Trư NG THPT Chuyên Long An
Trư NG THPT Chuyên Long An
Trư NG THPT Chuyên Long An
HỌC KỲ 2
Week: 01
Period: 01
INTRODUCTION OF THE SECOND SEMESTER
A. Aims:
- Help Ss to know about the English book grade 10 in the second semester. (Including
themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Get to know the topic, the theme and units.
B. Preparations:
- Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities
Period: 02
UNIT 6. GENDER EQUALITY
GETTING STARTED – LANGUAGE
1. F 2. F 3. T 4. NG 5. T
Task 3: Answer the questions
- Ask Ss to read the conversation again and think of the answers to the
questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
* Key:
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
3. There are slightly more boys than girls in both primary and secondary
schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has equal
opportunities in education.
Post Language
1. Vocabulary:
Task 1: Matching
- Ask Ss to work individually, read the words and phrases in the box, then
discuss and find the meaning for each of them
- T checks some Ss.
- Check answer as a class.
* Key:
1. d 2. f 3. e 4. a 5. c 6. b
Task 2:
- Ask Ss to work individually in 5 minutes then have them compare their
answer with their partner.
- Check Ss' answers and give explanation if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the answers in
class. Allow Ss to look up the words in the glossary, if necessary.
* Key:
1. enroll 2. force 3. eliminate
4. discrimination 5. equal 6. gender
2. Pronunciation
Task 1: Listen and repeat
- Play the recording and let Ss listen and repeat.
- Play it again with pauses for Ss to repeat each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary. Help Ss distinguish two-syllable
words with stress on the first or second syllable.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the stressed syllable in
each word.
- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in front of the class. Correct mistakes if
any.
Task 3
- Have Ss work individually to put the words in the right box according to their
stress patterns.
- Exchange the answers with their partner.
- Check as a class.
Stress on the first syllable Stress on the second syllable
Woman, gender, treatment, Enroll, perform, agree, allow,
household, equal, college promote
2. Grammar:
Activity 1:
- Explain to Ss that modal verbs are special verbs that behave differently from
other verbs. They are used to express ability, advice, duty, permission,
possibility, prohibition or request.
Modals Functions
Can, could Ability
Should, ought to Advice or duty
Must Duty
Can, could, may Permission
May, might, can, could Possibility
Can’t, mustn’t, may not Prohibition
May, will, would Request
- Ask Ss to read the sentences, check if they understand.
- Ss work individually first and pay attention to all modal verbs used in the
sentences.
- Ask Ss to work in pairs to check the answer.
- Go over all the answers in class.
* Key:
1. shouldn’t (advice) 2. must (duty) 3. May (permission)
4. might ( possibility) 5. Will (request)
6. mustn’t (prohibition) 7. can (ability)
Activity 2:
- Ask Ss to read the sentences. Have them underline the passive voice with
modals. Let them work with a partner before checking answers as a class.
* Key:
1. may be kept 2. might be forced
Week: 01
Period: 03
UNIT 6. GENDER EQUALITY
READING
Week: 02
Period: 04
UNIT 6. GENDER EQUALITY
LISTENING
A. Aims and Objectives:
- To teach Ss listen for specific information about wage discrimination.
- To teach Ss about wage discrimination against women.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Talk about gender equality/ inequality in wages and employment.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Inform Ss of the lesson objectives: Listening for specific information about
wage discrimination.
- Ask Ss to explain “Same work-same pay?”
- Explain “Same work-same pay?”
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1:
- Let Ss look at the picture and elicit their answers to the questions. Ask them to
use the caption as suggestion.
Suggested answer: The man looks happy but the woman looks sad because she
gets less pay/ money.
Task 2:
- Have students tell the meaning before listening to make sure they know the
meaning of each word.
- Play the recording and ask Ss to repeat the words one by one. Possibly play
the recording again.
- Check students' answers and comments.
Task 3:
- Tell Ss that they are going to listen to a talk on (gender) discrimination.
- Ask Ss to read all the statements and guess if they are true (T) or false (F).
- T explains if there are any new words to make sure Ss understand all the
statements.
- Play the recording and let Ss do the activity.
Week: 02
Period: 05
UNIT 6. GENDER EQUALITY
SPEAKING
A. Aims and Objectives:
- To teach Ss to talk about equal job opportunities.
- To teach Ss to express agreements or disagreements about equal job opportunities for men and
women.
- By the end of the lesson, students will be able to:
+ Express their opinion about equal job opportunities for men and women.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Ask Ss to call out some phrases to express their point of view.
- Lead in the new lesson.
- T informs Ss of the lesson objectives: Exchanging opinions about equal job
opportunities for men and women.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1:
- Write Equal job opportunities on the board. Give Ss time to read through the
useful expressions.
- Let Ss work in pairs.
- Go round and help if necessary.
- Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons why they
are important.
* Key:
1. A 2.A 3.D 4. A 5.A 6. D
7. Very true, but………………; Sure, but…………… (D)
8. That’s for sure. / Exactly. / I couldn’t agree more (A)
Task 2:
- Have Ss in pairs read the example, and then ask all Ss to share their opinions.
- Guide Ss to prepare the ideas to support their reasons.
- Invite some students to perform their opinion in front of the class.
- Give feedback.
Post Task 3:
Giáo án Tiếng Anh 10TĐ – HK2 Trang 11
Trường THPT Chuyên Long An
- Ask one student to read out loud the opinion Married women should not
pursue a career and explain the activity to the class.
- Divide Ss into groups of three/ four Ss.
- Ask one group to model the activity using the example conversation. Then ask
all Ss to discuss and note down their group’s discussion.
- After 3-4 minutes, have some Ss from different groups report the results of
their group work back to the class.
Homework - Ask students to learn by heart the expressions.
- Prepare for the next lesson.
Week: 02
Period: 06
UNIT 6. GENDER EQUALITY
WRITING
A. Aims and Objectives:
- To teach Ss to write about the disadvantaged of being a working mother.
- By the end of the lesson, students will be able to:
+ Learn about the disadvantaged of being a working mother.
+ Write about the disadvantaged of being a working mother.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Back the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1:
- Write the phrase Working mothers on the board.
- Focus on the pictures and the instructions.
- Elicit Ss’ opinions about the pictures. Give suggestions if necessary by asking
questions like:
Who are these people in the pictures?
What are the women doing?
Are they busy?
Are they housewives?
Do they work?
- Ss can talk about the good sides/ advantages as well as the bad sides/
disadvantages of being a working mother.
* Answer: 1b 2. c 3. a
Task 2:
- Ask Ss to read the sample writing again and complete the outline. Help
Ssanalyse the structure of the text.
- Call on some students to answer and give feedback.
* Key:
A. 2. Life is getting expensive, so women’s salaries are becoming important.
B. 2. They discover strengths and weaknesses, become more knowledgeable and
look for good ways to educate children.
C. 1. Children see parents work hard and share domestic responsibilities, and
Week: 03
Period: 07
UNIT 6. GENDER EQUALITY
COMMUNICATION AND CULTURE
A. Aims and Objectives:
- To teach Ss about the present situation of gender equality in the United Kingdom.
- To teach Ss to talk about Viet Nam’s achievements in addressing gender equality.
- By the end of the lesson, students will be able to:
+ Understand and talk about the present situation of gender equality in the United Kingdom.
+ Talk about Viet Nam’s achievements in addressing gender equality development.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Slap the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While 1. Communication
Gender equality in Viet Nam
Activity 1:
- Focus on the instructions and pictures. Inform Ss that they will have more
chances to practice speaking.
- Give them some time to read about the achievements Viet Nam has made in
addressing gender equality.
- Give Ss more freedom by allowing them to add more achievements from
reliable sources.
* Suggested answers:
1. Seventy per cent of all public school teachers are women.
2. Forty-nine per cent of lecturers of two-year-colleges and forty-three per cent
of university lecturers are women.
Activity 2: Exchange your opinion
- Have students work in pairs to talk about achievements in addressing gender
equality in Viet Nam, using the information given in Activity 1 and from other
sources.
- Have two Ss model the example.
- Ss work in pairs to exchange their points of view based on the example.
- Go around to offer helps and comments.
- Check answers with the whole class.
Post 2. Culture: Gender equality in the United Kingdom
Activity 1:
- Focus on the instructions and pictures. Elicit answers from Ss by asking the
class questions like:
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
Activity 2:
- Tell the students to read a text and answer the questions.
- Give Ss time to read the text. Pre-teach some words that might be new to Ss.
- Walk round to monitor the class and offer help, if necessary.
- Read the text on their own, find information to answer questions, and compare
with other students.
- Take notes if necessary.
- Check students' answers and comments.
* Key:
1. Girls perform better than boys at all levels of education in the United
Kingdom.
2. Women make up 47 per cent of the British workforce.
3. Millions of women and girls still experience domestic violence, and the gap
in full-time wage between men and women is 10 per cent and most of the
people in low-paid jobs are women.
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Week: 03
Period: 08-09
FURTHER PRACTICE
A. Aims and Objectives:
- To give sts some more exercises to practice
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm- Game – Slap the Board
up
Pre + Review vocabulary
TASK 1: Choose the word whose underlined part is pronounced differently
from the others.
1.A. discrimination B. elimination C. television D. instruction
2.A. eliminate B. violence C. right D. childcare
3.A. enrollment B. force C. loneliness D. control
4.A. contribute B. sue C. food D. improve
5.A. inequality B. qualified C. quantity D. equal
6.A. labor B. remarkable C. participate D. wage
7.A. support B. workforce C. chore D. world
8.A. preference B. preparation C. precaution D. predator
9.A. progress B. property C. profile D. program
10.A. outside B. personal C. sure D. society
Answer keys:
1.C 2.A 3.B 4.A 5.D 6.B 7.D 8.C 9.B 10.C
TASK 2: Choose the word which has a different stress pattern from that of the
others
1.A. affect B. address C. challenge D. enroll
2.A. healthcare B. gender C. income D. pursue
3.A. proceed B. project C. protect D. promote
4.A. treatment B. perform C. become D. complete
5.A. firefighter B. caretaker C. designer D. housekeeper
6.A. equality B. education C. limitation D. opportunity
7.A. encourage B. effective C. engagement D. government
8.A. allow B. college C. female D. hunger
9.A. against B. strictly C. aware D. exhaust
10.A. effort B. follow C. target D. reduce
Answer keys:
1.C 2.D 3.B 4.A 5.C 6.A 7.D 8.A 9.B 10.D
TASK 5: Read the following passage and mark the letter A,B,C or D on your
answer sheet to indicate the correct answer to each of the questions from 1 to
10.
Women in Families
Role reversal has not really become popular. Couples who swap roles are
still few and far between. Is that because women are better at rearing
children? Or are men just afraid to resist tradition?
The isolation was the worst thing, said Andrew Timpson, who left
teaching to take care of his home and children for two and a half years.
The idea of swapping roles-for the father to stay at home while mum goes
out to work - is still a relatively new one. In the 70s it sounded like a great
idea. Let the newly liberated women make progress with her career while the
New Man stays at home and takes care of the house and children.
Now, 10 years or so later, it seems as if we were a li tt le premature. A recent
report by the Family Policy Studies Center concludes: "Despite important
social changes, particularly greater female employment, it is still women in
families who undertake the great bulk of house-work, cooking, child-care and
taking care of elderly relatives - The much hyped New Man remains a rare
species.’
Certainly some would argue that a man cannot replace a mother - that
mum is the natural homemaker, while dad is the provider. Some men might
give help with shopping and cooking, but most would do little more. Some
men even believe that doing housework is an insult to their masculinity.
Others, like Andrew, want to stay at home-but with reservations. Andrew, who
is now about to return to work, says, "I don't know that I could have continued
doing it for the rest of my life. I enjoyed it, but I do want to support my family
and I do want to work. I thought I could handle being dependent on Maureen,
but it proved to be tough for both of us." Maureen says, "I've got a job I really
love. Continuing working has allowed me to fulfill my potential ."
For many couples who swap roles, traditional attitudes are a major
problem. Frank and Joan Roberts found that they were confronted with strong
views when Frank left his job to look after Michael, five, while Joan
continued with her career. Frank says, "It is not socially acceptable where we live.
People here are reared to believe that the man goes out to work and woman stays
at home."
1: According to the passage, that couples who change roles has
been ...........................
a. still rare b, very popular c. popular d. not happened
2: Which of the following is TRUE according to the passage?
a..Women should not go out to work because they are better rearing children.
b..Men don't want to change roles because they are traditionally weak.
c..Andrew Timpson left teaching to take care of his home and children for two
and a half year.
d. Fathers have to stay at home to take care of their children because they are no
longer the provider.
3: The Family Policy Studies Center concluded that_______ .
a..at present, women still do most of the housework
b..many women change their traditional roles, because there are many jobs
Women’s groups were (7) ____ to praise the government of President Paul
Kagame for promoting such a strong gender equality programme. A female voter
told the BBC’s Focus on Africa show that the new political (8) ____ would help
strengthen her country. She explained: "Men, especially in our culture, used to
think that women are there to (9) ____ in the house, cook food, look after the
children... but the real problems of a family are known by a woman and when they
do it, they help a country to get much better." A local newspaper editor told the
Voice of America website of his new (10) ____ in his country: “We have really
been the first…where the women have broken the glass (11) ____ …now it's like
we are enlightened. We are no longer in this (12) ____ sort of thinking,” he said.
1. (a)With (b) at (c) on (d) In
2. (a)Numeric (b) numeral (c) outnumber (d) number
3. (a)Tragedy (b) tragic (c) tragically (d) tragedies
4. (a)Least (b) lost (c) last (d) Lest
5. (a)Did (b) was (c) has (d) would
6. (a)Out (b) in (c) down (d) Up
7. (a)Quicken (b) quick (c) quickly (d) quickness
8. (a)Landscape (b) seascape (c) cityscape (d) moonscape
9. (a)Do (b) be (c) Have (d) been
10. (a)Proudly (b) proud (c) Pride (d) praise
11. (a)Ceiling (b) floor (c) Roof (d) wall
12. (a)Backspace (b) backfire (c) backdated (d) backward
Answer keys:
1.D 2.C 3.B 4.A 5.C 6.D 7.B 8.A 9.B 10.C 11.A
Post TASK 7: Finish each of the following sentences in such a way that it means
the same as the sentence printed before it.
1. It’s not neccessary for you to do the test
You ....................................................................................................
2. Nobody can deny that she has a beautiful voice
It .............................................................................................
3. They will catch all the prisoners again tonight all the
prisoners ........................................................................
4. They haven’t cleaned the street this week The
streets .......................................................................................
5. He could repair the broken vase The broken
vase ..............................................................................................
6. The could not trace who had supplied the information in the first place The
course .........................................
7. I gave Tom the message, but he already knew about it I
needn’t .......................................................................
8. It’s a pity you didn’t come to the party because you’d have loved it
You ..........................................................
9. It is essential that no one be told about our plans
You .......................................................................................
10. It was wrong of you not to call the doctor at once
You ....................................................................................
Answer keys:
1. needn’t / don’t need to do the test 6. of the information couldn’t be
traced
2. cannot be deny that she has a 7. have given Tom the message he
beautiful voice already knew about it
3. will have been / be caught agan by 8. should have come to the party
tonight because you’d have loved it
4. have not been cleaned this week 9. mustn’t tell anyone about our plans
5. could not be repaired 10. should have called the doctor at
once
TASK 8: Give the correct form of the words in brackets:
1. She faced .............................. because she not only had few friends but also was
unwelcomed in that area ( lonely )
2. That a woman becomes a ..................... has ever been considered to be weird, as
people have assumed that this job is only for men ( firefight )
3. Although she was aware of gender .................. in favor of boys, she applied for
that position ( prefer )
4. This university is ranked as one of the most successful institutions which have
made ................. progress in gender equality ( consider )
5. in order to eliminate gender inequality, domestic ................. need to be shared
by both husband and wives ( responsible )
6. The number of female ................... has increased sharply for the past few years
( enroll )
7. My uncle is very .................... about rhinos. He has studied about them for a
long time ( knowledge )
8. By knowing their children’s strength and .................. parents can find
appropriate strategies to educate them( weak )
9. She contributed to the information of an ....................... for female pilots, gave
advice to women on careers and helped inspire others ( organize )
10. Even today, her life and career remain ................to many people ( fascinate )
Answer keys:
1. loneliness 2. firefighter 3.preference 4. considerable
Week: 04
Period: 10
UNIT 7. CULTURAL DIVERSITY
GETTING STARTED
Activity 2:
- Introduce and explain the requirement of this activity is to choose the correct
word for the context in each sentence.
- Set a time limit for completing the activity
- Encourage Ss to exchange their answers with a partner to see if they
understand the contexts and meaning of each sentence
- Elicit answers from the whole class and give more explanation to help Ss
understand correctly, if necessary
* Key: 1. wedding 2. groom 3. bride
4. reception 5. guests 6. before 7. engaged
2. Pronunciation
Activity 1: Listen and repeat
- Tell Ss to listen and repeat sets of words with the same spelling
- Ask Ss to pay attention to the stress patterns
- Encourage Ss to say how the stress patterns are different in these words.
- Give them the meaning of these words, if necessary.
- Ask Ss to work in pairs and take turns reading these words in columns and in
rows
- Invite individuals Ss at random to read the words. Correct them, if necessary
Activity 2:
- Ask Ss to listen to the sentences and practice saying them correctly
- Pay attention to the stress of the underlined words consisting of two syllables
- Have Ss listen and put a mark (’) before the stressed syllable.
- Check if Ss have marked the stress correctly and let them practice in pairs
saying these sentences
- Invite some Ss to read these sentences in front of the class and correct
mistakes, if there are any.
2. Grammar:
Activity 1: Comparative and superlative adjectives
- Firstly ask Ss to look at the examples and revise the comparative and
superlative form of the adjectives.
E.g: My house is smaller than your house.
My house is the smallest in this street.
Exercise 1 is more difficult than exercise 2.
Exercise 1 is the most difficult in this book.
- Ask Ss to tell the T the comparative and superlative form of the adjectives.
Adjectives Comparatives Superlatives
Short adjs .....- er the .....- est
long longer the longest
hot hotter the hottest
.... ..... .........
Long adjs more ..... the most ....
expensive more expensive the most ex.
....... .......... ...........
- Tell Ss that in this activity they are expected to choose the correct articles
from the ones given in brackets.
- Let Ss work individually first. Set a time limit for this activity and assist Ss if
they have any problems understanding the information from the text
- Ask Ss to check with a partner to see if they have the same answers. If they
have different answers, ask them to explain their choices
- Check the answers with the whole class and ask Ss to refer to Do you
know…..? box for further explanation.
Key: 1. a 2. a 3. the 4. the 5. the
6. the 7. a 8. the 9. The
Homework - Ask Ss to learn by heart the words or phrases related to the wedding ceremony
- Prepare for the next lesson.
Week: 04
Period: 11
UNIT 7. CULTURAL DIVERSITY
READING
Week: 05
Period: 12
UNIT 7. CULTURAL DIVERSITY
LISTENING
A. Aims and Objectives:
- To teach Ss listen for specific information about the wedding traditions of a small community
in the USA.
- To teach Ss about the wedding traditions of a small community in the USA.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Talk about the wedding traditions of a small community in the USA.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Inform Ss of the lesson objectives: Listening for specific information about the
wedding traditions of a small community in the USA.
- Ask Ss to look at the photo of an Amish wedding and elicit Ss’ impression
about this community.
- Ask Ss to read a number of statements about the Amish community
- Help Ss to understand these statements if necessary
- Ask Ss to work in pairs and exchange their predictions
- Elicit Ss’ predictions about this community, accepting different opinions
Pre + Pre-teaching vocabulary
1. approval (n) sự đồng thuận
2. newly-wed (n) cặp vợ chồng mới cưới
3. signify (v) báo hiệu
+ Checking vocabulary
While Task 1:
- Have Ss listen to the CD for the first time and try to note down the information
that helps them to check their answers
- Ask Ss to share with their friends to see if they have the same answers or not
- Let Ss listen to the CD for the second time and try to note down information
they didn’t understand for the first time
- Elicit answers from Ss and ask them to give clues to their answers
- Let Ss listen again and pause at certain places if necessary to help Ss hear the
information they need.
*Key: 1. F 2. F 3. T 4. T 5. T
Task 2:
- Ask Ss to skim the given text, paying attention to the context around the gaps,
and predict the information needed for each gap: eg. parts of speech; their
meaning
- Ask Ss to share their prediction in pairs
- Elicit Ss’ predictions
- Let Ss listen and fill in the gaps. Let them again if necessary
- Elicit Ss’ answers and give them the correct ones.
Key:
1. December 2. two or three 3. approval
4. wedding meal 5. visiting relatives
Post Task 3:
- Have Ss work in pairs to name the things they have learnt about the Amish
wedding customs and talk about whether they find anything unusual or
interesting
- Call on some Ss at random and have them express their opinions to the whole
class.
Homework - Prepare for the next lesson.
Week: 05
Period: 13
UNIT 7. CULTURAL DIVERSITY
SPEAKING
A. Aims and Objectives:
- To teach Ss to talk about superstitions in different countries.
- To teach Ss to compare traditions and customs in two countries and discuss those in Vietnam.
- To teach Ss to practice sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about superstitions in different countries.
+ Compare traditions and customs in two countries and discuss those in Vietnam.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Ask Ss to look at the pictures and elicit any words related to the topic
*Expected answer:
+ Pic 1: Superstitions about black cats,
+ Pic 2: samovar – a traditional way of making tea.
+ Pic 3: skating – a national sport
+ Pic 4: fish and chips – a traditional food, figure
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Tell Ss that they will do a quiz about two countries: the UK and Russia. Elicit
any background knowledge about cultural aspects of these two countries.
- Ask Ss to do the quiz individually and then check their answers in pairs.
Encourage Ss to explain their choice
*Key: 1.b 2.a 3.b 4.a
Activity 2:
- Divide the whole class into two big teams of equal number of members: Team
A and Team B
- Each team (then further divided into smaller groups) will read about one
country, either the UK or Russia.
- Set a time limit for this activity and walk around the classroom to monitor,
facilitate and assist Ss when necessary.
- Have Ss note down the most interesting things about the country that they read
and then share the information with other members of their group.
Week: 05
Period: 14
UNIT 7. CULTURAL DIVERSITY
WRITING
A. Aims and Objectives:
- To teach Ss to write about the typical characteristics of the Vietnamese people.
- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled
paragraphs to form a well-structured text.
- By the end of the lesson, students will be able to:
+ Learn about the typical characteristics of the Vietnamese people.
+ Write about the typical characteristics of the Vietnamese people.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Back the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1:
- Ask Ss to rearrange the jumbled paragraphs to make a meaningful text
- Ask Ss to do this activity individually
- Set a time limit for this activity and assist Ss if necessary
Key: 1-b 2-c 3- d 4- a
Task 2:
- Draw Ss’ attention to the instructions and questions
- Get Ss to work individually to find the answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Key:
1. He was born in 1923
2. He was born in HaiPhong
3. It was “TienQuanCa”
4. He died in 1995 inHanoi
5. Answer vary
Task 3:
- Draw Ss’ attention to the instructions, the photos, and the fact files.
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
+ patriotic + occasional opera:
+ national assembly: + liberation movement:
+ child prodigy: thần đồng + uprising: nổi dậy
+ ballade: bài ca sử thi
+ technically demanding: yêu cầu kỹ thuật cao
- Have Ss pay attention to punctuation, structure elements and liking words.
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for later correction.
- Collect 5 paragraphs to mark in class so that all Ss feel the need to do the task
- Give feedback on these papers
Post Task 4:
- Focus on the instructions and the pictures. Give Ss time to read the
suggestions.
- Call on some Ss to say what they will write as the topic sentence, supporting
ideas 1, 2, 3, and concluding sentence.
- Tell Ss to write a draft first, then write a short text about the disadvantages of
being a working mother.
- Have Ss write the text in class. When they finish, ask them to exchange it with
partner for peer comments/ correction.
- Walk around and offer help if necessary.
- Get students' answers and comments.
- Get some outputs to highlight and comment and correct the possible mistakes
of students.
Homework - Write the text again at home.
- Prepare for the next lesson.
Week: 05
Period: 15
UNIT 7. CULTURAL DIVERSITY
COMMUNICATION AND CULTURE
*Practice:
- Have Ss study the sample conservation, assisting them if necessary.
- Ask Ss to work in pairs and role-play a conversation, using the information
that they have highlighted
- Call on some pairs at random to perform their conversations in front of the
whole class.
- Give feedback on their performance.
Activity 2:
+ Ask Ss to work individually to put the jumped words and phrases to make
questions about giving and receiving presents
- Call some Ss to read aloud or write on the board those questions and correct
any mistakes
+Have Ss take turns asking and answering these questions in pairs.
- Walk around to facilitate Ss when they need help.
- Call on several Ss at random to report what they have learnt about their
partner, and then give feedback.
Key: 1. Who do you often buy presents for?
2. On what occasions do you buy presents?.
3. Which shop do you usually go to when you’re shopping for presents?
4. What’s the most expensive present you’ve given?
5. On what occasions do you receive presents?
6. What presents do you normally get?
7. What is the best present you’ve ever received?
Post 2. Culture:
* Pre teach the key words
+ standard of living: (n) mức sống
+ properous (a) thịnh vượng
+ self-reliance (a) tự chủ
+ respect (v) tôn trọng
+ high-status (a) địa vị cao
- Divide the class into two big groups. Each group will read one reading passage
to get the main idea.
- Ask one student from group A to work with one student from group B to form
a pair and exchange the information that they have just read.
- Have each pair find out the similarities and differences of the idea of success
between these two nations.
- Ask several pairs to report their findings.
*Key:
1. For the Americans, success means providing their family with a decent
standard of living and ending their career in a higher and more prosperous
position than when they began it. Success is also the result of hard work and
self-reliance.
2. For Vietnamese, success goes along with a high-status job with good income
and respect at work.
3. Both the American and Vietnamese associate success with earning a lot of
money.
4. The Americans rely more on themselves, while the Vietnamese expect more
respect from other people.
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Week: 06
Period: 16-17
FURTHER PRACTICE
A. Aims and Objectives:
- To give sts some more exercises to practice
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm- Game – Slap the Board
up
Pre + Review vocabulary
TASK 1: Choose the word whose underlined part is pronounced differently
from the others.
1.A. bridesmaid B. season C. sandwich D. proposal
2.A. complication B. custom C. community D. communicate
3.A. ritual B. Russia C. social D. nation
4.A. mirror B. sticky C. gift D. bride
5.A. ceremony B. careful C. standard D. servive
6.A. engagement B. changeable C. prestigious D. superstitious
7.A. mystery B. myself C. myriad D. myth
8.A. superstition B. stocking C. occasion D. asleep
9.A. scatter B. value C. adult D. vary
10.A. chocolate B. characteristic C. children D. change
Answer keys:
1.C 2.A 3.A 4.D 5.B 6.D 7.B 8.C 9.D 10.B
TASK 2: Choose the word which has a different stress pattern from that of the
others
1.A. alert B. alter C. altar D. album
2.A. ancestor B. article C. assignment D. additive
3.A. decent B. descent C. detect D. debate
4.A. venture B. object C. magpie D. fortune
5.A. deplete B. balloon C. arrange D. impact
6.A. prefer B. present C. prepare D. pretend
7.A. react B. remain C. rebel D. refuse
8.A. image B. immigrate C. imitate D. import
9.A. percent B. perfect C. perform D. perhaps
10.A. confident B. concent C.contrast D. constant
Answer keys:
1.A 2.C 3.A 4.B 5.D 6.B 7.C 8.D 9.B 10.C
12. Pain killers are much .................. now than in the past.
A. effective B. more effective C. most effective D. the more effective
13. Choose the word which has a different stress pattern from that of the others.
A. increase B. bridesmaid C. wedding D. workforce
14. That was probably .................... enjoyable meal I’ve ever had
A. least B. less C. the less D. the least
15. Choose the word which has a different stress pattern from that of the others.
A. contrast B. courage C. venture D. legend
16. Our atmosphere is gradually becoming more and ................. polluted
A. much B. many C. more D. most
17. “ ” in the sentence below is not correct:
We didn’t realize that it was the most fastest way to cross the country
A B C D
18. “ ” in the sentence below is not correct:
In fact, France has a more lower overall medal total than Russia
A B C D
19. Choose the word which has a different stress pattern from that of the others.
A. bulky B. altar C. employ D. object
20. Choose the word which has a different stress pattern from that of the others.
A. machine B. expense C. import D. alone
Answer keys:
1.A 2.D 3.A 4.B 5.D 6.A 7.A 8.A 9.D 10.C
11.C 12.B 13.A 14.D 15.A 16.C 17.C 18.B 19.C 20.C
TASK 5: Choose the best answers to complete the sentences :
1. Alan and Susie ................. an argument. They’re not speaking to each other.
A. must have B. might have C. must have had D. might had
2. Many old people don’t like change. They are very set in their ....................
A. life B. habits C. routines D. ways
3. Under the circumstances it .................. be best to wait for a few weeks
A. seemed B. ought C. might D. should
4. Some people are .................... interested in animals than in other people.
A. further B. far more C. much D. most
5. For this recipe to be successful, you ............... cook the meat for at least 2 hours
in a moderate oven
A. need B. must C. ought D. will
6. He doen’t travel .................. he used to.
A. more than B. as much than C. as much as D. more than as
7. I’m afraid we can’t raise your ................. this year. The company’s operating on
a very tight budget.
A. salary B. promotion C. job D. equality
8. “ ” in the sentence below is not correct:
Ducks are less susceptible to infection as other types of poultry
A B C D
(2) ................. of a truly global culture than ever before. We are now meeting,
dating, falling in love and marrying people of many different cultural and religious
(3) .............. than oue town.
Your wedding will be special no matter what traditions you follow, as long
as you have someone special ( 4) .................... your side. Wedding are as
individual in style as they are universal as a ritual. Weddings are a time of family
and friends, and traditions; family heritage (5) .................. to incorporate culture
items in the theme of your wedding. Traditions can be small subtle things that
(6) ....................the couple’s faimlies’ heritages. Or you can make your cultural or
religious traditions the rmain theme for your wedding. Cultural (7) ................ is
one way to personalize your wedding. Or you can have special segments to
promote our and or your fiance’s heritage. It is a nice and easy way to incorporate
personal pride in your ancestry, especially today when more couples are
multiculture ones. Each and evey culture is rich in wedding customs and
traditions. (8) ..................... up your special day with a salute to your heritage. Or
you can start your own traditions or borrow from another culture’s customs and
traditions. Then some couples will have a traditional Western ceremony and then
do a special ceremony from their own like a Korean tea ceremony.
1.A. leave B. move C. change D. build
2.A. role B. part C. lot D. number
3.A. knowledge B. expertise C. qualifications D. backgrounds
4.A. near B. close C. by D. with
5.A. is B. being C. uses D. using
6.A. present B. represent C. symbol D. make
7.A. variety B. wealth C. diversity D. abundance
8.A. Spice B. Put C. Give D. Salt
Answer keys:
1.A 2.B 3.D 4.C 5.A 6.B 7.C 8.A
TASK 8: Choose the word or phrase ( A, B , C or D) that best fits each space
in the following passage.
Do you avoid walking under ladders ? Do black cats make you (1) ...............
? Some people care very superstitous. They carry a lucky charm such as a rabbit’s
foot everywhere they go. Why is a rabbit lucky ?
Because it’s born with its eyes open, of course!
Where do superstitions come from ? Long ago, people didn’t have the
scientific knowledge we do today. To reduce their fear about (2) ...................
events, people came up with rituals. They passed their beliefs down from
generation to generation. Some superstitions are timeless. Floors in buildings still
go from the 12th to the 14th floor, even though nobody can agree (3) .................
the number 13 is unlucky.
Superstitous people think they can turn bad luck (4) .................. . They
“knock on wood” to avoid jinxing themselves. For example, if you say “I’ve never
broken a limb” you should immediately search for a table to knock on to avoid a
(5) .................. of luck. You may break your leg tomorrow if you don’t.
Many superstitions are related to money. For example, if you give money
away on Mondays, you’ll give money away all week long. If you leave your purse
on the floor, you’ll go broke. Gamblers (6) ............. notoriously superstitious. If
you’re in a casino, never get up to use the washroom. You’re lucky streak will go
down the toilet.
Superstitions (7) ............... from culture to culture. A superstitious African
mother won’t cut her baby’s hair before her child’s first birthday! In Mexico, a
bride must not wear pearls on her wedding day. Pearls symbolize tears and an
unhappy marriage.
Are you superstitious ? How would you (8) ................. if someone opened an
umbrella in your living room ?
1.A. nerve B. nervous C. nervously D. nervousness
2.A. inexplainable B. imexplainable C. unexplainable D. disexplainable
3.A. why B. how C. what D. when
4.A. on B. up C. off D. away
5.A. reverse B. reversal C. reversing D. reversed
6.A. have B. get C. are D. do
7.A. move B. different C. diverse D. differ
8.A. react B. reacting C. reacted D. reaction
Answer keys:
1.B 2.C 3.A 4.D 5.B 6.C 7.D 8.A
TASK 9: Choose the word or phrase ( A, B , C or D) that best fits each space
in the following passage.
As more women in the United States move up the professional ladder, more
are finding it necessary to make business trips alone. Since this is new for many,
some tips are certainly in order. If you are married, it is a good idea to encourage
your husband and children 5 to learn to cook few simple meals while you are way.
They will be much happier and probably they will enjoy the experience. If you
will be eating alone a good deal, choose good restaurants. In the end, they will be
much better for your digestion. You may also find it useful to call the restaurant in
advance and state that you will be eating alone. You will probably get better
service and almost certainly a better table. Finally, and most importantly,
anticipate your travel needs as a businesswoman; this starts with lightweight
luggage which you can easily manage even when fully packed. Take a folding
case inside your suitcase; it will come in extremely handy 15 for dirty clothes, as
well as for business documents and papers you no longer need on the trip. And
make sure you have a briefcase so that you can keep currently required papers
separate. Obviously, experience helps, but you make things easier on yourself
from the first by careful planning, so that right from the start you really 20 can
have a good trip!
1. Which of the following can be concluded from the passage?
A.A greater percentage of women are advancing professionally in the U.S. than
before.
B.Professional men refuse to go with women on business trips.
C.Each year there are more women tourists in the United States.
D.Businesswomen become successful by showing a willingness to travel alone.
2. In this passage, what advice does the author have for married women ?
A. Stay home and take care of your family
B. Encourage your husband and kids to be happy and have fun while you are away
C. Help your family learn to prepare food for themselves
D. Have your whole family take gourment cooking classes together
3. Why are better restautants especially preferable for frequent travellers ?
A. The food is usually better for your health B. The tables are better
C. You can call ahead for reservations D. You will not have to eat alone
4.Why is lightweight luggage important for the traveling businesswomen?
A.It provides space for dirty clothes.
B.It allows for mobility
C.It can double as a briefcase.
D.It is usually big enough to carry all business documents.
5. Which of the following is closest meaning to the word “ papers” ?
A. newspapers B. certificates C. contracts D. documents
Answer keys:
1.A 2.C 3.A 4.B 5.D
TASK 10: Choose the word or phrase ( A, B , C or D) that best fits each space
in the following passage.
One custom that gives insight into people’s history and values is the way
they greet one another. There is a wide range of greetings around the world. These
range from the common handshake to other strange rituals found in some
countries. Let’s take a look at how the simple action of greeting someone differs
greatly from place to place.
In the United States and Canada, for example, a simple handshake or nod is
the norm. The handshake has an interesting origin: it started long ago as a way of
showing people that you weren’t carrying a weapon. Shaking the person’s right
hand while looking him or her in the eye is the usual method. Handshakes are also
common in other parts of the world, including Britain and Russia. In Russia, males
grasp other men’s hands very strongly during the handshake. Handshakes are also
how most people in New Zealand greet each other. However, the native Maori
people of that country display more physical contact: they press their noses
together in a sign of trust and closeness.
In other countries, such as France and Belgium, hugging and kissing are
more common when two people meet. In those cultures, people kiss each other on
the cheeks. The number of times varies depending on the particular country. In
Saudi Arabia, men might hug and kiss each other (but not a woman) on the cheek.
Men will also shake hands with other men there. In some Eastern countries,
including Korea and Japan, bowing is the traditional greeting. In Japan, the deeper
the bow, the deeper the respect shown. The strangest custom, though, is likely in
Tibet. People there opt to stick out their tongue to greet others.
1. What is this reading mainly about ?
A. The importance of handshakes all around the world
B. The origins and histories of various greetings
C. The strangest types of greetings on Earth.
D. The wide range of greeting customs in the world
2. Which of the following sentence is TRUE ?
A. People in Russia, but not England, shake hands
B. The number of times people kiss on the cheek varies
C. In the past, people nodded If they weren’t carrying a
Weapon
D. You shouldn’t look at people when shaking their
hands in the United States
3. How do most people in New Zealand greet each other ?
- .......................................................
A. With a handshake B. By pressing noses together
C. With a kiss on the cheek D. By sticking cut their tongue
4. Which type of country is NOT mentioned in the reading ?
A. A North American country B. A European country
C. A South American country D. An Asean country
5. What can be inferred about getting customs in Saudi Arabia ?
A. Men shake hands with women when meeting them for the first time
B. It’s not proper for men to kiss women when they meet
C. Women do not kiss other women when they meet
D. Women can kiss men, but men can’t kiss women when they meet.
Answer keys:
1.D 2.B 3.A 4.C 5.B
Post TASK 11: Complete the second sentence so that it has the same meaning to
the first one.
1. The film I saw last week was better than this one ( good )
This film .................................................................... the one I saw last week
2. Mary used to be better paid than she is these days ( as )
These days Mary is .................................................... she used to be
3. There are ver few buildings in the old city higher than this ( one )
This is ............................................................................ buildings in the old city
4. I can’t believe this is the best room there is ( better )
There must ......................................................................... this one.
5. My house is as big as Peter’s ( same )
Peter’s house ............................................................................... mine
6. Louisa does a full-time job and looks after the house too ( well )
Louisa does a full-time job ............................................................. the house
7. “I’d love to be the same height as my sister” said Jolie enviously ( tall )
Jolie wishes ............................................................................... her sister
8. Dinner will be served immediately upon our arrival at the hotel ( soon )
Dinner will be served ........................................................................ at the hotel
9. Take my advice and don’t drink so much whisky ( if )
I’d drink ............................................................................... you
10. Dan thinks English food is better than French food ( prefers )
Dan ........................................................................... French food
Answer keys:
1. isn’t as / so good as 2. not as / so well paid as 3. one of the highest
4. be a better room than 5. is the same size as 6. as well as looking after
7. she were as tall as 8. as soon as we arrive 9. less whisky if I were
10. prefers English food to
TASK 12: Give the correct form of the words in brackets:
1. The ................ ceremony is one of the 3 stages of a Vietnamese traditional
wedding ( propose )
2. Before a wedding ceremony, there must be an ................... ceremony ( engage )
3. As a rule of thumb, a number of superstitious people choose a ......... date before
starting something ( favour )
4. It is believed that meeting a black cat is lucky , but it is ................. to walk
under a ladder or break a mirror ( luck )
5. Working as a volunteer provides you with opportunities to know more about
cultural ............. ( diverse )
6. If you want to get on well with your colleagues, you should pay ............. to
some common features of their cultures ( attend )
7. He is trying to work hard so that he is promoted to a higher and more .............
position ( prosper )
8. After he had flirted her for a long time, they ...................fell in love ( gradual )
9. It cannot be denied that superstitious ............... exist in many cultures ( believe )
10. After the wedding day, the ................. of couples leave on honeymoon in a
very romantic places ( major )
Answer keys:
1. proposal 2. engagement 3. favourable / favourite 4. unlucky 5. diversity
6. attention 7. prosperous 8. gradually 9. beliefs 10. majority
Home- - T asks Ss to learn the structures and vocabulary.
work - Prepare for the next lesson.
Week: 06
Period: 18
UNIT 8. NEW WAYS TO LEARN
GETTING STARTED
Post 1. Vocabulary:
Activity 1: Matching
- Ask Ss to work individually, read the phrases(1-5) then find the meaning for
each of them (a-e) in 3 minutes
-Elicit Ss to use the context of the conversation to choose the meaning for each
phrase.
* Key:
1. a 2. d 3. b 4. c 5. a
Activity 2:
- Invite some Ss to check the answer
-Ask Ss to work individually first, then check with a partner.
- Check with the whole class and ask Ss if they have ever used one of these
devices and add more uses if any.
* Key: 1. A,B,C 2. A, C 3. A, C
4. B 5. B 6. A,B, C
2. Pronunciation
Activity 1: Listen and repeat
- Play the recording for Ss to listen.
- play it again with pauses for Ss to listen and repeat.
- 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:
- Focus on the stress patterns of three- syllable adjectives and verbs.
- Ask Ss to listen and practice saying them correctly
- Play the tape again. Ask Ss to put a mark before the stress syllable in each
word.
- Check with the whole class to make sure that every student has done this
exercise correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recogniseVietna’meseunder’stand
‘personal ‘interest sym’bolic
3. Grammar: Defining and non-defining relative clauses
Activity 1:
- Ask Ss to read the sentences taken from Getting started underlined the relative
pronouns and their functions.
- Revise the uses of the relative pronouns through these sentences.
- Help Ss to distinguish defining relative clause vs non-defining relative
clause.
- Check Ss’ work and comment.
* Key:
Week: 07
Period: 19
UNIT 8. NEW WAYS TO LEARN
READING
Week: 07
Period: 20
UNIT 8. NEW WAYS TO LEARN
LISTENING
A. Aims and Objectives:
- To teach Ss listen to instructions on how to access and use online English language materials
for specific information.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Talk about how to use electronic devices to study English online.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Have students look at the pictures and elicit their answers to the questions in
the instructions.
Ex: What are the students doing?
What do you think you are going to listen about?
- Ask them to use the caption to help them guess.
Suggested answers:
The students are learning English with computers. Maybe they are searching
the Internet for information or using a webpage to study.
We guess we are going to listen to some new ways to learn using the Internet
and electronic devices.
- After all, inform students of the lesson objective: listening for specific
information about using electronic devices to study English.
Pre + Pre-teaching vocabulary
- get tired of
- search engine
- level
- record
- native speaker
- effectively
- success
+ Checking vocabulary
+ Ask Ss to read all the statements and guess if they are true of false. Make sure
that students understand all the statements before listening.
- Explain if there are any new words. Give the Vietnamese equivalents if
necessary.
- Play the recording and have students do the activity. Check their answers.
- Play the recording again if many students in the class have incorrect answers,
pausing at the places where they can get the correct information.
*Key: 1. F 2. T 3. T 4. F 5. T
Task 2: Listen again and complete the following sentences by writing no
more than three words.
- Teacher asks students to read the instructions and the sentences 1-5. Make
sure that they understand the sentences. Provide help with the new vocabulary if
necessary.
- Play the recording once or twice again
- Ask students to work with a partner to compare their answers.
- Invite representatives from some pairs to report their answers to the class.
Give feedback and correct any wrong answers.
Keys:
1. easily and effectively
2. access and take
3. learning vocabulary
4. native speakers
5. chance of success.
Post Task 3: Discussion
- Inform students that this is a post-listening activity.
- Ask students to work in groups of 3 or 4 and discuss the questions. Students
note down their group 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.
Homework Prepare for the next lesson.
Week: 07
Period: 21
UNIT 8. NEW WAYS TO LEARN
SPEAKING
A. Aims and Objectives:
- To teach Ss to talk about how electronic can help us learn.
- To teach Ss to practice sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about how electronic can help us learn.
+ Give a report about how their classmates use the devices to learn school subjects.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Show several images of electronic devices on the screen, ask sts to write the
names and how do they help you learn at school?
* Suggested answer:
Personal computer, laptop, smartphone, tablet, speakers
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Give Ss time to read through the arguments in favour of using electronic
devices in learning and match arguments 1-4 with explanations a-d
- Ask them to compare the answer with a partner.
- Call on some Ss to check
- Ask Ss to exchange the answer with a partner.
* Answer:
1.d 2. b 3. c 4. A
Activity 2:
- Guide Ss to understand the requirement of this activity.
- Give Ss several ways to express their ideas about the most effective ways of
using electronic devices.
- 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 groups, to express their ideas.
-Call on some Ss to check.
Activity 3:
- Call on some Ss to check.
- Ask two Ss to model the example
- Have Ss discuss in pairs in 5 minutes.
-Walk round and offer help if necessary
- Check two pairs and comment.
Post Activity 4:
- Divide class into groups of 3 to 4 students, ask Ss to focus on getting answer
to the questions and note down their group’s discussion in 4 minutes.
- Ask the representatives from some groups to report the results of their group
work to the class.
Homework - Ask students to learn by heart the expressions.
- Prepare for the next lesson.
Week: 08
Period: 22
UNIT 8. NEW WAYS TO LEARN
WRITING
A. Aims and Objectives:
- To teach Ss to write about the advantages and disadvantages of electronic devices as learning
tools.
- To teach Ss to talk about electronic devices used among children in the USA.
- By the end of the lesson, students will be able to:
+ Write about the advantages and disadvantages of electronic devices as learning tools.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
+ Talk about electronic devices used among children in the USA.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Write the phrase Using electronic devices in learning on the board. Focus on
the pictures and the instructions.
- Elicit students' ideas about the pictures. Give suggestions by asking some
questions to help students think and talk about the advantages and
disadvantages of using electronic devices in learning.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Give students time to read the sentences about some advantages and
disadvantages of using electronic devices in learning.
- Give the explanation and meaning of some new words and phrases mentioned
in the texts.
- Have them compare their answers with a partner first, and then ask some
students to read out loud their answers to check as a class.
Key:
A: 2, 4, 6. D: 1,3,5
Activity 2:
- Give students time to read the text about the disadvantages of using electronic
devices in class.
- Elicit students' answers about the use of linking words.
Linking words:
First of all, Second, Last but not least, In conclusion.
Activity 3:
- Ask students to read the sample writing again. Remind them of the structure of
a short text that starts with a topic sentences, followed by supporting ideas 1,2,3
and ends with a 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.
Post - Ask Ss to consolidate the main contents.
- 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:
- I’ve learnt how to write a short text with supporting ideas and detailed
explanations.
- I can write about the advantages and disadvantages of electronic devices as
learning tools.
Homework - Write the text again at home.
- Prepare for the next lesson.
Week: 08
Period: 23
UNIT 8. NEW WAYS TO LEARN
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);
- After that, teacher asks students to read the text about how electronic devices
are used among children in the United States.
- Have students read and answer the questions in pairs. Then check students'
answers as a class.
- Some students present their results to the class.
- Teacher controls the performance of correction among students.
*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.
Post Activity 2:
- Teacher has students in groups of 4 or 5, and talk about how children in their
area/Vietnam use mobile/ electronic devices.
- Students work in groups of 4 or 5 to talk about how children in Vietnam use
mobile electronic devices.
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
the board.
- Ask Ss to work individually and then exchange with others
*Key: 1. which/ that 2. who 3. which 4. whose
5. who/ that 6. whose
Activity 2:
- Teacher asks students to pay attention to the instructions. Set a time limit and
have students do the activity individually.
- Call on six students to write their answers on the board. Underline any
mistakes and ask other students to correct them. Provide help, if necessary.
Project:
Students do the survey in PROJECT in groups at break time. Teacher design the
form and students hand in the results in written form as assignment.
Post - Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ I can pronounce correctly three -syllable adjectives and verbs.
+ I can use relative pronouns “which, that, who and whose.”
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Week: 08 -09
Period: 24-25
FURTHER PRACTICE
A. Aims and Objectives:
- To give sts some more exercises to practice
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Slap the Board
Pre + Review vocabulary
TASK 1: Choose the word whose underlined part is pronounced differently
from the others.
1.A. mobile B. device C. lifestyle D. ritual
2.A. software B. aware C. cigarette D. careful
3.A. electronic B. information C. technology D. historic
4.A. assignment B. submit C. survey D. sugar
5.A. application B. suggestion C. invention D. calculation
6.A. access B. account C. accompany D. accept
7.A. tablet B. taboo C. talent D. task
8.A. portable B. organic C. import D. opportunity
9.A. native B. nature C. national D. naked
10.A. diversity B. distract C. discover D. disruptive
Answer keys:
1. D 2.C 3.B 4.D 5.B 6.A 7.B 8.D 9.C 10.A
TASK 2: Choose the word which has a different stress pattern from that of the
others
1.A. concentrate B. condition C. confession D. conclusion
2.A. diploma B. division C. digital D. disable
3.A. educate B. educator C. edible D. edition
4.A. syllable B. similar C. sibling D. systemic
5.A. advantage B. advertise C. advancement D. adapted
6.A. persuasive B. period C. personal D. permanent
7.A. instruction B. Instagram C. installment D. insurance
8.A. recognize B. realize C. reconnect D. reference
9.A. understand B.overcome C. underrmine D. overcoat
10.A. critical B. creative C.criminal D. criticize
Answer keys:
1.A 2.C 3.D 4.D 5.B 6.A 7.B 8.C 9.D 10.B
While TASK 3: Choose the best answers to complete the sentences :
1. The word “ breaker” refers to the ocean ...............................
Giáo án Tiếng Anh 10TĐ – HK2 Trang 71
Trường THPT Chuyên Long An
Computers are used to help link the world in the form of networks.
Networked computers allow users to share and exchange data that is stored in
different locations. You may have heard of a local area network (LAN) or wide
area network (WAN) (9) ............... connects areas of various sizes. The Internet is
a vast network of computers spanning the globe (10) ............... allows users to
access email, the World Wide Web and other applications. Although we normally
think of computers as the ones we use in our everyday lives to surf the web, write
documents etc, small computers are also embedded into other things such as
mobile phones, toys, microwaves and MP3 players. We use computers all the
time, often without even knowing it!
1.A. amazed B. amazing C. amazingly D. amaze
2.A. easier B. more easier C. much easy D. a lot easy
3.A. elect B. electrical C. electrically D. electricity
4.A. progammed B. are programmed C. program D. are programming
5.A. on B. for C. to D. about
6.A. applications B. application C. apply D. applied
7.A. acceses B. accessed C. accessing D. accessory
8.A. on B. for C. to D. with
9.A. whose B. who C. which D. whom
10.A. whose B. who C. that D. whom
Answer keys:
1. B 2.A 3.D 4.B 5.C 6.A 7.B 8.D 9.C 10.C
TASK 7: Read the following passage and decide which option A, B, C, D best
fits each space. (10 points)
Do you think computer games are just for kids? Then you should think
again. You might be (46)________ to learn that the game industry now makes
more money than Hollywood. (47)________ a family buys a new PC, all they
want to do is to play games. It is hardly surprising that video (48)________ has
become one of the most popular (49)________ of entertainment today. A good
game is like a good film; it will hold your (50)________, capture your imagination
and play with your emotions.
The big (51)________, however, is that watching a movie is a passive
(52)________ you have no say in how the plot develops or which characters
dominate the story. With computer games, you direct your (53)________ and that
is what makes them so exciting. Finding the (54)________ game is likely to signal
the beginning of a lasting love affair with the interactive (55)________ of make-
believe.
It is wrong to think of gaming as something simply for children and
teenagers. In fact, the biggest growth area of the market is the 25-35 age group.
46. A. concerned B. admired C. surprised D. startled
47. A. as soon as B. as well as C. as far as D. as long as
48. A. game B. games C. gamers D. gaming
49. A. places B. branches C. shapes D. forms
Week: 09
Period: 26
KIỂM TRA ĐỊNH KỲ
(đính kèm)
Week: 09
Period: 27
REVIEW 3. LANGUAGE
A. Aims and Objectives:
- To revise the language and skills Ss have learnt and practiced in unit 6-8.
- By the end of the lesson, students will be able to:
+ Pronounce correctly two- syllable words and three -syllable adjectives and verbs
+ Understand and use the language and skills Ss have learnt and practiced in unit 6-8.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers, cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Teacher may introduce the review by asking Ss if they remember what they
have learnt so far in terms of language. T then summarizes Ss’ answers and
adds some more information, if necessary.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While A. Vocabulary:
Task 1:
- Ask Ss to do this activity individually, and then compare their answers with a
partner’s.
- Write the correct answers on the board. Ask students to raise hands if their
answers match.
Answers: 1. pay 2. discrimination 3. right 4. gender 5. inequality
Task 2:
- Ask Ss to do this activity individually.
- Ask a student to write his/ her answers on the board. Read each one and ask
the class if they agree or not, then confirm the correct one.
Answers:
1. electronic 2. player 3. television shows 4. tablet 5. software
2. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, and then compare their answers with a
partner’s.
- Show the correct answers on the board.
Answer:
OO OO OOO
actor relax indicate
lovely forget organise
Week: 09
Period: 28
REVIEW 3. SKILLS
A. Aims and Objectives:
III. Listening
- Play the recording once for Ss to listen and choose their answers.
- Play the recording again for Ss to check 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 and Don’ts (of their own ideas) to write
about what customs a visitor to Viet Nam should know. Ask Ss to write the
draft first in class, and then they may write their final versions at home.
Post - Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
Homework Prepare for the next lesson.
Week: 10
Period: 29
UNIT 9. PRESERVING THE ENVIRONMENT
GETTING STARTED
A. Aims and Objectives:
- 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
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Ask Ss these questions:
1. Have you been aware of environmental problems?
2. What have you done for the environment?
- Leads in the new lesson
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While - Introduce the topic of the lesson:
Preserving the environment
Activity 1: Listen and read
- Ask Ss to look at the pictures and guess the topic of the conversation.
- Have Ss predict what they are talking about
- 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
Activity 2: Matching
- Ask Ss to work in pairs to label the photos.
- Allow 2 minutes for the pairs to look up the words and phrases in a dictionary
and confirm their meaning.
- Check Ss’ answers as a class. Have Ss note down the words in their
notebooks.
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
Activity 1:
- Focus Ss’ attention on the instructions and ask them to read Do you know…?
Check understanding.
- Ask Ss to read the conversation in GETTING STARTED again and find the
speakers’ names to fill the gaps..
* Key:
1,3,5: Nam 2: the editor 4,6: Nam’s father
Activity 2:
- Read the instructions and analyse the first sentence as example. Remind Ss of
the changes to the verb form and pronoun.
* Key:
1. Nam said (that) pollution was one of the problems in his neighbourhood.
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.
Homework - Ask Ss to learn by heart the words or phrases related to environment impacts
and ways to protect the environment.
- Prepare for the next lesson.
Week: 10
Giáo án Tiếng Anh 10TĐ – HK2 Trang 87
Trường THPT Chuyên Long An
Period: 30
UNIT 9. PRESERVING THE ENVIRONMENT
READING
A. Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about threats to natural
environment and do tasks: Matching and true/false exercise and discuss.
- To teach Ss some words and phrases related to preserving the environment.
- By the end of the lesson, students will be able to read for general ideas and for specific
information about threats to natural environment and do tasks.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Bingo
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1: Prediction
- Let Ss look at the photos and the 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:
- Ask Ss to read the instruction and the options carefully, and underline any key
words that may help them predict the content of the text.
- Allow enough time for Ss to skim the paragraphs quickly. Encourage Ss to
share their ideas with their partners.
- Check the answer.
* Answer: c
Activity 3:
- Focus Ss attention on the instruction. Write all the highlighted words from the
reading text on the board.
- Go over the definitions with the whole class.
- Check comprehension and have Ss match the words.
- Alternatively, ask Ss to work in pairs.
Key
1. ecosystem 2. pesticides 3. inorganic
4. vegetation 3. fertilizer 6. pollutants
Giáo án Tiếng Anh 10TĐ – HK2 Trang 88
Trường THPT Chuyên Long An
Activity 4:
- Ask Ss to read the instructions carefully, and underline the key words in the
sentences provided.
- Encourage Ss to underline the parts of the reading text relevant to the
statements.
- Check answer as a class, and encourage Ss to justify their choices by referring
to the relevant information in the reading text.
* 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.
Post Activity 5:
- Ask Ss some guiding questions before their discussion: What type of pollution
is there in your neighborhood? What are the causes and effects? How can you
help reduce this type of pollution?
- Arrange Ss into group of 3 or 4 and let them discuss the question.
Homework - Ask students to learn by heart the new words.
- Prepare for the next lesson.
Week: 11
Period: 31
UNIT 9. PRESERVING THE ENVIRONMENT
LISTENING
A. Aims and Objectives:
- 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.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Have students look at the pictures and elicit their answers to the questions in
the instructions.
Ex: What are the students doing?
What do you think you are going to listen about?
- Ask them to use the caption to help them guess.
Suggested answers:
The people are planting a tree.
- After all, inform students of the lesson objective: listening for gist and specific
information about environment impacts.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1
- Elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the
board, check meaning, stress and get Ss to copy down.
- Teacher may give more explanation on the use of these words and phrases.
Task 2:
This activity focuses listening for gist.
- Ask them to read the instructions and the titles. Make sure that Ss understand
the task and vocabulary.
- Check comprehension and explain degradation (loss or decrease of quality).
- Play the recording twice, pausing before 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.
Check answers as a class and ask Ss explain why this is the correct choice.
Keys: c. Environmental Degradation
Task 3: Discussion
This activity focuses on listening for specific information.
- Ask Ss to read the instruction and the words provided individually. Make sure
that they understand the task and the vocabulary.
- Play the recording again for Ss to do the task. Allow 2 minutes for Ss to
discuss the meaning of the words in pairs or to look them up in a dictionary.
- 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. Allow enough time for Ss to read the
sentences. Check comprehension.
- Ask Ss to guess the word(s) and complete the sentences. Then play the
recording again for Ss to check.
- Alternatively, play the recording all the way through for Ss to listen and
complete the sentences.
- Check answers as a class.
Key 1. affected 2. global warming 3. Ecosystem
4. health problems 5. control 6. friendly materials
Post Task 5:
Allow time for Ss to read the instruction and the questions. Remind them to
underline the key words and phrases in each question. Check comprehension.
- Play the recording again, pausing at times. Tell Ss to note down the answers
during the pauses.
- Check answers as a class.
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 chemicals at appropriate places.
6. We should replace deforestation with forestation.
7. We should make every effort to preserve the environment for the next
generations.
Homework Prepare for the next lesson.
Week: 11
Period: 32
UNIT 9. PRESERVING THE ENVIRONMENT
SPEAKING
A. Aims and Objectives:
- To teach Ss to talk about the environment impacts of human activities.
- To teach Ss to practice sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about the environment impacts of human activities.
+ Give a report about the environment impacts of human activities.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up - Ask Ss to write sentences using some words in context:
Vegetation, fertilizers, pesticides, pollutants
- Feedback
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Ask Ss to label the photos with the types of pollution.
- Check the answers and have different Ss write them on the board.
* Answer:
a. soil pollution b. water pollution
c. air pollution c. noise pollution
Activity 2:
- Guide Ss to understand the requirement of this activity.
- Focus Ss’ attention on the instructions and the table.
- Ask Ss to work individually and read the text carefully before they complete
the table. Remind them to refer back to the reading text to get the necessary
information.
- Encourage Ss to share their ideas with a partner. Check answers as a class and
write them on the board.
Period: 33
CHỮA BÀI KIỂM TRA ĐỊNH KỲ
(đính kèm)
Week: 12
Period: 34
UNIT 9. PRESERVING THE ENVIRONMENT
WRITING
A. Aims and Objectives:
- 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.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Focus Ss’ attention on the topic of the writing. Ask different Ss about their
monthly water/ electricity bills of their homes by asking: How much does your
family pay for water/ electricity? Ask different Ss to give some practical advice
on reducing their bills, and write the information on the board.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Ask Ss to look at the picture and read the caption.
- Elicit answers from different Ss. Write their answers on the board.
Activity 2:
- Focus Ss’ attention on the instructions and the text. Remind them to underline
key words and phrases. Check comprehension.
- Allow enough time for Ss to read through the text and do the matching
individually. Give vocabulary explanations or offer help if necessary.
- Ask Ss to share their answers with their partners.
- Check answers as a class.
Notes
Natural resources: all the land, forests, minerals, etc. existing naturally in a
place that can be used by people.
Key
1. d 2. c 3. b 4. a
Activity 3:
Ask Ss to focus on the instructions and underline the key words. Check
comprehension.
- Allow Ss enough time to read the information and do the matching
individually.
- Check answers as a class.
Key
a. 3 b. 1 c. 4 d.2
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 write complete
sentences using information provided.
- Go round and offer help with any vocabulary or grammar question.
- Ask representatives of different groups to read their drafts to the class. Correct
the errors, if necessary.
- 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
Post - Ask Ss to consolidate the main contents.
- 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 know what the natural resources are and how to write practical advice
on preserving them.
Homework - Write the text again at home.
- Prepare for the next lesson.
Week: 12
Period: 35
UNIT 9: PRESERVING THE ENVIRONMENT
COMMUNICATION AND CULTURE
Activity 3:
- Ask Ss to work in pairs and read the instructions. Check understanding of the
task and allow enough time for the groups to brainstorm ideas and prepare.
- Call on representatives of different groups to report their ideas to the class.
Post 2. Culture:
Activity 1:
Focus on the picture of the animal and the abbreviation. Check comprehension.
- Have Ss make their predictions individually.
- Check as a class.
Key: A panda. It comes from China. WWF is for World Wide Fund for Nature
(formerly World Wildlife Fund)
Activity 2:
- Allow enough time for Ss to read the questions and underline the key words
individually. Then ask them to read the text and underline information. Monitor
the activity and offer help with vocabulary, if necessary.
- Encourage Ss to share their answers in pairs or groups.
- Call on different Ss to report their answers to the class.
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
- Allow time for Ss to read the instruction and the sentences individually. -
Check comprehension and offer help with any unfamiliar vocabulary if
necessary.
- Ask Ss to work individually and encourage them to share the answers with
their partners.
- Check Ss’ answers as a class.
Key: 1. preserve 2. pollution 3. Awareness 4. protect
5. consumption 6. depletion
Grammar:
Activity 1:
- Ask Ss to read the instructions and look at the photo. Elicit some descriptions
of the photo from the class by asking: Where are the people in the photo? What
are they doing? Why are they doing it?
- Give SS time to read the text and do the task individually. Go round and offer
help with any unfamiliar vocabulary. Check comprehension.
- Check answers as a class.
Key: ‘All this rubbish is killing fish and other sea creature’.
‘We can clean the beach together’
‘I will ask our friends and neighbours to come and help us’
‘I’m happy to hear that, children’.
‘protect yourselves from germs’
Activity 2:
Focus Ss’ attention on the instruction and sentences. Check comprehension, and
remind Ss to reread Do you know…? on page 40.
- Ask Ss to do the task individually. Go round and offer help if necessary.
- For peer review, call on different Ss to write their sentences on the board for
the class to comment.
Key: 1. Mr Jones was very sad and said that all that rubbish was killing fish and
other sea creatures.
2. Nick said that they could clean the beach together.
3. Mary told them she would ask their friends and neighbours to come and help
them.
4. Mr Jones told his children were so happy to hear that.
5. Mr Jones gave the people gloves and told them to protect themselves from
germs.
Post Project:
Inform the class of the lesson objectives: further explore the topic and develop
their communicative skills.
1. Ask Ss to read the instructions and check understanding of the activity. Point
out that they should first select a typical pollution problem that they want to
discuss. Then they should brainstorm all the necessary information, and arrange
it in a logical order. Finally, they should discuss, and decide on some practical
advice. Encourage them to write a draft to share with other groups before they
write the final advice. Have more able Ss write a plan including specific action
points, e.g. organise tree-planting days twice a year.
- Encourage Ss to search for some pictures or photos to support their ideas.
2. Ask Ss to read Do you know…? on page 30 Unit 3, Tieng Anh 10, student’s
Book for the information on how to make an effective presentation.
- Since the project is rather demanding, allow enough time for its completion or
so assign it as homework.
Homework - T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Week: 12-13
Period: 36-37
FURTHER PRACTICE
A. Aims and Objectives:
- To give sts some more exercises to practice
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm- Game – Slap the Board
up
Pre + Review vocabulary
TASK 1: Choose the word which has a different stress pattern from that of
the others
1.A. energy B. finally C. hospital D. denial
2.A. beautiful B. consumption C. offensive D. aquatic
3.A. orginize B. picturesque C. engineer D. afternoon
4.A. article B. chemical C. etiquette D. Japanese
5.A. employee B. committee C. referee D. absentee
6.A. confusion B. degraded C. editor D.pollutant
7.A. pestiside B. habital C. important D. adventure
8.A. dangerous B. harmony C. natural D. mountaineer
9.A. animal B. destruction C. unfriendly D. solution
10.A. government B. understand C. mystery D. tropical
Answer keys:
1. D 2.A 3.A 4.D 5.B 6.C 7.D 8.D 9.A
While TASK 2: Choose the best answers to complete the sentences :
1. There is a ...................... water because it hasn’t rained for a long time.
A. shortage B. short C. shortest D. shorter
2.One of the aims of Greenpeace is to .................... of the environmental problems
facing our planet.
A. take responsibility C. raise concern
B. arouse interest D. raise awareness
3. The creation of nature reserves will help to ensure the .................. of many
endangered species
A. extinction B. survival C. elimination D. disappearance
4. are very anxious about the falling rhino population.
A. Environmentalists C. Conservationists
B. Environmental activities D. Naturalists
5. Earth day was started by John McConnell in 1970 as a way to make
12. Water ................ are things such as detergents, pesticides, oil and other
chemicals and rubbish blockages in rivers that make the water unclean or
contaminated.
A. pollution B. pollutants C. polluted D. polluting
13. Choose the answer which needs correcting: The new computer made easier
for the students to finish the project
14. Choose the answer which needs correcting: Works writing by Shakespear
often have an unhappy ending
15. James often asks himself .................. in the next 10 years
A. where will he be C. where he will be
B. where he would be D. where is he
Answer keys:
1.A 2.B 3.A 4.A 5.B 6.C 7.D 8.D 9.B 10.A
11.D 12.B 13.B 14.B 15.C
13.B made easier made it easier 14. writing by written by
TASK 5: Read the following passage and choose the correct answer A, B, C
or D.
Earth is the only place we know of in the universe that can support human
life. (1) _____ human activities are making the planet less fit to live on. As the
western world carries on consuming two-thirds of the world's resources while half
of the world's population do so just to stay alive we are rapidly destroying the (2)
_____ resource we have by which all people can survive and prosper. Everywhere
fertile soil is either built on or washed into the sea. Renewable resources are
exploited so much that they will never be able to recover completely. We
discharge pollutants into the atmosphere without any thought of the consequences.
As a (3) _____ the planet's ability to support people is being reduced at the very
time when rising human numbers and consumption are (4) _____ increasingly
heavy demands on it.
The Earth's natural resources are there for us to use. We need food, water,
air, energy, medicines, warmth, shelter and minerals to (5) _____ us fed,
comfortable, healthy and active. If we are sensible in how we use the resources,
they will (6) _____ indefinitely. But if we use them wastefully and excessively,
they will soon run out and everyone will suffer.
1. A. Although B. Still C. However D. Eventually
2. A. alone B. individual C. lone D. only
3. A. development B. result C. reaction D. product
4. A. doing B. having C. taking D. making
5. A. hold B. maintain C. keep D. stay
6. A. last B.stand C. go D. remain
Answer keys:
1.C 2.D 3.B 4.D 5.C 6.A
TASK 6: Read the following passage and choose the correct answer A, B, C
or D.
In many ways, the increasingly rapid pace of climate change is a direct
result of the growth of the human population. In the last 100 years, the world
population has more than tripled. Obviously, this has meant that the world has
needed to produce three times as much food, energy, and other natural resources.
In addition, the average person uses more energy and natural resources than
the average person one hundred years ago, meaning that the rates of consumption
are actually much higher than just the increase in population would imply.
All of these activities: food production, energy usage, and the use of natural
resources, contribute to climate change in some way. The greater amounts of oil
and other fuels burned to create energy release chemicals which add to global
warming. In order to produce more food, farmers cut down trees to gain more land
for their fields. In addition, we cut down trees to build the houses needed for a
larger population. Those trees are an essential part of controlling global warming.
In addition to a growing population, the world also has a population that
desires a higher standard of living than in the past, and a higher standard of living
requires the use of even more natural resources. For example, China is the world’s
most populous nation, with 1.3 billion people. Currently, the standard of living for
most of those people is far below that of people in first world nations. Therefore,
the average Chinese citizen uses far fewer natural resources and less energy than
the average citizen of the US or Japan. If every Chinese person attains a first
world lifestyle, the amount of energy and natural resources needed in the world
will double, even if the standard of living in every other nation on Earth remains
the same as it is today.
1. The word “pace” in the passage is closest in meaning to _____.
A. growth B. speed C. problem D. pollution
2. The word “consumption” in the passage is closest in meaning to _____.
A. development B. usage C. population D. increase
3. According to the passage, how does food production contribute to global
warming?
A. Food production requires that the forests be cleared to create farmland.
B. Food production uses many chemicals which add to global warming.
C. Producing more food leads to growth in the world population.
D. Food production decreases the ability of the air to release heat.
4. According to the passage, how does the standard of living affect global
warming?
A. Higher standards of living are better for the environment.
B. First world nations create less population than developing nations.
C. The use of natural resources is directly related to the standard of living.
D. High standards of living lead to increases in world population.
5. Why does the author discuss China, Japan and the United States?
A. To compare the standards of their citizens.
B. To explain why China will not be able to become a first world nation.
C. To explain why the world’s use of energy will need to double soon.
D. To better illustrate the effects of an increase in standards of living.
Answer keys:
1.B 2.B 3.A 4.C 5.D
Post TASK 7: Read the following passage and fill in each numbered blank with
one suitable word. (10 points)
Many species are now in (1) ________ of being extinct. Among the threats
to endangered species are businesses that buy and (2) _______ animals for their
skin and other (3) ______. Unfortunately, the people who run these businesses are
not discouraged by fines, which they see as just another business expense. A (4)
_______way to control the problem would be to force whoever (5) _________
caught buying or selling products made from endangered species (6)______ do
community service. Their community service should require work that helps (7)
______ the animals they are harming. Such a law should be quite effective. If
people trafficking in (8) _______ animal products were forced to help endangered
species, they might understand (9) ________destructive their business is. Also,
their community service tasks turn them into helpers rather (10) _______
destroyers .
Answer keys:
1. danger 2. sell 3. parts 4. 5. is 6. to 7. protect 8. 9.
better illegal how
TASK 8: Provide the correct form of the words in capital letters to complete
the sentences. (10 points)
1. In winter it is important for farmers to provide food and ________ for their
animals. (WARM)
2. He said “Good morning” in a most ________ way. (FRIEND)
3. The police are interested in the sudden _________ of the valuable paintings.
(APPEAR)
4. Could you _________ the picture over the sofa? (STRAIGHT)
5. It was _________, so they had to drive very slowly. (FOG)
6. Playing for the national team for the first time was an ________ experience for
him. (FORGET)
7. I found the visit most _________. (EDUCATION)
8. Traditional _________are a good source of fun and entertainment.
(CELEBRATE)
9. The public were angry with the Minister’s _________ to tell the truth about the
bribery. (REFUSE)
10. Our house is ____________ by several burglar alarms. (PROTECTION)
Answer keys:
1. warmth 2. friendly 3. disappearance 4. straighten 5. foggy
6. unforgettable 7. educational 8. celebrations 9. refusal 10. protected
TASK 9: Finish each of the following sentences in such a way that it means
exactly the same as the sentence printed before it.
1. “Would you like to go to the concert with us tonight?” they said to me.
They invited _______________________
2. The story of their sufferings was painful to listen to.
It was___________________________________________
3. The last time James met Tom was in 2008.
James hasn’t _____________________________________________
4. Mrs. Green is proud of her son’s contribution to the play.
Mrs. Green is proud of what _____________________.
5. I had to cancel the birthday party because my closest friend is seriously ill.
I had to cancel __________________.
Answer keys:
1. They invited me to go to the concert with them that night.
2. It was painful to listen to the story of their sufferings.
3. James hasn’t met Tom since 2008.
4. Mrs. Green is proud of what her son can contribute to the play.
OR: Mrs. Green is proud of what her son contributes /contributed to the play
5. I had to cancel the birthday party because of my closest friend’s serious illness.
Week: 13
Period: 38
UNIT 10. ECOTOURISM
GETTING STARTED
A. Aims and Objectives:
- 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.
- 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
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Inform the class of the lesson objectives: getting to know how the topic, some
vocabulary related to ecotourism, and the use of conditionals 1 and 2.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1: Listen and read
- Ask Ss to look at the map of Australia 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.
Suggested answer: Tourists can go scuba-diving, ride camels in the desert, and
see kangaroos and penguins.
Activity 2: Matching
This activity focuses on comprehension.
- Let Ss work in pairs to practice asking and answering the questions.
Answers:
1. Because both Mr and Mrs Collin 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 kinds of animals like crocodiles, snakes, frogs,
birds, butterflies and other rare animals; go scuba-diving to see coral reefs; of
go camping.
4. They would have to pay 6,000 dollars for two people.
5. A two per cent discount.
Activity 3:
This activity introduces the grammar point: conditional sentences.
- Ask Ss to find the conditional sentences used in the conversation and write
them in the space provided.
* Suggested answer:
- If you also want to go on a camping safari, you’ll need another three days.
- But if we could take the seven-day tour, how much would it be per person.
- … if you book early and pay two months before departure, you’ll get a two per
cent discount.
Activity 4:
This activity helps Ss to review the verb forms in conditional sentences that
they have learnt previously.
- Have Ss work in pairs and underline the verbs in both the main clauses and if-
clauses.
Key: - If you also want to go on a camping safari, you’ll need another three
days. (Type 1)
- But if we could take the seven-day tour, how much would it be per person.
(Type 2)
- … if you book early and pay two months before departure, you’ll get a two per
cent discount. (Type 1)
Post 1. Vocabulary:
Activity 1:
Explain to Ss that some suffixes can be added to verbs (V + ing, -ed, -able) or
nouns (N + -al, -ial, -ical) to
form adjectives.
- Have Ss use a dictionary to look for the adjective form of the given words.
Key:
Nouns/verbs + suffixes Adjective
1.culture (n) + -al Cultural
2. nature (n) + -al Natural
3. environment (n) + -al environmental
4. ecology (n) + -(i)al Ecological
5. interest (v) +-ing/-ed interesting, interested
6. sustain (v) +-able Sustainable
7. relax (v) +-ing/ -ed relaxing, relaxed
Activity 2:
- Ask Ss to read the sentences and pay attention to the context, that is, the words
surrounding the missing adjectives. For examples, for sentences 1,3,4 and 5, they
should consider which adjectives can go with the nouns that follow. For
sentences 2 and 6, they should decide whether to use the adjectives ending in –
ing or -ed.
* Key: 1. sustainable 2. relaxing/ interesting 3. cultural; natural
4. ecological 5. environmental 6. interested
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 affix is added to a word, the primary stress may
shift to another syllable
Suggested answers: a. su’stainable b. preser’vation
c. en’vironment d. inviron’mental 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.
- Check answers as a class.
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 real/ very likely to happen. In the main clause,
different modal verbs (can, may, might, will) can be used, which can modify the
meaning of the main verb.
- Have Ss first choose a suitable verb for each sentence from the word box, and
then use the correct form of this verb (present tense in the if-clause or modal
verb in the main clause to complete sentence).
* 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 Ss to read the sentences carefully, identify the if-clauses and use the
correct forms of the verbs in brackets.
* Key: 1. will be; fail 2. will/ may/ might help; have
3. will/ may/ might feel; comes 4. need; will you lend
5. throw; may/ might eat; die 6. will/ may/ might 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 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.
Exercise 3:
- Explain to Ss that conditional sentences Type 2 are used to describe present of
future activities or events that are 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.
- Explain that ‘effect’ should be the main clause of the conditional sentence.
For example, in sentence 1, he can’t get a job is the effect, so it is the main
clause.
Key: 2. If Nancy lived near the park, she would/ could go running three every
morning.
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.
Homework - Ask Ss to learn by heart the words or phrases related to environment impacts
and ways to protect the environment
- Prepare for the next lesson.
Week: 13
Period: 39
UNIT 10. ECOTOURISM
READING
A. Aims and Objectives:
- 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.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Inform the class of the lesson objectives: skimming and scanning a text for main
ideas and specific information.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1: Prediction
- Ask Ss to look at the tourist map of Costa Rica and the details given in the
legend (in the bottom left corner of the map).
- Have Ss work in pairs and guess what tourists can do or see in Costa Rica
Suggested answers: Tourists can swim in the sea, visit marine national parks,
see the volcanoes, watch the monkeys in national parks, etc.
Activity 2:
- Ask Ss to read the two opinions quickly and find the main idea of each
opinion.
- Have Ss choose the best title for the text from the three options.
Key: b (Pros and cons of Ecotourism)
Activity 3:
- Ask Ss to read the text again and underline the five words from activity 3.
- Encourage Ss to guess the meaning of these words from the text and match
them with the correct definitions in the table.
Key: 1. e 2.c 3.a 4. b 5.d
Activity 4:
- Have Ss work in pair and list the positive and negative effects of ecotourism
mentioned by the two speakers.
Key: - Positive effects: more money for the local government to preserve
nature; tourists’ awareness of how to protect the environment; more jobs and
higher income for local people.
- Negative effect: changing local people’s way of life
Activity 5:
- Explain Ss how to do the Activity 5: Read each statement, underline key
words and then scan Marco’s and Pablo’s opinions to find similar ideas or
synonyms.
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)
Post Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask them some guiding questions before
they start their discussion: What do tourists need when they visit a place? What
do local people do to provide good services for tourists (such as food, water
and vehicles)?
Suggested answers: To some extent, the 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 minimized, air, water and noise
pollution is unavoidable.
Homework - Ask students to learn by heart the new words.
- Prepare for the next lesson.
Week: 14
Period: 40
UNIT 10. ECOTOURISM
LISTENING
A. Aims and Objectives:
- 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.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers and cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Inform Ss of the lesson objectives: listening for gist and specific information
about ecotourism.
Game – Back the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Task 1:
- Have Ss look at the pictures showing different activities for tourists and
discuss with a partner which activities tourists usually do when they go on a
tour to the Mekong Delta.
Suggested answer:
Tourists can do all these activities, but the most common ones are listening to
traditional music, eating local food and catching fish.
Task 2:
This activity focuses on listening for gist in a news reports.
- Play the recording without pauses. Have Ss listen and choose the caption that
best summarises the main idea.
Key
a. (How the MeKong Delta became an ecotourism destination)
Task 3:
- Have Ss underline key words in the questions and focus on these words while
listening.
- Let Ss listen again and answer the questions. Then ask Ss to compare their
answers with a partner.
Key: 1. Tourists did not have many interesting activities to do.
2. 100 3. 2005
Week: 14
Period: 41
UNIT 10. ECOTOURISM
SPEAKING
A. Aims and Objectives:
- To teach Ss to talk about what tourists can do on an eco-tour.
- To teach Ss to practice sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about what tourists can do on an eco-tour.
+ Use conditional sentences Type 1 and to talk about present or future activities. And
events that are real/ probable or unreal/ nor probable.
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Inform the class of the lesson objectives: Talking about ecotourism activities.
Game – Simon says
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1:
- Ask Ss what they think the heading of the speaking section (‘Travel and
enjoy’) means and guess the topic.
Suggested answer:
Tourism and what activities tourists can enjoy doing while travelling.
- Ss practice the conversation in pairs.
Activity 2:
- Have Ss identify the main ideas in the dialogue. Ask them to complete the
table with the information from the conversation.
Where Peter will go Bach Ma National Park
explore the forests, watch the birds,
What he will do and see look at the plants, spend a night at
an old villa.
What else he will do if he visit Hue, enjoy the local food
has more time
Where else he may visit Lang Co beach
- Explain to Ss that when making their own conversations about the three
tourists destinations, they should use the four questions in the table.
Activity 3:
- Divide the class into groups of 4 – 5 students. Have each group choose one
ecotourism destination in Vietnam, find information about it, and introduce this
place to other groups. Their presentation should include interesting information
about the destination and ecotourism activities there.
- For more able classes, ask Ss to choose destinations in other countries for their
presentations.
Post - Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Suggested answers:
+ I have learnt about some interesting activities for ecotourists indifferent
places in Vietnam. I can talk about these destinations and ecotourists’
activities.
Homework - Ask students to learn by heart the expressions.
- Prepare for the next lesson.
Week: 14
Period: 42
UNIT 10. ECOTOURISM
WRITING
A. Aims and Objectives:
- 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.
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Inform Ss of the lesson objectives: preparing a travel brochure promoting an
eco-tour.
Game – Back the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While Activity 1: Vocabulary
- elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the
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:
- Explain to Ss that a travel brochure provides tourists with information about a
destination. It could be a small booklet or just one page.
- 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.
Post - Ask Ss to consolidate the main contents.
- 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.
Homework - Write the text again at home.
- Prepare for the next lesson.
Week: 15
Period: 43
UNIT 10. ECOTOURISM
COMMUNICATION AND CULTURE
2. Culture:
Activity 1:
- Ask Ss to look at the pictures and discuss with a partner how the tourism
activity in each situation may affect the environment.
Suggested answers
a. Tourists may leave litter on the beach, which may cause land and water
pollution.
b. Making a campfire requires breaking tree branches or cutting down trees for
firewood. Campfires may cause forest fires if they are left unattended.
c. Hunting animals may lead to their extinction. Endangered animals can be in
danger of extinction.
Activity 2:
- Tell Ss that they are going to read about some problems with ecotourism in
Viet Nam and some countries in Africa (Kenya and Tanzania).
- Ask Ss to guess which problems mentioned in 1 can be found in Viet Nam and
Africa.
- Have Ss read the text and choose suitable titles for two articles.
Key: 1. c 2. a
Activity 3:
Explain to Ss how to do the next activity: Read through the five principles in the
table first, and then read each article carefully to decide if these principles have
been applied in Viet Nam or Africa.
Key:
Principles of ecotourism VN Afric
a
Reduce the impact of tourism activities on the
a X X
local nature and culture.
Increase tourists’ environmental and cultural
b X NG
awareness and respect.
Provide financial benefits for the conversation of
c NG NG
local destinations.
d Provide financial benefits for local people. NG X
Provide positive experiences for both visitors and
e X X
host.
Explanation:
- Principle a: In neither places, there are strong measures to limit tourists’
activities that may harm the environment (littering, cutting tree branches,
hunting).
- Principle b: In VN, tourists have little or no access to environmental
information or local cultural activities.
- Principle d: In Africa, ecotourism has not provided more jobs for the local
people.
experiences.
Students do the survey in PROJECT in groups at break time. Teacher design the
form and students hand in the results in written form as assignment.
Homework Prepare for the Speaking Test
Week: 15
Period: 44-45
FURTHER PRACTICE
A. Aims and Objectives:
- To give sts some more exercises to practice
B. Preparations:
- Teacher: handouts, textbook and pieces of papers.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm- Game – Slap the Board
up
Pre + Review vocabulary
TASK 1:.Choose the word whose underlined part is pronounced differently from
the others.
1.A. where B. wonder C.whole D. win
2.A. honest B. heal C. health D. horse
3. A. science B. scandal C. scissors D. scenery
4. A. swamp B. sweet C. sword D. swear
5. A. listen B. sister C. Christ D. thirsty
6. A. leaves B. apples C. scenes D. manages
7. A. pleased B. liked C. laughed D. produced
8. A. replied B. acted C. cubed D. caged
9. A. splash B. shrank C. nature D. gasoline
10.A. sniff B. swing C. smith D. slide
Answer keys:
1. C 2.A 3.B 4.C 5.A 6.D 7.A 8.B 9.C 10.D
TASK 2: Choose the word which has a different stress pattern from that of the
others
1.A. epidemic B. competitive C. arrangement D. eradicate
2.A. incredible B. integration C. participate D. ambitious
3.A. unemployed B. disappointed C. independent D. impossible
4.A. confidential B. intellectual C. ecotourism D. vegetation
5.A. mysterious B. photography C. scientific D. geography
6.A. fundamental B. resonsible C. invisible D. biology
7.A. development B. helicopter C. watermelon D. literature
8.A. characteristic B. classifcation C. university D. qualification
9.A. equality B. technology C. identify D. unrealistic
10.A. irregular B. minority C. appreciate D. independent
Answer keys:
1.A 2.B 3.D 4.C 5.C 6.A 7.A 8.C 9.D 10.D
her work.
A. get B. got C. gets D. will get
9. He would work in aviation if he .................... 6 years younger
A. were B. is C. will be D. would be
10. The factory was fined for discharging chemicals into the river. The underlined
word has closest meaning to:
A. charging B. throwing C. in charging D. discounting
11. Da Nang is said to be one of the best tourism .................. in Vietnam.
A. destinations B. destination C. nation D. nations
12. If I were you, I ....................... your partners.
A. apologize C. will apologize
B. apologized D. would apologize
13. Choose the word which has a different stress pattern from that of the others.
A. ecology B. contributor C. operator D. economy
14. Your library books are overdue. You .................. if you return those books
immediately.
A. will not fine C. will not be fined
B. will not fined D. will be not fine
15. Choose the word which has a different stress pattern from that of the others.
A. relaxation B. conservation C. sustainable D. incompletion
16. I stop eating so much chocolate, I am going to get fat.
A. If B. Unless C. In case D. But for
17. “ “ in the sentence below is not correct:
If they lived in Vietnam, they will experience terrible traffic
A B C D
18. “ “ in the sentence below is not correct:
They announced that he has met a number of key figures the day before
A B C D
19. Choose the word which has a different stress pattern from that of the others.
A. degradation B. destination C. unavoidable D. deforestation
20. Choose the word which has a different stress pattern from that of the others.
A. entertainment B. ecological C. economic D. encouragement
Answer keys:
1. B 2.B 3.C 4.C 5.A 6.C 7.D 8.C 9.A 10.B
11.A 12.D 13.C 14.C 15.C 16.B 17.C 18.B 19.D 20.D
TASK 5: Read the following passage and choose the correct word for each space.
Although some groups of people have always lived outdoors in tents, camping
as we know it today only began to be (1)………..about 50 years ago. The increase
in the use of cars and improvements in camping (2)……… have allowed more
people to travel longer (3)…………into the countryside and to stay there in greater
comfort. Many campers like to be (4)………..themselves in quiet areas, so they (5)
………….their tent and food and walk or cycle into the forests or the mountains.
Others, preferring to be near people , drive to a public or privately-owned campsite
For example, a river may supply water for agricultural irrigation, habitat for fish,
and water-generated electricity for a factory. Farmers, fishers, and industry leader
vie for unrestricted access to this river, but such freedom could destroy the
resource, and conservation methods are necessary to protect the river for future
use.
Conflicts worsen when a natural resource crosses political boundaries. For
example, the headwaters, or source, of a major river may be located in a different
country than the country through which the river flows. There is no guarantee that
the river source will be protected to accommodate resource needs downstream. In
addition, the way in which one natural resource is managed has a direct effect upon
other natural resources. Cutting down a forest near a river, for instance, increases
erosion, the wearing away of topsoil, and can lead to flooding. Eroded soil and silt
cloud the river and adversely affect many organisms such as fish and important
aquatic plants that require clean, clear freshwater for survival.
1. What does “supply” in line 3 mean?
A. cover B. provide C. make up for D. compensate for
2. Which word in the reading means “ living or growing in, or relating to water” ?
A. agriculture B. major C. fresh D. aquatic
3. When do conflicts get worse ?
A. when natural-resource shortages increase in the features of gradually increasing
demands from a rising human population.
B. when a natural resource crosses political borders
C. when freedom could destroy the resource.
D. when eroded soil and silt cloud affect many organisms.
4. Which sentence below is NOT correct?
A. Argument often surrounds how a resource should be used, or allocated, and for
whom.
B. A river may provide water for agricultural irrigation, habitat for fish, and water-
generated electricity for a factory
C. Conservation methods are incidental to care for the river for future use.
D. Farmers, fishers and industry leaders vie for open access to this river.
5. What is the passage above mainly about?
10. We can explore the .................. hiking paths and observe wild animals when
visiting Cuc Phuong National park ( mystery )
Answer keys:
1. cultural 2. tourists 3. massive 4.awareness 5. financial
6. sustainable 7. national 8.planations 9. destruction 10. mysterious
Week: 16
Period: 46
REVIEW 4. LANGUAGE
A. Aims and Objectives:
- To revise the language and skills Ss have learnt and practiced in unit 9-10.
- By the end of the lesson, students will be able to:
+ Pronounce correctly words of more than three syllables.
+ Understand and use the language and skills Ss have learnt and practiced in unit 9-10.
B. Preparations:
- Teacher: handouts, textbook, pieces of papers, cassette.
- Students: textbook
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Teacher may introduce the review by asking Ss if they remember what they
have learnt so far in terms of language. T then summarizes Ss’ answers and
adds some more information, if necessary.
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While A. Vocabulary:
Task 1:
- Ask Ss to do this activity individually, and then compare their answers with a
partner’s.
- Write the correct answers on the board. Remind Ss of the use of suffixes to
form adjective from nouns or verbs.
Key: 1. natural 2. polluted 3. environmental
4. sustainable 5. ecological
Task 2:
- Ask Ss to do this activity individually.
- Ask a student to write his/ her answers on the board. Check answers as a class.
Key: 1. pollution 2. global warming
3. Deforestation 4. protect 5. Acid rain
2. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, and then compare their answers with a
partner’s.
- Show the correct answers on the board.
Key:
Giáo án Tiếng Anh 10TĐ – HK2 Trang 136
Trường THPT Chuyên Long An
Period: 47
REVIEW 4. SKILLS
A. Aims and Objectives:
By the end of the lesson, students will be able to:
2.
What can be done to solve the
Problem
problem?
1. Linda landfills do more recycling
the thinking of
2. Jenny drive less
the ozone layer
treat all waste more
3. Kate water pollution
carefully
II. Speaking
Task 3:
Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Viet
Nam. Ask each pair to report their choice and explain the decision.
Task 4:
Ask Ss to work in pairs and answer the three questions. Then ask Ss to discuss
their answers with a partner’s.
Ask Ss to present their answers to the class.
III. Listening
- Play the recording about Cuc Phuong National Park, while Ss fill in the
missing information.
- Play the recording again for Ss to listen and check their answers.
- Alternatively, play one or more times for Ss to work out the answers. Provide
the correct answers, and give any explanations if necessary.
Key: 1. 135 2. tourists and scientists
3. 2000; 450 4. most impressive 5. 1000
Post IV. Writing
Ask Ss to use the points given (or their own ideas) to write a paragraph about
one of the different environmental problems and give advice on how to solve
them. Ask Ss to write the first draft in class, and then write their final versions
at home. Ss may start their writing like this:
Example:
Today, people are producing too much waste. The city landfills are nearly full.
So we should do more recycling and…
Homework Prepare for the next lesson.
Week: 16
Period: 48
KIỂM TRA ĐỊNH KỲ
(đính kèm)
Week: 17
Period: 49
CHỮA BÀI KIỂM TRA ĐỊNH KỲ
(đính kèm)
Week: 17
Period: 50
TEST YOURSELF
A. Aims and Objectives:
- To practice speaking, reading, listening and writing.
- To make Ss feel confident of their ability in order to understand and speak English by setting
tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases.
- Language focuses:
+ Relative clauses
+ Reported speech.
B. Preparations:
- Teacher: handouts, textbook, sub boards and colored chalks.
- Students: textbook.
C. Methods: integrated, mainly communicative.
D. Procedures:
Stages Activities
Warm-up Game – Slap the Board
Pre + Pre-teaching vocabulary
+ Checking vocabulary
While I. Grammar:
1. Definite Relative clauses.
Eg : This is a man who is living in Hanoi.
2 . Non – definite relative clauses.
Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia.
3. Reported Speech
Direct speech Indirect speech
Present simple Past simple
Present continuous Past continuous
Present perfect Past perfect
Present perfect Past perfect continuous
continuous
Past simple Past simple/ Past perfect
II. Exercises:
Exercise 1: Underline the relative clauses in the sentences. Then add commas
to separate the Non-restrictive relative clauses.
1. The man who is talking to the principal is our form teacher.
2. The boys who are sitting in the first row will receive the medals.
3. The students who are in the grade 10th are going to clean the school yard.
4. The animals which are kept in iron cages will be carried back to the forest
5. Mr Tan who is our gymnast is very thin and tall.
6. The book which we borrowed from the library must be returned by Monday
7. The little boy who is crying over there lost his way.
8. Mrs Van who lives next door to Hoa works at the television station.
9. The dog which has some black spots is Ba’s.
10. My mother bought the shoes which were made from Hong Kong.
Exercise 2: Change into Reported speech
1. He said to her, “You are my friend.”
2. Johnny said to his mother, “I don’t know how to do this exercise.”
3. “Don’t come back before one o’clock”, advised my brother.
4. “Cook it in butter”, Mrs Brown said to her daughter.
5. The pupils said “Teacher, give us better marks, please.”
6. My friend said, “Are you going to leave tomorrow?”
7. “Have you done your homework?” said my mother.
8. I asked Bill,” What time did you go to bed last night?”
9. Paul said, “I must go home now.”
10. “There is an accident”, said the policeman.
Post - Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
- Teacher asks Ss to give examples for the grammatical parts above.
Homework Prepare for the Final Test
Week: 17 – 18
Period: 51 – 52
SPEAKING TEST
(đính kèm)
Week: 18
Period: 53
KIỂM TRA HỌC KỲ 2
(đính kèm)
Week: 18
Period: 54
SỬA BÀI KIỂM TRA HỌC KỲ 2
(đáp án đính kèm)