Giáo án Tiếng Anh 10 cơ bản học kỳ 2

UNIT 9: UNDERSEA WORLD
I. Aims: By the end of the lesson, students should be able to:
1. Knowledge.
- General knowledge: broaden knowledge of the undersea creatures, sperm whales,
dolphins, other marine plants and animals, threats to the ocean and solutions to
them.
- Language:
+ Grammar: use “should” or “shouldn’t”, conditional sentence type 2
+ Vocabulary: acquire vocabularies related to the undersea world
+ Pronunciation: pronounce 3 dipthongs /ɪə/, /əʊ/ and /ʊə/
2. Skills.
- Reading:
+ guess meaning of words in context by doing gap-filling exercise
+ scan for specific information
+ read and answer questions
+ comprehend the passage and do cloze reading: gap-fill
- Speaking:
+ talk about threats to the ocean, the consequences that might occur
+ offer solutions to these threats
+ report on discussion results
- Listening:
+ listen to a monologue
+ listen and decide on True or False statements
+ listen and answer the questions
- Writing:
+ learn how to describe information from a table
II. Methods
III. Teaching aids:
IV. Procedure
- Lesson 1: Reading
- Lesson 2: Speaking

- Lesson 3: Listening
- Lesson 4: Writing
- Lesson 5: Language focus.
V. Anticipated problems.
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1


Date of preparing: 3/1/2016
Date of teaching12/1/2016
UNIT 9: UNDERSEA WORLD
Lesson 1: Reading, Period: 55
I. Objectives:
By the end of the lesson, students should be able to:
+ guess meaning of words in context by doing gap-filling exercise
+ scan for specific information
+ read and answer questions
+ comprehend the passage and do cloze reading: gap-fill
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher’s activities
1. Warm-up:( 3 mins)
- Aim: Sts get used to the topic.
+ Networks:
- Sts are required to work in groups of 3 or 4 to make a
list of words related to the names of the animals in the

sea in written form.
- The group with the longest list will be the winner.
- Suggested answer: seadog, turtle, shark, dolphin,
starfish, ...
2. Before you read( 12 mins)
- Aim: -Prepare information and vocabularies for the
topic.
+ Work with a partner 1:
- Ask sts to look at the map and give Vietnamese
names for the oceans on the map.
- Allow sts to discuss in pairs in 2 minutes.
- Get feedback and give remarks.
- Key:
+ Pa'cific ocean: Thái Bình Dương
+ At'lantic ocean: Đại Tây Dương
+ 'Indian ocean: Ấn Độ Dương
+ 'Arctic ocean: Bắc Băng Dương
+ An'tarctic ocean ( southern ocean): Biển Nam Cực
+ Work with a partner 2:
- Sts are required to do in the same way as in “ work
with a partner 1” to name the sea animal in each
picture.
- Ask some sts to report.
- Listen and give remarks.
+ Picture1: Seal
+ Picture2: Jellyfish
+ Picture3: Turtle + Picture4: Shark
+ Vocabulary:
- Provide the sts with new words/phrases:
+ Gulf(n): vịnh

+ challenge(v): thử thách
+ Subma'rine(n): Tàu ngầm
+ 'organism(n): sinh vật, cá thể

Students’
activities

- Work in groups of 3-4
students

- Work in pairs
-Listen and copy down.

- Work in pairs

- Listen and then copy
down
- Listen and repeat.

2


+ Biodi'versity(n): sự đa dạng sinh học
+ at stake(phr) : Có nguy cơ tuyệt chủng = in danger
- Read each word/phrase 3 times and ask the sts to
repeat it.
- Leave the sts 1 minute to self-practise reading the
words.
- Ask 4-5 sts to read all the word/phrases aloud in
front of the class

