Giáo án Tiếng anh 10 Unit 10: Conservation mới nhất

Class

Date of teaching

Students absence

Notes

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Teacher’s activities

Students’ activities

3’

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20’

8’

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1. Warm-up:

+ 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:

- Sts are required to answer the questions given in the part:

1.Have you ever visited a zoo or a forest?

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) ódestroy(v)ó destructive(Adj): sù ph¸ huû.

+ Hydroelectric dam(n): ®Ëp thuû ®iÖn.

+ Circulation(n): Sù chuyÓn ®éng. ócirculate(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:

+ 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:

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:

- 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.

- Work in groups to discuss.

- Some sts report the list in front of the class.

- Think of the answers.

- 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.c2.a3.d4.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. T2. T

3. T4. 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 studentsorally

- Some sts report.

A.3B. 4C. 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 ......

Class

Date of teaching

Students absence

Notes

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10…

10…

T

Teacher’s activities

Students’ activities

5’

10’

20’

10’

3’

1. Warm-up

- 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:

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:

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 ...?

Do you think......?

Do you agree with ....?

I think ...

I don’t think ...

In my opinion ..

Showing agreement

Showing disagreement

I agree with ....

Yes , I think you are right.

Exactly.

I don’t really think so.

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.

4. After you speak:

+ 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 animals natural environment

- the dangers that keepers may have

- Go around to help stsif necessary.

- Take notes of Ss’ mistakes for later correction.

Aims: Sts can report on their discussion results

5. Homework ( 2 minutes )

Write a paragraph of the report that they have discussed in the class.

-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.

- 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 discuss the advantages and 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.

Class

Date of teaching

Students absence

Notes

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Teacher’s activities

Students’ activities

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25’

8’

2’

1. Homework checking:

- 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:

Aims: tofocus 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:

+ Task 1:

Aims: Sts practise listening and numberingthe 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’ 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’ answer.

- Play the tape once again, stop the tape where necessary and conduct the correction.

+ 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.

- Check sts’ answer.

- Play the tape once again, stop the tape where necessary and conduct the correction.

4. After you listen:

- 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:

Write a short paragraph about what people can do to protect forest from fires.

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’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. F2. F3. T4. T5. 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.

- Give their answer.

Key: 1. B2. A3. A

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

- Work in groups to discuss.

- One/ two sts present.

Class

Date of teaching

Students absence

Notes

10…

10…

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T

Teacher's activities

Students' activities

5’

20’

10’

8’

2’

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.

- Check and give remarks.

2. Before you write:( 20 mins)

- Aims:to getsts to write out the sentences by matching the first half in A with the most suitable half in B and then touse these sentences to fill the blanks in the invitation letters.

+ Task 1:

- Ask sts to read the requirement oftask 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 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:

+ fora 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.

- Listen and give remarks

3. While you write:( 10 mins)

- Aims: Sts practise writing an invitationletter.

- 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).

- Listen to their friend and give remarks.

- Listen to the teacher.

- Listen to the teacher carefully.

- Copy the structures into theit notebooks.

- Do the task in pairs.

- Share their answer with their friends.

- Present their ideas.

1.c2. f/h3. a4. g/d5. h/f6. d/g7. e8.b

- Listen to the teacher.

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

- Listen and repeat.

- Copy the words/ phrases

- Report their answer:

1.3/82.3/8 - 4/63. 2/5- 7

- Listen to the teacher.

- 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,

Class

Date of teaching

Students absence

Notes

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10…

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T

Teacher's activities

Students' activities

5’

10’

29’

1’

1. Homework checking:

- 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:

- Aims: to introduce twosounds / 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 outthe 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.

- Listen and give remarks.

3. Grammar:

Aims: to revise the passive voiceand 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) orseem, 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.

- Listen and give remarks.

+ Exercise 2:

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

- Check and 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.

- Listen and give remarks.

5. Homework - Part B ( page 60-workbook)

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

- Give remarks.

- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.

- Look at the book , listen and repeat.

/ b // p /

beepea

banpan

badPaul

...........................

- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.

- Answers:

/ b // p /

BillPat

bigpan

blackpaper

...............................

- 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 reported2. are grown

3. be spoken4. am not invited

5. are being built

- Listen and correct their work if necessary.

- 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

- Listen to the teacher.

- Read the requirement carefully.

- Do Ex 3.

EX3:

1. was organized2. arrived

3. were met4. taken

5. had been cleaned6. had been put

7. was excellent8. prepared

9. made10. were served