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Gi¸o ¸n Anh 10 – NguyÔn V¨n Hïng I. Date: January 20 th , 2008 Period 60 II. Unit : 10 conservation III. Aims: 1. Knowledge: Conserving the forests as well as the environment. New words: Words related to the environment. 2. Skills: Reading for gist and for guessing meanings of words IV. Method: Integrated, mainly communicative. IV. Teaching aids: textbooks, pictures VI. Procedure. Teacher’s activities 1.Warm up (5 )’ - T. prepares 2 sets, each set consists of 12 cards (6 with pictures and 6 with words) - T. asks S S to match the pictures with words on the blackboard. The student who does faster and correctly will be the winner. Before you read (6 )’ - T. asks S S to look at the pictures in the textbooks. - T. asks S S to work in pairs using given questions. - T. asks some S S to make questions and answers before the class While you read (before reading, T. asks S s to look through tasks 1+2+3 to know what to do ) -Read the passage ( 5’) - T. asks S S to read the text in silence twice or three times. Task 1(7 )’ -T. explains what S S have to do. -T. pre- teaches some difficult words in the definition part ( if necessary ). + movement ( n) + power (n) + to get rid of + liquid (n) + to flow (v) - T. guides S S to read for understanding the Students’ activities - Match the pictures with words. + Elephant + Hydroelectric dam + Monkey + Flood + Forest + Polluted river - S S look at the pictures - S S work in pairs. A. Have you ever visited a zoo or a forest ? B. Yes, I have. A. What animals are you interested in? why? B. I’m interested in monkeys because they are naughty. They jump from this branch to another, they tease each other . A. Do we need to protect animals and forests? B. Yes, we do. - Look through tasks 1+2+3 - Read the text in silence twice or three times. - Listen carefully. - Listen and copy down. - Read the words in chorus twice. - Write new words on their books. - Listen and read for understanding the definition before looking for words in the text. - Match each word with its definition. Gi¸o ¸n Anh 10 – NguyÔn V¨n Hïng definition before looking for word with in the text. - T. asks S S to match each word with its definition. - T. walks round the class and offers ideas and comment when S S need help. Task 2(7 )’ - T. asks S S to read the task again before reading the text. - T. Pre - teaches some new - words (if necessary ) +To treat (V) +Various T. asks S S to read the +Erosion (N ) words in the chorus +To save (V ) twice. - T. asks S S to do the task in pairs ( T. reminds S S of finding information which is used to clarify the statement and how to correct the statement if it is false ) - T. walks round the class and offers ideas and comments when S S need help. - T. asks some S S to do the task in front of the class. Task 3(3 )’ - T. has the class read the text again and get the main idea of each paragraph. Suggested key. Paragraph 1 + 3 Paragraph 2 + 4 Paragraph 3 + 2 After you read ( 10 )’ - T. asks S S to read the text again then answer the questions in the text books in groups . - T. asks some representatives to present – other groups listen then offer ideas and comments. - T. corrects mistakes 3. Home work ( 2 )’ - Asks the pupils to translate the text in to Vietnamese 1 + c, 2 + a, 3 + d, 4 + b. - Read the task again. - Read the words in chorus twice. - Copy. - Work in pairs. - Do the task in front of the class. 1- T ( scientists say each year ) 2- T ( many of those other sicknesses ) 3- T ( Trees, grasses . conserve it ) 4- T ( These days . to the environment) 5- F (without plants during dry season) 6- F ( we can stop nature’s defence ) - S S read the text again and get the main idea - S S read the text again then answer the questions in the text books in groups. - Some representatives present – other groups listen and offer ideas and comments. - S S listen carefully. - S S listen carefully and copy down. - Do as the teacher’s request - Listen to the teacher. VII.Comment: ………………………………………………………………………………………………… Gi¸o ¸n Anh 10 – NguyÔn V¨n Hïng ………………………………………………………………………………………………… …………………………………………………………………… Giáo án Anh 10 NGuyễn Văn Hùng I. Date: January 25 th , 2008 Period 61 II. Unit:10 Conservation ( Period 2 : Speaking) III. Aims 1. Knowledge : help students to present their ideas of zoos of the new kind. 2. Skills : speaking about a topic of zoos of the new kind . IV. Method : Integrated, mainly communicative. V. Teaching aids : books, colour chalks VI. Procedure : Teacher s activities Students s activities 1.Warm-up (5 ): -Teacher writers some Vietnamese word on the board and asks some students to write English words on the board. Con voi, cá voi biển, núi, rừng Con khỉ, con hổ sở thú, công Con gà viên -Teacher corrects mistakes -Teacher can give some questions Have you seen monkeys ? Have you ever visited a zoo ? 2. Task 1(10 ) -Teacher asks students to read paragraphs a,b in silence - Teacher asks students to give some new words -Teacher explains new words and phrases -Teacher can give more new words and new phrases (If necessary) -Teacher reads paragraphs once or twice -Teacher asks some students to read paragraphs aloud. -Teacher corrects mistakes . -Teacher asks students to work in pairs or in groups to discuss questions then give answers. Questions 1. For what purpose are zoos of the new kind opened ? 2. What are their main features ? -Students write English word on the board . - Students listen. - Students answer teachers question. - S1:yes, I have. - S2: yes, I have. - Students read paragraphs in silence - Students give some new words - Students listen to teacher and write down. - Students listen to the teacher carefully - Some students read paragraphs aloud. -Students work in pairs or in groups to discuss questions and give answers 1. They are opened to help endangered species develop. 2. The animals are not kept in cages . They can live in their natural environment . Gi¸o ¸n Anh 10 – NGuyÔn V¨n Hïng 3.Task 2(8 )’ -Teacher asks students to discuss and give their own ideas + food + diseases + activities + feeling -Teacher asks some students to present their ideas. -Teacher remarks and marks 4.Task 3(10 )’ -Teacher asks students to discuss the advantages and disadvantages of zoos of the new kind. -Teacher can give a hint . -Teacher asks some students to present their ideas . -Teacher asks other students to give some more questions . -Teacher can mark. 5.Task 4(9 )’ -Teacher asks some students to make group reports , sharing their views with the rest of the class. -Teacher corrects mistakes and marks . 6. Home work(3 )’ -Teacher asks students to rewrite the advantages and disadvantages of zoos of the new kind. - Students discuss in pairs or in groups and give their own ideas about those problems -Students put a tick (v) in the right box . -Students present their ideas -Students discuss in pairs or in groups . -Students develop their ideas about: + the conditions. + the money spent on reconstruction of the animals’ natural environment. +the animals that people can visit. +the dangers that keepers may have . -Some students present their ideas . -Some students give some questions -Some students present their ideas. -Students listen to the teacher -Students listen to the teacher and write down VII. Comment: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………. Gi¸o ¸n Anh 10 – Nguyªn V¨n Hïng I. Date: January 27 th , 2007 period : 62 II. Unit:10-Conservation ( Period 3- Listening ) III. Aims: 1. Knowledge: Giving the pupils knowledge about the causes of forest fire and how to prevent them 2. Skills : Listen and list events , Listen for gist. IV. Method: Integrated ,mainly communicative V. Teaching aids : pictures, books, tapes VI. Procedure: Teacher s activities’ 1. Warm up (5 )’ - T. shows students a picture about a forest fire - T. gives some questions and ask them to answer. 1. What can you see in this picture ? 2. What do you think about the forest fire? 2. Before you listen ( 7 )’ - Asks students to talk about causes of forest fire in pairs. - Tells S S that it’s the topic of the listening part. - Reads the new words which appear in the listening part then gives meanings. forest destroy awful forester campfire valuable - Asks pupils to read the new words in chorus. - Asks some pupils to read the new words individually - Corrects pronunciation mistakes. 3.While you listen (22 )’ - Asks pupils to look through the exercises before listening for the 1 ST time. Task 1 - Asks pupils to look at Task 1 and explains what S S have to do . - T. plays the tape twice or more Students activities’ - Look at the picture - Answer questions 1. It is a forest fire. 2. There are some dead animals on land. 3. Some animals are running frighteningly. 4. It’s terrible 5. It causes pollution. - Work in pairs, talking about forest fire. - Listen carefully. - Listen carefully. - Read the new words ( twice )in chorus . - Some students read the new words individually. -Ss listen carefully. - S S look through the exercises. - S S look at Task 1, read all sentences carefully pay attention to key words in each sentence. - S S listen carefully. While listening, S S have to number the events in order. Gi¸o ¸n Anh 10 – Nguyªn V¨n Hïng - T. asks S S to compare the result in groups. - T. asks the representative of each group to give the result - T. writes the results on the board to see whether they are the same. If not, T. plays the tape again, sentence by sentence. - T. asks S S to give the right order of the sentences. - T. asks S S to look at Task 2 and explains what they have to do. - T. asks S S to read all statements carefully ( T. reminds S S of key words in each sentence ) - T. asks S S to predict whether the statements are true of false. - T. asks S S to compare the result in groups - T. asks the representative of each group to give the result. - T. writes the results on the board. - T. plays the tape twice or more, asks S S to listen carefully then check the result again. - T. asks S S to look at task 3 and explains what they have to do . - T. asks S S to read carefully sentences in Task 3, paying attention to the difference between 2 sentences in each pair. - T. plays the tape twice or more - T. asks S S to compare the result in groups - T. asks some S S to give answers. - T. plays the tape again, asks S S to listen carefully then check the result again. 4.After you listen ( 10 )’ - T. asks S S to say how a forest fire may start and what every camper ought to remember.( in pairs ) - T. may give S S some questions for suggestion. 1. What do you think about a forest fire? 2. How does it spread once it has started? 3. In what season is fire the greatest danger to words and forests ? why? 4. Will foresters allow anyone to go into the - S S compare the result in groups. - The representative of each group give the result. - S S look at the board. - S S listen carefully - S S give the right order of the sentences. 3 – 2 – 5 – 1- 4 - S S listen carefully then read all statements carefully and pay attention to key words in each statement. - S S predict whether the statements are true or false. - S S compare the result in groups - The representative of each group gives the result. - S S look at the board. - S S listen carefully and check the result again. 1- F, 2 - F, 3 - T, 4 - T, 5 – F. - S S look at Task 3 - S S read sentences in Task 3 carefully, paying attention to the difference between 2 sentences in each pair. - S S listen to the tape and tick the sentences they hare while listening. - S S compare the result in groups. - Some S S give answers. - S S listen to the tape carefully again and check the result. 1 - a, 2- b, 3- a. - S S say how a forest fire may start and what every camper ought to remember ( in pairs ) - S S answer Teacher’s questions orally. - Some S S say in front of the class. - S S listen and copy . Gi¸o ¸n Anh 10 – Nguyªn V¨n Hïng forests when the danger of fire is very great? 5. What will happen if people leave a campfire burning near a heap of leaves? 6. What does every camper have to remember? - T. asks some S S to say in front of the class. 5.Home work (3 )’ - T. asks S S to write a paragraph saying how a forest fire may start and what every camper ought to remember, using given questions. - Listen and write the requests in the notebooks. VII. Comment: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Gi¸o ¸n Anh 10 – Nguyªn V¨n Hïng I. Date: January 28 th , 2008 Period 62 II. Unit: 10-conservation ( Period 4- Writing ) III. Aims: 1.Knowledge:Students learn about the organization of the content on a letter. 2.Skills: Writing a letter to a friend or a relative. IV. Method: Integrated, mainly communicative. V. Teaching aids: Some letters .… VI. Procedure: Teacher’s Activities Students’ Activities 1.Warm up (5 )’ Teacher gives some questions 1.What do you call these? 2.Do you usually write letters? 3.Who do you write letters to? 2. Task 1. ( 10 )’ - Teacher asks students to read the exercise and give new words ( If necessary ) and give the meaning of new words. - Teacher asks students to do the exercise in pairs. - Teacher walks around the class and helps students when they need .Then teacher selects some students to give answers. - Teacher corrects mistakes. 3. Task 2 (15 )’ -Teacher asks students to read the exercise and elicit new words - Teacher gives meaning of new words - Teacher walks around the class and helps students when they need. - Teacher asks students to discuss the exercise done by themselves in pairs. . - Teacher asks some students to write their sentences on the board. - Teacher corrects mistakes. - Students answer may vary. Suggested answers: 1.They are letters. 2.Yes, we do. 3.We write letters to our friends. - Students read and write down. - Students work in pairs. - Some Ss give answers. Suggested answers : 1.c 2.f/h 3.a 4.g/d 5.h/f 6.d/g 7.e 8.b - Listen and write down. - Students read the exercise and elicit new words - Sts listen and write down - Students do the exercise - Students discuss the exercise done by themselves in pairs. - Some students write sentences on the board - Students listen. The answers 1. Would you like/ Are you free Gi¸o ¸n Anh 10 – Nguyªn V¨n Hïng 4. Task 3 ( 12 )’ - Teacher asks students to read task 3 carefully and then writes a letter using the words given. - Teacher asks students to compare the result in pairs. - Teacher selects some students to read their letters . -Teacher corrects mistakes. -Teacher gives students some letters of different kinds -Teacher asks students to read those letters and distinguish kinds of letters The suggested answer Dear Lam, We haven t met since you moved. I missed you a lot. We ’ are both having some days off between the two term soon. If you haven t made any other plans, why don t we spend a’ ’ weekend together? Do you like visiting the forest near my grandparents ’ home again? It looks quite different now because very many young trees have been planted at the Tree-Planting Festivals. Do come if you find it possible and I ll make all the ’ preparations then. Give my love to your parents. Your friend Nam 5. Homework (3 )’ - Teacher assigns homework and comments some language notes. - Teacher asks students to write a letter of invitation 2. Would you like/ Are you free 3. Can you; Why don t we/ Shall we’ - Students read task 3 carefully and write a letter using the words given. - Students compare the result in pairs. - Some students read their letters - Students listen. - Students read the letters and distinguish the kinds of letters. - Then some students read their letters. The answers may vary - Students listen and write down the teacher’s request in the exercise- notebooks. VII. Comment: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………….