GA tu chon 10 moi co ppct

Before you read : 7 minutes - Ask students to use the suggestion in their books to work in pairs - Ask and answer questions about your daily routine - Listen to students and correct pron

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The 1 st period

Date : 11/8/2011

reading

I Objectives:

1 Educational aim: Students should know what a farmer’s day of work is and

sympathize with farmers’ everyday work

2 Knowledge:

- General knowledge: Students know about activities on a day in the life of farmers

- Language: Sentences and expression for describing someone’s daily routines

- New words: Words related to a farmer’s daily work

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.

IV Procedure:

Teacher’s activities Students’ activities Notes

Warm-up: (5 minutes)

- Ask students some questions

Where does a teacher work?

Where does a worker work?

Where does a farmer work?

………

- Let students understand more about the life

of a farmer, today we will read some

information about this topic

- Ask Ss to open their workbook

Before you read : (7 minutes)

- Ask students to use the suggestion in their

books to work in pairs

- Ask and answer questions about your daily

routine

- Listen to students and correct pronunciation

and grammar if necessary

- Ask students to look at the picture in the

book

- Show students to know about farmers’

daily routine

While you read : (23 minutes)

- Ask students to look through the passage

and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (3 minutes)

- Open the workbook

- Listen to the teacher

- Look at the blackboard and put two words together

1.b 2.c 3.e 4.a 5.d

- Answer questions:

He works in a school

He works in a factory

He works in the field

- Listen to the teacher and open the book – Unit 1, part A: reading

- Look at the book, listen to the teacherand work in pairs:

*A: What time do you often get up?

B: I often get up at six

*C: What do you often do in the evening?

D: I often do my home work and watch T.V

- Listen to the teacher then read the

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- Ask students to choose the option A, B or C

that best suits the meaning of the italicised

words

- Let students work individual or in groups

- Help students if necessary

Keys:

1 the fisrt thing the girl does when she gets

up is to wash the dishes her family dirtied the

day before

2 No, they don’t they eat bread and butter

more often but they eat rice sometimes

3 There are three separate assemblies at

school because there are fifteen hundred

children in her school

4 Noon

5 Her second best subject at school is

Mathematics

6 Dinner is describled simpler than lunch

because they only eat fruit or rice and

sometimes they have bread and tea

Task 2: (4 minutes)

- Ask students to answer the following

questions

- Ask students look through the passages then

try to answer the questions in right way

- Let them work in pairs

- Help students if necessary

(the answers in the passage)

Key:

1: F 2: F 3: F 4:F

5: T 6: F 7: F 8: F

After you read : (8 minutes)

- Ask students to close their books

- Ask them to talk about Mr Vy and Mrs

Tuyet’s daily routines or their parents’ daily

routines

- Listen to students and correct mistakes

Home work: (2 minutes)

- Ask students to write a passage about a

farmer’s daily routines (80 words)

passages

- Ask some new words if necessary

- Keep the book open

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- work individual or in group

- Write down in the notebook

- Try to answer the questions

- Practice with a partner then write them down in the note books

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Language Focus

I Objectives:

By the end of this lesson Ss will able to understand the present simple and present

continuous tenses and practise doing some exercises.

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures showing some activities (fishing,

reading, going on a boat…)

- Introduce new lesson

Grammar and vocabulary:(15 minutes)

1 Present simple tense.

S + V(s,es) + O/ A

Ex: She goes to school everyday

2 Present continuous tense.

S + Am/ Is/ Are + V-ing + O/ A.

Ex: She is going to school now

- Ask Ss to make some more sentences

- Introduce exercises to the students

- Let students get their attention to focus on

these two tenses

Exercise1 : (15 minutes)

- Ask students to do Exercise 2in workbook

page 6

- Introduce how to do it

- Let them work in pairs

- Walk round, check and give mark

Exercise2 : (5 minutes)

- Ask Ss to make sentenses

1 we/ get/ up/ 6/everyday/

2 he/ do/homework / now

3 my mother/ watch / tv/ every night

4 the sun/ rise / the east

5 they/ run/ very fast

Homework : (3 minutes)

Ask students to do Part Language Focus

and prepare next part at home

- play game

- Listen to the teacher and do exercise 1

Key: 1.heard – 2.was – 3.stopped –

4.was doing – 5.rushed – 6.jumped – 7.started - 8.sitting – 9.told –

10.isn’t– 11 Doesn’t stop – 12.is – 13.Was shocked – 14 To talk – 15

Running – 16 Are moving – 17 Willstop – 18 Did – 19.were moving –

20 Dropped

Key:

1 we often get up at 6 everyday

2 he is doing his homhork

3 my mother watches tv every night

4 the sun rises in the east

5 they are running very fast

- Listen to the teacher and write down

The 3 rd period

Date: 16/8/2011

Writing

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I Objectives:

1 Educational aim: Students should identify the events

2 General knowledge: Students learn how to write a narrative, stages of a narrative

- Language: The simple past of verbs and the connectors often used in a narrative

- New words: Words related to problems on a flight or a fire

3 Skills: Writing a narrative

III Teaching aids: Student’s book, notebook, some pictures showing flying accidents

of hotel fires

IV Procedure:

Teacher’s activities Students’ activities Notes

- Ask students to keep book close

- Ask students some following questions:

1 Have you ever heard a frightenning story?

2 When and where did it happen?

3 How did you feel?

- Check and explain them to the class:

There are a lot of accidents in our lives, to

understand them we learn part Writing

Pre-writing: (10 minutes)

- Ask student to read the narrative in task 1in

workbook

- Explain some new words

- Ask students to look through all sentenses and

find all the verbs that are used in the past simple

and the connectors (time expression)

- Let them work in groups

- Walk around, check and help students

- Explain to students to use the simple past to

rewrite a story

1 I /be/ to/ years/ school/ when/ I/ go/ six/ first

old

2 my/ my/ gate/ firmly/ and/ hold/ take/ hand/

me/ to/ the/ school/ father

3 large/ faces/ I/ be/ frighten/ and/ by/ all/ the/

strange/ the/ buildings

4 quickly/ another/ gate/ on/ the/ side/ the/ I/

find/ other/ of/ playground

5 I/ go// out/ by/ this/ gate/ get and/ home

6 little/ my/ father/ find/ home/ a/ later/ and/ be/

surprise/ to/ arrive/ me

7 say/ fire/ happily/ sit/ near/ the/ i/ quite/

- Keep book close

- Listen to the teacher and answer the questions

- Read the narrative

- Look through the passage againand find all the verbs that used inthe past simple and the

4 I quickly found another gate

on the other side of the playground

5 I got out by this gate and went home

6 My father arrived home a littlelater and was surprised to find

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While-writing: (18 minutes)

- Let them work in groups

- Go round, check and help students

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s narrative

- Ask some students to read loudly their

narratives

- Correct mistakes and mark

Homework: (2 minutes)

- Ask students to do part writing of Unit 1 in the

student’s work book and preapare part Language

- Use the prompts to build up a narrative about a hotel fire (work individually)

- Finish the narrative

- Read a narrative of one classmate

- Some students read loudly theirproducts in front of the class

- Listen to the teacher and write down homework

- Know how to arrange conversations sensibly

- Language: Students use sentences, words, phrases and expressions for making a

conversation

3 Skills: Fluency in expressing oppinion and expressions for making a conversation

III Teaching aids: Pictures, English textbook 10, hand-outs

IV Procedures:

Teacher’s activities Student’s activities Notes

Warm-up:

- Give a situation and write a short

conversation on the board

Situation: suppose that you meet a friend

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at the supermarket, you are very busy

How will you say to open and end the

conversation?

Today, we will practice speaking

conversation having stacting and dosing

sentences

Pre-reading: (8 minutes)

- Raise the questions:

1 What do you think about “greeting”?

2 How many kinds of “greeting”?

3 How can you say when you meet

teacher in the morning?

4 How can you say when you meet your

friend in the morning?

5 How can you say to your teacher when

your school finishes?

Task 1: These expressions are commonly

used when people are chatting Place them

under the appropriate heading then

practise with a partner

- Give a short conversation:

A: ……… (1)

B: Hi, Lan How are you?

A: I’m fine Thanks And you?

B: I’m fine Let’s go somewhere for a

- Introduce some expressions that we can

use to start and close a conversation

- Ask student to place the expressions

under the appropriate heading

- Ask student to work individually then

work in groups

- Give suggestions

Task 2: Rearrange the following

sentences to make a conversation and then

practise it with a partner

- Ask students to rearrange the sentences

to make a conversation

- Ask students to work individually then

- Copy the conversation and complete the conversation with suitable words

Answers

1 It is important

2 There are 2 They are:- People who use greetings when they meet to each other

- People use greetings when they say goodbye to eachother

3 Good morning

4 Good morning/ Hi/ Hello

5 Goodbye/ Byebye/ See you again

- Do the task

- Give answers:

(1) Hi/ Hello(2) I’m very busy now Perharpanother time

* Starting a conversation:

- good morning

- How’s everything at school?

- Hello How are you?

- Hello, what are you doing?

- Hi, how is school?

* Closing the conversation:

- Sorry I’ve to go Talk to you later

- Well It’s been nice talking to you

- Goodbye See you later-Great I’ll see you tomorrow Catch up with you later

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in pairs

- Walk around the class to help student

when necessary

- Check and give suggestions

- Ask student to practise it with a partner

- Corrects students’ pronunciation if

- Homework: 1,2,3 at the page 8 and 9

(English excercises book)

- Practise all the conversation again

The 5 th period

Date : 25/8/2011

Reading

I Objectives:

1 Educational aim: Students can read and know about Albert Einstein and make

questions and answer them well

2 Knowledge:

- General knowledge:

- Language:

- New words: Words to describe people’s back ground: name, age, place/date of birth,

education, job, interest

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of famous people and some information about them

IV Procedures:

- Give some famous persons’ names in the column

A and their job in the column B

- Let students match the people with their jobs

A B

To Hoai singers

Albert Einstein teacher

Hong Nhung writer

Mr Quang teacher

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- Ask some questions about some famous people

and Albert Einstein ( workbook page 17)

1 Can you name and tell some scientists and their

specialisations?

2 What are their job?

3 Where are they?

4 Have you ever heard of Albert Einstein?

5 What doyou know about her?

- Let students write some information about

Albert Einstein with model given

What you already know about her

What you want to know about her

- Let each student stand and speak their opinions

- Go around and help them if necessary

While-reading: (20 minutes)

- Let students open the book and read silently

while teacher reads aloud and correctly

- Ask students to read themselves and write down

some information

- Let students work in pairs to do the task 1

Task 1

- Read words in A and ask:

1 With flying colors, what does it mean?

- Let students translate them into Vietnamese

- Ask students to reread and answer some

questions to practise with some words above

Task 2

- Read quickly and find information to compare to

the sentence given: True of False?

Post-reading: (10 minutes)

-Ask students to close their books and practise

telling something about Albert Einstein

Homework (4 minutes)

- Reread the passage and write about another

famous person (about 100 words)

- Write down in their papers and then discuss in their groups

- Some students stand up and answer in roles

A: How did Albert Einstein work at school?

B: He didn’t work very hardA: When did he decide to study Physics in Switzerland?

B: When his family moved to Milan, Italy

A: What did he do right after finishing university?

B: He worked as a private physisc and mathematics tutor

A: Why did he have a lot of time to develop his theories while working

in the Swiss Parent Office?

B: Because the work was not very demanding

A: When and where did he die?B: He died on April 18th ,1955 in theUSA

- Read quickly and find information

to compare to the sentence given: True of False?

- Work in pairsKey:

1 F 2 T 3 T 4 F 5 TWork in groups to summary

- Listen and copy

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- General knowledge: Students know about people’s back ground

- Language: Words about people’s bach ground

- New words: Words related to people’s back ground

3 Skills: Listening for general or specific information

III Teaching aids: Some pictures of persons or some real information about them

1 Who is this in the photo?

2 Which sport does he play/ take up?

3 Did he win any Olympic champions?

Pre-listening: (8 minutes)

- Give students some pictures and ask who is in

the picture

1 What’s her name?

2 Where is she from?

3 How many time Olympic Champions did she

win?

4 Which sports does she play?

- Give more some information about Olympic: The

first Olympic Games were held at the foot of

Mount Olympus in 776 BC to honor the Greek;s

chief God Zenus and once for every four years

- Let students read some words they’ll listen then

- Listen and check

While-listening: (20 minutes)

Task 1

- Let students read some sentences given and

explain some new words if necessary

- Read or let students listen first

Have you got anything from the conversation

between two famous athletes?

- Let students listen the second time

- Check their listening

- Let students listen the third time and let them

choose and decide whether the statements are

3 Yes, he ever won the award

of the best football player in Viet Nam

- Work in pairs and answer thequestions

1 She’s Nellie Kim

2 She won five-time Olympic Champion

3 She is Olympic gymnast

- Listen to the the teacher and answer the questions

P1: Can you name any Olympic Champions?

P2: What would you like to know about these people?

- Read in chorus

- Some students read themselves:

+ love story+ sport teacher+ romantic+ teacher’s diploma

- Read silently the sentences given before listening

- Listen the first time

P1: In 1995, Sally joined the star sport club

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- Give more information if students wonder or not

- Before listening, let students read quickly some

sentences they’ll listen and guess some missing

words that will be in the conversation

- Let students listen the first time: Who can guess

some words?

- Let students listen the second time

1 Which words in the 1st sentence?

2 Which words in the 2nd sentence?

- Let student listen the last time and let them work

in groups to speak out

- Listen and correct their listenings

- Ask students to retell something about them

- Ask students to write a short passage to tell their

outdoor activities they’ve taken part in recently

- Listen to each group and correct mistakes if

they’ve done

Homework: (2- 4 minutes)

- Ask students to write a short passage about them

or a person they like

P2: It is TrueP1: Why is it True?

P2: Sally was born in 1980 and when she was 15, she joined the star sport clubP1: Number two, is is T or F?P2: It’s T

- Each group asks and explainswhy they choose by some information they’ve listened

- Work in groups and guess

- Listen and do the task

- Speak out their listenings

- Try to write down words they’ll fill

- May answer in different ways

- Write in groups and ask someone to speak out their writing

Ex:

1 Where did she go last week?

2 What did she like best?

3 Who did she go with?

- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form

3 Skills: Filling in a form

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II Method: Interagrated, mainly communicative

III Teaching aids: Some models of form, real information in life

IV Procedures:

Warm-up : (4 minutes)

- Show and give some kinds of form and let

students practise answering the questions:

1 Have you ever seen a form?

2 Have you filled/ used a form?

3 When did you use it?

Pre-writing: (10 minutes)

Task 1

- Let students go on asking some questions as in

warm-up

1 What are they?

2 When do you have to fill in a form?

3 What sort of information do you often have

to provide when you fill in a form?

- Listen and explain some new words if they do

not know

- Occupation=job, carreer

- Merital status=a person who gets married or

not

- Ask Ss about student’s card, which

information are there in a student’s card?

While-writing: (20 minutes)

Task 2

- Explain what information to make a form

- Ask for information

- Go around, listen to some pairs and remark

Task 3

- Ask students to do certain things

- It means we use short information but it’s real

- Ask students to read the model of form first

- Explain some new words:

+ delete (v): unnecessary to use or write out

+ male: for man

+ female: for woman

- Let students write on the board or in the

papers

- Go around and remark

- Observe and work in pairs to answer

- The answers can be various

- Continue working in pairs

1 They are forms

2 Apply for jobs

- Opening accounts-Sending or receiving money at the post-office or bank

- Attending to a club etc

3 First name, surname, address, age, occupation, merital status etc

- Each pair ask and answer

- Listen and write down

- Discuss in pairs

- Answer

- Work in roles:

B: What’s your first name?

A: My first name is TrongB: What’s your surname?

A: My surname is PhamB: ………

- Work in groups and write a form

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Post-writing: (10 minutes)

- Let students work in group to write a form

about someone and other groups

- Read and write a short paragragh

- Listen and remark

- Do the writing part, Unit 2, workbook

- One student of one group readsaloud a form or present on the board

- Discuss and correct mistakes themselves

- Listen and copy

- General knowledge: Students learn words to describe people’s background

- Language: A paragraph and past perfect

3 Skill: use of past perfect and simple past.

III Teaching aids: give more exercises of tenses

1 Marry/ her bag/ left/ school/ at/ yesterday

2 Mrs Black/ has/ from/ a/ message/ Jen

- Let students read aloud the sentences

II Grammar: (20 minutes)

a Ask students to read an example given and

give which action happened before and which

happened after in the past

- Ask students to determine which verb in Past

Simple or Past Perfect

- Listen and remark

b Let students practise doing exercises

- Read these sentences

- Read silently and give the opinions:

+ Her husband had obtained whichhappened before

+ She took up the position which happened after

* had obtained: past perfect

* took up: past simple

- Students work in pairs and give the use and form of past simple and past perfect

- Some students repead aloud

- Do the exercise themselves

- Each student of each group gives

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- Give exercise and ask students to do exercise

themselves then discuss in groups

1 we tried to phone henry this afternoon, but

there ( be) no answer He (go) out

2 They arrived at work in the morning and

found that somebody ( break) into the office

during the night So they ( call) the police

3 I was driving home when I (see) a car which

(break) down, so I (stop) to see if I could help

4 Yesterday Bob was very surprised when he

( have) a phone call from Ann He (write) to her

many times, but she (never reply) to his letter

5 Lisa (meet) Brian a few weeks ago He (just

come) back from holiday He (look) very well

Exercise 2

- Ask students to remind of the use of Past

simple and Past perfect

- Listen and remark

- Do this exercise

It ( be) a beautiful morning It ( rain) in the night

and so the ground ( be) fresh and clean and it

( smell) wonderful None of the Taylor family

(be) awake though They (go) to bed very late

the night before Their Australian cousin (arrive)

unexpectedly that evening and they ( sit up)

talking most of the night Although it ( be) now

8 o’clock in the morning, they (be) in bed for

about two hours only

- Ask students to revise the use of Past simple

and Past Perfect

- Practise doing exercise in the Workbook

correct form of verbs

1 was;had gone

2 had broken; called

3 saw; had broken; stopped

4 had; had written; had never replied

5 met; had just come; looked

- Work in groups and give the correct tense of verb and explain why they did it

Key:

1 was 2 Had rained

3 was 4 Smelt

5 were 6 Had gone

7 had arrived 8 Had sat up

9 was 10 Had been

- Give more other sentences

- Listen and copy in notebooks

- Practise give more situations in the past use past simple and past perfect

- Listen and write down

The 9 th period

Date : 15/9/2011

Reading

I Objectives:

1 Educational aim: Students will be able to understand the term Special Education

and talk about it through Matching and Multiple Choiceexercise

2 Knowledge:

- General knowledge: Students know the information about Louis Braille and the

special classes for disabled people

- Language: words related to disabled people

3 Skill: reading about special education

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III Teaching aids: textbook, board, rasing questions

IV Procedures:

Teacher’s activities Students’ activities Notes

- Greeting

- Who’s absent today?- Thanks

- Where did you stop last time?

- Open your book and we will go to Unit 4:

Special Education

- Rasing some questions:

* What do you do everyday?

* Do you go to class? listen to music? watch

T.V?

- Take notes students’ answers on the blackboard

* Which of these activities would be difficult for

disabled people?

- Give Ss a passage about disable children and

ask them to read and answer the questions

If parents bring up a child with the sole aim of

turning the child into a genius,they will cause a

disaster This one of the biggest mistakes which

ambitious parents make, unrealistic parental

expectations can cause great damage to

children.

However, if parents are not too unrealistic about

what they expect their children to do, but are

ambitious in a senible way, the child may

succeed in doing very well- especially if the

parents are very supportive of their child.

Do An Duc is very lucky He is crazy about

music, and his parents help him a lot by taking

him to concerts and arranging private piano and

violin lessons for him Although Duc’s parents

know very little about music, they have tried

their best to help their son with his interest

However, they never make him enter music

competitions if he is unwilling.

Duc’s friend, Vu Hoang Duy, however, is not so

lucky Although both his parents are successful

musicians, they set too high a standard for Duy

They want their son to be as successful as they

are and so they enter him for every piano

competition held Theyare very unhappy when he

- Look at the books

- Work in pairs

- After guessing, correct the answer under the teacher’s construction

- Read individually

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does not win “ when I was at your age, I used to

win every competition I entered,” Duy’s father

tells him Duy is always afraid that he will

disappoit his parents and now he always seems

quiet and unhappy.

While-reading: (20 minutes) –

Explain new words:

Task 1

- Ask students to read through the passage

individually and do Task 1

1 one of the biggest mistakes any parents can

make is to………

a neglect their child’s aducation

b push the child into trying to achieve too much.

c make their child become a musician.

d help their child to be a genius through

constant support.

2 parents’ ambition for their children is not

wrong if………

a they push their children into achieving a lot.

b they understand and help their children in

difficult times.

c they themselves have been very successful.

d they arrange private lessons for their children.

3 Do An Duc is fortunate because………

a he is very interested in music.

b his parents are very famous

c his parents are good at music.

d his parents help him in a sensible way.

4.Vu Hoang Duy’s parents push their child so

much that………

a he is unhappy because he is afraid he may not

be successful.

b he has passed a lot of competitions.

c he feels he cannot learn anything about music

from them.

d he has already become a better musician than

his father.

5 the two examples of Do An Duc and Vu Hoang

Duy show that……….

a it is important to let children develop in the

way they want.

b successful parents often have unsuccessful

children.

c parents who want their child to be a musician

should also be good musicians.

d the more money they spent on a child’s

- Read the passage and do the task

- Read in pairs and do the task

Key:

-1.B-2.B-3.D-4.A-5.A

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education, the better the child will do.

- Confirm the correct answers

- Ask students to read the passage in pairs and

summary

- Call on some students to read the completed

summary aloud in front of the class

- Summarise the passge into 5 sentences

- Do the exercises in the workbook

- Write down on the notebooks

The 10 th period

Date : 25/9/2011

Speaking

I Objectives:

1 Educational aims: Students should appreciate the modern devices that help make

our life comfortable and should know how to use them properly andeconomically

2 Knowledge:- General knowledge: Students learn about how present and future

divices and equipment may change our life styles

- Language: Asking for and giving information about the uses of modern

inventions

- New words: Words related to modern and equipment

3 Skill: Talking about the uses of modern technology

III Teaching aids: Real objects and pictures showing various modern devices; an air

conditioner, a computer, a fax machine, an electric cooker etc

IV Procedures:

- Show a modern device (or a picture of a modern

device) and ask students the questions:

1 What’s this?

2 What is it used for?

- Ask students to name some modern devices they know

Pre-speaking: (5 minutes)

- Ask students some questions:

1 What is used to listen to music and news?

2 What is used to wash the clothes?

While-speaking: (24 minutes)

Task 1 (8 minutes):

- Ask students to ask and answer questions about the

- Look at the things teacher showsand answer the questions:

1 It’s a fax machine

2 It’s used to send and receive letters quickly

- Computer, radio, T.V, electric cooker, air conditioner

1 Radio

2 A washing machine

- Look at the books

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