Unit 10
Lesson: Reading
Class: 11A1, A2, A3, C3, C5

NATURE IN DANGER

Date: / 1 / 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 do an exercise at class

Content
*Checking up:
Complete the following sentences by using appropriate Relative
Ss do it themselves in pairs.

2. 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
1. What do you think about our environment? Is it good or bad to
live?
2. What causes danger to our environment?
3. 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 4. 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

the environment.
T has Ss to do the handouts of the 3. Paragraph 3: A - Human beings made efforts to protect endangered
nature
task2, 3 in pairs.
4. Paragraph 4: C – Conditions for a peaceful co-existence.
Task3: Answer the questions.
*Handout
1. 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 ……
3.
Things
should
be
done
to protect these animals

- 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.
3. 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
1. What are four ways that human beings are changing the world?
2. What are the serious consequences of people’s interference with
the environment?
3. What has been done to protect endangered nature?
Homework
- Read the text again
- Learn the new words and phrases by heart


Content

T gives Ss some questions to discuss in pairs
/ groups.
Ss do 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 do 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


or so.
Then T asks Ss to do the task in pairs /
groups
Ss do 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.

5. Using fertilizers and pesticides
for cultivation
6. 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


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.

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:
1
2
3
4
5
T
T
F
T
T


information each other.
Ss present their task in front of the

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 3 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.

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

they make mistakes and gives suggested
answers if necessary.
T has Ss do 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
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National Park?
3. How large is it?
4. What do you know about the animals and plant in Cat Ba
Park?
5. 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

- 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

2. Loudly/ can’t/ he/ that/ the/ sleep/ snores/ baby/ so.
Suggested answer:
1. Snow often swims in a small lake.
2. 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/

6
7
Whom which
whom
who
which
whom
which
Activity2: Combine the following sentences, using prepositions +
whom / which
1. The man to whom I talked yesterday was being kind.
2. The man about whom I told you works in the hospital.
3. The woman about whom I am telling teaches me English.
4. The movie about which they are talking is fantastic.
5. The picture at which she was looking was beautiful.
6. I’ll give you the address to which you should write.


T has Ss do 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