Giáo án English 10.

UNIT 11: NATIONAL PARKS
Date of preparing:
I/ Aim
• Theme: National Parks
• Pronounciation : / d / - / t /
• Grammar:
- Conditional Type 3
II/ Teaching aids: Cards; posters, real things, pictures.
III/ Division of the unit
Period 1: Reading
Period 2: Speaking
Period 3: Listening
Period 4: Writing
Period 5: Language focus

UNIT 11 : NATIONAL PARKS
PERIOD 1: READING

PERIOD 65
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to :
- Use vocabulary items related to national parks
- Guess the meaning of words based on contexts.
- Scan for specific information about national parks.
II. Materials
Textbook, handouts
III. Anticipated problems

Ss may not know much about conservation, so T should be ready to help them.
IV. Procedure.
Time
Steps
Work arragement
WARM UP
- Sts close their books .
5'
-T asks the Ss to answer the following questions while
Whole class
looking at the pictures:
1) What can you see in these pictures?
2) Where can they live together? In the mountains or
in the national parks?
Suggested answers:
1) I can see trees, plants, animals, mountains, caves.
2) They live together in the national parks.
- T introduces new lesson : National parks


10'

7'

BEFORE YOU READ
- Ss work in pairs to look at the picture in page 112 and
answer the questions1,2,3 in this page.
- T goes round to help .
- T correct the information before class.
Suggested answers:

1. Yes, I have./ No, I haven’t.
2. Cuc Phuong, Nairobi, Everglades.
3. I can see butterflies,1,000-year-old trees, elephants,
dears, …
-T introduces the three national parks in the map
Vocabulary :
- recognize (v)
- species(n)
- survive(v)
survival(n)
- toxic (a)
- contaminate(v)
contamination(n)
WHILE YOU READ
- Before reading these three paragraphs, T asks Ss to
look at the pictures, the 3 headings and the first
sentence of each paragraph. Then answer the following
questions:
1. What national parks are described?
2. Where are they?
3. What are the most important features of each of the
national parks?
Suggested answers:

Pair work

Individual work

1. They are Cuc Phuong, Nairobi, Everglades.
2. They are in Vietnam, in the U.S.A and in Kenya.

3. Cuc Phuong has 1,000-year-old trees, has plants
and animals from both tropical and temperate zones,
Everglades has the orphanage, where lost of orphaned
animals are taken care of.
7'
Task 1:
- Ss open their books and read in silent the three
paragraphs by following the cassette player once to
practice new words.
-Ss work in pairs to find the words in the passage that

Individual work


best suit each of the given definitions.
- T goes round to help Ss
Answer keys of task1:
1. Example
4.survival
2. contain
5. sub-tropical
3. species
6. contamination

7'

7'

and Pairwork


Task 2:
- Ss read the text in silence and do the task 2.
- Ss read the given questions, T explains new words
(if any).
- Ss interchange in pairs.
-T goes round to check.
- T corrects the information before class.
-T asks one or some Ss to read the questions, the
others answer the questions before the class, the rest
listen and compare with their results ,then give
comments or correct them( if any).
Answer keys of task 2:
1-(The area of the rainforest in Cuc Phuong National
Park is) 200 square km.
Pair work
2-Because the rainy season is over .
3-They can learn about the habits of animals and how
one species is dependent upon another for survival .
4-In the Orphanage, orphaned and/or abandoned
animals are taken care of .
5-Everglades National Park is endangered because of
the toxic levels of chemicals in the water.
6-If more chemicals are released into the water, plants
and animals will die/ be killed / destroyed .
AFTER YOU READ
- Sts work in groups to choose the places they like to
come, interchange and discuss following the request of
this task.
EX: Why do you like to visit Cuc Phuong national park
?

- Because we can look at the 1,000-year-old trees.
- T asks Ss to pay to the different ideas of each
paragraph to answer the question “Why?”
- T goes round to check.

Group work


- T corrects them before the class.

2'

WRAPPING
Summarise the main points
Assign homework : Retell the main ideas of the reading
passage
* Remark:

UNIT 11 : NATIONAL PARKS
PERIOD 2: SPEAKING

Whole class.

PERIOD 66
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to :
- practice speaking about the plan of their excursion.
- use conditional sentence type 3 to tell about what happened/ didn’t happen in the

past.
II. Materials
Textbook, handouts
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about an excursion, so T should be
ready to provide some.
IV. Procedure.
Time
Steps
Work arragement
WARM UP
- Sts close their books .
5'
- T asks Ss: Last year we had a camping trip at school.
Whole class
Tell me what you prepared for that trip.
- Ss practice in groups to remember what they
prepared.
- T goes round to help Ss, then asks one or two of them
to report .
- T introduces new lesson : Today we’re going to speak
about Nga’s class’s excursion to Houng Pagoda and
their regrets.
Suggested answers:

We prepared food, drinks, tents, blankets, candles, ….
10’

PRE-SPEAKING:



- T explains the new words, structures and expressions
for Ss to interchange in pairs.
- Ss study them by learning their meanings and
repeating after T.
Vocabulary:
- - turn out(v)
- - poisoning(a)
- - unfortunately(adv) : unluckily (adv)
- - disaster(n)
- - consequence(n)
- - luggage(n)
Structure: If clause( had+PII)
Main clause( would +have+ PII)
EX: 1) If I had seen you , I would have given you a lift.
2) If he hadn’t been lazy, he would have passed
the exams.

Pair work

WHILE SPEAKING
10'

Task1:
- Ss open their books and read carefully the sentences
in column A and column B, then combine the things in
column A with the corresponding consequences in
column B .
- Ss practice in groups
- T goes round to help and check.

- T asks one S of each group to report his group’s
result before the class, the rest listen and compare with
their results ,then give comments or correct them( if
any).
Suggested keys of task 1:
1. F
D

10'

2. E

3. H

4. G

5. B

6. C

Individual work
Pair work

7. A 8.

Task 2:
- Ss read the request of task 2 carefully to talk about
what they wish had or hadn’t happen .
- Ss continue their talk, using the ideas in task 1
- T goes round to help them or gives the meanings of

new words. (if any )
Suggested keys of task 2:
2. If we had brought food and drinks, we wouldn’t have

Group work


7'

3'

spent a lot of money eating in expensive restaurants .
3. If some of us hadn’t had food poisoning , we would
have enjoyed our visit.
4. If we had had raincoats, we wouldn’t have got wet
and have got a cold.
5. If some us hadn’t left our luggage on the coach when
we arrived, we would have had clothes and money with
us .
6. If we had been careful when walking in Huong
Pagoda, we wouldn’t have got lost .
7. If we hadn’t thrown waste in the forest, we wouldn’t
have got a fine .
8. If we had stayed there more than one day, we would
have been able to visit all the pagodas .
POST SPEAKING:
Task 3:
- Ss work in groups to talk about what they did or did
not do in the past.
- T goes round to help them or gives the meanings of

new words. (if any )
- T asks one S of each group to report to the class what
his group has discussed.
- T corrects these reports before class.
WRAPPING
Summarise the main points
Assign homework :
- Learn by heart new words and structures.
- Make 5 sentences, using conditional sentence type 3
- Prepare “Listening”.
* Remark:

Individual work
and Pairwork

Whole class.


UNIT 11 : NATIONAL PARKS
PERIOD 3: LISTENING

PERIOD 67
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to :
- listen to a piece of information about Cuc Phuong national park.
- listen to fill the blanks, to answer questions, an to summarize the main ideas.
II. Materials
Textbook, handouts

III. Anticipated problems
Ss may find some proper names in the tape difficult, so T should write them on the
board before Ss listen to the tape.
IV. Procedure.
Time
Steps
Work arragement
Warm up
- Ss close their books .
5'
- T asks the Ss to think out some national parks in
Whole class
Vietnam and write them in the card board.

national
parks in
Vietnam

Suggested answers: They are Cat Ba, Cat Tien, Cuc
Phuong, Bach Ma
- T introduces new lesson: Today we’re going to listen
about Cuc Phuong national park.
BEFORE YOU LISTEN:
- Ss practice in groups, asking and answering the four
questions in task 1 page 115.
Suggested answers:
1/ It is in the South West of Hanoi.
2/ It contains over 200 square km of rainforest
3/ It is during the dry season, from October to April,
when rainy season is over.

4/ Butterflies, caves, mountains and the 1000-year-old

Pair work


10'

trees can be seen there.
- T turns on the cassette player once for Ss to listen and
repeat the given words or phrase.
- Ss repeat these words and phrases before class.
- T asks Ss to tell the meanings of new words( if any).
- T goes round to help them or gives the meanings of new
words they don’t know. (if any )
Vocabulary:
- threatened and endangered species:
- attack(v).
- ethnic minority:
EX: Muong, Meo, Ede, Monong are ethnic minorities in
Vietnam
- T lets Ss read the words ( will appear) in the tape script,
pay attention to the way of pronunciation and the
meanings (if any).
- Ss read these words in silent.
- T corrects them before the class.
WHILE YOU LISTEN:

10'

10'


Task1:
- T asks Ss to read the sentences given and underline the
important words.
- T explains the sentences that Ss don’t understand.
- T turns on the cassette player twice.
- Ss listen and fill in the blanks.
- T asks Ss to interchange the information they’ve heard
with his/ her partner and corrects them.
Answer keys of task1:
1.1960
2.160 km south west of
3. 1oo,ooo visitors
4. about 2,000; 450
5. surprise attack
Task 2:
- T asks Ss to read the questions to understand them well
before listening.
- Ss listen for the first time, T checks if Ss have the
answers.
- Ss listen for the second time, T checks again.
- Ss listen for the third time, T presses the button “pause”

Individual work

Group work


right after the answer for Ss to understand more clearly.
- Ss work in pairs to discuss and prepare.

- Tasks some pairs of them to ask and answer before the
class.
Suggested answers of task 2:
1. It belongs to 3 provinces: Ninh Binh, Hoa Binh and
Thanh Hoa.
2. It is about 160 km.
3. They come there to see the work being done to protect
endangered species.
4. Nguyen Hue defeated the Qing invaders in the spring
of 1789
5. They live mainly on bee keeping and farming

7'

3'

AFTER YOU LISTEN:
- Ss work in groups to share the information they’ve
listened about the special features of Cuc Phuong
National Park.
- T asks one S of each group to report to the class what
his group has discussed.
-T corrects these reports before class.
WRAPPING
Summarise the main points
Assign homework :
- Learn by heart new words, rewrite what they remember
about the passage they’ve listened to.
* Remark:


UNIT 11 : NATIONAL PARKS
PERIOD 4: WRITING

Individual work
and Pairwork

Whole class.

PERIOD 68
Date of teaching

I. Objectives
By the end of the lesson, Ss will be able to :
- practice writing a friendly letter of invitation and understand its organization as well
as some phrases of accepting and confusing an invitation .
- write a friendly letter of invitation, based on the given situations.
II. Materials


Textbook, handouts
III. Anticipated problems
Ss may not be familiar with expressions used in an invitation letter, so T should teach
them.
IV. Procedure.
Time
Steps
Work arragement
WARM UP
- Sts close their books .
5'

-T uses an envelope with a stamp and asks some
Whole class
questions:
1/ What is it?
2/ How often do you write it?
3/ Who do you often write to?
4/ Have you ever received a confusing letter from your
friends?
5/ Have you ever refused an invitation?
- T introduces new lesson: A letter of acceptation or
refuse
Suggested answers:
1/ It’s a letter/ an envelope.
2/ Sometimes/ Once a week/…
3/ I often write to my friends
4/ Yes, I have.
5/ / Yes, I have.
BEFORE YOU WRITE:
Task 1:
- T explains the new words and expressions (if any).
Pair work
Vocabulary:
- I’d like to / I’d love to:
- I’m afraid I can’t / I’m sorry I can’t
- That’s a great idea/ That’s a good idea
- delighted (a)
- Ss open their books and read carefully the
expressions, used in accepting and confusing an
invitation
- Ss work in groups to discuss and fill in the opened

10'
letters.
- T asks some of the to read aloud these three letters
before class.
Suggested answers of task 1:
1. I’d like to / I’d love to
2. I’m sorry I can’t because(I’d love to but…)


10'

3. I’d be delighted to
WHILE YOU WRITE:
Task 2:
- T asks Ss to read the letter in the textbook carefully Individual work
and underline the new words or phrases (if any).
- Ss Practice in pairs to select and rearrange these Pair work
statements in order to make a meaningful letter..
- T goes round to help them or gives the meanings of
new words (if any).
Suggested answers of task 2:
1. D 2. E 3. C 4. A 5. F
6.B
AFTER YOU WRITE:

15'

5'

Task 3:

- Ss work in individual ,read the request of this task
carefully to understand the its content and its aim.
- Ss think of the greeting, the organization, the ending
of the letter they’re going to write first. Then think of
the reason why they refuse or accept the invitation.
- Ss work in groups ,practice writing a short letter of
accepting and confusing an invitation to visit about
Cuc Phuong National Park.
- T goes round to help them or gives the meanings of
new words. (if any )
- T may ask one of the to read his letter aloud before
class.
Suggested answers of task 3:
Dear Thanh,
Thanh you for inviting me to join your picnic to Cuc
Phuong National Park, I’d like to but I cannot
because I’m very busy learning my old lessons to
prepare for my coming test .
Let’s go another time .
Love,
Lien.
WRAPPING
Summarise the main points
Assign homework : - Rewrite their letters at home..
* Remark:

Group work

Whole class.



UNIT 11 : NATIONAL PARKS
PERIOD 5: LANGUAGE FOCUS

PERIOD 69
Date of teaching:

I. Objectives
By the end of the lesson, Ss will be able to :
- pronounce correctly two consonants /t/ and /d/ in separate words and in speeches.
- know how to use conditional sentence type 3.
II. Materials
Textbook, handouts
III. Anticipated problems
Ss may make mistake when using the third conditional, so T should prepare a lot of
practice.
IV. Procedure.
Time
Steps
Work arragement
WARM –UP: (5ms)
-Ss close their books .
5'
-Ss listen to T carefully and say what s the are going to
Whole class
learn today.
-T reads.
-Ss listen and answer.
-T introduces new lesson: Today we’re going to study
conditional sentence type 3

after practicing the two consonants /t/,/d/
1.team, toe , ten ,top, tooth, plant, protect, hoped
2.damp, door, damage, doctor, intend, cleaned
Suggested answers: The sounds /t/,/d/

10'

PR0NUNCIATION: (8ms)
Activity 1: Listen and repeat
- Ss listen to the cassette player these two consonants
(once) to realize the difference among them.
- Ss repeat after T once.
-T write their phonetic symbols on board and numbers
them: (1)/b / and (2)/p /
-Ss close their books and speak aloud the number of the
sound T reads.
Activity 2: Practice these sentences
- Ss listen and repeat after T twice.
-Ss practice reading these sentences
- T walks round to help .
GRAMMAR AND VOCABULARY:

Pair work


10'

7'

* Conditional sentence type 3 :

Structure:
Conditional sentence type 3 : Unreal in the past
If clause
Main clause
had+ PII
would/should…+have +PII
Activity 1: ( Exercise 1- Page 119)
- Ss read the example carefully.
- T presents the structure of conditional sentence type
3.
- T tells Ss the difference between type1,type 2 and
type 3, then asks Ss to give examples.
- Ss practice in groups.
- T walks round to help .
- One S of each group reads his sentence before the
class.
- Ss practice in pairs to give the right form of the verbs
in brackets.
- T walks round to help .
- Each S reads his sentence before the class.
Suggested answers:
1. had known
2. had had
3. would have gone
4. would have passed
5. could have enjoyed
6. had known
7. had stopped
8. had called
Activity 2: (Exercise 2- Page 119)

- Ss practice in pairs ,rewrite these sentences with
conditional sentence type 3.
- T walks round to help( clauses after “because” are
used in if clause, in sentence 5 the main clause is used
in conditional sentence type 2 because of the word “
now”) .
- One S of each group reads or writes his sentence
before the class.
Suggested answers:
1. If the driver in front hadn’t stopped so suddenly,
the accidents wouldn’t have happened.
2. If I had known that Lam had to get up early, I
would have woken him up.
3. If Hoa hadn’t lent me the money, I wouldn’t have
been able to buy the car.
4. If Mary hadn’t been wearing a seat belt, she would
have been injured .

Individual work

Group work


8'

5'

5. If you had had breakfast, you wouldn’t be hungry
now .
6. If had had some money on me, I would have got a

taxi .
Activity 3: (Exercise 3- Page 120)
- Ss read this exercise carefully to understand the
situation clearly to use the given information to make
conditional sentence type 3.
- Ss practice in pairs.
- T walks round to help .
- One S of each group reads his sentence before the
class.
Suggested answers:
1. If I had been working at the restaurant last night, I
would have waited on your table.
2. If they had been paying attention, they would have
seen the sign marking their exit from the highway .
3. Carol would have answered the phone if she hadn’t
been studying ,
4. If the sun hadn’t been shining, we wouldn’t have
gone to the beach yesterday.
5. If the music hadn’t been playing loudly at the
restaurant, I would have heard everything Mr. Lee said
during the dinner.
WRAPPING
Summarise the main points
Assign homework :
- Learn by heart new structures.
- Make 5 sentences ,using conditional sentence type 3.
- Review from unit 9 to unit 11 to do the test.
* Remark:

Whole class.