- Listen and help the sts to read the words/phrases
correctly.
3. While you read:( 20 mins)
- Aims: Read the passage for information to do the
tasks.
+ Set the scene:
- You are going to read a passage about undersea
world. Read it and then do the tasks that follow.
+ Task 1:Fill in each space with a suitable from the
box.
- Ask sts to read the passage and do task 1.
- Sts are required to compare their results with their
partners.
- 5 sts are required to do the task orally in front of the
class (1 st/ 1 time).
- Listen and help sts to do the task correctly.
- Key:
1. tiny
2. investigate
3. gulf
4. biodiversity
5. samples
+ Task 2: Answering Questions:
- Ask sts to work in pairs to read the passage again
and answer the questions in task 2.
- Require sts to underline the information that
supports the answers.
- Sts are required to compare their answers with
another pair.
- Ask 5-6 sts to read their answers aloud in front of

the class (1 st / 1 time).
- Give correct answers.
1. 75%
2. They do that by using modern devices
3. They bring samples to the scientists to study
4. We can learn about the temperature, depth, and
the marine population
5. They are : + the bottom depending
+ current independing
+ tiny organism

- Work individually
- Share their answer with
their partners.

- Work in pairs
- Compare their answer
with other pairs.

- Work in pairs

4. After you read:( 9 mins)
- Aims: Give the summary of the passage.
- Sts are required to work in pairs to fill in each
numbered space with a word/phrase in the box.
- 3 sts represent by reading aloud the answers.
- Listen and help sts to do their task well.
3

- Key:
1. three-quarters
2. mysterious
3. modern
4. discovery
5. plants and animals 6. huge
7. biodiversity
8. closely connected
5. Consolidation and Homework:( 1 min)
- Retell main points of the lesson
- Learn new words
- Learn the summary of the reading passage.
IV. Comments.
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4


Date of preparing: 4/1/2016
Date of teaching: 14/1/2016
UNIT 9: UNDERSEA WORLD
Lesson 2: Speaking, Period: 56
I. Objectives:
By the end of the lesson, students should be able to:
+ talk about threats to the ocean, the consequences that might occur
+ offer solutions to these threats

+ report on discussion results
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher’s activities
1. Homework - checking: (7 mins)
- Call 2 sts to write the new words on the board.
- Ask others to read the passage.

Students’ activities

2. Before you speak: (13 mins)
Aims:to focus sts on the topic and introduce the new
words and phrases used to talk about the protection
of the oceans.
+ Task 1: There are some actions that should be
taken to protect our oceans. Put the actions in order
of importance and say what we should or shouldn’t
do.
- Ask sts to look at the task and give sts some new
words:
- rubbish (n): rác thải
- Note down
- pollute (v): gây ô nhiễm
- dispose (v) of sth: vứt bỏ
- 'herbicides (n): thuốc diệt cỏ
- 'pesticide (n): thuốc trừ sâu
- Ask sts to read the new words aloud.
- Ast sts to work in pairs, using should or shouldn’t to - Work in pairs
put the actions in order of importance and talk about
these actions.

- Go around to help sts if necessary.
- T. may give sts some suggested phrases:
What do you think of
How do you feel about
+ V- ing
What’s your opinion of
Well, I think...
In my opinion we should.....
- Ask some sts to give their opinions.
- Suggested answer:
I think that action( f ) is the most important because
if we learn all we can know about the oceans we will
understand their values and try to protect them.
3. While you speak( 15 mins)
Aims: Sts practise discussing the consequences of
the threats to the oceans and some solutions.
5


- Ask sts to skim the sentences in Task 2 and find the
new words.
- Explain some new words:
hunt (v )
explosive ( n)
spill ( v )
tanker ( n )
-- Ask sts to work in groups of three or four to discuss
the consequences of the threat to our oceans listed in
Task 2 and offer some solutions.
- Give sts some suggestions:

Threats
Consequenc
Solutions
es
1. Beaches polluted place
are
filled water
plastic
with plastic
bags
in
bags.
proper
dustbins
2.Whales
extinct/ - not hunt
are hunted disappear
or
sell
for food.
whale
products
3.Explosives - a lot of fish be
are used to died
banned.
catch fish.

- Listen and take notes.

- Work in group of three or

four.

- Some sts report their
opinions

4.
Oil
is
filled
from
tanks

polluted -clean the
water
sea
water/puni
sh captain.
- Go around to help sts if necessary.
4.After you speak: ( 9 mins)
Aims: Sts report what they have discussed.
Task 3: Report to the class what your group has
discussed.
- Ask some representatives to report their group’s
opinions in front of the class.
- Listen and ask others to listen to give their opinions.
5. Consolidation and Homework: (1min)
- Retell main points of the lesson.
-Write a passage about the threats to our oceans and
the solutions.
IV. Comments

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6


Date of preparing: 5/1/2016
Date of teaching:16/1/2016
UNIT 9: UNDERSEA WORLD
Lesson 3: Listening, Period: 57
I. Objectives:
By the end of the lesson, students should be able to:
+ listen to a monologue
+ listen and decide on True or False statements
+ listen and answer the questions
II. Teaching aids: board, textbook, chalk, tape, pictures, laptop.
III. Teaching Procedures:
Teacher’s activities
1. Homework checking:(7 mins)
One sts talks about what people should do to
protect the oceans.

Students’ activities
One st presents. Others listen
and give remarks.

2. Before you listen:(10 mins)
Aims: to focus sts on the topic and review/

introduce the words and phrases used in the
listening text.
a. Focus sts on the picture of a whale and ask sts - Discuss in groups.
to answer the following questions:
- What animal is the largest in the world?
- What do you know about whales?
- Why do people think whales are not fish?
- Why do people keep hunting whales?
- Ask some sts to give their answer.
b. Introduces some new words
- 'mammal (n): the animal that raise the young
on milk
- whaling (n): hunting whales
- krill(n): tiny shellfish found in the seas (whales - Copy the words
feed on krill)
- mig'rate(v): to move from one place to
another according to season
- conser'vation (n): taking care of st, the
prevention of loss, damage.....
- feeding / bearing ground (n): the place where
a species of animal find food/ give birth.
- an/a/the increase/ decrease in st(phr):
- International whaling Commission: an
organization responsible for the number of whales
hunted.
- Listen and repeat
- measure(n): an action taken to achieve a
purpose
- Read the words and ask sts to repeat.
- Ask sts to read the words in pairs.

- Ask some sts to read the words again.
- Ask sts to refer to the map of the world in the
textbook (p. 94) and revise parts of the world, the
oceans and discuss where there are cold waters.
7


3. While you listen:( 17 mins)
+ Task 1:
Aims: Sts practise listening and marking True/
False statements.
- Tell sts that they are going to listen to a talk
about whales.
- Ask sts to work in pairs, look at the statements
given and guess if they are true or false.
- Ask sts to listen to the talk and tick the right
column to indicate their answer and underline the
false information. T plays the tape twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
- Key:
1. F. It's the largest animal on earth.
2. T
3. T
4. F. They are in danger because some people are
still killing them for food
5. T
+ Task 2:

Aims:Sts practise listening for specific information
by answering given questions.
- Ask sts to have a look at the questions in the
textbook and read them in pairs and make sure
they understand them. T encourages sts guess the
answer to the questions.
- Ask sts to listen to the tape once or twice again
to answer the questions. Sts can note down
important information
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
- Key:
1. It is about 30 metres in length and over 200
tons in weight.
2. It is because there is a lot of krill - their
favourite food
3. They are the cold waters in the North and the
South of the Pacific Ocean and the Atlantic Ocean.
4. Heavy hunting.
5. They have asked the International Waling
Commission to stop most whaling. 6. If we didn't
take any measures to protect whales, this kind of
animal would disappear forever

- Work in pairs
- Listen to the tape and do the
task individually
- Compare their answer.

- Work in pairs.
- Listen and
individually

do

the

task

- Note down

- Work in pairs

4. After you listen:(10 mins)
- Ask sts to work in pairs and tell each other about
the whales using the following information:
largest- 30 -200 -most intelligent - cold water 8


North - South- Pacific - Atlantic - krill - in danger hunting - The Eskimo - not protect - disappear.
- Move round to check the activities and to make
sure that sts are working effectively.
- Ask two sts to present in front of the whole class.
- Check and give remarks.
5. Consolidation and Homework:(1 min)
- Retell main points of the lesson.
- Write a short paragraph about the whale
IV. Comments

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9


Date of preparing: 6/1/2016
Date of teaching: 19/1/2016
UNIT 9: UNDERSEA WORLD
Lesson 4: Writing, Period: 58
I. Objectives:
By the end of the lesson, students should be able to:
+ learn how to describe information from a table
II. Teaching aids: board, textbook, chalk, tape, pictures, laptop.
III. Teaching Procedures:
Teacher's activities
1. Homework checking :( 5 mins)
- Ask one st to talk about whales.
- Ask other sts to listen to their friend and give
remarks.
- Check and give remarks.
2. Before you write:( 20 mins)
- Aims:to get sts to read the sample paragraph

and to help them to prepare vocabulary and
information before they write.
+ Task 1:
- Introduce the situation.
- Explain some new words:
+ sperm whale (n): a kind of whale that is hunted for
an oily substance in its head.
+ 'carnivore (n): an animal that eats meat
+ squid (n): mực ống
+ ges'tation period (n): the process of carrying the
young baby inside the mother's body.
+ life span (n): the period from birth to death
+ en'trapment (n): sự mắc bẫy
+ 'offspring (n): con cái
- Ask sts to listen to the teacher and repeat , then
write these words into their notebooks.
- Ask sts to work in pairs to read the paragraph and
then complete the table that follows.
- Move round to help if necessary.
- Ask sts to compare their ideas with other pairs.
- Draw a table on the board and ask some sts to go
to the board and complete the table.
- Look at the board and give remarks.
- Suggested answer:
+ Range and habitat: all oceans. Prefer the waters
with high squid populations.
+ Size:
Male: 18 m in length, 54,000 kg in weight
Female: 12 m in length, 17,000 kg in weight.
..................................

+ Task 2:
- Ask sts to work in pairs in 3 minutes to read the
second table with some information about the

Students'
activities
- Listen to their friend and
give remarks.
- Listen to the teacher.

- Note down

- Listen and repeat.
- Work in pairs
.
- Share their answer with
their friends.

- Work in pairs

10


dolphin.
- Move round to help if necessary.
3. While you write:( 10 mins)
- Aims: Sts practise writing a paragraph that
describes the facts and figures about the dolphin..
- Ask sts to use the information in the table and write
a paragraph about the dolphin basing on the

information in the table.
- Let sts write in 10 minutes.
- Move around to conduct the activity.
4. After you write:( 9 mins)
Aims: to get feedback and check sts' work.
- Get feedback by asking some sts to read their work
aloud.
- Ask some other sts to give remarks.
- Check and give the correct answer.
- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.
- Suggested writing:
Dolphins are not fish. They are mamals that live in
the water. Dolphins among the most intelligent on
Earth. Although they can be found in all oceans in
the world, dolphins prefer coastal waters and bays.
The size of dolphins varies greatly. The smallest
dolphin is just about 50kg in weight and 1.2 metres
in length while the largest o9ne can weigh up to
8,200 kg and is 10 metres long. Dolphins are
carnivores and they eat mostly fish. A female
dolphin gives birth to one calf every two years after
a gestation period of eleven to twelve months...........

- Work individually

- Read their writing

5. Consolidation and Homework: ( 1min)

- Retell main points of the lesson.
- Do Part D ( page 67- workbook)
- Prepare the next lesson
IV. Comments
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11


Date of preparing: 8/1/2016
Date of teaching: 21/1/2016
UNIT 9: UNDERSEA WORLD
Lesson 5: Language Focus, Period: 59
I. Objectives:
By the end of the lesson, students should be able to:
+ Pronounce: /ɪə/, /əʊ/ and /ʊə/ .
+ use modal verb Should correctly.
+ use Conditional sentence type 2
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:

Teacher's activities

Students'
activities

1. Homework checking: ( 5mins)
- Ask one st to read the text about the blue whale.
- Ask another st to give remarks.
- Check and give a mark.
2. Pronunciation:( 10 mins)
- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/
and help sts to practise these sounds.
a. Write three sounds on the board and pronounce
them clearly twice, then ask sts to repeat.
- Tell sts how to pronounce these sounds accurately.
- Ask them to look at the textbook, listen and repeat.
/ɪə/
/eə/
/ʊə/
here
pair
poor
dear
chair
sure
clear
square
tour
...........................
- Then ask sts to work in pairs to read the words

again so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 101 in the
book.
- Ask them to work in pairs to read the sentences
and then find out the words containing sound /ɪə/,
sound /eə/ and sound /ʊə/
- Ask them to work in 2 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
- Answers:
/ɪə/
/eə/
/ʊə/
beer
where
sure
dear
wear
poor
...............................
3. Grammar: ( 29 mins)

- One st read his/her writing

- Listen and repeat.

- Work in pairs

- Work in pairs

12


Aims: to revise the use of " should" and conditional
sentence type 2 and have sts do Ex1, EX 2 and EX3.
a. Should:
- Ask sts to tell the T the use of "should"
S: " Should " is a modal verb that is used to give
advice.
- Ask sts to give examples with "should" and
"shouldn't".
S: You should get up early in the morning.
People shouldn't hunt whales.
- Ask sts to do EX1.
+ Exercise 1:
- Ask sts to look at Ex1 and to do the task.
- Ask sts to do the exercise individually and then
compare their answers in pairs.
- Move round to conduct the activity.
- Check the exercise sentence by sentence.
- Listen and give remarks.
- Key:
2. You should look for another job.
3. He shouldn't go to bed so late.
4. You should take a photograph.
5. She shouldn't use her car so much.

6. He should put some pictures on the wall.
- Introduce the use of " I think/ I don't think ......
should ..."by using some examples:
eg: Joana and Andrew are planning to go skiing this
weekend. You think it's a bad idea.
You; I think you should stay at home.
I don't think you should go skiing thid weekend.
- Explain why " I don't think ....... should...." is
preferred to " I think ....... shouldn't.........".
- Ask sts to do EX2.
+ Exercise 2:
- Ask sts to do Ex 2 individually and then share the
answers with their friends.
- Move round to help if necessary.
- Ask two sts to do this exercise on the board.
- Ask one st to give remarks.
- Check and give remarks.
- Key:
2. I think smoking should be banned, especially in
restaurants.
3. I don't think you should go out this evening.
4. I think he should resign.
b. Conditional sentence type 2:
- Review the form and the use of conditional
sentence type 2 by giving some examples:
eg: If my grandfather were still alive, he would be
100 today.
If I had a lot of money, I would lend you some.
- Ask sts to read the examples and point out the

- Work in pairs.

- Work individually.

- Listen to the teacher

- Work individually.

- Note down
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form as well as the use of conditional sentence type
2.
+ Note: " were" is used with all persons.
- Write down the sts’ answer on board.
+ Form:
If- clause
,
main clause
S + V( P.S)
,
S + would + V
+ Use: an unreal situation at present or in the
future.
- Ask some sts to give examples.
- Ask sts to do EX3.
+ Exercise 3:
- Ask sts to do the task in pairs.
- Go round to conduct the activity.

- Ask some pairs to read sentence by sentence.
- Listen and give remarks.
- Key:
3. would take
7. pressed
4. refused
8. wouldn't be
5. wouldn't get
9. didn't come
6. closed down
10. borrowed
............................
5. Consolidation and Homework ( 1 min)
-Retell main points of the lesson.
- Do Part B ( page 54 - workbook)
- Prepare the next lesson “Reading”

- Work in pairs.

IV. Comments
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14

UNIT 10: CONSERVATION
I. Aims: By the end of the lesson, students should be able to:
1. Knowledge.
- General knowledge: broaden knowledge of the importance of forests, actions to
protect them, zoos of new kind, a forest fire, a letter of invitation.
- Language:
+ Grammar: the passive voice
+ Vocabulary: acquire vocabularies related to the topic: conservation
+ Pronunciation: pronounce 2 consonant sounds /b/ and /p/
2. Skills.
- Reading:
+ guess meaning of words in context by doing matching exercise
+ scan for specific information
+ decide on True or False statements
+identify the main idea
+ comprehend the passage
- Speaking:
+ talk about the new kind of zoos
+ report on discussion results
- Listening:
+ listen to a monologue
+ listen and sequence events
+ listen and decide on True or False statements
+ identify specific information
- Writing:
+ learn how to write a letter of invitation.
II. Methods
III. Teaching aids:
IV. Procedure

- Lesson 1,2: Reading
- Lesson 3: Speaking
- Lesson 4: Listening
- Lesson 5: Writing
- Lesson 6: Language focus.
V. Anticipated problems.
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15


Date of preparing: 10/1/2016
Date of teaching: 26/1/2016
UNIT 10: CONSERVATION
Lesson 1,2: Reading, Period: 60, 61
I. Objectives:
By the end of the lesson, students should be able to:
+ guess meaning of words in context by doing matching exercise
+ scan for specific information
+ decide on True or False statements
+identify the main idea
+ comprehend the passage
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher’s activities

Students’
activities

1. Warm-up:( 3 mins)
+ Network..
- Ask sts to work in groups of 3 or 4.
- Ask sts to give a list of the animals which are in
danger of extinction.
- After 3 minutes, the group which has the longest
list will be the winner.
2. Before you read:( 10 mins)
- Sts are required to answer the questions given in
the part:
1 Have you ever visited a zoo or a forest?
2 What animals are you interested in? Why?
3 Do we need to protect animals and forests?
+ For each question, 2-3 sts are required to answer
orally.
+ Vocabulary:
- Provide the students with some new words/phrases
+Variety(n): a large number of different kinds.
+ Species(n): = kind, type.
+ Eliminate(v): = disappear, remove
+ Destruction(n) destroy(v) destructive(Adj): sù
ph¸ huû.
+ Hydroelectric dam(n): đập thủy điện
+ Circulation(n): sự lưu thông. circulate(v)
+ Overnight(Adv): in a very short period of time
- Read each word/phrase 3 times and ask sts to

repeat it.
- Leave sts 1 minute to self-practise.
- Ask 4-5 sts to read all the word/phrases aloud in
front of the class
- Listen and help sts to read the words/phrases
correctly.
3. While you read:( 20 mins)
+ Task 1: Matching.
- Ask sts to read the passage independently and
match the words or phrases in A with their meaning

- Work in groups

- Copy down

- Listen and repeat

- Work individually.

16


in B.
- Tell sts to refer to Vocabulary for help and
encourage them try to guess the meanings of the
words in the context of the reading.
- Call on some sts to read and explain their answers
aloud in front of the class.
- Get feedback and give correct answers.
1.c

2.a
3.d
4.b
+ Task 2: True or False.
- Ask sts to read the passage more carefully and
decide whether the statements are true(T) or
false(F). Correct the false information.
- Ask sts to highlight or underline the information in
the passage that help sts to find the correct
answers.
- 6 - 7 sts are required to give answers in front of
the class(1 st/ 1answer).
- Listen and help sts to do the exercise correctly
- Key:
1. T
2. T
3. T
4. T
5. F( two last sentences of paragraph B)
6. F(last sentence of paragraph C)

- Work individually

- Work in groups

+ Task 3: Main ideas.
- Ask sts to work in groups of 3-4 to choose the
most suitable idea for each paragraph.
- Call on some representatives to read their choice
for each paragraph in front of the class.

- Get feedback and give correct answers.
- Key:
A.3
B. 4
C. 2
4. After you read:( 9 mins)
Questions - Answers
- Ask sts to work in pairs to give answers to the
questions.
- Go round to help the students with their work.
- 3-4 sts are required to give answers to one
question orally in front of the class( 1 st/1 time).
- Listen and help sts to give correct answers.
- Suggested answer:
1. We wouldn't be able to use many plants to treat
various dangerous diseases. Animals wouldn't have
a place to live in...
2. Mankind and most plants and animals can't
survive without water...
3. We should stop polluting the environment and
destroying plants and animals ......

- Work in pairs

5. Consolidation and Homework:( 1 min)
- Retell main points of the lesson.
- Ask sts to write a paragraph of about 60 words on
17

the sequence of losing forest, how important water
is, and what we should do for the future of our
planet.
IV. Comments.
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Date of preparing
Date of teaching
UNIT 10: CONSERVATION
Lesson 3: Speaking, Period: 62
I. Objectives:
By the end of the lesson, students should be able to:
+ talk about the new kind of zoos
+ report on discussion results
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher’s activities
1. Warm-up ( 5 minutes )
- Ask sts some questions:
Have you ever visited the zoo?

What did you see there?
Where are all the animals in the zoo?
- Introduce the new lesson: We are going to discuss
the new kind of zoo where wild animals can live in
their natural habitat.
2.Before you speak:( 10 minutes)
Aims: Sts can discuss the questions about the
features of the new kind of zoo.
+ Task 1: Read the paragraph and answer the
questions
- Ask sts to read through the two paragraphs.
- Give sts some new words:
+ sensitive (adj): be affected by slight changes,
influences: nhạy cảm
+ imprison (v): put or keep in prison: giam cầm
+ reconstruct (v): build again
+ breed (v) :
+ reintroduce (v): put a species of animal or plant
back into a former habitat
- Ask sts to read the new words orally
- Ask sts to work in pairs to discuss the questions in
two paragraphs.
- Go around to help sts .
- Ask some sts to present their answers.
- Get feedback and give remarks.
- Suggested answer:
1. They are opened to help endangered species
develop.
2. The animals are not kept in cages. They can live
in their natural environment.

Students’
activities
-Sts answer

- Listen and take notes.

- Practise reading the new
words .
- Work in pairs.

3. While you speak: ( 18 mins)
Aims: Sts can show their agreement or
disagreement about the new kind of zoo and
discuss the advantages and disadvantages of the
new kind of zoo.
+ Task 2: Put a tick in the right box and share your
ideas with a partner.
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- Before sts do the task T elicits some structures for
asking opinions and giving the opinions ...
Asking for opinions
Giving opinions
What do you think
I think ...
of ...?
I don’t think ...
Do you think......?

In my opinion ..
Do you agree with ....?
Showing agreement
Showing disagreement
I agree with ....
I don’t really think so.
Yes , I think you are Yes, ..but...
right.
I would doubt that ..
Exactly.
- Ask sts to work individually to do the task
- Ask sts to work in pairs to share their ideas.
- Go around to observe and help sts
- Ask some sts to talk about their ideas.
- Listen and give feedback.
- Suggested answer:
I think it would be better for animals if they live in
the zoo of new kind because they may have better
food.
................................................

- Work individually.
- Work in pairs to share the
ideas .

- Work in groups

+
Task
3:Discuss

the
advantages
and
disadvantages of the new kind of zoo using the cues
below.
- Ask sts to work in group to discuss the advantages
and disadvantages of the new kind of zoo.
Advantages
Disadvantages
- the conditions the - the money spent on
animals are in
rescontructions of the
animals
natural
- the animals that environment
people can visit
- the dangers that
keepers may have
- Go around to help sts if necessary.
- Take notes of Ss’ mistakes for later correction.
- representative of each
4. After you speak:( 10 minutes )
group report on the results
Aims: Sts can report on their discussion results
+ Task 4: Make group report, sharing your views
with the rest of the class.
- Call on one representative from each group to
report what his/her group have discussed.
- Ask other sts to take notes and compare with their
groups’ ideas.

- Give remarks on Ss’ answers.
- Suggested answer:
"There are some advantages of the new kind of zoo.
Firstly, the animals can live in a better environment
and are safer than when they are in nature......"
5. Consolidation and Homework ( 2 minutes )
- Retell main points of the lesson.
-Write a paragraph of the report that they have
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discussed in the class.
- Prepare the next lesson.
IV. Comments.
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Date of preparing
Date of teaching
UNIT 10: CONSERVATION

Lesson 4: Listening, Period: 63
I. Objectives:
By the end of the lesson, students should be able to:
+ listen to a monologue
+ listen and sequence events
+ listen and decide on True or False statements
+ identify specific information
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher’s activities

Students’
activities

1. Homework checking:(5 mins)
- One st tell the whole class about the advantages Other sts listen to their friend
and disadvantages of a zoo of the new kind.
and give remarks
- Listen and give remarks.
2. Before you listen:(10 mins)
Aims: to
focus sts on the topic and review/
introduce the words and phrases used in the
listening text.
a. Divide sts into 3 groups and ask each to discuss
one of the following questions:
a. How destructive can a forest fire be?
b. What can cause a forest fire?
c. Do you know any famous forest fire? Are
there any forest fires in Vietnam? Which countries

have many forest fires every year?
- Ask some sts to give their answer.
b. Introduce the topic of the listening text
- Introduce some new words/ expressions
- campfire (n): the fire made on at camping trip.
- forester (n): the person whose job is to take
cares of the forest.
- a heap of (n): a lot of thing on top of one
another.
- spread (v): to move to other places very
quickly]
- leave sb/ st doing: leave sb/st when it/he is
Ving
- Read the words again and ask sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again and give
remarks
3. While you listen:( 26 mins)
+ Task 1:
Aims: Sts practise listening and numbering the
event in the correct order.
- Introduce sts that they are going to listen to the
tape about forest fires and they have to number
the given statements in the order they hear.

- Work in groups

- Copy down

- Listen and repeat.

- Read the statements in
pairs
- Do the task individually
22


- Ask sts to read the statements in pairs and make
sure that they understand them.
- Play the tape twice and ask sts to put the number
in the right box to indicate the order of the events
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
- Key: Key: 3 - 2 - 5 - 1 - 4
+ Task 2:
Aims: Sts practise listening and marking True/
false.
- Ask sts to listen to the tape again and decide
whether the given statements are true or false.
- Ask sts to read the statements to see if they
understand them.
- Play the tape once and ask sts to tick to the box
to indicate T/ F statement and underline the false
information
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.

- Key:
1. F
2. F
3. T
4. T
5. F
+ Task 3:
Aims: Sts practise listening and ticking the
sentences they hear.
- Ask sts to have a look at the sentences given to
see if they understand them and compare the
sentences in each pair to see the difference
between them.
- Ask sts lo listen to the tape again and tick in the
box to indicate the sentences they hear.
- Play the tape once.
- Check sts’ answer.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
- Key:
1. B
2. A
3. A

- Read the statements in
pairs
- Do the task individually

.

- Listen to the tape and do
the task.

- Work in groups to discuss.

4. After you listen:(8 mins)
- Ask sts to work in groups and use the information
in Task 1 and 2 to discuss the following questions:
- How can a forest fire start?
- What does every camper have to remember
not to cause a forest fire?
- Move round to check the activities and to make
sure that sts are working effectively.
- Ask one or two sts to retell the story in front of the
whole class.
- Check and give remarks.
23


5. Consolidation and Homework:(1 min)
- Retell main points of the lesson.
- Write a short paragraph about what people can do
to protect forest from fires.
IV. Comments.
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24


Date of preparing
Date of teaching
UNIT 10: CONSERVATION
Lesson 5: Writing, Period: 64
I. Objectives:
By the end of the lesson, students should be able to:
+ learn how to write a letter of invitation.
II. Teaching aids: board, textbook, chalk.
III. Teaching Procedures:
Teacher's activities
1. Homework checking :( 5 mins)
- Ask one st to talk about how a forest fire may start
and what every camper ought to remember.
- Ask other sts to listen to their friend and give
remarks.
- Check and give remarks.
2. Before you write:( 20 mins)
- Aims:to get sts to write out the sentences by
matching the first half in A with the most suitable
half in B and then to use these sentences to fill the
blanks in the invitation letters.
+ Task 1:

- Ask sts to read the requirement of task 1 carefully
and then work in pairs to do the task.
- Ask sts to pay attention to the meaning as well as
the structure of the two halves.
- Recall some structures so that sts can do the task
more easily.
Shall we/ Can you/ Why don't you + V- inf...?
Let's + V-inf.
Would you like/ Are you free + to-V.......?
Do you feel like/ How about + V-ing.......?
- Ask sts to do in 4 minutes and move around to
help if necessary.
- Get feedback and give remarks.
- Key:
1.c
2. f/h
3. a
4. g/d 5. h/f
6. d/g
7. e
8.b
+ Task 2:
- Ask sts to work in pairs to read the letters in pairs
and to use the above expression to fill each blank.
- Introduce some new words/phrases:
+ for a while: for a period of time
+ 'disco (n): a club or party where people dance
with pop music
+ 'afterwards (adv): at a later time
- Ask sts to listen to the teacher and repeat , then

write these words into their notebooks.
- Get sts to do the task in 5 minutes and then get
feedback letter by letter.
- Listen and give remarks

Students'
activities

- Note down

- Work in pairs

- Work individually

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