Giáo án Tiếng Anh Lớp 10 - Unit 15: Cities - Nguyễn Văn Tạo

Date:
Period 
	Unit 15	 CITIES 
	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 New York city. 
skim for general ideas about New York city. 
II. Language Focus:
Grammar: Revision 
New words: found, golbal finance, to be characterised . . .
III. Teaching Aids: cassette player, textbook . . . 
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
-T introduces the topic of the lesson (cities) and asks Ss name some big cities in the world that they know.
-T gets Ss to work in pairs and match the pictures on page 156 of the textbook with the correct places.
-T checks that Ss have the right answers by asking some questions:
+ What can you see in picture 1?
+ What about picture 2?
+ What makes you think it is the UN 
 Headquarters ? etc.
-Ss work in pairs and do the matching. 
Pre –
reading
10 minutes
-T asks Ss to work in groups of four and write down as much inforamtion about New York that they know as possible. 
* Suggested information:
+ Weather: humid continental climate
+ Population: 7 million people live in the city and 19 million live in the whole metropolitan area. 
+ Area: 946 km2
+ Famous places: Statue of Liberty, Wall Street, Broadway District, Ground Zero . . . 
Pre-teaching vocabulary
-T elicits or presents the meaning of some important new words that do not appear in task 1.
+ to be located in/at/on
+ to found (v)
+ global finance (n)
+ to be characterized by (exp.)
-T gives some examples to show the use of these words.
+ My school is located in a quiet street.
+ The school was founded in 1980
+ Hannoi is characterized by numerous lakes,
 green trees and old, narrow streets.
-Ss work in groups.
-Ss listen to T’s explanation and take notes new vocabulary.
While – reading
8 minutes
Task 1 – Matching the words with their definitions
-T asks Ss to read the passage silently and then do Task 1. 
-T may write the words found in Column A 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. d 3. e 5. b
 2. c d. a
Whole class, individual work and pair work. 
6 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
2. F ( . . .is ice-free all seasons)
3. T (It’s on the Hudson and Passaic rivers)
4. T (It is the home of the UN)
5. T (It’s was founded by the Dutch in 1624 and
 taken over by the English in 1664)
-Ss work individually and do the task. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the information. 
6 minutes
Task 3 – Answering the questions
-T checks if Ss can answer the comprehension questions in Task 3 without having to read the passage again. If Ss cannot, T asks them to read the questions carefully and instructs them some tips to do the task.
-T gets Ss to answer the questions in pairs.
-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.
* Suggested answers:
1. It is in the southeastern part of New York State
2. 7 million people in the city and 19 million
 people in the metropolitan region.
(To be continued)
-Ss work in pairs and do the task. 
Post – reading
7 minutes
Discussing the given questions
-T asks Ss to work in groups and decide between themselves which tour would be most interesting and say why. 
-T goes around and help the class. 
-T calls some groups to report their ideas to the class.
-T give corrective 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:
Period 
	Unit 15	 CITIES 
	Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
describe a city, using the vocabulary and structures that they have learnt in the lesson
compare different cities, using the comparative structures
state their preferences and explain the reasons
II. Language Focus:
Grammar: comparison
New words: revision 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
A city vs. country quiz
- T divides the class into 2 big groups and introduces the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh city. Ss need to listen attentively and answer the questions. Each time a group provides a correct answer more quickly, it will get one point. The winner is the one with more points.
* The quiz:
1. Which city is larger in area – Hanoi or Ho Chi
 Minh city? (HCMC)
2. Which city has a bigger population? (HCMC)
3. Which is older? (Hanoi)
4. Which city was known by more names through
 history? (Hanoi) 
5. Which city has more districts? (HCMC)
6. Which city is hotter? (HCMC)
7. Which city is closer to the sea? (HCMC)
-Ss work in groups and enjoy playing the game. 
Pre – speaking
7 minutes
Task 1: Completing the questions
-T asks Ss to do the task individually.
-T calls on some Ss to go and write their answers on the board. 
-T goes around and observes Ss working.
-T gives feedback and corrects answers.
* Expected answers: 
 1.d 2.f 3.a-e 4.a-e 5.b-c 6.b-c
-Ss read through the task and take note new words given and explained by T.
-Ss write down the correct answer. 
While – speaking 
10 minites
Task 2 – Asking and answering the questions
-T asks Ss to work individually and study the information about New York and London.
-T asks Ss to work in pairs, one asks and the other answers about the two cities following the model in the textbook.
-T goes around the class and offers help.
-T invites some pairs to present in front of the class. 
-T listens, taking note of mistakes for later correction.
-T gives feedback.
-Ss work in pairs
10 minutes
Task 3 – Discussing the advantages and disadvantages of zoos of the new kind. 
-T asks Ss to work in pairs to compare the two cities they have just asked and answered questions about in Task 2. 
-T gets Ss to open their books and calls on some pairs to read aloud the model conversation on page 160.
-T asks Ss to pay attention to the words or phrases in bold and helps them to review the comparative forms of adjectives and nouns. 
-T requires Ss to go back the information given in Task 2 and compare the two cites, basing themselves on the model conversation in Task 3.
-T goes around to check and offer help.
-T takes notes of Ss’s mistakes for later correction.
-Ss work in pairs, asking and answering questions about the two cities. 
Post – speaking
10 minutes
Task 4 – Telling about preferable city
-T asks Ss to work in groups to tell about their preferences as regards to where to live and give reasons to back up their opinions. 
-T guides Ss how to use the verb “prefer”.
-T asks Ss to go around the class and interview as many other Ss as possible about which city they prefer and why?
-T observes and offeres helps if necessary. 
-T invites some Ss to report on their findings. 
-T corrects any typical mistakes. 
-Ss work in groups, in individual and the whole class. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to write a short paragraph about 70 words to compare New York and London and state which city they prefer and why.
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date:
Period 
	Unit 15	 CITIES 
	Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen to get specific information about Statue of Liberty 
II. Language Focus:
Grammar: revision
New words: image, symbol, tablet, iron frame . . . 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
-T guides Ss to play the game Hangman by asking Ss to answers questions related to Statue of Libery such as torch, copper, liberty, freedom, steps, friendship, France, woman, crown . . .
-Ss play the game held by the T in pairs. 
Pre –listening
10 minutes
Answering the questions
-T asks Ss to work in pairs to describe the picture on page 160 of the textbook, using the given questions
-T calls on some Ss to describe the picture.
* Suggested answers:
1. It’s the Statue of Liberty
2. It’s the statue of a woman.
3. It’s got a crown on its head.
4. It’s got a tablet in its left hand.
5. It’s holding a burning torch in its right hand.
6. It’s wearing a robe. 
Vocabulary pre-teaching 
-T elicits/teaches some of the words given in the book or those taken from the listening passage. 
+ image (n)
+ symbol (n)
+ tablet (n)
+ iron frame (n) 
-Ss work in pairs & discuss the given questions in the textbook. 
-Ss write down the correct answers.
-Ss listen to T’s guidance and take note new words, practise pronouncing them.
While-listening
8 minutes
Task 1 – Choosing the correct answers. 
-T asks Ss to read through the statements to understand what each of them is about.
-T asks Ss to guess the answer to each question and then tells them to listen attentively to check if their guesses are confirmed. 
-T asks Ss to work individually to listen to the tape and do the task.
-T plays the tape once.
-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: 
 1. B 2. A 3. B 4. A 5. C
- 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 – Filling in the missing information 
-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:
Formal name
Liberty Enlightment the World
Height
93m (the statue is 46m high and the base and pedestrial are totally 47m high)
Weight
205 tons
Material
Copper, iron frame
The base
Stone and concrete
Opening time
9:30a.m – 5:00 p.m daily but Christmas Day. 
- 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.
Post- listening
10 minutes
Discussion
-T divides the class into small groups of four and asks them to tell about the Statue of Liberty, using the information in the table. 
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their preparation. 
-T asks for comments from other Ss. 
-T gives feedback and any necessary corrections. 
-Ss work in groups, talking about the Statue of Liberty. 
-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 and write a short paragraph about the Statue of Liberty using the information in the listening. 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date:
Period 
	Unit 15	 CITIES 
	Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
describe a city if their choice, using the structures and vocabulary the have learnt in the lesson. 
II. Language Focus:
Grammar: revision 
New words: revision
III. Teaching Aids: an extra board, textbook, handouts . . . 
IV. Procedures:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
-T guides Ss to play a game. 
-Ss play the game in groups 
Pre-writing
10 minutes
Task 1 – Working with the model
-T instructs Ss to read the model about London and answer the questions in Task 1. 
-T checks the answers with the whole class. 
-T explains how to write a paragraph to describe a city.
-T guides Ss to use some useful expression in the description.
+ be situated / be located
+ be founded by . . . in . . . 
+ to cover an area of . . . 
+ to have a population of . . . 
+ be famous for . . . 
+ the best thing about . . . is . . . 
* Suggested answers:
1. It is situated in southern England, on the River Thames.
2. It covers an area of 1610 km2.
3. It has a population of 7 million. 
4. It was founded by the Romans in 34 AD. 
(To be continued) 
-Ss read the model and answer the questions in pairs. 
While-writing
20 minutes
Task 2 – Writing 
-T asks Ss to read the task carefully and prepare ideas (outlines) for writing.
-T goes around the class and offers helps.
-T asks Ss to work individually in 10 minutes. 
-T requires Ss to work in pairs and correct each other’s writing. 
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 
-Ss work in pairs
-Pair work and whole class
Post- writing
7 minutes
Talking
-T asks Ss to work in groups and tell about the city in their local region.
* Suggested inforamtion:
+ Location
+ Area
+ Weather
+ Population
+ History
+ Famous places
+ Most outstanding feature
-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 for next period. 
-Ss listen and take notes
Date:
Period 
	Unit 15	CITIES 
	Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / θ / and / đ / correctly.
distinguish non-defining and defining relative clauses with “which” and use them correctly to connect sentences when speaking and writing
use structures with “although” to contrast ideas
II. Language Focus:
Grammar: as the above 
New words: revision 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Game
-T divides the class into small groups and asks them try to find out as many words having the sounds / θ / and / đ / as possible. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / θ / and / đ / 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
15 minutes
Exercises 1: Non – defining vs. defining relative clauses with “which” 
-T has Ss do Exercise 1 individually and then find a partner to check their answers with.
-T goes around the class and offers help.
-T checks with the whole class and provides corrective feedback.
* Suggested answers: (All the relative clauses in this exercise are non-defining because they serve to give additional information only) 
1. Washinton DC, which is located on the East Coast of the USA, has many interesting and historical places to visit.
2. Brasilia, which is located on Granada River, became the capital of Brazil in 1960. 
(To be continued) 
- Ss work individually and do Exercise 1. 
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
15 minutes
Exercise 2: Connecting contrasting ideas with “Although” 
-T gets Ss to read the example in the textbook.
-T elicits the form, meaning and use of the structure with “although”.
-T asks Ss to do Exercise 2 individually.
-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.
* Suggested answers:
1. Although there is not much to do in the countryside, I prefer living in there.
2. Although there is much pollution in Los Angleles, it is an ideal place to live. 
(To be continued) 
- Ss write down.
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Homework
3 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare Unit 16
-Ss listen and take notes