Giáo án Tiếng Anh 10 - Unit 10: Conservation

’ activities
Competences
* Activity 1: Warm - up
What are these following pictures about?
1. 
2. 
3. 
* Activity 2: Vocabulary ( 8 ms)
- destroy (v) : phá hủy
è destruction (n) sự phá hủy
- variety (n) : sự đa dạng
- eliminate (v) loại bỏ, tiêu diệt
- constant (adj): vĩnh hằng, thường xuyên
- supply(v, n) (nguồn ) cung cấp
- hydroelectric dam (n)
- circulation (n) sự tuần hoàn
- run - off (n) sự thoát nước 
- biodiversity (n) sự đa dạng
- threaten (v) đe dọa
* Activity 3: Matching ( Task 1 / page 105( 7 ms )
KEY
1.c
2. a
3. d
4. b
* Activity 4: T / F statements
 ( Task 2 / page 106 )
( 12 ms)
KEY:
1. T
2. T
3. T
4. T
5. F
6. F
* Activity 5: Choose the suitable main for each paragraph (Task 3 / page 106)
A. 3
B. 4
C. 2
- T shows the pictures to the class.
- T asks Ss to say aloud what these pictures are about.
- T listens and gives comments.
- T leads to the new lesson.
KEY:
1. Water pollution.
2. Forest fire.
3. Killing animals.
These pictures tell us that the nature is endangered. People have to find out solutions to save it.
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T divides the class into groups of four.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and explain the choice.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in pairs to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and give evidences.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in pairs to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and give evidences.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- Ss look at the pictures and say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration and underline the key words.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration and underline the key words.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
Co - operative
Self – study
Mananging
Giving solutions
Co - operative
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to understand the passage
Activity 3
Ss can define the words by matching
Activity 4
Ss can understand the passage through the true / false statements task
Activity 5
Ss can summarize the main idea of each paragraph 
2. Exercises / Consolidation ( 6 ms)
Choose the best answer to complete the following sentences
Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.
The loss of much forest is destroying Earth’s plant and animal variety.
A. consuming	B. damaging	C. erasing	D. removing
Mark the letter A, B, C,orD to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.
Câu 1: We cannot clean up our polluted rivers and seas overnight.
A. cleared	B. purified	C. honored	D. respected
Câu 2: The earth is being threatened and the future looks bad.
A. done	B. made	C. defended	D. varied
Mark the letter A,B,C or D on your answer sheet to indicate the correct answer to each of the following questions.
Câu 3: Many national parks have been established ________endangered animals.
A. to save	B. to kill	C. to protect	D. to ban
Answer the following questions:
4. What is the consequence of losing forest?
5. How important is water in our life?
Date of Preparing:
Date of Teaching:
Week:
Class:
10A6
10A8
10A9
Period: 
Date:
UNIT 9: CONSERVATION
PART B: SPEAKING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- learn what new kind of zoos are and their main purposes
- Advantages and disadvantages of new kinds of zoos
2. Skill: + Integrated skill, mainly communicative
 + Speaking skills: Report on discussion
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: talking about the new kind of zoos
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + master words to understand the passage and zoos of the new kind.
	 + report on discussion result
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (1m)
2. Homework checking: ( 5 ms)
- Write some new words and their Vietnamese meanings on the board.
- Answer the questions in textbook, page 106
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Warm - up 
( 4 ms)
Answer the questions:
1. Have you ever gone to the zoo?
2. What do you see in the zoo?
3. How about the conditions of the zoo?
 Free answers:
* Activity 2: Vocabulary ( 8 ms)
- sensitive (adj) nhạy cảm
- imprison (v) bị tống giam
- develop (v) phát triển
- reconstruct (v) tái thiết, xây dựng lại
- policy (n) chính sách
* Activity 3: Answer the questions ( Task 1 / page 106)
( 7 ms )
Expexted answers:
1. They are opened to help endangered species to develop.
2. The animals are run kept in cages. They can live in their natural environment / habitats.
* Activity 4: Discuss the consequences and possible solutions
 ( Task 3 / page 107 )
( 10 ms)
Example: 
A.In order to reconstruct a zoo of the new kind, people are likely to spend so
much money because they must make up an environment as similar as possible to the natural habitat in the wild.
B.That’s right. And then the condition in which wild animals live, I think, is not so good and comfortable as that in the nature.
C. OK. it's true. And the animals cannot do what they want, that is they cannot run. jump, climb or chase the prey as they do in the nature.
A.But in the zoos of the new kind, the endangered animals can safe from being hunted or killed, that is they can develop. 
B. Moreover, they can be protected from dangerous diseases in the nature and have better food.
C. However, there's a disadvantage we may not ignore: the dangers that keepers may have. They can be injured or killed by the animals.
But in ihe zoos of the new kind, we can save and conserve the animals that are at the edge of extinction.
- T asks some questions.
- T asks Ss to say aloud the answers.
- T listens and gives comments and feedback.
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T asks SS to work in pairs to do the task.
- T moves around and offers help.
- T asks Ss to write the answers on the board. 
- T checks the answers and gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in groups of 3 to do the task.
- T moves around and offers help.
- T asks some Ss to present in front of the class.
- T listens and gives comments and corrects Ss’ mistakes.
- Ss listen to the T’s questions.
- Ss say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss work in pairs.
- Ss may ask for help if necessary.
- Ss write the answers on the board.
- Other check the answers and give comments.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of 3 to do as required.
- Ss may ask for help if necessary.
- Ss present in front of the class.
- Other Ss listen and give comments.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
Co - operative
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to understand the passage
Activity 3
Ss work out the advantages and disadvantages of the zoos of the new kind
Activity 4
Ss report the results in front of the class to improve their speaking skill
2. Exercises / Consolidation ( 10 ms) ( Dành cho lớp nâng cao)
Work out the differences and similarities between traditional zoos and zoos of the new kind.
Date of Preparing:
Date of Teaching:
Week:
Class:
10A6
10A8
10A9
Period: 
Date:
UNIT 10: CONSERVATION
PART C: LISTENING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- know several reasons that cause forest fire
- know how to protect forests from being destroyed
2. Skill: + Integrated skill, mainly communicative
 + Listening skills: Listen and do the tasks correctly
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: A monologue about how a forest fire happens and its dangerous situations.
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + master words to understand the passage
	 + listen and decide true / false statements, gap - filling
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (1m)
2. Homework checking: ( 5 ms)
- Write some new words and their Vietnamese meanings on the board.
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Answering the questions 
( 4 ms)
1. What is it?
2. What may cause this problem?
Expected answers:
1. It’s forest fire.
2. Possible answers:
+ cigarrettes, camp fire, hot weather, man devastating for cultivation,
* Activity 2: Vocabulary ( 6 ms)
- heap of leaves (n) đống lá
- wood (n) gỗ, củi
- spread (v) lan tỏa
- duty (n) trách nhiệm, nghĩa vụ
- cigarrette butts (n) tàn thuốc lá
- lightening (n) sấm sét
- put out (phr.v ) dập tắt
- cover (v) bao phủ
* Activity 3: Listen and tick the correct sentences ( Task 3 / page 108) 
( 5 ms )
KEY:
1.a
2. b
3. a
* Activity 4: Number the events
 ( Task 1 / page 108 )
( 8 ms)
KEY
1. It's an unpleasant thing to see a great forest fire.
2. In late summer, fire is the greatest danger to forests, and sometimes people are not allowed to go into them.
3. A campfire near a heap of leaves may easily cause a forest fire.
4. A forwest fire destroys valuable wood, wildlife and good soil.
5. All of us must care for our great forests and save them from fire.
* Activity 5: T / F statements
( Task 2 / page 108)
( 10 ms)
KEY
1. F
2. F
3. T
4. T
5. F
- T shows the picture to the class.
- T asks Ss some questions.
- T asks Ss to say aloud the answers.
- T listens and gives comments and feedback.
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T plays the tape twice.
- T moves around and offers help.
- T asks Ss whether they can complete the task, if they cannot, T plays more.
- T asks Ss to say aloud the answers.
- T listens and gives comments.
- T plays the tape again and gives feedback.
- T demonstrates how to do the task.
- T divides the class into groups of four and discuss as told.
- T plays the tape twice.
- T moves around and offers help.
- T asks Ss whether they can complete the task, if they cannot, T plays more.
- T asks Ss to say aloud the answers.
- T listens and gives comments.
- T plays the tape again and gives feedback.
- T demonstrates how to do the task.
- T divides the class into groups of four and discuss as told.
- T plays the tape twice.
- T moves around and offers help.
- T asks Ss whether they can complete the task, if they cannot, T plays more.
- T asks Ss to say aloud the answers and correct the false statements.
- T listens and gives comments.
- T plays the tape again and gives feedback.
- Ss look at the picture and name the oceans in Vietnamese.
- Ss say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss do the task individually.
- Ss listen to the tape and do the task.
- Ss say aloud the answers.
- Other Ss give comments.
- Ss listen to the T’s demonstration and take notes.
- Ss work in groups of four to do as required.
- Ss listen to the tape and do the task.
- Ss say aloud the answers.
- Other Ss give comments.
- Ss listen to the T’s demonstration and take notes.
- Ss work in groups of four to do as required.
- Ss listen to the tape and do the task.
- Ss say aloud the answers.
- Other Ss give comments.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to support their listening
Activity 3
Ss can listen and tick the correct sentences
Activity 4
Ss can number the events follow the listening text
Activity 5
Ss listen and decide whether the statements are true or false
2. Exercises / Consolidation ( 6 ms) 
Handout: Listen and fill in each gap with the word you hear.
A forest fire can start with a small burning cigarette butt, or with a burning (1).. near a heap of dry leaves or grass. Sometimes a (2) can cause a forest, too.
Every camper ought to remember to put out the campfire before he leaves the place by 
(3) .. it with earth. And another thing they should keep in their mind is they should not make a campfire near (4) .. of dead leaves or grass, especially in the very dry weather.
Date of Preparing:
Date of Teaching:
Week:
Class:
10A6
10A8
10A9
Period: 
Date:
UNIT 10: UNDERSEA WORLD
PART D: WRITING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- learn some strucutres to invite people in English
- know how to write a letter of invitation
2. Skill: + Integrated skill, mainly communicative
 + Writing skill: using structures to write a letter of invitation
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: write a letter of invitation
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + know when to invite people to do something
	 + master structures of invitation
	 + building sentences to write a letter of structures
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (1m)
2. Homework checking: No
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Naming activities from pictures ( 4 ms)
1. 
2. 
3. 
4. 
* Activity 2 : Useful languages
( 7 ms)
Structures of invitation:
+ Let’s + V_bare: hãy làm gì đó
+ Why don’t you + V_bare?: Tại sao không?
+ Would you like+ to V_bare?: 
+ Do you feel like + V_ing ?: Bạn có muốn?
+ Can you + V_bare?: Bạn có thể?
+ How about + V_ing? : Thế còn  thì sao?
+ Shall we + V_bare: Chúng ta sẽ  chứ?
+ Are you free + to V: Bạn có rảnh rỗi để..
* Activity 3: Matching ( 5 ms)
( Task 1 / page 108)
KEY
1: c
2: e, f, h
3: a,b
4. d, g
5. h
6. d,g
7. e
8. b
Activity 4: Gap – filling: ( 5 ms)
( Task 2 / page 109 )
KEY
1. Why don’t you / Wwould you like/ Are you free
2. Are you free 
How about / Do you feel like
3. Would you like / Why don’t you
Shall we
Activity 5: Practice ( 15 ms)
(Task 3 / page 110)
Activity 5: Correction
( 8 ms)
Expected answers:
Dear Lam,
We haven’t met each other since you moved. I miss you a lot.
We are both going to have some days-off between two terms soon. If you haven’t made any other plan, why don’t we spend a weekend together?
Do you feel like visiting the forest near my grandfather’s house again? It looks quite different now because very many young trees have been planted at the last Tree-planting Festivals.
Do come if you find it possible and I’ll make all the preparations then.
Give my love to your parents.
Your friend,
Nam
- T shows some pictures to the class.
- T asks Ss to say what people in the pictrues are doing.
- T listens and gives comments and feedback.
- T asks Ss some questions and asks Ss to say aloud the answers.
- T listens and gives comments.
- T leads to the new lesson.
KEY
Picture 1: They are having a party.
Picture 2: They are going to the cinema.
Picture 3: They are singing.
Picture 4: They are having a picnic.
Questions:
1. Have you ever invited your friends to join these activities.
2. How do you invite them? Write a letter or make a phone call?
Free answers.
- T presents the uses and meanings of some structures of invitation on the board.
- T gives some examples to make it clear:
Eg: 
+ Why don’t you join our singing club?
+ How about going to the cinema tonight?
- T checks Ss’ understanding.
- T demonstrates how to do the task.
- T asks Ss to work in groups of six to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board.
- T asks other Ss to give comments.
- T checks the answers and gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in groups of six to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board.
- T asks other Ss to give comments.
- T checks the answers and gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in groups of six to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the sub – boards.
- T asks Ss to hang the sub – boards on the black board.
- T asks other Ss to exchange the answers and give comments.
- T checks the answers on the board, give comments and corrects mistakes. 
- Ss look at pictures and think of the answers.
- Ss say aloud the answers as required.
- Ss listen to the T’s comments.
- Ss listen to the T’s questions and say aloud the answers.
- Other Ss listen.
- Ss listen to the T’s presentation and take notes.
- Ss copy the examples.
- Ss may ask questions if they don’t understand.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of 4 to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board.
- Other Ss check the answers and give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of 4 to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board.
- Other Ss check the answers and give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of six to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the sub – boards.
- Ss do as required.
- Ss look at the board and give comments for the writings.
- Ss listen to the T’s comments.
- Ss copy the feedback.
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
Co - operative
Self – study
Mananging
Giving solutions
Co - operative
Self – study
Mananging
G