-T goes around the class and encourages them to make a lot questions -T calls some Ss to read their answers - T introduces the new- lesson PRE- LISTENING Activity 1:Matching -T asks Ss t
Trang 1Leson Plan English 10
Date: 22nd August, 2009
Period: 1st
INTRODUCTION AND REVISION
I Objectives :
o Introduce the new book to the students
o Familiarize Ss with new learning and teaching methods: communicative approach, learner-centered approach, and task-based method
o Help Ss get to know kinds of tests and how to do an English est
o Review: basic tenses
II Teaching Aids : Textbook, chalk
III Skills: Integrative skills
IV Settlement: Greeting, checking students' attendance.
V Checking: No check
TEACHING PROCEDURE
I WARM-UP: GUESSING GAME: WHO'S HE/ SHE?
- Divide the class into 2 groups
- Choose a student in the class, write his/ her name on a
piece of paper, don't show it to the Ss
- Have Ss ask Yes/ No questions in turn to find out that
student
- Answer by saying: YES or NO
- The group finding out that person first will be the winner
- (Check: Which group are you in? Group A or B? Will you
work in pairs or in groups?)
II INTRODUCTION:
1.Textbook and curriculum:
- English 10 consists of 16 units - 105 periods.
+ Language focus: Grammar, vocabulary and pronunciation
(vowels and consonants)
- After finishing 2 or 3 units, there' is a "Test yourself" to
see how much Ss make progress, what should be done to
- Is he/ she wearing glasses?
- Is he/ she sitting in the first row?
- Teacher - Students
- Open books
- Students listen to the teacher’s introduction and takenote
Trang 2Leson Plan English 10
- Oral tests
- 15-minute tests
- 45-minute tests
- End-of-term tests
b Format of a test: Listening: 25%, Reading: 25%,
Writing: 25%, Language focus: 25%
3 Teaching and learning method: communicative
approach, learner-centered approach, task-based learning
III TENSE REVISION:
1 Exercise: Put the verb in brackets in the correct form.
1 - "Where are the children?"
- "They (play) in the garden
2 Jill always (get up) at 6:00 a.m
3 (You/ finish) your report yet?
4 We (see) this film last night
5 What (you/ do) when I phoned you
yesterday?
6 She (talk) on the phone right now
7 The earth (go) around the sun
8 I never (be) to New York before
2 Form:
a Present simple:
- S + V/ Vs/es
- S + do/ does + not + V_ bare infinitive
- Do/ Does + S + V_ bare infinitive?
b Present Progressive:
- S + is/ am/ are (not) + V-ing
- Is/ Am/ Are + S + V-ing?
- S + didn't + V_ bare infinitive
- Did + S + V_ bare infinitive?
e Past progressive:
- S + were/ was (not) + V-ing
- Were/ Was + S + V-ing?
8 have never been
- Give the forms, uses of the tenses
- Take note
V CONSOLIDATION:
o Ask Ss to give the uses of present simple and past simple
VI HOMEWORK:
o Review the use of some common tenses
o Prepare for the next lesson: reading (vocabulary, reading text)
Nguyen Huu Than High School
Trang 3Leson Plan English 10
I Objectives : By the end of the lesson, students will be able to:
o Get some information about daily routine of a farmer
o Guess meaning in context
o Skim the text for main ideas
o Scan the text for specific information
o Talk about daily routine of the farmers in the reading text
II Teaching Aids : Textbook, pictures, posters, chalk
III Skills: reading, speaking.
IV Settlement: Greeting, checking students' attendance.
V Checking: No check
TEACHING PROCEDURE
I WARM-UP: GAME: Hot seat (Back to the board)
- Divide the class into 2 groups
- Ask a representative from each group to go to the board
and sit on a chair, back to the board
- Write a word (indicating jobs) on the board
- Have other members of the group explain so that their
friend can guess what the word is
- The group who has more correct answer will be the
winner
II PRE-READING:
1 Picture describing:
- Ask Ss to look at the picture on page 12 and talk about the
activities of the person in the picture
o Who is he /she?
o What is he/ she doing?
o Where is he/ she doing?
Lead-in: Ask questions:
- Do you know what a farmer often does every day?
- In order to know the daily routine of a farmer, Let's start
our today's lesson.
2 Vocabulary:
- plough /plau/ (v) (picture)
- trans'plant /tr3enspla:nt/ (v) (synonym) grow rice
Trang 4Leson Plan English 10
- pump /p^mp/ (v) (explanation)
Ex: After each period, we take a short rest of 5 minutes
3 Checking vocabulary: Rub out and remember
III WHILE-READING:
1 Multiple choice: (task 1/ textbook)
- Ask Ss to work individually, read the text, underline the
word in italic in task 1, guess the meaning of these words
from context, then choose the best answer from A, B, C
- Ask Ss to compare the answers with their partner
- Call some Ss to give answers, explanations
- Give feedback
2 Questions: (task 2/ textbook)
- Put Ss into pairs
- Have Ss read the questions and underline the key words
- Ask them to read the text and answer the questions
- Call Ss to give the answer
3 Note taking: (task3/ textbook)
- Ask Ss to work individually, scan the text to make a brief
note about Mr Vy and Mrs Tuyet's daily routine
- Have Ss work in pair to compare the answers
- Call some Ss to give the answers
IV POST-READING:
- Ask Ss to work in group of 4 to talk about Mr Vy and
Mrs Tuyet's daily routines
- Go around and to control the class and give help when
necessary
- Call Ss to present in front of the class
- Give feedback
(Have Ss to about their daily routine, or their parents' daily
routine if enough time)
- Talk about daily routine of
Mr Vy and his wife
V CONSOLIDATION:
o What does Mr Vy do in the morning?
o Why are Mr Vy and Mrs Tuyet happy with their lives?
VI HOMEWORK:
o Learn by heart all the vocabulary
o Get the main ideas of the text
o Write a short paragraph about your own daily routine
o Prepare for the next lesson: Speaking
Nguyen Huu Than High School
Trang 5Leson Plan English 10
Trang 6Leson Plan English 10
Date: 26th August, 2009
Period: 3rd
UNIT 1: A DAY IN THE LIFE OF
B SPEAKING
I Objective: By the end of the lesson, students will be able to:
o Ask for and giving information from a timetable
o Talk about daily activities
o Get some new words about subject at high school, revise how to tell the time
II Teaching Aids : Textbook, pictures, chalk
III Skills: speaking.
