giao an tieng anh 10 unit 10

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Unit 10: Conservation
A: Reading
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Enrich their vocabulary by guessing meaning in context
- Understand the content of the text
- Do the exercises of matching, T/F sentences and choosing main idea
2. Skill: reading for gist and specific information
3. Attitude: protect the environment and animals
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Pictures
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the structure of should, conditional sentence type I, give examples
3. New lesson:
Teacher’s Activities
- Ask Ss to answer the
questions:

Students’
Activities
- Answer in

individuals

- Lead to the new lesson:
Today, we will learn a
lesson “ Conservation” to
understand more about the - Listen to the

Content
Warm up – Lead in
1. Are whales or dolphins endangered?
2. What can we do to protect them?


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ways we can do to protect
the endangered animals

introduction

ACTIVITY 1: BEFORE YOU READ
- Ask Ss to look at the
pictures, ask and answer
the questions in pairs
- Call on some pairs to
give answers

- Ask and
answer the
questions in

pairs

1. Look at the pictures and answer
the questions

- Give answers

- Correct the answers
- Listen carefully

ACTIVITY 2: WHILE YOU READ
- Ask Ss to listen to the
tape and underline new
words
- Give and explain some
new words
- Read words and ask Ss
to repeat.

- Listen to the
tape and
underline new
words.

1. New words and phrases
- destroy (v)
- destruction (n)
- variety (n)

- supply (n)

- Listen to the
teacher and
- conserve (v)
repeat after
- conservation (n)
teacher’s reading
- worsen (v)
- pass law
- species (npl) /'spi:∫i:z/

- Ask Ss to read the
passage, get information,
and prepare for Tasks.
- Ask Ss to explain the
requirement

- Read silently

- Explain the
requirement

2. Tasks (18 ms)

Task 1: Matching


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- Ask Ss to work
independently to do task 1

in 2 ms
- Have Ss compare the
answers with a friend
- Call Ss to match and
explain

- Feedback and give the
correct answers
- Read words and ask Ss
to repeat

- Work
individually and
do the task
- Compare the
answers with a
friend

* Suggested answers
1.c (eliminate /i'limineit/ = remove or
get rid of completely)
2. a (circulation /,sə:kju'lei∫n/ = the
movement of something around a
closed system)
3. d (run-off = liquid which flows off
from something)

- Read aloud
their matching in 4. b ( hydroelectric /,haidroui'lektrik/
front of the class = concerning or producing electricity

and explain
by the power of falling water)

- Repeat
Task 2: T/ F Sentences

- Ask Ss to explain the
requirement of Task 2

- Explain the
requirement

- Ask Ss to read the
sentences first, T explains
the new words if any

- Read sentences

- Ask Ss to work in
individuals, read the
passage again and decide

- Work in
individuals, read
the passage and
decide

- Ask Ss to compare the
answer with other pairs

- Compare the
answers

- Call some Ss to give
answer in front of the
class and explain
- Feedback and give
correct answers

- vegetation /vedʒi'tei∫n/ thuc vat
- erosion (n) / i'rouʒn/

* Suggested answers:
1. T (paragraph A, sentence 2)
2. T (paragraph A, sentence 3)
3. T (paragraph B, sentence 5)
4. T (paragraph C, sentence 1)

5. F (paragraph b, sentence 5,6)
- Answer in front
(without plants, most water would run
of the class and
off as soon as it falls. Rapid run off
explain
would cause floods)
6. F (paragraph C, sentence 6) (we can
stop worsening the problem)


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4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next lesson: reading (task 3+ after you read)
5. Drawing experience:

Unit 10: Conservation
B: Speaking
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Enrich their vocabulary by guessing meaning in context
- Understand the content of the text
- Do the exercises of matching, T/F sentences and choosing main idea
2. Skill: reading for gist and specific information
3. Attitude: protect the environment and animals
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Pictures
IV. Procedure
1. Class Organization
- Greeting


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- Checking the attendance

2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson:
Teacher’s Activities
- Ask Ss to name the
pictures

Students’
Activities
- Answer in
individuals

- Lead to the new lesson:
Today, we will continue
with the lesson on
- Listen to the
“ Conservation” to
understand more about the introduction
ways we can do to protect
the endangered animals

Content
Warm up – Lead in
1. electric dam
2. elephant
3. monkey

ACTIVITY 1: BEFORE YOU READ
- Give and explain some
new words

- Read words and ask Ss
to repeat.

- Listen to the
New words and phrases
teacher and
- medicine (n)
repeat after
teacher’s reading - run-off (n)
- valuable (a)
- impossible (a)
- damage (n)
- disappearance (n)
- disappear (v)

ACTIVITY 2: WHILE YOU READ
- Read silently
- Ask Ss to read the
passage, get information,
and prepare for Tasks.
- Ask Ss to explain the

- Explain the


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requirement

requirement

Task 3: Choosing the main idea

- Ask Ss to work in
groups, read text again
and find the main idea for
each paragraph

- Paragraph A: Forests give us a lot of
- Work in groups valuable things
and do the task
- Paragraph B: vegetation can help
conserve water

- Call on some Ss of each
group to give answer and
explain

-Answer

- Paragraph C: Let’s do something to
save the earth

- Correct

ACTIVITY 3: AFTER YOU READ
- Ask Ss to work in
groups, answer the
question
- Go round and provide

help
- Call some Ss to answer
in front of the class

- Work in groups Answer the questions
* Suggested answers
- Answer in front
of the class

- Feedback

4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part: speaking
5. Drawing experience:

1. The loss of much forest is
destroying the earth.
2. Man and most animals need a
constant supply of water to live.
Farmers need water for their
crops.
3. We should stop polluting rivers
and seas and stop the
disappearance of plants and
animals


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Unit 10: Conservation
C: Listening
I. Objectives
1. Educational aims: by the end of the lesson, students will be able to:
- Know the way to contribute their parts to protect environment after doing tasks
2. Skill: expressing information and speaking for details
3. Attitude: protect the animals
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Pictures
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson:
Teacher’s Activities
- Show a picture of a part
of a national park and
pictures of some

Students’
Activities

Content

- Answer
individually

Warm up – Lead in

1. We can see

2. What does “friendly with nature”

1. What can you see in a national park?


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endangered species and
asks questions :

- Gather ideas and lead in

animals and
plants living in
their natural
habitats .

mean?

2. It means not
“doing harm to
the natural

environment”
- Listen to the
introduction

ACTIVITY 1: PRE – SPEAKING
- Read the requirement
and ask Ss to explain the
requirement

- Explain the
requirement

- Read the paragraphs and
explain some new words

- Listen to and
write down

- Ask Ss to work in pairs,
read the paragraphs
carefully answer the
questions

- Work in pairs,
read the
paragraphs and
answer the
questions

- Call some pairs to ask

and answer

Task 1: Read the paragraphs and
answer the questions.
- Sensitive(a)/ 'sensətiv/ nhạy , nhạy cảm

- Ask and
answer in pairs
in front of the
class

- Feedback

- imprison (v) / im'prizn/ giam cầm
- reconstruct (v) / 'ri:kən'strʌkt/ : xây
dựng lại
- breed (v) /bri:d/: nuôi dưỡng, nhân
giống
- reintroduce (v) /ri:ntrə'djus/ :giới thiệu
lại, đưa về môi trường tự nhiên
* Suggested answers:
1. They are opened to help
endangered species develop.
2. The animals are not kept in cages.
They can live in their natural
environment.

ACTIVITY 2: WHILE – SPEAKING
- Instruction: Following
are some ideas about the

new kind of zoo discussed
in task 1. You are required

- Listen to the
instruction

Task 2: Showing agreement or
disagreement about the new kind of
zoo


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to show your agreement or
disagreement by ticking
the right box. Then share
your ideas with a partner.

* Asking for opinions

- Review some structures
of asking and giving
opinions

- How do you feel about ….?

- What do you think about ….?
- What is your opinion on ….?
- Notice and
write down

- Do you agree with ... ?
* Giving opinions
- In my opinion, I think ….
- I think / I suppose that …

- Ask Ss to work in pairs

* Showing agreement
- Work in pairs
and do the task

- I agree with you
- I suppose you are right

- Go round to observe and
offer helps
- Call on some
representatives of groups
to talk about their ideas

- Yes, I think so

* Showing disagreement
- Talk about
their ideas

- No, I don’t think so. I think ….
- No, that’s not good idea because…..
- Yes, ... but ...

- Comment and correct the
answers
- Explain the requirement
or instruct: You are going
to discuss the advantages
and disadvantages of the
new kind of zoo using the
cues provided in the
textbook.
- Ask Ss to work in
groups to discuss the
advantages and
disadvantages
- Help Ss by giving
questions

- Listen to the
instruction

Task 3: Discussing the advantages and
disadvantages of zoos of the new kind
- Do you think the animals can live
better in the zoos of the new kind?
- Is it cheap to reconstruct the animal’s
natural environment?

- Work in groups - Where can you see the animals of
to do Task 3
various kinds, including wild animals?

- Notice the
questions

- Do the keepers of the zoo have any
danger?


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ACTIVITY 3: POST – SPEAKING
- Ask Ss to prepare to
report on the group’s
discussion

- Prepare to
report

Task 4: Report

- Call on some Ss to report
what their groups have
discussed
- Comment and give
marks

- Report in front
of the class

4. Consolidation, homework
- Summarize the main contents of the lesson

- Learn by heart words
- Prepare next part: listening
5. Drawing experience:

Unit 10: Conservation
D: Writing
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Listen to get specific information about forest fires
- Talk about the causes of forest fires and ways to prevent
2. Skill: listening for specific information


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3. Attitude: take action to prevent forest fire
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Cassette player and tape
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson:

Teacher’s Activities
- Ask Ss some questions:
1. Have you ever seen any
fire?
2. How was the fire? Was
it terrible?

Students’
Activities
- Listen to the
questions, think
and answer
individually.

Content
Warm up – Lead in

3. Did you know why the
fire happen?
- Introduce new lesson:
Today, we’ll listen to the
tape to get some
information about the
forest fire

- Listen to the
introduction

ACTIVITY 1: BEFORE YOU LISTEN
- Ask Ss to work in pairs

- talk about the

Work in pairs : talk about what may


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and talk about what may
cause a forest fire

cause of forest
fire in pairs

cause a forest fire

- Call some Ss to give the
causes

- Answer

- forest (n) /'fɔrist/

- Preteach some words
- Notice and
related to the listening part write down
- Read aloud words and
- Listen and
ask Ss to repeat
repeat

Listen and repeat
- forester (n) /'fɔristə/
- campfire (n) /kæmp'faiə/
- destroy (v) / di'strɔi/
- valuable (a) /'væljuəbl/
- awful (a) /'ɔ:ful/
- heap (n) /hi:p/
- heap of leaves

ACTIVITY 2: WHILE YOU LISTEN
- Introduce: You will hear
a passage about forest
fires. Listen and do the
tasks
- Ask Ss to explain the
requirement of Task 1

- Listen to the
introduction

Task 1: Events Ordering

- Explain the
requirement

- Listen to the
- Instruct Ss: we will listen instruction.
to the tape about whales
and number the events in

the order you hear

* Suggested answers

3–2–5–1–4
- Ask Ss to read the
- Read the
statements and be sure that statements
all the students understand
them
- Listen to the
- Play the tape and ask Ss
tape and do the
to listen and do the task.
task
- Ask Ss to discuss with
- Discuss in pairs
friends about the answers.
- Call some Ss to give
their answers
- Play the tape again and

- Give answer
and explain


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ask Ss to check their
answers

- Listen again
and check

- Correct

Task 2: T/F Sentences
* Suggested answers

- Instruct Ss: you will
- Listen to the
listen to the tape again and instruction
decide whether the
statements are True or
- Read
False
the sentences
- Ask Ss to read the
carefully
sentences carefully
- Play the tape and ask Ss - Listen to the
tape and decide
to listen and decide
- Compare the
- Ask Ss to compare the
answers with a
answers with a friend
friend
- Call some Ss to read
aloud their answers and

explain

- Listen again
and check

- Explain the requirement

- Listen to the
explanation
- Read sentences
carefully

3. T
4. T
5. F (It is the duty of everyone of
us/ every camper)

Task 3: Choosing the sentences you
hear
* Suggested answers
1. a
2. b
3. a

- Play the tape and ask Ss
to tick

- Listen to the
tape and tick

- Ask Ss to discuss the
answers with a friend

- Discuss

- Call some Ss to give
answers

- Give answers

- Check

2. F (In late summer)

- Give the
answers

- Play the tape again and
give correct answers

- Ask Ss to read the
sentences and notice the
difference between them

1. F (It spreads quickly)


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ACTIVITY 3: AFTER YOU LISTEN

- Ask Ss to work in pairs

- Work in pairs

- Call some Ss to present
in front of the class

- Present in front
of the class

Work in pairs: Say how a forest fire
may start and what every camper
ought to remember

4. Consolidation, homework
- Summarize the main contents of the lesson
- Learn by heart words
- Prepare next part: writing
5. Drawing experience:

Unit 10: Conservation
E: Language Focus

I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Know how to give suggestion
- Write a letter of invitation


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2. Skill: Writing for gist and specific information
3. Attitude: making suggestion in communication.
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson
3. New lesson:
Teacher’s Activities
- Give a set of words and
ask Ss to make a
completed sentence
- Call some Ss to read
aloud their sentences
- Ask some questions:

Students’
Activities
- Make sentence

Content
Warm up – Lead in
dinner / evening/ for/go/out/this/to

/you/would?

- Read aloud the
sentences

→ Would you like to go out for dinner
this evening.?

- Answer the
What is the purpose of this questions
sentence? Or When do
you use this sentence?
- Introduce new lesson:
Today, we will learn to
write a letter of invitation

- Listen to the
introduction

ACTIVITY 1: PREPARATION AND PRESENTATION


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- Ask Ss to explain the
requirement

- Explain the
requirement

Task 1: Matching
Let’s + V- bare infinitive

- Read the columns and
- Listen to the
Why don’t you + V- bare infinitive …?
explain some new words if teacher and then
any
write down new Would you like + to V…?
words on the
Do you feel like + V-ing …?
notebook
Can you + V- bare infinitive…?
- Notice column
How about + V-ing …?
A, write down
Shall we + V- bare infinitive…?
- Ask Ss to look at column the structures
A, then T explain the verb - Work in pairs Are you free + to V…?
form after these structures and match
* Suggested answers
- Ask Ss to work in pairs
- Compare
to match
1. c
2. f/h
- Ask Ss to compare the
- Answer
3. a
4.g / d

answer with other pairs
5. h /f

6. d/g

- Notice

7. e

8. b

- Ask Ss to explain the
requirement

- Explain the

Task 2: Letter completion

requirement

* Suggested answers

- Ask Ss to work in
individual, read the letters
and find the suitable in
Task 1 to complete the
letters

- Work in
individual and

complete the
letters

- Call on some Ss to give
answer
- Read the completed
sentences again and check

ACTIVITY 2: PRACTICE

- Ask Ss to share the
answer with a friend
- Call some Ss to read
their letters
- Correct

1. Are you free
Would you like
2. - Would you like/ Are you free
- How about/ Do you feel like

- Exchange the
answer
- Read the letters

3. Can you/ why don’t we/ Shall
we?


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- Explain the requirement
- Ask Ss to read the cues
carefully.
- Remind Ss that they
should use the suitable
tenses and language items
- Ask Ss to write
individually
- Ask Ss to exchange their
letters

- Listen carefully
- Read the cues

Task 3: Writing a letter

- Notice and
remember
- Write letter
- Exchange the
writings

ACTIVITY 3: PRODUCTION
- Call on 2 Ss to go to the
board and write down the
letters

- Write down the * Suggested answers
letters on the

Dear Lam,
board
We haven’t met you since you moved. I
miss you a lot.

- Check and correct the
mistakes

We are both having some days off
between the 2 terms soon. If you
haven’t made any other plans why
don’t we spend a weekend together?
Do you feel like visiting the forest near
my grandparent’s house again? It
looks quite different now because very
many young trees have been planed at
the Tree-Planting festivals.
Do come if you find it possible and I’ll
make all the preparations.
Please send my love to your parents
Your friend,
Nam

4. Consolidation, homework


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- Summarize the main contents of the lesson
- Learn by heart words

- Prepare next part
5. Drawing experience:

Unit 10: Conservation
F: Test Yourself
I. Objectives
1. Educational aims: through the lesson, students will be able to:
- Distinguish and pronounce the sounds /b / and / p/ correctly
- Understand the usage of the passive voice appropriately
2. Skills: do exercises.
3. Attitude: use language in communication correctly.
II. Method
- Communicative approach
III. Teaching Aids
- Teacher’s book
- Text book
- Cassette player, tape
IV. Procedure
1. Class Organization
- Greeting
- Checking the attendance
2. Checking old lesson:
- Rewrite the vocab in the previous lesson


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3. New lesson:
Teacher’s Activities

Students’
Activities

Content

ACTIVITY 1: PRONUNCIATION
- Give words included
sounds, read aloud these
words, pronounce these
sounds clearly and slowly
- Call Ss to read words
and help them to
distinguish them
- Instruct the way to
pronounce
- Play the tape and ask Ss
to repeat words
- Call some Ss to read
sounds clearly
- Play the tape
- Ask Ss to underline
words included sounds in
sentences
- Call some Ss to read
sentences

- Listen carefully Introduce sounds and ways to
distinguish them
- / b/:
Ex: bear, ban, ball, bomb, boy…

- Read words
clearly

- / p/
Ex: poor, permit, pant, pocket…

- Notice
- Listen and
repeat words

Practice

- Read sounds
- Listen
- Listen and
underline words
- Read aloud
sentence by
sentence

- Correct
ACTIVITY 2: GRAMMAR AND VOCABULARY
I. The Passive Voice
- Give examples

- Notice

Ex: - The cat chases the mouse

- Ask Ss to analyse the

examples

- Analyse

→ The mouse is chased by the cat

- Give the meaning, form
and use of the passive

- Write down

Form:

Be + V3/ Ved

Meaning: passive


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voice

Use: The passive is mainly used in
three ways:
 when we don't want to take
responsibility for something
Ex.: The matter will be dealt with soon
(We don't know or want to say who'll
deal with it)
 when we want to focus on a

happening, not who or what did
it.
Ex.: Our roof was damaged in last
night's storm. (We're concerned about
the roof)
 when we want to avoid 'vague
subjects' like one, someone,
they, etc.
Ex.: The form has to be signed. (not
'Someone/ One has to sign the form
* Notes: If we want to focus on the
things/ person that does the action, we
do not use the passive
Ex: You should finish this letter. (Not '
This letter should be finished) = It is
you who should finish this letter
Practice

- Ask Ss to work
individually and choose
the right form of the verbs
in brackets

- Work in
individual, do
exercise 1 as the
requirement

- Ask Ss to compare the
answers with a friend

- Compare the
answers with
friend

- Call some Ss to give
their answer

- Give the
answers

- Feedback and give

Exercise 1: Choose the right form of
verb
* Suggested answers
1. were reported
2. grow
3. be spoken
4. am not invited
5. are being built


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correct answers

- Notice

- Ask Ss to do Task 2

- Call some Ss to report in
front of the class

- Do task 2

Exercise 2: Put the verbs in brackets
in correct form

- Feedback and give
correct answers

- Report

* Suggested answers
1. came; had started/ had been
started; were
2. is standing; is being
photographed
3. Have ... been told
4. was being laid; decided

- Ask Ss to work in pairs
and do the exercise
- Call some Ss to read
aloud their answers

5. will ... be planted
- Work in pairs
and complete
Exercise 3

- Read aloud

- Feedback and give
correct answers

Exercise 3. Fill in the blank with the
correct form of a verb in the box:
* Suggested answers
1. was organized
2. arrived
3. were met
4. taken
5. Had been cleaned
6. (had been) put
7. was
8. prepared
9. made
10. were served

4. Consolidation, homework


VnDoc - Tải tài liệu, văn bản pháp luật, biểu mẫu miễn phí

- Learn by heart the main points:
- Prepare next lesson, Unit 11, A. Reading
5. Drawing experience: