Giáo án Tiếng Anh 10 Ban Cơ Bản unit 9 - 16

Date: Unit 9: UNDERSEA WORLD

Period: 55 Section A: Reading


Aim: By the end of the lesson, Ss will be able to:
- guess the meaning of words based on contexts and components of the words.
- scan for specific information.
- use vocabulary items related to the undersea world to read and talk about the
topic.
Teaching aids: Textbook, a map of the world
Procedure:
T Stages & Content Ts activities Ss activities
3
15











15

10





2

I. WARM UP: Slap the pictures
II. PRE-READING:
1. Look at the map and give the Vietnamese
names for the oceans on the map
2. Name the sea animals in the pictures
3. Vocabulary:
- biodiversity (n) : ủa daùng sinh hoùc
- gulf (n) : vũnh
- submarine (n) : taứu ngam
- at stake (exp) : bũ ủe doùa

- investigate (v) : ủieu tra

III. WHILE-READING:
* Task 1: Gap-fill
* Task 2: Comprehension questions

IV. POST-READING:
- Complete the summary
- Draw the pictures of the undersea world
& tell how to preserve the sea environment

V. HOMEWORK:
Complete the lesson

-Set the scene

-Introduction



-Elicit
-Model
-Ask Ss to repeat


- Slap the board

-Pair work

-Two-groups

-Listen
-Repeat
-Copy



-Pair work
-Group work

-Pair work

Date: Unit 9: UNDERSEA WORLD

Period: 56 Section B: Speaking


Aim: By the end of the lesson, Ss will be able to:
- offer solutions to sea problems using should/shouldn’t
- talk about causes and consequences of sea problems
- report on discussion results
Teaching aids: Textbook, pictures of the sea problems
Procedure:
T Stages & Content
T’s activities Ss’ activities
5


12








15

11




2
I. WARM UP: Jumbled words
rubbish pollute ocean plastic shark

II. PRE-SPEAKING:
1. Vocabulary:
- herbicide (n) - (to) dispose
- sparingly (adj) - (to) spill
- (to) release
2. Ordering: (page 97) Task 1
3. Structure: should/shouldn’t

III. WHILE-SPEAKING:
1. Task 2: Discussion the consequences that might
occur and some possible solutions
* Expressions:
- What do you think of…?
- Well, I think…
- In my opinion…

IV. POST-SPEAKING:
Task 3: Report to the class


V. HOMEWORK:
Rewrite the consequences and the solutions.

-Ask




-Elicit
-Model

-Ask
-Remind


-Divide class
into 4 groups
give




-Ask Ss to
tell what they
discuss

-Give
-Play game




-Listen
-Repeat
-Copy
-Pair work
-Individuals


-Work in
groups





-Report



-Do at home


Date: Unit 9: UNDERSEA WORLD

Period: 57 Section C: Listening

Aim: By the end of the lesson, Ss will be able to listen to get specific information about
whales.
Teaching aids: Textbook, cassette
Procedure:
T Stages & Content T’s activities Ss’ activities
3



10













20

10

I. WARM UP:
Name some large sea animals you
know where do you see them?

II. PRE-LISTENING:
* Vocabulary:
- Mammal (Example)
- krill (picture)
- Migrate (Example)
- Conversation (situation)
* Checking: ROR
* Discuss the questions (page 98)


* Task: True/ False prediction

III. WHILE – LISTENING:
Task 1: Listen to the tape



Task 2: Listen and answer the
question









-Ask




-Present
-Model



-Ask
-Check pronunciation

- Give the instruction

- Play the tape

Give feedback and
correct the answers
- Ask Ss to read all the
questions care
fully
(che
ck Ss’ understanding

- Then play the tape


- Play the tape again
check Ss answers

- Ask Ss to use cuses
(P.99) to talk.

-Answer




-Guess
-Listen and repeat

-Discusspresent
orally

-Read
- Pair work
- Run through the
T/F pre
give the
answer

- Listen 1 or 2
times answer


- Work in groups

- Give feed back
- Listen 2 or 3
times give
answers
- Listen again
check
themselves
- Work in groups

2
IV. POST – LISTENING:
Talk about whales
 Their length and weight
 Their feeding grounds and good
 The reasons for protecting
whales.

V. HOMEWORK
Rewrite some information about
whales.

- Ask Ss to retell




- Give comments

- Speak




- Listen

Date: Unit 9: UNDERSEA WORLD

Period: 58 Section D: Writing


Aim: By the end of the lesson, Ss will be able to:
- write a descriptive paragraph about dolphins by using the facts and figures from a table
Teaching aids: Textbook
Procedure:
T Stages & Content T’s activities Ss’ activities
3



5






10

20



5

I. WARM UP: Questions
- What is it?
- Where does it live? (Ocean)

II. PRE-WRITING
* Vocabulary
- range and habitat
- feeding habit
- offspring
- life span
- conservation concerns
* Task 1: Read the text and complete the
table
- Where are sperm whales?
- Which ocean do they prefer?

- The length and weight of a male/
female whale?
- Are whales fish?
- How about offspring?
- How long can whale be?
-What are special features of sperm
whales
- Are whales fish?
- How long can whale bea/
-What are special features of sperm
whales?
- Some sticks that p.p on whales?

III. WHILE-WRITING
* Task 2: Write a paragraph from the
facts and figures provided in the table
IV. POST-WRITING
-Using picture of
sperm whale to set
the scene



-Elicits with
questions

-Reads

-Asks Ss to read
silently in 3 mins

-Sticks table on
the board

-Remarks
-Corrects












-Intructs

-Controls class

-Answer




-Answer

-Repeat

-Copy down

-Read
-Work in pairs
-Fill in the board

-Listen














Work in group after
review task 1
-Write on the board
-
Other group remark

2

* Task 3: Correction


V. HOMEWORK
Rewrite the correct paragraph at
home.


-Corrects


-Listen


Date: Unit 9: UNDERSEA WORLD

Period: 59 Section E: Language Focuc


Aim: By the end of the lesson, Ss will be able to:
- distinguish the sound /I /,/e / and /u /
- pronounce the words and sentences containing these sounds correctly
- use Should and Conditional type 2 appropriately
Teaching aids: Textbook, pictures
Procedure:
T Stages & Content T’s activities Ss’ activities
8

15








20

2
* Warm up: Noughts & crosses
(conditional sentence type 2 page 103)
1 2 3
6 5 4
7 8 9
* Task 1: Pronunciation
Matching
A B
/ / sure
/ / dear
/ / chair
Listen and repeat page 102

* Task 2: Grammar
Ex: Liz needs a change.
She should go away for a few days.

Should/Shouldn’t + Vo…
Meaning: nên/không nên
Use: khuyên/đề nghò ai nên hay không
nên làm việc đó
Exercise 1: page 102


Exercise 2: page 102

* Homework
Exercise 1, 3, 5 page 54, 55, 56
- Explain
- Model (Exercise 3
page 103)




- Ask Ss to do
- Model
- Model
- Ask Ss to repeat
- Control


- Give the model
- Ask Ss to give the
form, use, meaning




- Give instruction
- Ask Ss to do
- Get feedback
- Correct
- Give clear instruction

- Ask Ss to do
- Control
- Get feedback
- Correct
- Listen

- Play




- Do the work
- Listen & repeat

- Listen
- Repeat (choral
& individual)

- Give the form,
use, meaning





- Listen
- Work in pairs

- Listen

- Work in pairs


- Listen



Date: UNIT 10: CONSERVATION

Period: 60 Section A: Reading

Aim: By the end of the lesson, Ss will be able to:
- use vocabulary items related to national parks
- guess the meaning of words based on contexts
- scan for specific information about national parks.
Teaching aids: Textbook, whiteboard maker, handout
Procedure:
T Stages & Content T’s activities Ss’ activities
3





7

6




7
7


10



2
I. WARM UP: Brainstorming
environmental problems
( floods, water pollution…
* Key: forest fires, drought)

II. PRE-READING:
* Pre-teach vocabulary
- conservation (n)  conserve (v)
 conservative (adj)
- circulation (n)
- climate
- disappear
- hydroelectric dam
- erode erosion

* Pre-question (page 104)

III. WHILE-READING:
* Task 1: Matching based on word guessing
(page 105)
* Task 2 : True or False statements (page 106)
* Task 3 : Choosing the main idea for each
paragraph (page 106)

IV. POST-READING:
Discussion questions (page 106)

V. HOMEWORK:
Give your ideas to protect the environment
(by writing a short paragraph)
.







-Elicit
-Model
-Ask Ss to repeat



- Instruction

-Required work in
groups to discuss






-Listen
-Repeat
-Copy



- Whole class
,individual
work and pair
work


- Group work
and whole
class
- Whole class

Date: UNIT 10: CONSERVATION

Period: 61 Section B: Speaking

Aim: By the of the lesson, Ss will be able to:
- ask for someone’s opinion, and show their agreement or disagreement about the
new kind of zoo
- talk about the advantages of the new kind of zoo
- report on discussion results
Teaching aids: Textbook, picture
Procedure:
T Stages & Content T’s activities Ss’ activities
5





13









7

8

10

I. WARM UP: horse, elephant, monkey, sheep,
pig, hen, tiger, snake, lion
Farmer animals / wild & zoo animals
*Questions:
1. Have you ever been to the zoo?
2. What animals are in the danger?

II. PRE-SPEAKING:
* Pre-teach vocabulary
- reconstruction (n) - injured (adj)
- rhinoceros (n) - crocodile (n)
- giraffe (n)
* Task 1:
Read the paragraphs & answer the questions.

III. WHILE-SPEAKING:
* Task 2: Showing agreement or disagreement
about the new kind of zoo
* Task 3: Discussing the advantages and
disadvantages of zoos of the new kind.
+ Model:

St1: I think zoos of the new kind are very
good for animal.
St2: I can’t agree with you more. But it is
very expensive to reconstruct animals’ natural
environment.
Practice as model

IV. POST-SPEAKING:
-Put these words
into two columns







- Elicit
- Model
- Ask Ss to
repeat



- Instruction

-Answer
-Repeat
-Copy down



- Pair work


- Individual
work and pair
work
- Group work

2


* Task 4: Reporting on the discussion results.

V. HOMEWORK:
Write a short paragraph about what you have
discussed.

-Call Ss to report

- Group work

- Whole class

Date: UNIT 10: CONSERVATION

Period: 62 Section C: Listening

Aim: By the end of the lesson, Ss will be able to:
- listen to get specific information about forest fires
- talk about the causes of forest fires and ways to prevent them

Teaching aids: Textbook, cassette tapes
Procedure:
T Stages & Content T’s activities Ss’ activities
5




5










5


5


10

5



I. WARM UP: Bingo
forest, valuable, fire, heap of leaves,
destroy, burn, forester, danger, awful

II. PRE-LISTENING
* Vocabulary
- heap of leaves
- danger
- care for
- spread
- awful
* Checking: What and where
* Listen and repeat


* Prediction: (Task 1)

III. WHILE-LISTENING
* Task 1: Listen and number the
events

* Task 2:
T / F prediction
Listen again and decide whether
the statements are true or false

* Task 3:
Read task 3

Listen
IV. POST-LISTENING
- Read




-Teach voc
-Picture
-Antonym
-Situation
-Explanation
-Synonym


-Play the tape





-Play the tape
-Feedback


-Play the tape

-Feedback

-
Give order and go
around
-Play the tape
-Correct and give
the comments
-Listen and write




-Answer
-Repeat



-Copy down
-Work in groups

-Listen
-Repeat
(classindividual)
-Work in groups


-Listen 2-3 times
-Write the answers on
the board

-Work in pairs
- Show the answers
on the board

-Listen (2t)
-Correct
-Work in pairs and
find the differences

-Listen individually
-Give the answers
10









Interview: Say how a forest fire
may start and what every camper ought
to remember.

V. HOMEWORK:
Write a paragraph about a forest fire
you have ever seen / heard
-Walk around for
help

-Give comments


-Work in pairs

-Speak

Date: UNIT 10: CONSERVATION

Period: 63 Section D: Writing

Aim: By the end of the lesson, Ss will be able to:
- write a letter of invitation the using the cues provided
Teaching aids: Textbook, handout
Procedure:
T Stages & Content T’s activities Ss’ activities
3







15

15




10


2
I. WARM UP
1. Have you written a letter of invitation? On
which occasion?
2. What do you often write in a letter of
invitation?
3. What are some expressions do you write in a
letter of invitation?

II. PRE-WRITING
* Vocabulary
- tree planting festivals
- would you like…
- How about…
- Why don’t you…
* Task 1: Matching(page 109)
* Task 2: Gap-fill (page 109)

III. WHILE-WRITING
* Task 3: Making sentences from prompts (page
110)

IV. POST-WRITING

V. HOMEWORK
Write a letter of invitation


-Ask / Elicit





-Introduce




-Explain/
Elicit

- Correct

-Answer





-Work in group

-Pair work



-Work in group

-Pair work



-Write a letter,
using the cues

Date: UNIT 10: CONSERVATION

Period: 64 Section E: Language Focus

Aim: By the end of the lesson, Ss will be able to:

- distinguish the sounds /b/ and /p/
- pronounce the words and sentences containing these sounds correctly
- use the passive voice appropriately
Teaching aids: Textbook, pictures of cities after storms
Procedure:
T Stages & Content T’s activities Ss’ activities
3




10






10





10




10

2
I. WARM UP: Puzzle
B ( bee )
( pea )
 Introduction

II. PRONUNCIATION
Finding the differences between
these consonants

- practise ( textbook page 110)

III. GRAMMAR
The passive voice: Review the
passive voice and some formula
Exercise 1: Choose the right form of
the verbs in brackets (page 111)

Exercise 2: Put the verbs in brackets
in the correct form. Review some
tenses (If possible)

Exercise 3: Fill in the blank with the
correct form of a verb

IV. HOMEWORK:
Do exercise ( B ) on page 60, 61.

-Ask question
.Which letter can sting?

.How about “P”
.How do you pronounce
it?

-Pronounce
-Correct


-Give examples

-Correct

-Using poster
-Walk around to help
-Correct
-Show supporting game

-Correct

-Answer
B ( bee )
( pea )

-Listen and repeat
-Work in pairs



-Repeat
-Work individually

-Work in groups

-
Play supporting
game


-Write on the
board



Date: UNIT 11: NATIONAL PARKS

Period: 65 Section A: Reading

Aim: By the end of the lesson, Ss will be able to:
- use vocabulary items related to national parks
- guess the meaning of words based on contexts
- scan for specific information about national parks
Teaching aids: Textbook, handout

Procedure:
T Stages & Content T’s activities Ss’ activities
3



10















20

I. WARM UP: Magic hat
Words _ _ _ _ _ _ _ _ _ _ _ _ _ _
( NATIONAL PARKS)

II. PRE-READING:
* Pre-questions
a. Can you name some of the
national parks in Vietnam and in
the world?

b. What trees and animals can
you see in a
national park?
* Pre-teach vocabulary
- rainforest (n)
- butterfly (n)
- orphan (n)
- abandon (v)
- wilderness (n)
* Checking: R & R

II. WHILE-READING:
* Task 1: Find the word in the
passages that best suits each of the
following definitions

*Task 2: Answer the following
questions





-Intro: 2 groups
-Start the game
-Winner ?


( Books closed )
-Ask





-Elicit
-Model
-Ask Ss to repeat





-
Ask Ss to read the passage

in silence

-
Ask Ss to work in pairs
doing task 1

-
Let Ss to reread to find the
information to do task 2
-Ask some pairs to practice
asking and answering the
questions.
-Correct
-Guess and say
-Clap hands




-Listen and answer





-Listen
-Repeat
-Copy

( Books opened)
-Read the passage
-In pairs doing task
1
-Giving feedback
-Reread

-Work in pairs


-Give feedback
-Copy
10





2
III. POST-READING:
Discussion: Which of the three
national parks do you like to visit
most? Why?


IV. HOMEWORK:
Exercise: Part 1 + Part 2 in the

exercise book
.


-Ask


-Ask

-Discuss


-Listen

Date: UNIT 11: NATIONAL PARKS

Period: 66 Section B: Speaking

Aim: By the of the lesson, Ss will be able to :
- use conditional sentences type 3 to express regrets
- talk about an excursion
Teaching aids: Textbook, handout
Procedure:
T Stages & content T’s activities Ss’ activities
3




10

15








15









2
I. WARM UP: Chatting
1. Did you have a camping trip last year?
2. What did you prepare for the trip?
(bread, fruit, drinks…)

II. PRE-SPEAKING:
* Task 1: Matching

III. WHILE-SPEAKING:
* Task 2: Talk about what they wish they
had / hadn’t done.
Ex: If we hadn’t gone by coach, we
wouldn’t have got carsick.

S1: Read situation
S2: Make condition

IV. POST-SPEAKING:
* Task 3: Work with you partner to express
your regrets about what you did and didn’t
do the excursion.
A: We went to Höông Pagoda by coach,
and most of us got sick.
 If we hadn’t gone to Höông Pagoda by
coach, most of us wouldn’t have got sick.

V. HOMEWORK:
Pre-practise speaking at home.


-Ask





-Explain situation

-Review
Condition type 3
-Give examples






-Teacher acts as a
model

-Answer





-Listen


-Read
-Work in pairs

Date: UNIT 11: NATIONAL PARKS

Period: 67 Section C: Listening

Aim: By the of the lesson, Ss will be able to, listen to get specific information about Cuc
Phuong National Park

Teaching aids: Textbook, cassette tape, handout
Procedure:
T Stages & Content T’s activities Ss’ activities
3







10













25

I. WARM UP:
Picture ( textbook )
. Where are these trees in the
garden or in the forest?
. Have you ever visited it?
Today we’ll travel to Cuc
Phöông National Park.

II. PRE-LISTENING:
* Pre-questions: (14)

* Vocabulary:
-threatened and endangered
species
- flora (n)
- fauna (n)
- ethnic minority (n)
- attack (n,v)
- enemy (n)
* Checking: ROR

III. WHILE-LISTENING:
* Task 1: Listen and fill in

the missing information
(textbook)



* Task 2: Listen and answer
the questions (textbook)



- Show the picture and
ask questions


- Introduce the lesson


- Elicit Ss by asking some
questions
-
Follow the step for
presenting vocabulary
- Picture
- Explanation
- Explanation
- Example : Möông, Thai
- Translation
- Example

-Show poster on the board
-
Give instructions and run
through vocabulary
- Play the tape


- Show the poster on the
board

- Run through vocabulary
- Show Ss what they
should pay attention to
answer (the number of

- Answer

.This is Cuc Phuông
National Park





-
Answer

-
Listen 1 or 2 times
-
Do it individually
-
Compare with their
friends



- Guess






10

2




IV. POST-LISTENING:
Talk about the special
features of Cuc Phöông
National Park.

V. HOMEWORK:
Write a paragraph about
the special features of the
park you know.

provinces, distance, the
number of people, the
date…)
- Play the tape
- Listen and answer
(group work)
-
Answer on the board
(write in groups)
- Group work

Date: UNIT 11: NATIONAL PARKS

Period: 68 Section D: Writing

Aim: By the of the lesson, Ss will be able to write letter of acceptance of refusal
Teaching aids: Textbook, handout
Procedure:
T Stages & Content T’s activities Ss’ activities
3











3

5












I. WARM UP: Jumbled word
RETELT LETTER
1. How often do you write a letter?
2. Who do you often write to?
Have you ever written a letter in
En
glish?
Today you’ll learn how to write a
letter of accepting or refusing an
invitation
.

II. PRE-WRITING:
*Pre-teach vocabulary
- accept (v)
- refuse (v)
- invitation (n)

- regard (n)
- term (n)
*Checking: Rub out and remember
*Task 1:




*Task 2:







III. WHILE-WRITING:
*Task 3: Write a reply letter
- Guide Ss
- Give score
- Show a letter and ask

- Introduction





- Present on board

- Run through exp

- Instruct

- Correct
- Divide class into
groups
- Instruct
- Control class

- Check
- Give score



- Divide 4 groups
- Groupwork
- Write on the board

- Listen and repeat





- Copy down

- Repeat
- Pairwork
- Do orally

- Groupwork



- Do on board





- Work in
15

10




2






accepting or
refusing your friends
invitation






IV. POST-WRITING:



V. HOMEWORK:

One of your friends has invited
you
to go for a picnic to Tram Chim
National Park. Write a reply letter
accepting or refusing his or her
invitation.

- Instruct



- Go around & help
with new words


- Get Ss to observe &
remark
- Correct orally in class

groups(group A & B:
letter of acceptance;
group C & D:
refusal)
- Write on posters
-Share letters AB,
CD
- Stick 2 posters on
board

- Remark

Date: UNIT 11: NATIONAL PARKS

Period: 69 Section E: Language Focus

Aim: By the end of the lesson, Ss will be able to:
- distinguish the sounds /t/ and /d/
- pronounce the words and sentences containing these sounds correctly
- use the passive appropriately
Teaching aids: Textbook
Procedure:
T Stages & Content T’s activities Ss’ activities
7




6

7




7





7
I. WARM UP: Slap the board
bee, power, topic, lived, back,
worked, difficult
* Teaching pronunciation / t / -/ d /

II. PRESENTATION:
*Introduction
-Poster of the film “Titanic”
The film “Titanic” was shown a long
time ago. I didn’t have time to see
 If I had had time, I would have seen
the film.
*Form: If clause (type 3)

If clause Main clause

S + had + V3/ed S+would+have + V3/ed
should
could
*Meaning: Diễn tả điều kiện không có
thật ở quá khứ
*Practice:
Exercise 1: Group work (page 119)
- Group 1: sentence 1  4
- Group 2: sentence 5  8
Write the answers on the board

Exercise 2: Pair work
Checking: one Ss reads the first
sentence, one Ss reads “if” sentence
Other Ss listen and check

Exercise 3: Individual work
-Asks Ss to play
-Speaks words for
Ss to slap



-Shows picture
-Speaks



-Explain
-Shows form and

meaning





-Divides class into 2
groups
-Asks Ss each group
to write the answers
on the board
-Asks Ss to work in
pairs
-Asks each pair to
read

-Asks Ss to do this
exercise individually
-Play





-Look at the picture

-Listen

-Listen
-Copy down





-Work in group

-Write the answers
on the board


-Work in pairs

-Read the
sentences
-Other Ss listen
-Do the exercise






10

1





III. PRODUCTION: Game
( Reviewing 3 types of If clause)
-Group 1: main clauses
-Group 2: if clauses

IV. HOMEWORK:

Ss practise pronunciation more at
home, prepare next lesson
.

-Calls Ss to write
sentences on the
board
-Corrects

-Guides Ss to play
game
-Matches 2 clauses
and read


-Write the answers

-Listen and copy

-Listen and play
















Date: TEST YOURSELF D

Period: 70

I. LISTENING:
1. They go to a national park to enyoy nature.
2. It become a national park in 1872
3. No, it isn’t. It’s the world’s largest park.

4. It has about 70 geysers.
5. They mustn’t pick the flowers, feed or hunt the animals.
II. READING:
1. a. junk and litter b. highway
b. landscape c. healthy
2 a. T b. T
c. F d. F
e. T f. T
III. GRAMMAR:
A. (1) has been clean (2) have been turned on (3) are waiting
B. (1) knew (2) would help (3) knows
C. (1) decided (2) to stay (3) would have gone out

(4) hadn’t been
IV. WRITING: Homework