Tài liệu Giáo án tiếng Anh 10 bộ nâng cao (Unit 9-16) docx

English 10 (Intensive) Lê Ngọc Thạch
114
Date: Unit 9: UNDERSEA WORLD
Period: 73 Section: Reading .

I. Aim: By the end of the lesson students will be able to get information about
dolphins
II. Lexical items: words related to the reading.
III. Grammar/ Struc: present tenses.
IV. Teaching aids: posters, pictures
V. Procedure:
Time Stages & Contents T’s activities Ss’ activities
3’
1. Warm up:


-Look at the pictures and tell what they
are about
introduce observe
- Lead in the title “UNDERSEA
WORLD“
Lead in

8’

2. Pre- reading:

-Match the pictures with their names elicit match
* Key: 1g 2f 3c 4e
5h 6a 7d 8b
give answers check

-Pre-teach vocabulary elicit Pay attention
* mammal : động vật có vú

* warm-blooded :(có) máu nóng

* contact : tiếp xúc

* disturb : quấy rầy

* caution : (n) thận trọng check Pay attention

20’

3. While-reading:

- Task 1: True/False statements and
correct the false ones
run through guess
* Key: 1T

2F (Dolphins are fascinating animals
because they help people in difficulties )

3T

4F (Besides using medicine, patients
playing with dolphins may get better )

5F (Frequent contact with people is not
good for dolphins because they may loose

their natural habits of protecting themselves
from danger so as to survive the wild)

Read &
check
English 10 (Intensive) Leâ Ngoïc Thaïch
115
6F (Dolphins are friendly, but they may bite
people when they are disturbed)
check Correct
themselves
- Task 2: Find the words and expressions
in the text
show Find the
answers
* Key: 1. mammals 4. contact (n)

2. take the easy way out
5. bite the hand that feed

3. disturb 6. caution check Correct
themselves

12’

4. Post-reading:

- Task 3: Fill in the blanks with the
correct words
guide complete

Dolphins are warm-blooded mammals.
They are fascinating to many people
because they can help people in fishing and
reducing stress. Although dolphins are
helpful, specialists advise us not to use them
for entertainment, medical treatment, or any
other purposes and to let them live in their
natural habitat.


2’

5. Homework:
assign Take notes
- Rewrite the exercises

- Read the text again



English 10 (Intensive) Lê Ngọc Thạch
116
Date: Unit 9: UNDERSEA WORLD
Period: 74 Section: Reading

I. Objectives: By the end of the lesson students will be able to answer the questions
about dolphins
II. Lexical items: words related to the reading.
III. Grammar/ Struc: present tenses.
IV. Teaching aids: posters, pictures

V. Procedure:
Time Stages & Contents T’s activities Ss’ activities
5’
1. Warmer & Review:

-Tell the title of the lesson ask respond
- Retell the vocabulary about dolphins elicit & write retell

6’

2. Pre-reading:

- Pre-teach vocabulary elicit Pay attention
*treat (v)  treatment (n)
*rescue : (v) cứu
*improve : cải thiện
*positive : tích cực, lạc quan
*syndrome : triệu chứng

22’

3. While-reading:

- Answer the questions (page 115) ask answer

Key:


1. They help fishermen in fishing or
rescued shipwreck victims.

2. Its purpose is to help people with
health problems improve their life
quality & strengthen their spirit.
3. After the program, patients with
Down’s syndrome feel more positive,
learn new behaviors, & communicate
better with other people.
4. Dolphin can get angry & become
dangerous when they are disturbed.
Because if taken out of their natural
habitat, dolphins may lose the habits of
protecting themselves and may lose their
fear of humans.
help Work in
groups with
”lucky
number”
English 10 (Intensive) Leâ Ngoïc Thaïch
117
10’
4. Post-reading:

- Let the students look at the pictures of
circus of dolphins & discuss about them
Set a scene Discuss in
table groups
-Do you agree or disagree? Why? evaluate present

2’

5. Homework:
assign Take notes
- Complete the exercise at home
- Prepare the next (listening)



English 10 (Intensive) Leâ Ngoïc Thaïch
118
Date: UNIT 9: UNDERSEA WORLD
Period: 75 Section: Listening

Aim: By the end of the lesson, Students can listen to the song and fill in the blanks
Lexical items: words related to the song.
Grammar: past simple tense.
Teaching aids: Pictures, students’ books, tape recorder, tape
Procedure:
Time Stages & Contents T’s activities Ss’ activities
3’






10’

17’



I. Warm up:
Game: Slap the board
A shark a humpback whale
A crab a whale a dolphin
A sea horse a lobster
 Introduce new lesson

II. Pre – listening
1. Pre- teach vocab
-harpoon (n)
-harpoon gun (n)

-grunt (v,n)
-squeak (v,n)
-shriek (v,n)
-reef (v)
check vocb
2. These are pictures of harpoons and a
harpoon gun. What do fishermen use
them for?
Suggested answer:
They use it to kill whale and other big fish.
3. Discussion questions:
a. Can a humpback whale sing?
b. What does the phrase “the world’s last
whale” imply?
c. What can be the song about?

III. While – listening
1) Listen to the song about whale
2) Listen to the song and complete the
blanks.

-ask sts play
game

-raises the
winner



-pictures

-pictures
-explanations
-explanations
-explanations
-explanations

-rub out and
remember
-asks sts about
harpoon and
harpoon gun

- asks sts to
close books
and discuss 3
questions in
groups of 6

-asks sts to
talk to class
their ideas

-play game
in 2 teams

-slap hands

-listen and
repeat





-play game

-answer
teacher’s
question

-close books
and discuss
in groups



-talk their
ideas to
class
English 10 (Intensive) Leâ Ngoïc Thaïch
119

10’








2’



3) Listen and correct








IV. Post – listening
Discussion question:
1. Which sections of the song are
assumed to be spoken by the
songwriter and which by the humpback

whale?
2. Does this song have a happy or sad
tune? Why do you think so?

V. Homework
- practice listening
- prepare next lesson: speaking
-asks sts listen
to the song
-asks sts to
listen and
complete the
blanks
-asks sts to
listen and
correct
-asks sts to
work in groups
-asks sts to
talk to class





-asks sts to do
their
homework

-listen one

time

-listen two
times.

-listen again
and correct

-work in
groups
-talk their
ideas to
class




-do their
homework

English 10 (Intensive) Leâ Ngoïc Thaïch
120
Date: UNIT 9: UNDERSEA WORLD
Period: 76 Section: Speaking

Aim: By the end of the lesson, Students can ask for and give reasons or explanations
Lexical items: word related to the Undersea World.
Grammar: Why – Because.
Teaching aids: Pictures, students’ books
Procedure:

Time Stages & Contents T’s activities Ss’ activities
3’







10’


















20’

I. Warm up:
Questions:
- Do you like eating seafood? Why? Why
not?
- Do you think that we should protect sea
creatures? Why? Why not?
 Introduce new lesson

II. Pre – speaking
1. Read the sentences on page 117
with your partner.
To ask for reasons or explanation:
Why……? How come…..?
…….Why? ….How come?
To give reasons or explanation:
Because………… (‘cos/’cause)
Because of……….
Form:
Why + inversion of S _ V
How come + no inversion
Because + clause
Because of + N_ phrase
2. Look at some suggested activities below
and decide if you want to do them or not.
You can add to the list our own reasons/
explanation for doing or not doing them.

III. While – speaking

1. Work with a partner and talk
about these activities.


-ask sts these
questions






-asks Ss to
work in pair
-ask Ss the
meaning and
the uses of
why, how
come, because
of
- asks Ss about
the form of
why, how
come,
because,
because of
-asks Ss to do
individually
-asks Ss to talk
about these

activities in
pair
-asks Ss to talk
to class

-listen and
answer
teacher’s
questions
-play game



-work with
partner

-tell teacher
the meaning
and the uses


-tell teacher
the form
-copy down



-do
individually

-talk with a
partner

-talk their
ideas to class
English 10 (Intensive) Leâ Ngoïc Thaïch
121







10’









2’




2. Work with a partner and

describe what is happening in each
picture. You can you the prompts to talk
about these pictures. (page 119-120)


IV. Post – speaking
Work in pairs. Take turns to ask for
and give reasons for the given situations
1. You were late for class today
2. Your neighbor broke his leg
3. Some your classmates failed the
English test.
4. You fell asleep in class yesterday
5. You look rather unhappy today

V. Homework
- practice speaking
- prepare next lesson: writing
-asks sts to
talk about
these activities
in pair
-asks sts to
talk to class


-asks sts to
work in pairs
-asks sts to
talk to class

-asks sts to do
their
homework

talk with a
partner


-talk their
ideas to class


-work in pairs

-talk their
ideas to class






-do their
homework

English 10 (Intensive) Leâ Ngoïc Thaïch
122
Date: UNIT 9: UNDERSEA WORLD
Period: 77 & 78 Section: Writing

Aim: Students can write a letter of invitation.
Lexical items: Invitations + Suggestions.
Grammar: Format of the letter.
Teaching aids: poster, textbook
Procedure:
Time Stages & Content T’s activities Ss’ activities
3’










17’

I. Warm-up:
-Make meaningful sentence using the cues
below:
come/ you/ dinner/ to / Sunday/ on/ can?
Key: Can you come to dinner on Sunday?
-Questions:
1. Have you written a letter of invitation?
On which occasion?
2. What do you often write in a letter of
invitation?

II. Pre-writing:
* Vocabulary:
-to confirm=to support: thừa nhận
-get together (n): sự hợp mặt
-an advisor (n): người cố vấn
* Checking vocabulary

* Task 1: Read the following four
invitations and complete the table with
words and phrases from them:
Key: (page 135, teacher’s book)
* Task 2: Combine the fragments below to
form two letters of invitation. Which one is
informal? Which one is formal?
* Note:
-Informal: short, incomplete sentences,
informal expression (you’ll ....)
-More formal: complete sentence, modal
auxiliaries to show politeness (can, could),
formal expression (could you please...)
Key: (page 136, teacher’s book)

-Asks ss to
make a
meaningful
sentence

-Asks ss to
answer the
questions

-Introduces the
lesson: A letter
of invitation
-Synonym
-Explanation
-Explanation

*Rub out and
remember
-Calls ss to
read and
complete the
table
-Corrects
-Calls ss to
combine to
form two
letters





-Make a
meaningful
sentence


-Answer




-Listen

-Listen and
repeat

-Read and
complete
-Copy down
-
Combine






-Copy down
English 10 (Intensive) Leâ Ngoïc Thaïch
123

12’





10’









2’



* Outline:
-Reason for invitation:
Ex:+ Where are you going?
+ What are you doing?
- Statement of invitation + suggestion
(time, date, place...):
Ex: Do you like joining with us?

- Request for reply:
Ex: Give me a call
* Note:
- Can you + bare infinitive
- How about + Ving
- Do you feel like + Ving
- Would you like + to infinitive

III. While-writing:
* Choose one topic and write a letter of
invitation: (page 123, student’s book)



IV. Post-writing:

Key: (page 137, teacher’s book)







V. Homework:
- Rewrite your writing at home.
- Prepare language focus


-Corrects

-Teaches











- Calls ss to
choose and
write a
letter
- Goes around
and helps ss
with
vocabulary
- Collects and
calls one
more ss to
write their
writing on
the board.
- Corrects

-Copy down













-Choose and
write


- Write



-listen and
copy

English 10 (Intensive) Leõ Ngoùc Thaùch
124
Date: UNIT 9: UNDERSEA WORLD
Period: 79 Section: Language Focus

- Aim: By the end of the lesson, the students will be able to make use of the
compound adjectives, and review on the passive voice.
- Lexical items: Compound Adjectives.
- Grammar: Relative Clauses, Passive voice.
- Teaching aids: posters, textbook.
- Procedures
Time Stages & content Ts activities Ss activities
4

















5

I. Warm _up :
Groupwork: Group the following words
into 2 columns: APPEARANCE and
QUALITIES.
Blue eyes; cold heart; good nature;
empty head; fair hair; long neck; bad
temper; tall legs; warm blood; silly face.
* Keys:
APPEARANCE QUALITIES
blue_eyed cold-hearted
fair_haired good_natured
long_necked empty_headed
tall_legged bad_tempered
silly_faced warm_blooded
II. New lesson:
1. Activity 1 :
Word Study: FORMATION OF
COMPOUND ADJECTIVES
Example:
Dolphins have warm blood.
Dolphins are warm_blooded mammals.
Compound adjective

Form: Adjective_Noun_Ed.
Use: as an Adjective.
Run through the meaning of the
words in the Warm_up stage.

T: We have an
activity before our
lesson today.
Set the class into
2 groups.
T: I have some
words here, please
put them into the
correct column.
Explain the task.
Observe Ss
work
T: Now, write your
answer on the
board.
Correction.
T: We have learnt
the word
warm_blooded
in the reading
lesson. What does
it mean, please?
T:Can you read the
sentence with it?
Elicit the form

and the use of the
Compound
Adjective ( C A).

Ss: Attention

Work in
groups.
Scan the
words on the
poster.
Listen to Ts
explanation.
Do the
task.
Write the
answer.

SS: maựu noựng


Read the
sentence in
the reading
text.
Draw out
the form, use
of CA.

Take notes.
English 10 (Intensive) Leâ Ngoïc Thaïch
125
6’







6’














10’

* Task 1: Fill in the blanks with
appropriate compound adjective.
(p.123)
Keys: 1. warm_blooded 2. fair_haired
3. bad_tempered 4. blue_eyed
5. long_necked 6. empty_headed
7. cold_hearted.

* Task 2: Restate the sentence, using
compound adjectives.
1. He has a bad temper.
⇒ He is a bad_tempered man.
2. Alice has blue eyes.
⇒Alice is a blue_eyed girl.
3. That animal has a long neck.
⇒It is a long_necked animal.
4. We don’t like a man with an empty

head.
⇒We don’t like an emty_headed man.
5. She married a man with a cold heart.
⇒She married a cold_hearted man.

2. Activity 2:
Grammar: THE PASSIVE VOICE
( Revision)
Ex:_ Dolphins are considered people’s
friends.
_ A lot of whales were hunted last
year.
• Active form: S + V + O
• Passive form: S + (Be) + V
3/ed
+ by O
* Task 3: Put the sentences into the
passive voice.(p.125)
⇒Keys:
1. The garage is cleaned every day.
2. Hundreds of sea turtle eggs have been
found and buried today.
3. Why are dolphins classified as fish?
⇒Run through the
meaning of the
words in the
Warm_up stage.
T: Please do the
task in your book,
page 123.

⇒Correction.



T: I say a sentence,
and you restate it,
using C A
T: “He has a bad
temper”


⇒Read the
sentence.







T: What are
dolphins
considered?


⇒Elicit the forms.

⇒ Do the
task.

⇒Listen to T
and restate.

Ss: He is a
bad_
tempered
man.


⇒Restate the
sentence.






Ss: They are
considered
people’s
friends.
⇒Say the
forms.
⇒Work in
pairs.
⇒ One says
the active
English 10 (Intensive) Leâ Ngoïc Thaïch

126







12’















2’
4. Tons of shellfish were exported to
Japan last year.
5. Lots of junk mail is sent to our office
every day, which really annoy us.
6. Are dolphins’ lives affected by contact

with people?

3. Activity 3:
Survey: Find someone who….
Find someone who…. Name:
is long_haired

was born in March

is straight_nosed

was elected the class
monitor last year

is bad_tempered

is never invited to
parties

is good_natured

has been to Hue

is often given 10
marks in English.


III. Homework:
_ Exercises b & c in the Workbook
p.102.

T: Please work in
pairs, one says the
active sentence,
the other says the
passive.
⇒Correction.




⇒Explain the task.
Model:
T: You can ask
question like:” Are
you a long_haired
girl?”
T: Try to find as
many names as
possible. Can you?
⇒Ask some
Students to report.

⇒Give the task.
sentence, the
other says the
passive.

⇒Attention.




Ss: Yes.


⇒Ss’ report.









⇒Take notes

English 10 (Intensive) Leâ Ngoïc Thaïch
127
Date: Unit 10: CONSERVATION
Period: 80 & 81 Section: Reading

*Aim: Students know some national parks in Vietnam and how to conserve natural
resources.
* Lexical items: words in the Pre-teach.
* Grammar: If sentences, present tenses.
*Teaching Aids: Textbook, pictures

*Procedures:
Time Stages & Content T’s activities Ss’ activities
5’



20’













15’



15’

I. Warm-up: Play game “SHARK
ATTACK”
CONSERVATION

II. Pre- teaching:
Vocabulary:
-ecosystem(n)
-fauna(n)
-trace(v)
-ecotour(n)
-promote(v)
Check the vocabulary
*Match the solutions with the pictures
Key: a-3, b-1, c-2



III. While- reading:
A/ Match the headings with the
appropriate paragraphs
Key: 1-c, 2-d, 3-a, 4-b

B/ Match the words or phrases in column
A with their appropriate meanings in
column B
Key: 1-c, 2-e, 3-a, 4-d, 5-b

Ask: What
should we do to
conserve
nature?



Teach vocab



Ask students to
work
individually
then exchange
their answers
Correct

Walk around to
help
Correct

Walk around to
help

Correct

Answer




Listen ,
contribute and
copy after
repeating


Work
individually
then in pairs




Work in
groups

English 10 (Intensive) Leâ Ngoïc Thaïch
128
15’












13’




2’


C/ Brief answers to the questions:
Key:
1. Because of its nature beauty and
economic development
2. Flora species and fauna species

(mammals, reptiles, amphibians, birds,
fish and insects)
3. To promote the economy and provide
more funds for conservation
4. He implies that developing ecotourism
in this rational park will bring benefits to
the economy and the conservation work

IV. Post- reading:
Discuss and talk about the advantages of
exploiting ecotourism in the natural
environment

V. Homework:
Write about the advantages of exploiting
ecotourism in the natural environment.



Help

Help if
necessary



Give
assignment


Work
individually










Work in
groups



English 10 (Intensive) Lê Ngọc Thạch
129
Date: Unit 10: CONSERVATION

Period: 82 Section: Listening

Aim:
1. Educational aim: Students should have awareness of reserving our
environment esp. ecotourism
2. Knowledge: Students learn the purposes of ecotourism and what they
shouldn’t do as ecotourists.
3. Skills: Listening and taking out key words to fill the blanks correctly.
Lexical items: words about the ecotourism.
Grammar:
Teaching aids: Textbook, pictures, cassette player, tape.
Procedure
Time Stages & Content T’s activities Ss’activities
3’












15’

I – Warm-up:

the picture of a
factory with high
chimneys
emitting smoke

the picture of a
destroyed forest







II- Pre-listening
a)
(Possible answers)
- Hunting rare animals
- Damaging young trees / bushes

- Building campfires
- Causing damage to forests

* Vocabulary
- Ecotourism = du lòch sinh thái
- Ecotour = chuyến du lòch sinh thái
- Natural habitat = môi trường TN
- Fauna and flora = hệ động và thực vật
- Show the
pictures What are
these chimneys
releasing?
What has
happened to this
forest ?
Do these
phenomena have
good or bad
environmental
effects?
- Introduce the
lesson
Work in group of
4, make a list of
some activities
that cause harm
to natural
environment.
- Get feedback

- Smoke

- It has been
cut.

- bad effects.





Listen


Work in
groups



Contribute
ideas

English 10 (Intensive) Leâ Ngoïc Thaïch
130
15’















10’

2’
III- While-listening
b) Listen to a class discussion about
ecotourism held by Miss Linh
1. national park



2. wildlife
3. feed ; tease
4. lifestyles
5. fauna and flora
6. educational
7. chopping; fish
8. conversation / preservation

IV– Post-listening
Write a list of what you shouldn’t do as
ecotourists. Give reasons:
- Don’t tease animals because they will
get sick and can’t live long
- Don’t cause damage to forests because
this will do harm to nature
- Don’t kill animals / catch fish for food
because these animals will become
extinct
Don’t feed animals in conversation
areas / nature reserves because this will
do harm to these animals

V- Homework
* Write a list of what you shouldn’t do
when you visit Xeo Quit or Gao Giong
ecotourism site.



You are going to
listen to a class
discussion about
ecotourism held
by Miss Linh and
fill in the blanks
in the sentences.

Introduce some
difficult words/
phrases.
- Play the tape
- Ask students for
the answer
- Give feedback
and correct the
answers

- Asking ss to
work in group of
four to write a list
of what they
shouldn’t do as
ecotourists.
- Walk around to
help
- Get their
answers
- Give comments

- Listen once
or twice
- Answer
- Listen and
copy down


- Work in
groups




- Do the task

- Writing on
the board
- Listen


English 10 (Intensive) Leâ Ngoïc Thaïch
131
Date: Unit 10: CONSERVATION
Period: 83 Section: Speaking

Aim:
1. Educational aim sts should contribute their parts to the protection of the natural
environment
2. Knowledge

+ General knowledge: Sts learn about the functions of ecotourism & about
how to protect & save the natural environment
+ Language: Sentences & expressions for making Suggestions about nature
conservation
3. Skills: Fluency in expressing opinions & making suggestions about nature
conservation.
Lexical items: words about conservation.
Grammar: Suggestions:
Teaching aids: textbook, poster
Procedures
Time Stages & Content T’s activities Ss’ activities
3’










12’

* Warm-up: Network










• Pre-speaking
1. Vocabulary
recycle(v)
energy(n)
extinction(n) (extinct(a)_
extinguish(v))
deforestation (n) (deforest(v))
vocabulary check

2. Structure: Expressions of
suggestions
-Give instruction
-Ask sts to play
the game

-Introduce the
new lesson


-Use techniques
explanation
Example
Situation
Situation
-Use technique:
Rub out &
remember
-Give expressions
of suggestions
-Stick the poster
on the board
-Listen
-Play the game

-Write down








-Respond

-Respond
-Respond



-Look at the
board
-Respond

Forest

Water

wildlife
energy
nature conservation
English 10 (Intensive) Leâ Ngoïc Thaïch
132

18’






10’






2’
It might be a good idea to…
I think you/we/they should…
It would be better if…
One thing you/we/they could do is….
Use the expressions to make up
answers to these questions (pair

work)
5 questions on page 130 (textbook)
1. Have you ever thought of…?
2. Don’t you think…?
3. Why don’t people….?
4. Don’t you think….?
5. Have you ever thought of….?








*While_speaking:
Use the expressions above and
prompts below to make up exchanges
about environmental damage and
their solutions (pair work)
(page 131)

*Post_speaking (group work)
Think of a camping trip. Make a list
of some do’s and don’t tourists should
follow
Do’s Don’ts
Clean the place we live litter

*Homework:

Learn by heart new words &
structures
Practise speaking at home
Prepare “ writing”
-Run through voc.

-Ask sts to repeat
the underlined
phrases
-Ask sts to ask
and answer in
pairs after giving
an example
-run through Voc.
-give an example
-ask sts to work in
pairs
-walk around to
give sts some
help
-ask some pairs to
ask & answer the
questions before
the class
-correct sts’
mistakes

-give instruction
-give an Ex

-ask sts to work in
groups
-ask sts to present
their lists
-give comment



-give sts
homework


-repeat
-repeat

-respond



-listen

-work in pairs

-ask for some
help

-respond

-take notes


-listen
-listen
-work in groups

-respond

-listen







-take notes
English 10 (Intensive) Leâ Ngoïc Thaïch
133
Date: Unit 10: CONSERVATION
Period: 84 & 85 Section: Writing

*Educational aim: Students should know how to write a letter of invitation or refusal
*Language: + Used to express acceptance:
_Thank you very much for your invitation
_I’d be very happy to come

+ Used to express refusal
_Thank you for your invitation, but unfortunately I’m quite unable to
come
_I’m sorry but I can’t make it
*Teaching aids: Some real letters, board, chalk
*Procedures:
Time Stages & Content T’s activities Ss’ activities
8’






6’





20’

I. Warm- up:
1. What is it?
2. Have you ever received a letter?
3. Have you ever written a letter?
What do you write letter for?

II. Pre- writing:
Vocabulary:
-salutation(n)
-acceptance(n)
-refusal(n)
Checking: What & Where

*Language used to express the
acceptance:
-Thank you very much for your
invitation
-I’d be very happy to come
*Language used to express refusal:
-Thank you for your invitation, but
unfortunately I’m quite unable to come
-I’m sorry but I can’t make it




Show a letter and

ask questions





Teach vocabulary





Ask them to read
the letters on the
textbook and do
the exercise









Answer some
questions

Listen and
contribute




Work in pairs












English 10 (Intensive) Leâ Ngoïc Thaïch
134
40’




15’

1’



III. While- writing:
Write a letter of acceptance or refusal



IV. Post- writing:
Correcting


V. Homework:
Ask students to study how to write this
kind of letter carefully.
Ask them practise
writing in pairs by
using the
structures
provided

Correct



Give assignment
Work in

groups




Taking notes
after writing
two letters on
the board

English 10 (Intensive) Leâ Ngoïc Thaïch
135
Date: Unit 10: CONSERVATION
Period: 86 Section: Language Focus

Aim: Sts know how to use word forms, “Should” for advice, conditional sentences.
Lexical items: Noun Form.
Grammar: should + Vo; conditional sentences: type 2 + 3
Teaching aids: Text book, picture, posters.
Procedures:
Time Stages & Content T’s activities Ss’ activities
3’



10’

10’


















*Warm up: Jumbled words
1. destroy 2. converse
3. ducere 4. tectpro

* Word study
Key:
1. conservation
2. destruction

3. prevention
4. protection
5. reduction

* Grammar:
a) Teacher give example:
A: Have you ever thought of
recycling?
B: Well, we should recycle things
such as bags, cans and bottles
Key: 1B I think we should… before
discharging them into the river.
2B. Well, we shouldn’t use horns and
their associated products.
3B: I think we should control
deforestation
4B Well, we should reduce smoke
and exhaust gas
5B I think we shouldn’t build
campfires in national parks
6B Well, we should use less energy
7B I think we should control the use
of gas.
Ask sts:
Work in group
Instructions
Start and winner

Sts do exercise
Using correct forms

of the words in
parentheses
Work in pairs
Exchange the
keys(answers)

Introduction of the
use: should + Vo

Sts work in pairs
Have sts speak the
sentences with
should or shouldn’t












Group work



Pair work

Comparison of
answers

Listen to teacher


Practise
speaking
Work in pairs












English 10 (Intensive) Leâ Ngoïc Thaïch
136
10’

2’

b) Conditional sentence type 2.
If S + V2, S would/could + Vo
Key: 1. They’d suffer from a shortage
of energy and air pollution
2. Local people would suffer from a
shortage of fish for food soon
3. People would suffer from sea
pollution
4. Polar bears would become extinct

soon
5. We’d suffer from air pollution

c) Conditional sentences type 3
if S had V3 , S would have V3
key 2…,would have been conserved
3…hadn’t discharged
4… had reduced…
5…had been dumped…
6…wouldn’t have endured…
7… had used….
8…wouldn’t have been destroyed…

* Homework:
Prepare unit 11, part: Reading.


• explain how to
use conditional
sentence type 2
• have sts do exers
in text book
• have sts work in
groups and pairs
• have sts speak



• explain how to
use conditional

sentences type 3
• have sts do
exercises in text
book
• have sts work in
groups
• have sts speak





• listening
to teacher
and
writing the
formula
• doing
exercises
in groups
and pairs
• practise
speaking

listen to teacher
and write the
form of type 3
do exercises in
groups
speak

English 10 (Intensive) Leâ Ngoïc Thaïch
137

Date: TEST 45’ (4)
Period: 87

I/ Listen to the text about the undersea world. Circle the correct word you hear. (1m)
1. There is one ocean. It is divided into ___________ different parts.
A. three B. four C. two D. five
2. There are also many smaller _________, gulfs and bays which form part of them.
A. seas B. oceans C. water D. rivers
3. For centuries, people have been ____________ by the mysteries that lie beneath the
ocean.
A. changed B. challenged C. checked D. chatted
4. However, today’s scientists have overcome many of the challenges of the depth
___________ using modern devices.
A. with B. for C. by D. on
II/ Pick out the word whose underlined part is pronounced differently from that of the
other words. (1m)
5. A. however B. know C. follow D. show
6. A. here B. bear C. hear D. engineer
7. A. group B. tour C. poor D. sure
8. A. develop B. electric C. forest D. vegetables
III/ Read the passage and do the tasks that follow. (2ms)
Dolphins live in the sea like fish, but they are not fish – they are warm-blooded

mammals like us. Dolphins are fascinating to many people. Stories of dolphins helping
people have been reported.
Since 1988, dolphins at Dolphin Research Center in Australia have been assisting people
in another special way. People with health problems – cancer, hearing or vision
impairment or stress – take part in a program to improve their life quality and strengthen
their spirit. Children with Down’s syndrome, which is a condition when people do not
develop in a normal way, also show improvements after the program. Besides the
treatment, patients may spend time with dolphins. They may touch dolphins’ backs, have
their feet kissed by dolphins, and play games with the animals.
* Write True (T) or False (F) to these statements: (1m)
9. ______ Dolphins are not liked by many people.
10. _____ Dolphin Research Center was established for more than 15 years.
* Answer the questions: (1m)
11. Which health problems do people have when they take part in the program?
………………………………………………………………………………………..
12. Where do dolphins live?
………………………………………………………………………………………..
IV/ Choose the answer among A, B, C or D that best completes each sentence. (3ms)
13. I think we should ____________ rare animals in this natural habitat.
A. to keep B. keep C. keeping D. kept
14. A giraffe is a ____________ animal.
A. long-necked B. long-neck C. neck-long D. necked-long
English 10 (Intensive) Leâ Ngoïc Thaïch
138
15. A lot of fish ____________ live in the polluted sea die every day.
A. who B. whom C. which D. they
16. The sea creatures there would have been killed if factories in this city _______
swage into the sea.
A. discharged B. had discharged C. would discharge D. would have discharged
17. “We clean the garage every day” means ______________

A. Every day is cleaned the garage by us.
B. Every day is cleaned by the garage.
C. The garage cleaned every day by us.
D. The garage is cleaned every day.
18. If more and more people used motorbikes and cars, we ____________ from air
pollution.
A. suffered B. would suffered C. would suffer D. would have suffered
V/ Choose the word in each line that has different stress pattern. (1m)
19. A. homeless B. again C. destroy D. supply
20. A. program B. animal C. various D. condition
21. A. destruction B. movement C. important D. appearance
22. A. ocean B. modern C. divide D. water
VI/ Make sentences from the words given to complete a letter of refusal. (2ms)
February 9, 2007
Dear Tam
23. Thank you/ your/ invite.
………………………………………………………………………………………..
24. It/ not be/ possible/ for me/ come.
………………………………………………………………………………………..
25. Because/ I/ visit/ grandparents/ HCM City.
………………………………………………………………………………………..
26. I/ be/ terribly sorry/ I/ not make/ it.
………………………………………………………………………………………..
Yours,
Laura

-------------- THE END ---------------