Tải Giáo án Tiếng Anh 10 unit 10 - Giáo án điện tử Tiếng Anh 10

the sentences carefully - Listen to the tape and decide - Compare the answers with a friend. - Give the answers[r]

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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

- Answer in individuals

Warm up – Lead in

1 Are whales or dolphins endangered?

2 What can we do to protect them?

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lesson “ Conservation” to

understand more about the

ways we can do to protect

the endangered animals

- Listen to the 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 and answer the questions in pairs

- 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

- Listen to the teacher and repeat after teacher’s reading

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passage, get information,

and prepare for Tasks

- Ask Ss to explain the

requirement

- 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

- Ask Ss to read the

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

- Explain the requirement

- Work individually and

do the task

- Compare the answers with a friend

- Read aloud their matching infront of the class and explain

- Repeat

- Read sentences

- Work in individuals, read the passage and decide

- Compare the answers

2 Tasks (18 ms)

Task 1: Matching

* 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)

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answer in front of the class

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

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:

Unit 10: Conservation

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

II Method

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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 in individuals

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 the teacher and repeat after teacher’s reading

New words and phrases

- medicine (n)

- run-off (n)

- valuable (a)

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- impossible (a)

- damage (n)

- disappearance (n)

- disappear (v)

ACTIVITY 2: WHILE YOU READ

passage, get information,

and prepare for Tasks

requirement

- 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

- Read silently

- 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

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- Feedback

crops.

3 We should stop polluting rivers

and seas and stop the disappearance of plants and animals

- Prepare next part: speaking

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

II Method

- Communicative approach

III Teaching Aids

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3 New lesson:

Teacher’s Activities Students’

Activities

Content

- Show a picture of a part

of a national park and

1 We can see animals and plants living in their natural habitats

2 It means not

“doing harm to the natural environment”

1 What can you see in a national park?

2 What does “friendly with nature” mean?

ACTIVITY 1: PRE – SPEAKING

- Read the requirement

and ask Ss to explain the

requirement

- Read the paragraphs and

- Listen to and write

Task 1: Read the paragraphs and answer the questions.

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

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explain some new words

- Ask Ss to work in pairs,

read the paragraphs

carefully answer the

paragraphs and answer the questions

- Ask and answer in pairs

- 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

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

- Listen to the instruction

- Notice and write down

- Work in pairs and do the task

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

* 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

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- Go round to observe and

offer helps

- Call on some

representatives of groups

to talk about their ideas

- Comment and correct the

answers

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 groups

to do Task 3

- Notice the questions

* Showing disagreement

- No, I don’t think so I think …

- No, that’s not good idea because…

- Do the keepers of the zoo have any danger?

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 to report

- Report in front

of the class

Task 4: Report

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- 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

3 Attitude: take action to prevent forest fire

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IV Procedure

1 Class Organization

- Greeting

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 the questions, think and answer individually

ACTIVITY 1: BEFORE YOU LISTEN

and talk about what may

cause a forest fire

- Call some Ss to give the

causes

- Preteach some words

related to the listening part

- talk about the cause of forest fire in pairs

- Answer

- Notice and

Work in pairs : talk about what may

cause a forest fire

Listen and repeat

- forest (n) /'fɔrist/

- forester (n) /'fɔristə/

- campfire (n) /kæmp'faiə/

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- Read aloud words and

ask Ss to repeat

write down

- Listen and repeat

- 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

ask Ss to check their

answers

- Correct

- Read the statements

- Listen to the tape and do the task

- Discuss in pairs

- Give answer and explain

- Listen again and check

Task 1: Events Ordering

* Suggested answers

3 – 2 – 5 – 1 – 4

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- 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

- Read the sentences carefully

- Listen to the tape and decide

- Compare the answers with a friend

- Give the answers

- Listen again and check

- Listen to the explanation

- Read sentencescarefully

- Listen to the tape 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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- Call some Ss to present

- Prepare next part: writing

E: Language Focus

I Objectives

- Know how to give suggestion

- Write a letter of invitation

2 Skill: Writing for gist and specific information

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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 the sentences

- Answer the questions

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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 the teacher and then write down new words on the notebook

- Notice column

A, write down the structures

- Work in pairs and 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

- Work in individual and complete the letters

2 - Would you like/ Are you free

- How about/ Do you feel like

3 Can you/ why don’t we/ Shall

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their letters

- Correct

- Ask Ss to read the cues

carefully

- Remind Ss that they

should use the suitable

tenses and language items

- Write letter

- Exchange the writings

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

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Your friend, Nam

- Prepare next part

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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- Cassette player, tape

IV Procedure

1 Class Organization

- Greeting

- 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 and repeat words

- Read sounds

- Listen

- Listen and underline words

- Read aloud sentence by sentence

Introduce sounds and ways to distinguish them

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- Give the meaning, form

and use of the passive

voice

- Notice

- Analyse

- Write down

I The Passive Voice

Ex: - The cat chases the mouse

→ The mouse is chased by the cat

Form: Be + V3/ Ved

Meaning: passive Use: The passive is mainly used in three ways:

 when we don't want to take responsibility for something

Ex.: The matter will be dealt with soon

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

 when we want to focus on a happening, not who or what did

it

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

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- Ask Ss to work

individually and choose

the right form of the verbs

in brackets

their answer

- Feedback and give

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

- Work in individual, do exercise 1 as the requirement

- Compare the answers with friend

- Give the answers

- Notice

- Do task 2

- Report

- Work in pairs and complete Exercise 3

- Read aloud

you who should finish this letter

Practice Exercise 1: Choose the right form of

5 are being built

Exercise 2: Put the verbs in brackets

3 Have been told

4 was being laid; decided

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