unit 10 tieng anh 10 chuan

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Week: Period: Date:

UNIT 10: CONSERVATION

LESSON 1: READING

I. Objectives:

1. Education aims: - Students improve their knowledge about conservation.
2. Knowledge:

a. General knowledge: - Knowledge about conservation.
b. Language: - The present simple tense.

- Vocabulary concerning conservation.
3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through Matching and True or False,
identifying the main idea exercise.

II. Anticipated problems:

- Students may not have enough words, and knowledge about conservation.

III. Teaching aids: board, textbook, chalk.

IV. 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?

- Work in groups to discuss.

- Some sts report the list in front of the
class.

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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): sự
phá huỷ.

+ Hydroelectric dam(n): đập thuỷ ®iÖn.

+ Circulation(n): Sự chuyển động. 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 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.

+ 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

+ 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.

- Getfeedback and give correct answers.

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.

5. Homework:( 1 min)

- Ask sts to write a paragraph of about 60 words on
the sequence of losing forest, how important water is,
and what we should do for the future of our planet.

- Students give answers orally.
- others listen

- Copy down these words into their
notebooks.

- Listen and repeat

- Practise reading these words by
themselves.

- Some sts read these words again aloud (1
student/ 1 time)

- Work individually.

- Try their best to do the task.
- Ask some sts to report.
1.c 2.a 3.d 4.b
-Listen and self-correct the exercise.
- Sts do the work individually

- Highlight or underline the important
information.

- 6-7 students do orally while others watch
1. T 2. T

3. T 4. T

5. F( two last sentences of paragraph B)
6. F(last sentence of paragraph C)
- Self-correct the work

- Work in groups of 3-4 students orally
- Some sts report.

A.3 B. 4 C. 2
- Self-correct

- Work in pairs orally.

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...

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Week: Period: Date:

UNIT 10: CONSERVATION

LESSON 2: SPEAKING
I. Objectives:

1. Education aims: - Students know about the new kind of zoo.
2. Knowledge:

a. General knowledge: - Students can talk about the advantages and disadvantages of the new
kind of zoo.

b. Language: - The passive voice.

3. Skills: - Asking and answering about the new kind of zoo.

- Showing agreement or disagreement about the new kind of zoo.
- Reporting on discussion results.

II. Anticipated problems:

- Students may not know some new words in this topic.

III. Teaching aids:

Textbook, chalk, board.

IV. Procedures:

Teacher’s activities Students’ 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: nhËy c¶m

+ imprison (v): put or keep in prison: bá tï 
+ reconstruct (v): build again

+ breed (v) : g©y gièng , nh©n gièng.

+ reintroduce (v): put a species of animal or plant back
into a former habitat: ®a trở về môi trờng sống tự nhiên
- 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.

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.

- 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

of ...? I think ... I don t think ...’

-Sts answer:

Yes, I have/ No, never
 I saw many animals there
 They are in the cages.

- Read two paragraphs silently.
- Listen and take notes.

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

- Some sts present in front of the class.
1. They are opened to help endangered
species develop.

2. The animals are not kept in cages.
They can live in their natural
environment.

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Do you agree with ....?

Showing agreement Showing disagreement
 I agree with ....

Yes , I think you are
right.

Exactly.

I don t really think so.’
 Yes, ..but...

I would doubt that ..
- 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.

+ 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
animals are in

- the animals that people
can visit

- the money spent on
rescontructions of the

animals natural

environment

- the dangers that keepers
may have

- Go around to help sts if necessary.

- Take notes of Ss’ mistakes for later correction.

4. After you speak:( 10 minutes )

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.

5. Homework ( 2 minutes )

Write a paragraph of the report that they have
discussed in the class.

- Work individually.

- Work in pairs to share the ideas .
- Say their opinions aloud.

I think it would be better for animals if
they live in the zoo of new kind because
they may have better food.

...
- Listen to the teacher.

- Work in groups of three of four to

discuss the advantages and

disadvantages of the new kind of zoo.

- Some sts present in front of the class:
"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..."

- Listen to their friends as well as to the
teacher.

Week: Period: Date:

UNIT 10: CONSERVATION

LESSON 3: LISTENING
I. Objectives:

1. General knowledge:

- Sts know how a forest fire starts and what campers have to remember to do to protect the
forests.

2. Language: - Some set expressions
- Vocabulary on forest

3. Skills: - Listening: order events ,mark True/False, detect sentences.

- Speaking: - Discuss how a forest fire may start and what every camper ought to
remember.

II. Anticipated problems:

- T may be short of time.

- The quality of the tape is not very good

III. Teaching aids:

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IV. Procedures:

Teacher’s activities Students’ activities
1. Homework checking:(5 mins)

- One st tell the whole class about the advantages and
disadvantages of a zoo of the new kind.

- 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.

- 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.

+ 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.

+ 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.

Other sts listen to their friend and give
remarks

- Work in groups and discuss the
questions.

- One st from each group stands up and
gives their answer.

- Copy down the words and phrases into
their notebooks.

- Listen and repeat.

- Read the words in pairs and correct each
other’s mistakes.

- Some individuals read the words aloud.

- Listen to the T.

- Read the statements in pairs and try to
guess the order of the events.

- Listen to the tape / the teacher and do the
task

- Compare their answer.
- Give their answer.
Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then correct
their work if they have the wrong answer.
- Listen to the T.

- Read the statements in pairs and try to do
the task.

- Listen to the tape / the teacher and do the
task

- Compare their answer.
- Give their answer.

1. F 2. F 3. T 4. T 5. F
- Check their answer say it aloud, and then
correct their work if they have the wrong
answer.

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- Play the tape once again, stop the tape where
necessary and conduct the correction.

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.

5. Homework:(1 min)

Write a short paragraph about what people can do to
protect forest from fires.

- Give their answer.
Key: 1. B 2. A 3. A

- Check their answer and then correct their
work if they have the wrong answer.
- Work in groups to discuss.

- One/ two sts present.

Week: Period: Date:

UNIT 10: CONSERVATION

LESSON 4: WRITING
I. Objectives:

1. Education Aims: - Students can write a letter of invitation.
2. Knowledge:

a. General knowledge: - A letter of invitation.

b. Language: - Language used to write an informal letter.
- Structures: "Let's ... "," Shall we...?", etc .

3. Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2.

- Speaking: work in pairs to match the halves of the sentences in task 1 and to fill each
blank in these invitation letters.

- Writing: write an invitation letter basing on the cues.

II. Anticipated problems:

- Students may not be able to distinguish some structures such as " Let's...", " Would you
like....?", "How about...?", etc.

III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' 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.

- Listen to their friend and give remarks.
- Listen to the teacher.

- Listen to the teacher carefully.

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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.

+ 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

3. While you write:( 10 mins)

- Aims: Sts practise writing an invitation letter.
- Ask sts to play the role of Nam's and to write a
letter to Lam, inviting him to spend a weekend with
him.

- Let sts write in 8 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

5. Homework: ( 1min)

- Part D (page 63- workbook).

- Do the task in pairs.

- Share their answer with their friends.
- Present their ideas.

1.c 2. f/h 3. a 4. g/d
5. h/f 6. d/g 7. e 8.b
- Listen to the teacher.

- Work in pairs to read the letters and try to
understand the content of the letters.

- Listen and repeat.
- Copy the words/ phrases
- Report their answer:

1.3/8 2.3/8 - 4/6 3. 2/5- 7
- Listen to the teacher.

- Do the writing task.

- Read their writing: ( a sample paragraph)
"Dear Lam,

We haven't met since oyu moved. And I miss
you a lot.

We are both having some days- off between
the two terms soon. So 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
grandparents' home again?It looks quite
different now because very many young
trees have been planted at the Trees
Planting Festivals.

Do come if you find it possible and I'll make
all the preparations then.

Please give my love to your parents.
Your friend,

Week: Period: Date:

UNIT 10: CONSERVATION

LESSON 5: LANGUAGE FOCUS

I. Objectives:

1. Education Aims:- Students know how to pronounce the sound /b/ and /p/ correctly.
- Students revise the passive voice.

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- The passive voice.

3. Skills: + Speaking: - Work in pairs to discuss the exercises.
+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.

II. Anticipated problems:

- Students may confuse sound / p / in English with sound / p / in Vietnamese.

III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home
aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce two sounds / b / and / p / and
help sts to practise these sounds.

a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
/ b / : a voiced sound

/ p / : a voiceless sound

- Ask them to look at the textbook, listen and repeat.
- 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 110 in the
book.

- Ask them to work in pairs to read the sentences and
then find out the words containing sound / b / and
sound / p / .

- 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.

3. Grammar: ( 29 mins)

Aims: to revise the passive voice and have sts do
Ex1, EX 2 and EX3.

+ The passive voice:

- Recall the form of the passive by giving an
example:

eg: Active: We clean this window every day.
Passive: This window is cleaned every day.
- Ask sts to pay attention to the sentence elements and
to tell the T the difference between the active
sentence and the passive sentence.

- Ask sts to tell the T the form of the passive.

+ Note: Only transitive verbs are used in the passive.
It is impossible to use verbs such as happen, sleep,
stand ( intransitive verbs) or seem, feel ( intensive
verbs) in the passive.

- Ask sts to give some examples.

+ 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.

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the
answers with their friends.

- One st reads his/her letter aloud aloud in
front of the whole class.

- Give remarks.
- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/ b / / p /

bee pea 
 ban pan