unit 10 lớp 10 (xem ma học hỏi)

I. WARM-UP GAME: PELMANISM II. PRE-READING 1) Vocabulary 1. Eliminate / ɪˈlɪm i/ ∂ neɪt / (v) 2. Hydroelectric /haɪdrəʊ-ɪˈlektrɪk/ (a) hydroelectricity (n) 3. Circulation / sɜːkj u/ ∂ ˈleɪʆ∂n / (n) circulate (v) 4. Run-off /ˈrΛnɒːf / (n) 5. Worsen /ˈwɜːs∂n/ (v) ≠ improve 6. Defence /dɪˈfens/ (n) = defense (US) defend (v) (against, from) defensive (a) có tính chất phòng thủ defendable (a) có thể phòng thủ bảo hộ defendant (n. person) người bị cáo 7. Erosion / ɪˈrəʊʒ∂n/ (n) erode (v) destroy gradually, wear away To completely get rid of something that is unnecessary or unwanted: Using water power to produce electricity ex: Thac Mo hydroelectric dam The movement of liquid, air etc in a system Rain or other liquid that flows off the land into rivers To become worse or make something worse The act of protecting something or someone from attack ex: The defense of human rights civil defence The process by which rock or soil is gradually destroyed by wind, rain, or the sea 2) checking: RUB OUT AND REMEMBER III. WHILE-READING 1. Listening and skimming ( & ) Listen and skim the paragraphs A. The loss of forest is destroying the earth’s plant and animal variety. Scientists say about 5,000 species of plants and animals are eliminated each year. This is specially worrying as many of those plants and animals could be used as medicines against cancer, AIDS, heart disease and many others sicknesses. We may never know the true cost of this destruction. B. Man and most animals need a constant supply of water to live. Farmers need water for their crops. Hydroelectric dams hold back needed water and provide power for homes and industries. Trees, gasses, and other plant life play an important part in the natural circulation of water, and thus help conserve it. Without plants, most water would run off as soon as it falls, taking away valuable soil. Rapid run-off would cause frequent floods and leave little water during dry seasons. C. These days it is impossible to open a newspaper without reading about the damage we are doing to the environment. The earth is being threatened and the future looks bad. What can each of us do? We cannot clean up our polluted rivers and seas overnight. Nor can we stop the disappearance of plants and animals. But we can stop worsening the problem while scientists search for answers, and laws are passed in nature’s defence. 2. Task 1. Matching Match the words in column A with the suitable definitions in column B 1. eliminate 2. circulation 3. run-off 4. hydroelectric 5. erosion a. the movement of something around closed system b. the process by which rock or soil is gradually destroyed by wind, rain, or the sea c. concerning or producing electricity by the power of falling water d. remove or get rid of completely e. liquid which flows off or from (something) 3. Task 2. T/F Statement Decide whether the following statements are true (T) or false (F) Statements T F 1. Each year about fifty hundred species of plants and animals are eliminated. 2. Many kinds of plants could be used to treat various dangerous diseases. 3. Man is constantly doing harm to the environment. 4. Water can be help on land by vegetation. 5. Plants may cause floods and erosion. 6. We can do nothing to save the earth. 4. Task 3. Topic Sentences 1. We cannot live without water. 2. Let’s do something to save the earth. 3. Forests give us a lot of valuable things. 4. Vegetation can help conserve water. IV. POST-RAEDING Discuss: How do you think about the losing forest, water in our life? Give your ideas for best solution. Suggest: The losing forest: plant and animal have been eliminated/ disappeared forever including the precious plants and animals Quotation Water in our life: the importance in people, animal, vegetation Quotation Solution: Do not continue worsening the polluted problem Ask the government of countries to pass the laws of nature’s defence…. HOMEWORK Reading complement Evaluation **THE END** LESSON PLAN UNIT10 CONSERVATION C. LISTENING Class: 10A1 Time allotted: 45 minutes Teaching period: 55 Date: 07/02 /07 Objectives: By the end of this lesson, students will be able to improve the listening skill more. Students will listen in detail to solve tasks in the textbook about the forest fire. Student will also know the damage of a forest fire and then be aware of fire when camp firing. Teaching aids: CD player, text book, posters Limitation: Time is limited. PROCEDURE Stages/time Teachers’ activity Student’s activity Interaction Warm-up 5 mins Game: joining picture Prepare: 2 posters which are cut into many pieces about a forest fire Divide the class into 2 groups Give each group one poster Ask students to join/ connect The group which finishes sooner and correctly is winner. Lead-in: look at the poster, what is happening in? Yes, have you ever seen or heard any forest fire? Is this terrible? Today you will listen to a passage about a forest fire, and you will see why are you forbidden to fire/burn in the forest Take part in the game actively Gather each other to join the poster A forest is firing Yes (maybe only see) Yes, too terrible SsSs Pre- listening 7 mins Pre-teach Vocabulary 1. forester (n) someone who works in a forest taking care of, planting, and cutting down the trees 2. heap (n) a large untidy pile of things ex: rubbish heap, heap of leaves 3. leaf (n)  plural noun: leaves 4. awful (a) terrible, unpleasant 5. value (n) valuable ex: valuable wood, 6. soil (n) earth Check: chorally Do as told Do as told TSs While- speaking 28 mins Task 1: listen and number the events in the order you hear (10 mins) Ask Sts to read fast these sentences and remember the facts/events of each sentence For example: the first sentence: a heap of leaves Play the CD player three times in turn Check: the whole class Give feedback First: 3 second: 2 third: 5 fourth: 1 fifth: 4 Task 2: T/F statements (10 mins) Ask Sts. to read the sentences and give the key words/phrases Play CD player again 3 times in turn Check: call each student for one sentence Ask what student hears Feedback: 1. F (spread quickly) 2. F (summer) 3. T 4. T 5. F (camper) Task 3: tick () the sentences you hear (8 mins) Ask Sts. to read all pairs of three sentences Note the words added more than the rest Play CD player again 2 times in turn Check: Give feedback 1.a 2.b 3.a Read fast the sentences Line the words looked as an important fact First sentence: Second: summer, not allowed (to go) Third: care, save Fourth: unpleasant (awful) Fifth: destroy, valuable (wood, wife life) Correct Read and five the key words/phrases 1. (fire) takes time 2. autumn, catch fire 3. put out ( daäp taét) 4. difficult 5. forester Listen again three times in turn Read and then listen Line the words which are added more than the rest 1. a. destroyed, by 2. a. spreads/ b. awful, see 3. dry a, they/ b. woods, forests TSs Post- listening 5 mins List the words which a camper must remember when he/she wants to fire in the forest and consequences of this campfire Work in pair Check: call on 1 or 2 pairs to stand up and talk Others listen and contribute Add and correct if necessary Home work: Study again the vocabulary and remember the words for a camper Prepare Writing part Work in pair Share the information and give the consequences Do ask told Others listen and contribute SsSs Signature of the chief of English team LESSON PLAN UNIT 10 CONSERVATION D. WRITING Class: 10A1 Time allotted: 45 minutes Teaching period: 56 Date: 08/02 /07 Objectives: By the end of this lesson, students will be able to improve the writing skill more. Students will feel easy to write a letter of invitation. They know how to use the expressions to write an invitation letter. Teaching aids: hand-out, text book, posters Limitation: Time is limited. PROCEDURE Stages/ Time Teacher’s activity Students’ activity Interaction Warm- up SsSs Pre- writing Pre-teach 1) vocabulary 1. for a while (exp.) 2. disco: (n) 3. different (a) 4. prepare (v) preparation (n) 2) how to write a letter of invitation a. An invitation letter is usually more normal than other letters. This depends on the relationship, if this letter is sent to a close friend, it will be very informal, we can use informal language, contractions (I’ll, we’ll) etc. Locninh High School Locninh town Binh Phuoc province 08/02/07 Dear Anh We haven’t met for a long time; you and I may be too busy for the examination. I feel missing you so much, I remember the day you and I saw the film “Romeo and Juliet”, you cried much. I know today is your day-off, if you haven’t any plans, why don’t we go to the cinema together? Call me as soon as you read it. I hope to see you in the front of the gate of HCM Cinema at 7.00. Love Comf P.S: I spill the film is “Gone With The Wind” you wish to see. Do as told Listen See the letter and give the informal kind Do as told TSs b. some expressions are used with this type: Would you mind+ Ving Shall we + V How about + Ving Are you free + n/to V Would you like+ to V Let’s +V Why don’t we +V I invite O + to V If you aren’t busy, … … Contribute with Teacher Copy While- writing Task 1: Matching Pair-work Ask Sts to match the first half in column A and most suitable half in column B Check and give feedback Task 2: Blank-filling Keep pair Use the expressions provided in Task 1 to fill in the blanks following: Replace content of task 2 by: 1 Hi! Sorry not to find you at home. …………………………………… going to the cinema tonight? It’s Harry Porter at HCM Cinema. Call me if you accept. Comf 2. Dear Hung This is just a quick note to ask if you’re free this weekend. I am going to China tomorrow. …………………… intend my farewell party in Big’s Plaza tonight? Leave me a note before Saturday. Don’t call me- my phone line has been cut! Comf 3. David We’re going to HCM Museum this Work in pair Match 1-c 2-f/h/e 3-a/b 4-d/g 5-h/f 6-d/g 7-e 8-b/a 1. would you like/ are you free 2. would you like/ are you free 3. can you, shall we/ why don’t we Complete these letter with the expressions provided in task 1 1. would you mind 2. why don’t you/ are you free/would you like 3. would you mind/ how about Saturday………………………… joining us? Jimmy and Hung will go there, too. Phone me to confirm. OK? Comf Show 3 posters above Task 2 page 109 Students do at home. Task 3: writing Nam invites his friend- Lan, who is now living in a different town, to spend a weekend with him. Help Nam to write a letter, using the cues below. (p.110) Go around to check and give the suggestion Individually Write a letter with the cues provided Post- writing Show result: call on one St to write on the board. Correct Homework: hand-out * Marry-from the U.S.A is you friend, today she is going to Vietnam, but it is the first time she has come a strange country so she doesn’t know where to go. You celebrate a meeting party and write Marry a letter to invite her to Party. * Your class is going to celebrate a Farewell party this weekend. You write a letter to invite your teacher to join. B.S (English Advance-10) 1. You are the secretary of your school’s youth league. -Invite Mr. Dean Brown, chair of the green peace association, to give a talk to students in your school about how to protect endangered sea animals. -Give possible date/time. 2. Your class plans to spend the whole Sunday morning cleaning the beach. -Your friend from Australia is visiting Viet Nam, but she’s not in when you drop by. Write a short letter to invite her to join your class. -Say when and where you plan to meet. See and correct Receive the hand-outs SsSs TSs Signature of the chief of English team LESSON PLAN UNIT 10 CONSERVATION E. LANGUAGE FOCUS Class: 10A1 Time allotted: 45 minutes Teaching period: 57 Date: 09/02 /07 Objectives: By the end of this lesson, students will be able to distinguish and practice 2 easily mispronounced sounds: /b/ and /p/; review the total passive voice Teaching aids: hand-out, text book, posters Limitation: students may be mispronounced the sound /b/ and /p/. PROCEDURE Stages/ Time Teacher’s activity Students’ activity Interaction Warm-up 5 mins Presentation 15 mins 1. pronunciation /p/: close your lips hard Push air forward in your mouth Then open your lips quickly Pea Cap Pan Provide Paul Power /b/: first practice /p/ then use your voice to make /b/ Bee Cab Ban Bright Bad Back Check these 2 sounds by using a paper or hand. Practice: (p.110) 2. the passive voice The passive voice describes people or things, events/ facts which make the Subject in sentences. They are acted by other objects so the verb following them is in form of the passive. Form of the passive: Be + Past participle -In this form, object of verb in form of the active is changed into Subject of Verb in form of the passive. And Subject in form of the active is changed into Object followed by “By” -In any form of the passive, verbs in Past Do as told Practice 2 sounds Distinguish them Review Listen carefully Copy Remember the forms of the passive voice TSs [...]... Vpp were Will be Vpp Will have been Vpp Be going to be Vpp : not exist the form of the passive voice Signature of the chief of English team LESSON PLAN UNIT 10 CONSERVATION REVIEW PASSIVE VOICE Class: 10A1 Time allotted: 45 minutes Teaching period: Date: 10/ 02 /07 Objectives: By the end of this lesson, students will be able to review the forms of the passive voice and do more exercises of this form Teaching... Production Check and give mark Homework Do 10- 20 in hand-out Prepare Unit 11 National Parks Check, correct and copy TSs SsSs Index 1: THE PASSIVE VOICE I Give the correct form of verbs 1 You (invite) _ to the wedding party Why didn’t you go? 2 The new model (advertise) _ on TV last night 3 The film “Harry Porter” (show) _ at seven o’clock at the National Cinema Center 4 The infrastructure... arrived 7 The mayor has promised that the living standards of the people in that city (raise) _ 8 Daisy just (criticize) _ for being late from the meeting II Rewrite these sentences using the passive 1 They are preparing the piano at the moment 2 You have to learn by heart all the grammar rules 3 People steal things from supermarkets every day 4 Is Mr Baker writing a report about the market situation... O) II expansion 1 causative: nhờ ai đó làm gì Act S + have/has + s.b + V inf + s.th get to V Pas S + have/has + s.th + Vpp get Ex: he gets her to cut his hair  he gets his hair cut Marry had the dresser sew her trouser  Marry had her trouser sewed 2 special passive a need + Ving = need + to be done Ex: he needs escaping from this prison now = he needs to be escaped from this prison now b S1 + V1 +... writing a report about the market situation in the Far East? 5 Karen is going to send the catalogue by air 6 Who has made the offer? 7 They had evacuated all the residents in that building before it got on fire 8 Alexander invented the telephone 9 Nobody told me that Scott had fail in the exam 10 You should open the wine about three hours before you use it 11 Previous climbers had cut steps in the ice 12... pulling down the old theater 19 Why didn’t they mend the roof before it fell in? 20 Someone will serve refreshments Note: evacuate: to send people away from a dangerous place to a safe place refreshments: small amounts of food and drink that are provided at a meeting, sports event etc Signature of the chief of English team . English team LESSON PLAN UNIT 10 CONSERVATION REVIEW. PASSIVE VOICE Class: 10A1 Time allotted: 45 minutes Teaching period: Date: 10/ 02 /07 Objectives: By. many of those plants and animals could be used as medicines against cancer, AIDS, heart disease and many others sicknesses. We may never know the true cost