unit 10 tieng anh 10 chuan

- Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo.. Advantages Disadvantages5[r]

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Giáo án Tieáng Anh 10ctc Theme 4:Nature and environment Topic: Conservation of Nature

UNIT 10: CONSERVATION

LESSON 1: READING

I Objectives:

1 Education aims: - Students improve their knowledge about conservation

2 Knowledge:

a General knowledge: - Knowledge about conservation

b Language: - The present simple tense

- Vocabulary concerning conservation

3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise

II Anticipated problems:

- Students may not have enough words, and knowledge about conservation

III Teaching aids: board, textbook, chalk.

IV Procedures:

Teacher’s activities Students’ activities

1 Warm-up:( 3 mins)

+ Network

- Ask sts to work in groups of 3 or 4

- Ask sts to give a list of the animals which are in

danger of extinction

- After 3 minutes, the group which has the longest list

will be the winner

2 Before you read:( 10 mins)

- Sts are required to answer the questions given in the

part:

1 Have you ever visited a zoo or a forest?

- Work in groups to discuss

- Some sts report the list in front of the class

- Think of the answers

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2 What animals are you interested in? Why?

3 Do we need to protect animals and forests?

+ For each question, 2-3 sts are required to answer

orally

+ Vocabulary:

- Provide the students with some new words/phrases

+Variety(n): a large number of different kinds.

+ Species(n): = kind, type.

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v) destructive(Adj): sự

phá huỷ

+ Hydroelectric dam(n): đập thuỷ điện.

+ Circulation(n): Sự chuyển động circulate(v)

+ Overnight(Adv): in a very short period of time

- Read each word/phrase 3 times and ask sts to repeat

it

- Leave sts 1 minute to self-practise

- Ask 4-5 sts to read all the word/phrases aloud in

front of the class

- Listen and help sts to read the words/phrases

correctly

3 While you read:( 20 mins)

+ Task 1: Matching.

- Ask sts to read the passage independently and match

the words or phrases in A with their meaning in B

- Tell sts to refer to Vocabulary for help and

encourage them try to guess the meanings of the

words in the context of the reading

- Call on some sts to read and explain their answers

aloud in front of the class

- Get feedback and give correct answers

+ Task 2: True or False.

- Ask sts to read the passage more carefully and

decide whether the statements are true(T) or false(F)

Correct the false information

- Ask sts to highlight or underline the information in

the passage that help sts to find the correct answers

- 6 - 7 sts are required to give answers in front of the

class(1 st/ 1answer)

- Listen and help sts to do the exercise correctly

+ Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose the most

suitable idea for each paragraph

- Call on some representatives to read their choice for

each paragraph in front of the class

- Get feedback and give correct answers.

4 After you read:( 9 mins)

Questions - Answers

- Ask sts to work in pairs to give answers to the

questions

- Go round to help the students with their work.

- 3-4 sts are required to give answers to one question

orally in front of the class( 1 st/1 time)

- Listen and help sts to give correct answers.

5 Homework:( 1 min)

- Ask sts to write a paragraph of about 60 words on

the sequence of losing forest, how important water is,

and what we should do for the future of our planet

- Students give answers orally

- others listen

- Copy down these words into their notebooks

- Listen and repeat

- Practise reading these words by themselves

- Some sts read these words again aloud (1 student/ 1 time)

- Work individually

- Try their best to do the task

- Ask some sts to report

1.c 2.a 3.d 4.b -Listen and self-correct the exercise

- Sts do the work individually

- Highlight or underline the important information

- 6-7 students do orally while others watch

1 T 2 T

3 T 4 T

5 F( two last sentences of paragraph B)

6 F(last sentence of paragraph C)

- Self-correct the work

- Work in groups of 3-4 students orally

- Some sts report

A.3 B 4 C 2

- Self-correct

- Work in pairs orally

1 We wouldn't be able to use many plants

to treat various dangerous diseases Animals wouldn't have a place to live in

2 Mankind and most plants and animals can't survive without water

3 We should stop polluting the environment and destroying plants and animals

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LESSON 2: SPEAKING

I Objectives:

1 Education aims: - Students know about the new kind of zoo.

2 Knowledge:

a General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo

b Language: - The passive voice

3 Skills: - Asking and answering about the new kind of zoo

- Showing agreement or disagreement about the new kind of zoo

- Reporting on discussion results

- Students may not know some new words in this topic

III Teaching aids:

Textbook, chalk, board

IV Procedures:

1 Warm-up ( 5 minutes )

- Ask sts some questions:

Have you ever visited the zoo?

What did you see there?

Where are all the animals in the zoo?

- Introduce the new lesson: We are going to discuss the

new kind of zoo where wild animals can live in their

natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the features

of the new kind of zoo.

+ Task 1: Read the paragraph and answer the questions

- Ask sts to read through the two paragraphs

- Give sts some new words:

+ sensitive (adj): be affected by slight changes,

influences: nhËy c¶m

+ imprison (v): put or keep in prison: bá tï

+ reconstruct (v): build again

+ breed (v) : g©y gièng , nh©n gièng.

+ reintroduce (v): put a species of animal or plant back

into a former habitat: ®a trë vÒ m«i trêng sèng tù nhiªn

- Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the questions in

two paragraphs

- Go around to help sts

- Ask some sts to present their answers

- Get feedback and give remarks

3 While you speak: ( 18 mins)

Aims: Sts can show their agreement or disagreement

about the new kind of zoo and discuss the advantages

and disadvantages of the new kind of zoo.

+ Task 2: Put a tick in the right box and share your

ideas with a partner

- Before sts do the task T elicits some structures for

asking opinions and giving the opinions

Asking for opinions Giving opinions

What do you think

of ? I think I don t think ’t think

-Sts answer:

Yes, I have/ No, never

I saw many animals there They are in the cages.

- Read two paragraphs silently

- Listen and take notes

- Practise reading the new words

- Work in pairs

- Some sts present in front of the class

1 They are opened to help endangered species develop.

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

- Listen to the T

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Do you think ?

Do you agree with ? In my opinion

Showing agreement Showing disagreement

I agree with

Yes , I think you are

right.

Exactly.

I don t really think so.’t think

Yes, but

I would doubt that

- Ask sts to work individually to do the task

- Ask sts to work in pairs to share their ideas

- Go around to observe and help sts

- Ask some sts to talk about their ideas

- Listen and give feedback

+ Task 3 :Discuss the advantages and disadvantages of

the new kind of zoo using the cues below

- Ask sts to work in group to discuss the advantages

and disadvantages of the new kind of zoo

Advantages Disadvantages

- the conditions the

animals are in

- the animals that people

can visit

- the money spent on rescontructions of the

environment

- the dangers that keepers may have

- Go around to help sts if necessary

- Take notes of Ss’t think mistakes for later correction

4 After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your views with

the rest of the class

- Call on one representative from each group to report

what his/her group have discussed

- Ask other sts to take notes and compare with their

groups’t think ideas

- Give remarks on Ss’t think answers

5 Homework ( 2 minutes )

Write a paragraph of the report that they have

discussed in the class

- Work individually

- Work in pairs to share the ideas

- Say their opinions aloud

I think it would be better for animals if they live in the zoo of new kind because they may have better food.

- Listen to the teacher

- Work in groups of three of four to

disadvantages of the new kind of zoo

- Some sts present in front of the class:

"There are some advantages of the new kind of zoo Firstly, the animals can live

in a better environment and are safer than when they are in nature "

- Listen to their friends as well as to the teacher

LESSON 3: LISTENING

I Objectives:

1 General knowledge:

- Sts know how a forest fire starts and what campers have to remember to do to protect the forests

2 Language: - Some set expressions

- Vocabulary on forest

3 Skills: - Listening: order events ,mark True/False, detect sentences.

- Speaking: - Discuss how a forest fire may start and what every camper ought to remember

- T may be short of time

- The quality of the tape is not very good

III Teaching aids:

- Textbook , tape, pictures of whales and other sea animals

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IV Procedures:

1 Homework checking:(5 mins)

- One st tell the whole class about the advantages and

disadvantages of a zoo of the new kind

- Listen and give remarks

2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/ introduce

the words and phrases used in the listening text.

a Divide sts into 3 groups and ask each to discuss

one of the following questions:

a How destructive can a forest fire be?

b What can cause a forest fire?

c Do you know any famous forest fire? Are

there any forest fires in Vietnam? Which countries

have many forest fires every year?

- Ask some sts to give their answer

b Introduce the topic of the listening text

- Introduce some new words/ expressions

- campfire (n): the fire made on at camping trip.

- forester (n): the person whose job is to take cares

of the forest

- a heap of (n): a lot of thing on top of one

another

- spread (v): to move to other places very quickly]

- leave sb/ st doing: leave sb/st when it/he is Ving

- Read the words again and ask sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again and give

remarks

3 While you listen:( 26 mins)

+ Task 1:

Aims: Sts practise listening and numbering the event

in the correct order.

- Introduce sts that they are going to listen to the tape

about forest fires and they have to number the given

statements in the order they hear

- Ask sts to read the statements in pairs and make

sure that they understand them

- Play the tape twice and ask sts to put the number in

the right box to indicate the order of the events

- Ask sts to compare their answer in pairs

- Check sts’t think answer

- Play the tape once again, stop the tape where

necessary and conduct the correction

+ Task 2:

Aims: Sts practise listening and marking True/ false.

- Ask sts to listen to the tape again and decide

whether the given statements are true or false

- Ask sts to read the statements to see if they

understand them

- Play the tape once and ask sts to tick to the box to

indicate T/ F statement and underline the false

information

- Ask sts to compare their answer in pairs

- Check sts’t think answer

+ Task 3:

Aims: Sts practise listening and ticking the sentences

they hear.

- Ask sts to have a look at the sentences given to see

if they understand them and compare the sentences in

each pair to see the difference between them

- Ask sts lo listen to the tape again and tick in the

box to indicate the sentences they hear

- Play the tape once

Other sts listen to their friend and give remarks

- Work in groups and discuss the questions

- One st from each group stands up and gives their answer

- Copy down the words and phrases into their notebooks

- Listen and repeat

- Read the words in pairs and correct each other’t think s mistakes

- Some individuals read the words aloud

- Listen to the T

- Read the statements in pairs and try to guess the order of the events

- Listen to the tape / the teacher and do the task

- Compare their answer

- Give their answer

Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then correct their work if they have the wrong answer

- Listen to the T

- Read the statements in pairs and try to do the task

- Listen to the tape / the teacher and do the task

- Compare their answer

- Give their answer

1 F 2 F 3 T 4 T 5 F

- Check their answer say it aloud, and then correct their work if they have the wrong answer

- Read the sentences and find out the difference between sentences in each pair

- Listen to the tape and do the task

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- Check sts’t think answer.

4

After you listen:(8 mins)

- Ask sts to work in groups and use the information in

Task 1 and 2 to discuss the following questions:

- How can a forest fire start?

- What does every camper have to remember not

to cause a forest fire?

- Move round to check the activities and to make sure

that sts are working effectively

- Ask one or two sts to retell the story in front of the

whole class

- Check and give remarks

5 Homework:(1 min)

Write a short paragraph about what people can do to

protect forest from fires

- Give their answer

Key: 1 B 2 A 3 A

- Check their answer and then correct their work if they have the wrong answer

- Work in groups to discuss

- One/ two sts present

LESSON 4: WRITING

I Objectives:

1 Education Aims: - Students can write a letter of invitation.

2 Knowledge:

a General knowledge: - A letter of invitation

b Language: - Language used to write an informal letter

- Structures: "Let's "," Shall we ?", etc

3 Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2

- Speaking: work in pairs to match the halves of the sentences in task 1 and to fill each blank in these invitation letters

- Writing: write an invitation letter basing on the cues

- Students may not be able to distinguish some structures such as " Let's ", " Would you

like ?", "How about ?", etc.

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking :( 5 mins)

- Ask one st to talk about how a forest fire may start

and what every camper ought to remember

- Ask other sts to listen to their friend and give

remarks

2 Before you write:( 20 mins)

- Aims:to get sts to write out the sentences by

matching the first half in A with the most suitable

half in B and then to use these sentences to fill the

blanks in the invitation letters.

+ Task 1:

- Ask sts to read the requirement of task 1 carefully

and then work in pairs to do the task

- Ask sts to pay attention to the meaning as well as

the structure of the two halves

- Recall some structures so that sts can do the task

- Listen to their friend and give remarks

- Listen to the teacher carefully

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more easily

Shall we/ Can you/ Why don't you + V- inf ?

Let's + V-inf.

Would you like/ Are you free + to-V ?

Do you feel like/ How about + V-ing ?

- Ask sts to do in 4 minutes and move around to

help if necessary

- Get feedback and give remarks

+ Task 2:

- Ask sts to work in pairs to read the letters in pairs

and to use the above expression to fill each blank

- Introduce some new words/phrases:

+ for a while: for a period of time

+ 'disco (n): a club or party where people dance

with pop music

+ 'afterwards (adv): at a later time

- Ask sts to listen to the teacher and repeat , then

write these words into their notebooks

- Get sts to do the task in 5 minutes and then get

feedback letter by letter

3 While you write:( 10 mins)

- Aims: Sts practise writing an invitation letter.

- Ask sts to play the role of Nam's and to write a

letter to Lam, inviting him to spend a weekend with

him

- Let sts write in 8 minutes

- Move around to conduct the activity

4 After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their

work aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- If there is enough time, T can have sts exchange

their writing among sts within a group so that they

can check their friend's work and give remarks

5 Homework: ( 1min)

- Part D (page 63- workbook)

- Copy the structures into theit notebooks

- Do the task in pairs

- Share their answer with their friends

- Present their ideas

1.c 2 f/h 3 a 4 g/d

5 h/f 6 d/g 7 e 8.b

- Work in pairs to read the letters and try to understand the content of the letters

- Listen and repeat

- Copy the words/ phrases

- Report their answer:

1.3/8 2.3/8 - 4/6 3 2/5- 7

- Do the writing task

- Read their writing: ( a sample paragraph)

"Dear Lam,

We haven't met since oyu moved And I miss you a lot.

We are both having some days- off between the two terms soon So if you haven't made any other plans why don't we spend a weekend together?

Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals.

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

Please give my love to your parents.

Your friend,

LESSON 5: LANGUAGE FOCUS

I Objectives:

1 Education Aims:- Students know how to pronounce the sound /b/ and /p/ correctly.

- Students revise the passive voice

2 Knowledge:

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+ Language: - Pronunciation: /b/ and/p/

- The passive voice

3 Skills: + Speaking: - Work in pairs to discuss the exercises

+ Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises

- Students may confuse sound / p / in English with sound / p / in Vietnamese

III Teaching aids: - board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home

aloud

- Ask another st to give remarks

- Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce two sounds / b / and / p / and

help sts to practise these sounds.

a Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

/ b / : a voiced sound

/ p / : a voiceless sound

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again

so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 110 in the

book

- Ask them to work in pairs to read the sentences and

then find out the words containing sound / b / and

sound / p /

- Ask them to work in 2 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud

3 Grammar: ( 29 mins)

Aims: to revise the passive voice and have sts do

Ex1, EX 2 and EX3.

+ The passive voice:

- Recall the form of the passive by giving an

example:

eg: Active: We clean this window every day.

Passive: This window is cleaned every day.

- Ask sts to pay attention to the sentence elements

and to tell the T the difference between the active

sentence and the passive sentence

- Ask sts to tell the T the form of the passive

+ Note: Only transitive verbs are used in the passive.

It is impossible to use verbs such as happen, sleep,

stand ( intransitive verbs) or seem, feel ( intensive

verbs) in the passive

- Ask sts to give some examples

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

- Ask sts to do the exercise individually and then

compare their answers in pairs

- Move round to conduct the activity

- Check the exercise sentence by sentence

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the

- One st reads his/her letter aloud aloud in front of the whole class

- Give remarks

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat / b / / p /

bee pea ban pan bad Paul .

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

/ b / / p /

Bill Pat big pan black paper .

- Read the sentences

- Listen to the teacher , read the example and tell the whole class their ideas

+ In the passive, the object of an active verb becomes the subject of the passive verb

+ Form:

S + V ( be + p.p )

- Listen to the teacher and take note

- Give examples

- Some sts report

1 were reported 2 are grown

3 be spoken 4 am not invited

5 are being built

- Listen and correct their work if

necessary

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answers with their friends

- Move round to help if necessary

- Ask two sts to do this exercise on the board

- Ask one st to give remarks

+ Exercise 3:

- Ask sts to read the requirement of Ex3 and then do

the task in pairs

- Go round to conduct the activity

- Ask some pairs to read the dialouge

5 Homework ( 1 min)

- Part B ( page 60- workbook)

- Do the Ex individually

EX 2:

1 came had ( been) started were

2 is standing is being photographed

3 Have the students been told

4 was being laid decided

5 will be planted

- Read the requirement carefully

- Do Ex 3

EX3:

1 was organized 2 arrived

3 were met 4 taken

5 had been cleaned 6 had been put

7 was excellent 8 prepared

9 made 10 were served

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