Unit 10 Lesson: Reading Class: 11A1, A2, A3, C3, C5 NATURE IN DANGER Date: / / 08 Period: 61 I Aim: By the end of the lesson, the Ss will be able to: - Recognize the consequences Human beings have been causing to our natural environment - Have good attitude to protect nature environment and prohibit the destruction of environment - Summarize the main ideas in speaking and writing II Language content: Grammar - Pronunciation /sl/ ; /sm/; /sn/ ; /sw/ - Relative pronouns with prepositions Vocabulary: III Techniques: Communicative Approach - Guessing the meaning of words based on contexts - Scanning reading for specific information about national park - Skimming reading IV Teaching aids: Textbooks, handout, sub-board, tape and CD V Procedure: T’s and Ss’ activities T lets Ss an exercise at class Content *Checking up: Complete the following sentences by using appropriate Relative Ss it themselves in pairs pronouns A pacifist is a person believes that all wars are wrong Ss present them in front of the class An orphan is a child parents are dead I don’t know the name of the woman I met yesterday This school is only for children first language is not T corrects their mistakes if necessary English The woman I wanted to see was away on holiday Let me see all the letters you have written Is there any one can help me this? Mr Brown, is only 34, is the director of this company I know a place roses grows in abundance 10 It was the nurse told me to come in Suggested Answers: who whose whom whose whom which / that who who where 10 that T asks Ss some main questions Warm up: Questions focusing on main ideas of the text What you think about our environment? Is it good or bad to T asks Ss to discuss the questions and live? answer the questions in the textbook What causes danger to our environment? in pairs / groups Suggested answers: It is bad to live T walks around the class to control There are many factors to cause danger to our environment, such their activities and provides help if as: necessary - Waters from factories and hospitals - Smoke from vehicle Ss present their work / task in front of - Oil spills from ships the class T leads Ss in the main topic of the lesson - Forest fires - People’s carelessness It’s very dangerous to live in that environment Today we study “Nature in Danger” Before You Read What you think about our environment? Is it good or bad to live? What causes danger to our environment? What are the serious consequences of people’s interference with the environment? T lets Ss listen to the tape twice and provides them with some new words What has been done to protect the environment? *New words and phrases and phrases - have a great influence on … Note: T should only teach the words - be in danger of… which not appear in task - all over the world - as a result T elicits or teaches some vocabulary - in order to items : - to make sure - to result in T asks Ss to read through the - to set up passages silently - produce offspring - make list of… T asks Ss to task1 Task1: The words in the box all appear in the passage Fill each blank with a suitable word Suggested answers: Ss it themselves in pairs / groups extinct protect decreasing pollutants endangered interference While You Read Task2: Circle A, B, C or D that best sums up each paragraph T gives Ss the suggested answers Paragraph 1: C - Human beings interfere with nature Paragraph 2: B - Human beings are responsible for the changes in the environment T has Ss to the handouts of the Paragraph 3: A - Human beings made efforts to protect endangered nature task2, in pairs Paragraph 4: C – Conditions for a peaceful co-existence Task3: Answer the questions *Handout Ways that people are changing the world changing _ by …… T gives Ss some main questions to discuss before listening to the text affecting _ by …… T walks around the class to control changing _ by …… their activities and provides help if People are destroying _ by …… necessary 2.Serious consequences caused by people to the environment Many kinds of …… Consequence The environment …… The number of rare animals …… Things should be done to protect these animals Ss present their work in front of the class Protection T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary Before Ss the Tasks, T elicits or introduces some structures Ss can use to ask for someone’s opinion, to give their opinions, and show their agreement or disagreement politely and Relative clauses : Comment : Many organizations…… Thousands of national parks…… Laws have been …… Suggested answers: Ways that people are changing the world - changing the environment by building cities and villages where forests one stood - affecting the water supply using water for industry and agriculture People are - changing