Giáo án Tiếng Anh Lớp 10 - Period 60 to 64, Unit 10: Conservation - Năm học 2008-2009 - Nguyễn Văn Tạo

Date: Jenuary 12th, 2009
Period 60
	Unit 10 	CONSERVATION 
	Lesson 	READING
I. Objectives: By the end of this lesson, students will be able to:
use vocabulary items related to the issue of conservation. 
guess the meaning of words based on contexts and components of the words.
scan for specific information about conservation. 
skim for general ideas about conservation. 
II. Language Focus:
Grammar: Revision 
New words: Arctic Ocean, Antartic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean, bay, mystery, beneath, marine life . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
Guessing game
-T prepares a piece of paper with the word “conservation”.
-T asks one S to go to the board and gives him/her the paper.
-T asks other Ss to ask the student Yes/No questions to guess what the word is. T can model some questions. The questions can be:
+ Is the word a verb?
+ Does it begin with “c”?
-The winner is the one who can guess the word correctly in the shortest period of time. 
-Ss enjoy playing the game, taking turns to ask questions. 
Pre –
reading
8 minutes
Discussing the questions based on the pictures
-T uses the pictures on page 104 to introduce the topic of the lesson to Ss.
-T asks Ss to work in groups of 5 to discuss the questions in the textbook.
-T goes around to provide help.
-T asks someSs to present their goup’s answers and others to add any other ideas.
Pre-teaching vocabulary
+ destroy (v): end sth, kill sb/sth
+ destruction (n) the act of destroying
+ constant (adj): always present or available
+ play an important part in sth
+ conserve (v): protect sth from harm
+ clean up (v): make sth clean and neat
+ worsen (v): to become worse, to make sth
 become worse 
+ pass laws
-T asks Ss to make sentences with the above words to check their understanding. 
-Ss work in pairs 
-Ss listen to T’s explanation and take notes new vocabulary.
While – reading
7 minutes
Task 1 – Matching based on word guessing
-T writes the words on the board. 
-T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.
-T checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words. 
-T asks Ss to work individually to do the matching.
-T goes around to help Ss when necessary.
-T asks Ss for their answers and asks other Ss if they agree with their friend’s answers. 
-T gives the correct answers. 
* Expected answers:
 1. c 3. d
 2. a d. b
Whole class, individual work and pair work. 
7 minutes
Task 2 – True or False
-T asks Ss to work individually to do the task.
-T asks Ss to discuss their answers with their peers.
T calls on some Ss to give their answers and asks them to explain their choices. 
-T comments and gives the suggested answers. 
* Suggested answers:
1. T (line 2) 3. T (lines 11-12)
2. T (lines 3-5) 4. T(lines 15-16)
5. F (Without plants, most water would run off as soon as it falls. Rapid run-off would cause floods – lines 11-12) 
6. F (We can stop worsening the problems – lines 20-21)
-Ss work individually and do the exercise. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the information. 
6 minutes
Task 3 – Choosing the main idea for each paragraph 
-T asks Ss to read the paragraph again and try to sum up, in Ss’ own words, what it is about.
-T asks Ss to work in pairs to do the task.
-T goes around and helps if necessary.
-T asks some Ss to present their answers in front of the class.
T gives feedback and the correct answers.
3 B. 4 C. 2 
-Ss work in pairs and do the task. 
Post – reading
10 minutes
-T divides Ss into 6 groups.
-T asks group 1 and 2 to discuss questions 1, group 3 and 4 question 2, and group 5 and 6 question 3.
-When all groups have finished, T asks every two groups to share ideas with each other.
-T calls some groups to report their ideas to the class.
-T give feedback. 
-Ss work in groups 
-Ss present in front of the class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date: Jenuary 18th, 2009
Period: 61
	Unit 10 	 CONSERVATION 
	Lesson 	SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
ask for someone’s opinions, and show their agreement or disagreement about the new kind of zoo.
talk about the advantages and disadvantages of the new kind of zoo.
report on discussion results.
II. Language Focus:
Grammar: 
New words: sensitive, imprison, reconstruct, breed . . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Picture describing
- T prepares a set of pictures of zoos. The first one show a traditional zoo where animals are kept in cages. The second one shows a new kind of zoo where wild animals can live in their natural habitat. 
-T asks Ss to work in pairs to describe the pictures. 
* Guilding questions:
+ What can you see in the 1st /2nd picture ?
+ Are the animals in the first picture free to run?
+ How might the animals feel? . . . . 
-T asks some pairs to present their answers.
-T gives feedback on Ss’ answers.
-T introduces the new lesson. 
-Ss work in pairs. 
Pre – speaking
7 minutes
Task 1: Discussing the questions about the features of the new kind of zoo.
-T asks Ss to read through the two paragraphs.
-T elicits or pre-teaches some vocabulary items:
+ sensitive (adj): quick to respond to, or be affected by slight changes, signals, or influences.
+ imprison (v): put or keep in prison
+ reconstruct (v): build again
+ breed (v): cause (an animal) to produce offspring
+ reintroduce (v): put back into a former habitat
-T asks Ss to work in pairs to discuss the two questions in the book using the inforamtion in paragraph A and B. 
-T goes around and observes Ss working.
-T gives feedback and corrects answers.
* Expected answers: 
1. They are opened to help endangered species develop.
2. The animals are not kept in cages. They can live in their natural environment. 
-Ss read through the task and take note new words given and explained by T.
-Ss work in pairs and do the task. 
-Ss write down the correct answer. 
While – speaking 
7 minites
Task 2 – Showing agreement or disagreement about the new kind of zoo. 
-Before Ss do the task, T elicits or introduces some structures Ss can use to ask for someone’s opinions, to show their agreement or disagreement politely. . .
Asking for opinions
Giving opinions
What do you think of . . . ?
Do you think . . . ?
Do you agree with . . . ?
I think . . . 
I don’t think . . . 
In my opinion . . . 
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 . . .
-T asks Ss to work in pairs to share their ideas. 
-T calls on some Ss to talk about their ideas and asks others Ss to add more.
-T gives feedback.
-Ss work in pairs
8 minutes
Task 3 – Discussing the advantages and disadvantages of zoos of the new kind. 
-T asks Ss to work in groups to discuss the advantages and disadvantages of the new kind of zoo.
-T assigns a group leader for each group to make sure that group members work cooperatively and take notes of other members’ points.
-T takes notes of Ss’s mistakes for later correction.
-Ss work in groups and discuss the problems.
Post – speaking
15 minutes
Task 4 – Reporting on the discussion results
-T calls some Ss to report what their groups have discussed and asks other Ss to take note and compare with their groups’ideas. 
-While Ss report, T takes notes of their errors. Then T gives feedback on Ss’s answers.
-T corrects any typical mistakes. 
-Ss work in individual and present their ideas in front of the class. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to prepare a short talk about the zoo in their local area. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: Jenuary 19th, 2009
Period 62
	Unit 10 CONSERVATION 
	Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen to get specific information about forest fires. 
talk about the causes of forest fires and ways to prevent them. 
II. Language Focus:
Grammar: revision
New words: forester, awful, put out, a heap of . . . 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Vocabulary revision – Noughts and Crosses 
-T puts a grid on the board with nine words which Ss have learnt from the previous lessons.
conserve
clean up
destroy
imprison
reintroduce
sensitive
hydroelectric
worsen
destruction
-T tells Ss the rules of the game: 
+ Ss work in pairs. One of the Ss copies the grid in his/her book.
+ One S is “noughts” (O) and the other is “crosses” (X).
+ One S starts. S/he chooses a word and makes a sentence with it. If the sentence is correct, s/he puts her /his mark (O or X) in that square.
+ The first S to get three in a row (cross, down or diagonally) wins the game. 
-Ss play the game held by the T in pairs. 
Pre –listening
8 minutes
Discussion 
-T asks Ss to work in pairs to discuss what may cause a forest fire. 
-T calls on some Ss to present their answers.
-T asks other Ss to give more ideas. 
-T gives feedback and some possible causes:
+ campfire
+ butts of burning cigarettes
+ lightning
Vocabulary pre-teaching 
-T elicits/teaches some of the words given in the book or those taken from the listening passage. 
+ forester (n) a person in charge of a forest or skilled in forestry.
+ awful (adj): very bad or unpleasant
+ put out (v): extinguish a fire
+ a heap of: a large quantity or amount 
-Ss work in pairs & discuss the questions given by T. 
-Ss listen to T’s guidance and take note new words, practise pronouncing them. 
While-listening
6 minutes
Task 1 – Numbering events 
-T asks Ss to read through the statements to understand what each of them is about.
-T asks Ss to guess the order the event with a partner. 
-T asks Ss to work individually to listen to the tape and do the task.
-T asks Ss for answers and write them on the board.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected answers: 
 3 2 5 1 4
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
7 minutes
Task 2 – True / False statements 
-T asks Ss whether they can do the task based on the previous times of listening.
-If Ss can, T asks them to give the answers and write them on the board.
-T plays the tape once for Ss to check their answers.
-T asks Ss to work in pairs to compare their answers.
-If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answers again.
-T gives feedback and correct answers.
* Expected answers:
1. F (It spreads quickly)
2. F (In late summer)
3. T
4. T
5. F (It is the duty of everyone of us)
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out their guesses before listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
-Ss take note the correct answers on the extra board. 
5 minutes
Task 3 – Choosing the sentences heard
-T asks Ss to read through the sentences to understand them, underlining the different parts between the two sentences.
-T asks Ss to listen to the tape and pay attention to the different parts.
-T plays the tape once for Ss to do the task.
-T asks Ss to work in pairs to exchange answers.
-T checks Ss’ answers and provides correct answers. 
* Expected answers:
 1. a 2. b 3. a
-Individual and pair work
Post- listening
10 minutes
Role play
-T asks Ss to work in groups to talk about how a forest fire may start and what every camper ought to remember. 
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their plan in front of the class. 
-T asks for comments from other Ss. 
-T gives feedback and any necessary corrections. 
-Ss work in groups, talking about the topic given. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T summarize the main points. 
-T asks Ss to learn by heart all new words 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date: Jenuary 20th, 2009
Period 63
	Unit 10 	 CONSERVATION 
	Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a letter of invitation using the cues provided 
II. Language Focus:
Grammar: revision 
New words: revision
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Competition game - Ordering
-T prepares 8 handouts with some sentences in a jumbled order.
a. Hope to see you then
b. We would like to invite you to the wedding.
c. You are welcome to stay the night as there is plenty of room, though it would help if you could let me know in advance.
d. Mary and I are getting married soon after we return to Melbourne – on June 20th.
e. Dear John,
f. Best wishes, Alex
g. It will be at my parents’ house in Parkville, propably at 2.30pm, and there will be a party afterwards, starting at about 8pm.
The correct answer is:
1. 2. 3. 4. 5. 6. 7.
-T divides the class into 8 groups and gives each group a handout.
-T asks Ss to discuss to reorder the sentences to make a complete letter of invitation.
-The winner will be the group with the quickest and correct answer.
-Ss play the game in groups 
Pre-writing
10 minutes
Task 1 – Matching
-T asks Ss what expressions they can use to give invitations or suggestions.
-T writes their answers on the board and gives any correction. 
-T asks Ss to look at column A in Task 1 and give the form of the verb in each of the structures:
+ Let’s + infinitive without ‘to’
+ Why don’t you + infinitive without ‘to’
+ Would you like + infinitive with ‘to’
+ Do you feel like + V-ing
+ Can you + infinitive without ‘to’
+ How about + V-ing
+ Shall we + infinitive without ‘to’
+ Are you free + infinitive with ‘to’
-T requires Ss to work in pairs to do the task, reminding them that one expression in A can go with more than one expression in B and thwy should write the sentences.
-T asks Ss to exchange their answers with other pairs.
-T checks Ss’ answers by asking some Ss to go to the board to write their answers.
-T gives feedback and correct answers. 
 1. c 2. f/h 3. a 4. g/d 
 5. h/f 6. d/g 7. e 8. b
-Ss listen to T’s guidance and take note new words into the notebooks.
-Ss work individually and do Ex. 1
-Ss work in pairs and compare.
5 minutes
Task 2 – Letter completion
-T asks Ss to read through the letter to understand the content of each letter roughly.
-T asks Ss to work in pairs to exchange answers with other pairs.
-T calls on one pair to give their answers and other pairs to add any other opinion.
-T gives feedback and correct answers.
* Expected answers
2. Would you like / Are you free; How about / Do you feel like
3. Can you; Why don’t we / Shall we 
-Ss work in pairs.
While-writing
12 minutes
Task 3 – Writing an invitation letter based on cues. 
-T asks Ss to use all the language items provided together with other items to produce meaningful and grammatically correct sentences. Also, Ss should use capitalized letters and punctuation marks properly. 
-T asks Ss to write the letter.
-While Ss write the letter, T should go around to observe and provide help. 
-T checks their topic sentence and provides feedback.
-T asks Ss to write the paragraphs, reminding them to refer to the model parapgraph in task 1.
If Ss find it difficult, T may ask them to write sentence by sentence and combine them later.
-While Ss write the paragraph, T goes around to observe and provide helps. 
Feedback on Ss’ writings
-T asks Ss to exchange their paragraph with another student for peer correction.
-T goes around and collect mistakes and errors.
-T collects some wrtings for quick feedback.
-T writes typical errors on the board and elicits self and peer correcttion. 
-T gives general comments on the paragraphs.
-Individual work 
-Pair work and whole class
Post- writing
5 minutes
Talking
-T asks Ss to work in groups and tell about the invitation to a party they have just received from a friend.
-Ss work in groups
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks students to complete all of the tasks in the textbook.
-T asks students to prepare Language Focus
-Ss listen and take notes
Date: February 1st, 2009
Period 64-65
	Unit 10	 CONSERVATION 
	Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / b/ and / p / correctly.
use the passive voice appropriately.
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Singing contest
-T divides the class into two groups and hold a singing contest. The songs must be in Enlgish. The group has many English songs will be the winner. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / b/ and / p / by pronouncing them exactly and clearly.
-T instructs the ways to pronounce two sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the two sounds. 
-T gives feedback.
Activity 2 – Practise these sentences
-T plays the tape or read the two sounds and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar 
Vocabulary
10 minutes
The passive voice
a. Presentation
-T elicits the form, meaning and use of the passive voice.
Tense
Subject
Auxiliary
P.P
Singular
Plural
Present simple
The car/cars
is
are
designed
Present perfect
The car/cars
has been
have been
designed
Past simple
The car/cars
was
were
designed
Past perfect
The car/cars
had been
had been
designed
Future
The car/cars
will be
will be
designed
Future perfect
The car/cars
will have been
will have been
designed
Present cont.
The car/cars
is being
are being
designed
Past cont.
The car/cars
was being
were being
designed
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
10 minutes
Exercise 1&2
b. Practice
-T asks Ss to do Exercise 1 and 2.
-T goes around to provide help.
-T asks them to compate their answers with others.
-T asks Ss to go to the board to write their answers.
-T gives correct answers.
* Expected answers:
Exercise 1
were reported
grow
be broken
am not innvited
are being built
Exercise 2
came; had started / had been started; were
is standing; is being photographed
Have . . .been told
was being laid; decided
will . . . be planted
10 minutes
Exercise 3
-T asks Ss to do exercise 3 in pairs.
-T asks them to compre answers with other pairs.
-T calls on some Ss to read out their answers.
-T feedbacks and gives correct answers.
1. was organized
2. arrived
3. were met
4. taken
5. had been cleaned
6. (had been) put
7. was
8. prepared
9. made
10. were served
-T asks Ss to work in pairs and practise the conversation.
Homework
3 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare Unit 11
-Ss listen and take notes