Giáo án Tiếng Anh 10 unit 10: Conservation

Giáo án môn Tiếng anh lớp 10 UNIT 10: CONSERVATION Date of preparing: I/ Aim • Theme: Conservation • Pronounciation : / b / - / p / • Grammar: - The passive voice II/ Teaching aids: Cards; posters, real things, pictures III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus UNIT 10 : CONSERVATION PERIOD 1: READING PERIOD 60 Date of teaching I Objectives By the end of the lesson, Ss will be able to - Contribute their parts to the protection of the natural environment II Materials Textbook, whiteboard markets,……… III Anticipated problems Ss may not know much about conservation, so T should be ready to help them IV Procedure Time Steps Work arragement WARM UP - Sts close their books 5' - T asks the Ss to think out some environmental Group work problems and write them in the card board - T introduces new lesson by asking questions: What is conservation? Conservation is the protection of natural things, such as plants and animals Environmental problems Suggested answers: 10' -the extinction of the plants and animals - pollution, floods, droughts, volcanic eruption , earth quakes, forest fire,… BEFORE YOU READ Activity 1: - Ss work in pairs to look at the picture in page 104 and answer the questions1,2,3 in this page - T goes round to help - T correct the information in front of class Activity 2: - T delivers handouts and tells Ss the way to - Ss work in pairs to fill in the blanks in the table of word form - T goes round to help - T corrects the information before class Noun Verb ? protect ? destroy pollution ? damage ? conservation ? ? disappear Suggested answers: protection damage destruction conserve pollute disappearance Vocabulary : - eliminate (v) - circulation (n) Pair work Pair work - run-off (n) - hydroelectric (n) WHILE YOU READ 7' 7' 7' Task 1: - Ss open their books and read in silent by following the cassette recorder once to practice new words -Ss scan quickly the reading to find out the new words in column A Ss work in individual, then interchange in pairs - T goes round to help Ss to guess the meanings of the new words in the context Answer keys of task1: C A D B Task 2: - Ss read the text in silence and the task - Ss read the given statements, T explains new words (if any) - Ss skim to find out necessary information to identify if they are T or F - Ss interchange in pairs - T goes round to check - T corrects the information before class Answer keys of task 2: F T T T F F Task 3: - Ss work in groups of every desk to find the information in the reading, then choose the main idea for each paragraph - T explains that the main idea of each paragraph often appears in the topic sentence Answer keys of task 3: *Paragraph A : Main idea : Forests give us a lot of valuable things Topic sentence : many of those plants and animals can be used as medicine against cancer, AIDs…, heart diseases and many other sicknesses Individual work Individual work and Pairwork Group work *Paragraph B : Main idea :We can not live without water Topic sentence : Man and most animals need a constant supply of water to live *Paragraph C : Main idea : Lets something to save the earth Topic sentence : The earth is being threatened and the future looks bad What can each of us ? AFTER YOU READ 7' - Sts work in groups to find the answers in the reading to prove the importance of forests, water and have the emergent actions to conserve - T goes round to check - T corrects them before the class Answer keys: The loss of much forests is destroying the earths Man and most animals need a constant supply of water to live Farmers need water for their crops We should stop polluting rivers and seas and stop the disappearance of plants and animals Group work WRAPPING 2' Summarise the main points Assign homework : Retell the main ideas of the reading passage * Remark: Whole class =================================== UNIT 10 : CONSERVATION PERIOD 61 PERIOD 2: SPEAKING Date of teaching: I Objectives By the end of the lesson, Ss will be able to - Ask for someone's opinions, and show their agreement or disagreement about the new kind of zoo, talk about the advantages and disadvantages of the new kind of zoo II Materials Textbook, pictures………………… III Anticipated problems Ss may have difficulty in knowing some words in this section IV Procedure Time Steps Work arrangement WARM UP Sts close their books -T delivers handouts and asks Ss to classify the given words to the following categories (wolf, shark, whale, tiger, lion, elephant, monkey, turtle, seal) 5’ Sea animals a wolf Wild & zoo animals a b c d e Answer keys: b tiger c lion d elephant Pair work e monkey - T introduces new lesson by asking questions: Have you ever been to the zoo? What are zoos opened for? Suggested answers: Yes, I have For keeping animals 8' PRE-SPEAKING: - T explains the new words, structures and expressions for Ss to interchange in pairs Ss study them by learning their meanings and repeating after T Vocabulary: - sensitive(a) - instead(adv) - feature(n) Pair work - prefix “pre-“ means “again” EX: reconstruct, reintroduce,… - injured(a): wounded (a) - - Kent: a county in south-east of England which is famous for vegetables and fruit Structure: BE + V3/ V-ed (passive voice) EX: This chair was made by my father 8' WHILE SPEAKING: Task1: - Ss open their books and read carefully the passage about the zoo in page 106, then answer the questions - Ss ask and answer in pairs - T goes round to help and check Suggested keys of task 1: - It is used to provide as natural environment as natural as possible for the animals 2- The places where endangered species can develop - Animals can live in natural environment - They are not the places where animals are imprisoned Pair work 8' 8' Task 2: - T delivers handouts and asks Ss to practice the conversation, then it again, replacing the underlined words with those provided in(1) and (2) - Ss Practice in groups ,using the information from the table to ask and answer - T goes round to help them or gives the meanings of new words (if any ) Suggested keys of task 2: A: I think it would be better for animals if they live in the zoo of new kind because they may have better food (1) B: I agree with you (2) (1) (2) Animals may suffer I am afraid that I from dangerous can’t agree with diseases you Animals may what they want to Yes, that’s right Animals may develop I can’t agree with Animals may feel you more happier Yes, I believe so Group work Task 3: -Ss work in groups to discuss the advantages and the disadvantages of zoos of the new kind - T goes round to help them or gives the meanings of new words (if any ) Suggested keys of task 3: Advantages Disadvantages -the conditions the -the money spent on animals are in reconstructions of the - animals that people animals natural environment can visit -the dangers that the keepers may have Group work POST-SPEAKING: Group work Task4: (10ms) 7' -Ss work in groups to give their opinions about the advantages and the disadvantages of zoos of the new kind -T asks one S of each group to report to the class what his group has discussed -T corrects these reports before class WRAPPING Summarise the main points Assign homework: 2' * Remark: UNIT 10 : CONSERVATION PERIOD 3: LISTENING PERIOD 62 Date of teaching: I Objectives By the end of the lesson, Ss will be able to - Listen for specific information about forest fires II Materials Textbook,cassette… III Anticipated problems Ss may not know much about forest fire IV Procedure Time 5' Steps WARM UP - Ss close their books - T shows the pictures of forest fires and asks Ss: What you see in the pictures ? Have you ever seen a forest destroyed by fire? Suggested answers: We can see forest fires Work arragement Whole class Yes, I have./ No, I haven’t - T introduces new lesson: Today we’re going to listen about forest fires and their consequences 9' BEFORE YOU LISTEN - Ss practice in pairs, talking about what may cause a forest fire Activity 1: Suggested answers: A forest fire may be caused by a cigarette end, a campfire, lightening, drought,… - T goes round to help them or gives the meanings of new words (if any ) - T lets Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any) - Ss read these words in silent - T corrects them before the class Activity 2: Listen and repeat Vocabulary: -destroy(v): -heap(n): -leaf(n): -allow(v)≠ ban (v) -spread(v) -catch fire: Pair work WHILE YOU LISTEN 8' Task1: - T asks Ss to read the sentences given and underline the important words - T explains the sentences that Ss don’t understand - T turns on the cassette player twice Individual work - Ss work in pairs to guess the order of the events and number them - T asks Ss to interchange the information they’ve heard with his/ her partner and corrects them Answer keys of task1: 3, 2, 5, 1, 10' Task +Task 3: - T asks Ss to read the statements to understand them well before listening - Ss listen for the first time, T checks if Ss have the answers - Ss listen for the second time, T checks again - Ss listen for the third time, T presses the button “pause” right after the answer for Ss to understand more clearly - Ss work in pairs to discuss and prepare Suggested answers of task 2: Group work F F T T F Suggested answers of task3: A B A 10' AFTER YOU LISTEN - Ss work in groups to share the information they’ve listened about the causes of forest fires and the responsibility of those who work and live in the forest Group work - T asks one S of each group to report to the class what his group has discussed - T corrects these reports before class 2' WRAPPING Summarise the main points Assign homework : - Learn by heart new words, rewrite what they remember about the passage they’ve listened to - Prepare “ Writing” Whole class * Remark: UNIT 10 : CONSERVATION PERIOD 4: WRITING PERIOD 63 Date of teaching: I Objectives By the end of the lesson, Ss will be able to - Write a letter of invitation using the cues provided II Materials Textbook, ……… III Anticipated problems Ss may not be familiar with some expressions used in an invitation letter IV Procedure Time 5' Steps WARM UP -Sts close their books -T asks the Ss to rearrange the following words to make a meaningful sentence: a/ dinner/ evening/ for/ go/ like/ out/ this/ to/ you/ would? Suggested answers: Would you like to go out this evening for dinner? -T asks some more questions: 1)Have you written a letter of invitation? On which occasion? 2)What are some expressions you write in a letter of invitation? 1)Yes, I have On my birthday 2)These expressions are: Dear…, Would you like…, How about…, Shall we -T introduces new lesson: A letter of invitation Work arragement Whole class BEFORE YOU WRITE 5'' 10' 5' Task 1: Activity 1: - T explains the new words and expressions Vocabulary: - Would you like + to inf - How about + V-ing - Do you feel like + V-ing - Are you free + V-ing - Why don’t we/ you + V0 - Shall we + V0 - Can you + V0 - Ss open their books and read in silent the description WHILE YOU WRITE Task 2: Activity 2: - Ss work in pairs to match the first half in A with the most suitable half in B ( page 109) - T walks round to help -T corrects them before class Suggested answers of task 2: 1.c 5.h/ f 2.f/ h 6.d/ g 3.a 7.e 4.g/d 8.b Task 3: - T asks Ss to read this task carefully and underline the new words or phrases (if any) Pair work Individual work Group work UNIT 10 : CONSERVATION PERIOD 5: LANGUAGE FOCUS PERIOD 64 Date of teaching: I Objectives By the end of the lesson, Ss will be able to - Pronounce correctly the sounds / b / and / p / - Use the passive voice appropriately II Materials Textbook, pictures…… III Anticipated problems - Ss may find it difficult to use the passive voice in different tenses IV Procedure Time Steps Work arragement WARM - UP - Sts close their books 5' 10' 10' - T gives a series of disorder words: 1) back/ bed/ brought/ big/ breakfast/ Ben/ a/ to/ the 2)put/ purple/ pool/ the/ paint/ in/ Pat - Ss work in groups to rearrange these words to make two meaningful sentences - T corrects and asks Ss to read aloud to know the difference between these sounds Suggested answers: 1) Ben brought a big breakfast back to the bed 2) Pat put purple paint in the pool Note: /b/ is silent when it appears after /m/ EX: comb, climb, bomb, plumber,… - T introduces new lesson: Today we’re going to study the passive voice after practicing the two consonants /b/,/p/ PRONUNCIATION Activity 1: Listen and repeat - Ss listen to the cassette player these two consonants (once) to realize the difference among them - Ss repeat after T once - T write their phonetic symbols on board and numbers them: (1)/b / and (2)/p / - Ss close their books and speak aloud the number of the sound T reads Activity 2: Practice these sentences - Ss listen and repeat after T twice -Ss practice reading these sentences - T walks round to help GRAMMAR AND VOCABULARY * The passive voice: Activity 1: (Exercise 1- Page 111) - Ss read the example carefully - T explains the structure of the passive voice -Ss change the examples from active to passive -Ss practice in pairs to choose the right form of the verbs in brackets - T walks round to help -Each S reads his sentence before the class BE + V3/V-ed S + V + O S + be + V3/ V-ed + by + O Whole class Individual Pair work whole class [...]... match the first half in A with the most suitable half in B ( page 109 ) - T walks round to help -T corrects them before class Suggested answers of task 2: 1.c 5.h/ f 2.f/ h 6.d/ g 3.a 7.e 4.g/d 8.b Task 3: - T asks Ss to read this task carefully and underline the new words or phrases (if any) Pair work Individual work Group work UNIT 10 : CONSERVATION PERIOD 5: LANGUAGE FOCUS PERIOD 64 Date of teaching:... class 2' WRAPPING Summarise the main points Assign homework : - Learn by heart new words, rewrite what they remember about the passage they’ve listened to - Prepare “ Writing” Whole class * Remark: UNIT 10 : CONSERVATION PERIOD 4: WRITING PERIOD 63 Date of teaching: I Objectives By the end of the lesson, Ss will be able to - Write a letter of invitation using the cues provided II Materials Textbook, ………... Materials Textbook, pictures…… III Anticipated problems - Ss may find it difficult to use the passive voice in different tenses IV Procedure Time Steps Work arragement WARM - UP - Sts close their books 5' 10' 10' - T gives a series of disorder words: 1) back/ bed/ brought/ big/ breakfast/ Ben/ a/ to/ the 2)put/ purple/ pool/ the/ paint/ in/ Pat - Ss work in groups to rearrange these words to make two meaningful... invitation? 1)Yes, I have On my birthday 2)These expressions are: Dear…, Would you like…, How about…, Shall we -T introduces new lesson: A letter of invitation Work arragement Whole class BEFORE YOU WRITE 5'' 10' 5' Task 1: Activity 1: - T explains the new words and expressions Vocabulary: - Would you like + to inf - How about + V-ing - Do you feel like + V-ing - Are you free + V-ing - Why don’t we/ you + V0