giáo án tiếng anh 10 thí điểm học kì 2

Week: Period: 11 Class: 10.2, 10.11 Date of preparation: 05/01/2018 Date of teaching: 11/02/2018 UNIT 7: CULTURAL DIVERSITY LESSON 3: READING I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: - Learn some words and phrases related to traditions, cultural characteristics and superstitions Skills: + Read for general ideas and for specific information about superstitions in Viet Nam and answer the questions Attitudes: Encourage Ss to explore more about modern inventions II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) *Activity 1: * Ask Ss to look at the picture and describe it - Ask some guiding questions to facilitate them (?) Is this an altar? (?) How you know that? (?) Can you see the peach blossoms? (?) What is it laid on the altar? I II PREREADING (10 mins) Activity 1: Are you superstitious? Are the following statement true for you? - Ask Ss to read the statements and help them to understand the meaning - Ask Ss to work in groups and exchange their answers - Encourage Ss to give explanations or reason for their behaviour - Elicit answers from the whole class Encourage different viewpoints and explanations - Tell Ss that they will read a text on a topic related to the things they have just discussed Pre-teaching vocabulary: + superstition (n) sựmêtín, dịđoan + superstitious (a) mêtín + mystery (n) bíẩn + legend (n) truyềnthuyết + ritual (n) lễnghi + prestigious (a) cóuytín + fortune (n) vận may + ancestor (n) tổtiên Activity 2: - Ask Ss to read the questions Help them to understand the questions if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time limit for Ss to read the text and answer the questions - Ask Ss to exchange their answers in pairs or groups and III WHILEREADING: 19 mins - Look at the pictures and describe it - Answer the question - Read the statements - Do the activity - Listen and take note - Read the questions - Give their answers - Do as required - Answer the questions - Exchange their work III POST – READING (10mins) IV Home work (1’) Week: Period: 12 Class: 10.2, 10.11 encourage them to discuss the reasons for their options if necessary - Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary - For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class *Key: 1.C 2.B 3.D 4.A Activity 3: * The aim of this activity is for Ss to reflect on their experience and express - Tell Ss to work in pairs - Have Ss read the questions and practice asking and answering them - Encourage Ss to give reason to support their opinions - Ask several Ss to report what they learn about their partners from their discussion in pairs - Do as required - Work in pairs - Ask and answer the questions - Give their opinions -T asks Ss to: + Learn the vocabulary + Prepare for the next lesson – Speaking -Listen to teacher - Take note Date of preparation: 05 /01 /2018 Date of teaching: 14 /02 /2018 UNIT 7: CULTURAL DIVERSITY LESSON 4: SPEAKING I OBJECTIVES: Knowledge: - By the end of the lesson, Ss can be able to: + Express their opinion about superstitions in different countries + Compare traditions and customs in two countries and discuss those in Vietnam + Perform their viewpoints to other people in real life Skills: Speaking skills Attitudes: Ss can know how to talk about superstitions in different countries II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time I Warm up (5’) Teacher’s activities *Warm up: - Ask Ss to look at the pictures and elicit any words related to the topic *Expected answer: + Pic 1: Superstitions about black cats, + Pic 2: samovar – a traditional way of making tea + Pic 3: skating – a national sport + Pic 4: fish and chips – a traditional food, figure Students’ activities - Do as required II New lesson 10 mins 12 mins 15 mins mins IV Home work (1’) Week: Period: 13 Class: 10.2, 10.11 Activity 1: - Tell Ss that they will a quiz about two countries: the UK and Russia Elicit any background knowledge about cultural aspects of these two countries - Ask Ss to the quiz individually and then check their answers in pairs Encourage Ss to explain their choice *Key: 1.b 2.a 3.b 4.a Activity 2: - Divide the whole class into two big teams of equal number of members: Team A and Team B - Each team (then further divided into smaller groups) will read about one country, either the UK or Russia - Set a time limit for this activity and walk around the classroom to monitor, facilitate and assist Ss when necessary - Have Ss note down the most interesting things about the country that they read and then share the information with other members of their group - Encourage them to use the superlative adjectives - Call several groups at random to report their viewpoints Example: A: I think the most interesting thing about….is that…… B: Do you? I think…… is more interesting C: I agree with B I find ……the most interesting Activity 3: - Ask Ss to share information with members of other group - Have Ss study the example carefully - Ask them to practice in pairs as the example - Move around to assist or listen to different pairs to detect errors /problems - Call on several Ss at random and have them tell the whole class what they learnt about the other country from the conversation with their partners -Give feedback on Ss’ performance: eg Pronunciation, ideas, using body language, turn-taking - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + Know more about tradition and customs of the UK and Russia and talk about them +Give a mini-talk about some cultural aspect of Vietnam - Do the quiz - Give their explanation - Work in groups - Do the task - Give their answer - Do as required - Practice the example - Do the task - Present their work - Listen to teacher - Answer the questions -T asks Ss to: -Listen to teacher - Ask students to learn by heart the expressions - Take note - Prepare for the next lesson Date of preparation: 05/01/2018 Date of teaching: 14 /02 /2018 UNIT 7: CULTURAL DIVERSITY LESSON 5: LISTENING - I OBJECTIVES: Knowledge:Ss can know more about the wedding traditions of a small community in the USA Skills: Listening - Listen an interview for specific information + Listen and the tasks + Develop the listening skills for specific details + Talk about the wedding traditions of a small community in the USA Attitudes: Encourage Ss to work in groups and pairs II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) II New lesson mins mins 13mins *Activity 1: - Inform Ss of the lesson objectives: Listening for specific information about the wedding traditions of a small community in the USA - Ask Ss to look at the photo of an Amish wedding and elicit Ss’ impression about this community - Ask Ss to read a number of statements about the Amish community - Help Ss to understand these statements if necessary - Ask Ss to work in pairs and exchange their predictions - Elicit Ss’ predictions about this community, accepting different opinions * Pre-teaching vocabulary + approval (n) đồng thuận + newly-wed (n) cặp vợ chồng cưới + signify (v) báo hiệu Task 1: - Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers - Ask Ss to share with their friends to see if they have the same answers or not - Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time - Elicit answers from Ss and ask them to give clues to their answers - Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need *Key: F F T T T Task 2: - Ask Ss to skim the given text, paying attention to the context around the gaps, and predict the information needed for each gap: eg parts of speech; their meaning - Ask Ss to share their prediction in pairs - Elicit Ss’ predictions - Let Ss listen and fill in the gaps Let them again if necessary - Elicit Ss’ answers and give them the correct ones Key: December two or three approval wedding meal visiting relatives - Listen to teacher - Look at the photos - Do as required - Take note - Listen and as required - Share with their friends - Listen again - Listen again and give their answers - Take notes - Do as required - Compare the answers with their friends - Give their answers 13 mins IV Home work (1’) Week: Period: 14 Class: 10.2, 10.11 Task 3: - Have Ss work in pairs to name the things they have learnt about the Amish wedding customs and talk about whether they find anything unusual or interesting - Call on some Ss at random and have them express their opinions to the whole class -T asks Ss to: + Prepare for writing and exercises in Workbook - Work in pairs to the task - Express their opinions -Listen to teacher - Take note Date of preparation: 10 /01 /2018 Date of teaching: 18 /02 /2018 UNIT 7: CULTURAL DIVERSITY LESSON 6: WRITING - I OBJECTIVES: Knowledge: Ss know to write about the typical characteristics of the Vietnamese people Skills: + Learn about the typical characteristics of the Vietnamese people + Write about the typical characteristics of the Vietnamese people + Develop the writing skills in general Build up vocabulary supported for writing Attitudes: Help Ss to develop ability to think in a logical way when rearranging sets of jumbled II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) II New lesson (12mins) 10 mins *Activity 1: - Inform Ss of the lesson objectives: Writing about the typical characteristics of the Vietnamese people Task 1: - Ask Ss to rearrange the jumbled paragraphs to make a meaningful text - Ask Ss to this activity individually - Set a time limit for this activity and assist Ss if necessary Key: 1-b 2-c 3- d 4- a Task 2: - Ask Ss to work in small groups - Give each group a large piece of paper - Ss read the text and study the outline sketch Ss discuss in groups and complete the outline on the big size paper - Ask all groups to put their outline on the board or around the classroom - Encourage Ss to move around to look at the outlines of other groups - Give feedback Key: Introduction: There are some characteristics shared by most Americans Characteristic 1: Individuality and individual rights Evidence: Americans value freedom and not like - Listen to teacher - Do as required - Work in groups - Write down the outline - Stick their outline on the board or in the wall - Move around to look at the outline of other groups - Listen to teacher 15 mins IV Home work (1’) to be depended on other people Characteristic Practical Evidence: They place great value on doing things for themselves Characteristic 3: Important about money Evidence: Money is more important than prestige to them Characteristic 4: Less influence on children Evidence: Children can choose their own partners, even if their parents object to their choice Conclusion: These features are believed to be part of the American character Task 3: - Explain the activity: “Write a paragraph/text of 150-180 words about some typical characteristics of Vietnamese people” - Ask Ss to work in groups to develop an outline - Walk around and assist - Ask Ss to write their first draft individually and then exchange them with their groups’ members for peer feedback - Collect Ss’ writing for further comments and marking -T asks Ss to: + Write the text again at home - Ss prepare for writing and exercises in Workbook - Choose one invention and write the paragraph - Listen to teacher - Do as required - Exchange their first draft - Self-correct -Listen to teacher - Take note -Week 5, period 15 DOP: 10 /01/2018 DOT: 18/02/2018 UNIT 7: CULTURAL DIVERSITY LESSON 7: COMMUNICATION AND CULTURE I/ OBJECTIVES: * Knowledge: gift-giving in the UK and the ideas of success in the USA and Viet Nam * Skills: - asking and answering about giving and receiving presents + Talk about the ideas of success in the USA and Viet Nam * Attitude: Ss can talk about and receiving presents and the ideas of success in the USA and Viet Nam II PREPARATIONS: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions - Inform the class of the lesson objectives: Further skill development Warm up - Show some pictures of gift-giving custom in some celebrations and minutes festivals T < > Ss - Ask Ss on what occasions people often give and receive presents Activity Key a Christmas b Valentine c Tet holiday d Teacher’s Day e Mother’s Day f Birthday New lesson Communication: Activity 1: 19 minutes - Pre teach some key words + stocking: (n) + symbolise: (v) tượng trưng T < > Ss 18 minutes + Santa Claus: (n) ông già Noen + Easter: (n) lễ tạ ơn + legally (adv) cách hợp pháp - Ask Ss to read the text individually and, for each occasion, highlight the similarities and differences with the customs in Vietnam - Give Ss enough time to read the text *Practice: - Have Ss study the sample conservation, assisting them if necessary - Ask Ss to work in pairs and role-play a conversation, using the information that they have highlighted - Call on some pairs at random to perform their conversations in front of the whole class - Give feedback on their performance Activity 2: + Ask Ss to work individually to put the jumped words and phrases to make questions about giving and receiving presents - Call some Ss to read aloud or write on the board those questions and correct any mistakes +Have Ss take turns asking and answering these questions in pairs - Walk around to facilitate Ss when they need help - Call on several Ss at random to report what they have learnt about their partner, and then give feedback Key: Who you often buy presents for? On what occasions you buy presents? Which shop you usually go to when you’re shopping for presents? What’s the most expensive present you’ve given? On what occasions you receive presents? What presents you normally get? What is the best present you’ve ever received? Culture: Activity 1: * Pre teach the key words + standard of living: (n) mức sống + properous (a) thịnh vượng + self-reliance (a) tự chủ + respect (v) tôn trọng + high-status (a) địa vị cao - Divide the class into two big groups Each group will read one reading passage to get the main idea - Ask one student from group A to work with one student from group B to form a pair and exchange the information that they have just read - Have each pair find out the similarities and differences of the idea of success between these two nations - Ask several pairs to report their findings *Key: For the Americans, success means providing their family with a decent standard of living and ending their career in a higher and more prosperous position than when they began it Success is also the result of hard work and self-reliance For Vietnamese, success goes along with a high-status job with good income and respect at work Both the American and Vietnamese associate success with earning a lot of money The Americans rely more on themselves, while the Vietnamese expect more Individually Pair work Individually T < > Ss Pair work T < > Ss Group work T < > Ss respect from other people 3.Consolidation - Ask Ss to consolidate the main contents minutes - Ask Ss: What have you learnt today? What can you now? Expected answer: + Know more about gift-giving in the UK + Communicate about giving and receiving gifts + Talk about the ideas of success for the Americans and for the Vietnamese 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson -Week 6, period 16 DOP: 20 /01/2018 DOT: 21/02/2018 T < > Ss T < > Ss UNIT 7: CULTURAL DIVERSITY Lesson 8: Looking back and project I/ OBJECTIVES: *Knowledge: - pronouncing correctly two-syllable words of different parts of speech but the same spelling - Grammar: comparative and superlative adjectives, articles * Skills: pronouncing correctly two-syllable words of different parts of speech but the same spelling * Attitude: Ss will pronounce correctly two-syllable words of different parts of speech but have the same spelling, use comparative and superlative of adjectives and articles II PREPARATIONS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Homework minutes New lesson 17 minutes Activities * Checking - Ask students to recall what they have learnt in Unit - Speak out their ideas and opinions, knowledge that they have learnt in Unit Pronunciation: Activity 1: - Ask Ss to tell the differences in stress patterns of the words that have the same spelling, but belong to different parts of speech - Play the CD once and ask S to put the mark before the stressed syllable in the words given - Let them listen again if necessary - Ask Ss to check their answer with other classmates - Elicit answers from the whole class - Let Ss listen again and pause to help them to notice the stress of the target words *Key: ex’port ‘protest ‘contrast im’port ob’ject Vocabulary: Activity 1: - Ask Ss to work on their own first - Then ask Ss to compare answers with a partner to see if they have the same answer - After that, elicit answers from the whole class and correct the wrong ones - Ask Ss to read the text again and practice retelling the story in pairs or Interactions T < > Ss Individually T < > Ss Pair work T < > Ss 20 minutes Consolidation minutes 4.Homework minute groups if there is enough time *Key: wife get married engaged reception honeymoon wedding bridegroom best man bride 10 bridesmaids Grammar: Activity 1:Fill in the gaps with the correct form of the adjective in brackets Add any other words if necessary - Elicit the rule of forming comparative and superlative of adjective from Ss - Ask Ss to work individually and then exchange with others *Key: harder, easier more/less dangerous the most famous more polluted the most delicious Activity Correct the sentences, adding articles when necessary - Ask Ss name the grammar point - Ask them to the activity to reinforce these grammar points - Check the answers with the whole class and explain any points if necessary * Key: We are having a great time in Hanoi Let’s go to NhaTrang for a week next summer Where’s the money I gave you on the first of this month? For my birthday, I got a book, a DVD, and the latest CD by my favourite band On the radio, I heard a/the song that I really liked PROJECT: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: + Learn more about cultural aspects of Vietnam + Give presentation about those cultural aspects - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Week 6, period 17 Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss DOP: 20 /02/2018 DOT: 25/02/2018 UNIT 8: NEW WAYS TO LEARN LESSON 1: GETTING STARTED I/ OBJECTIVES: * Knowledge: learning with personal electronic devices, purposes of using modern devices Vocabulary related to electronic devices as learning tools and the use of relative clauses “who, that, which and whose” * Skills: listen and read a conversation about personal electronic devices and tasks: Questions & answers and true/ false exercises * Attitude:Ss can use some lexical items related to personal electronic devices, make simple dialogues using the given expressions and master some vocabularies about personal electronic devices II PREPARATIONS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson:Integrated, mainly communicative IV PROCEDURES: Time/Stages Warm up minutes New lesson 15 minutes minutes 10 minutes Activities Ask Ss these questions: Have you ever owned any personal electronic devices? What are they used for? - Leads in: inform the class the lesson objectives: getting to know the topic “new ways to learn”, the vocabulary related to electronic devices as learning tools and the use of relative clauses “who, that, which and whose” - Introduce the topic of the lesson: New ways to learn Activity 1: Listen and read - Ask As look at the pictures and guess the topic of the conversation - Have Ss predict what they are talking about - Encourage all kinds of predictions - Tell Ss not to worry about new words or grammar points because these will be dealt with later - Play the recording Activity 2: True/ False What is the conversation about? - Go through the statements to make senses quickly - Ask Ss it individually in minutes - Encourage Ss to compare the answers with a partner - Invite some Ss to give the answer and then explain their choices - Give feedback to Ss’ work Answers: F 2.F NG T F T Activity 3: - Have Ss work in pairs to find the adjectives which describe the devices used as learning tool then discuss the meaning in five minutes - Invite some Ss to give the words and the meaning - Give feedback on Ss’ presentations * Suggested answer: personal: your own electronic: having many small parts that control and direct a small electric current modern: relating to the present time or recent time excellent: exceptionally good useful: being of practical use mobile: able to be moved easily digital: showing information by using figures perfect: being complete & without weaknesses great: superior in quality or degree Activity 4: Read the conservation again, and give answers to the following questions - Tell Ss to focus on the instructions - Checks Ss' understanding of the questions - Set time for this activity, base on Ss’ level proficiency - Get Ss to work in pairs or groups to discuss the answers - Call on different Ss to answer these questions Key: They are talking about smart phones, laptops and tablet computers They have changed the way we learn They use them to take photos or record their work, which can be later Interactions T < > Ss T < > Ss Individually Pair work Pair work T< > Ss Pair work I OBJECTIVES: Knowledge: By the end of this lesson, Ss can talk about the environment impacts of human activities Skills: + Express their opinion about the environment impacts of human activities + Give a report about the environment impacts of human activities + Perform their viewpoints to other people in real life Attitude: Ss can have more chance to practice sharing and giving responses to new information II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions - Ask Ss to write sentences using some words in context: Homework Vegetation, fertilizers, pesticides, pollutants minutes - Feedback T < > Ss New lesson 16 minutes 16 minutes Activity 1: - Ask Ss to label the photos with the types of pollution - Check the answers and have different Ss write them on the board * Answer: a soil pollution b water pollution c air pollution c noise pollution Activity 2: - Guide Ss to understand the requirement of this activity - Focus Ss’ attention on the instructions and the table - Ask Ss to work individually and read the text carefully before they complete the table Remind them to refer back to the reading text to get the necessary information - Encourage Ss to share their ideas with a partner Check answers as a class and write them on the board Human activity Type of Consequence pollution fossil fuel burning by motor a series of environmental vehicles, factories, aircrafts air problems such as acid rain, and rockets pollution greenhouse effect, globe warming and health problem fertilizers and pesticide contaminated vegetation and sprays, harmful rubbish and soil the decrease of soil fertility chemicals thrown in the pollution leading to the negative rivers utilization of land loud and annoying sounds human psychological and from factory machinery, noise health problems such as stress, motor vehicles, aircraft, and pollution the increase of health rate and musical instruments hearing damage Activity 3: This activity focuses on speaking about environmental impacts - Give enough time for Ss to read the conversation individually Check comprehension as a class - Have Ss practice the conversation in pairs - Monitor the activity and select some pairs to role-play the conversation in front of the class Activity 4: Focus Ss attention on the instructions Pair work T < > Ss Individually T < > Ss Pair work Ss < > Ss Consolidation minutes Homework minute - Divide the class into groups of – students - Allow Ss enough time to select the type of pollution and prepare their conversation - Encourage Ss to write the main points or ideas expressed by each speaker Help Ss with any problems and remind them that they can add their own ideas while discussing Activity 5: - Have Ss act out their conversations in front of the class Discuss their performance as a class - Alternatively, have Ss discuss and act out their conversations in groups - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + I can talk about types of pollution and negative effects on the environment and human health - Ask students to learn by heart the expressions - Prepare for the next lesson Group work T < > Ss T < > Ss T < > Ss Week 11, period 33 DOP: … /… /2018 DOT: … /… /2018 UNIT 9: PRESERVING THE ENVIRONMENT LESSON 5: LISTENING I OBJECTIVES: Knowledge: By the end of this lesson, Ss can listen to a student’s talk on environmental impacts Skills: + Listen and the tasks + Develop the listening skills for gist and specific details + Talk about environmental impacts Attitude: Ss can aware of the importance of the environment and know how to preserve it II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions - Have students look at the pictures and elicit their answers to the questions Warm up in the instructions minutes Ex: What are the students doing? T < > Ss What you think you are going to listen about? - Ask them to use the caption to help them guess Suggested answers: The people are planting a tree - After all, inform students of the lesson objective: listening for gist and specific information about environment impacts New lesson * Pre-teaching vocabulary - natural disaster(n) - erosion minutes -sewage - civilization T < > Ss - aquatic - mass media - extinct /extinction - Elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down Whole class - Teacher may give more explanation on the use of these words and phrases 19 minutes 12 minutes Consolidation minutes Homework minute Task 2: This activity focuses listening for gist - Ask them to read the instructions and the titles Make sure that Ss understand the task and vocabulary - Check comprehension and explain degradation (loss or decrease of quality) T < > Ss - Play the recording twice, pausing before and after the second listening for Ss to read and check their answers - Tell Ss to go through the answer opinions and select the most appropriate one Check answers as a class and ask Ss explain why this is the correct choice Keys: c Environmental Degradation Task 3: Discussion This activity focuses on listening for specific information - Ask Ss to read the instruction and the words provided individually Make sure that they understand the task and the vocabulary Individually - Play the recording again for Ss to the task Allow minutes for Ss to discuss the meaning of the words in pairs or to look them up in a dictionary - Check answers as a class Key T < > Ss degraded (lower in quality); resulted (cause at outcome); erosion (condition in which the earth’s surface in worn away by the action of water or wind); sewage (waste matter from home, carried away in a system of pipes); aquatic (of water or living in water); awareness (knowledge of something) Task 4: This activity focuses on listening for specific information - Focus Ss’ attention on the instructions Allow enough time for Ss to read the sentences Check comprehension Whole class - Ask Ss to guess the word(s) and complete the sentences Then play the recording again for Ss to check - Alternatively, play the recording all the way through for Ss to listen and complete the sentences - Check answers as a class Key affected global warming Ecosystem T < > Ss health problems control friendly materials Task 5: Allow time for Ss to read the instruction and the questions remind them to underline the key words and phrases in each question Check comprehension - Play the recording again, pausing at times Tell Ss to note down the answers during the pauses - Check answers as a class Key Group work The natural world in which people, animals and plants live The burning of fossil fuels by factories and motor vehicles the use of harmful chemicals in agriculture The extinction of rare animals and extreme floods and land erosion T < > Ss We should dump harmful rubbish and chemicals at appropriate places We should replace deforestation with forestation We should make every effort to preserve the environment for the next generations - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? T < > Ss What can you now? - Prepare for the next lesson T < > Ss Week 12, period 34 DOP: … /… /2018 DOT: … /… /2018 UNIT 9: PRESERVING THE ENVIRONMENT LESSON 6: WRITING I OBJECTIVES: Knowledge: By the end of this lesson, Ss can write about environmental problems and give some practical advice to preserve the environment Skills: + Write about environmental problems and give some practical advice to preserve the environment + Develop the writing skills in general Build up vocabulary supported for writing + Give some practical advice to preserve the environment Attitude: Ss can know how to give advice about one problem II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Warm up minutes New lesson 12 minutes 10 minutes 15 minutes - Focus Ss’ attention on the topic of the writing Ask different Ss about their monthly water/ electricity bills of their homes by asking: How much does T < > Ss your family pay for water/ electricity? Ask different Ss to give some practical advice on reducing their bills, and write the information on the board Activity 1: - Ask Ss to look at the picture and read the caption T < > Ss - Elicit answers from different Ss Write their answers on the board Activity 2: - Focus Ss’ attention on the instructions and the text Remind them to underline key words and phrases Check comprehension Individually - Allow enough time for Ss to read through the text and the matching individually Give vocabulary explanations or offer help if necessary - Ask Ss to share their answers with their partners - Check answers as a class Notes Natural resources: all the land, forests, minerals, etc existing naturally in a place that can be used by people Key T < > Ss d c b a Activity 3: Ask Ss to focus on the instructions and underline the key words Check comprehension Individually - Allow Ss enough time to read the information and the matching individually - Check answers as a class Key T < > Ss a b c d.2 Activity 4: Focus Ss’ attention on the instructions and the table Check understanding Explain the structure of the model to make sure Ss can use it Group work - Ask Ss to work in groups of or to select one of the natural resources and discuss the information in the table Encourage the groups to write complete sentences using information provided - Go round and offer help with any vocabulary or grammar question - Ask representatives of different groups to read their drafts to the class T < > Ss Correct the errors, if necessary - Ask Ss to use the group drafts and write their own texts individually If there is not enough time, assign the task for home work - Ask different Ss to write selected paragraphs on the board for the class to give comments - Ask Ss to consolidate the main contents Consolidation - Focus on the form of a biography T < > Ss minutes - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Now I know what the natural resources are and how to write practical advice on preserving them Homework - Write the text again at home minute - Prepare for the next lesson T < > Ss Week 12, period 35 DOP: … /… /2018 DOT: … /… /2018 UNIT 9: PRESERVING THE ENVIRONMENT LESSON 7: COMMUNICATION AND CULTURE I OBJECTIVES: Knowledge: By the end of this lesson, Ss can talk about the organization “World Wide Fund for Nature” Skills: + Understand about “World Wide Fund for Nature” + Discuss environmental problems and solutions + Talk and express their ideas and opinions about environmental problems and solutions Attitude: Ss can get more information about WWF and its missions II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions - Inform the class of the lesson objective: Further develop Ss’ communication Warm up skills and their ability to discuss environmental problems and solutions minutes T < > Ss New lesson Communication: Activity 1: 19 minutes - Focus Ss attention on the instructions and the photos Check comprehension Pair work - Ask different Ss to describe how the action will affect the environment in each photo Put the information in two columns on the board Key: Photo a: A man is spraying pesticides T < > Ss This can cause soil pollution Photo b: Forest trees were cut down This is deforestation and it will result in climate change, global warming, extreme floods and erosion Activity 2: - Tell Ss that they are going to listen to two speakers talking about one of the Whole class photos in Focus Ss’ attention to the instructions and questions, and remind them to underline the key words in the questions Check comprehension - Play the recording twice, pausing before the second listening for Ss to note down the answers - Check answers as a class T < > Ss Key: Photo b Deforestation Climate change, global warming, and extreme floods Control deforestation and have proper forestation plans Activity 3: Pair work - Ask Ss to work in pairs and read the instructions Check understanding of the task and allow enough time for the groups to brainstorm ideas and prepare - Call on representatives of different groups to report their ideas to the class T < > Ss Culture: Activity 1: Individually Focus on the picture of the animal and the abbreviation Check comprehension - Have Ss make their predictions individually 18 minutes - Check as a class Group work Key: A panda It comes from China WWF is for World Wide Fund for Nature (formerly World Wildlife Fund) Activity 2: - Allow enough time for Ss to read the questions and underline the key words individually Then ask them to read the text and underline information Monitor T < > Ss the activity and offer help with vocabulary, if necessary - Encourage Ss to share their answers in pairs or groups - Call on different Ss to report their answers to the class - Ask Ss to consolidate the main contents Consolidation - Ask Ss: What have you learnt today? T < > Ss minutes What can you now? 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss Week 12, period 36 DOP: … /… /2018 DOT: … /… /2018 UNIT 9: PRESERVING THE ENVIRONMENT LESSON 8: LOOKING BACK AND PROJECT I OBJECTIVES: Knowledge: By the end of this lesson, Ss can review about some words of the topic the environment, pronounce correctly three -syllable nouns related to the topic the environment and the exercises on reported speech Skills: integrated Attitude: Ss can get more information about WWF and its missions II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions * Checking Homework - Ask students to recall what they have learnt in Unit minutes - Speak out their ideas and opinions, knowledge that they have learnt in Unit T < > Ss New lesson Pronunciation: Task 1: 19 minutes 19 minutes - Play the recording, pausing after each word for Ss to repeat chorally and individually Task 2: - Play the recording again, pausing after each word for Ss to listen, and put a stress mark (’) before the stressed syllable - Check answers as a class - Ask different Ss to read out the words to the rest of the class Key:1 po’llution e’rosion ’energy ’animal con’sumption a’wareness ’poverty de’pletion so’lution 10 pro’tection Vocabulary: Activity 1: - Ask Ss to focus on the instruction and the words in the box Tell them that these words are nouns or verbs Encourage Ss to re-read Do you know…?on page 40 in the student’s book to help them identify the class of the words - Check answers as a class Key: Verb: preserve protect consume emit deplete erode Noun: animal pollution energy resource threat disposal Activity 2: - Allow time for Ss to read the instruction and the sentences individually - Check comprehension and offer help with any unfamiliar vocabulary if necessary - Ask Ss to work individually and encourage them to share the answers with their partners - Check Ss’ answers as a class Key: preserve pollution Awareness protect consumption depletion Grammar: Activity 1: - Ask Ss to read the instructions and look at the photo Elicit some descriptions of the photo from the class by asking: Where are the people in the photo? What are they doing? Why are they doing it? - Give SS time to read the text and the task individually Go round and offer help with any unfamiliar vocabulary Check comprehension - Check answers as a class Key: ‘All this rubbish is killing fish and other sea creature’ ‘We can clean the beach together’ ‘I will ask our friends and neighbours to come and help us’ ‘I’m happy to hear that, children’ ‘protect yourselves from germs’ Activity 2: Focus Ss’ attention on the instruction and sentences Check comprehension, and remind Ss to reread Do you know…?on page 40 - Ask Ss to the task individually Go round and offer help if necessary - For peer review, call on different Ss to write their sentences on the board for the class to comment Key:1 Mr Jones was very sad and said that all that rubbish was killing fish and other sea creatures Nick said that they could clean the beach together Mary told them she would ask their friends and neighbours to come and help them Mr Jones told his children were so happy to hear that Individually T < > Ss Pair work T < > Ss Individually T < > Ss Individually T < > Ss Consolidation minutes Mr Jones gave the people gloves and told them to protect themselves from germs Project: Inform the class of the lesson objectives: further explore the topic and develop their communicative skills Ask Ss to read the instructions and check understanding of the activity Point out that they should first select a typical pollution problem that they want to discuss Then they should brainstorm all the necessary information, and arrange it in a logical order Finally, they should discuss, and decide on some practical advice Encourage them to write a draft to share with other groups before they write the final advice Have more able Ss write a plan including specific action points, e.g organise tree-planting days twice a year - Encourage Ss to search for some pictures or photos to support their ideas Ask Ss to read Do you know…? on page 30 Unit 3, Tieng Anh 10, student’s Book for the information on how to make an effective presentation - Since the project is rather demanding, allow enough time for its completion or so assign it as homework - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? 4.Homework minute - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson -Week 13, period 37 Whole class T < > Ss T < > Ss T < > Ss DOP: … /… /2018 DOT: … /… /2018 UNIT 10: ECOTOURISM LESSON 1: GETTING STARTED I OBJECTIVES: Knowledge: By the end of this lesson, Ss can use some lexical items related to the importance, benefits and principles of ecotourism and get to know one grammar point: Conditional sentences Skills: listen and read a conversation about ecotourism and tasks Attitude: Ss can use Make simple dialogues using the given expressions II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Warm up minutes New lesson 15 minutes - Inform the class of the lesson objectives: getting to know how the topic, some vocabulary related to ecotourism, and the use of conditional sentences T < > Ss Types and Activity 1: Listen and read - Ask Ss to look at the map of Australia and the pictures, and guess what tourists can there Individually - Tell Ss that they are going to listen to a conversation at a travel agent’s - Play the recording Ask Ss to listen as they read silently T < > Ss Suggested answer: Tourists can go scuba-diving, ride camels in the desert, and see kangaroos and penguins Activity 2: Matching This activity focuses on comprehension - Let Ss work in pairs to practice asking and answering the questions 10 minutes 10 minutes Consolidation minutes Homework minute Answers: Because both Mr and Mrs Collin love nature Ecotourism means travel to areas of natural or ecological interest to observe wildlife and learn about the environment Tourists can see different kinds of animals like crocodiles, snakes, frogs, birds, butterflies and other rare animals; go scuba-diving to see coral reefs; of go camping They would have to pay 6,000 dollars for two people A two per cent discount Activity 3: This activity introduces the grammar point: conditional sentences - Ask Ss to find the conditional sentences used in the conversation and write them in the space provided * Suggested answer: - If you also want to go on a camping safari, you’ll need another three days - But if we could take the seven-day tour, how much would it be per person - … if you book early and pay two months before departure, you’ll get a two per cent discount Activity 4: This activity helps Ss to review the verb forms in conditional sentences that they have learnt previously - Have Ss work in pairs and underline the verbs in both the main clauses and if-clauses Key: - If you also want to go on a camping safari, you’ll need another three days (Type 1) - But if we could take the seven-day tour, how much would it be per person (Type 2) - … if you book early and pay two months before departure, you’ll get a two per cent discount (Type 1) - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Pair work T < > Ss Individually T < > Ss T < > Ss - Ask Ss to learn by heart the words or phrases related to environment impacts and ways to protect the environment T < > Ss - Prepare for the next lesson -Week 13, period 38 DOP: … /… /2018 DOT: … /… /2018 UNIT 10: ECOTOURISM LESSON 2: LANGUAGE I OBJECTIVES: Knowledge: By the end of this lesson, Ss can pronounce correctly words of more than syllables in isolation and in context; use conditional sentences type and and use some lexical items related to the topic Ecotourism in context Skills: integrated Attitude: Ss can apply the theory in reality by using lexical items and conditional sentences type & in real situations II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Lead-in - T informs the class of the lesson objectives: Getting to know conditional minutes New lesson 10 minutes 10 minutes 14 minutes sentences type and Vocabulary: Activity 1: Explain to Ss that some suffixes can be added to verbs (V + ing, -ed, -able) or nouns (N + -al, -ial, -ical) to form adjectives - Have Ss use a dictionary to look for the adjective form of the given words Key: Nouns/verbs + suffixes Adjective 1.culture (n) + -al cultural nature (n) + -al natural environment (n) + -al environmental ecology (n) + -(i)al ecological interest (v) +-ing/-ed interesting, interested sustain (v) +-able sustainable relax (v) +-ing/ -ed relaxing, relaxed Activity 2: - Ask Ss to read the sentences and pay attention to the context, that is, the words surrounding the missing adjectives For examples, for sentences 1,3,4 and 5, they should consider which adjectives can go with the nouns that follow For sentences and 6, they should decide whether to use the adjectives ending in –ing or -ed * Key: sustainable relaxing/ interesting cultural; natural ecological environmental interested Pronunciation - Activities and focus on the stress patterns of words of more than three syllables Activity 1: Listen and repeat - Have Ss listen and put a mark (’) before the syllable with the primary stress Explain to them that when an affix is added to a word, the primary stress may shift to another syllable Suggested answers: a su’stainable b preser’vation c en’vironment d inviron’mental e e’cology f eco’logical g rela’xation h ’scuba-diving i ’ecotourism j eco-’friendly Activity 2: - Play the recording for Ss to repeat chorally and individually - Check answers as a class Grammar: Conditional sentences a Conditional sentence Type Exercise 1: Explain to Ss that conditional sentences Type are used to describe present/ future activities or events that are real/ very likely to happen In the main clause, different modal verbs (can, may, might, will) can be used, which can modify the meaning of the main verb - Have Ss first choose a suitable verb for each sentence from the word box, and then use the correct form of this verb (present tense in the if-clause or modal verb in the main clause to complete sentence) * Key: leaves will/ may/ might not get fail will/ may/ might get Pay will/ may/ might eat will call can/ may/ might go - Have Ss discuss the meaning of sentences 2,4,6 and 8, and explain the T < > Ss Individually T < > Ss Individually T < > Ss Individual Ss < > Ss Pair work T < > Ss Consolidation minutes Homework minute difference between the modals Exercise 2: - Ask Ss to read the sentences carefully, identify the if-clauses and use the correct forms of the verbs in brackets * Key: will be; fail will/ may/ might help; have will/ may/ might feel; comes need; will you lend throw; may/ might eat; die will/ may/ might cause; make; leave will/ may/ might be; fly; make will take; not know - Ask Ss to read Watch out! and discuss with a partner Check for comprehension Elicit explanations from Ss about the two examples b Conditional sentence Type Explain to Ss that conditional sentences Type are used to describe present of future activities or events that are unreal or unlikely to happen - Ask Ss to join the first part and second part together and make a meaningful sentence Then have them decide on the correct verb form in each case Exercise 3: - Explain to Ss that conditional sentences Type are used to describe present of future activities or events that are unreal or unlikely to happen - Ask Ss to join the first part and second part together and make a meaningful sentence Then have them decide on the correct verb form in each case Key: d lived; would/ could work a were; would tell f didn’t start; would be b used; would be g Would you change; had c were; would/ could travel h would / could go; was/ were e would be; stopped - Have Ss discuss the meaning of each sentence, and explain the difference between would and could Exercise 4: - Ask Ss to read each situation carefully and decide which statement is the cause, and which is the effect - Explain that ‘effect’ should be the main clause of the conditional sentence For example, in sentence 1, he can’t get a job is the effect, so it is the main clause Key: If Nancy lived near the park, she would/ could go running three every morning If Nam could swim, he would/could go to swimming pool alone If tom had a passport, he would/ could travel abroad If there weren’t so many tourists visiting the national parks, the environment there would not be badly damaged If tourists didn’t throw litter in the river, the water would not be polluted If these students worked hard, they would/ could pass the exam If Hoa didn’t have so much homework, she would/ could go out with her friends tonight - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook -Week 13, period 39 UNIT 10: ECOTOURISM Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss DOP: … /… /2018 DOT: … /… /2018 LESSON 3: READING I OBJECTIVES: Knowledge: By the end of this lesson, Ss can get to know some words and phrases related to the topic Ecotourism Skills: Read for general ideas and for specific information about Ecotourism and tasks: Questions and answers and discuss Attitude: Ss can raise awareness of protecting the ecosystem II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Homework minutes - Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information T < > Ss New lesson Activity 1: Prediction - Ask Ss to look at the tourist map of Costa Rica and the details given in the Pair work 12 minutes legend (in the bottom left corner of the map) - Have Ss work in pairs and guess what tourists can or see in Costa Rica Suggested answers: Tourists can swim in the sea, visit marine national parks, see the volcanoes, watch the monkeys in national parks, etc Activity 2: T < > Ss - Ask Ss to read the two opinions quickly and find the main idea of each opinion - Have Ss choose the best title for the text from the three options Individually Key: b (Pros and cons of Ecotourism) 12 minutes Activity 3: - Ask Ss to read the text again and underline the five words from activity - Encourage Ss to guess the meaning of these words from the text and match them with the correct definitions in the table T < > Ss Key: e 2.c 3.a b 5.d Activity 4: - Have Ss work in pair and list the positive and negative effects of ecotourism mentioned by the two speakers Key: - Positive effects: more money for the local government to preserve nature; tourists’ awareness of how to protect the environment ; more jobs and Pair work higher income for local people - Negative effect: changing local people’s way of life Activity 5: 15 minutes - Explain Ss how to the Activity 5: Read each statement, underline key words and then scan Marco’s and Pablo’s opinions to find similar ideas or synonyms T < > Ss Key: Marco and Pablo (Marco: They [Tourists] stay with local families; Pablo: There are more jobs for us…) Marco (I think ecotourism can help to solve this problem…) Pablo (To entertain tourists, we have to change our usual foods to suit their tastes and adapt dances and traditions to suit their needs.) Group work Marco (More and more hotels are built while forests and beaches are destroyed.) Marco (Tour guides and travel brochures educate tourists about the protection of the environment.) Pablo (I don’t really know what it is.) Marco (Marco gave examples of sustainable ecotourism and its benefits) Activity 6: Discussing - Have Ss discuss in group of or Ask them some guiding questions before they start their discussion: What tourists need when they visit a place? What local people to provide good services for tourists (such as food, water and vehicles)? Suggested answers: To some extent, the answer is yes The money from eco tourists may be used to preserve nature However, the local people have to use up their resource (such as energy sources, food and water) to provide good service for tourist More tourists mean more vehicles, more water and food consumption, and more waste Even though the discharge of waste and consumption of nature resources by tourists are minimized, air, water and noise pollution are unavoidable Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask students to learn by heart the new words - Prepare for the next lesson -Week 14, period 40 T < > Ss T < > Ss T < > Ss DOP: … /… /2018 DOT: … /… /2018 UNIT 10: ECOTOURISM LESSON 4: SPEAKING I OBJECTIVES: Knowledge: By the end of this lesson, Ss can talk about what tourists can on an eco tour and use conditional sentences Type and to talk about present or future activities And events that are real/ probable or unreal/ nor probable Skills: Express their opinion about what tourists can on an eco tour and know how to share and give responses to new information Attitude: Ss can know how to perform their viewpoints to other people in real life II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Warm-up - Inform the class of the lesson objectives: Talking about ecotourism minutes activities T < > Ss New lesson Activity 1: - Ask Ss what they think the heading of the speaking section (‘Travel and Pair work 12 minutes enjoy’) means and guess the topic Suggested answer: Tourism and what activities tourists can enjoy doing while travelling - Ss practise the conversation in pairs T < > Ss 15 minutes Activity 2: - Have Ss identify the main ideas in the dialogue Ask them to complete the table with the information from the conversation Where Peter will go Bach Ma National Park Individually explore the forests, watch the birds, look What he will and see at the plants, spend a night at an old villa What else he will if he has visit Hue, enjoy the local food more time Where else he may visit Lang Co beach T < > Ss - Explain to Ss that when making their own conversations about the three tourists destinations, they should use the four questions in the table Activity 3: 12 minutes - Divide the class into groups of – students Have each group choose one ecotourism destination in Viet Nam, find information about it, and introduce Group work this place to other groups Their presentation should include interesting information about the destination and ecotourism activities there - For more able classes, ask Ss to choose destinations in other countries for T < > Ss their presentations - Summarize what they have learnt by asking Ss some questions: Consolidation What have you learnt today? What can you now? T < > Ss minutes - Suggested answers: + I have learnt about some interesting activities for ecotourists indifferent places in Vietnam I can talk about these destinations and ecotourists’ activities Homework - Ask students to learn by heart the expressions minute - Prepare for the next lesson T < > Ss -Week 14, period 41 DOP: … /… /2018 DOT: … /… /2018 UNIT 10: ECOTOURISM LESSON 5: LISTENING I OBJECTIVES: Knowledge: By the end of this lesson, Ss can listen to a news report about ecotourism for gist and specific information Skills: + Listen and the tasks + Develop the listening skills for gist and specific details + Talk about ecotourism Attitude: Ss can have more chance to practice listening skills II TEACHING AIDS: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook III METHODS: - The whole lesson: Integrated, mainly communicative IV PROCEDURES: Time/Stages Activities Interactions Warm up minutes New lesson minutes 19 minutes - Inform Ss of the lesson objectives: listening for gist and specific information about ecotourism * Pre-teaching vocabulary - attract = appeal - release fish - ride an ostrich - local specialities - Elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down - Ask Ss some questions about the Mekong Delta: Where is the Mekong Delta? What is it famous for? Name some provinces in the MeKong Delta? Suggested answers: The Mekong Delta is in south of Viet Nam It is famous for its fertile land, vast rice fields and fruits orchards This area includes 12 provinces and one city: Cần Thơ city, Tiển Giang, Hậu Giang, Vình Long, Sóc Trăng, An Giang, Đồng Tháp, Long An, Bến Tre, Trà Vinh, Cà Mau, Bạc Liêu, and Kiên Giang Task 1: - Have Ss look at the pictures showing different activities for tourists and discuss with a partner which activities tourists usually when they go on a T < > Ss T < > Ss Whole class Pair work 12 minutes Consolidation minutes Homework minute tour to the Mekong Delta Suggested answer: Tourists can all these activities, but the most common ones are listening to traditional music, eating local food and catching fish Task 2: This activity focuses on listening for gist in a news reports - Play the recording without pauses Have Ss listen and choose the caption that best summarises the main idea Key a (How the MeKong Delta became an ecotourism destination) Task 3: - Have Ss underline key words in the questions and focus on these words while listening - Let Ss listen again and answer the questions Then ask Ss to compare their answers with a partner Key: Tourists did not have many interesting activities to 100 2005 They released small fish back into the pond 300 Task 4: This activity focuses on listening for specific information in the news report about the two farmers’ ecotourism places - Ask Ss to guess what kind of information they may need to write in the gaps - Have Ss listen and complete the gaps Key: Ba Đức - garden area: 2.5 hectares activities for a visiting the old house tourists: b catching fish c enjoy home – made meals d cooking local food/learning how to cook local food Tư Bình -fish pond area: 2.1 hectares -activities for a catching fish tourists: b watching birds c riding ostriches Task 5: Have Ss discuss in pairs which activities mentioned in they would enjoy doing the most and give reasons - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Prepare for the next lesson T < > Ss Individually T < > Ss Whole class Group work T < > Ss T < > Ss T < > Ss KÝ DUYỆT CỦA TỔ TRƯỞNG Ngày … tháng 04 năm 2019 NGUYỄN THỊ PHƯƠNG NGUYÊN ... > Ss KÝ DUYỆT CỦA TỔ TRƯỞNG Ngày 23 tháng 02 năm 20 19 NGUYỄN THỊ PHƯƠNG NGUYÊN Week 7, period … -DOP: 25 / 02/ 2018 DOT: 04/03 /20 18 UNIT 8: NEW WAYS TO LEARN LESSON... the next lesson -Week 6, period 18 DOP: 20 / 02/ 2018 DOT :27 / 02/ 2018 T < > Ss T < > Ss UNIT 8: NEW WAYS TO LEARN LESSON 2: LANGUAGE I/ OBJECTIVES: *Knowledge: - Pronunciation of... Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss DOP: 20 / 02/ 2018 DOT: 25 / 02/ 2018 UNIT 8: NEW WAYS TO LEARN LESSON 1: GETTING STARTED I/ OBJECTIVES: * Knowledge: