Unit 10. Nature in danger - Lesson one: A - Reading pdf

Unit 10: nature in danger
LESSON ONE: A- READING
A. Objectives:
1. Aims: By the end of the lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas and guessing
meaning in context
- Use the information they have read to discuss the topic
- Understand the consequences which cause from human for nature and
environment and Ss will be aware of their activities to prevent nature and
environment from destroying
2. Knowledge
+ Lexical items : Cheetah(n) ['t∫i:tə] loài ,To scatter ['skætə] rải, rắc, Species(n)
['spi:∫i:z] loài, Danger(n) dangerous(a), To endanger [in'deindʒə(r)] gây nguy hiểm
to have a great influence on, result in, as the result, in danger of becoming extinct
+ Grammar: - Relative pronouns with prepositions
3. Skill
+ Main skill : reading
+ Sub-skills : speaking ,listening and writing.
B. Method: communicative approach.
C. Teaching aid:
- Teacher: English book 11, extra-board, projector and computer.
- Students: English book 11
D. Procedure
Teacher’s activities Students’ activities
* Check Ss during the lesson
* Warm up (7mm)
- Shows some pictures of animals and ask them
to look at the pictures and answer the
questions:
a. b.

c. d.

1. What animals can you see in these pictures?
2. Where do these animals often live?

- Individual work and pair work



f.
e.
1. a. A tiger
b. A lion
c. A bear
d. An elephant
3. What would happen if their habitats were
destroyed?
I. Before you read(8m)
- Ask Ss to open their book and ask them to
read the fact about endangered species and
answer the questions
1. What do you understand from the fact
above?
2. Can you explain why the numbers of these
animal become small?
3. What causes danger to environment?
Vocabulary pre-teach
Cheetah(n) ['t∫i:tə] loài báo gêpa
To scatter ['skætə] rải, rắc
Species(n) ['spi:∫i:z] loài

Danger(n) dangerous(a)
To endanger [in'deindʒə(r)] gây nguy hiểm
Pollutant(n) [pə'lu:tənt] chất gây ô nhiễm (do
xe cộ, động cơ thải ra) – pollution(n)-
polluted(a) – pollute(v)
Consequence(n)['kɔnsikwəns] hậu quả, kết quả
Extinct(a)[iks'tiηkt] tuyệt chủng
To prohibit [prə'hibit]= ban
( to prohibit somebody / something from doing
something) cấm; ngăn cấm
Interference(n) [,intə'fiərəns] ( interference
e. A panda
f. A cheetah
2. They often live in the forests, zoos
or National Parks
3. If their habitats were destroyed,
animals would die/ the environment
would be polluted/the nature would be
in danger
- Pair work
1. The facts above show that the
numbers of some wild or rare animals
such as cheetahs, pandas and Siberian
tigers become small or extinct
2. The numbers of these animals
become small because they are killed
for food, medicines, fur or skin
3. - wastes from factories and
hospitals
- smoke from vehicles

- oil spills from ships
- forest fires
- people’s carelessness
- Listen then copy down in their
notebook
- Read after teacher then read
individual
- how many offspring does a cat
usually have?
in / with something) sự can thiệp- to interfere
[,intə'fiə]
Offspring(n) ['ɔ:fspriη] con (của một con vật)
- to have a great influence on
- result in
- as the result
- in danger of becoming extinct
II. While you read
Task 1(5m)
- Ask Ss to work individually to fill the blanks
with the words given
- Call some Ss to speak out their answer before
class
Task 2(7m)
- Ask Ss to work in group or pairs to circle
A,B,C,D that best sums up each paragraph
Task 3(10m)
- Ask Ss to read the text again and answer the
questions
- Call on some Ss to go to the board and do
exercise

Correct it if necessary
1. Four ways that people change the world are:
- They are changing the environment by
building cities and villages
- They are affecting the water supply by using
water for industry and agriculture
- They are changing weather condition by
cutting down trees in the forests
- They are destroying the air by adding
pollutants like smoke from factories and fumes
[fju:m] khói, hơi khói from cars
III. After you read(6m)
- Ask Ss to work in group to find out why some
animals have become extinct
- Call on some Ss to speak out their ideas
- Give examples
- Individual work
1. extinct 3. decreasing 5.
endanger
2. protect 4. pollutants
6.interference
- Pair work
1. C 2. B 3. A 4. C
-Pair work
2. The serious consequences of
people’s interference with the
environment are:
- many kinds of rare animals are killed
- the environment where these animals
are living is badly destroyed

- the numbers of rare animals are
decreasing so rapidly that they are in
danger of becoming extinct
3. Many things have been done to
protect endangered nature, such as:
- Many organizations have been set up
and money has been raised to save
rare animals
- thousands of national parks have
been established
- laws have been passed to prohibit
killing endangered animals
- Group work
- People kill animals for fur, skin and
food
- People keep animals as pets people
hunt or capture (bắt giữ)
- Animals for recreation or
entertainment
- The whole class
- Take note
IV. Home work (2m)
- Summarises the main point of the lesson
- Ask Ss to learn by heart the new words and
make sentences from them.
- Asking students: Who’s absent today?
Date of teaching Class Absent students
11B1
11B2
11B3

Period 60
Unit 10: nature in danger
LESSON TWO :B- SPEAKING
A. Objectives
1. Aims: By the end of the lesson,SS will be able to:
- Talking about nature in danger and about measures for protecting endangered
nature
2. Knowledge:
+ Lecxical items: Words and phrases related to this period
+ Structures: - Should be done
- The present continuous tense
3. Skill.
+ Main skill: speaking
+ Sub-skills : Writing and listening
B. Method: Communicative approach
C. Teaching aids:
- Teacher: English book 11, extra board
- Students: English book 11
D. Procedure
Teacher’s activities Students’ activities
* Check Ss during the lesson
* Warm up(3m)
- Introduce new lesson by asking some
questions:
- Why do we call some animals such as
tigers, bears, elephants, whales
endangered animals?
- What should we do to protect and save
them?

I. Activity 1(12m)
- Ask Ss to work in pairs to put the
reasons why nature is threatened in
order of importance
Example:
T : In your opinion which reason is the
most important?
- Go around the class and offer help if
necessary
- Call some Ss to speak out their opinion
and explain the reason why
- Individual work
- Because they are hunted or killed in
large number that they are in danger
of becoming extinct
- As a student we should stop eating
and using products which made from
animals
- Pairs work
A: I think burning the forests is the most
important. Because animal and plants
will die, which causes the air polluted
B: I think using fertilizers and pesticides
for cultivation is the most important.
Because these chemicals that causes the
air polluted and effects the water supply
and people’s health
C: As for me, I think cutting down trees
for wood is the most importanct because
II. Activity 2(15m)

- Ask Ss to work in pairs to match the
reasons in task 1 with possible measures
for protecting endangered nature in the
box below
Suggested answer
Task 1: Reasons Task 2: measures
1. killing animals
for fur, skin and
food
2. keeping
animals as pets
3. hunting or
capturing animals
for recreation and
entertainment
4. cutting down
trees for wood
and burning the
forests
5. using
fertilizers and
pesticides for
cultivation
6. discharging
chemicals
pollutants into
the environment
- killing animals
for fur, skin and
food should be

banned
- keeping animals
as pets should be
discouraged
- animals should
not be captured for
recreation and
entertainment
- cutting down
trees for wood and
burning the forests
should be banned
and planting trees
should be
encouraged
- decreasing the
use of fertilizers
and pesticides for
farming
cultivation
- discharging
chemicals
pollutants into the
environment
should be
prohibited
III. Activity 3(12m)
- State the negative impacks made by
people on the environment and suggest
measures to protect it

without trees and plants, most water
would run off and cause not only
erosion [i'rouʒn]
(sự xói mòn) but also floods
- Pair work
A: It is said that people are killing
animals for fur,skin and food
B: I think killing amimals for fur, skin
and food should be banned
- Pair work
A: It is said in the newspaper that people
are burning forests and cutting down
trees for wood
B: That’s why the forests are destroyed
A: What should we do to protect
forests?
B: I think burning forests and cutting
down trees should be banned and
planting trees should be encouraged
- The whole class
- Ask Ss to work in pair to discuss about
environment
- Go around the class and offer help
- Call some pairs to practice
- Listen and give feedback
IV. Homework (3m)
- Aks Ss summarise the main points of
the lesson
- Learn by heart the new words
- For homework T asks Ss to find out 3

reasons why nature is threatened and 3
measures to protect it
- Take note

- Asking students: Who’s absent today?
Date of teaching Class Absent students
11B1
11B2
11B3
Period 61
Unit 10: nature in danger
LESSON THREE: C- LISTENING
A. Objectives
1. Aims: By the end of the lesson,Ss will be able to:
- Develop such listening micro-skills as listening for specific information and
listening for general infromation jectives
2. Knowledge
+ Lecxical items: + Scenic features ['si:nik 'fi:t∫ə] nÐt phong c¶nh
+ Approximately [ə'prɔksimitli] khoảng chừng
+ Devasting(a) /'devəsteitiη/ tàn phá, phá huỷ
+ Vehicles ['viəkl; 'vi:hikl]
+ Maintenance ['meintinəns] sự giữ gìn; sự duy trì
+ Completely(adv) [kəm'pli:tli]
+ Grammar: Simple present
3. Skill
+ Main skill: listening
+ Sub-skills: speaking and writing
B. Teaching method: communicative approach
C. Teaching aids :
- Teacher: English book 11, extra-board, a casette player

- Students: English book 11
D. Procedure
Teacher’s activities Students’ activities
* Check Ss during the lesson
I. Warm up (7m)
- Describe the pictures about Cuc Phuong
National Park and ask Ss questions:
1. What are the pictures about? They are
in the forest or a national park?
2. What can you see in the pictures?
3. Why do governments set up these
places?

- Individual work
1. It’s about a national park
2. We can see trees, plants and animals
3. They set up national parks to protect
and save endangered amimals
rhino ['rainou] in Cat Tien National
Park

II. Before you listen(8m)
- Ask Ss to name some national parks
Viet Nam by seeing the pictures
Where are they
a. b.

- Ask Ss listen and repeat these words
Scenic features ['si:nik 'fi:t∫ə] nÐt phong
c¶nh

Approximately [ə'prɔksimitli] khoảng
chừng
Devasting(a) /'devəsteitiη/ tàn phá, phá
huỷ
Vehicles ['viəkl; 'vi:hikl]
Maintenance ['meintinəns] sự giữ gìn; sự
duy trì
Completely(adv) [kəm'pli:tli]
- Explain the meaning and read the words
as model and then asks Ss to practice
reading these words
- Introduce the tapecript: You are going
to hear a passage about nationals parks in
US.
III. While you listen
1. Activity 1: Task 1(8m)
- Listen to the passage and decide if the
statements are true or false
- In pairs
a. Cat Ba National Park- hai phong
b. Cat Tien National Park –lam dong
c. Bach Ma National Park-hue
d. Phong Nha National Park –quang
binh
e. Cuc Phuong National Park- ninh
binh
c. d.
e.
I t costs approximately 200 francs
for the maintenance of their rights, the

workmen must struggle
- Speak out the new words
- Take note ten read aloud
- Individual work
- Before listening, ask Ss to read through
the statements to understand them and
underline keys words.
- Play the tape once for Ss to listen and
do the task
- Check the answer with the whole class.
If many Ss cannot answer the questions,
T plays the tape one or two more times
and pauses at the answer for them to
catch
2. Activity 2: Task 2(12m)
- Ask Ss to listen again and answer the
questions
- Ask Ss to read and answer the questions
with the things they remember from the
previous time of listening
- Play the tape again for Ss to do the
task.
After playing the tape, Then get Ss to
work in pairs and check their answers
- Call on some Ss to give the answers and
elicits feedback from other Ss.
IV. After you listen(7m)
- Ask Ss to discuss in groups about the
main content of the listening base on the
answers in task 1, 2

- Call some presenter of each group to
stand up and speak out their answer
V. Home work(3m)
1. T 2. T 3. F
4. T 5. T
- Listen carefully then answer the
questions
- Individual work
- Listen again
* Suggested keys
1. There are 52 national parks in the
National Parks in the United States
2. Millions of people visit national
parks every year
3. + Rare animals are killed or hunted
for fur, skin or other parts
+ Trees are cut down for food
+Large areas of national parks
experience desvasting fires caused by
careless people
+ The increasing number of visitors is
harming the parks due to the pollution
from their vehicles
4. – Rare animals and trees should be
protected
- Fires caused by careless people
should be limited
- Pollution from visitors vehicles
should be decreased and many should
be raised for the park’s staff and

maintenance of their resources
- Group work
- Summarise the points of the lesson and
ask Ss to write down the content of the
listening
- Take note
- Asking students: Who’s absent today?
Date of teaching Class Absent students
11B1
11B2
11B3
period 62
UNIT TEN: nature in danger
LESSON FOUR: D- WRITING
A. Objectives
1. Aims: By the end of the lesson, students will be able to:
- Write a paragraph to describe the national parks base on provided information
2. Knowledge
- Lecxical items: It’s located in/on…………
It’s famouas for………
It covers/contains…….
Its total area is……………
There are…….species of/kinds of/sorts of……
We can find………
Something is found in…………
- Grammar:- Simple present
- Simple past
3. Skill
+ Main skill: writing
+ Sub- skills: speaking, listening

B. Teaching method: Communicative approach
C. Teaching aids:
- Teacher: English book 11, extra-board
- Students: English book 11
D. Procedure
Teacher’s activities Students’activities
* Check Ss during the lesson
I. Warm up (7m)
- Give handout
- Read the passage carefully and fill in each
blank with one suitable word or phrase
Cuc Phuong National Park is located 160 km()
… of Hanoi. It is the first of Vietnam’s nine
national parks to be ()……and it contains over
200 km2 of(3)… . Tourist go there to study
butterflies, visit(4)……, hike mountains and
look at (5)…….tree. According to scientists,
there are about(6)……different species of flora
and 450 species of (7)… . Many visitors come
to Cuc Phuong to see the work being done to
protect(8)…
II. Before you write(8m)
- Ask Ss to read the information of Cat Ba
National Park
- Ask Ss some questions Cat Ba National Park
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National
Park?
3. How large is it?
- Pair work

1. south west 2. established
3. rain forest 4. caves
5. 1000 year old 6. 2000
7. fauna
8. endangered species
- Individual work
4. What do you know about the animals and
plants in Cat Ba National Park?
5. What are some of historic features of the
parks?
Useful language
It’s located in/on…………
It’s famouas for………
It covers/contains…….
Its total area is……………
There are…….species of/kinds of/sorts of……
We can find………
Something is found in…………
III. While you write(17m)
- Ask Ss to write a description about Cat Ba
National Park, using the facts and figfures
- Go around the class and offer help
- Call some Ss to go to the board and write
their writing
IV. After you write (10m)
- Ask Ss to correct the mistakes the writing on
the board
- Choose one description and reads it to class
- Elicit corrective feedback from the class and
give final comments afterwar

V. Home work (3m)
- Summarises the main points
For homework, T asks Ss to improve their
writing, taking in consideration their friends’
and T’Ss suggestions and correction and do the
- Take notes
* Suggessted writing
Cat Ba National Park, which was
declared as a national park in
1986, is situated on Cat Ba
Island, 120 km from Hanoi and
20 km east of Hai Phong.
Cat Ba National Park is the only
site in Vn endowed with both
tropical forests and coastal
waters with while sand beaches,
abundant natural resources,
beautiful landscapes and many
kinds of rare animals and plants.
It covers 15.200 ha, including
9,800 ha of ocean
Cat Ba National Park presevers
approximately 300 species of
fish, 40 kinds of animals, 150
different birds and 620 species of
plants
The stone tools and human bones
found in the island’s limestone
caves reveal that people
inhabited there at least 6,000

years old.
- Speak loudly
- Take note
- Listen then take note
extra exercise
- Asking students: Who’s absent today?
Date of teaching Class Absent students
11B1
11B2
11B3
Period 63
UNIT TEN: nature in danger
LESSON FIVE: E- LANGUAGE FOCUS
A. Objectives
1. Aims: By the end of the lesson, Ss will be able to:
- Distinguish the clusters /sl/, /sm/, /sn/ and /sw/
- Pronounce the words and sentences containing these clusters correctly
- Practice reading correctly the clusters: Consolidate how to use relative pronouns
with prepositions
2. Knowledges
+ Lecxical items: Words and phrases related to this period
+ Grammar: - Relative pronouns with prepositions
3. Skills
+ Main skill: speaking
+ Sub-skills: Reading,listening and writing
B. Teaching method:communicative approach
C. Teaching aids:
- Teacher: English book 11, Extra board
- Students: English book 11
D. Procedure

Teacher’s activities Students’ activities
* Check Ss during the lesson
* Warm up(5m)
Complete two sentences
1. a/swims/lake/often/in/Snow/small
2.loudly/can’t/he/that/the/sleep/snores/bady/s
o
I. Pronunciation(7m)
Distinguishing the sounds
- Model the four clusters/sl/, /sm/, /sn/ and
/sw/ for a few times and explains how to
produce them
- Play the tape once for Ss to hear the words
Containing these clusters. Then T plays the
tape(or read) again and this time ask Ss to
repeat after the tape (or T)
- Ask Ss to read the words in each column out
loud in chorus for a few times. Then T calls
on some Ss to read the word out loud.
- Listen and correct their pronunciation
Practicing sentences containing the target
sounds
- Ask Ss to work in pairs and take turn to read
aloud the dialougue
- Call on some pairs to read the dialogue again
and provides corrective feedback
II. Grammar
a. Presentation(7m)
Relative pronouns with prepositions
- Give situation for Ss to rewrite it

Ex: The man is living near your house. I
-Group work
1. Snow often swims in a small
lake
2. He snores so loudly that the
baby can’t sleep
- The whole class
- The whole class, individual work
and pair work
- Pairs work
- Listen then observe carefully
Eg: The man whom I talked to on
the phone last night is living….
talked to him on the phone last night
The man to whom I talked on the phone
last night is living
- Ask Ss to remark the differences in two
answers
Note:
Giới từ trong MĐQH thờng đc đặt ở cuối
MĐQH nhng trong văn viết hoặc để diễn đạt ý
một cách trang trọng, giới từ thờng đặt trớc
đại từ qh
Giới từ không đứng trớc ĐTQH that and who
- of which, of whom, of whose đc dùng sau
các từ chỉ số lợng (all, both, many, most
neither, none, some .) và dạng so sánh nhất
b. Practice
1. Activity 1: Exercise 1(5m)
- Ask Ss to do exercise 1 individually and

then compare their answer with another
student
- Call on some Ss to read out their answers
2. Activity 2: Exercise 2(12m)
- Ask Ss to do exercise 2 in pairs and then
compare answers with another pair
- Call on some Ss to go to the board and to
write their answers
3. Activity 3: Exercise 3(7m)
- Ask Ss to do exercise 1 individually and
then compare their answer with another
student
Call on some Ss to read out their answer
III. Home work: (2m)
- Summarise the main points of the lesson
Eg: The room in which the young
boy lived was untidy
Ex: Jane have three sisters, all of
whom are married
- Individual work
* Suggested keys
1. whom 2. which 3. whom
4. whom 5. which 6. who 7.
which
- Pairs work
* Suggested keys
1. The man to whom I talked
yesterday was
2. The man about whom I told you
works

3. The woman about whom Iam
telling you teaches
4. The movie about which they are
talking is
5. The picture at which she was
looking was
6. Ill give you the address to
which you .
- Indiviual work
* Suggested keys
1. that 2. which
3. who 4. whom
5. which/ that 6. which
7. who 8. whom
- Take note