment and correct the

answers

- Explain the requirement

or instruct: You are going

to discuss the advantages

and disadvantages of the

new kind of zoo using the

cues provided in the

- Work in pairsand do the task

- Talk abouttheir ideas

- Work in groups

to do Task 3

- Notice thequestions

* Asking for opinions

- What do you think about ….?

- What is your opinion on ….?

- How do you feel about ….?

- Do you agree with ?

- I agree with you

- I suppose you are right

* Showing disagreement

- No, I don’t think so I think …

- No, that’s not good idea because…

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ACTIVITY 3: POST – SPEAKING

- Ask Ss to prepare to

report on the group’s

discussion

- Call on some Ss to report

what their groups have

discussed

- Comment and give

marks

- Prepare toreport

- Report in front

of the class

Task 4: Report

- Prepare next part: listening

D: Writing

I Objectives

- Listen to get specific information about forest fires

- Talk about the causes of forest fires and ways to prevent

2 Skill: listening for specific information

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3 Attitude: take action to prevent forest fire

3 New lesson:

Teacher’s Activities Students’

Activities

Content

- Ask Ss some questions:

1 Have you ever seen any

- Introduce new lesson:

Today, we’ll listen to the

tape to get some

information about the

forest fire

- Listen to thequestions, thinkand answerindividually

ACTIVITY 1: BEFORE YOU LISTEN

- Ask Ss to work in pairs - talk about the Work in pairs : talk about what may

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and talk about what may

cause a forest fire

- Call some Ss to give the

causes

- Preteach some words

related to the listening part

- Read aloud words and

ask Ss to repeat

cause of forestfire in pairs

- Answer

- Notice andwrite down

- Listen andrepeat

cause a forest fire

Listen and repeat

- forest (n) /'fɔrist/

- forester (n) /'fɔristə/

- campfire (n) /kæmp'faiə/

- destroy (v) / di'strɔi/

- valuable (a) /'væljuəbl/

- awful (a) /'ɔ:ful/

- heap (n) /hi:p/

- heap of leaves

ACTIVITY 2: WHILE YOU LISTEN

- Introduce: You will hear

a passage about forest

fires Listen and do the

tasks

requirement of Task 1

- Instruct Ss: we will listen

to the tape about whales

and number the events in

the order you hear

statements and be sure that

all the students understand

them

- Play the tape and ask Ss

to listen and do the task

- Ask Ss to discuss with

friends about the answers

their answers

- Play the tape again and

- Read thestatements

- Listen to thetape and do thetask

- Discuss in pairs

- Give answerand explain

Task 1: Events Ordering

* Suggested answers

3 – 2 – 5 – 1 – 4

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ask Ss to check their

answers

- Correct

- Instruct Ss: you will

listen to the tape again and

decide whether the

statements are True or

False

sentences carefully

to listen and decide

- Call some Ss to read

aloud their answers and

explain

- Play the tape again and

give correct answers

sentences and notice the

difference between them

to tick

- Ask Ss to discuss the

answers

- Check

- Listen againand check

- Readthe sentencescarefully

- Listen to thetape and decide

- Compare theanswers with afriend

- Give theanswers

- Listen againand check

- Listen to theexplanation

- Read sentencescarefully

- Listen to thetape and tick

- Discuss

- Give answers

Task 2: T/F Sentences

* Suggested answers

1 F (It spreads quickly)

2 F (In late summer)

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ACTIVITY 3: AFTER YOU LISTEN

- Call some Ss to present

in front of the class

- Prepare next part: writing

Unit 10: Conservation E: Language Focus

I Objectives

- Know how to give suggestion

- Write a letter of invitation

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2 Skill: Writing for gist and specific information

3 Attitude: making suggestion in communication.

aloud their sentences

- Ask some questions:

What is the purpose of this

sentence? Or When do

you use this sentence?

- Introduce new lesson:

Today, we will learn to

write a letter of invitation

- Make sentence

- Read aloud thesentences

- Answer thequestions

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requirement

- Read the columns and

explain some new words if

any

- Ask Ss to look at column

A, then T explain the verb

form after these structures

to match

answer with other pairs

- Call on some Ss to give

answer

- Read the completed

sentences again and check

- Listen to theteacher and thenwrite down newwords on thenotebook

- Notice column

A, write downthe structures

- Work in pairsand match

Do you feel like + V-ing …?

Can you + V- bare infinitive…?

How about + V-ing …?

Shall we + V- bare infinitive…?

Are you free + to V…?

individual, read the letters

and find the suitable in

Task 1 to complete the

letters

- Ask Ss to share the

answer with a friend

their letters

- Correct

- Work inindividual andcomplete theletters

- Exchange theanswer

- Read the letters

Task 2: Letter completion

* Suggested answers

1 Are you free Would you like

2 - Would you like/ Are you free

- How about/ Do you feel like

3 Can you/ why don’t we/ Shall we?

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- Ask Ss to read the cues

carefully

- Remind Ss that they

should use the suitable

tenses and language items

- Write letter

- Exchange thewritings

Task 3: Writing a letter

Do you feel like visiting the forest near

my grandparent’s house again? It looks quite different now because very many young trees have been planed at the Tree-Planting festivals.

Do come if you find it possible and I’ll make all the preparations.

Please send my love to your parents Your friend,

Nam

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- Prepare next part

Unit 10: Conservation F: Test Yourself

I Objectives

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

- Understand the usage of the passive voice appropriately

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- Give words included

sounds, read aloud these

words, pronounce these

sounds clearly and slowly

- Call Ss to read words

and help them to

- Notice

- Listen andrepeat words

- Read sounds

- Listen

- Listen andunderline words

- Read aloudsentence bysentence

Introduce sounds and ways to distinguish them

- Give the meaning, form

and use of the passive

- Notice

- Analyse

- Write down

I The Passive Voice

Ex: - The cat chases the mouse

→ The mouse is chased by the catForm: Be + V3/ Ved

Meaning: passive

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- Ask Ss to work

individually and choose

the right form of the verbs

in brackets

their answer

- Feedback and give

- Work inindividual, doexercise 1 as therequirement

- Compare theanswers withfriend

- Give theanswers

Use: The passive is mainly used inthree ways:

 when we don't want to takeresponsibility for something

Ex.: The matter will be dealt with soon

(We don't know or want to say who'lldeal with it)

 when we want to focus on ahappening, not who or what didit

Ex.: Our roof was damaged in last

night's storm (We're concerned about

the roof)

 when we want to avoid 'vague

subjects' like one, someone,

they, etc.

Ex.: The form has to be signed (not

'Someone/ One has to sign the form

* Notes: If we want to focus on the

things/ person that does the action, we

do not use the passive

Ex: You should finish this letter (Not ' This letter should be finished) = It is

you who should finish this letter

Practice Exercise 1: Choose the right form of

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correct answers

- Ask Ss to do Task 2

- Call some Ss to report in

front of the class

- Feedback and give

correct answers

and do the exercise

aloud their answers

- Feedback and give

3 Have been told

4 was being laid; decided

5 will be planted

Exercise 3 Fill in the blank with the

correct form of a verb in the box:

5 Had been cleaned

6 (had been) put

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