Unit 10 conservation

Lesson Plan – Grade 10 Date: Period :63 Unit 10 CONSERVATION Lesson READING I Objectives: By the end of this lesson, students will be able to: - use vocabulary items related to the issue of conservation - guess the meaning of words based on contexts and components of the words - scan for specific information about conservation - skim for general ideas about conservation II Language Focus: - Grammar: Revision - New words: Arctic Ocean, Antartic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean, bay, mystery, beneath, marine life III Teaching Aids: overhead projector, cassette player, textbook IV Procedures: Stages/ Time Warm – up (5 minutes) Pre – reading minutes While – reading Teacher’s Activities Students’ Activities Guessing game -T prepares a piece of paper with the word “conservation” -T asks one S to go to the board and gives him/her the paper -T asks other Ss to ask the student Yes/No questions to guess what the word is T can model some questions The questions can be: + Is the word a verb? + Does it begin with “c”? -The winner is the one who can guess the word correctly in the shortest period of time Discussing the questions based on the pictures -T uses the pictures on page 104 to introduce the topic of the lesson to Ss -T asks Ss to work in groups of to discuss the questions in the textbook -T goes around to provide help -T asks someSs to present their goup’s answers and others to add any other ideas Pre-teaching vocabulary + destroy (v): end sth, kill sb/sth + destruction (n) the act of destroying + constant (adj): always present or available + play an important part in sth + conserve (v): protect sth from harm + clean up (v): make sth clean and neat + worsen (v): to become worse, to make sth become worse + pass laws -T asks Ss to make sentences with the above words to check their understanding Task – Matching based on word guessing -T writes the words on the board -T instructs Ss to read the passage quickly and -Ss enjoy playing the game, taking turns to ask questions -Ss work in pairs -Ss listen to T’s explanation and take notes new vocabulary Whole class, individual work and pair work Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 minutes minutes minutes Post – reading 10 minutes Homework minutes stop at the lines that contain these words to guess their meanings -T checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words -T asks Ss to work individually to the matching -T goes around to help Ss when necessary -T asks Ss for their answers and asks other Ss if they agree with their friend’s answers -T gives the correct answers * Expected answers: c d a d b Task – True or False -T asks Ss to work individually to the task -T asks Ss to discuss their answers with their peers T calls on some Ss to give their answers and asks them to explain their choices -T comments and gives the suggested answers * Suggested answers: T (line 2) T (lines 11-12) T (lines 3-5) T(lines 15-16) F (Without plants, most water would run off as soon as it falls Rapid run-off would cause floods – lines 11-12) F (We can stop worsening the problems – lines 20-21) Task – Choosing the main idea for each paragraph -T asks Ss to read the paragraph again and try to sum up, in Ss’ own words, what it is about -T asks Ss to work in pairs to the task -T goes around and helps if necessary -T asks some Ss to present their answers in front of the class T gives feedback and the correct answers A B C -T divides Ss into groups -T asks group and to discuss questions 1, group and question 2, and group and question -When all groups have finished, T asks every two groups to share ideas with each other -T calls some groups to report their ideas to the class -T give feedback -T summarises the main points in the lesson -T asks Ss to learn all of the new words by heart and prepare SPEAKING for the next period -Ss work individually and the exercise -Ss present their answers in front of the class -Ss listen T’s comment and write down the information -Ss work in pairs and the task -Ss work in groups -Ss present in front of the class - Ss listen and take notes Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 Date: Period : 64 Unit 10(cont.) CONSERVATION Lesson SPEAKING I Objectives: By the end of this lesson, students 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 - report on discussion results II Language Focus: - Grammar: - New words: sensitive, imprison, reconstruct, breed III Teaching Aids: textbooks, pictures IV Procedures: Stages/Time Teacher’s Activities Warm – up Picture describing (7 minutes) - T prepares a set of pictures of zoos The first one show a traditional zoo where animals are kept in cages The second one shows a new kind of zoo where wild animals can live in their natural habitat -T asks Ss to work in pairs to describe the pictures * Guilding questions: + What can you see in the 1st /2nd picture ? + Are the animals in the first picture free to run? + How might the animals feel? -T asks some pairs to present their answers -T