Giáo án English 10 Date: Period: 60 UNIT 10: CONSERVATION Section A: Reading Aim: By the end of the lesson, Ss will be able to: - use vocabulary items related to national parks - guess the meaning of words based on contexts - scan for specific information about national parks Teaching aids: Textbook, whiteboard maker, handout Procedure: T Stages & Content I WARM UP: Brainstorming environmental problems ( floods, water pollution… * Key: forest fires, drought) 7 II PRE-READING: * Pre-teach vocabulary - conservation (n) - circulation (n) - climate - disappear - hydroelectric dam - erode * Pre-question (page 104) conserve (v) conservative (adj) erosion -Elicit -Model -Ask Ss to repeat - Instruction III WHILE-READING: * Task 1: Matching based on word guessing -Required work in (page 105) groups to discuss * Task : True or False statements (page 106) * Task : Choosing the main idea for each paragraph (page 106) 10 IV POST-READING: Discussion questions (page 106) T’s activities V HOMEWORK: Give your ideas to protect the environment (by writing a short paragraph) Ss’ activities -Listen -Repeat -Copy - Whole class ,individual work and pair work - Group work and whole class - Whole class Date: Period: 61 UNIT 10: CONSERVATION Section B: Speaking Aim: By the of the lesson, Ss will be able to: - ask for someone’s opinion, and show their agreement or disagreement about the new kind of zoo - talk about the advantages of the new kind of zoo - report on discussion results Teaching aids: Textbook, picture Procedure: T Stages & Content T’s activities Ss’ activities I WARM UP: horse, elephant, monkey, sheep, -Put these words into two columns pig, hen, tiger, snake, lion Farmer animals / wild & zoo animals *Questions: Have you ever been to the zoo? What animals are in the danger? 13 II PRE-SPEAKING: 10 - Elicit * Pre-teach vocabulary - Model - reconstruction (n) - injured (adj) - Ask Ss - rhinoceros (n) - crocodile (n) repeat - giraffe (n) * Task 1: Read the paragraphs & answer the questions - Instruction III WHILE-SPEAKING: * Task 2: Showing agreement or disagreement about the new kind of zoo * Task 3: Discussing the advantages and disadvantages of zoos of the new kind + Model: St1: I think zoos of the new kind are very good for animal St2: I can’t agree with you more But it is very expensive to reconstruct animals’ natural environment Practice as model IV POST-SPEAKING: -Answer -Repeat to -Copy down - Pair work - Individual work and pair work - Group work * Task 4: Reporting on the discussion results V HOMEWORK: Write a short paragraph about what you have discussed -Call Ss to report - Group work - Whole class Date: Period: 62 UNIT 10: CONSERVATION Section C: Listening Aim: By the end of the lesson, Ss will be able to: - listen to get specific information about forest fires - talk about the causes of forest fires and ways to prevent them Teaching aids: Textbook, cassette tapes Procedure: T Stages & Content T’s activities Ss’ activities I WARM UP: Bingo - Read -Listen and write forest, valuable, fire, heap of leaves, destroy, burn, forester, danger, awful II PRE-LISTENING * Vocabulary - heap of leaves - danger - care for - spread - awful * Checking: What and where * Listen and repeat -Teach voc -Picture -Antonym -Situation -Explanation -Synonym -Answer -Repeat -Play the tape -Listen -Repeat (class individual) -Work in groups * Prediction: (Task 1) III WHILE-LISTENING * Task 1: Listen and number the events -Play the tape -Feedback -Copy down -Work in groups -Listen 2-3 times -Write the answers on the board * Task 2: -Work in pairs 10 T / F prediction - Show the answers Listen again and decide whether -Play the tape on the board -Feedback the statements are true or false -Listen (2t) -Give order and go -Correct * Task 3: -Work in pairs and around Read task find the differences -Play the tape -Correct and give -Listen individually Listen -Give the answers the comments IV POST-LISTENING 10 Interview: Say how a forest fire -Walk around for may start and what every camper ought help to remember -Give comments V HOMEWORK: Write a paragraph about a forest fire you have ever seen / heard -Work in pairs -Speak Date: Period: 63 UNIT 10: CONSERVATION Section D: Writing Aim: By the end of the lesson, Ss will be able to: - write a letter of invitation the using the cues provided Teaching aids: Textbook, handout Procedure: T Stages & Content T’s activities I WARM UP Have you written a letter of invitation? On -Ask / Elicit which occasion? What you often write in a letter of invitation? What are some expressions you write in a letter of invitation? -Introduce 15 II PRE-WRITING * Vocabulary - tree planting festivals - would you like… -Explain/ - How about… Elicit - Why don’t you… * Task 1: Matching(page 109) * Task 2: Gap-fill (page 109) 15 III WHILE-WRITING * Task 3: Making sentences from prompts (page 110) 10 IV POST-WRITING V HOMEWORK Write a letter of invitation Ss’ activities -Answer -Work in group -Pair work -Work in group -Pair work -Write a letter, using the cues - Correct Aim: By the end of the lesson, Ss will be able to: - distinguish the sounds /b/ and /p/ - pronounce the words and sentences containing these sounds correctly - use the passive voice appropriately Teaching aids: Textbook, pictures of cities after storms Procedure: T Stages & Content T’s activities Ss’ activities I WARM UP: Puzzle -Ask question -Answer Which letter can sting? B ( bee ) B ( bee ) ( pea ) How about “P” ( pea ) How you pronounce Introduction it? 10 II PRONUNCIATION -Listen and repeat Finding the differences between -Pronounce -Correct -Work in pairs these consonants - practise ( textbook page 110) -Give examples III GRAMMAR 10 The passive voice: Review the -Correct passive voice and some formula Exercise 1: Choose the right form of -Using poster the verbs in brackets (page 111) -Walk around to help 10 Exercise 2: Put the verbs in brackets -Correct in the correct form Review some -Show supporting game -Correct tenses (If possible) 10 Exercise 3: Fill in the blank with the correct form of a verb IV HOMEWORK: Do exercise ( B ) on page 60, 61 -Repeat -Work individually -Work in groups -Play game -Write board supporting on the