Giáo án English 10 - Unit 10: Conservation - Period 60: A-Reading

While - speak: Task 2 Pair works-read the suggested ideas – discuss – share ideas – give out answers Asks sts to ask and answer questions with a partner, using the information from the t[r]

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I AIMS AND OBJECTIVES :

- To present and practise new vocabulary relating to conservation and environment

- To be aware of the wild animals,plants and environment after reading the paragraphs

- To understand more about the conservation by scanning for specific information

- To develop skills ,especially reading skill

1 Language :

Vocabulary: conservation,endangered species,destruction……

Review the old words

Structures : questions , statements , sentences ……

Review the simple present tense in the passive voice

2 Skills : Integrated skills.

Especially reading skill

3 Educational factor :

To help students to be more active,communicative ,creative , self-confident …

To make the students be aware of arranging the timetable

II TEACHER’S AND STUDENTS’ PREPARATION.

1 Method : Communicative approach

2 Techniques / Activities : pairwok, explanation,groupwork …

3 Materials needed : textbooks , references , teaching aids ……

4 Students’ preparation : Lesson preparation

Appliances for studying

5 Previous exercises : No

III TEACHING PROCEDURE.

1 Stabilization : (2’)

Good morning class!

How are you today ? Who is absent today ,monitor ?

2 Checking up the previous knowledge :

Conditional sentence type 2

3 The new lesson:

(5ms)

(10ms)

1.Warm up:

Bingo

Table of 9 boxes (1-9) 9 names

of animals

1.tiger 2 monkey 3.elephant

4.beer 5.snake 6.deer 7

woft 8.lion 9.bird

Read out word by word/ winner

(3 words on a line)

2 Before you read:

Asks the sts to look at the

pictures and answer the

questions (pair work)

Gives some more questions:

1.What cause some plants and

animals to become extinct ?

2.How they are protected and

Play a game

Write the lesson

Work in pairs, think and answer the questions

1.Killing animals, destroying forests 2.Keeping wild animals and plants in the

Unit10:

CONSERVATION

Period 60: A- Reading

1.Killing animals, destroying forests

2.Keeping wild animals and plants in the

naturalenvironment

I New words:

conservation,endangered species,destruction…

II Tasks:

A.Task 1:

Feedback:

1.Because of the lose of much forests

2.Trees, grasses and other

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TIME TEACHER’S ACTIVITIES STUDENTS’

ACTIVITIES

CONTENT OF THE LESSON

(15ms)

(8ms)

(3ms)

answer questions

- Presents some new words

( Use pictures, synonym,

explanation to explain the new

words.)

-Reads new words and asks sts to

repeat

- Checks the understanding of

new words

- Helps sts review the simple

present tense in the passive

voice

3 While you read:

-Asks sts to read the passage

silently and to get more

information about conservation

- Guides sts to do Task 1

-Asks sts to choose the option A

with B that best suits the

meaning of words

- Feedback

Questions for good students

1.Why are some species of plants

and animals already being

eliminated each year ?

2.What plays an important part

in the natural circulation of water

?

3.What causes frequent floods

and littlewater during dry season

?

4.What are hydroelectric dam

used for ?

Guide sts to do Task 2:

Asks sts to T/F statements

Gives instructions and shares

with neighbours

Calls some pairs to check

Gets feedback orally

Scan the passage

Matching-ideas- paragraphs in

groups of 4

Gives instruction and time

Call groups to hang their answers

on the board

Correct and give feedback

4 After you read:

Sts work in groups of 4

Each gpoups discusses each

question

Sts discusses to get ideas for the

questions

and guess the meaning of them

-Repeat after the teacher

-Match the new words with their meaning

- Take note

- Do silent reading

-pair works

1.Because of the lose of much forests

2.Trees, grasses and other plant life

3.Rapid run off 4.To hold back needed water and provide power for homes and industries work individually

Work in pairs

Work in groups of 4

Work in groups

Take note

4.To hold back needed water and provide power for homes and industries

Keys: 1-C, 2-A,3-D,4-B

B Task 2:

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

C Task 3:

Keys:

1.Paragraph A, main ideas: Forests give us a lot of valuable things

The title sentence: Many of those plants and animals can

be used as medicine………… sicknesses

2 Paragraph B, main ideas:

We can not live without water The title sentence: Man and animals…………to live

3 Paragraph C, main ideas: Lets do some thing to save the earth

The title sentence:The earth is being threatened and the future looks bad.What can each of us

do ?

D Task 4:

Keys:

1.The loss of much forests is destroying the earths

2 Man and inimals need a constant supply of water to live.Farmers need water for their crops

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Gets feedback orally( group by

group) in front of the class

-Corrects mistakes and evaluates

V Homework: (2ms)

- See again all carefully

- Learn by heart all the words , the summary of the text

- To talk about the importance of invironment and how to preserve it

- Prepare the vocabulary in speaking period

VI Self – evaluation:

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Unit 10: CONSERVATION Period 61: B – SPEAKING

I AIMS AND OBJECTIVES :

- To enable the sts to speak about conservation and environment

- To be aware of the wild animals,plants and environment after reading two paragraphs

- To understand more about the conservation by scanning for specific information

- To develop skills ,especially speaking skill

1 Language :

Vocabulary: Review the old words

Review the simple present tense in the passive voice

2 Skills : Integrated skills

Especially speaking skill

3 Educational factor :

To make the students be aware of arranging the timetable

II TEACHER’S AND STUDENTS’ PREPARATION

5 Previous exercises : No

III TEACHING PROCEDURE

1 Stabilization : (2’)

Good morning class!

2 Checking up the previous knowledge :

Conditional sentence type 2

(5ms)

(10ms

)

I Warm up:

Filling the table

Farm animals Wild/zoo

animals pets

Sheep… Lion…… parrot…

Delivers the handout to sts

Gives instructions and limited time

Guides the sts to do

Gets feedback

Keys:

1.Farm animals:

horse,sheep,pig,hen,fish

2 Zoo animals:

elephant,menkey,tiger,giraffe,snake,lio

n,tortoise,panda

3.cat, parrot,fish

Questions:

1.Have you ever been to the zoo?

2.What animals can you see in the zoo

or in the wild?

Filling the table (groups)

Answer

Unit 10:

CONSERVATION Period 61: B - Speaking

Game

1.Farm animals:

horse,sheep,pig,hen,fish

2 Zoo animals:

elephant,menkey,tiger,giraff e,snake,lion,tortoise,panda 3.cat, parrot,fish

Task 1

1.It is used to provide as natural an environment as natural as possiple for the animals

Or They are opened to help endangered species develop

2 –The places where endangered species develop

- Animals can live in

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)

(8ms)

(3ms)

3 What are zoos opened for?

4 What animals are in danger?

Corrects, says something more and

leads to the lesson”

II Before – speak;

Asks the sts to do pairs

Sts read the text and answer the

questions

Gives instruction and time

Shares answers with other pairs

Call sts to hang their answers on the

board

Correct and give feedback

III While - speak:

Task 2

Pair works-read the suggested ideas –

discuss – share ideas – give out answers

Asks sts to ask and answer questions

with a partner, using the information

from the text A and B

- Feedback

For and

against

Sets pair works – instructions – time

Advantages Disadvantages

-The conditions the animals are in

-The animals that people can visit -The money

spent on reconstructions of the animals natural

environment.

-The dangers that the keepers may

have

Calls some pairs/groups to speak orally

Guides the sts to practise speaking

more with the ideas above

Gets feedback

IV Post - speak:

Make group reports

Calls one or two sts to report

-Corrects mistakes and evaluates

Write the lesson Pairs

Listen

Work in pairs

answer the questions

Work in groups

Work in pairs

Take note

one or two sts to report

natural environment They are not the places where animals are imprisoned

Task 3 Advantages

Disadvantage s

-The conditions the animals are in -The animals that people can visit

-The money spent on reconstructions of the animals natural environment.

-The dangers that the keepers may have

- Asks students to look over all at home:the words ,the summary of the text

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Unit 10: CONSERVATION

Period 62: C – LISTENING

I AIMS AND OBJECTIVES :

- To provide sts with vocabulary relating to natural environment

- To help sts listen and number the events and decide on True or False statements

- To develop skills ,especially listening skill

1 Language :

Review the simple present tensein the passive

Especially listening skill

To make the students be aware of arranging the timetable and learn and work according to the timetable

II TEACHER’S AND STUDENTS’ PREPARATION

5 Previous exercises : conservation

III TEACHING PROCEDURE

Good afternoon class!

2 Checking up the previous knowledge :( 5’)

Asks sts to talk about natural plants and animals

(5ms)

(10ms

)

1.Warm up:

Use two pictures of forest destruction

& forest fire

Leading questions:

1 What are they ?

2 What do you see in the pictures?

3 What have happened to them ?

Takes the second picture to lead Sts to

the topic

2 Before you listen:

Asks sts to listen and repeat

T reads word by word/ Sts repeat

(book closed)

Sts practise with words on the board

3 While you listen:

-Introduces the situation of task 2 T or

F statements:

Sts read the suggested statements

(limited time)

Gives time for sts to look at the

Write the lesson

Work in pairs

UNIT 10:

CONSERVATION Period 62: C - LISTENING

Listen and repeat Porest, porester, destroy…

Task1:

3-2-5-1-4 Task 2:

1F 2F 3T 4T 5F Task 3 1B 2A 3A

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)

(8ms)

(3ms)

sentenses carefully and guess

Sts listen to the tape (2 times)

Asks sts to share their answers with

their partners

Calls some sts to check

Feedback

Tast 3:

Sts read the suggested ideas first

Sts listen to the tape (2 times)

their partners

Feedback

4 After you listen:

Asks sts to take turns to ask and

answer:

1 Causes of forest fire

2 Camper’s duties

Then retell his story to the class

Calls some sts to retell the story again

-Corrects mistakes

Gives feedback

Look at the pictures in the text book and guess

Listen and number

Listen and choose T

or F Share their answers with partners

Take note

Work in pairs

See again all carefully

- Learn by heart all the words , the summary of the text

- Asks students to look over all at home:the words ,the summary of the text

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Unit 10: CONSERVATION Period 63: D – WRITING

- To provide sts with vocabulary relating to a frightening story

- To help sts to review to infinitive, gerund and the way of writing a letter of invitation

- To develop skills ,especially writing skill

1 Language :

Review to inf , gerund

Especially writing skill

To make the students be aware of arranging the timetable and learn and work according to the timetable

5 Previous exercises : Write a paragraph about conservation

2 Checking up the previous knowledge :( 5’)

Asks sts to talk about protecting animals and forests

(5ms)

(10ms

)

1 Warm up:

Uses” an inviting card”

Leading questions

1 When do you use it?

2 How can you write in it?

3 Whom do you give it to?

Corrects, says something more and

leads to the topic” A letter of

invitation”

2 Before writing

-Introduces the situation of task 1: Read

the following passage and find all the

verbs that are used : To inf/ bare inf/

Verb- ing

1 Would you like + To inf

2 How about + V-ing

3 Do you feel like+ V-ing

4 Are you free+ To inf

5 Can you; Shall we + bare inf

Gives time for sts to read column A &

B carefully and match (pairs)

Listen Work individually

Share their answers with partners

Work in groups

UNIT 10:

CONSERVATION Period 63: D- -Writing

1 Would you like + To inf

2.How about + V-ing 3.Do you feel like+ V-ing

4.Are you free+ To inf 5.Can you; Shall we + bare inf

2e 2g 3a 4h 5i 6d 7e 8b

Dear Lam

We have not met you since you moved.I miss you a lot.We are both having some day off between the two terms soon.If you haven’t

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)

(8ms)

(3ms)

2e 2g 3a 4h 5i 6d 7e 8b

their partners

- Feedback

Guides sts to do Task 2:

Gap filling

T suggests the forms quickly

Sts work in groups

T read the open letters and use task 1 to

fill in the blanks

other groups

- Feedback

3.While writing

Guides sts to complete letters

Asks sts to write forms of writing –

letter- paper quickly, then discuse to

complete the lettert and share these

sentences with other groups

Corrects and gives feedback

Sts hang their letters on the wall

suitably ( exhibiting)

Sts sit near/ walk around to read and

find mistakes in the letters

T chooses a letter to cerrect as a model

4 Post writing

Chaining letters

Group with 4/5

Each student makes a sentence of a

letter from first to last

Write on the board (4 groups)

Corects quickly and remarks

Work in groups

Write the drafts

Correct yourselves

Write a completed narrative

share their answers with other groups

complete letters

read and find mistakes

in the letters

makes a sentence of a letter from first to last

made any other plans why don’t we spend a weekend together? Do you feel like visiting the forest near my grandparent’s house again?

It look quite different now because very many young trees have been planted at the Tree-planting Festivals

Do come if you find it possiple and I will make all the preparations

Please give my love to your parents

Your friend Nam

Asks sts to write a letter of invitation

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Unit 10: CONSERVATION Period 64: E – LANGUAGE FOCUS

- To provide sts with vocabulary relating to lesson

- To help sts to review the simple past, the simple present in passive

- To help sts how to pronounce the sounds / p / and / b / correctly

- To develop skills ,especially writing skill

1 Language :

Review the simple past, the simple present in pasive

Especially writing skill

To help students to be more active, communicative ,creative , self-confident …

To educate sts to do useful things

2 Techniques / Activities : pairwork, explanation, groupwork …

5 Previous exercises : the simple past, the simple present in passive

1 Stabilization : (2’)

2 Checking up the previous knowledge :( 5’)

Asks sts to write a letter of invitation

(5ms)

(10ms

)

1.Warm up:

A PRONUNCIATION

Gives diagram words

PROBLEMS S-P-E-R-M-O-L-P

Sts use these letters to as many words

as possible

Gets “Problems” to lead to /b/ /p/

Introduce the words and the sentences

in the text book

Asks sts to listen and repeat them

Calls some sts to read them again

( Focus on intonation)

Ask sts to give more examples having

the sound /b/ or / p/

B GRAMMAR

1 Task 1:

Asks sts to give the form and the usage

of the simple past, the simple present in

pasive

S + be-Vp.p

Listen and repeat

Read out individually

UNIT 10:

CONSERVATION E- LANGUAGE FOCUS

A PRONUNCIATION Listen and repeat:

/b/ /p/

bee pea ban pan Practice these sentences in book

B GRAMMAR Task 1: The simple present tense in pasive

Affirmative: (be)  am/ is / are + Vp.p

Negative: am/ is/ are + not + Vp.p

Interrogative: Am/ Is/ Are +

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