IV Settlement: Greeting, checking students' attendance.
V Checking: Vocabulary, main ideas of the reading text
d Plants and animals
e Poems, Nam Cao
+ "These are all about subjects at school What Subject do
you like best? How many Maths classes do you have a
week?"
+
"Today we will get to know how to ask for and give
information from a timetable ".
II PRE-SPEAKING:
1 Review how to say the time :
Note:
- a.m: ante meridiem (between midnight and midday).
- p.m: post meridiem (after 12 o'clock, after noon).
- Teacher - Students
- Pair work
+ Answer key:
1 f 2 h 3 a 4 g 5.b 6 c 7 d 8 e
Nguyen Huu Than High School
8:15 a a quarter past eight/ eight fifteen
8:55 b half past ten/ ten thirty.
9:45 c seven o’clock.
7:00 d five to nine/ eight fifty-five.
10:30 e a quarter to ten/ nine forty-five
Trang 7Leson Plan English 10
- Daily routine/ activities: Present simple.
II WHILE-SPEAKING:
1 Asking and answering: (Task 1/ Textbook)
- Set the situation
- Ask Ss to work in pairs to ask and answer about Quan's
weekly timetable at school Ask Ss to use the information
from the timetable
- Tell Ss to follow the examples given
- Go around to control, give help when necessary and jot
down Ss' mistakes if any
- Call some pairs to present their dialogue
2 Picture describing: (Task 2/ Textbook)
- Give instructions
- Put Ss into pairs
- Demonstrate: ("Look at picture a, What time is it? What
- Put Ss into groups of 4
- Ask them to tell their friends about their own daily
routines (Other Ss may ask their friends for more
information)
- Tell other Ss to listen so that they can retell what they
have learnt from theirs friends
+ Example: I often get up at 6:00 a.m Then I have a quick
breakfast, drink a cup of coffee At 6:30 a.m, I walk to
- Pairs work
- Talk about Quan's activities, using the pictures in the textbook
o Ask Ss some questions about their daily activities
o What tense is used to talk about daily routines
o Tell the time: 10:35, 22:17, 23:45, 17:15
VI HOMEWORK:
o Design your own weekly timetable in English
o Take note your own daily activities
Trang 8Leson Plan English 10
Date: 28th August, 2009
Period: 4th
UNIT 1: A DAY IN THE LIFE OF
C LISTENING
I Objective: By the end of the lesson, students will be able to:
o Get some information about daily routine of a cyclo driver
o Listen to a tape script for general and specific information
o Talk about daily activities of a cyclo driver
II Teaching Aids : Textbook, pictures, posters, chalk
III Skills: listening, speaking.
IV Settlement: Greeting, checking students' attendance.
V Checking: Ask Ss to talk about their daily routine.
TEACHING PROCEDURE
I WARM-UP: GUESSING: "What's it?"
- Hang a picture on the board with it back facing to the
class (don't show it to Ss)
- Ask Ss to make questions to find out what it is in the
picture
+ Example:
- It is a means of transport.
- It has 3 wheels.
- It is used to carry passengers and things.
- It starts with the letter "C".
+ Lead-in: Ask Ss questions
- Have you ever traveled by cyclo?
- When was it?
- Is it interesting to travel by cyclo?
- Which do you prefer, going by bicycle or by cyclo? Why?
> Have Ss work in pairs, ask and answer the questions
In our today's lesson you'll hear Mr Lam, a cyclo driver in
Ho Chi Minh city talk about his morning activities.
II PRE-LISTENING:
1 Vocabulary: (Listen and repeat)
- food stall: (n) (picture)
- 'pedal: (v) (n) (picture, miming)
"The pictures in your textbook describes Mr Lam's
activities in the morning Work in pairs, look at the pictures
- Teacher - Students
-Pair work
- Answer eliciting questions
- Give Vietnamese equivalents
- Take notes
- Pair work
Nguyen Huu Than High School
Trang 9Leson Plan English 10 and tell your friends what is happening in each picture"
- Have Ss work in pairs, describe the pictures by asking and
answer the questions:
+ What can you see in the picture?
+ What does Mr Lam do?
+ Where is he?
3 Prediction:
- Ask Ss to guess the order of the pictures
III WHILE-LISTENING:
1 Ordering: Checking prediction (Task 1)
- Have Ss listen to the tape script 1 time, then put the
pictures in the correct order
- Asks Ss to compare their answers with a partner
- Call on Ss to give the answers
- Have Ss listen again and check the answers
- Ask Ss to compare the answers with what they guessed
before
- Give feedback, comment
2 True/ False statements: (Task 2/ textbook)
- Ask Ss to work individually, to read the statements and
underline the key words
- Have Ss listen to the tape script and decide if the
statements are T/F
- Call Ss to give the answers and explanations (Why do you
think it is True/ False?)
- Play the tape again to check with the whole class
IV POST-LISTENING: Speaking
- Ask Ss to work in pairs, take turns to ask and answer the
questions about Mr Lam's activities
- Tell Ss to use the cues given in the textbook
- Go around to control and jot down Ss' mistakes for later
correction
- Call some pairs to present their conversation
(Variation: If time enough, ask Ss to retell Mr Lam's story
to the class)
- Give feedback, comments
- Describe the activities in each picture
4 F (an old man)
5 F (at a food stall)
6 F (takes a short rest)
Trang 10Leson Plan English 10
Date: 30th August, 2009
Period: 5th
UNIT 1: A DAY IN THE LIFE OF
D WRITING
I Objective: By the end of the lesson, students will be able to:
o Get to know how to write a narrative (stage of a narrative, narrative and past simple)
o Correct mistakes in piece of writing (ideas organization, grammatical errors,
spelling)
II Teaching Aids : Textbook, posters, chalk
III Skills: writing, reading, correcting mistakes.
IV Settlement: Greeting, checking students' attendance.
V Checking: Ask Ss to tell Mr Lam's story/ talk about Mr Lam's morning activities.
TEACHING PROCEDURE
I WARM-UP: Pelmanism
thought take screamed tell were/ was
- Divide the class into 2 groups
- Ask Ss to work in groups, take turns to choose 2 cells If
in the 2 cells there are a base form of verb and its past
form, the group will get one point
Ex: do - did, arrive - arrived
- The group with more point will be the winner
II PRE-WRITING:
1 Guiding questions:
- Have you ever witnessed/ seen an accident?
- When did it happen?
- How did it happen?
2 Reading: (Task 1)
a Vocabulary:
- stare death in the face: (translation)
- fasten the seat belt: (example)
Ex: He got on his car, , and drove away
- have only few minutes to live: (translation)
- Ask Ss to work individually, read the story and find all the
verbs used in past simple and the connectors (time
Nguyen Huu Than High School
Trang 11Leson Plan English 10
c Identifying the organization of a narrative:
- Ask Ss to work in groups of 4, to read the story and
identify the events, the climax and the conclusion of the
story
- Call Ss to give the answers
3 Organization of a narrative: Ask Ss questions:
- How many parts are there in a narrative?
- What tenses are used in a narrative?
- Is a narrative written in the order of time?
- Past tenses (mainly past simple) are used in a narrative
- A narrative is often written in the order of time (At first,
then, after that, In the end/ Finally)
III WHILE-WRITING:
- Ask Ss to work individually, read through the task then
write a narrative using the cues given in the textbook
- Ask Ss to follow the development of writing sample in
task 1
- Go around to control and give help when necessary, jot
down some Ss' mistakes for later correction
IV POST-WRITING:
Peer correction:
- Ask Ss to work in pairs, exchange their piece of writing
with a partner to correct their friend's mistakes if any
- Tell Ss to focus on the grammatical errors, spelling: past
tenses
- If time enough, call 2 Ss to write their narrative on the
board
- Check with the whole class
- Give feedback, comments
- Group work
+ The events: got on plane, plane took off, hostess lunchplane began to shake, plane seem to dip, people screamed
o Rewrite the story in the notebook, basing on what their friend have corrected
o Prepare the next lesson: Language focus
Trang 12Leson Plan English 10
Date: 1st September, 2009
Period: 6th
UNIT 1: A DAY IN THE LIFE OF
E LANGUAGE FOCUS
I Objective: By the end of the lesson, students will be able to:
o Get to know how to pronounce and identify the 2 sounds: /i:/ and /I/
o Revise the uses and form of tenses: present simple and past simple
o Know how to use adverbs of frequency
o Get some vocabulary about daily routine
II Teaching Aids : Textbook, posters, chalk
III Skills: Integrative skills.
IV Settlement: Greeting, checking students' attendance.
V Checking: Give Ss some cues, ask them to write sentences using the cues given.
TEACHING PROCEDURE
I WARM-UP: Picture talk
- Draw a picture (a sheep and a ship) on the board
- Ask Ss to look at the picture and make as many sentences
as possible
Ex: There is a sheep on the ship.
- Lead-in: "Sheep or ship", what is the differences?
Today you'll learn how to pronounce the sounds /i:/ (sheep)
and /I/ (ship).
II PRONUNCIATION:
1 Repetition:
- Pronounce the sounds, ask Ss to listen Pronounce again, ask Ss
listen and repeat
- Read aloud the words in minimal pairs, ask Ss to listen then
repeat
- Have Ss work individually, practice pronouncing the words
- Call on Ss to read aloud the words in front of the class
2 Practice:
- Read aloud the sentences, ask Ss to listen
- Ask Ss to work in pairs, to practice reading aloud the
sentences
- Tell Ss to focus on intonation of the sentences
- Call on Ss to read aloud the sentences in front of the class
3 Note:
- Ask Ss to give comment: What letters often is pronounced
/i:/ or /I/?
+ /i:/: ee (bee, green), ea (bean, pea) > long sound
+ /I/: i (hit, little), e (interest) > short sound
III GRAMMAR:
1 Present simple:
a Example:
- Show a picture (a boy has a bath every morning: Monday,
Tuesday, Monday) and ask Ss:
"Who is he?/ What does he do?/ How often does he have a
bath?"
- Nam has a bath every morning.
b Form: Ask Ss to give the form of present simple
- Answer the questions
Nguyen Huu Than High School
Trang 13Leson Plan English 10
c Use: Ask Ss to tell the uses of present simple
o Present habits or repeated actions
+ Adverbs of frequency: always, usually, often, normally, as
a rule, sometimes, occasionally, from time to time, seldom,
- I met Tom yester day
- World War II began in 1939 and ended in 1945
b Form: Ask Ss to give the form of past simple.
c Use: Ask Ss to give the uses
- an action that happened and ended in the past (with a definite
time)
- past habits (= used to + bare inf)
+ Ex: John often went fishing when he was a child
d Adverbs and time expressions: ago, last, yesterday, in
1998, from 1980 to 1985
IV PRACTICE:
1 Exercise 1: Gap-fill.
- Ask Ss to work in pairs, read the passage the fill in the
blanks with correct present simple form of the verbs in the
box
- Call Ss to give the answers
2 Exercise 2:
- Ask Ss to work individually, to put the adverbs of frequency in
its appropriate place in the sentences
- Call on Ss to read aloud the sentences
3 Exercise 3:
- Ask Ss to work in pairs, read the passage then put the verbs in
bracket in the past simple form
- Call Ss to give the answers
V PRODUCTION: Sentence building
- Ask Ss to work individually, use the cues to make
sentences
1 Lan / go / always / to / school / at 7 a.m.
2 What / you / go / time / bed / to?
3 last / you / night / What / do?
4 see / I / at the station / your brother / ago / 2 days.
- Give the form of present simple
Except for "As a rule" (often occurs at the beginning of the sentences), other adverbs may occur:
Trang 14Leson Plan English 10
o Prepare the next lesson: Unit 2: Reading
Date: 4th September, 2009
Period: 7th
UNIT 2: SCHOOL TALKS
A READING
I Objective: By the end of the lesson, students will be able to:
o Get some information about school work
o Read the text for general and specific information
o Guess meaning in the context
o Talk about what they like and dislike at school
II Teaching Aids : Textbook, posters, chalk
III Skills: Reading, speaking
IV Settlement: Greeting, checking students' attendance.
V Checking: Give cues, ask Ss to make sentences with present simple, past simple,
adverbs and frequency
TEACHING PROCEDURE
I WARM-UP: Chatting
- Ask students to close the book
- Hang the picture about the scenery of students' break time
at the school yard
- Ask students to answer the questions in order to lead in
the lesson
1 Who are they?
2 Where are they?
3 Can you guess what they are talking about?
4 Which topics do students often talk about?
- Ask students to work in pair.
- Encourage students to give as many answer as possible.
+ Lead-in:
I think the most popular topic Ss often talk about is their
school Today we'll study a new lesson: "School talks".
II PRE-READING:
1 Vocabulary:
- 'subject: /s^bd3it/ (n) (example)
Ex: Maths is my favorite
- inter'national: (adj) (example)
Ex: English is an language
- (be) far (adj) from sth
Ex: My house is far from school
- 'crowded: (adj) with sth/ sb
- 'narrow: (adj) (translation)
- Take notes
Nguyen Huu Than High School
Students often talk about
Trang 15Leson Plan English 10
- Ask Ss to work individually, to read the sentences and fill
in the blanks with suitable words from the box, basing on
the meaning
- Ask Ss to see what part of speech is missing in each gap
- Call some Ss to give the answers
- Give feedback, comments
+ Ask Ss to find verbs indicating likes and dislikes:
- love/ like + V-ing, want + to infinitive
2 Find out who (task 2/ textbook)
- Ask Ss to work in pairs, read the small talks again and
find out the person who does the activity
- Ask Ss to ask and answer as follow:
+ A: Who enjoys teaching
+ B: Miss Phuong does (enjoys teaching)
- Call on some Ss to give the answers
- Give feedback, comments
3 Questions: (task 3/ textbook)
- Ask Ss to work in pairs, read the questions and underline
the key words in each sentences
- Tell Ss to read the text and take notes the answers
- Call some Ss to give the answers
- Give feedback, comments
IV POST-READING: Speaking
- Ask Ss to work in groups of 4, take turns to take about the
following topics:
o What subjects you like best and why
o What you like and dislike at school
o What you worry about at school
Ex: I like English best because it is an international
language.
- Go around to control and give help when necessary
- Call on some Ss to tell the class what they have learnt
from their friends
- Give feedback, comments
- Individual work
+ Key:
1 enjoy
2 traffic3.worry
3 Because it's an international language
4 She says that teaching
is a hard work, but she enjoys it because she loves working with children
5 Because his son has to ride his bike in narrow and crowded streets to get to school
V CONSOLIDATION:
o Ask Ss to talk about what they like and dislike doing at school
o Ask Ss to talk about the subject they like best and the reasons why they like it
VI HOMEWORK:
o Learn By heart all the vocabulary
Trang 16Leson Plan English 10
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking Ss to answer some questions in previous lesson
III Teaching procedure:
WARMER: Jumbled sentences
-T asks Ss to work in groups and rearrange the
jumbled words to make complete sentences
TASK 1:Giving Instruction
-T asks Ss to give the expressions to open or end
a dialogue
-Have Ss work in pairs to put the expressions
which are commonly used in making small talks
under appropriate heading
Starting a
conversation
Closing a conversation
-Have Ss to practice these expressions with his/
her partner
-Feedback and give correct answers
TASK 2 :Rearranging Sentences
-Tasks Ss to work in pairs to rearrange the
-Pair-workExpected answer:
1.It has been very nice talking to you.2.Did you have a nice weekend?
3.Catch up with you later
4.How’s everything at school?
-Listen to the teacher
-Work in pairsExpected answer:
-Good morning/Hi
-How’s everything at school?
-Hello, how are you?
-Hello! What are you doing?
-Hi, how is school?
-Sorry, I’ve got
to go
-Talk to you later-Goodbye, See you later
-Catch up with you later -Great I’ll see you tomorrow
-Work in pairs
Nguyen Huu Than High School
Trang 17Leson Plan English 10
sentences to make an appropriate conversation
Let them have 3 minutes , then calls on some
pairs to practice the conversation in front of
class
-Comment on Ss’ performance and give
feedback
TASK 3: Conversation Completion
-T asks Ss to keep on work in pairs : Complete
the conversation with suitable words, phrases or
sentences in the box
-Calls on some pairs to practice the completed
conversation in front of the class
POST- SPEAKING
-Work in groups :Make small talks on the
following topics, using the starting and closing
conversation
- T divides the whole class into 4 groups and
each group choose one of the topics and discuss
- Then 2 representatives will practice their
Pair - workExpected answer:
A What’s the matter with you ?B I feel tired I’ve got headacheA You’d better go home and I have
a restB
-Work in groups ,discuss the topics and then 2 representatives of each group to practice a conversation
Topic 2:
A: Hello, Lan How are you?
B: Fine, thanks And you?
A: Well What did you do last night ?B:I watched a football match on TV.A: It is interesting I love it
B: Oh, really? I wish I could see itA: See you later
IV-Consolidation:
- How to start and end a conversation
- Retell the expressions about starting and ending a conversation
V-Homework -Make a conversation about one of the topics that you have learnt
- Prepare Unit 2 lesson3 LISTENING
Trang 18Leson Plan English 10
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking Ss to present what they like or dislike doing at school.III Teaching procedure:
WARMER: Make questions for these sentences
1.I’m taking English.
2.I really like it
3.For two weeks.
4.No,I’m traveling alone
5.That’s great.
-T goes around the class and encourages them to make a
lot questions
-T calls some Ss to read their answers
- T introduces the new- lesson
PRE- LISTENING
Activity 1:Matching
-T asks Ss to work in pairs and match a question in A
with a response in B
- T calls on some pairs to read aloud the question and
response in front of the class
-Feedback and give correct answers
Activity 2:Describing pictures
-Keep Ss to work in pairs and ask them to ask and
answer about pictures may also directly ask Ss
Suggested questions:
1.What do you see in the pictures?
2.Who are they ?
3.What are they doing?
4.Can you guess what are they taking about ?
-Make sure Ss see all the details of the pictures clearly
before playing the tape
WHILE-LISTENING:
TASK 1: Matching
Work in pairsExpected answer:
1.What are you taking this semester?
2.Do you like watching football? traveling ?3.How long are you staying there?
4.Are you traveling with your parents ?
5.Would you like to go somewhere for a drink?
-Work in pairs
- Expected answer:
1C 4B2E 5D3A
-Work in pairs before listening the tape
Work individually after listening the tape
-Expected answer:
Conversation 1:Picture bConversation 2:Picture cConversation 3:Picture dConversation 4:Picture a
Nguyen Huu Than High School
Trang 19Leson Plan English 10
-T asks Ss to listen to the conversations and match them
with the pictures
-Play the tape more than once if necessary
- Tell Ss to listen for main ideas and key words
- Call on some Ss to explain their answers to class
-Feedback and give correct answers
TASK 2:Answering questions
-Have Ss to listen to the tape again and answer the
questions
-Let Ss listen the tape once and have a pause between
conversations to make it easier for Ss while they are
doing the task
- T calls on some Ss to read aloud their answers in front
of class
TASK3:Conversation Completion
-T asks Ss to work in pairs and study the conversation.
-Encourage them to guess the missing words
- Play the last co0nversation again
-Ask Ss to listen and complete the conversation by
filling in the missing information
-Comment on Ss’ performance and give correct
answers
POST-LISTENING
- T asks Ss to work in groups of 4 and discuss the
problems they have experienced at school
- Suggested problems:
* What problems have you experienced at school?
* difficulties in learning
* having bad marks
* being late for school
-Work individually and answerquestions
Expected answer:
1.She takes English2.She is in Miss Lan Phuong’s class
3.He is at a party
4.He stays there for a week.5.No, she doesn’t She travels alone
- Work in pairs after listening the last time
-Expected answer:
1.it here 4.comfortable2.very nice 5.travelling3.big 6.No7.alone 8.for a drink
-Work in groups of 4 and discuss about four topics
IV-Consolidation:
- Retell about problems that you have experienced at school
V-Homework
- Make a conversation about one of the topics that you have learnt
- Prepare Unit 2 lesson 4: WRITING
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I-Knowledge: Helping students to fill a form
II-Skill : Writing, correcting mistakes in piece of writing
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking Ss to speak some difficult problems at school
III- Teaching procedure:
WARMER: Questions & answer
-T supplies for students some kinds of forms and asks
1.What are they?
2.Have you ever filled in a form? When?
3.What sort of information do you often have to
provide when you fill in a form?
-Have Ss compare their answers with a partner
-T can explain: Forms do not usually ask questions,
but they ask for information
-Call on Ss to read their answers
-T checks and give correct answers
WHILE-WRITING:
TASK 3: Doing what Forms ask
-Have Ss do the task individually
-Go around the class and provide help if necessary
-Further explain and translate into Vietnamese if
necessary
TASK 4: Filling in a form
-T asks Ss to study the form carefully and fill the form
using their own information
-Call 2 students to fill the form on the blackboard
- The whole class
telephone number, reason
-Pair - work and then the whole class
-Expected answer:
1D 5B2F 6C3E 7A4G
Work individually-Some Ss speak and explain their ideas for this form in front of class
-Work individually And then compare their answers with a partner
Nguyen Huu Than High School
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while others doing the task in the textbook
- Let them have 4 minutes and then tell Ss to look at
the board and comment on their performance
-Correct the form as the whole class
POST-WRITING:
-Write a form to apply for a job / attend a club.
-Let Ss write in 3 minutes and T goes around to help
if necessary
-Peer correction
-T collects five Ss to correct and give them marks
Work individually and write down their writings on the blackboard
IV-Consolidation:
-How to write a form?
- What sort of information do you often write?
V-Homework
- Complete your writing by T’s requirement
- Prepare Unit 2 lesson 5 LANGUAGE FOCUS
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I-Knowledge: Helping students to master the sounds /^/ and /a:/
Using gerund and to - infinitive
II-Skill : Speaking and Writing
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking 2 Ss to retell sorts of information of a form
III- Teaching procedure:
Warmer : Jumbled letter
-T asks Ss to work in group of six and
rearrange the jumbled letter to make a
-T helps Ss to distinguish two sounds
-Ask them to listen and repeat
* I like listening to pop music
*Yes, I have got
* I learn English to get a good job
-T asks: What do you call theses questions ?
Yes-No question
Wh -question
2.Form:WH-word+auxiliary V/be + S + V?
3.Exercise 1: Make question for the
Work in group of sixEach group which finishes the task first with the most correct words will be winner
-Note: distinguish two sounds
- /^/: o (love), u (subject)
- /a:/: ar (car), a (father)
-The whole class and make questions for responses
-Are you tired today?
-What kinds of music do you like?
-Do you have you got many subjects today
?Why do you learn English?
Nguyen Huu Than High School
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following responses
II-Distinguish the infinitive and gerund
1.The verbs can only be followed by
to-infinitive
Agree decide plan
Refuse hope expect
Manage seem tend
Fail pretend want
2.The verbs can only be followed by gerund
Enjoy consider practice
Avoid miss postpone
Mind risk like
3.The to -infinitive and -ing never mean the
same when we use after theses verbs:
Remember Stop Forget
Regret try mean
4.The to-inf and V-ing has the same
meaning after some verbs
Begin start like
dislike
Love
4.Exercise 2,3: Supply the correct form of
verbs in the parentheses
-T asks Ss to work individually and the
compare their answers with a friend
- Call on some Ss to read their answers in
front of class
- Feedback and give correct answers:
Listen to T’s eliciting and takes notesWork individually
Listen to T’s eliciting and takes notesWork individually and supply the correct form of verbs
Exercise 2:
1.to go 2.waiting 3.having4.find 5.living 6.making7.to call 8.to lend 9.talking10.to post
- Do all exercises 1,2,3 4,5,in Workbook
- Prepare Unit 3 lesson 2 READING
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B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Taking fifteen minutes test
III- Teaching procedure:
WARMER: Matching
- Ask Ss to match the person in column A
with his/ her job in B
Activity 1 Answering questions
1.Have you ever heard of Marie Curie?
2.What do you know about her ?
* Marie Curie - scientist - famous -physicist
-cancer -Nobel
Activity 2:Presenting Vocabulary
-T helps Ss to explain some new words and
phrases
- general education(n): GDPT
- brilliant(a):clever, quick at learning
- private tutor (n):gia sư
-T asks Ss to read the passage individually
Work in group of six and match the name
of famous people and their jobs
Brainstorming: Marie Curie
-The whole class answer T’s questions-Expected answer:
1.Marie Curie is a famous scientist2.She is a physicist
3.Cancer made her become famous and was the first person who found radium
4.She was awarded a Nobel Prize in Chemistry
-Work individually-Speak them in chorus and takes notes
Work individuallyExpected answer:
1.c 2.e 3.a 4.d 5.b
Nguyen Huu Than High School
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and match the words or phrases in A with
their meaning in B
-Encourage them to try to guess the meanings
of the words in the context of the reading
- Call on some Ss to read and explain their
answers aloud in front of the class
- Feedback and give correct answers:
WHILE-READING
TASK 2:TRUE or FALSE
-Have Ss read the passage more carefully and
decide whether the statements are true (T) or
false(F).Correct the false information
-T asks Ss to highlight or underline the
information in the passage that helps Ss find
the correct answers
-Feedback and give correct answers:
TASK 3:Answering questions:
-T asks Ss to do the task in pairs to answer the
questions
-Tell Ss to compare their answers with other
pairs Let them discuss and correct for one
another
-Feedback and give correct answers:
POST-READING
Work in groups: Retell the background of
MC, using these questions:
1.Where was she born? when?
2.Why did she become so famous ?
3.What made her become famous ?
4.Who was her husband ?
5.When did she found radium?
6.When did she die?
Individual workExpected answer:
1.T2F (Her dream was to become a scientist)3T
4F (She married Pierre Curie in 1895)5T
-Work in pairs-Expected answer:
1.MC was born in Warsaw on November
7, 1867
2.She was a brilliant and mature student
3.She worked as a private tutor to save money for a study tour abroad
4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium
5.No, it wasn’t Her real joy was “ easing human suffering”
Work in groups, then role play
IV-Consolidation:
-Retell the story about Marie Curie
V-Homework
- Write a short passage about 100 words about Marie Curie
- Prepare Unit 3 lesson 2 SPEAKING
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I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking a student to retell some information about Marie Curie
III- Teaching procedure:
I WARMER: Jumbled sentences
-T asks Ss to arrange jumbled words to make a
3.a PhD, receive, the first, to, Marie, became,
from, woman, from, the Sorbonne.
In our today's lesson we'll learn how to carry
out an interview to ask for information of
someone's background
PRESENTATION
TASK 1:Expliciting the term
-T asks Ss to work in pairs and decide which
items can tell somebody’s background
-Encourage Ss to discuss the items and choose
the appropriate ones
to get information for each item
-The whole class Expected answer:
1 Marie Curie was born in Warsaw on November 7 th ,1867
2 She wanted to become a famous scientist.
3 She was the first woman to receive a PhD from the Sorbonne.
-Listen to the T and answer T’s question
Work in pairsGive correct questions for each item
• Family+ How many people are there in your family?
+ What does your father do?
• Education+ Where did you study at high school ?+ What subjects do you like best?
+ What degree do you have?
• Experience+ How long have you worked as a doctor/ teacher ?
+ What experience do you have?
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PRACTICE:
TASK 2:Set the scene
-Imagine you are a journalist Use the cues
below to interview a classmate about his/her
background or that of a person he/ she knows
well
Note:
Before carrying out the interview, Ss should
study the items of information carefully and
find the questions for each item.
-Then Ask Ss to carry out the interview in
pairs
-Make sure that all Ss have the form filled
before moving to the next activity
PRODUCTION
TASK 3: Report
-T asks Ss to work in groups and talk about
the person they have known through the
+place of birth: where were you born?
+parents: What does your father/mother do?
+bothers: how many brothers/sisters do you have? what do they do? How old arethey?
+primary school: which primary school/secondary school did you go to?+Subjects: What’s your favorite subject?
-Ss can begin :
The person I interview is Lan She was born in 1991 in Hanoi There are five members in her family
IV-Consolidation:
-How to get information from a person through an interview
V-Homework:
- Write a short passage about information of a person that you have interviewed
- Prepare Unit 3 lesson 3 LISTENING
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I-Knowledge: - Helping students to listen for general and specific information
about Olympic Champion
- Talking about background of a Olympic champion
II-Skill : - Listening, speaking
B.PROCEDUCE:
I-Settlement: - Greeting the class & checking students’ attendance
II-Checking: - Asking 2 students to make an interview about people
background
III- New lesson: - Lesson 3: LISTENING
I WARMER: Answering Questions
-T gives a picture about some Olympic Champions
- Asks Ss to work in pairs and talk about them
Suggest the questions:
+ What do you know about Olympic?
(When did the Olympic start? How often is it held?)
+ Do you know any Olympic Champions?
+ Can you name any Olympic Champions?
+ What would you like to know about these people?
II PRE- LISTENING
1 Activity 1:Presenting Vocabulary
- Elicit the words from the students
o Olympic Champion
o sports teacher: a teacher who teaches sports
o diploma (n)
o romantic (adj)
2 Activity 2: Listen and repeat
- Play the tape, ask Ss to listen to the tape script and
repeat the words
- Call Ss to read aloud the words
III WHILE -LISTENING
1 TASK 1: TRUE/ FALSE Statements
-T asks Ss to listen to the conversation between Bob
and Sally Decide whether the statements are true or
false
-Before listening to the tape, T asks Ss to read all
statements and understand clearly
- Encourage Ss to guess the statements if they are T
or F
The whole class answer T’s questions
Listen to T’s eliciting questions
- Give Vietnamese equivalents
- Copy down
Listen and repeat these words
-Work individually-Read all statements and guess them
Listen to tape and give answers
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-Play the tape several times if necessary
-Have Ss compare their answer with a friend
-Call on some Ss to explain their answers in front of
the class
-Feedback and give correct answers:
2 TASK 2:GAP- FILLING
-Tell Ss to read the sentences carefully and try to
guess the missing words in the blanks
- Ask Ss to listen to the conversation again and fill
the blanks
- Play the tape once
- Feedback and give correct answers:
IV POST-LISTENING
- Ask Ss to work in pairs
- Ask and answer about Sally
Suggested questions:
1.Who is sally?
2.When was She born?
3.What has she got at local school?
4.What did she do when she was 15?
5.Where is her house?
6.How many members are there in her family ?
who are they?
7.What does she like in her family?
-Expected answer:
1.T2T3F( I don’t have much free time)4T
5F( I want to be a sports teacher)-Work individually and then compare their answers with a partner
-Expected answer:
1.general education2.lives - family3.different - swimming4.loves stories
5.teacher’s diploma
-Work in pairs-Role- play: Ask and Answer aboutSally
IV-Consolidation
- Report something what you have listened about Sally
V-Homework
- Write a short passage about Sally in 50 minutes
- Prepare Unit 3 lesson 4 WRITING
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I-Knowledge: - Helping students to write a CV about people’s background
- Asking for information about people background
II-Skill : Writing, correcting mistakes in a piece of writing
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking 2 students to make an interview about Sally’s
background/ about their own background
III- New lesson: Lesson 4: WRITING
I WARMER: Matching
-T asks Ss to close their textbook and match the
items in A with the information in B
b Kensington High school
c English, Math, French
TASK 1:How to write somebody’s background
-T explains the elements of a C.V by asking Ss to
read Mr Brown’s C.V
C.V: curriculum vitae - a form with details about
somebody’s past education and jobs
C.V normally consists of following items
Personal information/data:
Education:
Previous jobs:
Interests:
-T asks Ss to work independently and write a
paragraph about Mr Brown, using the cues
- Work in groups and match the items
in A with their information in B
Expected answer:
1e2f3a4b5c6d7g
Give correct answer:
Mr Brown was born on 12th
November, 1969 in Boston He went
to Kensington High school and passed exams in English, French, and Mathematics He worked in a travel agency from June 1991 to December
1998 And from 1999 to 2002, he worked as a hotel telephonist He likes music and dancing
Nguyen Huu Than High School
Trang 31Leson Plan English 10 pass exams in
-T asks Ss to work in pairs and ask the partner for
the information about his/her parents and
complete the form
-Go around the class and provide help by giving
- What did you work ? when?
- Call 2 students to go the blackboard and write
their writing
-Peer correction
2 TASK 3
Write a paragraph about your partner’s parents
Then ask him/her to read the paragraph and check
whether the information is correct
IV PRODUCTION:
- Ask Ss to work in pairs, exchange their piece of
writing with a partner to correct mistakes if any
- Call Ss to write their CV on the board
- Correct with the whole class
Work in pairs
- Complete the information in a form
- Go to the blackboard and write them
Date of birthPlace of birth
Education:
School attendedExams passed:
Previous job: Date from/ date
to
Work individually
IV-Consolidation:
- Write a somebody’s background
- What sort of information to write?
V-Homework :
- Complete your writing
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I-Knowledge: - Distinguishing the sounds /e/ and /æ/
- Learning how to use past perfect tense
- Practicing doing exercises about past perfect
II-Skill : Speaking and Writing skill
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking Ss to read a paragraph about sb’s background
III- New lesson: Lesson 5: LANGUAGE FOCUS
WARMER: Table completion
-Ask Ss to work in groups and give each group
a table containing 10 verbs
-Tell Ss to complete the table following the
instruction
PRONOUNCIATION /e/ and /æ/
1.Example: pen hat
/e/ /æ/
-T helps Ss to distinguish two sounds
-Ask them to listen and repeat
GRAMMAR AND VOCABULARY
Review the past perfect tense
1 Form:
+ affirmative: S + had + PP + (O)
+ negative: S + had not + PP + (O)
+ question: Had + S + PP + (O) ?
2.Use:
The past perfect tense can be used to describe :
* An action before a point of time in the past:
EX: I had done all my homework before 7 p.m
- BY + past time/ clause
- Before, after, when, as soon as + clause
-Work in groups-The group which completes the tablefirst and has more correct verbs will
be winner
Verb infinitive
Past form Past
participletake
met
Leftcome
brokeListen to T’s explanation-Take notes
+ /e/ -> e: pen bell, tell, went, expensive, better, seven, depend, telephone
-> a: many, any, anyone, said+ /æ/ ->a: hat, bank, family ,example ,happen, natural, fat, camera
Work individually and the compare their answer with a friend
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PRACTICE:
1 Exercise 1:Use the verbs in brackets in
the past perfect.
-Note that the action in the past perfect is
always before another past action
-Have Ss compare their answers with a friend
-Make sure all the verbs have been put the
correct form
- Call on some Ss to read aloud their answers
in front of the class
-Feedback and give correct answers:
2 Exercise 2: Put the verbs in brackets in
the past simple or the past perfect.
-Tell Ss to do the exercise carefully and then
compare the answers with a friend
-Feedback and give correct answers:
3 Exercise 3:Correction mistake
-T asks Ss to read the story carefully and ask
them some questions about the story to make
sure Ss have general understanding
+ What is the story about ?
+ Who are in the story ?
-Have Ss work in pairs and find five mistakes
in the use of tenses in the story
- Ask Ss to join another pair to make a group
and compare and discuss the answers
- Call on some Ss to explain their answers in
front of the class
- Feedback and give correct answers:
3.had met 8.had moved4.hadn’t turned 9.hadn’t seen5.had ever seen 10.had broken in
-Work individually and then compare the answers with a friend
-Expected answer:
1.had just finished /came2.had seldom traveled/went3.went/had already taken 4.Did you manage/ had he gone5.had just got/ phoned /had been-Work in pairs and then compare the answers with another pairs
Expected answer:
Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard 9:went -> had already gone
IV-Consolidation:
- Retell all grammatical points that you have learnt
V-Homework
- Complete these sentences
1 He had already known her before
2 When he came back,
3 No sooner had she come back
4 I didn’t know what
5 He thanked me for what I
- Prepare TEST YOURSELF A.
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B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking 2 students to give the correct form of verbs
III- New lesson: TEST YOURSELF A
WARMER: Answering questions
-T asks Ss to answer the questions
1.What have you learnt about grammar and topic:
you and me?
2.What are they?
PRESENTATION:
I-LISTENING: Completing the table
-T asks Ss to look through the information of a
famous person and guess what words are suitable to
complete
-T can help Ss by asking some questions and
explains new words
+ fall in love
+ get married
+the black freedom movement
-T plays the tape twice and calls some Ss to give
answers
-Feedback and give correct answers:
II-READING: Reading the passage and completing
the blanks
-T asks Ss to read the passage and choose one
appropriate phrase in the box for each blanks Note
there are more phrases than needed
-First, Ask Ss to work in group and discuss what
kinds of phrase are suitable to complete in each
blank
-T goes around the class and encourages help if
necessary
-T explains some new words:
+to be married with
+ to do research
+ principle
+ technical college
+ Public Health Council
-T calls some Ss to give answers
The whole class
-Work individually and compare their answers with a friend
-Expected answer:
1.15th,January19292.in 1951
3.for 4 years4.he met5.they got married6.a minister at7.the black freedom movement8.heard his speech at the
9.in 196410.4,April 1968-Work in groups
-Expected answer:
1.F2.C3.A4.D
-Work in pairs-Expected answer:
Nguyen Huu Than High School
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III-GRAMMAR: Using the correct form of the
verbs in brackets to complete the letter of
application:
-T can explain the part of speech of word in each
blank and ask Ss to work in pair
-T calls some Ss to give answers in front of the
class
-Feedback and give correct answers:
IV-WRITING: Writing a letter of reply
-T guides Ss to retell how to write a letter of reply
( how many parts, form, content )
-T asks Ss to work individually and peer correction
- T calls 2 Ss to go to the blackboard and write
down your writing
- T checks and corrects their mistakes
1.to apply 7.reading2.am 8.know3.attended 9.am able4.passed 10.hearing5.got
6.can
IV-Consolidation:
- What have you learnt in Unit 1,2 and 3
V-Homework
- Review all grammatical points and vocabularies
- Prepare 45-minute TEST 1
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Leson Plan English 10
I-Knowledge: Helping students to read about special education
II-Skill : Reading, speaking
WARMER: Brainstorming "disabled”
-T asks Ss to work in groups and make a list of the
people that are related to disabled
mentally deaf lisp
- Look at the Braille Alphabet Then work out the
message that follows.(textbook)
Activity2:
- Close your textbooks and asks Ss to look at
activities Which ones do you think would be
difficult for blind, deaf and mute children
- dumb (adj) not being able to speak
- proper schooling (n):enough and good study
-Listen to T’s eliciting and copy down
-Work individuallyExpected answer:
1.C
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- to try one’s best = to make effort (v)
- to be proud of (adj) = take pride on
WHILE-READING:
TASK 1:Matching
-T asks Ss to read the passage individually and to do
the task 1.The words in A appear in the reading
passage Match them with their definition in B
- T encourages Ss to guess the meaning of the words
in the context
- Tell Ss to compare their answers with a friend
- Call some Ss to read their answers aloud in front of
the class
-Feedback and give correct answers:
TASK 2:Multiple choice
-Tell Ss to read the passage again more carefully
and complete the sentences by circling the
corresponding letter A,B,C or D
-Ask Ss to explanation for their choice
-Feedback and give correct answers:
-Call on some Ss to read the passage aloud in front
of the class
POST -READING
1.Summary the text
-T asks Ss to work in pair and read the summary of
the passage carefully
-Encourage Ss to guess the missing words
-Have Ss complete the summary in pairs
2.Answer question
* What would happen to the disabled children if a
special class was not organized for them
2.E2.A4.B5.D
-Work individuallyExpected answer:
1.D2.B3.A4.C5.D
-Work in pairs
-Expected answer:
1.disabled consuming
6.time-2.read 7.Maths3.write 8.arms4.efforts 9.fingers5.opposition 10.proud-Work individually
-Ss are encouraged to give a lot of different ideas
IV-Consolidation:
- Call 2 Ss to read the text aloud in front of class
V-Homework
- Learnt new words by heart
- Prepare Lesson 2:SPEAKING
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I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking 2 Ss to read the text and answer T’s Question
III- New lesson: lesson 2: SPEAKING
g the 2nd World War
h computers and their applications
i reading, writing and spelling
-T asks Ss to give feedback and answer T’s questions
1 What are your favorite subject?
2 Which one don’t you like ?
3 How much time do you prepare for your lesson
everyday?
PRESENTATION
TASK 1:Study the conversation
- Have Ss study the questions in the interview carefully
- Ask Ss to work individually and fill in the blanks with
the right questions
- Give Ss tips by asking them to r5ead the answers
before deciding the best question in the blanks
- Give correct answer
PRACTICE:
TASK2: Make an interview
-T asks Ss to work in pairs and carry out the interview,
using the questions in task 1
-Work in pairs
Nguyen Huu Than High School
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Ss are suggested to use his/ her own information to
answer the questions However , they may use the
answer in the book as samples:
Hanh went to Long Bien Lower-secondary school She
had 10 subjects to learn at school She went to school
in the morning and often had 5 classes each morning.
-Go around the class and provide help when necessary
PRODUCTION:
TASK3: Report the interview
-Tell your class about what you know about your
partner
-Call on some Ss to use the information in the interview
to make a mini-presentation about his/ her partner
-Tell the whole class to comment on presenter’s
performance
-Make necessary corrections
Work individually-Ss imitate the example in textbook
Ss report the information of your partner
IV-Consolidation:
- Ask and answer about activities at school
- Report about your work and your partner
V-Homework
- Write a short paragraph about 50 words about your studying at school
- Prepare Lesson 3:LISTENING
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I-Knowledge: Helping students to listen for specific information about a
special class for disabled children
II-Skill : Listening
B.PROCEDUCE:
I-Settlement: Greeting the class & checking students’ attendance
II-Checking: Asking 2 Ss to play a conversation about activities at their
schoolIII- New lesson: lesson 3: LISTENING
WARMER: Word form
-T asks Ss to work in groups of three to four and
find the different words that derive from the
Activity1:Explain the new words in the box
- photograph (n): a picture or an image taken
- photographic (adj): belong to photography
-T asks Ss to work in pairs and fill each of the
blanks with one word from the box
-Call on some Ss to read the answers aloud in
front of the class
-Feedback and give correct answers:
Activity2:Vocabulary
-T explains the following words that will appear
in the recording
- surroundings (n) conditions, objects that
make the living environment:
- sorrow (n) pain or distress caused by loss
or disability
- passion (n) great love for something:
exhibition (n):a display, a public showing
-Listen and repeat them
-Work in group and the group with the longest list of correct words will
1.photographic2.photography3.photographer4.photograph5.photogenic
-Listen to T’s eliciting and copy the meaning of these words
-Repeat after T in chorus
Nguyen Huu Than High School