giáo án tiếng anh lớp 10 cực hay

Date of preparation: August, 16th 2015 Distributive period: Date of signing: August, 18th 2015 Date of signing: INTRODUCING THE PROGRAMS OF ENGLISH 10 A Aims: - Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up minutes Presentation 12 minutes * Game: Lucky Number -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks Lucky Number How many girls are there in your class? Do you know what your English teachers name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Ss in the lesson A Content: Including six topics - T introduces the topics You and me Education Community Recreation Nature and Environment People and places > Six topics are divided into ten units - T asks Ss to find out the topic through the units name B The design of each unit in textbook: Getting started: Introducing the overall topic of the unit Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language T < > Ss Group work T < > Ss Presentation 20 minutes Consolidation minutes Homework minutes learnt previously in the unit Looking back and project: - Revising and consolidating of the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After units, Ss have one period for test themselves It helps them test themselves about what theyve learnt C Tests: 1- Checking frequency knowledge for the previous lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach E Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has - Introduce some more information - There are themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back F Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) - Ask Ss to consolidate the main contents - Give feedback - Prepare the new words in Unit 1: Family life Lesson1: Getting started T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014 Distributive period: Unit Lesson Date of teaching: Family life Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about family life and tasks: T/F exercise and completing exercise - To teach some lexical items related to the topic Family life - By the end of the lesson, students will be able to: + Use some lexical items related to the topic Family life + Make simple dialogues using the given expressions + Read about the benefits of sharing household + Use the words and phrases related to household chores and duties B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Warm-up minutes New lesson minutes 13 minutes minutes 10 minutes Activities * Brainstorming - T asks Ss some questions: + What is your responsibility in your family? + Who does the household chores? + - T leads Ss to the lesson Task 1: Listen and read: - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently Task 2: Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: F NG F T T NG Task 3: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss pronunciation - T explains the meanings if necessary Task 4: Write the verbs or phrases - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback Interactions T < > Ss Whole class Pair work T < > Ss Ss T < > Ss S Ss < > Ss 3 Consolidation minutes Homework minute E Experience: /divide/ handle (household) chores laundry heavy lifting be responsible for household finances take out garbage shop for groceries washing-up - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn by heart the words and phrases related to household chores and duties - Prepare for the next lesson T < > Ss T < > Ss T < > Ss Date of preparation: August, 16th 2014 Distributive period: Unit Lesson Date of signing: August, 18th 2014 Date of teaching: Family life Language A Aims and Objectives: - To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context - To teach Ss the words and phrases related to household chores and duties - To teach Ss to use the present simple and the present continuous tense - By the end of the lesson, students will be able to: + Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context + Use the words and phrases related to household chores and duties + Understand and use the present simple and the present continuous tense B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes Activities * Checking - T asks Ss to make sentences using some words or phrases: (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances - T corrects Ss answers and gives mark A Vocabulary: Task 1: Matching - T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them - Ss work individually - T asks students to compare the answers with a partner - T asks some students to read the answers - Checks and gives the correct answers: f e a h b g d c Task 2: Adding more Interactions T < > Ss Individually T < > Ss minutes minutes minutes minutes Consolidation minutes Homework minute - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask students to compare the answers with a partner - Ask some students to read the answers - Feedback Task 3: Discussing - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback B Pronunciation: Task 1: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters - T corrects Ss pronunciation - T helps Ss with the pronunciation Task 2: Listen and choose - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss answers by asking them to call out the letter (a, b or c) corresponding to the word they hear b b c a C Grammar: Task 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases Ask them to choose the correct verb form - T asks Ss to exchange the answers with their partner - T checks Ss answers and elicits from them the rules of using the present simple and the present continuous tense - T gives feedback a a a b b b b b Ss Ss < > Ss T < > Ss T < > Ss S T < > Ss S Ss T < > Ss S Individually - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercise page at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 16th 2014 Distributive period: Unit Lesson Date of signing: August, 18th 2014 Date of teaching: Family life Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about Family life and answer the questions - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about Family life and answer the questions + Understand more about home life and express their own ideas about home life + Read for specific information about the benefits of sharing housework B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes minutes Activities Interactions * Checking - T asks Ss to exercise page does, is not cooking, is working T < > Ss is taking out cleans, is cleaning is preparing looks after, works is watching, watches - T corrects Ss answers and gives mark Sharing housework Task 1: - T asks Ss work in groups, look at the picture and answer the questions Group work - T asks Ss to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group The answer can be Yes, they are Because they the housework together/ T < > Ss Because all members of the family share the housework. Task 2: - T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning Ss - Ask Ss to read through the text once without stopping at words that they dont know the meaning of, and then ask them to work in pairs to decide on the best title for the text Ss < > Ss - Remind Ss that the title for the text is the one that gives the general idea of the whole text - Ask students to compare the answers with a partner T < > Ss - Check Ss answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text T < > Ss Key: c Task 3: - Have Ss read the text again and underline the words sociable, minutes minutes Consolidation minutes Homework minute vulnerable, critical, enormous and tent when they see them in the text Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text - Explain to Ss how to use context to guess the meaning of the unknown words if necessary Key: 1.a b b b a Task 4: - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer Key: a c b b Task 5: - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss answer by inviting a representative form each group to give the answer to one of the questions If the Ss answer is incorrect, dont give the right one at once, but try to elicit it form other Ss Key: They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to task page at home - Prepare for the next lesson S T < > Ss Pair work Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Speaking A Aims and Objectives: - To teach Ss to talk about Family life - To teach Ss some words and phrases related to Family life - By the end of the lesson, students will be able to: + Talk about their home life + Exchange opinion about household chores + Talk about household chores they often + Express their opinions about the chores they like or dislike + Knowledge: - General knowledge: + Single-parent family: Gia ỡnh ch cú cha hoc m + Extended family: Gia ỡnh cú nhiu th h hoc h hng sng chung + Nuclear family: Gia ỡnh ch cú cha, m v cỏi B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - T asks Ss to the brainstorming Homework T < > Ss cookin washing minutes g up Household chores sweeping New lesson 10 minutes 15 minutes Doing the laundry List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson Activity Ask Ss work individually to write at least three household chores they like or dislike And then give the reasons Share the answers with the partners Call some of them to present the answers orally Likes Name of chore Reasons Feeding the cats and dogs Love animals Do the groceries Like shopping Taking out the garbage It is not too hard Dislikes Name of chore Reasons Laundry Take much time and quite hard Washing the dishes Often break things Looking after the baby Waste time, be tired Activity Ask Ss to look at the task Let them some minutes to read the questions first and underline the key words Ask Ss to work in pairs to match the questions with the answers Call some of them to read out the questions and answers Read the questions and underline key words everyday? like doing ? What like .? dislike doing .? T Individually Pair work T < > Ss Ss Pair work T < > Ss 10 minutes Consolidation minutes Homework minute Matching: Suggested answers c a d b Call some of them to read the dialogue orally Practise the dialogue A: What household chores you everyday? B: I the laundry, wash the dishes, and sweep the house I sometimes the cooking when my mom is busy A: Which of the chores you like doing most? B: Well, I think I like sweeping the house A: What you like about it? B: Its not too hard, and I like seeing the house clean A: Which of the chores you dislike most? B: Washing the dishes because I often break things Give comment or pronunciation correction if necessary Activity Ask Ss to use the information above to make the similar conversation with partner (about themselves) Work in groups of three then present in class Practise in pairs about their own chores at home Present orally in pairs Example: A: What household chores you everyday? B: I A: Which of the chores you like doing most? B: Well, I think I like A: What you like about it? B: Because A: Which of the chores you dislike most? B: I hate Because T < > Ss Ss < > Ss T < > Ss Ss < > Ss - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Listening A Aims and Objectives: - To teach Ss to listen a programme about the roles of family members - To teach Ss about Family life - By the end of the lesson, students will be able to: + Develop the listening skills for details and for specific details + Talk about Family life + Listen to a programme about the roles of family members + Listen the monologue and the true or false exercise and the gap filling exercise B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes 10 minutes 10 minutes * Checking Activities - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Activity - Ask Ss to answer some questions: How does your family share the household chores? Is your mother a homemaker? Is your father a breadwinner? Do you think that both parents now work to contribute the family finances? - Introduce the content of the listening that they are going to listen Activity Ask Ss to look at the sentences in task and guest which is true or which is false Play the tape first time At the first time ask Ss to give the answer if they can Read the text second time Ask Ss to give the evidence Listen the answers then give comment In the third listening teacher check the understand of Ss Call some of them to give answers Give comment Suggested answers: T T T F T Activity Have Ss work in pairs to match the words/ phrases with its appropriate meaning Ask them to guess the part of speech of the word given Part of speech Balance (n) Nurture (v) Equally shared parenting Traditional (a) Solution (n) Ask some of them to tell the answer Give comments Answers: e b c d a Activity Ask Ss to read the task Ask Ss to look at the key words 1/ How has the role of men in the family changed? 2/ How have mens and womens roles become alike? What is the result of equally shared parenting? Play the tape first time At the first time ask Ss to give the answer if they can Read the text second time Ask Ss to give the evidence Listen the answers then give comment Interactions T < > Ss Pair work T < > Ss Ss T < > Ss T < > Ss T < > Ss Ss < > Ss 10 D Procedures: Time/Stages Activities Interactions Warm-up - Inform the class of the lesson objectives: Talking about ecotourism minutes activities T < > Ss New lesson 12 minutes 15 minutes Activity 1: - Ask Ss what they think the heading of the speaking section (Travel and enjoy) means and guess the topic Suggested answer: Tourism and what activities tourists can enjoy doing while travelling - Ss practise the conversation in pairs Activity 2: - Have Ss identify the main ideas in the dialogue Ask them to complete the table with the information from the conversation Where Peter will go 12 minutes Consolidation minutes Homework minute Bach Ma National Park explore the forests, watch the birds, What he will and see look at the plants, spend a night at an old villa What else he will if he visit Hue, enjoy the local food has more time Where else he may visit Lang Co beach - Explain to Ss that when making their own conversations about the three tourists destinations, they should use the four questions in the table Activity 3: - Divide the class into groups of students Have each group choose one ecotourism destination in Viet Nam, find information about it, and introduce this place to other groups Their presentation should include interesting information about the destination and ecotourism activities there - For more able classes, ask Ss to choose destinations in other countries for their presentations - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + I have learnt about some interesting activities for ecotourists indifferent places in Vietnam I can talk about these destinations and ecotourists activities - Ask students to learn by heart the expressions - Prepare for the next lesson Pair work T < > Ss Individually T < > Ss Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: April, 18th 2015 Distributive period: 97 Date of signing: April, 20th 2015 Date of teaching: 157 Correction test Test -45 A Objectives: - In this lesson, teacher evaluates Ss knowledge and offers a comprehensive review of Ss written tests Teacher has an overview of what they can and what they cant - By the end of the lesson, students will be able to: + Be aware of the mistakes and know how to correct them B Preparations: - Teacher: Students tests - Students: Grammar and vocabulary C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: I Answer keys: Part A: Listening ( 0.3 point/ correct answer) Question I: Question II: Part B: Grammar, phonetics and vocabulary ( 0.2 point/ correct answer) Question I: D D Question II: A B A Question III: A D B B B D C B Part C: Writing Question I: ( 0.25 point/ correct answer) Mount McKinley is the highest mountain in North America Mount Everest is the highest mountain in the world The Pacific is the deepest ocean in the world Question II: ( 0.5 point/ correct answer) This tablet, of which/whose screen has been scratched is mine Do you know the name of the man whose laptop was broken ? An e-book is an electronic book which can be read on a mobile device Part D: Reading ( 0.3 point/ correct answer) Question I: A B C D Question II: C II General comments: III Common mistakes: IV Experiences: 158 Date of preparation: April, 18th 2015 Distributive period: 98 Unit 10 Lesson Date of signing: April, 20th 2015 Date of teaching: ecotourism Listening A Aims and Objectives: - To teach Ss listen to a news report about ecotourism for gist and specific information - Check comprehension and ask Ss to brainstorm ideas on ecotourism - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for gist and specific details + Talk about ecotourism B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Inform Ss of the lesson objectives: listening for gist and specific information about ecotourism New lesson * Pre-teaching vocabulary minutes 19 minutes T < > Ss - attract = appeal - release fish - ride an ostrich - local specialities T < > Ss - Elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down - Ask Ss some questions about the Mekong Delta: Where is the Mekong Delta? What is it famous for? Whole class Name some provinces in the MeKong Delta? Suggested answers: The Mekong Delta is in south of Viet Nam It is famous for its fertile land, vast rice fields and fruits orchards This area includes 12 provinces and one city: Cn Th city, Tin Giang, Hu Giang, Vỡnh Long, Súc Trng, An Giang, ng Thỏp, Long An, Bn Tre, Tr Vinh, C Mau, Bc Liờu, and Kiờn Giang Task 1: - Have Ss look at the pictures showing different activities for tourists and discuss with a partner which activities tourists usually when they go on a tour to the Mekong Delta Suggested answer: Tourists can all these activities, but the most common ones are listening to traditional music, eating local food and catching fish Pair work T < > Ss Task 2: This activity focuses on listening for gist in a news reports - Play the recording without pauses Have Ss listen and choose the caption that best summarises the main idea Key a (How the MeKong Delta became an ecotourism destination) Task 3: - Have Ss underline key words in the questions and focus on these words while listening - Let Ss listen again and answer the questions Then ask Ss to compare their answers with a partner Individually T < > Ss 159 Key: Tourists did not have many interesting activities to 100 2005 They released small fish back into the pond 300 Whole class Task 4: 12 minutes This activity focuses on listening for specific information in the news report about the two farmers ecotourism places - Ask Ss to guess what kind of information they may need to write in the gaps - Have Ss listen and complete the gaps Key: Ba c - garden area: 2.5 hectares - activities for a visiting the old house tourists: b catching fish c enjoy home made meals d cooking local food/learning how to cook local food T Bỡnh -fish pond area: 2.1 hectares -activities for a catching fish tourists: b watching birds c riding ostriches Group work T < > Ss Task 5: Consolidation minutes Homework minute Have Ss discuss in pairs which activities mentioned in they would enjoy doing the most and give reasons - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? T < > Ss - Prepare for the next lesson T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 99 Unit 10 Lesson Date of signing: May, 4th 2015 Date of teaching: ecotourism Writing A Aims and Objectives: - To teach Ss to write a travel brochure promoting an eco tour - To teach Ss to talk about ecotourism - By the end of the lesson, students will be able to: + Write a travel brochure promoting an eco tour + Develop the writing skills in general Build up vocabulary supported for writing + Give some practical advice to an eco tour B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: 160 Time/Stages Warm up minutes New lesson 15 minutes 10 minutes 12 minutes Consolidation minutes Homework minute Activities Interactions - Inform Ss of the lesson objectives: preparing a travel brochure promoting an eco tour T < > Ss Activity 1: Vocabulary - elicit, model times, ask Ss to repeat in chorus then individual, T < > Ss write on the board, check meaning, stress and get Ss to copy down + sunrise#sunset + take aboat to + hunt for food + litter Individually + cause a fire + brochure Activity 2: - Explain to Ss that a travel brochure provides tourists with information about a destination It could be a small booklet or just one page T < > Ss - Ask Ss to read through the different sections in the brochure and match the numbered parts (1-6) with the content definitions (a-f) Key: 1.c 2.e d 4.a 5.f 6.b Activity 3: The focus of this activity is on designing a brochure Ss can make a Group work brochure by hand or with the help of some software available in their computer (such as Microsoft Word or Microsoft Publisher) - Put Ss into groups of or Ask them to choose one destination (Sa Pa or Central Highlands) and design a travel brochure for it - Encourage Ss to look for some other travel information (prices, duration of stay, departure times) and pictures about the chosen destination to make their brochure information and attractive Activity 4: - Have each group show their brochure and give a brief report on T < > Ss their eco tour - Ask the whole class to give comments and votes for the best brochure - Ask Ss to consolidate the main contents - Focus on the form of a biography T < > Ss - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Now I have learnt how to design and make a brochure for an eco tour - Write the text again at home T < > Ss - Prepare for the next lesson E Experience: 161 Date of preparation: May, 2nd 2015 Distributive period: 100 Date of signing: May, 4th 2015 Date of teaching: Unit 10 ecotourism Lesson Communication and culture A Aims and Objectives: - To teach Ss to talk about problems with ecotourism in Viet Nam and Africa - By the end of the lesson, students will be able to: + Understand about problems with ecotourism in Viet Nam and Africa + Discuss problems with ecotourism in Viet Nam and Africa + Talk and express their ideas and opinions about ecotourism B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Inform the class of the lesson objective: further skill development New lesson Communication: Activity 1: 19 minutes - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking - Help Ss to complete the diagram with appropriate information about that place Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest - The benefits for me: know more about local peoples life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in Culture: Activity 1: 18 minutes - Ask Ss to look at the pictures and discuss with a partner how the tourism activity in each situation may affect the environment Suggested answers a Tourists may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking tree branches or cutting down trees for firewood Campfires may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Endangered animals can be in danger of extinction Interactions T < > Ss Pair work T < > Ss Pair work T < > Ss Pair work T < > Ss Activity 2: - Tell Ss that they are going to read about some problems with ecotourism in Viet Nam and some countries in Africa (Kenya and Tanzania) - Ask Ss to guess which problems mentioned in can be found in Viet Nam and Africa - Have Ss read the text and choose suitable titles for two articles Key: c a Individually 162 Activity 3: Explain to Ss how to the next activity: Read through the five principles in the table first, and then read each article carefully to decide if these principles have been applied in Viet Nam or Africa Key: Principles of ecotourism VN Africa Reduce the impact of tourism activities on the local nature and a X X culture Increase tourists environmental and cultural awareness and b X NG respect Provide financial benefits for the conversation of local c NG NG destinations d Provide financial benefits for local people NG X e Provide positive experiences for both visitors and host X X Explanation: - Principle a: In neither places, there are strong measures to limit tourists activities that may harm the environment (littering, cutting tree branches, hunting) - Principle b: In VN, tourists have little or no access to environmental information or local cultural activities - Principle d: In Africa, ecotourism has not provided more jobs for the local people - Principle e: In VN, tourists have little or no understanding of the local culture; in Africa, local people are deprived of their best land T < > Ss Activity 4: - Have Ss work in pairs Ask Ss to look back at the pictures and tourists harmful activities that have been discussed in (leaving litter, making campfires, and hunting animals.) - Ask Ss to suggest what should be done to restrict the harm or damage that tourists may cause to the environment and local people Suggested answers - More efforts (such as producing educational brochures and TV programmes about ecotourism) need to be made to fully inform and educate tourists on the environmental and social impacts of ecotourism - Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities) - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? minutes What can you now? 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson Consolidation Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 101 Date of signing: May, 4th 2015 Date of teaching: Unit 10 ecotourism Lesson Looking back and project A Aims and Objectives: - To help Ss mark stress in words of more than three syllables in isolation and in context 163 - To teach Ss some lexical items related to ecotourism - By the end of the lesson Ss are able to: + Pronounce correctly words of more than three syllables related to the topic the ecotourism + Use some key words of the topic the ecotourism + Do the exercises on conditional sentences B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up - Teacher may introduce the review by asking Ss if they remember what minutes they have learnt so far in terms of language T then summarises Ss answers and adds some more information, if necessary New lesson minutes 10 minutes 19 minutes Pronunciation: Task 1: - Help Ss to review the pronunciation rules for words ending in ity,-ic, -ica, -tion on page 98 (Students Book) - Have Ss put a stress mark before the syllable with the primary stress in each word, and then say these words aloud Key: activity conservation traditional destination economic economical understanding degradation Vocabulary: Activity 1: - The six words in the box are the ones most commonly used in the unit Ask Ss to write them in the gaps, using the plural forms of the nouns when necessary Key: conservation Destinations impacts, environment ecology exotic Grammar: Activity 1: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are real or very probable - Let Ss read through the eight cues to grasp the general idea of the story they are going to create - Ask Ss to make sentences, with the main clause of the previous sentence (the effect) becoming the if-clause (the cause) of the next sentence Key: If I miss the lesson, I will not the test well If I dont the test well, Ill feel very sad If I feel very sad, Ill go to the gym If I go to the gym, Ill keep fit If I keep fit, Ill look attractive If I look attractive, Ill be very happy T < > Ss Individually T < > Ss Pair work T < > Ss Individually T < > Ss Activity 2: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are unreal or unlikely to happen - Ask Ss to read situations carefully and write the conditional sentences with the same meaning Key: If I could swim, Id go scuba-diving with you (or: Id go scubadiving if I could swim.) Id go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I could manage an eco rour to Phu Quoc National Park, Id go on one.) If Sue had Tonys email address, she would send him a message (or: Individually T < > Ss 164 Sue would send him a message if she had his email address.) Id make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, Id make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didnt have so much homework to (or: If I didnt have so much homework to do, I could/ would go to the concert.) If Nam had a camera, hed take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences Hints: - For Type 1, the modal verb might should be used because it expresses probability Example: If your test score is high-> The test score might be high - For type 2, the verb is or isnt should be use to express a present activity or event that is unreal or not probable Example: If your test score was high-> The test score isnt high If the air was not polluted-> The air is polluted Key: The computer isnt working It might snow tonight This golden block might be made of pure gold My father isnt here now The air is polluted John might call Individually T < > Ss Project: - For this project, Ss carry out a survey on their group members eco tour experiences Consolidation minutes 4.Homework minute Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 102 Lesson Date of signing: May, 4th 2015 Date of teaching: Review Language A Aims and Objectives: - To revise the language and skills Ss have learnt and practiced in unit 9-10 - By the end of the lesson, students will be able to: + Pronounce correctly words of more than three syllables 165 + Understand and use the language and skills Ss have learnt and practiced in unit 9-10 B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Teacher may introduce the review by asking Ss if they remember Warm up what they have learnt so far in terms of language T then T < > Ss minutes summarises Ss answers and adds some more information, if necessary New A Vocabulary: lesson Task 1: - Ask Ss to this activity individually, and then compare their answers Individually 12 minutes with a partners - Write the correct answers on the board Remind Ss of the use of suffixes to form adjective from nouns or verbs Key: natural polluted environmental sustainable ecological Task 2: 10 minutes - Ask Ss to this activity individually - Ask a student to write his/ her answers on the board Check answers as a class Key: pollution global warming Deforestation protect Acid rain Pronunciation Task 3: Sort out the words - Ask Ss to this activity individually, and then compare their answers with a partners - Show the correct answers on the board Key: 15 minutes oOO poverty energy chemical newsletter poverty Oo oOOO economy sustainable ecology environment economy conservation preservation relaxation composition conservation Individually ooOo pollution solution awareness protection pollution T < > Ss O T < > Ss - T asks Ss to read these words Grammar Task 4: - Elicit the form and use of the reported speech Remind Ss of the changes to pronouns, possessive adjectives and verbs - Ask a student to the task on the board while other Ss also this activity individually - Check Ss answers or as them for explanations, if necessary Key: Mary said (that) people are cutting down the rainforests Tom said (that) car pollution was/ is a big problem in his city scientists say (that) chemicals are destroying the ozone layer He told me to shut the door but not to lock it Our teacher explained (that) burning gas, oil, and coal could/ can cause acid rain Task 5: - Elicit the form and use of conditional sentences Type and Individually T < > Ss 166 - Ask Ss to this activity individually, and then compare their answers with a partners - Ask a student to write his/ her answers on the board - Check answers as a class Key: didnt throw will go close down is build Task 6: Consolidation minutes Homework minute - Ask Ss to this activity individually, and then compare their answers with a partners - Write the correct answers on the board, and give explanations if necessary Key: will; would be were; would go use knew; would/ could phone - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 103 Lesson Review Skills Date of signing: May, 4th 2015 Date of teaching: A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to environmental problems and solutions - Read for general ideas and specific information about environmental problems and solutions - To talk about the destinations for ecotourism in Viet Nam - Write about environmental problems and give advice on how to solve them B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Teacher may introduce the review by asking Ss if they remember minutes what they have learnt so far in terms of language T then T < > Ss summarises Ss answers and adds some more information, if necessary New I Reading lesson - Ask Ss to activities and individually, and check their answers Individually with a partners Give correct answers and explanations if necessary 10 minutes Key: 1b rubbish dump (n) hide underground (v) serious skin disease (n) waste gases (n) process (v) landfill (n) bury (v) skin cancer (n) exhaust gases (n) treat (v) T < > Ss 167 Problem Linda 10 minutes Jenny Kate landfills the thinking of the ozone layer water pollution II Speaking 10 minutes What can be done to solve the problem? more recycling drive less treat all waste more carefully Task 3: Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Viet Nam Ask each pair to report their choice and explain the decision Task 4: Ask Ss to work in pairs and answer the three questions Then ask Ss to discuss their answers with a partners Ask Ss to present their answers to the class III Listening 10 minutes - Play the recording about Cuc Phuong National Park, while Ss fill in the missing information - Play the recording again for Ss to listen and check their answers - Alternatively, play one or more times for Ss to work out the answers Provide the correct answers, and give any explanations if necessary Key: 135 tourists and scientists 2000; 450 most impressive 1000 Pair work T < > Ss Individually IV Writing Consolidation minutes Homework minute Ask Ss to use the points given (or their own ideas) to write a paragraph about one of the different environmental problems and give advice on how to solve them Ask Ss to write the draft first in class, and then write their final versions at home Ss may start their writing like this: Example: Today, people are producing too much waste The city landfills are nearly full So we should more recycling and T < > Ss - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss - Prepare for the next lesson T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 104 Date of signing: May, 4th 2015 Date of teaching: Revision for the final test A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Relative clauses - Reported speech B Preparations: 168 - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Time/Stages Activities Warm-up - Greeting and checking attendance - Teacher asks Ss to the homework minutes I Grammar: Definite Relative clauses New lesson a Form : - Mệnh đề quan hệ xác định không đợc ngăn cách với mệnh đề 17 minutes dấu phẩy b structure : - Tiền ngữ mệnh đề quan hệ xác định từ cha xác định thờng danh từ chung mệnh đề quan hệ lợc bỏ Eg : This is a man who is living in Hanoi Non definite relative clauses a Form : Mệnh đề quan hệ không xác định đợc ngăn cách với mệnh đề dấu phẩy b Structure : - Tiền ngữ mệnh đề quan hệ không xác định từ xác định thờng danh từ riêng , danh từ đợc bổ nghĩa tính từ định tính từ sở hữu mệnh đề quan hệ lợc bỏ Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia Note: That không đợc sử dụng mệnh đề quan hệ không xác định Khi chuyển từ câu trc tiếp sang câu gián tiếp ta cần ý điểm sau a đại từ chủ ngữ: I : She, he, it You : I, we We : they They, she, he, it : thờng không đổi b Sự thay trạng từ thời gian nơi chốn Today : that day At this moment : at that moment Yesterday : the day before/ the previous day Tomorrow : the next day/ the following day This/ that/ these : the ( this / that / these : đợc sử dụng nh tính từ this / that / these : đợc sử dụng nh đại từ chúng đổi thành it, they, them ) Last week : the week before/ the previous week Next week : the week after/ the following week Ago : before Here : there c Sự thay đổi động từ mệnh đề đợc tờng thuật - Khi động từ tờng thuật , không đổi động từ lời nói gián tiếp - Khi động từ tờng thuật khứ, đổi động từ lời nói gián tiếp nh sau: Direct speech Indirect speech Present simple Past simple Present continuous Past continuous Present perfect Past perfect 20 minutes Present perfect continuous Past perfect continuous Past simple Past simple/ Past perfect II Exercises: Exercise 1: Underline the relative clauses in the sentences Then add commas to separate the Non-restrictive relative clauses The man who is talking to the principal is our form teacher The boys who are sitting in the first row will receive the medals Interactions T < > Ss T < > Ss Ss < > Ss 169 The students who are in the grade 10th are going to clean the school yard The animals which are kept in iron cages will be carried back to the forest Mr Tan who is our gymnast is very thin and tall The book which we borrowed from the library must be returned by Monday The little boy who is crying over there lost his way Mrs Van who lives next door to Hoa works at the television station The dog which has some black spots is Bas 10 My mother bought the shoes which were made from Hong Kong Exercise 2: Chuyn nhng cõu sau sang cõu giỏn tip 11 He said to her, You are my friend. 12 Johnny said to his mother, I dont know how to this exercise. 13 Dont come back before one oclock, advised my brother Homework: 14 Cook it in butter, Mrs Brown said to her daughter minutes 15 The pupils said Teacher, give us better marks, please. 16 My friend said, Are you going to leave tomorrow? 17 Have you done your homework?, said my mother 18 I asked Bill, What time did you go to bed last night? 19 Paul said, I must go home now. 20 There is an accident, said the policeman III Consolidation: - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Individually T < > Ss Individually T < > Ss - Teacher asks Ss to give examples for the grammatical parts above T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 105 Date of signing: May, 4th 2015 Date of teaching: The final term test A Aims and objectives: - To check Ss understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: -10 + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers and written tests - Students: Pens, erasers C Language focus: * Phonetics: - Stress in three syllable words * Vocabulary: 170 * Listening: * Reading: * Grammar: - Relative clauses - Reported speech * Writing: MA TRN KIM TRA HC Kè II Language area and skills Topic Listening Decide whether the statements are True (T) or False (F) Listen and choose the best answer Phonetics Recognition No Ms Understanding No Ms Application No Ms 1,2 Total No Ms Stress in three syllable words Reading Preserving the environment Writing Multi choice Sentence transformation TOTAL 1,2 Grammar Relative clauses and Reported speech Vocabulary Vocabularies 0,9 1,2 0,8 0,6 0,6 0,6 0.3 2,4 0,9 0.8 14 2,8 1,2 2,4 1,5 0,6 10 171