the weather conditions by cutting down trees in the forests - destroying the air by adding pollutants to it 2.Serious consequences caused by people to the environment - Many kinds of rare animals are killed Consequence - The environment where these animals are living is badly destroyed - The number of rare animals is decreasing so rapidly that they are in danger of becoming extinct Things should be done to protect these animals - Many organizations have been set up and funds have been raised Protection - Thousands of national parks have been established to protect endangered animals - Laws have been introduced to prohibit After You Read Answer the following questions What are four ways that human beings are changing the world? What are the serious consequences of people’s interference with the environment? What has been done to protect endangered nature? Homework - Read the text again - Learn the new words and phrases by heart - Summarize the main ideas of the text - Prepare speaking Unit 10 Lesson: Speaking Class: 11A1, A2, A3, C3, C5 NATURE IN DANGER Date: / / 08 Period: 62 I Aim: By the end of the lesson, the Ss will be able to: - Talk about reasons why animals and plants in natural world have been destroyed / endangered - Suggest some solutions to protect our natural environment II Language content: Grammar - Some basic structures - Pronunciation /sl/ ; /sm/; /sn/ ; /sw/ - Relative pronouns with prepositions Vocabulary: III Techniques: Communicative Approach - Discussing the topic in pairs / groups - Elicitation techniques - Inferential questions - Getting Ss to imagine IV Teaching aids: Textbooks, handout, V Procedure: T’s and Ss’ activities Content T gives Ss some questions to discuss in pairs / groups Ss it themselves in pairs/groups T walks around the class to control their activities and provides help if necessary Ss present their work / task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T can also ask Ss if we have lived in bad environment Then T introduces the lesson Ss it themselves in pairs/groups T walks around the class to control their activities and provides help if necessary Ss present their work / task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T gets Ss to brainstorm all the reasons and measures to protect endangered nature T introduces Ss the structure / model which *Warm up : Questions Why we call some animals such as tigers, bears, elephants, whale endangered animals? What should we to protect and save them? Suggested answer We call these animals endangered animals because they are hunted or killed in large number that they are in danger of becoming extinct As student you should stop eating and killing wild animals Activity1: Put the reasons why nature is threatened in order of important? T: In your opinion which reason is the most important? A: I think burning the forests is the most important Because animals and plants will die, which cause the air polluted B: I think using fertilizers and pesticides for cultivation is the most important Because these are chemical that causes the air polluted and affects the water supply and people’s health C: As for me, I think cutting down trees for food is the most important because without trees and plants, most water would run off and cause not only erosion but also floods Activity 2: Match the reasons in Task1 with possible measures for protecting endangered nature in the box below *Setting a model A: It is said that people are killing animals for fur, skin and food B: I think killing animals for fur, skin and food should be is used to express one’s opinion about sth or so Then T asks Ss to the task in pairs / groups Ss it themselves in pairs/groups T walks around the class to control their activities and provides help if necessary Ss present their work / task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T introduces Ss the structure, which is used to talk about one’s preferences T calls on Ss to read the model conversation in the textbook T corrects Ss’ intonation and pronunciation if necessary T asks Ss to work in pairs and find out about their partner’s preference for a particular type of films, basing them on the model conversation T walks around the class to control their activities and provides help if necessary Ss present their work / task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T asks Ss to ask and answer the questions about protecting environment that they have known, using the suggestion given in the textbook in pairs / groups Ss it themselves in pairs/groups T walks around the class to control their activities and provides help if necessary Ss present their work / task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary Comment : banned Suggested answer Task1: Reasons Killing animals for fur, skin and food Keeping animals as pets Hunting or capturing animals for recreation and entertainment Cutting down trees for wood and burning the forests Using fertilizers and pesticides for cultivation Discharging chemicals pollutants into the environment Task 2: Measures - Killing animals for fur, skin and food should be banned - Keeping animals as pets should be discouraged - Animals should not be captured for recreation and entertainment - Cutting down trees for wood and burning the forests should be banned and planting trees should be encouraged - Decreasing the use of fertilizers and pesticides for farming cultivation - Discharging chemicals pollutants into the environment should be prohibited Activity 3: State the negative impacts made by people on the environment and suggest measures to protect it *Setting a model A: It is said in the newspaper that people are burning forests and cutting down trees for wood B: That’s why the forests are destroyed A: What should we to protect forests? B: I think burning forests and cutting down trees should be banned and planting trees should be encouraged Homework Find out tree reasons why nature is threatened and three measures to protect it Unit 10 Lesson: Listening Class: 11A1, A2, A3, C3, C5 NATURE IN DANGER Date: / / 08 Period: 63 I Aim: By the end of the lesson, the Ss will be able to: - Listen some information from listening passage as requested - Answer the questions and summarize the main ideas of the listening passage in speaking II Language content: Grammar - Some basic structures - Pronunciation /sl ; /sm/; /sn/ ; /sw/ - Relative pronouns with prepositions Vocabulary: III Techniques: Communicative Approach - Discussing the topic in pairs / groups - Elicitation techniques - Inferential questions - Getting Ss to imagine IV Teaching aids: Textbooks, handout, tape and CD V Procedure: T’s and Ss’ activities T introduces Ss an new lesson T asks Ss some questions relating to the picture Ss listen to T and look at the picture Ss work in pairs to answer the T’s questions T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T has Ss to answer the question in pairs / groups T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T guides Ss how to pronoun these words and explains the meanings of them T introduces the request of Task to Ss and explains the new words if necessary Ss listen to the listening passage times T has Ss to exchange their Content *Warm up: Questions ( picture of national park) What’s the picture about? What can you see in the picture? Why governments set up these places? Suggested answer It’s about a national park We can trees, plants and animal They set up national parks to protect and save endangered animals Before You Listen Activity1: Name some national parks in Vietnam Suggested answer: They are Cuc Phuong National Park, Cat Ba National Park, Bach Ma National Park, Phong Nha National Park, Cat Tien National Park, Ba Be National Park… T: Which national park is in Lam Dong province? Ss: Cat Tien National Park Activity2: Listen and repeat these words Scenic features devasting Maintenance approximately vehicle competely T: Can you guess what the listening passage is about? Ss: It’s about the national park While You Listen Task1: Listen to the passage and decide if the statements are or false Suggested answer: T T F T T information each other Ss present their task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary Task2: Listen again and answer the questions Ss read the questions before listening There are 52 national parks in the United State to the listening passage Millions of people visit national parks every year Ss listen to the listening passage Rare animals are killed or hunted for fur, skin or other parts times -Trees are cut down for wood T has Ss to exchange their - Large areas of national parks experience desvasting fires caused information each other by careless people T walks around the class to control - The increasing number of visitor is banning the parks due to the their activities pollution from their vehicles Ss present their task in front of the Rare animals and trees should be protected class - Fires caused by careless people should be limited T lets Ss listen to the passage again to - Pollution from visitor vehicles should be decreased and many check their task should be raised for the park’s staff and maintenance of their resource Ss discuss the listening paragraph in After You Listen pairs / groups The Ss’ paragraph of summarizing the main ideas of listening Ss tell the main ideas of listening paragraph paragraph Homework T and other Ss give their ideas about - Practice listening the paragraph again Ss’ task/work and correct their - Prepare Writing ( write a paragraph about national forests) task/work if they make mistakes and gives suggested answers if Unit 10 – Tapescript necessary In many parts of the United States, large areas of land have been made into national parks to protect and preserve the natural beauty of the land National parks usually contain a variety of scenic features, such as mountains, caves, lakes, rare animals and plants Today there are 52 national parks in the United States, covering approximately per cent of the total land area of the country National parks are all open to the public and have millions of visitors each Many national parks, however, are in danger of being destroyed Rare animals in national parks are killed or hunted for fur, skin or other parts Trees are cut down for wood Large areas of national parks also experience devastating fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their Comment vehicles If these problems are not solved immediately, and if there is not enough money for the parks’ staff and maintenance of their resources, many national parks will be completed destroyed -Unit 10 Lesson: Writing Class: 11A1, A2, A3, C3, C5 NATURE IN DANGER Date: / / 08 Period: 64 I Aim: By the end of the lesson, the Ss will be able to: - Write a paragraph to describe a national park based on some provided information II Language content: Grammar - Some basic structures - Pronunciation /sl/ ; /sm/; /sn/ ; /sw/ - Relative pronouns with prepositions Vocabulary: III Techniques: Communicative Approach - Grammatical skills, Expressive and stylistic skills, Rhetorical skills, Organization skills - Jigsaw sentences, Gapped passages, Pure close, Sentence combine - Oral preparation, Key word essay, Story completion - Peer correction, Spot check, Pair work / Group work IV Teaching aids: Textbooks, handout, V Procedure: T’s and Ss’ activities T introduces Ss the new lesson by asking Ss some questions Ss look at the picture and answer the questions T and other Ss give their ideas about Ss’ task/work and gives suggested answers if necessary T leads Ss in the new lesson If Ss can not answer the questions, T will give Ss handout of the Cuc Phuong national park T asks Ss to read the passage carefully and fill in each blank with one suitable word or phrase in pairs / groups T walks around to control their activities Ss present their task in front of the class T and other Ss give their ideas about Ss’ task/work and correct their task/work if they make mistakes and gives suggested answers if necessary T provides Ss with some useful language Content *Warm up: Listen and answer the questions Look at the picture and guess which national park it is? Is it one of the Vietnam’s national parks? Name it? What are the special features of this national park? Activity1: Read the passage carefully and fill in each blank with one suitable word or phrase Cuc Phuong National Park is located 160 kilometers (1) of Hanoi It is the first of Vietnam ’s nine national parks to be (2) and it contains over 200 square kilometers of (3) Tourists go there to study butterflies, visit (4) , hike mountains and look at (5) According to scientists, there are about (6) different species of flora and 450 species of (7) Many visitors come to Cuc Phuong to see the work being done to protect (8) Suggested answer south west 1000 years old established 2000 rain forest fauna caves endangered species Some useful language - It’s located on / in… - It’s famous for …… - It covers / contains… - Its total area is … - There are …….species of / kinds of / sorts of…… - We can find … - Something is found in …… T introduces Ss Activity2 T asks Ss some questions Ss work in pairs / groups to answer the questions T walks around to control their activities Ss present their task in front of the class T and other Ss give their ideas about Ss’ task/work and correct their task/work if they make mistakes and gives suggested answers if necessary T has Ss Activity3 themselves T walks around the class to control their activity Ss exchange their tasks to make their mistakes each other Ss present their task on the board T and other Ss give their ideas about Ss’ task/work and correct their task/work if they make mistakes and gives suggested answers if necessary Comment Activity2: Ask and answer the questions Where is Cat Ba National Park located? What are the features of Cat Ba National Park? How large is it? What you know about the animals and plant in Cat Ba Park? What are some of historic features of the parks Activity3: Write a description about Cat Ba National Park, using the facts and figures below Suggested answer Cat Ba National Park, which was declared as a national park in 1986, is situated on Cat Ba Island, 120 km from Hanoi and 20 km east of Haiphong Cat Ba National Park is the only site in Vietnam endowed with both tropical forests and coastal waters with while sand beaches, abundant natural resources, beautiful landscape and many kinds of rare animals and plants It covers 15,200 ha, including 9,800 of ocean Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants The stone tools and human bones found in the island ’s limestone caves reveal that people inhabited there at least 6,000 years ago Homework - Rewrite the description which are made mistakes and received useful ideas from T and other Ss -Unit 10 Lesson: Language Focus Class: 11A1, A2, A3, C3, C5 NATURE IN DANGER Date: / / 08 Period: 65 I Aim: By the end of the lesson, the Ss will be able to: - Pronounce /sl/ ; /sm/; /sn/ ; /sw/ - Use some Relative Pronouns and Preposition + Relative Pronouns - Write a paragraph to describe a national park based on some provided information II Language content: Grammar - Some basic structures - Pronunciation /sl/ ; /sm/; /sn/ ; /sw/ - Relative pronouns with prepositions Vocabulary: III Techniques: - Deductive method - Inductive method - Communicative approach IV Teaching aids: Textbooks, handout, V Procedure: T’s and Ss’ activities T leads Ss to new lesson by making sentences from the words provided in disorder of their position T pronouns some words: Snow, swims, small, snores, sleep many times Ss pay attention to the pronunciation of T T asks Ss to find some words having these sounds T models the three sounds twice or the times T pronounces the sounds and asks Ss to repeat Ss practice pronouncing the sounds individually T reads the words in each column all at once T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words T reads the words and asks Ss to repeat them T asks Ss to practice pronouncing the words in pairs T walks around the class to control their activities and provides help if necessary T asks Ss to pronounce the words T gives correction if necessary T reads the sentences and asks Ss to underline the words with the sounds and write sounds under them T asks Ss to practice pronouncing the sentences in pairs T walks around the class to control their activities and provides help if necessary T asks Ss to read the sentences T gives feedback T asks Ss to find some words having these sounds T introduces Activity 1, 2, to Ss Content *Warm up: Make sentences from the words provided in disorder of their position a/ swims/ lake/ often/ in/ Snow/ small Loudly/ can’t/ he/ that/ the/ sleep/ snores/ baby/ so Suggested answer: Snow often swims in a small lake He snores so loudly that the baby can’t sleep 1.Pronunciation Activity1: Listen and repeat these sounds: /sl/, /sm/, /sn/ and /sw/ /sl/ /sm/ /sn/ /sw/ Slave Small Snack Swallow Sleep Smart Sneeze Swim Slim Smell Snooker Swing Slowly smoke snowy switch Example: /sl/ /sm/ /sn/ /sw/ slice smooth snail sweet slipper smile sniffles sweden Activity2: Practice reading this dialogue A: Is Snowy at home? Snowy Smith? B: He is sleeping Go away A: Sleeping? Where? B: In there Why you smile? A: Perhaps Snowy is in there But he is not asleep B: I swear he is sleeping A: When Snowy sleeps, he snores but he looks sweet 2.Grammar and Vocabulary Set a situation: Ex: This is the house He was born in it This is the house which he was born in This is the house in which he was born (Relative pronouns with prepositions) Activity1: Choose the suitable italicized word to complete the following sentences Whom which whom who which whom which Activity2: Combine the following sentences, using prepositions + whom / which The man to whom I talked yesterday was being kind The man about whom I told you works in the hospital The woman about whom I am telling teaches me English The movie about which they are talking is fantastic The picture at which she was looking was beautiful I’ll give you the address to which you should write T has Ss them in pairs/ groups T walks around the class to control their activities Ss present their tasks in front of the class T and other Ss give their ideas about Ss’ task/work and correct their task/work if they make mistakes and gives suggested answers if necessary Comment Activity3: Combine the following sentences, using prepositions who, which or that that which who whom Which/ which who whom that Homework Exercise1: Combine the following sentences, using prepositions + relative pronouns He fell in love with the girl The girl left him after a few weeks The girl………… The bed wasn’t very comfortable I slept in it last night The bed…………… Do you know the man? The teacher is talking to him Do you …………… Mary is looking at a cat It’s very lovely The cat…………… Exercise2: Completing the following sentences Lan is the girl about whom _ The picture in which _ I thank my friend from whom _ The book about which _