Giáo án English 10 - Unit 10: Conservation - Period 60: A-Reading

Unit 10: CONSERVATION
Period 60: A – READING
 I. AIMS AND OBJECTIVES :
To present and practise new vocabulary relating to conservation and environment.
To be aware of the wild animals,plants and environment after reading the paragraphs
To understand more about the conservation by scanning for specific information.
To develop skills ,especially reading skill.
 1. Language :
Vocabulary: conservation,endangered species,destruction.
 Review the old words.
Structures : questions , statements , sentences 
 Review the simple present tense in the passive voice.
 2. Skills : Integrated skills.
 Especially reading skill . 
 3. Educational factor :
 To help students to be more active,communicative ,creative , self-confident  
 To make the students be aware of arranging the timetable. 
 II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork 
3. Materials needed : textbooks , references , teaching aids 
4. Students’ preparation : Lesson preparation
 Appliances for studying.
5. Previous exercises : No 
 III. TEACHING PROCEDURE.
 1. Stabilization : (2’)
 	 Good morning class!
	 How are you today ?
	Who is absent today ,monitor ?
 2. Checking up the previous knowledge : 
 Conditional sentence type 2.
 3. The new lesson:
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
(15ms)
(8ms)
(3ms)
1.Warm up: 
Bingo
Table of 9 boxes (1-9) 9 names of animals.
1.tiger 2. monkey 3.elephant 4.beer 5.snake 6.deer 7. woft 8.lion 9.bird
Read out word by word/ winner (3 words on a line)
2. Before you read:
Asks the sts to look at the pictures and answer the questions (pair work)
Gives some more questions:
1.What cause some plants and animals to become extinct ?
2.How they are protected and saved ?
Calls some pairs to ask and answer questions 
- Presents some new words.
( Use pictures, synonym, explanation to explain the new words.)
-Reads new words and asks sts to repeat.
- Checks the understanding of new words.
- Helps sts review the simple present tense in the passive voice.
3. While you read:
-Asks sts to read the passage silently and to get more information about conservation
- Guides sts to do Task 1.
-Asks sts to choose the option A with B that best suits the meaning of words.
- Feedback.
Questions for good students
1.Why are some species of plants and animals already being eliminated each year ?
2.What plays an important part in the natural circulation of water ?
3.What causes frequent floods and littlewater during dry season ?
4.What are hydroelectric dam used for ?
Guide sts to do Task 2:
Asks sts to T/F statements
Gives instructions and shares with neighbours
Calls some pairs to check.
Gets feedback orally
Guide sts to do Task 3:
Scan the passage 
Matching-ideas- paragraphs in groups of 4
Gives instruction and time
Call groups to hang their answers on the board.
Correct and give feedback.
4. After you read:
Sts work in groups of 4
Each gpoups discusses each question
Sts discusses to get ideas for the questions
Gets feedback orally( group by group) in front of the class
-Corrects mistakes and evaluates.
Play a game.
Write the lesson
Work in pairs, think and answer the questions.
1.Killing animals, destroying forests
2.Keeping wild animals and plants in the naturalenvironment.
Answer.
-Write down new words and guess the meaning of them.
-Repeat after the teacher.
-Match the new words with their meaning.
- Take note.
- Do silent reading.
-pair works.
1.Because of the lose of much forests
2.Trees, grasses and other plant life
3.Rapid run off
4.To hold back needed
water and provide power for homes and industries
work individually
Work in pairs
Work in groups of 4.
Work in groups 
Take note.
Unit10: CONSERVATION
Period 60: A- Reading
1.Killing animals, destroying forests
2.Keeping wild animals and plants in the naturalenvironment.
I. New words:
conservation,endangered species,destruction..
II. Tasks:
A.Task 1: 
Feedback:
1.Because of the lose of much forests
2.Trees, grasses and other plant life
3.Rapid run off
4.To hold back needed
water and provide power for homes and industries
Keys: 1-C, 2-A,3-D,4-B
B. Task 2:
Keys: 1F 2T 3T 4T 5F 6F
C. Task 3:
Keys:
1.Paragraph A, main ideas: Forests give us a lot of valuable things
The title sentence: Many of those plants and animals can be used as medicine..sicknesses.
2. Paragraph B, main ideas:
We can not live without water.
The title sentence: Man and animalsto live.
3. Paragraph C, main ideas:
Lets do some thing to save the earth
The title sentence:The earth is being threatened and the future looks bad.What can each of us do ?
D. Task 4:
Keys:
1.The loss of much forests is destroying the earths
2. Man and inimals need a constant supply of water to live.Farmers need water for their crops
 V. Homework: (2ms)
- See again all carefully
- Learn by heart all the words , the summary of the text.
- To talk about the importance of invironment and how to preserve it.
- Prepare the vocabulary in speaking period
 VI. Self – evaluation:
Unit 10: CONSERVATION
Period 61: B – SPEAKING
 I. AIMS AND OBJECTIVES :
To enable the sts to speak about conservation and environment.
To be aware of the wild animals,plants and environment after reading two paragraphs
To understand more about the conservation by scanning for specific information.
To develop skills ,especially speaking skill.
 1. Language :
Vocabulary: Review the old words.
Structures : questions , statements , sentences 
 Review the simple present tense in the passive voice.
 2. Skills : Integrated skills.
 Especially speaking skill . 
 3. Educational factor :
 To help students to be more active,communicative ,creative , self-confident  
 To make the students be aware of arranging the timetable. 
 II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork 
3. Materials needed : textbooks , references , teaching aids 
4. Students’ preparation : Lesson preparation
 Appliances for studying.
5. Previous exercises : No 
 III. TEACHING PROCEDURE.
 1. Stabilization : (2’)
 	 Good morning class!
	 How are you today ?
	Who is absent today ,monitor ?
 2. Checking up the previous knowledge : 
 Conditional sentence type 2
 3. The new lesson:
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
(15ms)
(8ms)
(3ms)
I. Warm up: 
Filling the table
Farm animals	Wild/zoo animals	pets
Sheep	Lion	parrot.
Delivers the handout to sts
Gives instructions and limited time
Guides the sts to do
Gets feedback
Keys:
1.Farm animals: horse,sheep,pig,hen,fish
2. Zoo animals: elephant,menkey,tiger,giraffe,snake,lion,tortoise,panda
3.cat, parrot,fish
Questions:
1.Have you ever been to the zoo?
2.What animals can you see in the zoo or in the wild?
3. What are zoos opened for?
4. What animals are in danger?
 Corrects, says something more and leads to the lesson”.
II. Before – speak; 
Asks the sts to do pairs
Sts read the text and answer the questions
Gives instruction and time
Shares answers with other pairs.
Call sts to hang their answers on the board.
Correct and give feedback
III. While - speak:
Task 2
Pair works-read the suggested ideas – discuss – share ideas – give out answers
 Asks sts to ask and answer questions with a partner, using the information from the text A and B
Calls some pairs to check.
- Feedback.
Guide sts to do Task 3:
For and against
Sets pair works – instructions – time
Advantages	Disadvantages
-The conditions the animals are in
-The animals that people can visit	-The money spent on reconstructions of the animals natural environment.
-The dangers that the keepers may have
Calls some pairs/groups to speak orally
Guides the sts to practise speaking more with the ideas above
Gets feedback
IV. Post - speak:
Guide sts to do Task 4:
Make group reports
Calls one or two sts to report
-Corrects mistakes and evaluates.
Filling the table
(groups)
Answer
Write the lesson
Pairs
Listen.
Work in pairs.
answer the questions.
Work in groups.
Work in pairs
Take note.
one or two sts to report
Unit 10: CONSERVATION
Period 61: B - Speaking
Game
1.Farm animals: horse,sheep,pig,hen,fish
2. Zoo animals: elephant,menkey,tiger,giraffe,snake,lion,tortoise,panda
3.cat, parrot,fish
Task 1 
1.It is used to provide as natural an environment as natural as possiple for the animals 
Or They are opened to help endangered species develop.
2. –The places where endangered species develop
Animals can live in natural environment
They are not the places where animals are imprisoned
Task 3
Advantages	Disadvantages
-The conditions the animals are in
-The animals that people can visit	-The money spent on reconstructions of the animals natural environment.
-The dangers that the keepers may have
 V. Homework: (2ms)
- Asks students to look over all at home:the words ,the summary of the text.
 VI. Self – evaluation:
Unit 10: CONSERVATION
Period 62: C – LISTENING
 I. AIMS AND OBJECTIVES :
To provide sts with vocabulary relating to natural environment.
To help sts listen and number the events and decide on True or False statements.
To develop skills ,especially listening skill.
 1. Language :
Vocabulary: Review the old words.
Structures : questions , statements , sentences 
 Review the simple present tensein the passive.
 2. Skills : Integrated skills.
 Especially listening skill . 
 3. Educational factor :
 To help students to be more active,communicative ,creative , self-confident  
 To make the students be aware of arranging the timetable and learn and work according to the timetable. 
 II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork 
3. Materials needed : textbooks , references , teaching aids 
4. Students’ preparation : Lesson preparation
 Appliances for studying.
5. Previous exercises : conservation. 
 III. TEACHING PROCEDURE.
 1. Stabilization : (2’)
 	 Good afternoon class!
	 How are you today ?
	Who is absent today ,monitor ?
 2. Checking up the previous knowledge :( 5’)
	Asks sts to talk about natural plants and animals
 3. The new lesson:
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
(15ms)
(8ms)
(3ms)
1.Warm up: 
Use two pictures of forest destruction & forest fire
Leading questions:
What are they ?
What do you see in the pictures?
What have happened to them ?
Takes the second picture to lead Sts to the topic
2. Before you listen: 
Asks sts to listen and repeat
T reads word by word/ Sts repeat (book closed)
Sts practise with words on the board.
Calls some pairs to check.
3. While you listen:
-Introduces the situation of task 2 T or F statements:
Sts read the suggested statements (limited time)
Gives time for sts to look at the sentenses carefully and guess.
Sts listen to the tape (2 times)
Asks sts to share their answers with their partners.
Calls some sts to check.
Feedback.
Tast 3:
Sts read the suggested ideas first.
Sts listen to the tape (2 times)
Asks sts to share their answers with their partners.
Calls some sts to check.
Feedback.
4. After you listen:
Asks sts to take turns to ask and answer: 
Causes of forest fire
Camper’s duties
. Then retell his story to the class.
Calls some pairs to check.
Calls some sts to retell the story again.
-Corrects mistakes 
Gives feedback
Write the lesson
Work in pairs.
Look at the pictures in the text book and guess.
Listen and number.
Listen and choose T or F
Share their answers with partners.
Take note.
Work in pairs.
UNIT 10: CONSERVATION
Period 62: C - LISTENING
Listen and repeat
Porest, porester, destroy..
Task1:
3-2-5-1-4
Task 2:
1F 
2F
3T
4T
5F
Task 3
1B 2A 3A 
 V. Homework: (2ms)
	See again all carefully
- Learn by heart all the words , the summary of the text
- Asks students to look over all at home:the words ,the summary of the text.
 VI. Self – evaluation:
Unit 10: CONSERVATION
 	Period 63: D – WRITING
 I. AIMS AND OBJECTIVES :
To provide sts with vocabulary relating to a frightening story.
To help sts to review to infinitive, gerund and the way of writing a letter of invitation.
To develop skills ,especially writing skill.
 1. Language :
Vocabulary: Review the old words.
Structures : questions , statements , sentences 
 Review to inf , gerund.
 2. Skills : Integrated skills.
 Especially writing skill . 
 3. Educational factor :
 To help students to be more active,communicative ,creative , self-confident  
 To make the students be aware of arranging the timetable and learn and work according to the timetable. 
 II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwok, explanation,groupwork 
3. Materials needed : textbooks , references , teaching aids 
4. Students’ preparation : Lesson preparation
 Appliances for studying.
 5. Previous exercises : Write a paragraph about conservation 
 III. TEACHING PROCEDURE.
 1. Stabilization : (2’)
 	 Good afternoon class!
	 How are you today ?
	Who is absent today ,monitor ?
 2. Checking up the previous knowledge :( 5’)
	Asks sts to talk about protecting animals and forests
 3. The new lesson:
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
(15ms)
(8ms)
(3ms)
1. Warm up: 
 Uses” an inviting card”
Leading questions
When do you use it?
How can you write in it?
Whom do you give it to?
 Corrects, says something more and leads to the topic” A letter of invitation” .
2. Before writing
-Introduces the situation of task 1: Read the following passage and find all the verbs that are used : To inf/ bare inf/ Verb- ing 
Would you like + To inf
How about + V-ing
Do you feel like+ V-ing
Are you free+ To inf
Can you; Shall we + bare inf
Gives time for sts to read column A & B carefully and match (pairs)
2e 2g 3a 4h 5i 6d 7e 8b
Asks sts to share their answers with their partners.
Calls some sts to check.
- Feedback.
Guides sts to do Task 2:
Gap filling
T suggests the forms quickly
Sts work in groups
T read the open letters and use task 1 to fill in the blanks
Asks sts to share their answers with other groups.
Calls some sts to check.
- Feedback.
3.While writing
Guides sts to complete letters
Asks sts to write forms of writing – letter- paper quickly, then discuse to complete the lettert and share these sentences with other groups.
Corrects and gives feedback
Sts hang their letters on the wall suitably ( exhibiting)
Sts sit near/ walk around to read and find mistakes in the letters
T chooses a letter to cerrect as a model.
4. Post writing
Chaining letters
Group with 4/5
Each student makes a sentence of a letter from first to last
Write on the board (4 groups)
Corects quickly and remarks
Listen .
Work individually.
Share their answers with partners.
Work in groups.
Work in groups.
Write the drafts.
Correct yourselves.
Write a completed narrative.
share their answers with other groups
complete letters
read and find mistakes in the letters
makes a sentence of a letter from first to last
UNIT 10: CONSERVATION
Period 63: D- -Writing
1. Would you like + To inf
2.How about + V-ing
3.Do you feel like+ V-ing
4.Are you free+ To inf
5.Can you; Shall we + bare inf
2e 2g 3a 4h 5i 6d 7e 8b
Dear Lam
We have not met you since you moved.I miss you a lot.We are both having some day off between the two 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 look quite different now because very many young trees have been planted at the Tree-planting Festivals.
Do come if you find it possiple and I will make all the preparations.
Please give my love to your parents.
Your friend
Nam
 V. Homework: (2ms)
	Asks sts to write a letter of invitation
 VI. Self – evaluation:
Unit 10: CONSERVATION
Period 64: E – LANGUAGE FOCUS
 I. AIMS AND OBJECTIVES :
To provide sts with vocabulary relating to lesson.
To help sts to review the simple past, the simple present in passive 
To help sts how to pronounce the sounds / p / and / b / correctly.
To develop skills ,especially writing skill.
 1. Language :
Vocabulary: Review the old words.
Structures : questions , statements , sentences 
 Review the simple past, the simple present in pasive
 2. Skills : Integrated skills.
 Especially writing skill . 
 3. Educational factor :
 To help students to be more active, communicative ,creative , self-confident  
 To educate sts to do useful things.
 II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pairwork, explanation, groupwork 
3. Materials needed : textbooks , references , teaching aids 
4. Students’ preparation : Lesson preparation
 Appliances for studying.
5. Previous exercises : the simple past, the simple present in passive.
 III. TEACHING PROCEDURE.
 1. Stabilization : (2’)
 	 Good afternoon class!
	 How are you today ?
	Who is absent today ,monitor ?
 2. Checking up the previous knowledge :( 5’)
	Asks sts to write a letter of invitation
 3. The new lesson:
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
(5ms)
(10ms)
(15m)
(8ms)
(3ms)
 1.Warm up: 
A. PRONUNCIATION
Gives diagram words
PROBLEMS
S-P-E-R-M-O-L-P
Sts use these letters to as many words as possible
Gets “Problems” to lead to /b/ /p/
 Introduce the words and the sentences in the text book.
Asks sts to listen and repeat them. 
 Calls some sts to read them again
( Focus on intonation)
Ask sts to give more examples having the sound /b/ or / p/.
B. GRAMMAR
1. Task 1:
Asks sts to give the form and the usage of the simple past, the simple present in pasive
S + be-Vp.p.
: The simple present tense in pasive.
Affirmative: (be) à am/ is / are + Vp.p
Negative: am/ is/ are + not + Vp.p
Interrogative: Am/ Is/ Are + S + Vp.p?
The past tense in pasive.
Affirmative: (be) à was/ were + Vp.p
Negative: was/ were + not + Vp.p
Interrogative: was/ were + S + Vp.p?
Asks sts to work in pairs
Guide sts to do exercise 1 in the text book.
Asks sts to share their answer and correct.
Gives feedback.
Task 2:
Asks sts to do multiple choice then share in pairs
Asks sts to say the meaning if necessary
Asks sts to share their answer and correct.
Gives feedback.
3. Task 3:Verbs -forms
Guide sts to do Task 3 individually
in the text book .
Asks sts to share their answer and correct in pairs.
Gives feedback.
Task 4
Gives 3 boxes S –V –O
Sts put words into three boxes suitably to make sentences to change into the passive
Listen and repeat.
Read out individually.
Give more examples.
Take note.
Answer based on the examples.
Work in pairs.
Share the answers.
Answer 
Work individually
Work in pairs.
Work individually.
Work in pairs
UNIT 10: CONSERVATION
E- LANGUAGE FOCUS
A. PRONUNCIATION
Listen and repeat:
 /b/ /p/
bee pea
ban pan
Practice these sentences in book
B. GRAMMAR
Task 1: The simple present tense in pasive.
Affirmative: (be) à am/ is / are + Vp.p
Negative: am/ is/ are + not + Vp.p
Interrogative: Am/ Is/ Are + S + Vp.p?
The past tense in pasive.
Affirmative: (be) à was/ were + Vp.p
Negative: was/ were + not + Vp.p
Interrogative: was/ were + S + Vp.p?
1.were reported 
2.grow
3.be spoken
4.am not invited
5.are being built
Task 2
1.came/ had started/were
2.is standing/ is being photographed
3.have been told
4.was being laid/decided not to come
will be planted
Task 3
1.was orgnized
2.arrived
3.were met
4.taken
5.had been changed
6.had been put
7.was
8.prepared
9.made
10.were served
 V. Homework: (2ms)
	+ See again all carefully
+ Learn by heart all the words , the summary of the text.
 VI. Self – evaluation: