Giáo án Tiếng Anh Lớp 10 - Unit 11: National park - Nguyễn Văn Tạo

Date: February 2nd, 2009
Period 66
	Unit 11	NATIONAL PARKS 
	Lesson 	 	 READING
I. Objectives: By the end of this lesson, students will be able to:
use vocabulary items related to national parks. 
guess the meaning of words based on contexts and components of the words.
scan for specific information about national parks. 
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)
Competition game – Word search 
-T divides the class into small groups of 3 – 4 Ss. Then T distributes the puzzle handouts for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner. 
-Ss enjoy playing the game in groups of 3 – 4 Ss.
Pre –
reading
8 minutes
Discussing the questions 
-T asks Ss to look at the pictures of three national parks on page 112 and tell the class anything they know about these parks.
-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
+ to be located in: to be in a particular place
+ establish (v): set up
+ rainforesr (n): forest in the tropical region
+ orphan (n): a child without parents, an animal without mother.
+ orphan (v): to make sb an orphan
+ orphanage (n): home for orphans
+ temperate (adj): 
+ toxic (adj): involving sth poisonous
-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 – Filling suitable words in the passages. 
-T asks Ss to read through the passages silently to find out suitable words to fill in the blanks. 
-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 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:
2. contain
3. species
4. survival
5. sub-tropical
6. contamination
Whole class, individual work and pair work. 
7 minutes
Task 2 – Answering questions. 
-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. 200 square kilometers (line 4)
2. Because the rainy season is over (line 7)
3. They can learn about the habits of animals and how one species is dependent upon anothert for survival.
4. In the orphanage, orphaned or abandoned animals are taken care of.
5. Because of the toxic levels of chemicals in the water.
6. Plants and animals will die/be killed/destroyed. 
-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. 
Post – reading
10 minutes
-T draws the following table on the board. 
Park
Name
Reason(s)`
Cuc Phuong National Park
Nairobi National Park
Everglades National Park
-T asks Ss to go around to interview different Ss to complete the table. 
-T gives Ss 5 minutes to interview.
-T invites some Ss to present their results in front of the class.
-T correct errors if necessary.
Individual work and whole 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: February 8th, 2009
Period 67
	Unit 11	NATIONAL PARKS 
	Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
express regrets by using conditional sentences type 3.
talk about an excursion.
II. Language Focus:
Grammar: conditional sentences type 3. 
New words: food poisoning, fine, get lost, carsick . . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
Competition game – Quick story telling
- T prepares some posters on the board and tells Ss to make up a short ans simple story about their visit to the zoo last weekend. 
-T asks Ss to work in groups of 4 and describe the posters on the board. 
-Ss work in groups. 
Pre – speaking
10 minutes
Task 1 – Matching
-T asks Ss to read through the sentences in the two columns. 
-T may elicit or teach some words or expression. 
+ food poisoning (n)
+ fine (n): cash paid as punishment
+ get lost (v): unable to find way
+ carsick (adj): feeling sick because of car’s
 movement.
-T asks Ss to work in pairs to do the task.
-T goes around to observe Ss working.
-T calls on some Ss to give their answers in front of the class.
-T gives feedbackand correct answers.
* Expected answers: 
1.f
2.e
3.h
4.g
5.b
6.c
7.a
8.d
-Ss read through the task and take note new words given and explained by T.
-Ss work in pairs and do the exercise. 
-Ss write down the correct answer. 
While – speaking 
12 minites
Task 2 – Showing regrets
-Before Ss do the task, T asks Ss to read the examples on page 115 and tell T what grammatical structure is used in the examples.
-T elicits or revises the conditional sentence type 3 quickly
[If+S+past perfect, S+would/could+have+ PP]
-T asks Ss to work in groups to do the task. 
-T goes around to observe, offering help and collecting mistakes. 
-T calls on some Ss to talk about their ideas and asks others Ss to add more.
-T gives feedback and correct answers.
* Expected answers:
2. If we had brought enough food and drinks, we wouldn’t have spent a lot of money eatinh in expensive restaurants.
3. If some of us hadn’t had food poisoning, we could have enjoyed out visit. 
(To be continued) 
-Ss work in pairs
-Ss listen to T and take notes. 
-Ss work in groups and do the task. 
10 minutes
Task 3 – Asking and answering about the
 excursion.
-T asks Ss to work in pairs and gives each pair 2 handouts.
Handout 1
Handout 2
-Ask what your friend did last Saturday?
-Ask about the means of transport your friend used to go to Huong Pagoda.
-Ask about food and drinks your friend brought.
-Ask about the duration of the excursion.
-Ask what they did in Huong Pagoda
-End up the conversation.
-Answer your friend’s questions.
-Answer and express regrets.
-Anwer and express regrets.
-Tell what they did and express regrets
-T may model a part of the conversation with a student.
+T: Last Saturday, I phoned you but you weren’t at home. Your dad said that you were going on an excursion. Where did you go?
+S: I went to Huong Pagoda with my class.
+T: Really? Was that fun?
+S: Not really.
+T: Why so?
+S: Most of the things we did went wrong. 
+T: Tell me, how did you go there?
 . . . . . .
-T goes around and asks some Ss to comment.
-Ss work in pairs and do the task given by T. 
Post – speaking
6 minutes
Task 4 – Writing
-T asks each of the Ss to make 5 sentences in the conditional type 3. 
-T asks some Ss to write their sentences on the board and check. 
-Ss work in individual and present their ideas in front of the class. 
Homework
2 minutes
-T summarise the main points in the lesson. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: February 9th, 2009
Period 68
	Unit 11	NATIONAL PARKS 
	Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen to get specific information about Cuc Phuong National Park. 
II. Language Focus:
Grammar: revision
New words: threatened, endangered, ethnic minority . . . 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
-T guides Ss to play a game – Match the name of each national park in Vietnam with their suitable pictures shown on the board.
-Ss play the game held by the T in pairs. 
Pre –listening
10 minutes
Discussion 
-T asks Ss to work in pairs to discuss what may cause a forest fire. 
-T sticks a big paper with 7 questions on the baord.
1. Where is Cuc Phuong National Park?
2. What is the area of the Park?
3. When is the best time to visit Cuc Phuong?
4. How many species of animals living living in
 the park?
5. How many species of plants living in the park?
6. How many people go to visit the park every
 year?
7. What ethnic minority live in Cuc Phuong?
-T elicits the answers from Ss and writes them on the board for checking later.
-T helps Ss to understand some new words related to the listening task.
+ threatened and endangered specie
+ ethnic minority: an ethnic group that is a 
 minority within a nation or society
+ flora (n): all the plants found in a particular 
 country or region.
+ fauna (n): the animal life of a particular region 
 or country.
+ defeat (v) win a victory over a competitor
+ The Qing invaders 
-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 – Filling missing information and verifying the guesses. 
-T asks Ss to read through the statements to to find out suitable words to complete them.
-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. 1960
2. 160 km south west of
3. 100,000 visitors
4. 2,000; 450
5. Quen Voi
- 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. 
9 minutes
Task 2 – Answering questions 
-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. It covers 3 provinces: Ninh Binh, Hoa Binh and Thanh Hoa.
2. It is about 160 km.
3. They come there to see the work being done to protect endangered species.
4. Nguyen Hue defeated the Qing invaders in the spring of 1789.
5. They live mainly on bee keeping anf farming. 
- 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
-T asks Ss to work individually to write about the special features of Cuc Phuong Natinal Park in five minutes.
-T goes around the class and helps Ss.
-T asks Ss to number the sentences they can write. The student with the biggest number of sentences will read his/her writing loud. Other Ss listen and comment.
-T gives feedback and any necessary corrections. 
-Ss work individually writing about the topic given. 
