Giáo án Tiếng Anh 10 Unit 9: Preserving The Environment mới, chuẩn nhất

Trang trước Trang sau

Xem thử Giáo án Anh 10 Global Xem thử Giáo án Anh 10 Friends

Chỉ từ 300k mua trọn bộ Kế hoạch bài dạy (KHBD) hay Giáo án Tiếng Anh 10 Global Success, Friends Global bản word chuẩn kiến thức, trình bày đẹp mắt:

Unit 9: Getting Started

I. Objectives:

1. Knowledge:

     - To help learners get started with some language items in Unit 9

     - For vocabulary, that is words and phrases related to environmental impacts that can help us learn

     - For pronunciation, that is stress in three – syllable nouns

     - For grammar, that is reported speech

2. Skills:

     - To help learners get started with 4 skills in Unit 9

     - Reading: Read for general ideas and specific information about threats to the natural environment.

     - Speaking: Talking about the environmental impacts of human activities.

     - Listening: Listening for gist and specific information in a student’s talk on environmental impacts.

     - Writing: Writing about environmental problems and giving some practical advice on how to preserve the environment.

3. Educational aims- To provide Ss some motivation.

     - Students are more aware of the drawbacks of gender discrimination.

II. Methods:- Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

     - Students: textbook, workbook, pen, pencil…

IV. Procedures:

1. Class organization:

Class Date of teaching Attendance

10A3

……/ ……/ 2020

……/…….

10A5

……/ ……/ 2020

……/…….

10A6

……/ ……/ 2020

……/…….

10A7

……/ ……/ 2020

……/…….

10A8

……/ ……/ 2020

……/…….

2. Old lesson checking (Omitting)

3. New lesson:

TEACHER'S ACTIVITIES

 STUDENTS' ACTIVITIES

WARM UP

+ Network..

- Ask sts to work in groups of 3 or 4.

- Ask sts to give a list of the animals which are in danger of extinction.

- After 3 minutes, the group which has the longest list will be the winner.

-Lead into the lesson.

+ Ask ss some questions related to environment:

“ What will happen if our environment destroyed?”

+ Inform the class of the lesson objectives: getting to know the topic preserving the environment.

WARM UP

- Work in groups of 3 or 4.

- List the animals which are in danger of extinction.

- Give the answers.

- Listen to the T.

ACTIVITY 1

Tell the class that they are going to listen to a conversation between Nam and his father.

-Ask Ss to predict what they are going to talk about.

-Playing the recording for Ss to listen and read the conversation at the same time.

-Remind Ss not to worry about the unknown words or grammar points, but try to work out the general idea of the conversation.

ACTIVITY 1

- Listen to the T

- Give predicion

- Listen to the recording and read the conversation quitely.

ACTIVITY 2

- Ask sts to work individually first to see the pictures and words then in pairs to label the photos.

- Allow two minutes for the pairs to look up the words and phrases in a dictionary to confirm their meaning.

- Check ss’ answers as a class and give explanations if necessary.

- Have sts note down the words in their notebooks.

- Expected answers:

a, greenhouse effect  d, polar ice melting

b, pollution  e, fossil fuels.

c, deforestation

ACTIVITY 2

- Work individually first to see the pictures and words then in pairs to label the photos.

- Look up the words and phrases in a dictionary to confirm their meaning.

- Gve the answers.

- Check and correct the answers.

- Note down the words in their notebooks.

ACTIVITY 3

- Ask sts to work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.

- Get sts to work in pairs to compare the answers.

- Invite 3 sts, at random, to go to the board to write down the answers.

- Check and correct the answers with the whole class.

- Expected answers:

1. He is writing a letter for the school newsletter.

2. The editor asked nam to write some practical advice on enviromental preservation.

3. It means the negative influence or effect on the enviroment .

4. Because he thinks if we can see the impacts on natural enviroment, we will know how to protect it.

5. They are deforestation, pollution, global warming, fuel depletion, polar ice melting and the rise of sea levels.

6. It depends on sts.

ACTIVITY 3

- Work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.

- Work in pairs to compare the answers.

- Gve the answers.

- Check and correct the answers.

- Note down the words in their notebooks.

4. Consolidation:

     - Learners get started with some language items in Unit 9.

5. Homework:

     - Redo activities at home and prepare for Unit 9 – Language.

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Unit 9: Language

I. Objectives:

1. Knowledge:

     - For vocabulary, that is words and phrases related to enviromental impacts and preservation.

     - For pronunciation, that is stress in three syllable nouns.

     - For grammar, that is reported speech.

2. Skills:

- Integrated and communicatice skills.

3. Educational aims

     - Students understand more the importance of preserving the enviroment

II. Methods:- Integrated, mainly communicative.

III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

     - Students: textbook, workbook, pen, pencil…

IV. Procedures:

1. Class organization:

Class Date of teaching Attendance

10A3

……/ ……/ 2020

……/…….

10A5

……/ ……/ 2020

……/…….

10A6

……/ ……/ 2020

……/…….

10A8

……/ ……/ 2020

……/…….

2. Old lesson checking (Omitting)

3. New lesson:

TEACHER'S ACTIVITIES

 STUDENTS' ACTIVITIES

WARM UP

Ask students to list out the factors that pollute the envoroment.

- Let students work in pairs

- Ask students questions

WARM UP

- Work in pairs.

- Discuss the T’s question.

- Give the answers.

VOCABULARY

Activity 1

- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.

- Asks Ss to give the reasons for their answers.

- Expected answer:

1. preserve  5. Greenhouse effect

2. deforestation  6. Global warming

3. fossil fuels  7. depletion

4. pollute  8. damage

VOCABULARY

Activity 1

Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

- Give the answer.

- Check and correct the answer.

Activity 2

- Ask Ss to work in pair ,read the sentences again and do the task

- Encourage Ss to exchange their answers with a partner to see if they understand the contexts an and the meaning of each sentence.

- Asks Ss to give the reasons for their answers.

- Expected answer:

1.protect  2. preservation  3. contaminate

4. consumption  5.deforest  6.pollute  7.deplete

Activity 2

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

- Give the answer.

- Check and correct the answer.

Activity 3

- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.

- Asks Ss to give the reasons for their answers.

- Expected answer:

1. consumption  5. polluted

2. consume  6. pollution

3. preserve  7. contamination

4. preservation  8. contaminate

Activity 3

- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.

- Asks Ss to give the reasons for their answers.

- Expected answer:

PRONUNCIATION

1. Listen and repeat

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat each word

2. Listen to the sentences and practise saying them loudly.

- Ask Ss to read the word in rows paying attention to the difference between the sound clusters

- Play the recording and let Ss listen to the sentences and circle the word they hear.

PRONUNCIATION

1. Listen and repeat

- Listen to the recording.

- Listen and repeat.

2. Listen to the sentences and practise saying them loudly.

Read word in rows paying attention to the difference between the sound clusters

- Listen to the sentences and circle the word they hear

GRAMMAR

Activity 1

- Ask Ss to read through the six statements.

- Let sts go back to the Getting started to check the information.

- Have sts compare the answers with their partner.

- Check and correct the answers orally with some sts at random.

- Expected answers:

Nam: 1,3,5  The editor:2  Nam’s father: 4,6

- Explain the grammar point; Reported speech

+ The opening(‘) and closing (‘) quotation marks are needed for writing reported speech.

+ Verbs in reported speech usually go back one tense, and impertaive verbs change to infinitive.

+ Say/ Tell can be used in reported speech, Say does not need an object, but Tell does.

GRAMMAR

Activity 1

- Work individually, read through the 6 statements.

- Go back to the Getting started to check the information.

- Compare the answers with their partner.

- Check and correct the answers orally with the T.

- Listen to the T.

- Take notes.

Activity 2

- Explain the task requirement.

- Get sts to work individually first to do the task, then work in pairs to compare the answers.

- Ask sts to give the answers.

- Check and correct the answers.

- Expected answers.

Ask them to give clues for their answers

1. Nam said that pollution was one of the problems in his neighborhood.

2. The editor said that more people were aware of the preservation of natural resources.

3. The sts told their teacher they were discussing the protection of the natural enviroment.

4. nam’s father told him to use the web serch engine to find the information that he needed.

5. Nam said it was confusing becaue there were too many web pages abt..

6. Scientists said that air pollution was one of the causes of the greenhouse effect.

Activity 2

- Listen to the T’s explaination.

- Work individually first to do the task then work in pairs to compare the answers.

- Give the answer.

- Check and correct the answer

4. Consolidation:

     - Words and phrases related to enviromental impacts and preservation, stress in three syllable nouns and reported speech.

5. Homework:

     - Do the task again

     - Read Unit 9 – Reading at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Xem thử Giáo án Anh 10 Global Xem thử Giáo án Anh 10 Friends

Xem thêm các bài soạn Giáo án Tiếng Anh lớp 10 chương trình mới theo hướng phát triển năng lực hay khác:

Lời giải bài tập lớp 10 sách mới:

Trang trước Trang sau
Đề thi, giáo án lớp 10 các môn học