Giáo án giảng dạy môn Tiếng Anh 10 – học kì II – hệ đổi mới

ting: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To test and mark the students - To get feedback from the students 2. Skills - To help Ss develop their skills to do MCQ tests 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Testing aids: Lesson plan, test papers - Testing method: Multi-choice questions 2. Students: - Prepare for the test at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check – up (omitted) 3. Testing contents (43 minutes) * Vocabulary: Unit 1 – FAMILY LIFE Unit 2 – YOUR BODY AND YOU * Grammar: The present simple vs the present progressive Will vs be going to V * Reading skills Nuclear family vs Extended family Healthy diets * Listening skills The role of family in our lives Advices on good habits * Writing skills The role of men and women in modern families How to kick a bad habit 4. Consolidation (omitted) 5. Homework (1 minute) - Look at the test paper at home PERIOD 86 TEST CORRECTION Date of planning: Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help Ss revise the knowledge - To get feedback from the students 2. Skills - To correct Ss’ errors if necessary 3. Attitudes - To give Ss the motivation to learn hard for their exam II. PREPARATION 1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative language teaching 2. Students: - Look at their test paper at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check – up (omitted) - Some Ss go to the board, do some tasks again 3. Testing correction (40 minutes) TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Gives the answer keys - Explains some knowledge - Answers Ss’s questions - Compare the answer keys with their performance - Revise some knowledge - Ask questions 4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2 - The present simple vs the present progressive - Will vs be going to V 5. Homework (1 minute) - Unit 3 - Getting started PERIOD: 87 UNIT 9: PRESEVING THE ENVIRONMENT Date of planning: GETTING STARTED – Environmental impacts Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 9 - For vocabulary, that is words and phrases related to environmental impacts and ways to protect the environment - For pronunciation, that is stress in 3 syllable nouns - For grammar, that is reported speech 2. Skills - To help learners get started with 4 skills in Unit 9 - Reading: Reading for general ideas and specific details about threats to the natural environment - Speaking: Talking about the environmental impacts of human activities - Listening: Listening for gist and specific information about environmental impacts and their effects - Writing: Writing about environmental problem 3. Attitudes - To help Ss get started for Unit 9 with the topic "preserving the environment" - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read Ask Ss listen to the recording and read the conversation - Do as appointed 2. Label the photos with the words and phrases from the box. Then use a dictionary to check their meaning a - greenhouse effect b - pollution c - deforestation d - polar ice melting c - fossil fuel 3. Read the conversation between Nam and his father again. Ask and answer the following questions 1.He is writing for the school newsletter 2. The editor asked Nam to write some practical advice on environmental protection 3. It means the negative influence or effects on the environment 4. Because he thinks if we see the impacts on the natural environment, we will know how to protect it 5. They are deforestation, pollution, global warming, the shortage of fossil fuels, polar ice melting and the rise of sea levels 6. Answers will vary 4. Consolidation (3 mins) - Words and phrases about preserving the environment - Practice the conversation 5. Homework: (1 min) - Words and phrases about preserving the environment - Practice the conversation - Do the task again - Read Unit 9 - Language at home PERIOD: 88 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: LANGUAGE Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 9 - For vocabulary, that is words and phrases related to environmental impacts and ways to protect the environment - For pronunciation, that is stress in 3 syllable nouns - For grammar, that is reported speech 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - language at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY 1. Complete the sentences with the words from the box. - Do as appointed 1. preserve 2. Deforestation 3. Fossil fuel 4. pollute 5. greenhouse effect 6. Global warming 7. Depletion 8. Damage 2. Complete the table with the words from the box 1. protect 2. preservation 3. contaminate 4. consumption 5. deforest 6. pollute 7. deplete 3. Complete the sentences with the nouns or verbs in 2 1. consumption 2. consume 3. preserve 4. preservation 5. polluted 6. pollution 7. contamination 8. contaminate PRONUNCIATION 1. The words in the box are three-syllable nouns. Listen and repeat. Can you add more from 3 in the vocabulary section article influence solution protection animal pollution chemical editor scientist confusion 2. Listen and put a mark before the stressed syllable in each word - Do as appointed Ss listen and do the task Grammar Reported Speech 1. Read the following sentences from the conversation between Nam and his father in getting started 1. Nam 2. The editor 3. Nam 4. Nam's father 5. Nam 6. Nam's father 2. Change the direct speech statement into reported speech 1. Nam said pollution was one of the problems in his neighborhood. 2. The editor said more people were aware of the preservation of natural resources 3. The students told their teacher they were discussing the protection of the natural environment. 4. Nam's father told him to use the web search engine to find the information that he needed 5. Nam said it was confusing because there were too many web pages about the environment. 6. Scientists said air pollution was one of the causes of the greenhouse effect. 4. Consolidation (3 mins) - Vocabulary related to environmental problems and ways to protect the environment - Reported speech - Stress of 3-syllable noun 5. Homework: (1 min) - Vocabulary related to environmental problems and ways to protect the environment - Reported speech - Stress of 3-syllable noun - Do the task again - Read Unit 9 - Reading at home PERIOD: 89 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: READING Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of preserving the environment 2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Reading at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some Ss to do the tasks again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES PRE READING 1. What do you think the environmental impact in each photo is? Read the text quickly and check your answer a. noise pollution b. water pollution c. air pollution d. soil pollution WHILE READING 2. Quickly read the text and select the best title The best title of the reading passage is C – Environmental pollution 3. Match the highlighted words in the text with the correct definitions below 1. ecosystem 2. pesticides 3. inorganic 4. vegetation 5. fertilizer 6. pollutants 4. Are the statement T or F? 1. F 2. F 3. T 4. T 5. T 6. T 1. Environmental pollution is one of the impacts of human activities 2. The greenhouse effect is a result of air pollution POST READING 5. Work in groups. Discuss the types of pollution in your neighbourhood and their consequences - Do as appointed 4. Consolidation (3 mins) - Vocabulary related to ecotourism - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context 5. Homework: (1 min) - Vocabulary related to ecotourism - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Do the task again - Read Unit 9 - Speaking at home PERIOD: 90 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: SPEAKING – Environmental impacts of human activities Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to some types of pollution 2. Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Speaking at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some Ss to do the task again 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Read this conversation between two friends. Then practice it with a partner. Do as appointed Tourism and what tourist can enjoy doing 2. Read the text in the reading section again. Complete the table below. Include your ideas, if necessary Do as appointed air pollution - fossil fuel burning, by motor vehicles, factories, aircraft and rockets - a series of environmental problems such as acid rain, greenhouse effect, global warming and health problems soil pollution - fertilizer and pesticides sprays, harmful rubbish and chemicals thrown in the rivers - contaminated vegetation and the decrease of soil fertility leading to the negative utilization of land 3. Work in pairs. Practise the following conversation Do as appointed Some pairs of Ss practise the conversation 4. Work in groups. Choose one of the types of pollution in 2. Use the information from the table to prepare a similar conversation as in 3 Do as appointed A: Do you know that noise is also one kind of pollution? B: Oh. Really. Can you make it clearer? A: This kind of pollution is caused by loud and annoying sounds from factories, machinery, motor vehicles, aircraft, and musical instruments B: Well, I see. Can you tell me about its consequences? A: Noise pollution causes human psychological and health problems such as tress, the increase of heart rate and hearing damage. 5. Act out the conversation you have prepared - Do as appointed Some pairs of Ss practise the conversation 4. Consolidation (3 mins) - Vocabulary related to preserving the environment - Speaking skills: Talking about different types of pollutions and their consequences 5. Homework: (1 min) - Vocabulary related to preserving the environment - Speaking skills: Talking about different types of pollutions and their consequences - Do the tasks again - Read Unit 9 - Listening at home PERIOD: 91 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: LISTENING – Preserving the natural environment Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to environmental degradation 2. Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Listening at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some pairs of Ss to talk about some types of pollution and their consequences 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Look at the photo and describe what you see Do as appointed The students are planting a tree 2. Listen to a student's talk. What is he talking about? Tick the right box. Do as appointed The student is talking about c - environmental degradation 3. Listen again tick the word you hear Do as appointed 1. degraded 2. resulted 3. erosion 4. sewage 5. aquatic 6. awareness 4. Listen again. Complete the sentences with one or two words from the talk 1. affected 2. global warning 3. ecosystem 4. health problems 5. control 6. friendly materials 5. Ask and answer the following questions 1. The natural world in which people, animals and plants live. 2. The burning of fossil fuels by factories and motor vehicles 3. The use of harmful chemicals in agriculture. 4. The extinction of rare animals and extreme floods and land erosion 5. We should dump harmful rubbish and chemicals at appropriate places 6. We should replace deforestation with forestation 7. We should use environmentally friendly materials 4. Consolidation (3 mins) - Vocabulary related to the topic of environmental degradation - Listening skills 5. Homework: (1 min) - Vocabulary related to the topic of environmental degradation - Listening skills - Do the task again - Read Unit 9 - Writing at home PERIOD: 92 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: WRITING – Practical advice on Water and Date of teaching: Electricity Consumption I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some vocabulary related to the topic of preserving the environment 2. Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Writing at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some pairs of Ss to talk about environmental degradation 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. What do you see in the picture? What does the text in the picture mean? Ask Ss to do the task Do as appointed In the picture, we can see people's saving water by turning off the taps and collecting waste water in a bucket. 2. The following paragraphs are extracts from a student's talk giving some practical advice on reducing water and electricity consumption at home. Ask Ss to do the task - Do as appointed 1. D 2. C 3. B 4. A 3. Match the following sentences with the paragraphs Ask Ss to do the task Do as appointed a. 3 b. 1 c. 4 d. 2 4. Choose one of the following limited natural resources to write three paragraphs similar to those in 2 - Do as appointed We all know that fossil fuels are our main sources of energy. They are widely used to heat and cool our houses, run machines and light our world up. However, they are polluting and non-renewable. The following advice can help to reduce the consumption of fossil fuels First of all, we should save fossil fuels. Turn off machines, lights or other appliances when we don't use them. Next we should use public transports instead of driving our own cars. Besides, people's awareness of saving fossil fuel should be raised by campaign or educational programs. Last but not least, we should make full use of alternative sources of energy such as solar, wind, water or nuclear energy. To sum up, this advice is very simple to take. Otherwise, our planet will be destroyed sooner or later. 4. Consolidation (3 mins) - Vocabulary related to the topic of preserving the environment - Writing skills 5. Homework: (1 min) - Vocabulary related to the topic of preserving the environment - Writing skills - Do the task again - Read Unit 9 - Communication and Culture at home PERIOD: 93 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: COMMUNICATION AND CULTURE Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To provide learners some communication samples and cultural items 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Communication and Culture at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Communication - Discussion 1. Work in pairs a. label the photos b. Describe them Ask Ss to do the task 2. Listen to the recording. Ask and answer the following questions Ask Ss to do the task 3. Discuss in groups. Suggest what should be done to protect the environment. - Do as appointed Photo a: A man is spraying pesticides. This can cause soil pollution Photo b: Forest trees were cut down. This is deforestation and it will result in climate change, global warming, extreme floods and erosion - Do as appointed 1. Photo B 2. Deforestation 3. Climate change, global warming, and extreme floods 4. Control deforestation and have proper forestation plans - Do as appointed Culture 1. Look at the logo. Can you recognize the animal? Where does it come from? Quickly read the text to check your answers - Ask Ss to do the task 2. Read the text again. Ask and answer the question - Do as appointed It's a panda. It comes from China. WWW stands for the world wild fund for nature - Do as appointed 1. in 1961 2. A non-government organization 3. Because it was the only giant panda, an endangered species, in the Western world at the same time as the establishment of the organization. 4. "Stop the degradation of the planet's natural ... wasteful consumption." 5. It is the world's largest independent conservation organization. - Do as appointed 4. Consolidation (3 mins) - Talk about WWF 5. Homework: (1 min) - Talk about WWF - Do the tasks again - Read Unit 9 - Looking back and Project at home PERIOD: 94 UNIT 9: PRESERVING THE ENVIRONMENT Date of planning: LOOKING BACK AND PROJECT Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help students revise what they have learned in unit 9 - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 9 - Looking back and Project III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (5 minutes) - Ask some Ss to go to the board talk about the WWF 3. New lesson (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES LOOKING BACK Pronunciation 1. Listen and repeat 2. Put a mark before the stressed syllable in each of the words in 1 Vocabulary 1. Group the words according to their class Ask Ss to do the task 2. Complete the sentences using the correct words in brackets Grammar 1. Read the story. Underline the sentences said by Nick, Mary, and Mr. Jones 2. Report what Nick, Mary and Mr. Jones said. Ask Ss to do the task - Do as appointed pollution erosion energy animal consumption awareness poverty depletion solution protection - Do as appointed Verb: preserve, protect, consume, emit, deplete, erode Noun: animal, pollution, energy, resource, threat, proposal Do as appointed 1. preserve 2. pollution 3. Awareness 4. protect 5. consumption 6. depletion - Do as appointed “All this rubbish is killing fish and other sea creatures.” “We can clean the beach together” “I will ask our friends and neighbours to come and help us” “I’m so happy to hear that, children” “You have to protect yourselves form germs” * Do as appointed 1. Mr. Jones was very sad and said all that rubbish was killing fish and other sea creatures 2. Nick said they could clean the beach together 3. Mary told them she could ask their friends and neighbours to come and help them. 4. Mr. Jones told his children he was so happy to hear that 5. Mr. Jones gave the people gloves and told them to protect themselves from germs. PROJECT 1. Imagine the area in which your school is located has suffered from environmental pollution. Ask Ss to do the task 2. Prepare and give a presentation on how to reduce this type of pollution and an action plan Let the groups have some time together the assemble the results of their group - Do as appointed 4. Consolidation (3 mins) - Revise what Ss have learnt in unit 9 - Work in groups, talk about the environmental problem in your neigbourhood 5. Homework: (1 min) - Revise what Ss have learnt in unit 9 - Work in groups, talk about the environmental problem in your neigbourhood - Do the tasks again - Read Unit 10 –getting started at home PERIOD: 95 UNIT 10: ECOTOURISM Date of planning: GETTING STARTED – Natural lovers Date of teaching: I. AIMS/OBJECTIVES OF THE LESSON 1. Language focus - To help learners get started with some language items in Unit 10 - For vocabulary, that is words and phrases related to the importance, benefits and principles of ecotourism - For pronunciation, that is stress in words of more than 3 syllables - For grammar, that is the conditional sentences type 1, type 2 2. Skills - To help learners get started with 4 skills in Unit 10 - Reading: Reading for general ideas and specific details about the benefits and principles of ecotourism - Speaking: Talking about what tourists can do on an eco tour - Listening: Listening for gist and specific information about ecotourism - Writing: Writing a travel brochure promoting an eco tour 3. Attitudes - To help Ss get started for Unit 10 with the topic "ecotourism" - To provide Ss some motivation II. PREPARATION 1. Teacher - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students - Read through English Unit 10 - getting started at home III. PROCEDURE 1. Class organization (1 minute) 10I 2. Check up (omitted) 3. New lesson (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES 1. Listen and read Ask Ss listen to the recording and read the conversation - Do as appointed 2. Answer the questions about the conversation 1. Because both Mr. and Mrs. Collins love nature. 2. Ecotourism means travel to areas of natural or ecological interest to observe wildlife and learn about the environment 3. Tourists can see different kind of animals like crocodiles, snakes, frogs, birds and butterflies and other rare animals: go scuba-diving to see the coral reefs, or go camping 4. They have to pay 6.000 dollars for two people 5. A two per cent discount 3. Find the conditional sentences in the conversation and write them in the space below 1. If you also want to go on a camping safari, you’ll need another three days. 2. But if we could take the seven day tour, how much would it be per person. 3. if you book early and pay two months before departure, you’ll get a two percent discount. 4. Work in pairs. Underline the verbs in the conditional sentences in 3. Describe whether they are type 1 or type 2 1. If you also want to go on a camping safari, you’ll need anot