Tu Ky High School – Lesson Plan – Grade 10
TiÕt thø: 60
Ngµy so¹n: 20/01/2008
Unit 10 conservation
A. Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- use vocabulary items related to the issue of conservation
- guess the meaning of words based on contexts and components of the words
- scan for specific information about conservation - skim for general ideas about
conservation
II. Materials
Textbook, handout
III. Anticipated problems
Ss may not know much about conservation, so T should be ready to give explanation.
IV: procedure
Steps
Work
arrangement
Time
WARM-UP
Guessing game
- T prepares a piece of paper with the word "conservation".
- T asks one student to go to the board and gives him/her the paper.
- T asks other students to ask the student yes/no questions to guess what
the word is. T can model some questions. The questions can be: I
+ Is the word a verb?
+ Is it a noun?
+ Does it begin with "c"? I
- Ss take turns to ask questions. The winner is the one who can guess the
word correctly in the shortest period of time.

T may want to ask some Ss to make sentences with the above words to
check their understanding.
WHILE YOU READ
Setting the scene
You are going to read a passage about conservation. While you are
reading, do the tasks in the textbook.
Task 1: Matching based on word guessing
Instruction: You are required to match the word in column A with a
suitable definition in column B.
- T writes the words on the board:
Eliminate, circulation, run-off, hydroelectric
- Then T instructs Ss to read the passage quickly and stop at the lines that
contain these words to guess their meanings.
- Ss guess the meaning of the words based on the contexts in the
sentences and the components of the words. For example, to guess the
meaning of eliminate Ss read the sentence 2 in paragraph A. Then based
on this sentence and other words in the first sentence (loss, destroying) Ss
can guess the meaning of this word. Also, T can help Ss analyze the
formation of the word: hydroelectric= hydro (water, liquid) + electric.
- T checks that Ss understand the words correctly. T can check Ss'
understanding by asking them to provide the Vietnamese equivalents to
the words.
- Then T instructs Ss to use some strategies to do task l:
+ First, Ss should read through the definitions provided in column B to
understand these definitions. Then, Ss match each word with the suitable
definition.
- T asks Ss to work individually to do the matching
- T goes around to help Ss when necessary.
- T asks Ss to exchange their answers with other Ss.
- T asks Ss for their answers and asks other students if they agree with

2. T (lines 3-5)
3. T (lines 11-12)
4. T (lines 15-16)
5. F (Without plants, most water would run off as soon, as it falls. Rapid
run-off would cause floods –lines 11-12)
6. F (We can stop worsening the problems -lines 20-21)
Task 3: Choosing the main idea for each paragraph
Instruction: You are to read the passage again choose the most suitable
main idea for each paragraph
- T instructs Ss to use some strategies to do the task:
+ Read the first paragraph carefully and try to sum up, in the Ss' own
words, what it is about.
+ Then search through the list of main ideas provided in the task to find
the most suitable answer.
+ Make sure the main idea chosen sums up the entire paragraph and not
just one idea within it.
+ Continue with the rest of the paragraphs.
- T asks Ss to work in pairs to do the task.
- T goes around to offer help when necessary.
- T asks Ss to exchange their answers with other pairs.
- T calls on some Ss to give their answers and asks other Ss to say
whether they agree or disagree.
- T gives feedback and the correct answers:
A. 3 B. 4 C. 2
AFTER YOU READ
Instruction: You are required to work in groups to discuss the questions
in the textbook.
- T divides Ss into 6 groups: 1,2,3,4, 5 and 6
- T asks group 1 and 2 to discuss question 1, group 3 and 4 question 2,
and group 5 and 6 question 3.

trees are not all the same kind. This seems very important to the survival of the forests.
Both the loggers and the forest scientists are trying to agree on things. They have to balance the lumber
we need with the forest's protection. A good rule seems to be not to cut more than you grow each year.
1. What is a change corning in the forest?
2. What will happen if people plant new trees when they cut the old ones?
3. Why are they leaving many trees alone?
4. What are the loggers and the forest scientists trying to agree on?
Answers:
1. Scientists are trying to make the logging companies stop clear cutting.
2. If people plant new trees when they cut the old ones, the land does not erode, the streams do not fill
with dirt, and the animals are not destroyed.
3. To give shade and shelter for animals.
4. They have to balance the lumber we need with the forest's protection and not to cut more than we
grow each year.
Rót kinh nghiÖm giê d¹y:
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TiÕt thø: 61
Ngµy so¹n: 22/01/2008
Unit 10 conservation
B. Speaking
I. Objectives
By the end of the lesson, the Ss will be able to:
- ask for someone's opinions, and show their agreement or disagreement about the new kind of
zoo
- talk about the advantages and disadvantages of the new kind of zoo
- report on discussion results
II. Materials
Textbook, pictures
III. Anticipated problems

Pair work 7’
Task 1: Discussing the questions about the features of the new kind
of zoo
Instruction: You are required to work in pairs to put the actions in the
order of importance and then say what we should or should not do.
- T asks Ss to read through the two paragraphs.
- T elicits or teaches some new words:
1. Sensitive (adj): quick to respond to, or be affected by slight changes,
signals, or influences (nhậy cảm)
2. Imprison (v): put or keep in prison (bỏ tù, giam cầm)
3. Reconstruct (v): build again (xây dựng lại)
4. Breed (v): cause (an animal) to produce offspring (gây giống, nhân ~)
5. Reintroduce (v): put (a species of animal or plant) back into a former
habitat (trả về môi trường sống tự nhiên)
T asks Ss to work in pairs to discuss the two questions in the book using
the information in paragraph A and B.
- T goes around to observe Ss working.
- T asks some Ss to present their answers.
- T gives feedback and correct answers:
1. They are opened to help endangered species develop.
2. The animals are not kept in cages. They can live in their natural
environment.
Task 2: Showing agreement or disagreement about the new kind of
zoo
Instruction: Following are some ideas about the new kind of zoo
discussed in task 1. You are required to show your agreement or
disagreement by ticking the right box. Then share your ideas with a
partner.
- Before Ss do the task, T elicits or introduces some structures Ss can use
to ask for someone's opinions, to give their opinions, and show their

- T calls on some Ss to talk about their ideas and asks other Ss to add
more.
- T gives feedback.
Task 3: Discussing the advantages and disadvantages of the new
kind of zoos.
Instruction: You are going to discuss the advantages and disadvantages
of the new kind of zoo using the cues provided in the textbook.
- T asks Ss to work in groups to discuss the advantages and disadvantages
of the new kind of zoo.
- T assigns a group leader for each group to make sure that group
members work cooperatively and take notes of other members' points.
- T goes round to observe and offers help.
- T takes notes of Ss' mistakes for later correction.
Task 4: Reporting on the discussion results
- T calls some Ss to 'report. that their groups have discussed. T asks other
Ss to takes note and compare with their groups' ideas.
Group work
Whole class
8’
8’
FEEDBACK AND CORRECTION
- While Ss report, T takes notes of their errors. Then T gives feedback
on Ss' answers.
- T corrects any typical mistakes.
Whole class 7’
WRAPPING UP
- T summarises the main points.
- T asks Ss to do the extra activity as homework.
Whole class 2’
Extra activity: