unit 10 lớp 10 (xem ma học hỏi)

LESSON PLAN UNIT10 CONSERVATION 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 list

I WARM-UP

GAME: PELMANISM

II PRE-READING

1) Vocabulary

1 Eliminate / ɪˈlɪmi/

∂ ne ɪt / (v)

2 Hydroelectric /ha ɪdrəʊ-ɪˈlektrɪk/ (a)

hydroelectricity (n)

3. Circulation / s ɜːkju/∂ ˈleɪʆ∂n / (n)

circulate (v)

4. Run-off / ˈrΛn ɒːf / (n)

5. Worsen / ˈwɜːs∂n/ (v)

≠ improve

6 Defence /d ɪˈfens/ (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

III WHILE-READING

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.

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)

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

for best solution.

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

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 ( dập tắt)

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

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.)

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

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

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

participle always follow verb “BE” Verb

“to be” can be in Infinitive or definited

-modal verb is not changed

These are all the form of the passive See index 1

For example:

1 This panda has been living here for

3 months

2 She is not allowed to go out

3 They are been threatened at the moment

4 The party was held in Youth Center yesterday

5 He is going to be arrested because the police cover every way

TSs

Practice

20 mins

Exercise 1: Choose the right form of the verbs in blankets.

Work in pairs.

Exercise 2: Put the verb in brackets in the correct forms.

Exercise 3: Rewrite the sentences using the passive voice.

1 We should not worsen the situation.

-2 We must protect the endangered

species from hunting

-3 They threw away the rubbish.

-4 Water will take away the valuable

soil

-5 Everyone needs to take care of the

forest

-Show poster, ask students to work in pairs and do it

Note: exercise 3 in page 111 will be done

at home

Pair work

Do as told

TSs

5 mins

Divide the class into 2 groups One writes the form of the active voice Other writes the form of the passive voice Change sentences

Check and correct

Home work:

Review this form Prepare for consolidation (review)

Group work

Index 1

Simple Progressive Perfect Perfect

continuous

t am

is V pp

am

Am

Is being +V pp

are

Have been Vpp Has

st Was

Vpp were

Was being Vpp were

Had been Vpp

re Will be Vpp

Be going to be Vpp

Will have been Vpp

Note: : 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 aids: hand-out, board

Limitation:

PROCEDURE

Stages/

Time

Teacher’s activity Students’ activity Interaction

presentation I Review the forms of the passive voice

Form:

They are classified into 9 forms basing on the tenses

1 the simple present

active: S + Vs/es + O passive: S + is/am/are + Vpp + (by O)

2 the present progressive

act S + is/am/are + Ving + O pas S + is/am/are + being + Vpp + (byO)

3 the present perfect

act S + have/has + Vpp + O pas S + have/has + been + Vpp + (by O)

4 the simple past

act S + Ved/II + O pas S + was/were + Vpp + (by O)

5 the past progressive

act S + was/were + Ving + O pas S + was/were + being Vpp + (by O)

6 the past perfect

act S + had +Vpp + O pas S + had + been + Vpp + (by O)

7 the simple future

act S + will + V + O pas S + will + be +Vpp + (by O)

8 be going to

act S + is/am/are + going to + V + O pas S + is/am/are + going to + be + Vpp + (by O)

9 the future perfect

Students prompt and T rewrites

Or call 3 Sts to rewrite on the board Each does 3 forms

T SS