Giáo án Tiếng ANh 10 học kì 2 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....
Period 55 Unit 6: GENDER EQUALITY Lesson 1: Getting Started I Objectives: Knowledge By the end of this unit, Ss can: Use lexical items related to the topic Gender Equality Know deeper about that topic - Listening to a conversation with new words, agreement and disagreement among three characters Practice the conversation Enhance reading techniques Understand and use the passive voice with modals Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Attitudes - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A START/ WARM UP ACTIVITY (4 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Ask students what they think about when they see or hear the words “gender”, Suggested answers “equality” and “gender equality” Elicit + I think of men and women students’ answers + I think of the word same - Elicit sts’ answers LEAD IN + I think that men and women - Listen to the sts and give feedback should be treated in the same - Lead sts into new lesson way and given the same opportunities B: ACTIVITY 1: TASK (8 ms) Lesson content & techniques for organising students’ learning activities Make SS - Ask students to look at the picture familiar with and answer the questions about it: the topic and Suggested questions: the + Who you see in the picture? conversation + Where you think they are? Aims of the activity Expected products & assessment of student work - Look at the picture and answer the questions about it - Give the answers + What are they doing? - Play the recording - Ask students to listen and read Explain new words if necessary -Listen to the recording and read silently after the recording C: ACTIVITY 2: TASK (15 ms) Aims of the activity Focus on comprehension, develop scanning skill Lesson content & techniques for organising students’ learning activities - Elicit Ss the common steps to the task: Read and underline the key words/ phrases Scan the information in the conversation Decide whether the statements are true or false Correct the false ones -Make sense of the sentences in the text - Have Ss find out the answers for the questions individually - Go round and give help if needed - Check Ss by calling some Ss to read sentences aloud and decide if the statements are true, false or not given, the other Ss give comment - Ask Ss to refer back to the conversation to get necessary information - Provide final feedback and correction Expected products & assessment of student work - Retell the common steps to the task: - Work individually first, and then work in pairs to decide whether the statements are true, false, or not given - Answer the questions Expected answers: F F T NG T D: ACTIVITY 3: TASK (8 ms) Aims of the activity Focus on comprehension , develop scanning and skimming skill Lesson content & techniques for organising students’ learning activities - Ask Ss to read the conversation again and think of the answers to the questions - Have Ss work with a partner and switch roles to ask and answer - Check the answers and provide the correct ones if necessary Expected products & assessment of student work - Work in pairs to read the question and discuss their answers with their partner Expected answers Only 82 girls enrolled per 100 boys in secondary school Because they might be forced to work at home and in the field There are slightly more boys than girls in both primary and secondary schools Women Gender discrimination should be eliminated so that everyone has equal opportunities in education F: ACTIVITY 4: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the - The content of the have learnt lesson conversation - The grammar - Some new words HOMEWORK - Ask Ss to complete their work at home and prepare for the next lesson Period 56 UNIT 6: GENDER EQUALITY LESSON 2: LANGUAGE I Objectives: Knowledge By the end of this unit, Ss can: - Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context - Understand new words related to the topic - Master modal verbs use - Understand more about passive voice Skills - To help learners get started with skills in Unit - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Educational aims - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY : VOCABULARY (10 ms) Aims of the activity Help Ss understand meaning of the word based on the context Lesson content & techniques for organising students’ learning activities 1.1 Matching - Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f) - If students need support, ask them to use the context of the conversation to help them choose the correct meaning for Expected products & assessment of student work - Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them - Give the answers - Check and correct Expexted answers: D F E each word - Check answers as a class 1.2 Complete the sentences - Ask students to work individually first, and then check with a partner - Make sure that student have the right answers by going over all the answers in class - Allow students to look up the words in the glossary, if necessary A C