gives feedback on Ss’ answers -T introduces the new lesson Pre – Task 1: Discussing the questions about the speaking features of the new kind of zoo -T asks Ss to read through the two paragraphs -T elicits or pre-teaches some vocabulary items: minutes + sensitive (adj): quick to respond to, or be affected by slight changes, signals, or influences + imprison (v): put or keep in prison + reconstruct (v): build again + breed (v): cause (an animal) to produce offspring + reintroduce (v): put back into a former habitat -T asks Ss to work in pairs to discuss the two questions in the book using the inforamtion in paragraph A and B -T goes around and observes Ss working -T gives feedback and corrects answers * Expected answers: They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment Students’ Activities -Ss work in pairs -Ss read through the task and take note new words given and explained by T -Ss work in pairs and the task -Ss write down the correct answer Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 While – speaking minites Task – Showing agreement or disagreement about the new kind of zoo -Before Ss the task, T elicits or introduces -Ss work in pairs some structures Ss can use to ask for someone’s opinions, to show their agreement or disagreement politely Asking for opinions What you think of ? Do you think ? Do you agree with ? Showing agreement I agree with Yes, I think you are right Exactly minutes Post – speaking 15 minutes Homework minutes Giving opinions I think I don’t think In my opinion Showing disagreement I don’t really think so Yes, but I would doubt that -T asks Ss to work in pairs to share their ideas -T calls on some Ss to talk about their ideas and asks others Ss to add more -T gives feedback Task – Discussing the advantages and disadvantages of zoos of the new kind -T asks Ss to work in groups to discuss the advantages and disadvantages of the new kind of zoo -T assigns a group leader for each group to make sure that group members work cooperatively and take notes of other members’ points -T takes notes of Ss’s mistakes for later correction Task – Reporting on the discussion results -T calls some Ss to report what their groups have discussed and asks other Ss to take note and compare with their groups’ideas -While Ss report, T takes notes of their errors Then T gives feedback on Ss’s answers -T corrects any typical mistakes -T summarise the main points in the lesson -T asks Ss to prepare a short talk about the zoo in their local area -T requires Ss to prepare LISTENING for the next period -Ss work in groups and discuss the problems -Ss work in individual and present their ideas in front of the class - Ss listen and take notes Date: Period : 65 Unit 10(cont.) CONSERVATION Lesson LISTENING I Objectives: By the end of this lesson, students will be able to: - listen to get specific information about forest fires - talk about the causes of forest fires and ways to prevent them II Language Focus: - Grammar: revision - New words: forester, awful, put out, a heap of III Teaching Aids: pictures in the textbook, cassette, extra board IV Procedures: Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 Stages/Time Warm – up (7 minutes) Pre – listening minutes Whilelistening minutes minutes Teacher’s Activities Vocabulary revision – Noughts and Crosses -T puts a grid on the board with nine words which Ss have learnt from the previous lessons conserve clean up destroy imprison reintroduce sensitive hydroelectric worsen destruction -T tells Ss the rules of the game: + Ss work in pairs One of the Ss copies the grid in his/her book + One S is “noughts” (O) and the other is “crosses” (X) + One S starts S/he chooses a word and makes a sentence with it If the sentence is correct, s/he puts her /his mark (O or X) in that square + The first S to get three in a row (cross, down or diagonally) wins the game Discussion -T asks Ss to work in pairs to discuss what may cause a forest fire -T calls on some Ss to present their answers -T asks other Ss to give more ideas -T gives feedback and some possible causes: + campfire + butts of burning cigarettes + lightning Vocabulary pre-teaching -T elicits/teaches some of the words given in the book or those taken from the listening passage + forester (n) a person in charge of a forest or skilled in forestry + awful (adj): very bad or unpleasant + put out (v): extinguish a fire + a heap of: a large quantity or amount Task – Numbering events -T asks Ss to read through the statements to understand what each of them is about -T asks Ss to guess the order the event with a partner -T asks Ss to work individually to listen to the tape and the task -T asks Ss for answers and write them on the board -T plays the tape more than once if necessary -T invites some Ss to explain their answers in front of the class -T comments and gives out the correct answers * Expected answers: Task – True / False statements -T asks Ss whether they can the task based on the previous times of listening -If Ss can, T asks them to give the answers and write them on the board Students’ Activities -Ss play the game held by the T in pairs -Ss work in pairs & discuss the questions given by T -Ss listen to T’s guidance and take note new words, practise pronouncing them - Ss work individually to listen to the tapes and Task -Ss give out the results after listening to the tape - Ss compare their answers with a friend and present them on the board - Ss work in individual to listen to the tapes and Task Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 minutes Postlistening 10 minutes Homework minutes -T plays the tape once for Ss to check their answers -T asks Ss to work in pairs to compare their answers -If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answers again -T gives feedback and correct answers * Expected answers: F (It spreads quickly) F (In late summer) T T F (It is the duty of everyone of us) Task – Choosing the sentences heard -T asks Ss to read through the sentences to understand them, underlining the different parts between the two sentences -T asks Ss to listen to the tape and pay attention to the different parts -T plays the tape once for Ss to the task -T asks Ss to work in pairs to exchange answers -T checks Ss’ answers and provides correct answers * Expected answers: a b a Role play -T asks Ss to work in groups to talk about how a forest fire may start and what every camper ought to remember -T goes around the class and helps Ss -T invites representatives of some groups to talk about their plan in front of the class -T asks for comments from other Ss -T gives feedback and any necessary corrections -T summarize the main points -T asks Ss to learn by heart all new words -T asks Ss to prepare WRITING for the next period -Ss give out their guesses before listening to the tape three times - Ss compare their answers with a friend and present them on the board -Ss take note the correct answers on the extra board -Individual and pair work -Ss work in groups, talking about the topic given -Ss present their talk in front of the class -Ss listen to T’s remarks - Ss listen and take notes Date: Period :66 Unit 10(cont.) Lesson CONSERVATION WRITING I Objectives: By the end of this lesson, students will be able to: - write a letter of invitation using the cues provided II Language Focus: - Grammar: revision - New words: revision III Teaching Aids: an extra board, textbook IV Procedures: Stages/Time Teacher’s Activities Students’ Activities Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 Warm-up (5 minutes) Pre-writing 10 minutes minutes Competition game - Ordering -T prepares handouts with some sentences in a jumbled order a Hope to see you then b We would like to invite you to the wedding c You are welcome to stay the night as there is plenty of room, though it would help if you could let me know in advance d Mary and I are getting married soon after we return to Melbourne – on June 20th e Dear John, f Best wishes, Alex g It will be at my parents’ house in Parkville, propably at 2.30pm, and there will be a party afterwards, starting at about 8pm The correct answer is: -T divides the class into groups and gives each group a handout -T asks Ss to discuss to reorder the sentences to make a complete letter of invitation -The winner will be the group with the quickest and correct answer Task – Matching -T asks Ss what expressions they can use to give invitations or suggestions -T writes their answers on the board and gives any correction -T asks Ss to look at column A in Task and give the form of the verb in each of the structures: + Let’s + infinitive without ‘to’ + Why don’t you + infinitive without ‘to’ + Would you like + infinitive with ‘to’ + Do you feel like + V-ing + Can you + infinitive without ‘to’ + How about + V-ing + Shall we + infinitive without ‘to’ + Are you free + infinitive with ‘to’ -T requires Ss to work in pairs to the task, reminding them that one expression in A can go with more than one expression in B and thwy should write the sentences -T asks Ss to exchange their answers with other pairs -T checks Ss’ answers by asking some Ss to go to the board to write their answers -T gives feedback and correct answers c f/h a g/d h/f d/g e b Task – Letter completion -T asks Ss to read through the letter to understand the content of each letter roughly -T asks Ss to work in pairs to exchange answers with other pairs -Ss play the game in groups -Ss listen to T’s guidance and take note new words into the notebooks -Ss work individually and Ex -Ss work in pairs and compare -Ss work in pairs Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 Whilewriting 12 minutes Postwriting minutes Homework minutes -T calls on one pair to give their answers and other pairs to add any other opinion -T gives feedback and correct answers * Expected answers Would you like / Are you free; How about / Do you feel like Can you; Why don’t we / Shall we Task – Writing an invitation letter based on cues -T asks Ss to use all the language items provided together with other items to produce meaningful and grammatically correct sentences Also, Ss should use capitalized letters and punctuation marks properly -T asks Ss to write the letter -While Ss write the letter, T should go around to observe and provide help -T checks their topic sentence and provides feedback -T asks Ss to write the paragraphs, reminding them to refer to the model parapgraph in task If Ss find it difficult, T may ask them to write sentence by sentence and combine them later -While Ss write the paragraph, T goes around to observe and provide helps Feedback on Ss’ writings -T asks Ss to exchange their paragraph with another student for peer correction -T goes around and collect mistakes and errors -T collects some wrtings for quick feedback -T writes typical errors on the board and elicits self and peer correcttion -T gives general comments on the paragraphs Talking -T asks Ss to work in groups and tell about the invitation to a party they have just received from a friend -T summarise the main points in the lesson -T asks students to complete all of the tasks in the textbook -T asks students to prepare Language Focus for next period -Individual work -Pair work and whole class -Ss work in groups -Ss listen and take notes Date: Period : 67 Unit 10(cont.) CONSERVATION Lesson LANGUAGE FOCUS I Objectives: By the end of this lesson, students will be able to: - distinguish and pronounce the sound / b/ and / p / correctly - use the passive voice appropriately II Language Focus: - Grammar: as the above - New words: III Teaching Aids: Textbooks Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 IV Procedures: Stages/Time Teacher’s Activities Warm-up Singing contest -T divides the class into two groups and hold a (5 minutes) singing contest The songs must be in Enlgish The group has many English songs will be the winner Activity – Listen and repeat -T demonstrates the sounds / b/ and / p / by pronouncing them exactly and clearly -T instructs the ways to pronounce two sounds Pro-T asks Ss to pronounce the sounds several times nunciation -T makes sure that Ss are aware of the difference between the two sounds -T gives feedback minutes Activity – Practise these sentences -T plays the tape or read the two sounds and asks them to repeat -T calls on some Ss to repeat the sounds clearly and slowly -T asks Ss to work in pairs and practise the sentences -T introduces peer correction -T goes around the class and provides help if necessary The passive voice a Presentation Grammar -T elicits the form, meaning and use of the Vocabulary passive voice 10 minutes Tense Subject Present simple The car/car s The car/car s The car/car s The car/car s The car/car s The car/car s The car/car s The car/car Present perfect Past simple Past perfect Future Future perfect Present cont Past cont Auxiliary Singula Plural r Students’ Activities -Ss work in groups, playing the game as guided -Ss observe and listen to teacher’s guidance -Ss listen -Ss practise pronuncation -Ss listen carefully & work in pairs to read the sentences - Ss listen to teacher’s explanations and take notes.(Whole class) P.P is are designe d has been have been designe d was were designe d had been had been designe d will be will be designe d will have been will have been designe d is being are being designe d was being were being designe d -Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction - Ss listen and take notes Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 s 10 minutes 10 minutes Homework minutes Exercise 1&2 b Practice -T asks Ss to Exercise and -T goes around to provide help -T asks them to compate their answers with others -T asks Ss to go to the board to write their answers -T gives correct answers * Expected answers: Exercise 1 were reported grow be broken am not innvited are being built Exercise came; had started / had been started; were is standing; is being photographed Have been told was being laid; decided will be planted Exercise -T asks Ss to exercise in pairs -T asks them to compre answers with other pairs -T calls on some Ss to read out their answers -T feedbacks and gives correct answers was organized arrived were met taken had been cleaned (had been) put was prepared made 10 were served -T asks Ss to work in pairs and practise the conversation - T asks Ss to continue doing the remaning exercises -Ss listen and take notes - T asks Ss to prepare Unit 11 Teacher in-charge: Nguyễn Thị Lan Anh ... listen and take notes Teacher in-charge: Nguyễn Thị Lan Anh Lesson Plan – Grade 10 Date: Period : 64 Unit 10( cont.) CONSERVATION Lesson SPEAKING I Objectives: By the end of this lesson, students... and present their ideas in front of the class - Ss listen and take notes Date: Period : 65 Unit 10( cont.) CONSERVATION Lesson LISTENING I Objectives: By the end of this lesson, students will be... front of the class -Ss listen to T’s remarks - Ss listen and take notes Date: Period :66 Unit 10( cont.) Lesson CONSERVATION WRITING I Objectives: By the end of this lesson, students will be able to: