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Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
Grammar:
Activity 1: Fill in the gaps with the
correct form of the adjective in brackets.
Add any other words if necessary.
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- Ask sts to work individually: give the -Sts work individuals:read the
correct form of the adjectives. sentences carefully and give the
- Then ask Ss to compare answers with a correct form of the adjectives.
partner to see if they have the same answer -Compare their keys with the
partner’s.
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to present the answers -Give the answers in front of the
.-Ask sts to give the comments. class.
-T give the feedback and give the answer -Others give comments.
*Key: 1. harder, easier 2. more/less -Take down.
dangerous
3. the most famous 4. more polluted
5. the most delicious
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
II. Exercises:
Exercise 1: Change the following sentences into passive
sentences.
1. You should open the wine about three hours before you use it.
2. You must not hammer nails into the walls without permission.
3. Someone will serve refreshments.
4. No one can do anything unless someone gives us more
information.
5. We will not admit children under sixteen.
6. They suggested making the tests easier. (Use should)
7. Children couldn’t have done all this damage
1.Giaó viên chuyển giao nhiệm vụ
- T has Ss work in pairs: change the sentences into the passive
voice.
4.Đánh giá kết quả thực hiện nhiệm vụ:
-Ask sts to give the answers..
-Ask sts to give the comments.
-T give the feedback and give the answer
Key:
.1.The wine should opened about three hours before you use it.
2. nails must not be hammered into the walls without permission.
3. Refreshments will be served.
4.Anything can not be done . 2. Học sinh nhận
5. Children will not be admitted. nhiệm vụ:
6. Making the tests easier should be suggested. -Sts work in
Exercise 2: Give the correct form of the adjectives in pairs: show how
brackets. to transfer into
1. It was an awful day. It was the (bad)_____________ day of my the passive
life. voice.
2. He was a bit depressed yesterday, but he looks -3.Học sinh báo
(happy)____________today cáo và thảo luận
3. John’s car is (well)________________ than Mary’s. -Show how to
4. That’s the (far)_______________ way to the city center. transfer into the
5. I feel (good)_________________ today than I did last week. passive voice.
6. HCM City is the (big)______________ city in Viet Nam. -Others give
7. Marjorie has (many)_______________ books than Sue. comments.
8. He is (bad)______________ than ever before. -Take down.
9. This bottle has (little)______________ water than my bottle.
10. Nam is (nice)_______________ than Minh.
Ngày 24/1/2017
Tổ trưởng ký duyệt:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
4. Consolidation(2ms)
- Summarize what they have learnt
5. Homework(2ms)
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
10 minutes 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- T has Ss work in pairs: look at the phrases - Ss work in pairs: : look at the
and match with their explanation phrases and match with their
explanation
4.Đánh giá kết quả thực hiện nhiệm vụ:
-Ask sts to give the answers.. -3.Học sinh báo cáo và thảo luận
-Ask sts to give the comments. -Present the answers orally in front of
-T give the feedback and give the answer the class...
* Key: -Others give comments.
1. a 2. d 3. b 4. c 5. a -Take down.
10 minutes
Activity 2:
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- T has Ss work in pairs: look at the - Ss work in pairs: : look at the
pictures, read the conversation again and pictures, read the conversation again
match the pictures with their uses. and match the pictures with their uses.
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers.. -Present the answers orally in front of
-Ask sts to give the comments. the class...
-T give the feedback and give the answer -Others give comments.
* Key: -Take down
1. A,B,C 2. A, C 3. A, C
14 minutes 4. B 5. B 6. A,B, C
2. Pronunciation
Activity 1: Listen and repeat
- Play the recording for Ss to listen. -Listen to the tape and repeat in
- play it again with pauses for Ss to listen chorus.
and repeat. -Repeat in individuals.
- Ask some Ss to read the words again and
give comment on Ss’ pronunciation
- Invite individuals Ss at random to read the
words. Correct them, if necessary
Activity 2:
-Ask sts to work
individually.
- Focus on the stress patterns of three- -Work individually.
syllable adjectives and verbs. -Put a mark before the the stress
- Ask Ss to listen and practice saying them syllable.
correctly -Present the answers orally in front of
- Play the tape again. Ask Ss to put a mark the class...
before the stress syllable in each word. -Others give comments.
- Check with the whole class to make sure -Take down
that every student has done this exercise
correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
Time/Stages Teacher’s activities Students’ activities
- Do the exercises with relative
1. Homework - Ask two Ss to do the exercises with clauses and then give comment and
8 minutes relative clauses and then give comment and marks.
marks.
8 minutes Activity 3:
-Make sense of the three options. -Work individually: choose the best
-Ask Ss to read the text silently in 5 minute. title.
-Have Ss choose the best title and give their --Present the answers orally in front
explanation for their choice. of the class...
- Call one or two Ss to check the answer -Others give comments.
* Key: b. New ways to learn English -Take down.
- Work in pairs to do this activity.
-Take turns asking and answering
8minutes Activity 4:
- Ask Ss to scan the text to find the answer -Read the questions , underline the
for the question. key words , locate the information to
- Have Ss in pairs ask and answer find the answers.
- Check some pairs, give feedback to Ss’ Present the answers orally in front of
answer. the class...
* Key: -Others give comments.
1. We can download them in mobile -Take down.
devices and study anywhere.
2. We can see words on the screen and hear
them spoken.
3. We can choose to practice with native
speakers of different accents and genders.
4. We can use them to record real life
English speech, lessons, songs or English
language films.
5. Because it will make learning English
easier, faster, more effective and more
enjoyable.
Activity 5:
- Divide class into groups of 4 or 5 Ss and -Work in groups.
let them discuss the question. - Present the answers orally in front
- Walk round to monitor the class and offer of the class...
help. -Others give comments.
- Invite two or three groups to report what -Take down.
they have talked.
- Give comment to Ss’ talks.
* Suggested answers:
Some Ss in my groups have smartphones
and laptop. We use these devices to look up
new words, download and store digital
lessons and practice. These devices help us
improve our pronunciation, vocabulary and
skills as well.