B -Work individually first, and then check with a partner - Give the answers - Check and correct Expected answers: enroll force eliminate discrimination equal gender B ACTIVITY 2: PRONUNCIATION (7ms) Aims of the activity Understand the rules for marking stress on 2syllable words and apply them in speaking Lesson content & techniques for organising students’ learning activities 2.1 Listen and repeat - Play the recording and let Ss listen and repeat - Play it again with pauses for Ss to repeat each word chorally - Have Ss work in pairs - Invite two or three Ss read again and then give comment - Give the meaning of the words if necessary Help Ss distinguish twosyllable words with stress on the first or second syllable - Ask Ss to work in pairs and take turns reading the words 2.2 Listen and mark - Play the recording and ask Ss to put a mark (’) before the stressed syllable in each word - Ask Ss to take turns reading the words - Invite some Ss to read the sentences in front of the class Correct mistakes if any 2.3 Put the words in the right box - Have Ss work individually to put the words in the right box according to their stress patterns - Exchange the answers with their partner - Check as a class Expected products & assessment of student work - Listen and repeat -Take notes -Practise reading the words - Do the task - Exchange the answers with a partner Expected answers: Stress on the first syllable Woman, gender, treatment, household, equal, college Stress on the second syllable Enroll, perform, agree, allow, promote C ACTIVITY 3: GRAMMAR (23ms) Aims of the activity Help Ss to understand the use of modal verbs, passive voices of modal verbs and apply in doing exercises Lesson content & techniques for organising students’ learning activities 3.1 Choose the right modals - Explain to students that modal verbs are special verbs that behave differently from other verbs + They are used to express ability, advice, duty, permission, possibility, prohibition or request - Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences - Have them choose the answers and discuss the meaning of each modal with a partner - Go over all the answers in class 3.2 Underline the passive voice - Ask students to read the sentences - Have them underline the passive voice with modals - Let them work with a partner before checking answers as a class Expected products & assessment of student work - Listen to the T - Read the sentences individually and ask them to pay attention to all modal verbs used in the sentences - Give the answers - Check and correct Expected answers: Shouldn’t – advice Must - duty May - permission Might - possibility Will – request Mustn’t - prohibition Can – ability - Read the sentences - Underline the passive voice with modals - Check the answers in pairs - Give the answers - Check and correct Expected answers: May be kept Might be forced Shouldn’t be allowed Should be eliminated 3.3 Rewrite the sentences - Have Ss work in pairs first, and then write down the correct - Do the task answers Observe and offer help - Give the answers if necessary Expected answers: Lan might be chosen to represent us in the School Youth Union Will Korean be taught in our school next year? The instructions must be followed strictly by the students Sugary food shouldn’t be eaten by very young children Men and women should be given equal rights to education and employment Hopefully, a planet similar to Earth will be discovered by scientist D ACTIVITY 4: CONSOLIDATION (4ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate the - Some new words lesson E HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson Period 57 UNIT 6: GENDER EQUALITY LESSON 3: READING I Objectives: Knowledge By the end of this unit, Ss can: Read for general ideas and specific information about gender equality in employment Know more about Brenda Berkman- a brave woman daring to fight for her own desire Discuss about the topic Answer comprehensive questions Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Attitudes - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, Video clip IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY : WARM-UP (4 ms) Aims of the activity Lead in the topic of the lesson “ Gender equality in employment” Lesson content & techniques for Expected products organising students’ learning activities assessment of student work - Show some pictures of some famous women in some aspects like politic, - Look at the pictures economic…: Hillary Clinton, Teresa May, Nguyen Thi Kim Tien… - Name the women - Have sts name these women - Listen to the T - Lead sts into new lesson & B ACTIVITY 2: PRE- READING (6 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities 2.1 Discover the symbols - Have students look at the symbols and answer the questions Focus Ss’ attention on the reading topic and activate Ss' knowledge about gender equality Expected products & assessment of student work - Look at the symbols and give the answers Expected answers: “They are the symbols of genders, gender equality and gender discrimination.” 2.2 Match the word with its meaning - Ask Ss to match each of the words with its - Firstly, work individually to the task, then work in pairs to meaning - Have Ss work individually first, and then compare the answers check with a partner Let Ss use a dictionary, - Give the answers - Check and correct if necessary Expected answers: - Go over all the answers to make sure they 1.C 2.E 3.D 4.B 5.A have the correct answers C ACTIVITY 3: WHILE- READING (22ms) Lesson content & techniques for organising students’ learning activities Reading for 3.1 Choose the best title general idea - Let Ss read the three heading ( Skimming skill) a, b, c first and make sure they understand all of them - Ask Ss to read through the text once without stopping at the words that they don't know the meaning - Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text - Help them eliminate the choice that is only one aspect of the text Aims of the activity Expected products & assessment of student work - Firstly, work individually to the task, then work in pairs to compare the answers - Give the answers - Check and correct Expected answers: The best title of the text is "A woman who did a man's job - Work in pairs to the task - Give the answers - Check and correct Read for specific information and identify different opinions about gender equality - Elicit the answers from the sts - Check and correct 3.2 True, False or Not Given - Ask Ss to work in pairs and the task - Elicit the answers from the sts - Check and correct 3.3 Answer the questions - Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words -Let Ss read the text again and locate the parts of the text where they can get the answers - Elicit the answers from the sts - Check and correct Expected answers: F NG F T T F - Work in groyps of to the task - Give the answers Check and correct - Expected answers: 1.She wanted to become a firefighter She sued New York City and the DNY for gender discrimination and won 3.They were unwelcomed at meals, faced loneliness and even violence D POST- READING (7ms ) Aims of the activity - The aim of this activity is to help Ss to express their own ideas whether a women should a man’s job or not, develop collaborative skills and reinforce their abilities to present Lesson content & techniques for organising students’ learning activities * Discussion: Discus with a partner: should a woman a man's job? - Put Ss in groups of four and let them discuss the questions freely - Useful languages: + I think/ In my opinion… + Woman should be strongly encouraged to… + I not think woman can… + They have the same qualifications as men Expected products & assessment of student work - Work in pairs - Work in groups of to discuss the question D ACTIVITY 4: CONSOLIDATION (5ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work - Ask Ss to summarize some main ideas of - Consolidate some main points the text -Ss present in front of class of the reading - Ask Ss to recall the key vocabulary related text to the topic E HOMEWORK ( 1ms) - Ask Ss to read the passage again to have deeper understanding about it - Ask Ss to learn new words and structures by heart and prepare for Speaking lesson Period 58 Unit 6: GENDER EQUALITY LESSON 4: SPEAKING I Objectives: Knowledge By the end of this unit, Ss can: Know how to express agreement and disagreement Discuss in pair and in groups about whether married women should pursue a career Report the discussing result in front of the class Skills To help learners get started with skills in Unit Reading: Read about the topic Gender Equality Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Writing: Write about advantages and disadvantages of women’s going to work Attitudes - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination Competency: Develop collaborative, problem-solving and communicative competences II Methods: - Integrated and mainly communicative III Teaching Aids: - Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers) IV Anticipated Problems: Some students may lack vocabulary and structures to speak the topic V Procedures: A ACTIVITY 1: WARM-UP (5 ms) The aim of the activity to introduce the topic of the speaking lesson: Equal job opportunities Lesson content & techniques for organizing students’ learning activities Warm-up - Give some pictures of some women - Ask sts to tell who these women are and what their jobs are - Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earns more money? Which of them does more housework? And Do you think they should have equal opportunities for jobs? - Lead sts into new lesson Expected products & assessment of students’ work - Look at the pictures and answers to the T’s questions + The answers vary B ACTIVITY 2: TASK (10 ms) The aim of the activity to help students to get some useful expressions Lesson content & techniques for Expected products & assessment organizing students’ learning activities of students’ work - Write Equal job opportunities on the - Read the phrase on the board board - Study the useful expressions - Give students time to read through the useful expressions - Let them work in pairs - Check students’ answers as a class C ACTIVITY 3: TASK (10 ms) The aim of the activity to help students to get some ideas and come out with their own expressions Lesson content & techniques for organizing students’ learning activities - Have a student read the example, and then ask all students to share their opinions in pairs -Walk around and offer help if necessary Expected products & assessment of students’ work - Some sts share their ideas in class - Others give comments D ACTIVITY 4: TASK 3- 13 ms The aim of the activity to help students master their skills, vocabulary, expressions, body language and gestures as well Lesson content & techniques for organizing students’ learning activities - Ask one student to read aloud the opinion “Married women should not pursue a career” and explain the activity to the class - Divide students into groups of three/ four students - Ask one group to model the activity using the example conversation - Get all students to discuss and note down their group’s discussion After 3-4 minutes, have some students from different groups report the results of their group work back to the class Expected products & assessment of students’ work - st reads aloud the opinion “Married women should not pursue a career” - Give the requirement - Work in groups of 3-4 Some students from different groups report the results of their group work back to the class E CONSOLIDATION (5 ms) The aim of the Lesson content & techniques for activity organizing students’ learning activities to help students - Ask Ss to retell what they’ve practiced recall what they have learnt and note down the things they have to F HOMEWORK ( 2ms) - Ask Ss to Prepare for the listening - Ask Ss to learn new words and structures by heart Expected products & assessment of students’ work - Listen to the teacher and take notes Period 59 Unit 6: GENDER EQUALITY LESSON 5: LISTENING I Objectives: Knowledge By the end of this unit, Ss can: - Describe a picture in their own language 10 Period 96 Unit 10 : ECOTOURISM LESSON 6: WRITING I Objectives: Knowledge: By the end of the lesson, students will be able to: - Write a travel brochure promoting an eco tour - Develop the writing skills in general Build up vocabulary supported for writing - Give some practical advice to an eco tour Skills: - To teach Ss to write a travel brochure promoting an eco tour To teach Ss to talk about ecotourism Attitudes: - Students know more about the how to let’s go on an eco tour Competency: Develop collaborative, problem-solving and communicative competences II Methods: - Integrated and mainly communicative III Teaching Aids: - Board, chalk, textbook, projector IV Anticipated Problems: Some students may lack time to complete the tasks V Procedures: A ACTIVITY 1: WARM-UP (7 ms) The aim of the activity to introduce and get students interested in the writing topic and some of ecotourism Lesson content & techniques for organizing students’ learning activities - Give a list of tourism activities + listening to traditional music + watching birds + eating local foods + riding an ostrich + catching fish + visiting old houses - Ask sts to work in pairs and guess which activities a tourist can when visiting Mekong Delta - Elicit the answers from the sts - Give feedback Lead sts into new lesson Expected products & assessment of students’ work - Read the list - Work work in pairs and guess which activities a tourist can when visiting Mekong Delta - Give the answers Listen to the T B ACTIVITY 2: (18 ms) The aim of the activity to provide Ss with some facts about the ecotourism, which they may be used in their writing in Lesson content & techniques for Expected products & organizing students’ learning activities assessment of students’ work Activity - Explain to Ss that a travel brochure provides tourists with information about a destination: “It could be a small booklet or just one page.” - Read through the letter about the volunteer teachers needed - Ask Ss to read through the different - Work in pairs sections in the brochure and match the Expected answers for activity 1: numbered parts (1-6) with the definitions c e d a f B (a-f) 110 - Elicit the answers from the sts Check and correct the answers Activity - This focus of this activity is on designing a brochure Ss can make a brochure by hand or with the help of some software available in their computer - Ss work in groups and choose a destination and design a brochure for it - Listen to the T - Work in groups - Encourage Ss to look for some other travel information (prices, duration of stay, departure times…) and pictures about chosen destination to make their brochure informative and attractive - Ask groups to study the example on page 54 to immitate - Go around to observe and control the activity Exchange with other groups for peer correction After the groups have finished their brochures, ask the groups to exchange with other groups for peer correction C ACTIVITY 3: (17 ms) The aim of the activity to correct Ss’ mistakes and elicit written comments Lesson content & techniques for organizing students’ learning activities - Collect some of the Ss' final drafts and show on the projector - Elicit written comments Activity - Invite the representatives of groups to present their work Expected products & assessment of students’ work - Note down some common mistakes and correction - Elicit comments from the other groups Give necessary correction D CONSOLIDATION (2 ms) The aim of the activity to help students revise what they have learnt and Lesson content & techniques for organizing students’ learning activities - Ask Ss to retell what they’ve learnt 111 Expected products & assessment of students’ work - Repeat the main points of the lesson F HOMEWORK ( 1m) - Write the formal letter again Period 97 UNIT 10 : ECOTOURISM LESSON 7: COMMUNICATION AND CULTURE I Objectives: By the end of the lesson, students will be able to: - Understand about problems with ecotourism in Viet Nam and Africa - Discuss problems with ecotourism in Viet Nam and Africa - Talk and express their ideas and opinions about ecotourism 2.Skills: - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and group, expressing their opinions about ecotourism - Improve listening, speaking and reading skills 3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation - Help Ss to have a chance to know more about ecotourism Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Posters, CD IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure C START/ WARM UP ACTIVITY (5 ms) Aims of the Lesson content & techniques for organising activity students’ learning activities Warm-up (5 mn) LEAD IN Expected products & assessment of student work Memory test - Divide Ss into small groups - Write these ten words and phrases on the board Destination ecotourism Benefit enjoyable Chance extinction - Tell Ss to study the words in one - work in groups minute - Erase the words and have Ss write down from memory as many words as possible - The group with the most words and phrases wins the game - Ask Ss what helps them remember the words better B: ACTIVITY 1: COMMUNICATION (15 ms) Lesson content & techniques for Aims of the organising students’ learning activity activities 112 Expected products & assessment of student work - Work in groups and make presentation Provide further speaking practice Activity 1: - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking - Help Ss to complete the diagram with appropriate information about that place Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in - Compare their answers with a partner Expected answer: Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest - The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature C: ACTIVITY 2: CULTURE (10 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Activity 1: - Ask sts to focus on the pictures - Ask questions: + Who you see in the pictures? + How old you think they are? + What are they doing? +How does ecotourism affect the environment? - Give students time to read the text - Walk round to monitor the class and offer help, if necessary - Have students check their answers Further reading with a partner first, then check as a practice on the class topic Activity - Tell students that they are going to read about some problems with ecotourism in Vietnam and some countries in Africa - Ask them to guess which problems mentioned in part can be found in Vietnam and in Africa - Walk round to monitor the class and offer help, if necessary - Invite the sts to give the answers - Check and correct the answers D: ACTIVITY 3: CULTURE - TASK 1- (10 ms) Aims of the activity Develop more Lesson content & techniques for organising students’ learning activities Activity 113 Expected products & assessment of student work Suggested answer for activity a Tourist may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking trees branches or cutting down trees for firewood Campfire may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Suggested answer for activity 1c 2a Expected products & assessment of student work - Discuss the question in pairs - Guess the answer presentation skills - Read the five principles in the table first and then read the text again and decide if these principles have been applied in Vietnam or Africa - Walk round to monitor the class and offer help, if necessary - Invite the sts to give the answers - Check and correct the answers Activity - Have Ss work in pairs and go back to the pictures and tourists’ harmful activities that have been discussed (leaving litter; making campfires, and hunting animals) - Ask Ss to suggest what should be done to restrict the harm or damage that tourist may cause to the environment and local people - Walk round to monitor the class and offer help, if necessary - Invite the sts to give the answers Check and correct the answers - Report their opinions to the class Suggested answers for activity 3: a Not in either Vietnam or Africa b Not in VN; Africa: NG c NG in VN and Africa d Vietnam : NG Africa: x e Not in either Vietnam or Africa Suggested answers for activity 4: + More efforts (such as producing educational brochures and TV programs about ecotourism need to be made to fully inform and educate tourist on the environmental and social impacts of ecotourism + Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities E: ACTIVITY 5: CONSOLIDATION (3ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the - The content of the have learnt lesson conversation - The grammar - Some new words HOMEWORK ( 2ms) - Ask Ss to complete their work at home and prepare for the next lesson Period 98 114 UNIT 10 : ECOTOURISM LESSON 8: LOOKING BACK AND PROJECT I Objectives Knowledge: By the end of the lesson Ss can - revise all languages points covered in this unit - identify and use appropriate linking between vowels in fast, fluent speech - use the correct forms of the key words related to ecotourism - use the conditional sentences types and types - talk about ecotourism - work out a plan to develop ecotourism in your country Skills: Revising, making presentation Attitudes: Being aware of the importance of helping community Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, projector IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A START/ WARM UP ACTIVITY (3 ms) Aims of the activity LEAD IN Lesson content & techniques for organising students’ learning activities - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary B ACTIVITY 1: TASK 1- PRONUNCIATION (5 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Listen & put a stress mark (‘) the words you hear - T introduces the task and then asks Ss to read the words in isolation T helps Ss say them correctly Review - T plays the CD pronunciation - Ss put a stress mark (‘) before the syllable with the primary stress in each word - T checks the answers - T calls on some Ss to read the words C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Review - Play the recording pronunciation 115 Expected products & assessment of student work - work in groups - which group has the quickest answer wil be winner Expected products & assessment of student work Expected answer: ac’tivity conser’vation tra’ditional desti’nation eco’nomic eco’nomical under’standing degra’dation Expected products assessment of student work Listen the the recording & - Have Ss check their answer - Ask Ss to work in pairs to practice the Check their answers exchanges - Have some pairs role-play these exchanges Work in pairs to practice the in front of the class Encourage them to exchanges speak fast and fluently D ACTIVITY 3: VOCABULARY (7 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities - The six words in the box are the ones most Review the word commonly used in the unit Ask Ss to write formation of the them in the gaps, using the plural forms of key vocabulary frequently used the nouns when necessary in the unit E ACTIVITY 4: TASK 1- GRAMMAR (5 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Activity 1: Help SS review The focus of this activity is on using the verb forms conditional sentences Type to talk about and usage of the present or future activities that are real or conditinal types very probable and and - Let Ss read through the eight cues to grasp provide the general idea of the story they are going opportunities to use the to create conditional types - Ask Ss to make sentences, with the main and in clause of the previous sentence (the effect) speaking becoming the if-clause (the cause) of the practise next sentence F ACTIVITY 5: TASK 2- GRAMMAR (5 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Further Activity 2: practising about The focus of this activity is on using conditional types conditional sentences Type to talk about and present or future activities that are unreal or unlikely to happen - Ask Ss to read situations carefully and write the conditional sentences with the same meaning 116 Expected products & assessment of student work Expected answers conservation Destinations impacts, environment ecology exotic Expected products assessment of student work & Expected answers for activity 1: If I miss the lesson, I will not the test well If I don’t the test well, I’ll feel very sad If I feel very sad, I’ll go to the gym If I go to the gym, I’ll keep fit If I keep fit, I’ll look attractive If I look attractive, I’ll be very happy Expected products & assessment of student work Rewrite the sentences individually Expected answers for activity 2: If I could swim, I’d go scubadiving with you (or: I’d go scubadiving if I could swim.) I’d go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I could manage Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences Hints: - For Type 1, the modal verb ‘might’ should be used because it expresses probability Example: If your test score is high…-> The test score might be high - For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present activity or event that is unreal or not probable Example: If your test score was high…-> The test score isn’t high If the air was not polluted…-> The air is polluted an eco rour to Phu Quoc National Park, I’d go on one.) If Sue had Tony’s email address, she would send him a message (or: Sue would send him a message if she had his email address.) I’d make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, I’d make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didn’t have so much homework to (or: If I didn’t have so much homework to do, I could/ would go to the concert.) If Nam had a camera, he’d take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Expected answers for activity 3: The computer isn’t working It might snow tonight This golden block might be made of pure gold My father isn’t here now The air is polluted John might call G ACTIVITY 6: PROJECT (12 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Further explore Work in groups Look for information the topic in a about ecotourism and its benefits for our collaborative 117 Expected products & assessment of student work - Introduce their poster, present the features of ecotourism in your way life ( Ss prepare in advance at home one week ago) - Ask Ss to report in front of the class - Give feedback Presentation area they have chosen - Have each group introduce ecotourism - Vote for the best poster and some areas in your country presentation - Encourage the rest of the class to ask questions and give feedbacks about the poster and the comment of the presentation - Have the class vote for the best poster and presentation H: ACTIVITY 7: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the -Vocab+ grammar+ have learnt lesson pronunciation HOMEWORK ( 1m) - Ask Ss to complete their work at home and prepare for the next lesson Period 99 REVIEW Lesson 1: LANGUAGE 1.Knowledge: - To revise the language and skills Ss have learnt and practiced in unit 9-10 - By the end of the lesson, students will be able to: + Pronounce correctly words of more than three syllables + Understand and use the language and skills Ss have learnt and practiced in unit 9-10 2.Skills: - To help Ss develop the skill of working individually, in pairs and group while completing the tasks assigned - Improve listening, speaking and reading skills 3.Attitudes: - To help Ss get started for Unit 9,10 - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences 118 II Methods: Integrated and mainly communicative III Teaching Aids: Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A.START/ WARM UP ACTIVITY (5 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Teacher may introduce the review by asking Ss if they remember what they have learnt so LEAD IN Listen to T’s guidance far in terms of language -summarises Ss’ answers and adds some more information, if necessary B: ACTIVITY 1: VOCABULARY (7 ms) Lesson content & techniques for organising students’ learning activities Activity1: - Ask Ss to this activity individually, and then compare their Make SS answers with a partner’s review words - Write the correct answers on the relating unit board Remind Ss of the use of 9,10 suffixes to form adjective from nouns or verbs Aims of the activity Expected products & assessment of student work - Listen to the teacher and task Expected answer : natural polluted environmental sustainable ecological C: ACTIVITY (7 ms) Aims of the activity Focus on word formation Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - Retell the common steps to the task: - Work individually first, and then work in pairs to answer the questions Activity 2: - Ask Ss to this activity individually - Ask a student to write his/ her answers on the - Answer the questions board Check answers as a class Expected answer: pollution global warming Deforestation protect Acid rain D: ACTIVITY 3: PRONUNCIATION (5 ms) 119 Aims of the activity Help SS to review stress Lesson content & techniques for organising students’ learning activities Activity3: Sort out the words - Ask Ss to this activity individually, and then compare their answers with a partner’s - Show the correct answers on the board - T asks Ss to read these words Expected products & assessment of student work - Give the answers - Check and correct the answers * Expected answers oOO OOo poverty pollution energy solution awarenes s chemical newslette r protection poverty pollution oOOO economy sustainable ecology environmen t economy ooOo conservatio n preservation relaxation composition conservatio n E: ACTIVITY 4: GRAMMAR (19 ms) Aims of the activity Help SS to review grammar in unit 9,10 Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - Give the answers - Check and correct the answers Task 4: - Elicit the form and use of the * Expected answers for task reported speech Remind Ss of the changes to pronouns, possessive Mary said (that) people are cutting down the rainforests adjectives and verbs - Ask a student to the task on the Tom said (that) car pollution was/ is a big board while other Ss also this problem in his city scientists say (that) chemicals are activity individually - Check Ss’ answers or as them for destroying the ozone layer He told me to shut the door but not to lock explanations, if necessary it Task 5: - Elicit the form and use of Our teacher explained (that) burning gas, oil, and coal could/ can cause acid rain conditional sentences Type and - Ask Ss to this activity individually, and then compare their * Expected answers for task answers with a partner’s will go - Ask a student to write his/ her didn’t throw close down is answers on the board build - Check answers as a class Task 6: 120 - Ask Ss to this activity individually, and then compare their * Expected answers for task answers with a partner’s will; would be were; - Write the correct answers on the would go use board, and give explanations if knew; would/ could phone necessary E: ACTIVITY 5: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the - The content of the have learnt lesson conversation - The grammar - Some new words HOMEWORK - Ask Ss to complete their work at home and prepare for the next lesson Period 100 REVIEW Lesson 2: SKILLS I Objectives: Knowledge: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to environmental problems and solutions - Read for general ideas and specific information about environmental problems and solutions 121 Skills: - To promote Ss to develop the skill of working in pairs and groups - To talk about the destinations for ecotourism in Viet Nam - To write about environmental problems and give advice on how to solve them Attitudes: - To encourage Ss to work harder, to provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY : READING (10 ms) Aims of the activity Help Ss practise further reading skill Lesson content & techniques for organising students’ learning activities - Ask Ss to activities and individually, and check their answers with a partner’s Give correct answers and explanations if necessary Expected products student work & assessment - Use a dictionary to check their answers if necessary - Share the answers with their partners Expected answers 1b rubbish dump (n) landfill (n) hide underground bury (v) (v) serious skin disease skin cancer (n) (n) waste gases (n) exhaust gases (n) process (v) treat (v) What can be done Problem to solve the problem? landfills more recycling Linda the thinking of the ozone drive less Jenny layer water treat all waste Kate pollution more carefully B ACTIVITY 2: SPEAKING (10 ms) Aims of the activity Help SS to develop speaking Lesson content & techniques for Expected products & assessment of organising students’ learning student work activities Task 3: Work in pairs Ask Ss to work in pairs, choosing one Choose one destination 122 of Report the choice skill of the destinations of ecotourism in Viet Nam Ask each pair to report their choice and explain the decision Work in pairs and answer the questions Task 4: Ask Ss to work in pairs and answer the three questions Then ask Ss to - Listen and repeat discuss their answers with a partner’s Ask Ss to present their answers to the class - Listen and repeat S1: S2 , S3: S4 present in front of class C ACTIVITY 3: LISTENING (10 ms) Aims of the activity Help Ss to practice using listening skill Lesson content & techniques for organising students’ learning activities - Play the recording about Cuc Phuong National Park, while Ss fill in the missing information - Play the recording again for Ss to listen and check their answers - Alternatively, play one or more times for Ss to work out the answers Provide the correct answers, and give any explanations if necessary Expected products & assessment of student work Lisen to the tape Fill in the missing information individually Listen again and check Expected answer 135 tourists and scientists 2000; 450 most impressive 1000 D ACTIVITY 4: WRITING (13 ms) Aims of the activity Help Ss to practice using writing skill Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work Ask Ss to use the points given (or their own ideas) to write a paragraph about one of the different environmental problems and give advice on how to solve them Ask Ss to write the draft first in class, and then write Write a paragraph about one of the their final versions at home Ss may start environmental problems using their writing like this: suggestions Example: Today, people are producing too much waste The city landfills are nearly full So we should more recycling and… E ACTIVITY 5: CONSOLIDATION (2 ms) 123 Aims of the activity Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate the - Some new words in the lesson diagrams E HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson 124 ... Expected answers: - Go over all the answers to make sure they 1.C 2. E 3.D 4.B 5.A have the correct answers C ACTIVITY 3: WHILE- READING (22 ms) Lesson content & techniques for organising students’ learning... the T B ACTIVITY 2: (10 ms) The aim of the activity to provide Ss some key vocabulary related to the topic Lesson content & techniques for organizing students’ learning activities 2. 1 Discuss the... engaged B ACTIVITY 2: PRONUNCIATION (7ms) Aims of the activity Identify and Lesson content & techniques for organizing students’ learning activities 2. 1 Listen and repeat 25 Expected products