Giáo án unit 10: Conservation - Tiếng Anh 10 - GV.Vũ Bích Kiều

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Chung kiến thức: Vào cuối của bài học hs có thể mở rộng kiến thức của về trái đất, rừng, biết làm thế nào để bảo vệ trái đất, học từ liên quan đến rừng và động vật. Mời bạn xem qua giáo án Tiếng anh 10 - bài 10 "Conservation" để có thêm tư liệu.

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Nội dung Text: Giáo án unit 10: Conservation - Tiếng Anh 10 - GV.Vũ Bích Kiều

Giáo án môn Tiếng anh lớp 10. UNIT 10: CONSERVATION Date of preparing: I/ Aim  Theme: Conservation  Pronounciation : / b / - / p /  Grammar: - The passive voice II/ Teaching aids: Cards; posters, real things, pictures. III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus UNIT 10 : CONSERVATION PERIOD 60 PERIOD 1: READING Date of teaching I. Objectives By the end of the lesson, Ss will be able to - Contribute their parts to the protection of the natural environment. II. Materials Textbook, whiteboard markets,……… III. Anticipated problems Ss may not know much about conservation, so T should be ready to help them. IV. Procedure. Time Steps Work arragement WARM UP - Sts close their books . 5' - T asks the Ss to think out some environmental Group work problems and write them in the card board. - T introduces new lesson by asking questions: What is conservation? Conservation is the protection of natural things, such as plants and animals.
Environmental problems Suggested answers: -the extinction of the plants and animals - pollution, floods, droughts, volcanic eruption , earth quakes, forest fire,… BEFORE YOU READ Activity 1: - Ss work in pairs to look at the picture in page 104 Pair work and answer the questions1,2,3 in this page. - T goes round to help . - T correct the information in front of class. Activity 2: - T delivers handouts and tells Ss the way to do. - Ss work in pairs to fill in the blanks in the table of word form. Pair work - T goes round to help . - T corrects the information before class. 10' Noun Verb 1. ? protect 2. ? destroy 3. pollution ? 4. damage ? 5. conservation ? 6. ? disappear Suggested answers: 1. protection 4. damage 2. destruction 5. conserve 3. pollute 6. disappearance Vocabulary : - eliminate (v) - circulation (n)
- run-off (n) - hydroelectric (n) WHILE YOU READ Task 1: 7' - Ss open their books and read in silent by following Individual work the cassette recorder once to practice new words. -Ss scan quickly the reading to find out the new words in column A. Ss work in individual, then interchange in pairs. - T goes round to help Ss to guess the meanings of the new words in the context. Answer keys of task1: 1. C 2. A 3. D 4. B Task 2: - Ss read the text in silence and do the task 2. - Ss read the given statements, T explains new words (if any) - Ss skim to find out necessary information to identify Individual work 7' if they are T or F. and Pairwork - Ss interchange in pairs. - T goes round to check. - T corrects the information before class. Answer keys of task 2: 1. F 2. T 3. T 4. T 5. F 6. F Task 3: - Ss work in groups of every desk to find the Group work information in the reading, then choose the main idea for each paragraph. - T explains that the main idea of each paragraph often appears in the topic sentence. Answer keys of task 3: *Paragraph A : Main idea : Forests give us a lot of valuable things . 7' Topic sentence : many of those plants and animals can be used as medicine against cancer, AIDs…, heart diseases and many other sicknesses .
*Paragraph B : Main idea :We can not live without water. Topic sentence : Man and most animals need a constant supply of water to live . *Paragraph C : Main idea : Lets do something to save the earth . Topic sentence : The earth is being threatened and the future looks bad . What can each of us do ? AFTER YOU READ - Sts work in groups to find the answers in the reading 7' to prove the importance of forests, water and have the Group work emergent actions to conserve . - T goes round to check. - T corrects them before the class. Answer keys: 1. The loss of much forests is destroying the earths. 2. Man and most animals need a constant supply of water to live . Farmers need water for their crops . 3. We should stop polluting rivers and seas and stop the disappearance of plants and animals . WRAPPING 2' Summarise the main points Whole class. Assign homework : Retell the main ideas of the reading passage * Remark: =================================== UNIT 10 : CONSERVATION PERIOD 61 PERIOD 2: SPEAKING Date of teaching: I. Objectives. By the end of the lesson, Ss 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. II. Materials
Textbook, pictures…………………. III. Anticipated problems. Ss may have difficulty in knowing some words in this section. IV. Procedure Time Steps Work arrangement WARM UP Sts close their books . -T delivers handouts and asks Ss to classify the given Pair work words to the following categories (wolf, shark, whale, tiger, lion, elephant, monkey, turtle, seal). 5’ Sea animals Wild & zoo animals 1. a. 2. b. 3. c. 4. d. 5. e. Answer keys: a. wolf b. tiger c. lion d. elephant e. monkey - T introduces new lesson by asking questions: 1. Have you ever been to the zoo? 2. What are zoos opened for? Suggested answers: 1. Yes, I have. 2. For keeping animals PRE-SPEAKING: 8' - T explains the new words, structures and expressions Pair work for Ss to interchange in pairs. Ss study them by learning their meanings and repeating after T. Vocabulary: - sensitive(a) - instead(adv) - feature(n)
- prefix “pre-“ means “again” EX: reconstruct, reintroduce,… - injured(a): wounded (a) - Kent: a county in south-east of England which is famous for vegetables and fruit. Structure: BE + V3/ V-ed (passive voice) EX: This chair was made by my father. 8' WHILE SPEAKING: Pair work Task1: - Ss open their books and read carefully the passage about the zoo in page 106, then answer the questions. - Ss ask and answer in pairs - T goes round to help and check. Suggested keys of task 1: 1. - It is used to provide as natural environment as natural as possible for the animals . 2- - The places where endangered species can develop - Animals can live in natural environment . - They are not the places where animals are imprisoned .
Task 2: Group work - T delivers handouts and asks Ss to practice the conversation, then do it again, replacing the underlined words with those provided in(1) and (2). - Ss Practice in groups ,using the information from the table to ask and answer. 8' - T goes round to help them or gives the meanings of new words. (if any ) Suggested keys of task 2: A: I think it would be better for animals if they live in the zoo of new kind because they may have better food (1) B: I agree with you . (2) (1) (2) Animals may suffer I am afraid that I from dangerous can’t agree with you diseases . . Animals may do what they want to Yes, that’s right . Animals may develop I can’t agree with Animals may feel you more happier Yes, I believe so . Task 3: Group work -Ss work in groups to discuss the advantages and the disadvantages of zoos of the new kind. - T goes round to help them or gives the meanings of new words. (if any ) Suggested keys of task 3: Advantages Disadvantages -the conditions the -the money spent on animals are in reconstructions of the - animals that people animals natural environment . can visit . -the dangers that the keepers 8' may have . POST-SPEAKING: Group work Task4: (10ms) 7' -Ss work in groups to give their opinions about the advantages and the disadvantages of zoos of the new
kind. -T asks one S of each group to report to the class what his group has discussed. -T corrects these reports before class. WRAPPING Summarise the main points. Assign homework: 2' * Remark: UNIT 10 : CONSERVATION PERIOD 62 PERIOD 3: LISTENING Date of teaching: I. Objectives By the end of the lesson, Ss will be able to - Listen for specific information about forest fires. II. Materials Textbook,cassette… III. Anticipated problems Ss may not know much about forest fire. IV. Procedure. Time Steps Work arragement WARM UP 5' - Ss close their books . Whole class - T shows the pictures of forest fires and asks Ss: 1. What do you see in the pictures ? 2. Have you ever seen a forest destroyed by fire? Suggested answers: 1. We can see forest fires. 2. Yes, I have./ No, I haven’t. - T introduces new lesson: Today we’re going to
listen about forest fires and their consequences BEFORE YOU LISTEN Pair work - Ss practice in pairs, talking about what may cause a 9' forest fire. Activity 1: Suggested answers: A forest fire may be caused by a cigarette end, a campfire, lightening, drought,… - T goes round to help them or gives the meanings of new words. (if any ) - T lets Ss read the words ( will appear) in the tape script, pay attention to the way of pronunciation and the meanings (if any). - Ss read these words in silent. - T corrects them before the class. Activity 2: Listen and repeat Vocabulary: -destroy(v): -heap(n): -leaf(n): -allow(v)≠ ban (v) -spread(v) -catch fire: WHILE YOU LISTEN 8' Task1: Individual work - T asks Ss to read the sentences given and underline the important words. - T explains the sentences that Ss don’t understand. - T turns on the cassette player twice. - Ss work in pairs to guess the order of the events and
number them. - T asks Ss to interchange the information they’ve heard with his/ her partner and corrects them. Answer keys of task1: 3, 2, 5, 1, 4 Task 2 +Task 3: - T asks Ss to read the statements to understand them well before listening. Group work - Ss listen for the first time, T checks if Ss have the answers. - Ss listen for the second time, T checks again. - Ss listen for the third time, T presses the button “pause” right after the answer for Ss to understand more clearly. 10' - Ss work in pairs to discuss and prepare. Suggested answers of task 2: 1. F 2. F 3. T 4. T 5. F Suggested answers of task3: 1. A 2. B 3. A AFTER YOU LISTEN - Ss work in groups to share the information they’ve 10' listened about the causes of forest fires and the Group work responsibility of those who work and live in the forest. - T asks one S of each group to report to the class
what his group has discussed. - T corrects these reports before class. WRAPPING 2' Summarise the main points Whole class. Assign homework : - Learn by heart new words, rewrite what they remember about the passage they’ve listened to. - Prepare “ Writing”. * Remark: UNIT 10 : CONSERVATION PERIOD 63 PERIOD 4: WRITING Date of teaching: I. Objectives By the end of the lesson, Ss will be able to - Write a letter of invitation using the cues provided. II. Materials Textbook, ……… III. Anticipated problems Ss may not be familiar with some expressions used in an invitation letter. IV. Procedure. Time Steps Work arragement WARM UP -Sts close their books . 5' -T asks the Ss to rearrange the following words to Whole class make a meaningful sentence: a/ dinner/ evening/ for/ go/ like/ out/ this/ to/ you/ would? Suggested answers: Would you like to go out this evening for dinner? -T asks some more questions: 1)Have you written a letter of invitation? On which occasion?
2)What are some expressions do you write in a letter of invitation? 1)Yes, I have. On my birthday. 2)These expressions are: Dear…, Would you like…, How about…, Shall we -T introduces new lesson: A letter of invitation BEFORE YOU WRITE Task 1: Activity 1: Pair work 5'' - T explains the new words and expressions. Vocabulary: - Would you like + to inf. - How about + V-ing - Do you feel like + V-ing - Are you free + V-ing - Why don’t we/ you + V0 - Shall we + V0 - Can you + V0 - Ss open their books and read in silent the description. WHILE YOU WRITE Task 2: 10' Activity 2: Individual work - Ss work in pairs to match the first half in A with the Group work most suitable half in B ( page 109). - T walks round to help . -T corrects them before class. Suggested answers of task 2: 1.c 5.h/ f 2.f/ h 6.d/ g 3.a 7.e 4.g/d 8.b
Task 3: 5' - T asks Ss to read this task carefully and underline the new words or phrases (if any). - Ss Practice in individual to fill in these letters of invitation with a suitable expression provided in task 1 Group work - T goes round to help them or gives the meanings of new words. (if any ) Suggested answers of task 3: 1. Would you like / Are you free 2. Would you like / Are you free 3. Can you; Why don’t we / Shall we Task 4: Individual work 12' -T asks Ss to read task 3 carefully before writing Group work and try to write a meaningful invitation letter. - T goes round to help them or gives the meanings of new words. (if any ) -T directs Ss’ attention to the tense and some adv of time (since, now, soon). -Ss work in groups. -T may ask some Ss to write their letters on the board AFTER YOU WRITE - T calls Ss to give their comments. Group work 5' - T corrects Ss' mistakes - T provides feedback. WRAPPING 3' Summarise the main points Whole class. Assign homework : - Learn by heart new words and expressions. - Rewrite their letters at home.. - Prepare “ Language focus”. * Remark:
UNIT 10 : CONSERVATION PERIOD 64 PERIOD 5: LANGUAGE FOCUS Date of teaching: I. Objectives By the end of the lesson, Ss will be able to - Pronounce correctly the sounds / b / and / p / - Use the passive voice appropriately II. Materials Textbook, pictures……. III. Anticipated problems - Ss may find it difficult to use the passive voice in different tenses. IV. Procedure. Time Steps Work arragement WARM - UP - Sts close their books . 5' - T gives a series of disorder words: Whole class 1) back/ bed/ brought/ big/ breakfast/ Ben/ a/ to/ the. 2)put/ purple/ pool/ the/ paint/ in/ Pat. - Ss work in groups to rearrange these words to make two meaningful sentences. - T corrects and asks Ss to read aloud to know the difference between these sounds. Suggested answers: 1) Ben brought a big breakfast back to the bed. 2) Pat put purple paint in the pool. Note: /b/ is silent when it appears after /m/ EX: comb, climb, bomb, plumber,… - T introduces new lesson: Today we’re going to study the passive voice after practicing the two consonants /b/,/p/
PRONUNCIATION Activity 1: Listen and repeat - Ss listen to the cassette player these two consonants (once) to Individual realize the difference among them. Pair work - Ss repeat after T once. - T write their phonetic symbols on board and numbers them: (1)/b / and (2)/p / - Ss close their books and speak aloud the number of the sound T 10' reads. Activity 2: Practice these sentences - Ss listen and repeat after T twice. -Ss practice reading these sentences - T walks round to help . GRAMMAR AND VOCABULARY * The passive voice: 10' Activity 1: (Exercise 1- Page 111) whole class - Ss read the example carefully. - T explains the structure of the passive voice. -Ss change the examples from active to passive. -Ss practice in pairs to choose the right form of the verbs in brackets. - T walks round to help . -Each S reads his sentence before the class. BE + V3/V-ed S + V + O S + be + V3/ V-ed + by + O Active voice Passive voice V1/ V-s/ V-es Am/ is/ are + V3/ V-ed Am/ is/ are + V-ing Am/ is/ are + being + V3/ V-ed V2/ V-ed Was/ were + V3/ V-ed Was/ were + V-ing Was/ were + being + V3/ V-ed Have/ has + V3/ -ed Have/ has + been + V3/ -ed Had + V3/ -ed had + been + V3/ -ed Will/ shall + V1 will/ shall + be + V3/ V-ed EX: 1) Mary is writing a letter now.
2) My sister made this dress yesterday. Suggested answers: 1. were reported 2. grow 3. be spoken 4. am not invited 5. are being built Activity 2: (Exercise 2- Page 111) - T asks Ss to pay attention to the tense of the verbs while doing this task. - Ss practice in pairs. - T walks round to help . - One S of each group reads or writes his sentence before the class. Pair work Suggested answers: 8' 1. came; had started/ had been started; were 2. is standing; is being photographed 3. Have…been told 4. was being laid; decided 5. will… be planted Activity 3: (Exercise 3- Page 111) - Ss read this exercise carefully to understand the situation clearly to use correct verb, correct tense and correct voice. - Ss practice in pairs. - T walks round to help . - One S of each group reads his sentence before the class. Suggested answers: 1. was organized 2. arrived. 10 3. were met 4. Taken 5. had been cleaned 6. ( had been) put 7. was. 8. prepared 9. made. 10. were served.
WRAPPING 2' Summarise the main points Whole class. Assign homework : -Learn by heart new structures. -Make 5 sentences, using the passive voice - Prepare “ Reading”- unit 11 * Remark: