giao an tieng anh lop 10 tuan 32 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 10 TUẦN 32
NĂM 2019 - 2020
PERIOD: 94

UNIT 9: PRESERVING THE ENVIRONMENT

Date of planning:

LOOKING BACK AND PROJECT

Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help students revise what they have learned in unit 9
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 9 - Looking back and Project
III. PROCEDURE

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1. Class organization (1 minute)
2. Check up (5 minutes)
- Ask some Ss to go to the board talk about the WWF
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

- Do as appointed

Pronunciation

pollution

1. Listen and repeat

erosion
energy

2. Put a mark before the stressed
syllable in each of the words in 1

animal
consumption
awareness

poverty
depletion
solution
protection

Vocabulary
1. Group the words according to their
class
Ask Ss to do the task

- Do as appointed
Verb: preserve, protect, consume, emit,
deplete, erode
Noun: animal, pollution, energy, resource,


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threat, proposal

2. Complete the sentences using the
correct words in brackets

Do as appointed
1. preserve
2. pollution
3. Awareness
4. protect
5. consumption
6. depletion

- Do as appointed
Grammar
1. Read the story. Underline the
sentences said by Nick, Mary, and Mr.
Jones

“All this rubbish is killing fish and other sea
creatures.”
“We can clean the beach together”
“I will ask our friends and neighbours to
come and help us”
“I’m so happy to hear that, children”
“You have to protect yourselves form
germs”

* Do as appointed
1. Mr. Jones was very sad and said all that
2. Report what Nick, Mary and Mr.

rubbish was killing fish and other sea


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Jones said.

creatures

Ask Ss to do the task

2. Nick said they could clean the beach
together
3. Mary told them she could ask their friends
and neighbours to come and help them.
4. Mr. Jones told his children he was so
happy to hear that
5. Mr. Jones gave the people gloves and told
them to protect themselves from germs.

PROJECT
1. Imagine the area in which your school - Do as appointed
is located has suffered from
environmental pollution.
Ask Ss to do the task

2. Prepare and give a presentation on
how to reduce this type of pollution and
an action plan
Let the groups have some time together
the assemble the results of their group
4. Consolidation (3 mins)
- Revise what Ss have learnt in unit 9
- Work in groups, talk about the environmental problem in your neigbourhood
5. Homework: (1 min)
- Revise what Ss have learnt in unit 9


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- Work in groups, talk about the environmental problem in your neigbourhood
- Do the tasks again
- Read Unit 10 –getting started at home

PERIOD: 95
Date of planning:

UNIT 10: ECOTOURISM
GETTING STARTED – Natural lovers

Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 10
- For vocabulary, that is words and phrases related to the importance, benefits and principles
of ecotourism
- For pronunciation, that is stress in words of more than 3 syllables
- For grammar, that is the conditional sentences type 1, type 2
2. Skills
- To help learners get started with 4 skills in Unit 10
- Reading: Reading for general ideas and specific details about the benefits and principles of
ecotourism
- Speaking: Talking about what tourists can do on an eco tour
- Listening: Listening for gist and specific information about ecotourism
- Writing: Writing a travel brochure promoting an eco tour
3. Attitudes
- To help Ss get started for Unit 10 with the topic "ecotourism"


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- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 10 - getting started at home
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Listen and read

- Do as appointed

Ask Ss listen to the recording and read the
conversation
2. Answer the questions about the

1. Because both Mr. and Mrs. Collins love

conversation

nature.
2. Ecotourism means travel to areas of

natural or ecological interest to observe
wildlife and learn about the environment
3. Tourists can see different kind of animals
like crocodiles, snakes, frogs, birds and
butterflies and other rare animals: go scubadiving to see the coral reefs, or go camping


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4. They have to pay 6.000 dollars for two
people
5. A two per cent discount
3. Find the conditional sentences in the

1. If you also want to go on a camping

conversation and write them in the

safari, you’ll need another three days.

space below

2. But if we could take the seven day tour,
how much would it be per person.
3. … if you book early and pay two months
before departure, you’ll get a two percent
discount.

4. Work in pairs. Underline the verbs in

1. If you also want to go on a camping

the conditional sentences in 3. Describe

safari, you’ll need another three days.

whether they are type 1 or type 2

2. But if we could take the seven day tour,
how much would it be per person.
3. … if you book early and pay two months
before departure, you’ll get a two percent
discount.

4. Consolidation (3 mins)
- Words and phrases about ecotourism
- Practice the conversation
5. Homework: (1 min)
- Words and phrases about ecotourism
- Practice the conversation
- Do the task again


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- Read Unit 10 - Language at home

PERIOD: 96

UNIT 10: ECOTOURISM

Date of planning:

LANGUAGE

Date of teaching:
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 10
- For vocabulary, that is words and phrases related to the importance, benefits and principles
of ecotourism
- For pronunciation, that is stress in words of more than 3 syllables
- For grammar, that is the conditional sentences type 1, type 2
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students


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- Read through English Unit 10 - language at home
III. PROCEDURE
1. Class organization (1 minute)

2. Check up (5 minutes)
- Ask some Ss to write some new words and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

- Do as appointed

1. How do we form adjectives from

1. culture – cultural

nouns or verbs? Use a dictionary and
complete the table.

2. nature – natural
3. environment – environmental
4. ecology – ecological
5. interest – interested/interesting
6. sustain – sustainable
7. relax – relaxing/ relaxed

2. Complete the following sentences,
using the adjectives in 1

1. sustainable
2. relaxing/interesting

3. cultural, natural
4. ecological
5. environmental
6. interested


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PRONUNCIATION

sustainable

1. Listen and put a mark before the

preservation

syllable with the primary stress

environment
environmental
ecology
ecological
relaxation
scuba-diving
ecotourism
eco-friendly

2. Listen again and repeat the word in 1

- Do as appointed

Ss listen and repeat to the recording
GRAMMAR

Do as appointed

Conditional sentences type 1

1. leaves

1. Complete the sentences, using the

2. will/may/might not get

correct forms of the verbs in the box.
You can use a modal verb in the main
clause if necessary.

3. fail
4. will/may/might get
5. pay
6. will/may/might eat
7. will call


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8. can/may/might go
2. Put the verbs in brackets in the
correct form

1. will be; fail
2. will/may/might help; have
3. will/may/might feel; comes
4. need; will you lend
5. throw; may/might eat, die
6. will/may/might cause, make, love
7. will/may/might be; fly, make
8. will take, do not know

Conditional type 2

1. d lived, would work

3. Match the first part in column A with

2. a were, would tell

the second part in column B to complete
the unreal conditional sentences

3. f didn’t start, would be
4. b used, would be
5. g would you change, had
6. c were, would/could travel
7. h would/ could go, was/were
8. e would be; stopped

4. Read the situations and make

2. If Nancy lived near the park, she

conditional sentences. You can use could would/could go running there every morning
where possible

3. If Nam could swim, he could go to the
swimming pool alone
4. If Tom had a passport, he would/could


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travel abroad
5. If there weren’t so many tourists visiting
the national parks, the environment there
would not be badly damaged.
6. If tourists didn’t throw litter in the river,
the water would not be polluted
7. If these students worked hard, they would
pass the exam
8. If Hoa didn’t have so much homework,
she could go out with her friends tonight
4. Consolidation (3 mins)
- Vocabulary related to ecotourism
- Conditional sentences type 1, 2
- Stress of more than 3-syllable words
5. Homework: (1 min)
- Vocabulary related to ecotourism
- Conditional sentences type 1, 2
- Stress of more than 3-syllable words

- Do the task again
- Read Unit 10 - Reading at home
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