Giáo án Tiếng Anh 10 unit 10: Conservation

Giáo án Tiếng anh lớp 10 LESSON PLAN Unit Ten : CONSERVATION A:READING Time: 45 minutes I- Objectives Educational aims: Students should be aware of the importance of environments and how to conserve them in their lives Knowledge : - General knowledge:Students learn how to protect our environment - New words: Words related to environment Skills: Reading for gist and for specific information II Method: Integrated, mainly communicative III Teaching aids: pictures, posters,…………………………… IV Procedure: Teacher’s activities Warm-up:(4mn) Students’ activities Warm-up: (4mn) Brain Storming - Use a poster or draws on the board - Students work in pairs - Students’ answers: water, tress, forest, air………………… SHAPE \* MERGEFORMAT Students’ answer: Yes, we because they are very important if they disappear, we’ll disappear (die) too - Students answer the questions Yes, we have I like a lion, a tiger… Yes, we - Students listen and repeat chorally and then individually -Students try to guess their meanings - Students copy down - Ask students to put the suitable words into the empty boxes - Give feedback - Ask students:” Do you need to protect them? Why While-reading: (25mn) or why not?” *.Task 1: (8mn) - Lead to the lesson “ Conservation” - Students work in pairs in minutes, then compare with the Pre-reading:(7mn) other pairs - Ask students to look at the picture and answer - students come to the board to these questions: write the answer Have you ever visited a zoo or a forest? Suggested answers: What animals are you interested in? 1.c 2.a 3.d 4.d Do we need to protect animals and forests? -Students’ answer : Pre-teach vocabulary: -Because of the loss of forest - conservation (n): protection / safeguarding / defense - destruction (n) * Task 2:(10mn) - (to) eliminate -Students work individually and then Checking technique: R&R compare with his/ her partners - students come to the board to write their answer While-reading:(23mn) Suggested answers: * Task1: (8mn) 6.F - Ask students to read the text and then task in 1.F 2.T 3.T 4.T 5.F minutes * Task 3: - Go round and gives help - Students read the text again then discuss - Call the representatives of two pairs to write in groups of four their choice on the board - Students come to the board to write their - Give feedback answer and give the topic sentence - Ask some of excellent students: “Why are some species of plants and animals already being eliminated?” * Task 2:(8mn) - Ask students to read the text again in silence and decide whether these statements are true or false - Go around and gives help if necessary - Give feedbacks by asking students to prove their answers * Task 3: - Ask students to read the four main ideas and choose which idea is the most suitable for each paragraph < Explains the main idea of each paragraph usually lies in topic sentence - Go around to help students - Ask students to give their choice and the topic sentence - Give feedback Forest gives us a lot of things Topic sentence: Many of those plants and animals can be used as medicine We cannot live without water Topic sentence: Man and most animals need a constant supply of water to live Let’s we something to save the earth Topic sentence: The earth is being threatened and the future looks bad What can each of us do? Suggested answer: - A: B:1 C:2 Post-reading: (8mn) -Students practice in groups of four to find out the answers -3 students answer the questions The rest listen and give remarks -Suggested answers: The loss of forest is destroying 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 HOMEWORK Post-reading: (8mn) - Ask students to answer the questions in the textbook in minutes - Go around to control ss’ activities -Summarize the passage in 50 words -Prepare speaking -Teacher gives feedback HOMEWORK - summarize the passage in 50 words - prepare speaking Comments : (2mn) LESSON PLAN Unit Ten : CONSERVATION B:SPEAKING Time: 45 minutes I Objectives Educational aims: Students should be aware of protecting and saving the natural environment Knowledge: - General knowledge: Through this unit, students learn about the functions of ecotourism and know how to protect and save wildlife by building new kind of zoos - Language: Suggestions about nature conservation Skill: Fluency in expressing opinions and making suggestions about wildlife II.Method: Integrated, mainly communicative…… III.Teaching aids: picture of animals, national parks, ……………………… IV.Procedure: Teacher’s activities Students’ activities Warm-up :(5mn)The image of a tiger Warm-up: (5mn) Students watch the picture and answer the questions Teacher shows the picture and asks questions: What is it? Where you see it? Have you ever been to THAO CAM VIEN? What animals are you interested in? Why? Pre-speaking: (10mn) Vocabulary - sensitive (adj) : có hình ảnh đẹp - to imprison :cầm tù - endangered (adj) : bị tuyệt chủng - to reconstruct : tái tạo, kiến thiết -Teacher asks students to read three times in chorus then individually Students’ answers may be It is a tiger / lion / cat … I see it in the zoo / on T.V / in the book …… Yes, I have / No, I have not I like a lion / a bear / a cock Because it is lovely / strong / beautiful…… Teacher asks students to work in pairs discussing about these statements: Should we build zoos to keep wild animals? Why or why not? 2.There are many animals died in the zoos because of bad living conditions Agree or disagree? Pre-speaking: (10mn) - Students read in chorus, try to guess their meanings in context - Three ss read individually - Students copy down - Students work in pairs to discuss these statements Suggested answer: We should build many zoos to raise wild animals, we can keep them from extinct…… -We should not because we cannot create a natural environment and animals will die Animals not have enough food and they may suffer from dangerous diseases I strongly agree that animals will die when living in the zoos because they are always facing with the sadness, lacking of food and water, dangerous diseases - I not think that most of the zoos are always in bad conditions In addition, I -Teacher goes around and helps students if needed - Teacher calls students to tell their answer - Teacher gives feedback While-speaking:(20mn) Task1: - Teacher hangs the poster on the board and asks students to work in pairs Yes No There are many zoos in the world nowadays 2.The main purpose of the zoos are to conserve endangered animals and reconstruct their natural environment People keep gorillas in the zoo because they are the largest animal in the world -Teacher gives feedback ( Teacher may ask advanced students to explain their choice) Task 2: Teacher asks students to work in groups discussing the advantages and disadvantages of zoos of the new kind Use the cues below: the conditions the animals are in the money spent on reconstructions of the animals’ natural environment - Teacher listens to their talk and only corrects the common mistakes to encourage the students to speak fluently Post-speaking: (8mn) Teacher asks students to discuss about the purposes of zoos of the new kind Teacher moves around to help students if needed Teacher calls students to talk about their discussion believe that wild animals will develop well in the zoos They will get enough food, water and even medical cares While-speaking: (20mn) Task1: -Students work in pair, then compare with other pairs - The ss’ answers may be: YES YES 3.NO Task 2: - Students work in groups of four - Some representatives report their result in front of class - Suggested answer: Advantages: good care / avoiding being killed for meat / developing community Disadvantages: not natural environment / dangerous diseases Advantages: the help of the government, organizations…… Disadvantages: The money spent on reconstructions of the animal’s natural environment Post-reading: - Students work in groups to discuss about the purposes of zoos of the new kind - students talk about their discussion Teacher gives feedback and correction if necessary HOMEWORK: - Name some animals that are in danger -Answer the question: “What should you to protect wild animal?” HOMEWORK -Name some animals which are in danger -Answer the question:” What should you to protect wild animals?” Comments: (2mn) LESSON PLAN Unit Ten : CONSERVATION C:LISTENING Time: 45 minutes I Objective Educational aims: Students will be able to get knowledge about the causes of forest fire and know how to protect forests Knowledge : a General knowledge: Students get knowledge about the causes of forest fire b New words: words related to forest Skills: listening for gist and for specific information II Method: Integrated, mainly communicative III Teaching aids: pictures, cassette player…………… IV Procedure: Teacher’s activities Warm-up: (2mn) Teacher shows a picture of a forest fire and asks: What you see in the picture? Have you ever seen a forest fire / fire? What’s forest fire / fire caused by? Pre-listening: (5mn) Pre-teach vocabulary: destroy (v) - value (n) →-> valuable (adj) - awful (adj) - a forester Checking technique: R&R While-listening: - Ask students to open their books *Task 1: (8mn) - Teacher gives instructions and explains - Ask students to work in groups reading the sentences and predict the events in right order - Ask students to listen to the tape twice and task - Call students to write their answer on the board - Give feedback : - Ask students to listen the third time ( Teacher may let students listen more time if they can’t the task well) Students’ activities Warm-up: (2mn) Students listen and answer I see a forest fire / fire… Yes, I have No, I have not It can be people’s carelessness, marsh gases, lightning, pollen…………… Pre-listening:(5mn) - students listen and repeat the words, try to guess their meanings - Students copy down - Students open their books * Task 1: - Students work in groups to read through the sentences and predict the events in order - Students listen and Task 1, then compare with other groups - students come to the board to write their answer The rest look at the board and give comments Suggested answer: 3–2–5–1-4 * Task 2: (10mn) - Ask students to look at task and guess * Task (10mn) whether the statements are true or false.( using -Students work in pairs to guess the task the information they have listened from task 1) - Play the tape 2-3 times - Students listen to the tape three times and decide T/F(individual work), then compare - Ask students to give answers and reasons for with their partners their answers -Students come to the board to write their - Give feedback: answer - Suggested answer: F F * Task 3: (10mn) T F - Give clear instructions for task and asks students to read the sentences - Turn on the radio * Task 3: (10mn) - Students read the sentences and guess (pair - Give feedback and asks students to listen work) again and check -Students listen and choose the sentences that they hear - Students give their answer - Students listen and check - suggested answer: a b a Post-listening: (7mn) - Ask students to ask and answer in pairs Post-listening: (7mn) What campers have to remember? - Students practice asking and answering Campers have to put out their campfires and cover the place with How important is the forest in our life? earth…… It is important in our life because it supplies - Ask students to work in groups to discuss and wood, fresh air, good soil and stops pin – remember through this lesson prick scolding and storm…………… - Move around to check -Students work in groups and discuss about the - Call some students to come in front of the causes of fire using the information above) class telling their classmates about the causes of forest fire - Correct mistakes if necessary - Students tell the causes of forest fire HOMEWORK: -Write a passage (150 words) about forest fire, which you have ever seen Comments: (2mn) HOMEWORK: Write a passage (150 words) about forest fire that you have ever seen LESSON PLAN Unit Ten : CONSERVATION D:WRITING Time: 45 minutes I Objectives: 1.Educational aim: Students should show their politeness when writing a friendly letter 2.Knowledge: a General knowledge: Students learn how to organize the content of a friendly letter b Language: Tenses, verb forms and expressions often used in a friendly letter 3.Skills: Writing a letter of invitation II.Method: mainly communicative III.Teaching aids: Posters IV.Procedure: Teacher’s activities • Warm up ( 4mm) Teacher sticks the poster with the given words on the board and asks students to write a complete sentence * Cinema / tonight / go / like / to / you / the / would? Teacher continues asking students to show the purpose of expression “ would you like” in the sentence above Teacher asks students some questions: Have you ever written a letter of invitation? On which occasions? What you often write in a letter of invitation? What expressions you write in a letter of invitation? Students’ activities Warm-up: Students close their books, look at the poster and write the sentence - Suggested sentence: * Would you like to go to the cinema tonight? Students’ answer may be: people want to show their politeness Students’ answers may be: * Yes, I have On my birthday/ at weekends * The content of the invitation - Would you like Go to the cinema Go for a walk How about ? - Introduces the new lesson A LETTER OF INVITATION Pre-writing: Task1: (5mn) - Teacher asks student to open their books - Students open their books and listen to - Asks Student to look at task and explains teacher’s explanation how to this task - Teacher has students work in pairs in 3mn - Teacher goes around and helps students if necessary - Teacher asks some pairs to write the answer on the board and give explanation - Teacher gives feedback and corrects - Teacher sticks the poster on the board and calls three students to write the verb forms in the blanks why don’t we + shall we + can you + Are you free + Would you like + how about + Do you feed like + - Teacher gives feedback and explain more if necessary Task2: ( 5mn) - Teacher asks students to read the task quickly and pick out the new words or phrases if they are difficult - Teacher asks students to explain the organization of a letter of invitation - Teacher sticks the poster on the board and asks students to match the first half in column A with the most suitable half in column B (Students practice in pairs in: 3mn) A B Can we/why don’t a to join us? we b To go to the would you like football match Are you free / tomorrow morning? / would you like going to club afterwards? c Come to dinner on Saturday?/ spend some time together? Teacher gives remarks and corrects While-writing Task3 ( 16mn) Teacher asks students to read the task carefully before writing -Teacher introduces or asks students which - Students the task in pairs - Two students write their answer on the board Suggested answer: ( c, 2.f , 3.a, 4.g, 5.h, 6.d, 7.e, 8.b) - Students come to the board and fill in the blanks Suggested answer: + bare infinitive + to infinitive + V.ing Students listen to teacher and copy down * Task 2: - Students read the task quickly(individually) - Students listen to the teacher’s explanation and give the structure of a letter of invitation - Students look at the poster, listen the teacher’s instruction and the task - Students write the answer on the board Suggested answer 1.c 2.a 3.b Students copy down While-writing -students read the task carefully tenses are used in the letter ( depending on the adverbs of time: since, soon, now) - Teacher asks students to write the letter in groups(using posters) in 10 minutes - Teacher moves around and helps the students if necessary Post-writing (13mn) - Teacher calls or groups to ticks their posters on the board - Teacher has students look at the posters and remark Teacher may asks some more questions: How many parts are there in a friendly letter of invitation? What are they? Teacher explains: a letter commonly consists of parts: address, greetings, body , closing, signature Homework: - Teacher asks students to complete the letter depending on their friends’ ideas - Prepare the language focus part Comments: (2mn) - Students listen and answer: present perfect, present continuous - Students work in groups of four to write the letter Students stick the posters on the board,look at the posters, remark and correct mistakes - Students ‘ answer may be: - There are three parts: greetings, body and signature Students listen carefully and copy down Homework: -Complete the letter depending on their friends’ ideas - Prepare the language focus part LESSON PLAN Unit Ten : CONSERVATION D: LANGUAGE FOCUS Time: 45 minutes I Objectives: Educational aim: - Students’ correct pronunciation helps develop speaking and listening skills - We can express ideas in many ways (active/passive) in English Knowledge a General :- Students learn about the pronunciation of two consonants /b/ and /p/ in words and in sentences - Reviewing passive voice and distinction of active and passive b Language: - Words containing consonants /b/ and /p/ - Structure of passive Skills - Correct pronunciation of consonants - The use of passive in tenses II Methods: Integrated, mainly communicative III Teaching aids: Textbook, cassette player; real objects such as a box, a comb, a pen; handouts IV Procedures Teacher’s activities Students’ activities A WARM-UP(5 minutes) Jumbled words - Divide the class into small groups then give Students’ answer: each group one card containing words whose letters are jumbled - Ask students to rearrange the letters to make good words The group finishing the task first with the most correct words will be the winner sapsevi eciov passive voice tvacei elsvioecs active voiceless sncntaosas caoitn consonants action sentes rmamrag tenses grammar B PRONUNCIATION(5 minutes) * Pre-task - Teacher asks students to close their books and asks: (showing a box, a comb and a pen) - Sts close their books and answer: + What’s this? - Write these words on the blackboard(bb) and asks: + What are consonant sounds at the beginning of “box” and “pen”? + What is consonant sound at the end of “comb”? + No, when letter “b” is after letter “m”, it is not read - Help students to distinguish the contrast consonants/b/ and /p/ by pronouncing them clearly and slowly: + /b/: two lips are used by stopping the air with a sound in the throat + /p/: two lips are used by stopping the air without any sound in the throat (can use a paper in front of the mouth) * While-task a Listen and repeat - Ask students to open their books and listen to the tape twice and ask them to repeat the words: Bee cab pea cap Ban bright pan provide Bad back Paul power - Call on some students to repeat the sounds (advanced class: use minimal pairs) b Practice these sentences - Ask students to work in pairs in minutes and practice these sentences - Go around the class and provides help if necessary - Call some students to read the sentences individually and gives feedback + a box, a comb, a pen -Sts answer: + /b/ and /p/ + /b/ - Sts look at the teacher’s mouth and read in chorus - Sts repeat in chorus twice - Some individuals repeat the sounds - Sts work in close pairs and read the sentences( pay attention in the words containing the sounds /b/ and /p/) - Sts read aloud the sentences: Pat buys Bill a big pad of paper A black bee is picking some pollen Put the blouses in the paper bags Paul borrowed a book about puppies from the library The beautiful carpet is my brother’s present Is this picture painted on the pupils’ cap? * post-task - Ask students to find out the words in the reading which contain the sounds /b/ and /p/ (if there is enough time) - Students read the reading and find out the sentences: + About 5,000 species of plants and animals C LANGUAGE FOCUS(35 minutes) are eliminated each year * Pre-task( minutes) + The earth is being threatened - Ask students to find out passive sentences Ss’answer may be : in the reading and translate into Vietnamese s+be +v(pp)+by+o S+am/is/are+v(pp)+by+o S+am/is/are+being+v(pp)+by+o S+have/has+been+v(pp)+by+o - Ask students to analyze the sentences and S+was/were+v(pp)+by+o then tell the formation of passive in the tenses: S+was/were+being+v(pp)+by+o simple present, present continuous, present S+had been+v(pp)+by+o perfect, simple past, past continuous, past S+will/shall+v(pp)+by+o perfect, simple future - Students’ answer: + Active: when the subject creates actions + Passive: When the subject receives action Teacher raises question: + When will we use active/passive? - Chọn hình thức động từ ngoặc đơn *While-task(29minutes) - Students work in pairs Exercise 1(7 minutes) - Five students come to the board to write - Ask students to translate the instructions their answer - Have students to work in close pairs and - Ss’ answer: the task in textbook 1.were reported am not invited - conduct the correction by calling five grow are being built students to give answers and their explanation be spoken - Students’ answer: Cho hình thừc động từ ngoặc đơn - Students the task and compare - Five students come to the board to write the answer Exercise 2(8 minutes) Teacher says: “Tell me the meaning of the instructions?” - Ask students to work individually then compare with their partners in minutes ( pay attention to the tense, and the voice) _ Ss’ answer may be: - Select five students to provide the answer and their explanation came- had started- were is standing- is being photographed - Give feedback have been told was being laid Where will……be planted? Exercise 3(12 minutes) - Have students translate the instructions - Ask students to scan the dialogue in minutes - Teacher raises questions: + How many verbs? How many blanks? + So each verb for each blank +What is the meaning of each verb? +What is the dialogue about? +What tenses will be used? - Have the class sit in groups of four, the task and give the explanation - Have five students write their answers on the blank asks their groups to give their explanation *Post-task(2 minutes) Homework(handouts) -Turn the sentences into passive Dangerous driving causes may accidents Have they told the students about the changes of their timetable yet? Someone was cleaning the room when I arrived We cannot clean up our polluted rivers and seas overnight Farmers need water for their crop - Prepare unit 11, reading Comments: (2mn) Students’ answer: Điền vào chỗ trống với hình thức động từ ngoặc đơn - Students scan the dialogue - Ss’answer: + Ten verbs, ten blanks - Students give the meaning + The holiday + Past tenses - Students work in groups and find their explanation - Ss’ answer may be: was organised had been put arrived was were met prepared taken made had been changed 10 were served [...]...LESSON PLAN Unit Ten : CONSERVATION D:WRITING Time: 45 minutes I Objectives: 1.Educational aim: Students should show their politeness when writing a friendly letter 2.Knowledge: a General knowledge: Students learn how... are three parts: greetings, body and signature Students listen carefully and copy down Homework: -Complete the letter depending on their friends’ ideas - Prepare the language focus part LESSON PLAN Unit Ten : CONSERVATION D: LANGUAGE FOCUS Time: 45 minutes I Objectives: 1 Educational aim: - Students’ correct pronunciation helps develop speaking and listening skills - We can express ideas in many ways... While-writing -students read the task carefully tenses are used in the letter ( depending on the adverbs of time: since, soon, now) - Teacher asks students to write the letter in groups(using posters) in 10 minutes - Teacher moves around and helps the students if necessary Post-writing (13mn) - Teacher calls 3 or 4 groups to ticks their posters on the board - Teacher has students look at the posters and... students about the changes of their timetable yet? 3 Someone was cleaning the room when I arrived 4 We cannot clean up our polluted rivers and seas overnight 5 Farmers need water for their crop - Prepare unit 11, reading Comments: (2mn) Students’ answer: Điền vào chỗ trống với hình thức đúng của động từ trong ngoặc đơn - Students scan the dialogue - Ss’answer: + Ten verbs, ten blanks - Students give the... The holiday + Past tenses - Students work in groups and find their explanation - Ss’ answer may be: 1 was organised 6 had been put 2 arrived 7 was 3 were met 8 prepared 4 taken 9 made 5 had been changed 10 were served