Giáo Án Tiếng Anh Lớp 10 Cơ Bản

Date:
Period: 55

Unit 9: UNDERSEA WORLD
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
scan for specific information.
use vocabulary items related to the undersea world to read

Teachitnopgiac.ids: Textbook, a map of the world
Procedure:
T
Stages & Content
Ts activities
3
-Set the scene
I. WARM UP: Slap the pictures
15
II. PRE-READING:
-Introduction
1. Look at the map and give the

Vietnamese names for the oceans
on the map
2. Name the sea animals in the
-Elicit
pictures
-Model
3. Vocabulary:
-Ask Ss to repeat
- biodiversity
(n)
: ủa daùng
sinh hoùc

- gulf
(n) : vũnh
- submarine (n) : taứu ngam
- at stake (exp) : bũ ủe doùa
15
- investigate
(v)
: ủieu tra
III. WHILE-READING:
10
* Task 1: Gap-fill
* Task 2: Comprehension questions

IV. POST-READING:
- Complete the summary
2
- Draw the pictures of the undersea
world
& tell how to preserve the sea environment

of the words.
and talk about the

Ss activities
- Slap the board

-Pair work
-Two-groups
-Listen
-Repeat
-Copy

-Pair work
-Group work
-Pair work


Date:

Period: 56

Unit 9: UNDERSEA WORLD
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’s activities

T Stages & Content
5
-Ask
I. WARM UP: Jumbled words
rubbish pollute ocean plastic shark
12

15

11

2

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.

-Elicit
-Model
-Ask
-Remind

Ss’ activities

-Play game

-Listen
-Repeat
-Copy

-Pair work
-Individuals

-Divide class -Work
into 4 groups groups
give

in

-Ask Ss to -Report
tell what they
discuss

-Give

-Do at home


Date:
Period: 57

Unit 9: UNDERSEA WORLD
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
I. WARM UP:
-Answer
Name some large sea animals you -Ask
know where do you see them?

10

II. PRE-LISTENING:
* Vocabulary:
-Present
- Mammal (Example)
-Model
- krill
(picture)
- Migrate (Example)
- Conversation
(situation)

* Checking: ROR
* Discuss the questions (page 98) -Ask
-Check pronunciation
* Task: True/ False prediction

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

- Give the
instruction

- Play the tape

€Give feedback and
correct the answers
Task 2: Listen and answer the
- Ask Ss to read all
question
the
questions
carefully
(check
Ss’ understanding
- Then play the

tape

10

-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
- Play the tape
again
again
€check
€check Ss answers
themselves

IV. POST – LISTENING:
Talk about whales
◆ Their length and weight
◆ Their feeding grounds and good
◆ The reasons for protecting
whales.
2
V. HOMEWORK
Rewrite some information about
whales.

- Ask Ss to
retell

- Speak

- Listen
- Give
comments


Date:

Period: 58

Unit 9: UNDERSEA WORLD
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 I. WARM UP: Questions
-Using picture of -Answer
sperm whale to set
- What is it?
the scene
- Where does it live? (Ocean)
5 II. PRE-WRITING
* Vocabulary
- range and habitat
- feeding habit
- offspring

- life span
- conservation concerns
10 * 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?

-Elicits
questions
-Reads

with -Answer

-Repeat
-Copy down

-Asks Ss to read
silently in 3 mins
-Sticks table on
the board
-Remarks
-Corrects

20 III. WHILE-WRITING
* Task 2: Write a paragraph from the -Intructs

facts and figures provided in the table
-Controls class
5 IV. POST-WRITING

-Read
-Work in pairs
-Fill in the board
-Listen

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

-Other group remark


* Task 3: Correction

-Corrects

2
V. HOMEWORK
Rewrite the correct
home.

paragraph

at

-Listen


Date:
Period: 59

Unit 9: UNDERSEA WORLD
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
- Explain
- Listen
* Warm up: Noughts & crosses
- Model (Exercise
(conditional sentence type 2 page
3 page 103)
- Play
1 103)
2
3
6

5
4
7
8
9
15

20

A
/
/

/

* Task 1:
/ Pronunciation
/ Matching
/

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

2

* Homework

- 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

- Do the work
- Listen &
repeat
- Listen
- Repeat
(choral
& individual)
- Give the
form, use,
meaning

- Listen
- Work in
pairs
- Listen
- Work in
pairs



Date:
Period: 60

UNIT 10: CONSERVATION
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
3 I. WARM UP: Brainstorming
environmental problems
( floods, water pollution…
* Key: forest fires, drought)
II. PRE-READING:
7 * Pre-teach vocabulary
- conservation (n)

-Elicit
€ conserve (v)
-Model

€ conservative (adj) -Ask Ss to repeat

- circulation (n)
- climate
- disappear
- hydroelectric dam
- erode
€erosion
6 * Pre-question (page 104)
III. WHILE-READING:
* Task 1: Matching based on word
guessing (page 105)

7
* Task 2 : True or False statements (page
7
106)
* Task 3 : Choosing the main idea for
each paragraph (page 106)
10

2

T’s activities

IV. POST-READING:
Discussion questions (page 106)
V. HOMEWORK:
Give your ideas to protect the environment
(by writing a short paragraph).

- Instruction

-Required work in
groups to discuss

Ss’ activities

-Listen
-Repeat
-Copy

- Whole
class
,individual
work and pair
work
- Group
work

and
whole
class
- Whole
class


Date:
Period: 61

UNIT 10: CONSERVATION
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
-Put these words
I. WARM UP: horse, elephant, monkey,
5
into two columns
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?

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

7
8

10

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:

- Elicit
- Model
- Ask
to
repeat

-Answer

-Repeat
Ss -Copy down

- Instruction

- Pair
work

- Individu
al work
and pair
work

- Group
work


* Task 4: Reporting on the discussion results.

2

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

-Call Ss to report - Group work
- Whole class


Date:
Period: 62

UNIT 10: CONSERVATION
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
- Read
-Listen and write
I. WARM UP: Bingo
forest, valuable, fire, heap of leaves,

destroy, burn, forester, danger, awful

5

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

* Listen and repeat

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

-Answer
-Repeat

-Play the tape

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

* Prediction: (Task 1)
5
III. WHILE-LISTENING
* Task 1: Listen and number
the events

-Copy down
-Work in groups

-Listen 2-3 times
-Write the answers on
the board
* Task 2:
-Work in pairs
10
T / F prediction
- Show the answers

-Play
the
tape
Listen again and decide whether
on the board
-Feedback
the statements are true or false
-Listen (2t)
-Correct
Give
order
and

go
* Task 3:
-Work in pairs and
around
5
Read task 3
find the differences
-Play the tape
-Listen individually
-Correct and give
Listen
-Give the answers

the
comments
IV. POST-LISTENING
5

-Play the tape
-Feedback


10

Interview: Say how a forest fire -Walk around for

-Work in pairs
may start and what every camper ought help
to remember.
-Speak
-Give comments
V. HOMEWORK:
Write a paragraph about a forest fire
you have ever seen / heard


Date:
Period: 63

UNIT 10: CONSERVATION
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
3 I. WARM UP

1. Have you written a letter of invitation? -Ask / Elicit
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?
-Introduce
15
II. PRE-WRITING
* Vocabulary
- tree planting festivals

-Explain/
- would you like…
Elicit
- How about…
- Why don’t you…
* Task 1: Matching(page 109)
* Task 2: Gap-fill (page 109)
15

10
2

III. WHILE-WRITING
* Task 3: Making sentences from prompts (page
110)
IV. POST-WRITING
V. HOMEWORK
Write a letter of invitation

- Correct

Ss’ activities
-Answer

-Work in group
-Pair work

-Work in group
-Pair work

-Write a letter,
using the cues


Date:
Period: 64

UNIT 10: CONSERVATION
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
-Ask question
-Answer
I. WARM UP:
.Which letter can sting?
B ( bee )
Puzzle B ( bee )
( pea )
.How about “P”
( pea )

.How do you pronounce
€ Introduction
it?
10
II. PRONUNCIATION
-Listen and repeat
Finding the differences between -Pronounce
-Correct
-Work in pairs
hese consonants
- practise ( textbook page 110)
-Give examples

III.GRAMMAR
10 The passive voice: Review the
-Correct
passive voice and some formula
Exercise 1: Choose the right form of
-Using poster
the verbs in brackets (page 111)
-Walk around to help
10 Exercise 2: Put the verbs in brackets -Correct
in the correct form. Review some -Show supporting game
-Correct
tenses (If possible)

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

2

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

-Repeat
-Work individually
-Work in groups
-Play

game
-Write
board

supporting

on

the


Date:

Period: 65

UNIT 11: NATIONAL PARKS
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
3

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

T’s activities
-Intro: 2 groups
-Start the game
-Winner ?

Ss’ activities
-Guess and say
-Clap hands

10

II. PRE-READING:
( Books closed )
* Pre-questions
a. Can you name some of -Ask
the national parks in

Vietnam
and
in the
world?
b. What trees and animals
can
-Elicit
you see in a national park?
-Model
* Pre-teach
vocabulary
-Ask Ss to repeat

- rainforest
(n)
- butterfly
(n)
- orpha
20
n (n)
-Ask Ss to read the passage
- abandon
in silence
(v)
-Ask Ss to work in pairs

- wilderness
doing task 1
(n)
-Let Ss to reread to find the
* Checking: R & R
information to do task 2
-Ask some pairs to practice
II. WHILE-READING:
asking and answering the
* Task 1: Find the word in the
questions.
passages that best suits each of the

-Correct
following definitions

-Listen and answer

-Listen
-Repeat
-Copy

( Books opened)
-Read the passage
-In pairs doing task

-Giving feedback
-Reread
-Work in pairs

-Give feedback
-Copy


10 III. POST-READING:
-Ask
Discussion: Which of the three
national parks do you like to visit

most? Why?
-Ask
2 IV. HOMEWORK:
Exercise: Part 1 + Part 2 in the
exercise book.

-Discuss

-Listen


Date:

Period: 66

UNIT 11: NATIONAL PARKS
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

3

Stages & content
I. WARM
UP:
Chatting
1. Did you have a camping trip last
year?
2. What did you prepare for
the trip?
10
(bread, fruit, drinks…)

15 II. PRE-SPEAKING:
* Task 1: Matching

T’s activities

Ss’ activities

-Ask

-Answer

-Explain situation

-Review
Condition type 3
-Give examples

-Listen

-Read
III. WHILE-SPEAKING:
-Work in pairs
* 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.
15 S1: Read situation
S2: Make condition
-Teacher acts as a
model
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.
2 € If we hadn’t gone to Höông Pagoda

by
coach, most of us wouldn’t have got sick.


Date:
Period: 67

UNIT 11: NATIONAL PARKS
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
3

Stages & Content
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.

T’s activities
- Show the picture
and ask questions

- Introduce
lesson

Ss’ activities

- Answer
.This is Cuc Phuông
National Park

the

- Answer

10
- Elicit Ss by asking
some questions
-Follow the step for

presenting vocabulary
* Vocabulary:
- Pic
-threatened and endangered
tur
species
e
- flora (n)
- Explana
- fauna (n)
tion
- ethnic minority (n)

- Explana
- attack (n,v)
tion
- enemy (n)
- Example : Möông,
* Checking: ROR
Thai
25
- Transla
tion
III. WHILE-LISTENING:
- Exa

* Task 1: Listen and fill
mple
in the
missing
information (textbook)
II. PRE-LISTENING:
* Pre-questions: (1€4)

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

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

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

friends

- Guess


provinces, distance,
number of people,
date…)
- Play the tape
10 IV. POST-LISTENING:
Talk about the special
features

of Cuc Phöông
National Park.
2

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

the
the

- Listen
and
answer
(group work)
Answer on the board
(write in groups)
- Group work


Date:
Period: 68

UNIT 11: NATIONAL PARKS
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
- Guide Ss

- Groupwork
I. WARM UP: Jumbled
word RETELT€
- Give score
- Write on the
LETTER
board
- Show a letter and
1. How often do you write a
ask
letter?
2. Who do you often write to?

- Introduction
Have you ever written a letter in
English?
Today you’ll learn how to write a
letter of accepting or refusing an
invitation.
II. PRE-WRITING:
3 *Pre-teach vocabulary
- accept (v)
- refuse (v)
- invitation (n)
- regard (n)

- term (n)
*Checking: Rub out and remember
*Task 1:
5

*Task 2:

- Present on board

- Listen and
repeat

- Run through exp

- Copy down

- Instruct

- Repeat
- Pairwork
- Do orally

- Correct
- Divide

class into
groups
- Instruct
- Control class

- Groupwork

- Do on board
- Check
- Give score
III. WHILE-WRITING:
*Task 3: Write a reply letter

15 accepting or refusing your friends
invitation

- Instruct

- Go around &
help with new
words
IV. POST-WRITING: 10
V. HOMEWORK:

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

- 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

- Rem
ark


Date:
Period: 69

UNIT 11: NATIONAL PARKS
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 I. WARM UP: Slap the board
-Asks Ss to play
-Play

bee, power, topic, lived, back, -Speaks words for
Ss to slap
worked, difficult
* Teaching pronunciation / t / -/ d /
6 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
S + had + V3/ed

Main clause
S+would+have + V3/ed
should
could

*Meaning: Diễn tả điều kiện không có
thật ở quá khứ
*Practice:
7

Exercise 1: Group work (page 119)
- Group 1: sentence 1 € 4
- Group 2: sentence 5 € 8
Write the answers on the board

-Shows picture
-Speaks

-Explain
-Shows form
meaning

-Look at the picture
-Listen

-Listen
and -Copy down

-Work in group

-Divides class into 2
groups
-Asks Ss each group
to write the answers

on the board
-Asks Ss to work in
7
Exercise 2: Pair work
pairs
Checking: one Ss reads the first
-Asks each pair to
sentence, one Ss reads “if” sentence
read
Other Ss listen and check
7

Exercise 3: Individual work

-Write the answers
on the board

-Work in pairs

-Read
the
sentences
-Other Ss listen
-Asks Ss to do this -Do the exercise

exercise individually


10 III. PRODUCTION: Game
( Reviewing 3 types of If clause)
-Group 1: main clauses
-Group 2: if clauses
1 IV. HOMEWORK:
Ss practise pronunciation more at
home, prepare next lesson.

-Calls Ss to write -Write the answers

sentences
on the
board
-Corrects
-Listen and copy
-Guides Ss to play
game
-Listen and play
-Matches 2 clauses
and read

Date:
Period: 70

TEST YOURSELF D

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