-Ss present their writing 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: February 10th, 2009
Period 69
	Unit 11	 NATIONAL PARKS 
	Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a letter of acceptance or refusal
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 a handout with a networks of the word “letter”
-T divides the class into 8 groups and gives each group a handout.
-T asks Ss to complete the network with different types of letter they know.
-The winner will be the group with the quickest and correct answer.
* Suggested answers:
LETTER
Refusal
Invitation
Love
Acceptance
Rejection
Reference
Thank-you
Application
-Ss play the game in groups 
Pre-writing
10 minutes
Task 1 – Filling the blanks
-T asks Ss to read through the expressions in the table to understand them.
-T asks Ss to do the task in pairs and reminds them that for each blank they can have more than one answer.
-T calls on some Ss to go and write their answers on the board.
-T asks Ss to exchange their answers with each other. 
-T gives feedback and correct answers. 
* Suggested answers: 
1. That’s a great idea!
2. I’d love to, but . . ./ I’m afraid I can’t come because . . . 
3. I’d love to / I’d be delighted to.
-After Ss finish task 1, T can use the letters in the task as models to elicit or introduce the features of a letter of acceptance or refusal. T may use some questions:
+What is the similarity between the three letters?
+What is the similarity between letter one and 
 letter three?
+How is letter two different from the other two?
+Why did the writer of letter two refuse the
 invitation?
. . . 
-Ss work in pairs and the whole class. 
-Ss listen to T’s guidance and do the task. 
-Ss take notes the correct answers. 
5 minutes
Task 2 – Ordering 
-T asks Ss to do the task individually and exchange their answers with another student when they have finished.
-T calls on a S to read the letter out loud and asks other Ss to listen and give feedback.
-T gives feedback and correct answers.
* Expected answers
 1.d 2.e 3. c 4.a 5.f 6.b 
-Ss work in pairs and individually. 
While-writing
17 minutes
Task 3 – Writing a letter of accpetance or refusal. 
-T asks Ss to pay attention to all the features of these types of letters and be careful with some other written conventions such as capitalization, punctuation . . . 
-T asks Ss to write the letter individually.
-While Ss write the letter, T should go around to observe and provide help. 
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 talk about some reason to refuse the letter of invitation to a birthday party.
-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: February 15th, 2009
Period 70
	Unit 11 	 NATIONAL PARKS 
	Lesson LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / t / and / d / correctly.
use the third conditional.
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 asks them to write as many words having the letter “t” and “d” in each word as possible. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / t / and / d / 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 reads the wortds in each column all at once.
-T reads the words again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words.
-T reads the words and asks Ss to repeat them.
-T asks Ss to practise pronouncing the words in pairs.
-T goes around to provide help.
-T gives feedback.
Activity 2 – Practise these sentences
-T reads the sentences and asks Ss underlined the words with the sound and / t / or / d / under them.
-T asks Ss to practise the sentences in pairs.
-T goes around the class and provides help if necessary. 
-T gives feedback.
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
-Ss work individually.
Grammar 
Vocabulary
8 minutes
The third conditional
-T asks Ss to go to the board and write down the form of the third conditional (as they have learnt this in the speaking lesson).
-T calls some Ss to tell the class about the meaning and use of the third conditional. If Ss forget, T can do a quick revision. 
- Ss listen to teacher’s explanations and take notes.(Whole class) 
12 minutes
Exercise 1&2
-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
1. had known
2. had had
3. would have gone
4. would have passed
5. could have enjoyed
6. had known
7. had stopped
8. had killed
Exercise 2
1. If the driver in front hadn’t stopped so suddenly, the accident wouldn’t have happened.
2. If I had known that Lam had to get up early, I would have woken him up.
. . . . . .
(To be continued) 
-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 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. If I had been working at the restaurant last night, I would have waited on your table.
2. If they had been paying attention, they would have seen the sign marking their exit from the highway. 
. . . . . 
(To be continued) 
-Ss work in pairs. 
Homework
3 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare Unit 12
-Ss listen and take notes