4. Consolidation(2ms)
- Summarize what they have learnt
5. Homework(2ms)
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Date of preparation: 2/2/ 2017
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
Activity 2:
- Guide Ss to understand the -Know how to express their opinions
requirement of this activity. about how electronic devices can help
- Give Ss several ways to express their them to learn.
ideas about the most effective ways of -Practise talking in pairs
using electronic devices. -Perform in front of the class.
- Present a model
E.g: In my opinion, making learning and
teaching faster, easier and better is an
effective way of using electronics
because teachers can use these devices
to prepare for the lesson, and students
can look for information on electronics.
- Have Ss, in pairs, to express their
ideas.
-Call on some Ss to check.
7 minutes
Activity 3:
-Ask sts to discuss how useful electronic -Discuss in groups of 4: discuss how
devices are in learning , using the useful electronic devices are in learning ,
arguments above. using the arguments above.
- Call on some Ss to check. -Give their opinion and explanation.
- Ask two Ss to model the example -Perform in front of the class.
- Have Ss discuss in pairs in 5 minutes.
-Walk round and offer help if necessary
- Check two pairs and comment.
Example:
St1: I think electronics make school life
easier and more enjoyable.
St2: Exactly, ….
St1: And when they type on the tablet
they can change…
8 minutes
Activity 4:
- Divide class into groups of 3 to 4 -Discuss in groups of 4: answer the
students, ask Ss to focus on getting questions
answer to the questions and note down -Give their opinion and explanation.
their group’s discussion in 4 minutes. -Perform in front of the class.
- Ask the representatives from some
groups to report the results of their
group work to the class.
-Give the feedback
3. - Summarize what they have learnt by
Consolidatio asking Ss some questions:
n What have you learnt today? What can
2 minutes you do now?
- Suggested answers:
+ I can talk about how electronic devices
can help us learn.
+ I can give a report about how their
classmates use the devices to learn
school subjects.
4. - Ask students to learn by heart the
Homework expressions.
1 minute - Prepare for the next lesson.
4. Consolidation(2ms)
- Summarize what they have learnt :
What have you learnt today? What can you do now?
- Suggested answers:
+ I can talk about how electronic devices can help us learn.
+ I can give a report about how their classmates use the devices to learn school subjects.
5. Homework(2ms)
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Task 3: Discussion
- Inform students that this is a post- -Work in groups of 4: ask and answer
listening activity. the questions
- Ask students to work in groups of 3 --Report the answers.
or 4 and discuss the questions. -Others give comments.
Students note down their group -Take down.
members' answers and get ready to
report. Have some students present
their reports to the class.
- Check and give feedback.
- Call on some Ss at random and have
them express their opinions to the
whole class.
4. Consolidation(2ms)
- Summarize what they have learnt :
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ I’ve learnt to instructions on how to access and use online English language materials.
+ I can talk about how to use electronic devices to study English online.
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson.
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Activity 2:
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts -Sts work in individuals: write the
to write the linking words linking words
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the - Write the answers on the board.
board. -Others give comments.
-Show the cues give and give -Take down
explanation if necessary
.-Ask sts to give the comments.
-T give the feedback and give the
answer
Expected answers:
Linking words:
First of all, Second, Last but not least,
In conclusion.
3.While-
writing Activity 3:
10 minutes - Ask students to read the sample -Sts make a draft before writing.
writing again. Remind them of the -Sts work in groups of 4: practice
structure of a short text that starts with writing a paragraph about the
a topic sentences, followed by advantages of using the electronic
supporting ideas 1,2,3 and ends with a devices.
concluding sentence.
- Tell students to write a draft first, then
write a short text about the advantages
of electronic devices as learning tools.
- Students write the text in class. When
they finish, ask them to exchange it
with a partner for peer
comments/correction.
- Walk around and offer help if
necessary.
- Alternatively, have students write the
text at home.
- Collect students' papers in the next
lesson. Give feedback on some papers
in class.
4-Post- writing - Ask Ss to present their writing in front -Present their writing
of the class. -Other sts give comments.
-Other sts give comments.
-Give the feedback.
4. Consolidation(2ms)
- Summarize what they have learnt :
- I can write about the advantages and disadvantages of electronic devices as learning
I. Aims
- To teach Ss to talk about the electronic devices used among children in the USA.
- By the end of the lesson, students will be able to:
+ Understand and communicate about electronic devices used among children in
the USA.
+ Talk about the electronic devices used among children in the USA.
+ Talk and express their ideas and opinions about the effects of personal electronic
devices.
1. Knowledge:
+ Know about the electronic devices
2. Skills:
-Speaking and reading
3. Attitude: Students are interested in English.
4. Competence approach: Giving the opinions and answer the questions.
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
18 minutes Activity 2:
- Have students read the instructions -Sts work in pairs: exchanging their
carefully. Ask a pair of students to model opinions on using the electronic
devices.
the example. Have all students work in --Give the answers.
pairs (and use their own arguments if -Others give comments.
they can). -Take down.
- Go around the class to offer help if
necessary.
- T may provide students new words,
phrases, and structures that they may
need to express their opinions.
Example:
Student A: What do you think could be
the disadvantage of electronic devices?
Student B: Some people think that
electronics are bad for your eyes, and
radiation from them could harm your
body.
Student A: Oh, really? I cannot believe
that I think they are harmless to users.
2. Culture:
Activity 1:
* Pre teach the key words
- Teacher teaches students the meaning
of some new words and phrases in the
text.
- modern technology: (np)
- do assignments: (vp)
- promote: (v)
- ability: (n)
- critical thinking :(np)
- bad effect (np);
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals: read the text
to read the text about how electronic about how electronic devices are used
devices are used among children in the among children in the United States.
United States. - Read and answer the questions in
- Have students read and answer the pairs. Then check students' answers as
questions in pairs. Then check students' a class.
answers as a class.
-3.Học sinh báo cáo và thảo luận
4.Đánh giá kết quả thực hiện nhiệm vụ: - Write the answers on the board.
-Ask sts to give the answers on the -Others give comments.
board. -Take down
-Show the cues give and give
explanation if necessary
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers:
*Key:
1. They use them to look up and store
information, do assignments and
projects, do calculations and play
games.
2. About 2 out of 5 have.
3. They may help promote listening and
speaking ability.
4. They may help improve their critical
thinking, reading, writing, and maths
skills.
5. They can be great educational tools,
but the wrong use may cause very bad
effects.
Activity 2: - Students work in groups of 4 or 5 to
- Teacher has students in groups of 4 or talk about how children in Vietnam
5, and talk about how children in their use mobile electronic devices.
area/Vietnam use mobile/ electronic --Give the answers.
devices. -Others give comments.
- Students work in groups of 4 or 5 to -Take down.
talk about how children in Vietnam use
mobile electronic devices.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
2. Skills:
-Speaking and reading, listening, writing
3. Attitude: Students are interested in English.
4. Competence approach: review the vocab and grammar..
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Grammar:
Activity 1: -Work individually: read the sentences
- Teacher sets the time limit and gets students and complete the sentences with
to do the activity individually, then call on relative pronouns
some students to tell their answers and write -- Write the answers on the board.
-Others give comments.
the correct answers on the board.
-Take down
- Ask Ss to work individually and then
exchange with others
-Ask sts to report tha answers.
-Give the feedback.
*Key: 1. which/ that 2. who 3. which
4. whose
5. who/ that 6. whose
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
2. New lesson
A. Vocabulary:
12 minutes Task 1:
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals complete the
complete the sentences with the sentences with the suitablewords.:
suitablewords. -3.Học sinh báo cáo và thảo luận
4.Đánh giá kết quả thực hiện nhiệm vụ: - Write the answers on the board.
-Ask sts to give the answers on the board. -Others give comments.
-Show the cues give and give explanation -Take down
if necessary
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers:
2. Grammar
Task 4:
- Ask Ss to do this activity individually -Ask st to do individually:rewrite the
- Elicit the form and use of the passive sentences using the passive voice.
voice, and the meaning of the modals: - Write the answers on the board.
must, will, should, may. -Others give comments.
- Ask a student to write his/ her answers -Take down
on the board while other Ss do this -Sts read the words aloud.
activity individually.
- Check answers as a class.
Answers: 1. This door must be kept shut.
2. Refreshments will be served (by
someone).
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books may be kept for two weeks.
Task 5:
- Elicit the form and use of comparative -Ask sts to work individually: complete
and superlative of adjectives. Ask Ss to do the sentences using the comparative or
this activity individually, and then superlative.
compare their answers with a partner’s. - Write the answers on the board.
- Ask a student to write his/ her answers -Others give comments.
on the board. -Take down
- Check answers as a class. -Sts read the words aloud.
Answers: 1. more simple (or simpler)
than 2. the oldest
3. more important than
4. the most beautiful
5. heathier (or more healthy) than
Task 6: Matching
-Ask sts to work individually. --Ask sts to work individually: combone
- Elicit the use of relative clauses the sentences using the relative pronoun.
(defining and non-defining). Ask Ss to do - Write the answers on the board.
this activity individually, and then -Others give comments.
compare their answers with a partner’s. -Take down
- Write the correct answers on the board. -Sts read the words aloud.
Answers:
1. Tom works for a company that/ which
makes electronic devices.
2. Linda told me her e-mail address, which
I wrote on a piece of paper.
3. I don’t like people who/ that are never
on time.
4. What was the name of girl whose
mobile phone was stolen?
5. Mr Brown, who has worked for the
same university all his life, is retiring next
month.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
II. Speaking
- Ask Ss to work in groups, reading -Work in groups, reading about
about different customs in four countries. different customs in four countries.
Then ask Ss to discuss the three Then ask Ss to discuss the three
questions that follow. questions that follow.
- Ask Ss to share their opinions with - Share their opinions with their
their partners. partners.
- Present in front of the class.
III. Listening:T/F
-Ask sts to work individually: -Work individually: read the
read the questions carefully, underline questions carefully, underline the key
the key words and listen to decide T/F words and listen to decide T/F
- Play the recording once for Ss to listen - Write the answers on the board.
and choose their answers. -Others give comments.
- Play the recording again for Ss to check -Take down
their answers. Then give the correct
answers.
- Alternatively, play one or more times
for Ss to choose the correct answers.
Key: 1. F 2. T 3.F 4.F
5.T 6. F
IV. Writing
- Ask Ss to use the points given in Dos -Sts work in groups: use the points
and Don’t (of their own ideas) to write given in Dos and Don’t (of their own
about what customs a visitor to Viet Nam ideas) to write about what customs a
should know. Ask Ss to write the draft visitor to Viet Nam.
first in class, and then they may write - write the draft first in class, and
their final versions at home. then they may write their final
versions at home.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
Date of preparation: 22/2/ 2017
I. Aims
- To teach Ss to listen and read a conversation about environment impacts and ways to
protect the environment and do tasks: Questions & answers and matching exercises.
- To teach some lexical items related to preserve the environment.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to environment impacts and ways to protect the
environment.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about environment impacts and ways to protect the
environment.
+ Get to know one grammar point: Reported speech
2. Skills:
-Speaking and reading, listening.
3. Attitude: Students are interested in English.
4. Competence approach: Matching, general idea.
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Time/Stages Teacher’s Activities Students’ activities
Ask Ss these questions:
1. Warm up -Answer the questions
1. Have you been aware of
7 minutes -Report the answers.
environmental problems?
2. What have you done for the
environment?
- Leads in the new lesson
2. New lesson - Introduce the topic of the lesson:
15 minutes Preserving the environment
Activity 1: Listen and read
- Ask As look at the pictures and guess -Guess the topic of the dialogue.
the topic of the conversation. -Present the answer
- Have Ss predict what they are talking -Others give comments.
about -Take down.
- Encourage all kinds of predictions
- Tell Ss not to worry about new words
or grammar points because these will be
dealt with later.
- Play the recording -Listen to the tape.
-Ask sts to listen to the tape and ask sts -Practise reading in pairs.
to read in read in silent in pairs. -Perform in front of the class.
-Call some pair to read aloud.
Activity 2: Matching
20 minutes 1.Giaó viên chuyển giao nhiệm vụ -2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals : label the
label the photos with the words and photos with the words and phrases..
phrases..
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the - Write the answers on the board.
board. -Others give comments.
-Show the cues give and give -Take down
explanation if necessary
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers:
Answers:
a. greenhouse effect
b. pollution
c. deforestation
d. polar ice melting
e. fossil fuels
Activity 3: Questions and answers
-Ask sts to work individually : read the -Work individually: read the
questions and underline the key words to questions and underline the key
find the information in the dialogue for words to find the information in the
the answers. dialogue for the answers.
- Ask Ss to read the conversation again -Read the conversation again and
and think of the answers to the think of the answers to the questions.
questions. - Write the answers on the board.
- Ask Ss to work individually. Allow -Others give comments.
enough time for them to check the -Take down
information. Remind Ss to underline the
key words in the questions, and use them
to scan for the relevant information in
the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school
newsletter.
2. The editor asked Nam to write some
practical advice on environmental
preservation.
3. It means the negative influence or
effect on the environment.
4. Because he thinks if we can see the
impacts on the natural environment, we
will know how to protect it.
5. They are deforestation, pollution,
global warning, fuel depletion, polar ice
melting and the rise of sea levels.
6. Answers will vary.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
Date of preparation: 22/2/ 2017
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
14 minutes Activity 3:
- Ask Ss to read the sentences first for
comprehension, and then underline the
key words and phrases. These words are
often used together as collocations, and
can be used to figure out the missing
words.
- Check answers as a class or have Ss
compare their completed sentences.
Key:
1. consumption 2. consume 3.
preserve
4. preservation 5. polluted 6.
pollution
7. contamination 8. contaminate
2. Pronunciation
Activity 1: Listen and repeat
- Focus Ss’ attention on the instructions
and the word box. Play the recording and
pause after each word for Ss to repeat
chorally and individually.
- Elicit the meaning of the words and help
Ss identify the syllable in each word.
- Ask Ss to to read quickly the sentences
in the VOCABULAY section 3, and
underline three-syllable nouns. Ask Ss to
add two of them to the word box.
Suggested answers: energy, atmosphere
Activity 2:
- Focus Ss’ attention on the instruction.
Have Ss read through Do you know…?
Check understanding of the activity.
- Play the recording once through for Ss to
listen.
- Play the recording again for Ss to do the
activity.
- Check answer as a class.
* Key:
’article ’influence ’energy
so’lution
’newsleter po’llution pro’tection
’atmosphere
’editor con’fusion ’scientist
’chemical
3. Grammar: Reported speech -Work in pairs: read the conversation
Activity 1: between Nam and his father and write
- Focus Ss’ attention on the instructions the names of the speaker.
and ask them to read Do you know…? - Write the answers on the board.
Check understanding. -Others give comments.
- Ask Ss to read the conversation in -Take down
GETTING STARTED again and find the
speakers’ names to fill the gaps..
-Ask sts to report the answers.
-T corrects the answers.
* Key:
1,3,5: Nam 2: the editor 4,6:
Nam’s father
Activity 2:
- Read the instructions and analyse the -Work in pairs: change the direct
first sentence as example. Remind Ss of speech statements into reported
the changes to the verb form and pronoun. speech.
* Key: - Write the answers on the board.
1. Nam said (that) pollution was one of the -Others give comments.
problems in his neighbourhood. -Take down
2. The editor said (that) more people were
aware of the preservation of natural
resources.
3. The students told their teacher (that)
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 need.
5. Nam said (that) air pollution was one
of the causes of the greenhouse effect.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
New lesson
2.Pre-reading Activity 1: Prediction
-Ask sts to work in pairs -Pair work: answer the question
12 minutes - Let Ss look at the photos and the -Report the answers.
instructions. Ask what can you see in
the photos? What is the environmental
impact in each photos?
- Elicit the answers and put and put
them on the board.
- Give feedback.
Key: a. noise pollution
b. water pollution
c. air pollution
d. soil pollution
Activity 2:
14 minutes 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals : read the
read the text carefully and select the text carefully and select the best
best title. title
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the - Write the answers on the board.
board. -Others give comments.
-Show the cues give and give -Take down
explanation if necessary
.-Ask sts to give the comments.
-T give the feedback and give the
answer
Expected answers:
* Answer: c
Activity 3:
8 minutes -Ask sts to work individually -Sts work in individually: read the
- Focus Ss attention on the instruction. words and match with their
Write all the highlighted words from the definitions.
reading text on the board. - Write the answers on the board.
-Match with their definitions. -Others give comments.
- Go over the definitions with the whole -Take down
class.
-Get sts to report the answers.
-Give the feedback.
Key
1. ecosystem
2. pesticides
3. inorganic
4. vegetation
5. fertilizer
6. pollutants
Activity 4:T/F
-Ask sts to work individually -Sts work in individually: read the
instructions carefully, and underline
- Ask Ss to read the instructions the key words in the sentences
carefully, and underline the key words provided.
in the sentences provided. -Choose T/F
- Encourage Ss to underline the parts of - Write the answers on the board.
the reading text relevant to the -Others give comments.
statements. -Take down
- Go over the definitions with the whole
class.
-Get sts to report the answers.
- Check answer as a class, and
encourage Ss to justify their choices by
referring to the relevant information in
the reading text.
-Give the feedback.
* Key:
1. T 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.
4.Post-reading Activity 5:
5ms - Ask Ss some guiding questions before -Work in groups of 4: discuss the
their discussion: What type of pollution questions.
is there in your neighbourhood? What -Present the answers.
are the causes and effects? How can -Others give comments.
you help reduce this type of pollution? -Take down
- Arrange Ss into group of 3 or 4 and let
them discuss the question.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Activity 3:
This activity focuses on speaking about environmental impacts. -Practise the
- Give enough time for Ss to read the conversation individually. conversation in pairs.
Check comprehension as a class. -Some pairs perform in
- Have Ss practise the conversation in pairs. front of the class.
- Monitor the activity and select some pairs to role-play the
conversation in front of the class.
Activity 4:
Focus Ss attention on the instructions.
- Divide the class into groups of 3 – 4 students. -Work in pairs: make the
- Allow Ss enough time to select the type of pollution and similar conversation
prepare their conversation. -Use the structures
- Encourage Ss to write the main points or ideas expressed by above to make the
each speaker. Help Ss with any problems and remind them that conversation
they can add their own ideas while discussing. -Some pairs perform in
-Ask sts to perfoerm the conversation front of the class.
-Give the feedback.
Activity 5:
- Have Ss act out their conversations in front of the class. -Sts act out the
Discuss their performance as a class. conversation.
- Alternatively, have Ss discuss and act out their conversations -Some pairs perform in
in groups. front of the class.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson: listening skill
Ngày 28/2/2017
Tổ trưởng ký duyệt:
Date of preparation:
I. Aims
- To teach Ss listen to a student’s talk on environmental impacts.
- Check comprehension and ask Ss to brainstorm ideas on what to do to preserve
the natural
environment. Write their ideas on the board to avoid repeating the same
information.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for gist and specific details.
+Talk about environmental impacts.
1.Knowledge:New words related to the environment: The causes, consequences and
solutions to the environments.
2. Skills:
-Listening for gist and specific information in a st’s talk on environmental impacts.
3. Attitude: Students are interested in English.
4. Competence approach: Gap filling, answer the questions.
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Task 2:
This activity focuses listening for gist.
1. Giao vien giao nhiệm vụ: - Ask them to 2. Học sinh nhận nhiệm vụ:
read the instructions and the titles. Make -Sts work in individuals : Read a,b,c,d
sure that Ss understand the task and and listen to choose the answers.
vocabulary. -3.Học sinh báo cáo và thảo luận
- Check comprehension and explain - Write the answers on the board.
degradation (loss or decrease of quality). -Others give comments.
- Play the recording twice, pausing before -Take down
and after the second listening for Ss to
read and check their answers.
- Tell Ss to go through the answer
opinions and select the most appropriate
one.
-Sts work in individuals:
-4.Học sinh báo cáo và thảo luận
- Write the answers on the board.
-Others give comments.
-Take down
-Ask sts to work individually:
12 minutes - Check the answers and have different Ss
write them on the board.
Keys: c. Environmental Degradation
Task 3: Discussion
This activity focuses on listening for
specific information.
1.Giaó viên chuyển giao nhiệm vụ: 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: to read the -Sts work in individuals : read the
the words provided individually and listen words and listen to tick the words they
to tick the words they have heard. heard.
- Play the recording again for Ss to do the -3.Học sinh báo cáo và thảo luận
task. Allow 2 minutes for Ss to discuss the - Write the words on the board.
meaning of the words in pairs or to look -Others give comments.
them up in a dictionary. -Take down
-Present the meaning.
4.Đánh giá kết quả thực hiện nhiệm vụ:
-Ask sts to give the answers on the board.
-Show the cues give and give explanation
if necessary
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers
- Check answers as a class.
Key
1. degraded (lower in quality); resulted
(cause at outcome); erosion (condition in
which the earth’s surface in worn away by
the action of water or wind); sewage
(waste matter from home, carried away in
a system of pipes); aquatic (of water or
living in water); awareness (knowledge of
something)
Task 4:
This activity focuses on listening for
specific information.
- Focus Ss’ attention on the instructions. -Work individually.
Allow enough time for Ss to read the -Read through the sentences and guess
sentences. Check comprehension. the missing words.
- Ask Ss to guess the word(s) and -Listen and fill in the blanks,
complete the sentences. Then play the -- Write the words on the board.
recording again for Ss to check. -Others give comments.
- Alternatively, play the recording all the -Take down
way through for Ss to listen and complete -Present the meaning.
the sentences.
- Check answers as a class.
Key
1. affected
2. global warming
3. Ecosystem
4. health problems
5. control
6. friendly materials
Task 5:
Allow time for Ss to read the instruction -Read the sentences carefully.
and the questions. remind them to -Underline the key words
underline the key words and phrases in -Listen to have the answers.
each question. Check comprehension. -Listen again to complete.
- Play the recording again, pausing at - Write answres on the board.
times. Tell Ss to note down the answers -Others give comments.
during the pauses. -Take down
- Check answers as a class. -Present the meaning.
Key
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
3.Post- chemicals at appropriate places.
listening 6. We should replace deforestation with
(3ms) forestation.
7. We should make every effort to
preserve the environment for the next
generations.
I. Aims
- To teach Ss to write about environmental problems and give some practical advice
to preserve the environment.
- To teach Ss to talk about environmental problems.
- By the end of the lesson, students will be able to:
+ Write about environmental problems and give some practical advice to
preserve the environment.
+ Develop the writing skills in general. Build up vocabulary supported for
writing.
+ Give some practical advice to preserve the environment.
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
Activity 2:
10 minutes 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals : read the
read the text and match the heading text carefully match the heading.
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the board. - Write the answers on the board.
-Show the cues give and give explanation -Others give comments.
if necessary -Take down
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers:
15 minutes Activity 3:
Ask Ss to focus on the instructions and -Sts match the sentences with the
underline the key words. Check paragraph 1- 4
comprehension. --Report the answers.
- Allow Ss enough time to read the -Others give comments.
information and do the matching -Take down.
individually.
- Check answers as a class.
Key
a. 3 b. 1 c. 4 d.2
2.While-writing
20 minutes Activity 4:
Focus Ss’ attention on the instructions and
the table. Check understanding. Explain
the structure of the model to make sure Ss
can use it.
- Ask Ss to work in groups of 3 or 4 to
select one of the natural resources and
discuss the information in the table.
Encourage the groups to choose one of the
limited natural resources wo write 3
paragraphs.
- Go round and offer help with any
vocabulary or grammar question.
3.Post-writing
(5ms) - Ask representatives of different groups -Present their writings.
to read their drafts to the class. Correct the -Others give comments.
errors, if necessary. -Take down.
- Ask Ss to use the group drafts and write
their own texts individually. If there is not
enough time, assign the task for home
work.
- Ask different Ss to write selected
paragraphs on the board for the class to
give comments
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson.
Date of preparation:
I. Aims
- To teach Ss to talk about the organisation “World Wide Fund for Nature”.
- By the end of the lesson, students will be able to:
+ Understand about “World Wide Fund for Nature”.
+ Discuss environmental problems and solutions.
+ Talk and express their ideas and opinions about environmental problems and
solutions.
1.Knowledge:know some the environmental threats.
2. Skills:
-Listening for gist and specific information in a st’s talk on environmental impacts.
-Reading skill: answer the questions.
3. Attitude: Students are interested in English.
4. Competence approach:
-Listening for gist and specific information in a st’s talk on environmental impacts.
-Reading skill: answer the questions.
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the board. - Write the answers on the board.
-Show the cues give and give explanation -Others give comments.
if necessary -Take down
.-Ask sts to give the comments.
-T give the feedback and give the answer
Expected answers:
Activity 2:
- Tell Ss that they are going to listen to -Read the questions , underline the
two speakers talking about one of the key words.
photos in 1. Focus Ss’ attention to the -Listen to the tape twice to choose
instructions and questions, and remind the answers.
them to underline the key words in the -Report the answers.
questions. Check comprehension. -Others give comments.
-Take down
- Play the recording twice, pausing before
the second listening for Ss to note down
the answers.
- Check answers as a class.
Key: 1. Photo b. 2.
Deforestation.
3. Climate change, global warming, and
extreme floods.
5 minutes 4. Control deforestation and have proper
forestation plans.
2. Culture:
Activity 1:
Focus on the picture of the animal and the
abbreviation. Check comprehension. -Answer the questions.
- Have Ss make their predictions -Report the answers.
individually. -Give comments.
- Check as a class.
Key: A panda. It comes from China.
5 minutes
WWF is for World Wide Fund for Nature
(formerly World Wildlife Fund)
Activity 2:
- Allow enough time for Ss to read the -Work in individually.
questions and underline the key words --Read the questions , underline
individually. Then ask them to read the the key words.
text and underline information. Monitor -Read carefully to to choose the
the activity and offer help with vocabulary, answers.
if necessary. -Report the answers.
- Encourage Ss to share their answers in -Others give comments.
pairs or groups. -Take down
- Call on different Ss to report their
answers to the class.
4. Consolidation(2ms)
- Summarize what they have learnt :
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson.
A. Aims
1.Educational aims:
- To teach Ss to listen and read a conversation about ecotourism and do tasks:
Questions & answers and matching exercises.
- To teach some lexical items related to the importance, benefits and principles of
ecotourism.
2.Knowledge:
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the importance, benefits and principles of
ecotourism.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about the importance, benefits and principles of
ecotourism.
+ Get to know one grammar point: Conditional sentences
3.Skil:
-Listening skill, reading skill.
4.Competence approach:
-Answer the questions.
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
- Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities’ activities Student’s activities
2. New lesson
15 minutes -Present the new words:
Ecotourism:
Discount
Safari -Read after the teacher.
-Read as a model. -Some sts read individually.
-Ask sts to read after in chorus. -Take down.
-Call some sts to read individually.
Activity 1: Listen and read -Listen and read silently.
- Ask Ss to look at the map of Australia -Some sts read aloud.
and the pictures, and guess what tourists
can do there.
- Tell Ss that they are going to listen to
a conversation at a travel agent’s.
- Play the recording. Ask Ss to listen as
they read silently.
Tổ trưởng ký duyệt:
A. Aims
1.Educational aims:
- To teach Ss to pronounce correctly words of more than syllables in isolation and in
context.
- To teach Ss to use conditional sentences type 1 and 2.
- By the end of the lesson, students will be able to:
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
2.Knowledge:
-Grammar:
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
+ Improve the vocabulary
3.Skil:
-Listening skill, reading skill.
4.Competence approach:
-Practise writing.
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
Class Teaching date Attendance
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
- Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
14 minutes 2. Pronunciation
- Activities 1 and 2 focus on the stress patterns of words
of more than three syllables.
Activity 1: Listen and repeat
- Have Ss listen and put a mark (’) before the syllable
with the primary stress. Explain to them that when an -Listen to the tape and
affix is added to a word, the primary stress may shift to put a mark ‘ before the
another syllable syllable with the
Suggested answers: primary stress.
a. su’stainable -Report the answers.
b. preser’vation -Others give
c. en’vironment comments.
d. inviron’mental -Take down.
e. e’cology
f. eco’logical
g. rela’xation
h. ’scuba-diving
i. ’ecotourism
j. eco-’friendly
Activity 2:
- Play the recording for Ss to repeat chorally and
individually. -Listen to the tape
- Check answers as a class. again.
-The whole class
repeats in chorus.
-Some sts repeat.
20 minutes 3. Grammar: Conditional sentences
a. Conditional sentence Type 1
Exercise 1:
Explain to Ss that conditional sentences Type 1 are used
to describe present/ future activities or events that are -Ask sts to work
real/ very likely to happen. In the main clause, different individually: read the
modal verbs (can, may, might, will) can be used, which sentences and
can modify the meaning of the main verb. determine what kind of
- Have Ss first choose a suitable verb for each sentence conditional sentences
from the word box, and then use the correct form of this and complete the
verb (present tense in the if-clause or modal verb in the sentence.
main clause to complete sentence). - Report the answers.
-Ask sts to report the answers. -Others give
-Ask others give comments comments.
-Give the feedbacks. -Take down.
* Key:
1. leaves
2. will/ may/ might not get
3. fail
4. will/ may/ might get
5. Pay
6. will/ may/ might eat
7. will call
8. can/ may/ might go
- Have Ss discuss the meaning of sentences 2,4,6 and 8,
and explain the difference between the modals.
Exercise 2:
-Ask sts to work individually.
- Ask Ss to read the sentences carefully, identify the if--Work individually.
clauses and use the correct forms of the verbs in brackets.
-Read the sentences
-Ask sts to report the answers. and determine what
-Ask others give comments kind of conditional
-Give the feedbacks. sentences and complete
the sentence.
* Key: 1. will be; fail 2. will/ may/ might - Report the answers.
help; have -Others give
3. will/ may/ might feel; comes 4. need; will you lend comments.
5. throw; may/ might eat; die 6. will/ may/ might -Take down.
cause; make; leave
7. will/ may/ might be; fly; make 8. will take; do not
know
- Ask Ss to read Watch out! and discuss with a partner.
Check for comprehension. Elicit explanations from Ss
about the two examples.
b. Conditional sentence Type 2
Explain to Ss that conditional sentences Type 2 are used
to describe present of future activities or events that are -Sts work in
unreal or unlikely to happen. individuals.
- Ask Ss to join the first part and second part together - Match the first part
and make a meaningful sentence. Then have them decide with the second part.
on the correct verb form in each case. - Report the answers.
Exercise 3: -Others give
- Explain to Ss that conditional sentences Type 2 are used comments.
to describe present of future activities or events that are -Take down.
unreal or unlikely to happen.
- Ask Ss to join the first part and second part together
and make a meaningful sentence. Then have them decide
on the correct verb form in each case.
Key: 1. d lived; would/ could work 2. a were;
would tell
3. f didn’t start; would be 4. b used;
would be
5. g Would you change; had 6. c were;
would/ could travel
7. h would / could go; was/ were 8. e would be;
stopped
- Have Ss discuss the meaning of each sentence, and
explain the difference between would and could.
Exercise 4:
- Ask Ss to read each situation carefully and decide
which statement is the cause, and which is the effect. -Sts read the situations
- Explain that ‘effect’ should be the main clause of the and make conditional
conditional sentence. sentences.
For example, in sentence 1, he can’t get a job is the - Report the answers.
effect, so it is the main clause. -Others give
Key: 2. If Nancy lived near the park, she would/ could go comments.
running three every morning. -Take down.
3. If Nam could swim, he would/could go to swimming
pool alone.
4. If tom had a passport, he would/ could travel abroad.
5. If there weren’t so many tourists visiting the national
parks, the environment there would not be badly
damaged.
6. If tourists didn’t throw litter in the river, the water
would not be polluted.
7. If these students worked hard, they would/ could pass
the exam.
8. If Hoa didn’t have so much homework, she would/
could go out with her friends tonight.
4.Consolidation(2ms)
-Summarize the lesson again.
5.Homework(2ms)
-Review the lesson again and prepare for the new lesson.
Date of preparation: 21 /3/2017
A. Aims
1.Educational aims:
- To teach Ss to read for general ideas and for specific information about Ecotourism and
do tasks: Questions and answers and discuss.
- To teach Ss some words and phrases related to the topic Ecotourism.
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about Ecotourism and do
tasks: Questions and answers and discuss.
+ Use words and phrases related to the topic Ecotourism
2.Knowledge:
-New words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
3.Skill:
-Listening skill, reading skill.
4.Competence approach:
-Choose the best title, matching..
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
Class Teaching date Attendance
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
- Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
12 minutes Activity 2: Choose the best title. 2. Học sinh nhận nhiệm vụ:
1.Giaó viên chuyển giao nhiệm vụ -Ss work in pairs: read the passage and
- T has Ss work in individuals: read the choose the best title.
passage and choose the best title.. -3.Học sinh báo cáo và thảo luận
-Give the answers in front of the class..
4.Đánh giá kết quả thực hiện nhiệm vụ: -Others give comments.
-Ask sts to write the answers on the -Take down.
board.
-Ask sts to give the comments.
-T give the feedback and give the answer
Key: b (Pros and cons of Ecotourism)
Activity 4:
5minutes - Have Ss work in pair and list the -Work in pairs
positive and negative effects of - List the positive and negative effects
ecotourism mentioned by the two of ecotourism mentioned by the two
speakers. speakers.
Key: - Positive effects: more money for - Report the answers.
the local government to preserve nature ; -Others give comments.
tourists’ awareness of how to protect the -Take down.
environment ; more jobs and higher
income for local people.
- Negative effect: changing local
people’s way of life
Activity 5:
5 minutes -Ask sts to work individually. -Work individually: read the passage
- Explain Ss how to do the Activity 5: and determine Who say these things.
Read each statement, underline key - Report the answers.
words and then scan Marco’s and -Others give comments.
Pablo’s opinions to find similar ideas or -Take down.
synonyms.
-Ask sts to report the answers.
-Give the feedback.
Key: 1. Marco and Pablo (Marco: They
[Tourists] stay with local families; Pablo:
There are more jobs for us…)
2. Marco (I think ecotourism can help to
solve this problem…)
3. Pablo (To entertain tourists, we have
to change our usual foods to suit their
tastes and adapt dances and traditions to
suit their needs.)
4. Marco (More and more hotels are built
while forests and beaches are destroyed.)
5. Marco (Tour guides and travel
brochures educate tourists about the
protection of the environment.)
6. Pablo (I don’t really know what it is.)
7. Marco (Marco gave examples of
sustainable ecotourism and its benefits)
Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask -Discuss in groups: What do tourists
them some guiding questions before they need when they visit a place? What do
start their discussion: What do tourists local people do to provide good
need when they visit a place? What do services for tourists (such as food,
local people do to provide good services water and vehicles)?.
for tourists (such as food, water and - Report the answers.
vehicles)?. -Others give comments.
Suggested answers: To some extent, the -Take down.
answer is yes. The money from
ecotourists may be used to preserve
nature. However, the local people have
to use up their resource (such as energy
sources, food and water) to provide good
service for tourist. More tourists mean
more vehicles, more water and food
consumption, and more waste. Even
though the discharge of waste and
consumption of nature resources by
tourists are minimised, air, water and
noise pollution is unavoidable.
4.Consolidation(2ms)
-Summarize the lesson again.
5.Homework(2ms)
-Review the lesson again and prepare for the new lesson.
A. Aims
1.Educational aims:
- Widen the knowledge about the ecotourism
2.Knowledge:
-New words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
3.Skill:
-Talking about What tourists can do on an eco tour.
4.Competence approach:
- Talking about What tourists can do on an eco tour..
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
- Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
2.While- speaking
15 minutes Activity 2:
- Have Ss identify the main ideas in the dialogue. Ask -Sts work in pairs:
them to complete the table with the information from practice making a similar
the conversation. conversation.
--Perform in front of the
Where Peter will go Bach Ma National Park class.
explore the forests, -Others give comments.
What he will do and watch the birds, look at
see the plants, spend a night
at an old villa.
What else he will do if visit Hue, enjoy the local
he has more time food
Where else he may Lang Co beach
visit
- Explain to Ss that when making their own
conversations about the three tourists destinations,
they should use the four questions in the table.
A. Aims
1.Educational aims:
- To teach Ss listen to a news report about ecotourism for gist and specific
information.
- Check comprehension and ask Ss to brainstorm ideas on ecotourism.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for gist and specific details.
+ Talk about ecotourism.
2.Knowledge:
-Listening for gist and specific information about ecotourism
3.Skill:
.-Listening for gist and specific information about ecotourism
4.Competence approach:
- Listening for the main idea, answer the questions..
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
-Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
I. Warm up - Inform Ss of the lesson objectives: listening -Listen to the aims of the
5 minutes for gist and specific information about lesson.
ecotourism.
8 minutes Task 1:
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- T has Ss work in individuals: Ss look at the -Ss work in individuals: Ss
pictures showing different activities for look at the pictures showing
tourists and discuss with a partner which different activities for
activities tourists usually do when they go on a tourists and discuss with a
tour to the Mekong Delta. partner which activities
tourists usually do when
4.Đánh giá kết quả thực hiện nhiệm vụ: they go on a tour to the
-Ask sts to perform. Mekong Delta.
-Ask sts to give the comments.
-T give the feedback and give the answer -3.Học sinh báo cáo và thảo
Suggested answer: luận
Tourists can do all these activities, but the -Give the answers in front
most common ones are listening to traditional of the class..
2.While-listening music, eating local food and catching fish. -Others give comments.
10 minutes -Take down.
Task 2:
This activity focuses on listening for gist in a news -Sts read the statements and
reports. listen to a new reports to
- Play the recording without pauses. Have Ss choose the best answer.
listen and choose the caption that best -Report the answers in front
summarises the main idea. of the class..
Key -Others give comments.
a. (How the MeKong Delta became an -Take down.
ecotourism destination)
12 minutes Task 3:
-Work individually. -Workindividually:
- Have Ss underline key words in the underline key words in the
questions and focus on these words while questions and focus on these
listening. words while listening.
- Let Ss listen again and answer the questions. -Report the answers in front
Then ask Ss to compare their answers with a of the class..
partner. -Others give comments.
-Ask sts to report the answers. -Take down.
-Ask sts to give comments.
-Give the feedback.
Key:
1.Tourists did not have many interesting activities
to do.
2. 100
3. 2005
4. They released small fish back into the pond.
5. 300
Key: 1. Ba Đức
- garden area: 2.5 hectares
- activities for a. visiting the old hous
tourists:
b. catching fish
c. enjoy ome – made
meals
d. cooking
l c food/learning
how to cook local food
2. Tư Bình
-fish pond area: 2.1 hectares
-activities fo a. catching fish
to ri ts:
b. watching birds
c. riding ostriches
3.Post-listening Task 5:
3minutes Have Ss discuss in pairs which activities -Discuss in pairs: which
mentioned in 4 they would enjoy doing the activities mentioned in 4
most and give reasons. they would enjoy doing the
most and give reasons.
-Report the answers in front
of the class..
-Others give comments.
-Take down.
4.Consolidation(2ms)
-Summarize the lesson again.
5.Homework(2ms)
-Review the lesson again and prepare for the new lesson.
A. Aims
1.Educational aims:
- To teach Ss to write a travel brochure promoting an eco tour.
- To teach Ss to talk about ecotourism.
- By the end of the lesson, students will be able to:
+ Write a travel brochure promoting an eco tour.
+ Develop the writing skills in general. Build up vocabulary supported for
writing.
+ Give some practical advice to an eco tour.
2.Knowledge:
-Writing a travel brochure promoting an eco tour
3.Skill:
-Writing a travel brochure promoting an eco tour
4.Competence approach:
-Writing a travel brochure promoting an eco tour
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
-Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
---33-3-
Time/Stages Teacher’s activities Student’s activities
1. Warm up
5 - Inform Ss of the lesson objectives:
minutes preparing a travel brochure promoting
an eco tour.
2. New Activity 1: Vocabulary
lesson - elicit, model 3 times, ask Ss to repeat
in chorus then individual, write on the
15 minutes board, check meaning, stress and get Ss
to copy down
+ sunrise#sunset
+ take aboat to
+ hunt for food
+ litter
+ cause a fire
+ brochure
Activity 2:
1.Giaó viên chuyển giao nhiệm vụ
4.Đánh giá kết quả thực hiện nhiệm vụ: 2. Học sinh nhận nhiệm vụ:
-Ask sts to perform. -Ss work in groups:
-Ask sts to give the comments. choose the destination and prepare a
10 minutes -T give the feedback and give the presentation about what tourists can
answer see and do there.
-3.Học sinh báo cáo và thảo luận
-Give the answers in front of the
class..
- Explain to Ss that a travel brochure -Others give comments.
provides tourists with information -Take down.
about a destination. It could be a small
booklet or just one page.
12 minutes - Ask Ss to read through the different
sections in the brochure and match the
numbered parts (1-6) with the content
definitions (a-f)
Key:
1.c 2.e 3. d 4.a 5.f
6.b
Activity 3:
The focus of this activity is on
designing a brochure. Ss can make a
brochure by hand or with the help of
some software available in their
computer (such as Microsoft Word or
Microsoft Publisher).
- Put Ss into groups of 4 or 5. Ask them
to choose one destination (Sa Pa or
Central Highlands) and design a travel
brochure for it.
- Encourage Ss to look for some other
travel information (prices, duration of
stay, departure times) and pictures
about the chosen destination to make
their brochure information and
attractive.
Activity 4:
- Have each group show their brochure
and give a brief report on their eco tour.
- Ask the whole class to give comments
and votes for the best brochure.
3. - Ask Ss to consolidate the main
Consolidation contents.
2 minutes - Focus on the form of a biography
- Ask Ss to complete the writing at
home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Now I have learnt how to design and
make a brochure for an eco tour.