Giáo án tiếng anh lớp 10

Please look at pictures in task 2" - Ask sts to work in pairs to ask and answer about Quan's activities.. After you listen: 9 mins - Ask sts to work in pairs and use the suggested words

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Vinh phuc’s education & training station

- doi can HIGH SCHOOL -

1 Aims of the lesson:

- To introduce the textbook- English 10

- To introduce the way of testing

- To set up some class regulations

- To give a fifteen- minute test

2 Lexical items:

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3 Teaching aids: handouts, textbook

4 Skills:

* Method: Intergrated , mainly communicative

Procedure

A fifteen- minute test.

I Complete the following sentences with the correct form of the verbs in brackets

1 The sun always (rise) in the east Look, it (rise)

2 I don't think I (go) tonight I'm too tired 3 Where you ( spend) your summer holiday last year, Tam? 4 Mai ( be ) very happy when she (receive) a letter from her sister this morning 5 Would you like (join) my class next Sunday? We ( visit) the local museum II Complete the second setence so that it has a similar meaning to the first one. 1 I haven't been to Portugal since 1990 I last

2 When did you start your course? How long have

4 I know it belongs to them , because there's a label on it I know it's

5 I recognized him at once At once I knew

8 The phone call interrupted my breakfast I was

III Choose the best answer 1 The boys like ( playing/ play) games but hate ( doing/ do) lessons. 2 Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to the Y& Y Green Group 3 His doctor advised him( to give/giving) up ( to smoke/ smoking). 4 By (working/ to work) day and night he succeeded in ( finishing / to finish) the job in time. 5 After filling in the form please (bring/take) it back to me. 6 The tourist needs (finding/ to find) the police station because he has lost money. 7 Is he able (can join/ to join) the Y & Y Green Group? 8 He doesn't enjoy ( playing/ to play) basketball. 9 Let him (does/ do) what he wants. 10 My mother is busy ( to cook/ cooking) -

-0- -Period:02 Date of planning Date of teaching:

Unit 1: A day in the life of

Lesson 1: Reading

I Objectives:

1 Aims: - Students read and guess the meaning of words in contexts.

- They read and answer questions about the texts

- They practise scanning specific information in the texts

2 Knowledge:

- General knowledge : A day in the life of a farmer

- Language: - Words concerning farming

- The present simple tense

II Methods: integrated, mainly communicative.

III Anticipated problems: no problems

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

Teacher's activities Students' activities

1 Warm- up :( 5 mins)

+ Aims: to introduce the topic of the lesson and

to raise sts' interest.

- Ask sts to close their books

- Deliver handouts, and ask sts to match a noun in

column A with a phrase in column B

A B

1 a teacher a does homework

2 a doctor b works in the field

3 a student c delivers letters

4 a postman d looks after patients

5 a farmer e gives lessons

- Ask sts to match quickly in one minute, then ask

some sts to stand up to answer T's quetions

- close their books

- match two columns

T : What does a teacher do?

S1 : He gives lessons

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- After the last question, T introduces the new

lesson

2 Before you read:( 10 mins)

- Aims: to revise the present simple and to

provide sts with some new words.

- Ask sts to open their books and look at "Before

you read" , explain what they are going to do

- Do the first example

T: What time do you often get up?

- Ask sts to work in pairs to ask and answer about

their daily routine, using the cues in the textbook

- Ask them to work in 3 minutes, meanwhile T

moves round to help if necessary

- Ask some pairs to report

- Ask sts to look at the picture in the textbook

and guess the man's job

- Introduce the topic of the reading passage: " A

day in the life of a farmer"

- Introduce some new words:

- plough (v) ( the action of the man in the

picture)

- 'harrow (v) : bõa

- a plot of land (n) ( point at the picture)

- 'peasant (n) : a poor farmer

- pump(v) : b¬m

- trans'plant (v)( use 2 words"plant" and "trans-"

to explain)

do the transplanting

- Ask sts to listen and repeat these words twice,

then ask some sts to read again

3 While you read:( 20 mins)

- Aims: Sts practise reading

+ Task 1:

- Ask sts to read the passage about a farmer, Mr

Vy and his wife, Mrs Tuyet and do Task1.

- Ask sts to work individually in 5 minutes to do

this task

- Guide sts to read through the passage , then

focus on only the sentences surrounding the

italicised words to do the task effectively

- Ask them to share their ideas with their parners

- Ask 4 sts to stand up to answer , then give

remarks

- Translate number 4 into Vietnamese in case sts

do not know the word " contented with" and

three options

+ Task 2:

- Ask sts to read the passage again and answer the

questions about Mr Vy and Mrs Tuyet

- Ask them to work in pairs , one asks and one

answers

- Move round to make sure that all sts are

working and to help them if necessary

- Ask some sts to report and give feedback

T : What does a doctor do?

S2 : He looks after patients.

T : What does a farmer do?

S5 : He works in the field.

S: I often get up at six

S1: What time do you often go to school?

S2: I often go to school at 6.30

S3: What time do you often have breakfast?

S4: I often have breakfast at 6.15.

S5: What does he do in the morning?

S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break.

S7: What do Mr Vy and his wife do in the

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+ Task 3:

- Ask sts to read the passage again , and explain

what they are going to do

- Ask them to complete the note in 7 minutes,

then discuss their answers with their partners

- Ask three sts to report their answers aloud

- Check and give remarks

- Work in groups to discuss

- Ask one member of their groups to report if

possible

4 After you read:( 9 mins)

- Aims: to help sts to consolidate what they have

read.

- Ask them to work in small groups of three or

four to talk about Mr Vy and Mrs Tuyet's daily

routines basing on their note in Task 3.

- Encourage them to use their own words

- Ask one or two pairs to report

5 Homework:( 1 min)

- Ask sts to write full passage about Mr Vy and

Mrs Tuyet basing on what they have discussed in

Post- Reading

afternoon?

S8: They repair the banks of their plot of land.

Mr Vy pumps water into it while his wife does the transplanting.

S9: Are they happy with their lives or not? Why?

S10: Yes, they are Because they love working and they love their children.

- In the morning:

+ 4.30: The alrm goes off and Mr Vy gets up,goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field

+ 5.15: he leaves the house+ 5.30: he arrives in the field, ploughs and harrows his plot of land

+7.45: He takes a rest + 10.30: he gose home+ 11.30: he has lunch with his family

- In the afternoon:

+ 2.30: they go to the field again, repair the bank of the plot of land He pumps water into

it, she does the transplanting

+ 6.00: they finish work

+ 7.00: they have dinner

- After dinner:

+ They watch TV, sometimes they see their neighbours for a cup of tea and chat with them

- General knowledge: A day in the life of a student

- Language: - Words concerning school subjects

- The way to tell clock time

II Methods: integrated, mainly communicative.

III Anticipated problems:

- Problems: Students may forget the names of school subjects and the way to tell clock time

- Solutions: teacher should recall these words before they practise speaking

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

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1 Warm-up:( 5 mins)

- Aims: to revise the names of school subjects

- Deliver the first handout

- Ask them to match one item in column A with

one item in column B

- Ask them to work in groups in 2 minutes, then

check this exercise in chorus

- Ask sts to read aloud the names of these

subjects in chorus

2 Presentation:( 9 mins)

- Aims: to introduce the verb tense and the way

to tell clock time.

- Introduce briefly what sts are going to do in

this lesson

- Ask sts about the verb tense to use in talking

about daily routines

- Remind sts of some rules of the present simple

tense

- Recall the way of telling time

T: ( write on the board) 7.30 ans ask a st to read

it aloud

- Write some more examples and ask sts to read

aloud

- Ask sts about the question :

- Ask sts to make question for the following

sentence:

" Mai goes to school at 6.30 a.m"

- Ask sts to give more examples

3 Controlled- practice:( 20 mins)

- Aims: Sts practise speaking in pairs

+ Task 1:

- Ask sts to open their books

- Introduce the requirement of the task

- Ask sts to look at the timetable in the textbook

and read through it

- Do the first example with a student

T: What time does Quan have a Civic Education

- ask two pairs to read again

- Ask sts to work in pairs in 10 minutes to ask

and answer about Quan basing on the timetable

- Move round to hepl sts and to correct any

mistakes if there are

- Ask five pairs to report because of the time

limit

- Listen and give remarks

- Close their books

- Work in groups of three or four to match as quickly as possible

- Speak aloud their answers:

1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;

7 - k; 8 - d; 9 - e; 10 - h; 11 - c

S: seven thirty or half past seven.

S: The question begins with " What time ?"

S: What time does Mai go to school?

- Open the textbook

- Listen to the teacher

- Look at the timetable and try to understand it

S: He has a Civic Education lesson at 7.15a.m

S: At 7.15 on Monday he has a Civic Education lesson.

S1: What time does Quan have a Literature lesson on Tuesday?

S2: He has a literature lesson at 8.05 a.mS3: What lesson dose Quan have at 10.40 a.m

on Thursday?

S4: he has a Chemistry lesson

S5: What time does Quan have a Physics lesson on Wednesday?

S6: He has a Physics lesson at 9.55 a.mS7: What lesson does Quan have at 8.55 on Friday?

S8: He has an English lesson

S9: What time does Quan have a Class Meeting on Sarturday?

S10: He has a class meeting at 10.40 a.m

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+ Task 2:

- " Quan is at school in the morning, and what

does he do in the afternoon? Please look at

pictures in task 2"

- Ask sts to work in pairs to ask and answer

about Quan's activities

- do the first example:

T: ( look at picture 1) What does Quan do at

2.00 p.m?

- Ask sts to work in the same way, remind sts to

use the present simple tense with the third

person

- Move round to control the activity and to help

sts if necessary

- After sts have discussed, T can aks a student to

talk about all Quan's activities in the afternoon

4 Free practice:( 10 mins)

- Aims: sts practise speaking freely, they can

express their own ideas.

+ Task 3:

- Ask sts to think about themselves, and then

work in small groups to tell their friends about

their daily routines - Remind sts that they are

using the present simple with the first person

- Move round to check the activities and to

make sure that sts are working effectively

- Ask one or two sts to report in front of the

whole class

- check and give remarks

5 Homework: ( 1 min)

- Write a paragraph ( about 80 words) about

their daily routines in your workbook

- look at pitures in task 2 and think of the phrases to talk about Quan's activities.(eg: do his homework, get up,etc)

S: He gets up at 2.00 p.m

" At 2.00 p.m Quan gets up, he starts to study

at 2.15 p.m he studies until 4.30 and then he watches T.V At 5.00 he rides to the football yard At 5.15 he begins playing football He goes home at about 6.30 p.m "

- Think about theit daily activities and talk to their friends

- Try to use English to talk

a General knowledge: A day in the life of a cyclo-driver

b Language: - The present simple tense

- Words concerning the cyclo- driver's work

3 Skills: + Listening comprehension.

- Students listen and number the pictures in their correct order

- Students listen and decide whether the staments are true or false

+ Speaking: - Students work in pairs to ask and answer about the information in the listening text

II Anticipated problems:

+ Problems:

- Students may do not know some works in the listening text

- They do not know where to focus on the listening text

+ Solutions:

- Teach new words in advance

- Guide students to guess the answers before they listen

III Teaching aids: - Tape, board, chalk, textbook.

IV Procedures:

Teacher’s activities Students’ activities

1 Homework checking:( 5 mins)

Two sts tell the whole class about their daily

routines

2 Before you listen:( 10 mins)

Aims: focus sts on the topic and review/ introduce

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the words and phrases used to describe a cyclo

driver s daily activities.’

a T asks sts to work in groups and make a list of

vehicles and the people who operate them, then

compare their list with other groups’

- Introduce the topic of the listening text: ‘A day

in the life of a cyclo driver’ and asks sts to open

their books

- Ask sts to work in pairs to ask and answer the

questions in the textbook

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? Give reasons.

- Move around to help sts then ask some pairs to

report

- Give remarks

b T asks S to look at the words in the book and

read after T

- Introduce some new words

- 'passenger (n): (in the pictures)

- 'district (n): e.g.: Ba Dinh district, Thanh

Mien district

- drop (v): when the passenger gets off the

cyclo

- 'pedal (v) = cycle (v)

- 'purchases (n) = the shopping: The things

someone has bought

- food stall (n) : (In the picture)

- Read the words aloud and asks sts to repeat

- Ask some sts to read the words again

3 While you listen:( 20 mins)

+ Task 1:

Aims: Practise listening and ordering pictures.

- Ask sts to work in pairs, look at the pictures in

the textbook and describe each picture

- Do the first example:

In the first picture, a cyclo driver is cycling his

cyclo and taking a woman to somewhere

- Introduce the situation about Mr Lam, a cyclo

driver in Hochiminh city talking about his daily

routines T asks sts to listen to the tape/ teacher

and number the pictures in the correct order

- play the tape/ read the text twice

- Ask sts to share their answers in pairs

- Get sts’ answers

- play the tape once again, stop where necessary

and conduct the correction

+ Task 2:

Aims: Practice listening for specific information

by deciding if the given statements are true or

false.

- ask sts to have a look at the statements and read

them in pairs and make sure they understand the

statements

-Ask sts to listen to the tape/T again and tick the

box to indicate if the statements are true or false

- Ask sts to compare their answer in pairs

- Checks sts’ answers

- Play the tape once again, stop where necessary

and conduct the correction

4 After you listen:( 9 mins)

- Ask sts to work in pairs and use the suggested

words to ask and answer about the cyclo driver

- Move round to check the activities and to make

sure that sts are working effectively

- work in groups and recall the vehicles andtheir operators then make a list on a sheet ofpaper

- compare theirs notes

- listen to the T and open their books

- Work in pairs to ask and answer

- Some pairs stand up and report

S1: Have you ever traveled by cyclo?

S2: Yes, I have.

S3: When was it?

S4: Last summer holiday

S5: Is it interesting to travel by cycle?

- look at the words and read after T

- copy the words and phrases

- listen and repeat

- Some individuals read the words aloud

- look at the pictures and listen to the T

- describe the other pictures in pairs

- listen to the teacher

- listen to the tape / the teacher and do thetask

- Share their answers

- give feedback

- check their answers , and then correct their work if they have any wrong answers.Key: 5 – 6 – 1 – 3 – 2 – 4

- Read the statements , underline the key words in each sentence

- Try to guess whether each sentence is true

or false

- Listen and do the task

- Share their answers with their partners

- Give answers

- Listen again and check

Key: 1F; 2T; 3F; 4F; 5F

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- Ask one or two sts to retell the cyclo driver’s

routines in front of the whole class

5 Homework: ( 1min)

-Write a short paragraph about Mr Lam's routines

- Work in pairs to ask and answer questions such as:

" What is the man's name?"

" What does he do?"

a General knowledge: - Writing about a hotel fire

b Language: - The past simple tense

- Connectors (time expressions)

3 Skills: + Reading: Students read a passage to find the verbs in the past simple and the

connectors

+ Writing a narrative using the prompts

+ Speaking: - Students discuss in groups to share their answers

+ Problems:

- Students may not know some expressions in the tasks

+ Solutions:

- Explain these words/ expresssions in advance

III Teaching aids: - A picture, board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( 5 mins)

Aims: To raise students' interest.

-Show a picture that teacher prepared in

advance about the explosion in Twin Towers

in 2001

- Ask some questions:

T: What is happening ?

T: Do you know where it happened?

T: When did it happen?

T: How did it happen?

- Tell sts that they are going to write a

narrative of past events

2 Before you write:( 20 mins)

- Aims: to provide sts with the materials

( vocabulary, grammar, form) to write.

+ Task 1:

- Ask sts to look at Task 1

- Ask them to read through the passage in two

minutes to get the main idea

- Ask one student to report

- Explain some new words/ phrases in the

passage:

+ stare death in the face ( explain the

meaning of each word ,then let sts guess the

meaning of the whole phrase)

+ 'fasten(v)( demonstrate)

+ dip (v) : move to a lower level.

- Ask sts to listen and read these words again

- Ask them to read the passage again more

carefully and do task 1 in 5 minutes

- Move round to make sure that all sts are

- Ask sts to read the passage again and in

- Look at the picture

S: The buildings are on fire.

S: It happened in the U.S.A

S: It happened on September 11th , 2001

S: Two planes carrying bombs crashed into two buildings and killed a lot of people.

- Look at Task 1

- Read through the passage individually

- S: The most frightening experience of the writer's life when he(she) travelled on a plane

on 14th July 1995.

- Listen and repeat:

+ stare death in the face + fasten

+ dip

- Read the passage again and do task 1

+ Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed

+ Connectors( expressions of time): on that day, at first, then, a few minutes later.

- work in groups

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groups to do task 2.

- Divide the class into three regions: one

identifies the events, one identifies the climax

and the rest identifies the conclusion

- Ask sts to work in only 2 minutes

- Ask three representatives of three groups to

report

- Draw the conclusion about writing a

narrative

+ Form: 3 parts: - introduction

- body: events, climax

- conclusion

+ Verb tense: the past simple tense

+ Connectors: at that time, on that day,then,

after that, a few minutes later, until, etc.

- Ask sts to do task 3 but before that explain

some new words:

+ 'discotheque (n) : disco

+ choke (v): to be unable to breath

3 While you write:( 10 mins)

- Aims: students practise cotrolled- writing.

+ Task 3:

- Ask sts to build up a narrative about a hotel

fire using the prompts

- Ask them to work individually

- Move round to conduct the activity and to

note down sts' mistakes

- Ask sts to share their answers with their

partners

4 After you write:(9 mins)

-Aims: to get feedback.

- Ask sts to report their work sentence by

- Report the answers:

+ The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic.

+ The climax: We thought we had only minutes

to live

+ The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life.

- Listen and repeat these words

- Write the passage into their notebooks

Last year I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Saturday evening and everyone was sitting in the discothequeon the ground floor.

It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran away toward the fire exits One door was blocked Many people began to cough and to choke.

Then just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frioghtening experience of my life.

-

-0- -Period:05

Date of planning:

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Date of teaching:

Unit 1: A day in the life of

Lesson 5: language focus

1 General knowledge: - a person's hobby and the narrative of a camping trip

2 Language: - Pronunciation: / i / and /i:/

- Adverbs of frequency

- The past simple tense

3 Skills: + Reading: - Read sentences aloud

-Read the passages silently to do the exercises

+ Problems: - Students may have difficulty in pronounce / i / and /i:/ correctly

+ Solutions: - Explain carefully the diference between two sounds

III Teaching aids: - board, chalk, textbook.

IV Procedures:

1 Homework checking.( 7 mins)

- Ask one student to do exercise 1 (page 9) on

the board

- Check Ex 2 with the whole class Check this

exercise sentence by sentence

- Give remarks and marks

2 Pronunciation:( 17 mins)

- Aims: to introduce the two sounds and to

help sts to read these sounds correctly.

- Introduce two sounds / i / and /i:/

- Read each sound twice and then ask sts to

listen and repeat

- Ask sts to look at the book, then listen and

- Ask sts to look at part 2 and tell sts what

they are going to do

- Do the first example:( read the sentence

aloud and underline the sounds)

1 Is he coming to the cinema ?

/ ɪ/ /ɪ/ /ɪ/ /ɪ/

- Ask sts to work in pairs to practise reading

and to find the sounds in the rest sentences

- Remind them of the intonation of the

questions

- move round to help if necessary

- Ask some sts to read these sentences aloud

- Give remarks

3 Grammar and vocabulary:( 20 mins)

- Aims: to revise the present simple tense and

the past simple tense.

- Ask sts to think about the present simple

tense and ask some to tell the whole class

Exercise1:

1 I first went to school when I was six years old

2 My father held my hand firmly and took me

to the school gate

3 I was frightened by all the strange faces and the large buildings

4 I quickly found another gate on the other side of the playground

Exercise 2:

1 Last summer 5 so

2 In the morning 6 At first

3 Once in a while 7 in the end

4 However 8 On the whole

- Look at the board

- Listen to the teacher and then listen and repeat / / and /i:/

- Listen and repeat

/ɪ/ / i:/

hit kick heat repeatbit click beat read little interested meat eaten

2 We 'll miss the begining of the film

3 Is it an interesting film, Jim?

( sound /ɪ/)

4 The beans and the meat were quite cheap

5 He's going to leave here for the Green Mountains

6 Would you like to have meat, peas and cheese?

( sound / i:/)

+ Form: (+) S + V/ Vs/ Ves +

(- ) S + don't/ doesn't + V +

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about the form and the use of the tense

- Ask sts about the position of adverbs of

frequency

- Ask sts to do Ex 1 individually in 5 minutes,

then share their answers with their partners

- Explain any new words if necessary

- Ask some sts to report and give remarks

- Ask sts to do Ex 2 orally in pairs in 2

minutes

- Move round to conduct the activity

- Ask 2 sts to report

- Present the past simple tense

- Ask some students to tell the whole class

about the form and the use of this tense

- Ask sts to look at Ex 3 and explain what sts

are going to do

- Ask sts to do this exercise in 5 minutes ,

then share their answers with their partners

- Ask them to pay attention to the past form of

irregular verbs and some verbs are put in

passive voice

- Ask 2 sts to do this exercise on the board

- Move round to help sts if necessary

- after " to be" but before other verbs.

- " As a rule" is placed at the beginning of a

He always get up early

She is sometimes late for school

Lan normally practises speaking English

As a rule, Thao is a hard- working student.+ Form: (+ ) S + V-ed/ V( irregular) + ( - ) S + didn't + V +

( ? ) Did + S + V + ?

+ Use: to indicate that somthing happen in the past

1 was done 7 began 13 was

2 cooked 8 felt 14 leapt

3 were 9 put out 15 hurried

4 smelt 10 crept 16 found

5 told 11 slept 17 wound

6 sang 12 woke 18 flowed

a General knowledge: - Knowledge about school

- V-ing and To-infinitive

3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: to fill in the blanks and to answer the questions

- Students may have difficulty in understanding some of the topics like health problems or hobbies

III Teaching aids: board, textbook, chalk.

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"When you meet your friends, which of the

following topics do you often talk about?"

- Ask sts to look at the cues in the textbook

- Encourage them to think of other topics

- Ask them to work in 2 minutes then ask some

pairs to report

- Introduce the topic of this lesson

2 Before you read:( 10mins)

- Aims: to introduce vocabulary and the

grammatical item relating to the reading text.

a Vocabulary pre-teach:

- Provide the students with these new

words/phrases in this way:

+ Read and write each word/phrase on the

blackboard then give the meaning of the

+ mall (n): an area containing a lot of shops

eg: a shopping mall

- Ask sts to listen and repeat, then practise with

their partners

- Ask some sts read all the word/phrases aloud,

listen and help the students to read the

words/phrases correctly

b Gerund and to- infinitive introduction:

-Recall the usages of gerund and to-infinitive to

the students

- Ask sts to tell the teacher the cases to use

gerund and to-infinitive

- Ask sts to discuss quickly in 1 minute, then

one of them stand up to report

- Aims: sts practise reading and then do the

tasks relating to the text.

- Introduce briefly the content of the reading

text

"You are going to read three talks given by a

student, a teacher and a student s father about ’

school You read them and do the tasks

assigned."

- Ask sts to read through three talks and tell

teacher the main ideas of these talks

Task 1: Gap-filling.

- Ask the students to read again these talks, then

work independently and fill each blank with

one of the words in the box There are more

words than the blanks

- Have sts compare the answer with a partner

- Get feedback and give correct answers

Task 2: Finding who ’

- Ask students to work in pairs Read the small

talks again and find out who

- Move round to check sts'work

- Ask sts to share their answers with other pairs'

- 9-10 pairs are required to give answers in front

of the class(1 pair/ 1 time/ 1 answer)

- Listen and check

Task 3: Answering questions.

- Ask students to keep on working in pairs

- Work in pairs orally

- Listen to the teacher then repeat

- Practise reading these words with their partners

- Some sts read these words aloud

like hope love + V- ing want + to- V enjoy decide

- Read through the talks, then discuss their contents

- Read the text again and do the task

- Share their ideas with their partners

- Some sts read their answers aloud

1 enjoy 2 traffic 3 worry

4 crowded 5 language

- Work in pairs to discuss

- Share their ideas with other pairs'

- S1: enjoys teaching S2: Miss phuong

- S3: has to get up early S4: Phong

- S5: lives far from school S6: Phong

- S7: loves working with children

- S8: Miss Phuong

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Read the talks more carefully and answer the

questions

- Move round to check the activity

- Ask some pairs to report in front of the class

- Aims; to give sts a chance to talk about

themselves.

- Tell students to work in groups: Choose one of

the following topics and talk about it for about 5

minutes

a.What subjects you like learning best and why.

b What you like and dislike doing at school

c What you worry about at school

- Go round to help students with their work

- Ask some sts to talk about their topic in front

- Some pairs report

P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, Chemistry

P3: Because it is an international language P4: She says that teaching is hard work, but she enjoys it because she loves working with children.

P5: Because his son has to ride his bike in narrow and crowded streets on the way to school

- Discuss in groups of three or four one of three topics

- Assign one member of each group to be the secretary to take notes their group's ideas

- Some sts stand up to present their ideas

-Sts make a conversation and practise with their classmates

b.Language: - The simple past tense

- Wh- questions

3 Skills:

- Speaking: - Asking and answering in small talks

- Starting and closing a conversations

- Reading: - Reading the sentences and then rearranging them into a conversation

- Sts may not be familiar with some expressions such as "How is everything at school? Catch you later "

III Teaching aids:

- board, chalk, textbook

IV Procedures:

Teacher’s activities Students’ activities 1-Warm - up: ( 5 mins)

- Aims: to focus sts on the topic of the lesson and

to raise their interest.

- Introduce the situation and write a short

dialogue on board:

"Suppose that you meet a friend at the

supermarket You are very busy What will you

say to open and end the conversation."

A: ( 1)

B: Hi Lan How are you?

A: I m fine Thank you And you?’

B: I m very well Thanks I haven t seen you for’ ’

a long time Let s go somewhere for a drink’

A: Sorry, ( 2)

- Look at the board and listen

- Some pairs stand up to report

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- Ask sts to complete the dialogue in pairs.

"Today we will practice speaking conversation

having starting and closing sentences."

2.Before you speak( 12 mins)

Aims: Introduce phrases used to start or to close

a conversation.

+ Task 1:

- Ask sts to look at the phrases in the book and to

work in pairs to put the expressions in starting and

closing a conversation

- Make sure that sts understand all the expressions

= + How s everything at school?= How 's your’

studying?

+ Catch you later = See you later.

- Ask two sts to give answers

- Get feedback and give remarks

- Ask sts to read all the expressions aloud in

chorus

3 While you speak:( 12 mins)

Aims: Sts can practise making a conversation

using the suggested words.

+ Task 2:

- Ask sts to read through all the sentences and

rearrange them into an appropriate conversation

- Ask sts to do the task individually and then

discuss with their partners

- Go around to help sts

- Ask sts practise reading this dialogue in pairs

- Ask some pairs to read aloud

+ Task 3:

- Ask sts to read all the given expressions and the

incomplete dialogue

- Ask sts to complete the conversation with

suitable words, phrases or sentences in the box

- Ask sts to work individually first and then work

in pairs

- Ask some pairs to practise in front of the class

- Listen and help sts if necessary

4- After you speak:( 15 mins)

Aims: Sts can make small talk on suggested

Plans for the next weekend

- Divide the class in to four groups Each group

gets one topic and use the starting and ending of a

conversation to practise

- Ask sts to work in pairs to make small talks

about the topic they are assigned

- Go round to help sts

- Call on some pairs to act out the dialogues in

front of the class

- Ask others sts to comment on their

conversations

- Get feedback and correct any mistakes if there

(1) Hello, Mai/ Hi Mai (2) I m very busy now ’

I really must go now, Perhaps another time.

- Work in pairs to put the phrases into thecorrect columns

- Ask two sts to give feedback

conversation Closing conversation a

Good morning Goodbye See you

later How s everything?’ Well, it s been nice’

talking to you Hello How are

you? Sorry I ve got to go Talk to you’

- Practise reading in pairs

- Some pairs stand up to read the dialoguealoud

- Read all the words and phrases as well asthe dialogue

- Work individually ,then work in pairs

- Some pairs read the dialogue aloud

A: What s the matter with’

you?

B: I feel tired I ve got a headache’

A: You d better go home and’

have a rest

- Listen to the teacher and try to brainstormabout the topics

- Work in pairs to make small talks

- Some of sts act out in front of the class

Trang 15

A: Oh, really? I love it, too.

B: By the way, do you want to see my photos?

- Sts understand small talks about everyday life

b Language: Sts recall and learn more about:

- The present continuous tense

- Verbs to describe everyday activities

- Vocabulary on school, friends,

3 Skills: Sts develop the following skills:

- Listening and numbering the pictures in the correct order

- Listening and answering given questions

- Listening and filling in the gaps

- Speaking : describe the pictures and talk about their problems at school

- Sts have difficulty listen to the dialogues read aloud by one people

- Sts cannot take notes to answer the questions while listening

- textbook, chalk, board

IV Procedures:

Teacher’s activities Students’ activities

Two pairs of sts make small talks about their

daily life

the words and sentence models used in small

talks.

- Ask sts to read the questions and answers in the

book and work in pairs to match the question with

the appropriate answer, and then compare their

list with other pairs’

- Check sts’ work

- Ask sts to work in pairs to ask and answer

- Move around to help sts

- Ask some pairs to present and gives remarks

- Introduce some new words/ phrases

+ semester (n): e.g.: Semester 1: 5 Sept -> Jan.

Semester2: January -> May

+ enjoy oneself (n): somebody does something

and likes it

+ go for a swim (v): e.g.: go for a walk/ a drive

- Read the words sts to repeat

- Ask sts to read the words in pairs

-Work in pairs and do the matching

1-c; 2-e; 3-a; 4-b; 5-d

- Work in pairs to ask and answer:

- Some pairs stand up and present

S1:What subjects are you taking this semester?

S2: I m taking maths.’

S1: How do you like the class?

S2: I really like it

- Copy the words and phrases

- Listen and repeat

- Read the words in pairs and correct eachother’s mistakes

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- Aims: Sts practise listening and numbering

pictures, listenning for specific information by

answering questions and by filling in the blanks

with missing words.

+ Task 1:

- Ask sts to work in pairs, look at the pictures in

the textbook and use the following suggestions to

ask and answer about each picture

What/ who/ see?

Who/ they?

Where/ they?

What / think / talk about?

- Give one example:

T: What can you see in picture a?

T: Who do you see?

T: What do you think they are talking about?

- Ask sts to do the same

- Introduce that sts will listen to four short

conversations and ask sts to look at the pictures

and listen to the T

- Play the tape/ read the conversations once

- Check sts’ answers

- Play the tape once again, stop the tape after each

conversation and conduct the correction

+ Task 2:

- Ask sts to read the questions in pairs and make

sure they understand the statements and know

what information they need to answer the

questions

- Ask sts to listen to the tape/T twice and take

short notes to answer the questions

- Ask some sts to report the answers

- Play the tape once again, stop the tape where

necessary and conduct the correction

+ Task 3:

- Ask sts to read the conversation in pairs and see

what information they need to fill in the gaps

They may guess the answers in some gaps

- Ask sts to listen to the tape/T once and fill in the

gaps

- Ask some sts to report their answers

- Play the tape once again, stop the tape where

4 After you listen:( 9mins)

- Ask sts to work in groups and talk about the

problems they have experienced at school

(difficulties in learning, having bad marks, being

late for school, disobeying the regulations ) Sts

may use the following suggested questions to ask

and answer

+What problems have you experienced at

school?

+ What are the reasons?

+ What have you done to solve them?

- Ask one or two pair to retell theirs problems in

front of the whole class

- Look at the pictures and listen to the T

S: A hotel S: Two people S: Maybe they are talking about the hotel or the holiday.

- Ask and answer about the pictures in pairs

- Listen to the tape / the teacher and do thetask

- Compare their answers and then correcttheir work if they have wrong answers

- Report their answers

Key: b c d a– – –

- Work in pairs to read the questions

- Compare their notes

- Report their answers

1 (She is taking) English;

2 (She is) in Miss Lan Phuong s Class; ’

3 (He is) at a party;

4 (He plans to stay there) for a week

5 No, she doesn t She travels alone.’

- Work in pairs to read the conversation andtry to fill in the gaps before they listen

- Compare their answer in pairs

- Report the answers

1: it here 5: travelling 2: very nice 6: No 3: big 7: alone 4: comfortable 8: for a drink

-Ask and answer in groups

- One/ two pairs present

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- Words/expressions used in a form

3 Skills: - Speaking: discuss in pairs

- Writing: fill in a form

- Students may not know some expressions in a form so teacher should teach them in advance

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

1 Homework checking( 5mins)

- Ask one st to tell the whole class about his or her

problems at school in front of the whole class

- Check and give marks

- Aims: To introduce the topic of this lesson, and to

guide sts to fill in a form.

- Introduce the topic of this lesson:" Filling in a

form" and ask sts to look at the textbook.

+ Task 1:

- Ask sts to work in pairs to discuss two questions

in 2 minutes

1 On what occasions do you have to fill in a form?

2 What sort of information do you often have to

provide when you fill in a form?

- Move round to help sts if necessary

- Ask some pairs to stand up to report their ideas

- Add some more ideas

- Give remarks

+ Task 2:

- Ask sts to look at the introduction in task 2 and

explain more clearly

- Ask them to look through column A and column

B

- Explain the phrase: "'marital 'status"= Are you

married or single?

- Ask sts to listen and repeat this phrase

- Ask sts to match a line in A with a question in B

individually 2 minutes

- Ask them to share their answers with their

partners after completing the task

- Get feedback and check

- Ask sts to work in pairs to ask and answer about

the questions in column B

- Ask them to give short answers

- Give remarks

- Listen to their friend attentively

- Open their books and look at the tasks

- Look at task 2 and listen to the teacher

- Read through the task

- Write this phrase in their notebooks

- listen and repeat

- Do the task individually

Trang 18

+ Task 3:

- Tell sts that forms ask them to do certain things so

they should follow the requirements

- Ask sts to read through five points , then explain

some new words:

- de'lete( v) : to omit something.

- 'applicable (adj): suitable.

- Ask sts to read the task again and fill in the blanks

as they are required

- Ask them to work individually in 2 minutes and

then compare their answers with their partners

- Ask 2 two sts to write their answers on the board

- Ask sts to look at Task 4 and read through this

task

- Explain some new words:

- en'rol (v): to become a member/ a student in a

course

en'rolment( n)

- natio'nality( n): eg: Vietnamese, French, etc

- 'specify (v): tell clearly.

3 While you write: ( 10 mins)

- Aims: Sts practse filling in a form.

- Ask sts to read the form again and fill in it

- Ask them to work individually in 8 minutes

- Copy the form on the board

- Go round the classroom to make sure that all sts

are writing and they know how to do

- Ask them to share their answers with their

partners

4 After you write: ( 9 minutes)

- Aims: to get feedback.

- Ask one st to fill in the form on the board

- Ask another st to give remarks

- Check and correct any mistakes

- Ask sts to read their forms again and correct the

mistakes if there are

- Part D ( page 27- textbook)

- write these words into their notebooks

- Read thes e words again

- Do the task silently and the share their answers with their partners

1 NGUYEN THI NHUNG

2 Nhung

3 I am a student (Delete other choices)

4

5 ∨

- Write these words in their notebooks

- Listen and repeat

- Fill in the form

- Discuss in pairs

+ Sample :

Mr/ Mrs/ missSurname: PHAMFirst name: VAN TUNGDate of birth: FEBRUARY 20th, 1991.Nationality: VIETNAMESE

Unit 2: school talks

a General knowledge: - informal letters

b Language: - Pronunciation: / ∧ / and /a:/

- Wh- questions

- V-ing and to infinitive

3 Skills: + Speaking: - work in pairs to ask and answer Wh- questions

+ Reading: - Read words and sentences aloud

-Read the passages and sentences silently to do the exercises

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+ Problems: - Students may have difficulty in pronounce / ∧ / and /a:/ correctly

+ Solutions: - Explain carefully the diference between two sounds

- Write on the boards two sentences:

eg: My cousin is my uncle's son.

I want to read this example.

- Ask one st to read the examples aloud

- Check whether they pronounce correctly, then

ask the whole class to read the sentences again

- Point at underlined words and introduce the

topic;" Today we will practise pronouncing two

sounds / ∧ / and /a:/

- Aims: to introduce two sounds /∧/ and /a:/ and

help sts to practise these sounds.

a Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat

- Tell sts the difference between two sounds

- Ask them to look at the textbook, listen and

repeat

- Then ask sts to work in pairs to read the words

again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 29 in the

book

- Ask the to work in pairs to read the sentences

and then find out the words containing sound /∧/

and the words containing sound /a:/

- Ask them to work in 4 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to give

remarks

3 Grammar and vocabulary:( 25 mins)

- Aims: to revise Wh- questions and the use of

gerund and To- infinitive as well as give sts a

chance to practise these grammar issues by doing

some exercises.

a Wh- questions:

- T: What are Wh- questions?

- Ask sts to give examples

- Ask some sts to say aloud

- Ask sts to look at Ex 1 in page 29, then make

questions for the answers

- Ask them to work individually , then work in

pairs to ask and answer

- Let them work in 4 minutes and then ask some

pairs to report

b V-ing and To infinitive:

- Ask some sts to tell the whole class the cases to

use V-ing:

- Look at the board.

- One st read the sentences aloud

- Listen to the teacher and repeat

- Write down two sounds

- Look at the book , listen and repeat study far

subject father cousin marvellous

- Read these words in pairs and check for their partners

- Look at the book and work in pairs.- Answers:

/ ∧/ /a:/

love dancing much stars cousin Martha, Charles month dark

lunch garden

- S: They are questions beginning with

" what, who, where, how,etc".

- S1: What 's his job?

- S2: How do you go to school?

- S3: Who teach you maths?

.

- Look at the textbook

- make questions then ask and answer with their partners

S1: When did you come?

S2: Just a few days ago

S3: How long did you stay in Quang Ninh?S4: For a few days

S5: Who did you come with?

S6: I came with a friend

V-ing:

- After some verbs:

admit, avoid,admit,give up, like, love, enjoy,

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- Ask them about the cases to use to infinitive.

- Check and add any information if necessary

- Ask sts to read the letter in Ex 2 and then give

the correct form of the verbs in brackets

- Ask them to work alone in 5 minutes and then

check it with their partners

- Ask two sts to write the answers on the board

- Ask sts to do Ex 3 in 3 minutes

- Ask 2 sts to do this exercise on the board

- Tell sts to work individually , then share their

answers with their parters

- Ask one st to give remarks on their friends ' task

4 Homework: (1 min)

- Part B ( page 11- workbook)

finish, keep, mind, postpone, practise, suggest, consider, etc.

a General knowledge: - Background knowledge about Marie Curie

b Language: - the past simple tense

- vocabulary concerning study

3 Skills: - Reading: read the text and do Matching and True or False exercise and answer the

questions

- Speaking: discuss in pairs and in groups

- Students may lack of information about Marie Curie

III Teaching Aids: textbook, chalk, board.

IV Procedures:

1 Warm-up: Network ( 5 mins)

+ Aims: to raise sts' interest in the reading text.

- Ask students to work in groups of 3-4 students

- Ask the students to give a list of famous

scientists and their inventions

- Ask them to work in 4 minutes and then get

feedback The group which has the longest list

will be the winner

2 Before you read:( 10 mins)

- Aims; to introduce the content of the text and

provide sts with some new words.

- Students are required to work in pairs to answer

the following questions:

- Work in groups

- Some Students report orally

- Discuss in pairs and then answer the questions

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+ Have you ever heard of Marie Curie?

+ What do you know about her?

- give the correct information

- Read and write new words on the board

+ atomic(adj): thuéc vÒ nguyªn tö

- Read each word 3 times and ask the sts to repeat

it

- Leave sts 1 minute to self-practice

- Ask 4-5 sts to read all the words aloud in front

of the class

- Listen and help the sts to read the words

correctly

- Aims: Sts practise reading and do the tasks

+ Task 1: Matching.

- Ask the students to read the passage

independently and match the words or phrases in

A with their meaning in B

- Tell sts to refer to Vocabulary for help and

encourage them try to guess the meanings of the

words in the context of the reading

- Ask them to compare the answers with their

friends

- Call on some sts to read and explain their

answers aloud in front of the class

- Give feedback and correct answers:

+ Task 2: True or False.

- Ask the sts to read the passage more carefully

and decide whether the statements are true(T) or

false(F) Correct the false information

- Ask the sts to highlight or underline the

information in the passage that helps the students

to find the correct answers

- Move round to help sts if necessary, then ask

them to share their answers with their partners

- Ask some sts to give answers

- Listen and help the students to do the exercise

correctly

+ Task 3: Answering questions.

- Ask students to work in pairs to answer the

questions

- Tell the students to compare their answers with

other pairs Let them discuss and correct for one

another

- Call some pairs of students to read aloud the

questions and answers in front of the class

- Feedback and give correct answers

- Aims: to check sts' understanding and to

summarize the text.

- Make sure students understand all the adjectives

given in this part

- Ask sts to describe Marie Curie, basing on these

adjectives Find the evidence from the passage to

- Some sts stand up to answer

- Listen to the teacher and Copy down

- Repeat the words

- Work in pairs to check for each other

- 1 student/ 1 time

- Work individually

- Discuss in pairs to share their ideas

-Listen and self-correct the exercise

- Copy down

* Key:

1.c 2 e 3 a 4 d 5 b

- listen to the teacher

- Students do the work individually

- Discuss the answers with their partners

- some sts do orally while others watch

- Self-correct the work

- Work in pairs orally

- Share their ideas

- 9-10 pairs work orally in front of the class

Key:

1.Marie Curie was born in Warsaw on November 7,1867

2.She was a brilliant and mature students

3 She work as a 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 orally and try to find the evidence in the reading text

Trang 22

prove each of them.

- Ask the students to work in groups and highlight

or underline the evidence that they find in the

passage

- Go round to help students with their work

- Ask presentatives of some groups to report in

front of the whole class

- Listen andgive remarks

- Ask students to write a passage of about 60

words about a famous scientist

- Some sts report in front of the ckass

- Others listen to their friends and give remarks

- Speaking: - Asking about another person's background

- Talking about a person's background basing on what they have interviewed

- Sts may not know what is included in the term "background"

- board, chalk, textbook

IV Procedures:

WRITTEN TEST

Time allowed: 15 minutes

I Choose the right answers about Marie Curie.

1 Where was Marie Curie born?

A In the capital city of France B In the capital city of Poland C In Sorbonne

2 Where did Marie Curie go to school?

A At the Sorbonne B In Paris C In Warsaw

3 Why did Marie Curie go to Paris?

A To get university educationB To find work for her living C To meet Pierre Curie

4 When did Marie Curie get married?

5 What did Marie Curie do in 1914?

A She became a university professor B She was awarded a Nobel Prize in Chemistry

C She founded the Radium Institute

II Choose the suitable words/ phrases to fill in the blanks.

was appointed when he was 16 years old was born entered

not far from became interested in before his son's birth

was more of had already made at the age of 21

The great English scientist Issac Newton, whose theory of gravitation( định luật vạn vật hấp dẫn) is well-known throughout the world (1) in the Woolthorpe village, (2) the

town of Cambridge, on December 25th,1642 His father was a farmer who died (3) His mother,uncle and grandmother took care of him

When still young, Newton (4) a mechanic than a scholar His neighbours thought he would probably become a well-known clockmaker, because he (5) a clock his neighbours had never heard of before It worked by water When he grew older, he (6) mathematics and physics His first physics experiment was carried out in 1658, (7) On June 5th , Newton

(8) the University of Cambridge where he sudied maths and soon became famous

(9)

When Newton was 22 years old, he began stidying the theory of gravitation In 1669, he

(10) professor and began giving lectures on maths at Cambridge He died in 1727 at the age of 85

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Teacher’s activities Students’ activities 2.Before you speak( 10 mins)

Aims: to guide sts how to do and to provide

them with needed vocabulary and grammar.

+ Task 1:

- Ask sts to think about people's background,

and then read the cues in this task

- Ask them to discuss in pairs to choose which

items to tell about someone's background

- Get feedback and give the correct answers

- Ask sts to continue working in pairs to discuss

what questions they can ask when they want to

know about these things

- Ask some pairs to give answers

- Write the questions on the board and give

remarks

Aims: Sts can practise making an interwiew

and then talking about the person they have

interwiewed.

+ Task 2:

- Ask sts to imagine they are journalists and ask

them to work in pairs to interview their partners

about his/her background or that of a person he/

she knows well

- Ask them to follow the stages in the textbook

- Go around to suggest the questions if

necessary

- Ask one pair to report

- Give remarks so that other pairs can correct

their mistakes

+ Task 3:

- Ask sts to work in small groups to talk about

the person they have learnt about from the

interview

4- After you speak:( 9 mins)

Aims: Sts present what they have discussed in

the previous stage.

- Ask two sts to tell the whole class about the

people they interviewed about

- Listen to them attentively and correct the

- Think about people's background

- Work in pairs to choose the correct items + family + education

+ experience

- Work in pairs to discuss the questions

- Some pairs stand up to give answers

Family:

- How many people are there in your family?

- What does your father/ mother do?

Education:

- Where did you study at primary school/ junior secondary school?

- What subject do you like best?

- What degree do you have?

Experience:

- How long have you been a member of our school's speaking club?

- Have you ever won any prizes?

- One pair stand up and report:

S1: Hello Can you tell me something about yorself?

S2: Oh, of course What do you want to know? S1: When and where were you born?

S2: I was born on September 11 th , 1991 in Hai Duong.

S1: How many people are there in your family? S2: There are four: my parents, my sister and I S1: What do your parents do?

S2: my dad is a doctor and my mum is a nurse.

- Discuss in groups using the information theyhave got from the interview

- Sample answer:

" Quan's cousin, Minh, was born on November

2 nd , 1985 in Hai Duong City He is the only child

in his family His father is an engineer and his mother is a teacher As a brilliant student, he always got good marks when he was a student at

To Hieu Primary School and then at Le Quy Don Secondary School When he was fifteen , he passed the exam to Nguyen Trai High School.

He said he liked all subjects at school but among them he liked English best He has attended the English Speaking Contest twice and won the fisrt prize in 2003 At the moment he is studying at a university in Australia and he is very successful "

Trang 24

- Sts know about the background of a famous person.

2 Language: Sts recall and learn more about:

- The simple past tense

- Verbs to express opinion

- Vocabulary on sports

- Listening and marking True/False

- Listening and filling in gaps

- Asking and answering about sb’s background

- Sts do not know some new words

- Sts have trouble listening to a conversation read by a teacher

- Handouts

IV Procedures:

Teacher’s activities Students’ activities

- Two sts tell the whole class about two people's

background

- Listen and give remarks and marks

the words and phrases used to describe the

background of a sports star.

+ Ask sts to work in groups and make a list of sports

and the names of the sports competitions, then

compare their list with other groups’

- Introduce the topic of the listening text: ‘A

conversation between a reporter and an Olympic

Champion’ and ask sts to open their books

T asks sts to work in pairs to ask and answer the

questions in the textbook

Can you name any Olympic champions?

What would you like to know about these

people?

- Ask some pairs to present and gives remarks

- Ask sts to work in pairs and recall the forms of

question used to get the information

- Ask some sts to speak aloud

+ Ask sts to look at the words in the book and read

after T / the tape

- Introduce some new words

- Olympic champion (n): (in the picture)

- di'ploma (n): sb receive this when he finishes a

course /graduates from college or university

- ro'mantic (adj): Romeo and Juliet is a romantic

play

- Read the words and ask sts to repeat

- Two sts stand in front of the class to speak

- Work in groups and recall the names ofsports and the names of the sportscompetitions then make a list on a sheet ofpaper

- Compare theirs notes

- Listen to the T and open the book

- Work in pairs

S1: Can you name any Olympic champions? S2: Tran Hieu Ngan, Sergey Bubka…

S3: What would you like to know about these people?

S4: Date and place of birth, study, family, achievements, hobbies…

- Note down the forms of questions:

When/where were you born?

Where did you get a general education? What achievement have you got?

What do you like doing in your free time?

- Look at the words and read after T /thetape

- Listen and repeat

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- Ask sts to read the words in pairs.

+ Task 1:

Aims: Practice listening for specific information by

deciding whether the given statements are true or

false.

- Introduce the conversation between a reporter and

an Olympic champion then ask sts to listen to the

conversation and tick on the box to indicate True or

False statements

- Ask sts to have a look at the statements and read

statements

- Ask sts to listen to the tape/T and tick the box to

indicate if the statements are true or false

- Read/ play the tape twice

- Read/play the tape once again, stop the tape where

+ Task 2:

- Aims: sts listen for specific information to fill in the

blanks.

- Ask sts to listen to the conversation again and fill in

the gaps with the suitable words/ phrases

- Read the conversation twice

- Read/play the tape once again, stop the tape where

4 After you listen:( 9 mins)

- Aims: to check sts'comprehension in the previous

stage.

- Ask sts to work in pairs and use the information in

Task 1 and 2 to ask and answer about the Olympic

champion

- T can ask sts to ask and answer about the sports

star(s) they like

- Write a short paragraph about the Olympic

champion

- Work in pairs to read the statements

- discuss their answers in pairs

- Gives their answers:

- compare their answers

- Give their answers

1 a general education 4 love stories

2 lives; family 5 teacher's diploma

3 different; swimming

- Check their answers, and then correct theirwork if they have the wrong answers

- Ask and answer in pairs

- One/ two sts present

1 Education Aims: - Students can write a simple C V( curriculum vitae)

- They can write about a person's background basing on a C V

2 Knowledge:

a General knowledge: - A curriculum vitae in English

b Language: - The past simple tense

- Words/expressions used in a curriculum vitae

3 Skills: - Reading: read a model curriculum vitae

- Speaking: discuss in pairs

- Writing: fill in a curriculum, write about a person's background

- Students may not know some expressions in a curriculum vitae so teacher should teach them

in advance

IV Procedures:

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1 Homework checking: ( 5 mins)

- Aks one st to talk about Sally in front of the

whole class

- Give remarks and a mark

- Aims: to focus sts on the topic and to introduce

the structure of a simple C.V, to guide sts to fill in

the C.V.

+ Task 1:

- Ask sts to look at the C.V in the textbook and

introduce some new words:

+ C.V( curriculum vitae) : a form with details

about somebody's past education and jobs

+ tourist guide (n): a person who goes with tourists

to point out interesting sights on a journey

+ hotel telephonist (n): a person who answers the

phone in a hotel

+ travel agency ( n) : a business of organising

travelling for people

- Read these words aloud and ask sts to listen and

repeat

- Ask some sts to read again and check

- Ask sts to read the model C.V in the textbook

about Mr Brown and then answer the questions:

T: What is his full name?

T: When and where was he born?

T: What school did he attend?

T: What exams did he pass?

T: What did he do before?

- Ask sts another question:

" What kind of information do you find in the

C.V?"

- Ask sts to discuss this question in pairs then ask

one st to answer

- Give remarks

- Introduce the elements of a C.V:

+Personal information: name, sex, date of birth,

place of birth.

+ Education : name of a high school/ a

university

+ Previous jobs: teacher/ tourist guide/ etc ( time)

+ Interest: dancing/ swimming/ etc

+ Task 2:

- Ask sts to read the incomplete form in the book

- Ask them to work in pairs in 5 minutes to ask and

answer about their partner's father/ mother then

complete the form with suitable information

- Move round to conduct the activity and to help if

necessary

- Ask some sts to read aloud the information they

have collected and ask some other sts to give

remarks

- Aims: Sts practise writing about a person's

background using the information in a C.V and the

cues in the textbook.

- Ask sts to look at Task 1 again.

- Ask them to work independently and write a

paragraph about Mr Brown ,using the suggested

words and phrases

- Ask sts to use the past simple to write

- Move around to help if necessary

- Ask sts to write in about 9 minutes, then compare

- One st speaks

- Others listen to their friend

- Give remarks

- look at the C.V

- Copy these words into their notebooks

- Listen to the teacher and read these words again

- Read the C.V in the textbook and answer T's questions

S1: His full name is David Brown.

S2: He was born on November 12th, 1969 in Boston.

S3: He attended Kensington High School S4; He passed exams in English, French and Mathematics.

S5: He was a tourist guide and a hotel telephonist.

- Discuss the question in pairs then one of them will answer

S: We can find some information such as his name, his date of birth and his place of birth, his education and his previous jobs, etc.

- Copy this part into their notebooks

- Read the form

- Complete the form with suitable information

- Some sts stand up and read aloud, other sts listen and give remarks

- Read Mr Brown's C.V again

- Use the suggested words/ phrases to write a paragraph about Mr Brown

- Share their paragraph with their friends'

Trang 27

their paragraph with their partners'.

4 After you write:( 9 mins)

- Get feedback by asking some sts to read their

work aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- Because time is not allowed, the writing activity

in Task 3 will be assigned as homework

- Some sts stand up and read their work aloud

- Other sts give remarks

" Mr Brown was born on November 12th,

1969 in Boston He went to Kensington High School and passed examed in English, French and Mathematics He worked as a tourist guide 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."

-

-0- -Period:16

Date of planning

Date of teaching:

Unit 3: people’s background

+ Language: - Pronunciation: / e / and / æ /

- The past perfect tense

- The past simple tense

3 Skills: + Speaking: - Work in pairs to discuss the exercises

- Read the passages and sentences silently to do the exercises

- Students may have difficulty in pronounce sound / æ / correctly

IV Procedures:

1 Homework checking: ( 5mins)

- Ask one st to read aloud the paragraph that he/she

wrote about his/ her partner's parent

- Listen to him/her

- Ask one st to give remarks

- check and give a mark

- Aims: to introduce two sounds /e/ and /æ/ and help sts

to practise these sounds.

a Write two sounds on the board and pronounce them

clearly twice, then ask sts to repeat

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again

so that they can check for each other

b Ask sts to look at sentences in page 39 in the book.

- Ask the to work in pairs to read the sentences and then

find out the words containing sound /e/ and the words

containing sound /æ /

- Ask one st to report and other sts to give remarks

- Check and give the correct answers

3 Grammar: ( 29 mins)

- One st read his/ her paragraph aloud

- Listen to their friends

- Give remarks

- Look at the book , listen and repeat men man

said sad met mat

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

/ e / /æ /

red fat pen man sent handbag Helen apples said pans

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- Aims: To revise the past perfect tense and the past

simple tense as well as to give them some exercises to

do.

- Write an example on the board

"When I arrived at the cinema,the film had started"

- Ask sts to look at the example and identify the verb in

the past perfect

- Ask sts to recall the form of the past perfect tense and

to tell the whole class

- Revise the use of the past perfect by giving some

examples

Eg1:

When the police came , the robbers had escaped.

The train had left when Mary arrived at the station.

- Tell sts about the chronological order between the past

perfect and the past simple.

Eg 2:

I was nervous because I had never spoken before an

audience.( I spoke before an audience yesterday)

The house was dirty We hadn't cleaned it for weeks.

- Ask sts to read these examples again

+ EX1:

- Ask sts to read Ex 1 in page 39, then do the task

- Ask them to work individually to put the verbs into

the past perfect, then compare their answers with their

- Ask sts to read the sentences in Ex 2 and then give the

correct form of the verbs in brackets

- Ask sts to pay attention to the difference between the

past perfect and the past simple

- Ask them to work alone in 3 minutes and then check it

with their partners

- Ask some sts to read the answers aloud

4 Homework: (1 min)

- Because time is not allowed, Ex3 is assigned as

homework

- Part B ( page 19,20- workbook)

- Look at the example

- One st stands up and answers:

" had started"

- Form: (+ ) S + had + P II ( - ) S + had + not + P II ( ? ) Had + S + P II .?

- Uses:

+ The past perfect refers to a past activity

or situation that took place before another past activity or situation

- Copy the examples and listen to the teacher

+ The past perfect can be used as the past form of the present perfect

- Copy the examples

- Listen and repeat

- Read through all sentences in this exercise

- Do the exercise and then share their answers with their partners

EX 1:

1 had broken 6 had been

2 had done 7 had left

3 had met 8 had moned

4 hadn't turned off 9 hadn't seen

5 had ever seen 10.had broken in.

- Read the sentences carefully and do the exercise individually

EX 2:

1 had just finished came.

2 had seldom travelled went.

3 went had already taken.

4 Did you manage had he gone.

5 had just got phoned had been.

1 Aims: - Sts revise what they have learned in unit 1 unit 2 and unit 3.

2 Knowledge: - General knowledge in unit 1, unit 2 and unit 3

- Language: pronunciation and grammar in the above units

3 Skills: listening, speaking and writing.

II Teaching aids: textbook, chalk, board.

III Procedures:

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- Ask one st to do Ex 3 in the textbook on the

board

2 The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at

home in advance to save time

- Give sts the time duration for each part : part

II: 10 minutes, part III: 10 minutes, part IV: 15

minutes

- Ask sts to do listening in class.

2.1 Listening:

- Ask sts to read the table in the textbook

- Introduce new words:

+ 'minister (n): priest, vicar.

+ black freedom movement (n): phong trµo gi¶i

phãng ngêi da ®en

+ me'morial (n): an institute built to remind

people of a person or an event

- Read the text twice and ask sts to try to

complete the table in the second time

- Ask sts to share their ideas with their partners

- Read the text again so that sts can check their

task for the last time

- Ask 2 sts to write their answers on the board

- Ask other sts to give remarks

- Check and give feedback

2.2 Reading:

- Ask sts to work in groups to compare their

answers

- Ask one st to report his/ her answers aloud

- listen and check

2.3 Grammar:

- Ask sts to discuss their answers in groups

- Ask 2 sts to write their answers on the board

- Ask two other sts to give remarks

2.4 Writing:

- Ask some sts to to read their letters aloud

- Ask some sts to give ramarks

- Listen and give remarks on:

+ form + grammar and vocabulary

+ ideas + style

- Part D ( Page 22- workbook)

- Look at the textbook and try to understand the information in the table

- Copy these words into their notebooks

- Listen and read after the teacher

- Listen carefully and do the task

- Work in pairs to discuss their answers

5 they got married 10 4 th April 1968

- work in groups to share their ideas

- one st stands up to report

- Read their letters aloud

- Listen to the teacher's remarks

2) He graduated from medical school in Paris

3) His home is located in Da Lat

4) He built the Pasteur Institute in Da Lat

Sentence Mistake Correction

1 had climbed climbed

3 had turned turned

5 had called called

7 had heard heard

9 went had already gone

Trang 30

5) He was buried in Switzerland

6) He discovered Da Lat in the 18th century

Listen to part B of the talk and circle the correct answers

7) What animal did he raise to do his research?

A Rats B Rabbits C Cats D Horses

8) What tree did he introduce to Viet Nam?

A The coffee tree B The rubber tree C The mango tree D The tea tree

9) How did people in Nha Trang think about him?

A He was friendly B He was humane C He was polite D He was selfish

10) How old was he when he passed away?

When he was about fifteen he joined a traveling theatre company and went on trips to America Onone of such tours he was offered a part in a film, so he went to Hollywood, where he eventuallybecame both an actor and a film director He was known to be a perfectionist, and sometimes madethe other actors repeat a scene many times before he was finally satisfied with it

Many people found him difficult and some accused him of being mean, but it was really his earlyexperiences of poverty that made him careful with his money He died in Switzerland in 1977, at theage of 88 There is now a status of him in Leicester Square, London, the city of his birth and earlyupbringing His name was Charlie Chaplin

A Tick to decide whether the statement is true(T), or false(F). T F

1) Charlie Chaplin was an actor

2) His father was a comedian

3) His mother was a singer

4) His parents were very successful in their career

5) He began earning money when he was 5 years old

6) He first went to America in 1904

7) He died in Switzerland in 1877

B Answer the following questions:

1) Was he born in the centre of London?

2) Where did he become famous?

3) Where did he die?

III Writing:

You want to have a penfriend in an English- speaking country Please fill in the following form.

English Now Magazine

International Penfriend Service

Full name:( in capital letters)

Home address:

First language :

Age: Mr./ Mrs./ Miss *Please give the name of two English - speaking countries where you would be interested in having a penfriend

How long have you been studying English?

Your hobbies:

Signature:

* Delete where not applicable

Trang 31

IV Language focus:

A Choose the word that has the underlined part pronounced differently from the others.

1) A land B man C climate D habit

2) A disaster B made C fast D march

3) A dream B great C meal D peace

4) A pretty B expensive C bell D telephone

5) A decide B picture C difficult D listen

B Complete the following sentences with the correct form of the verbs in brackets.

1) She is afraid of ( cross ) the street

2) Mark Twain ( fall ) in love with Olivia Langdon's picture even before he met her.3) Would you mind ( open) the window?

4) I promise ( send ) you our new brochure as soon as possible

5) I have trouble (remember) other people’s names

a General knowledge: - Knowledge about special education and the Braille Alphabet

b Language: - The past simple tense, the present simple tense

- Vocabulary concerning special education

- Reading comprehension: to match words in column A with their meaning in column

B, to choose the best answers

- Students may have no ideas about special education and Braille

IV Procedures:

- Aims: Sts get used to the topic

- Ask sts to match an adjective in A with its meaning

in B:

A B

1 deaf a unable to see.

2 dumb b unable to hear.

3 blind c unable to use a part of

of their body normally.

4 disabled d unable to speak

- Ask sts to work in groups to match the items

- Ask one st from one group to present the ideas

- Check and ask sts to read the adjectives in A aloud

2 Before you read( 13 mins)

- Aims: to prepare information and vocabularies for

the topic.

- Ask sts to work in groups of three or four to list out

their daily activities

- Ask some sts from different groups to report their

ideas

- Write the list on the board ask sts to point out what

activities would be difficult for disabled people to

do

- Ask sts to study the Braille Alphabet and then work

in pairs to work out the message below the alphabet

+ retarded ( adj) : less developed than normal.

+ Proper schooling(phr): enough and good study at

- Look at the board and listen to the teacher

- Work in groups to match an adjective in

A with its meaning in B

- One st presents the ideas

1 - b; 2 - d; 3 - a; 4 - c

- Listen and repeat

- Work in groups to list out

Eg: get up, wash my face, have breakfast,

go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV , etc.

- Point out some activities

Eg: go to school by bike, listen to the

teachers, write the lessons, talk to friends, play soccer, watch TV, etc.

- The message:

" We are the world"

Trang 32

+ Opposition(n): opposing ideas/ disagreeing

ideas(viewpoints)

Opposed to ( adj)

+ Make efforts (v): try, attempt.

+ To be proud of (phr): = To take pride in

+ add( v) : + ; subtract ( v ) : -

+ finger (n) ( demonstration )

- Ask sts to listen and read the words again then ask

some sts to read again

- Listen and check

3.While you read:( 20 mins)

- Aims: Read the passage for information to do the

tasks.

- Ask the sts to read the passage individually and do

Task 1: the words in A appear in the reading passage

Match them with their definition in B

- Encourage sts to guess the meaning of the words in

the context

- Tell sts to compare their answers with a partner

- Call on some sts to read their answers aloud in

front of the class

- Give correct answers and explain all the words

carefully to make sure the students understand the

meaning of the words

+ Task 2:Multiple choice.

- Ask the students to read the passage more carefully

and complete the sentences by circling the

corresponding letter A, B, C, or D

- Ask sts to share the answers with their partners

- 5-6 students are required to give answers in front of

the class(1 students/ 1 time/ 1 answer)

- Listen and help the sts to do the exercise correctly

- Give explanation to some words/ phrases or

expressions if needed

- Aims: Give the summary of the topic.

- Ask sts to work individually and read the summary

of the passage carefully

- Encourage them to guess the missing words

- Have sts complete the summary

- Note: Sts may not be familiar with this kind of

exercise T should provide help when necessary

- Call on some sts to read the completed summary

aloud in front of the class

- Give feedback and correct answers:

- Part A ( page 23)

- Copy the words into their notebooks

- listen and repeat

- some sts stand up to read the words again

- Read the passage and do the task individually

- Some sts give out their answers

1 – c; 2 – e; 3 – a;4 - b ; 5 - d

- Copy down

- Compare their answers with their partners

- 5-6 students do orally while others listen

to them

1 D 2 B 3 A 4 C 5 D

- Read the summary passage carefully

- Do the task individually

- 10 students give answers orally

Trang 33

- Making an interview : Matching

- Asking and answering about school life of a student

- Reporting on results

III Anticipated problems

- Sts may find it difficult to work as an interviewer and an interviewee

IV Teaching aids

- textbook, chalk, board

V Procedures

1 Warm-up( 3 mins)

Aims: Sts recall the words on school.

- Asks sts to work in groups and make a list of words

relating to school The words must be correctly

spelled and related to the topic

- Ask some groups to report

- The group with the longest list will be the winner

2.Before you speak:( 15 mins)

Aims: Sts can match the words, give the correct

answers

- Asks sts some questions:

+ What are your favourite subjects?

+ Which one don t you like?’

+ How much time do you prepare for your lessons

every day?

+ Task 1: Fill in blanks with the right questions

- Asks sts to study the questions in the interview

carefully and work in pairs

- Ask some sts to give their answers in front of the

class

- Listen and give the correct answers

- Ask sts to work in pairs and carry out the interview

using the right questions

Aims: Sts can ask and answer about school life of

their partner.

+ Task 2

- Write the questions in task 1 on board and ask sts

to work in pairs ,ask and answer about their school

life using the questions on board

- Go round to help sts when necessary T can play the

role of the interviewee to help sts if necessary

- Ask one pair to present in front of the whole class

- Listen and ask other sts to give remarks

- Give remarks

4 After you speak:(10 mins)

Aims: Sts can tell about their partner s school life.’

+ Task 3:

- Ask some sts to tell the whole class what they know

about their partner using the notes from the

interview

- Ask other sts to listen to their classmates and

comment on presenters’ work

- Listen and make necessary corrections

Write a paragraph about their partner's study at

school( about 150 words)

- Work in groups

- Suggested words:

Subjects: English, maths, literature, Tests, breaks, homework, teacher, students, Secondary school , high school

- Two sts read the interview aloud

- Work in pairs , ask and answer thequestions on board using his or her owninformation to answer the questions

- The student in role of the interviewertakes notes the information of the partner

Trang 34

- Sts know about a special photography club.

2 Language: Sts recall and learn more about:

- The present continuous tense

- Verbs to describe everyday activities

- Vocabulary on photography

- Listening : marking True/false statements, filling in the gaps

- Speaking: retelling the story

- Sts have difficulty listening to long, similar words

- There are too many new words in the text

III Teaching aids: textbook, chalk, board.

IV Procedures:

Two sts talk about their school

Aims: to focus sts on the topic and review/ introduce

the words in the listening text.

a Ask sts to discuss the following questions in

groups:

+ Have you ever taken part in a club? What kind of

club is it?

+ What are the club activities?

+ What do you think of the club activities?

- photo'genic(n): looking more beautiful in photos

- Ask sts to read the words after T and calls on some

sts to read individually

- Ask sts to read the text carefully and use the given

words to fill in the gaps Sts work in pairs

- Ask some sts to give answers and give remarks

* Introduce some new words/ phrases

- sur'roundings (n): everything around you/ the place

where you live

- 'sorrow (n): sadness

- mute (v): = dumb (unable to speak)

- exhi'bition (n) an exhibition of paintings/ photos

ex'hibit (v)

- 'labourer (n): a person who does hard work (with

his hands and body)

- 'stimulate(v): = encourage(v)

- Read the words and ask sts to repeat

- Ask sts to read the words in pairs

+Task 1

Aims: Practice listening for specific information by

deciding if the given statements are true or false.

- Introduce the talk about a very special photography

club: The Vang Trang Khuyet Club T asks sts to

listen and tick on the box to indicate True or False

statements

- Ask sts to have a look at the statements and read

statements

- Ask sts to listen to the tape/T and tick the box to

Others listen and give remarks

- Work in groups to discuss the questions

- Some sts present

- Read the words after T and some readindividually

- Work in pairs read the text and do the task

- Some sts give answers and give remarks

- Listen and repeat

- Listen to the T

- Work in pairs to read the statement

Trang 35

indicate if the statements are true or false T

reads/plays the tape twice

- Check sts’ answer

- Read/ play the tape once again, stop the tape where

+ Task 2

- Ask sts to listen to the talk again and fill in the gaps

with the suitable word

- Encourage sts to fill in / guess the most suitable

words to fill in the gaps

- Read the conversation / play the tape twice

- Read/ play the tape once again, stop the tape where

IV After you listen:( 9 mins)

- Ask sts to work in groups and tell each other about

the photography club Sts may need to use the

following suggested questions:

- Who are the members?

- What are they doing?

- How many photos are on display?

- What are the photos about?

- What does the passion help them?

- Ask one or two sts to present in front of the whole

class

- Give remarks

IV Homework:( 1 min )

- Write a short paragraph about the Vang Trang

Khuyet Club/ another club

- Compare their answers

Sts ask and answer in groups

One/ two pairs present

B/ 1 No, he wasn't He was born in a very poor part of London

2 He became famous in Hollywood

3 He died in Switzerland

III Students' answers.

IV A/ 1 C 2 B 3 B 4 A 5 A

B/ 1 crossing 2 had fallen 3 opening 4 to send 5 remembering

LISTENING TAPE SCRIPT

A Aleandre Yersin was born in 1863 in Switzerland In 1882, he received a baccalaureate degree in literature, and in 1888, after having graduated from medical school in Paris, he formally changed his citizenship to French He joined Dr Luis Pasteur’s team at about the same time Thereafter, he became famous through much of the pioneering work done by Pasteur’s team His wanderlust brought him to Viet Nam In July 1891, his expedition to the highlands of Viet Nam brought to the discovery of Da Lat, and later many water sources in this region Although Yersin loved Da Lat, his home was located in Nha Trang, where he built the Pasteur Institute

B He also had a ranch in Nha Trang He raised horses to do his research in immunology He also contributed to the Vietnamese rubber industry as he was responsible for introducing the Brazilian

Trang 36

rubber tree to Viet Nam He was also responsible for the first quinquina plantations in Viet Nam, where quinine was produced.

Dr Yersin was loved by people in Nha Trang for the humility and care he gave to these people He bought an old abandoned house and painted it white It doubled as both his living quarters and his laboratory The locals lovingly called his home Lau Ong Nam or Thap Nga

In 1940, he returned to France for the last time In 1941, he returned to his home in Nha Trang where

he passed away on January 3, 1943, at the age of 80 He was buried in Nha Trang

Remark somegoodness and fault of students through three units,that have some ways to solve the problems:

a General knowledge: - A letter of complaint

b Language: - Language used in a formal letter

- Connectors

3 Skills: - Reading: read the advertisement

- Speaking: work in pairs to complete the dialogue

- Writing: complete a letter of complaint using the suggested information

- Students may not be familiar with complaints in English

IV Procedures:

- Aims: to introduce the topic and to raise sts'

interest in the topic.

- Ask sts: " What kind of letter do you write when

you feel angry about something or unhappy with

something?"

- Suggest: " A letter of complaint or a thank-you

letter?"

- " Have you ever written a complaint letter?"

- " Do you know how to write a complaint letter?"

- Introduce the topic of the lesson.

- Aims: to help sts to prepare vocabulary and

information before they write.

+ Ask sts to work in pairs and read the

- Explain some new words:

+ native teacher (n): teacher from English -

speaking counties( England, The USA, Australia )

+ free (a): cost nothing

+ air-con'ditioned (a): to be equipped with air-

conditioner

- Ask sts to listen and repeat and then some sts

stand up to read again

- Move round to conduct the activity and to help

sts if necessary

- Ask some questions to make sure that sts

understand the advertisement

T: Do Vietnamese teachers teach in this center?

T: How many students are there in a class?

T: Do you have to pay for books and cassette

tapes?

T: Are there air- conditioners in the classrooms.

T: What time do the classes start and finish?

- Listen to the teacher's question

- " a letter of complain"

- "Yes/ No"

- Read the advertisement in pairs

- Copy these words into theit notebooks

- Listen and read after the teacher

- Some sts stand up and read aloud, other sts listen and give remarks

- Answer teacher's questions:

S1: No, there are only native teachers.

S2: No more than 20 students.

S3: No, they are free.

S4: Yes, all the rooms are air- conditioned.

Trang 37

- Give the correct answers.

+ Task 1:

- Ask sts to read the requirement of this task and

make sure they know what they are going to do

- Ask sts to work in pairs to complete the dialogue

- Give the first example:( ask one st to play A's

role)

T:( reply) No, I'm not happy with it at all.

T: No, not all of them are native speakers.

- Note sts that their answers may vary from one to

another

- Move round to help sts and to encourage them to

speak naturally

- Ask two pairs to report

- Ask other sts give remarks

- Ask sts to write the second part of the letter

basing on the dialogue in task 1

- Remind sts that this is a formal letter so they

should not use contractions and that they should

use connectors to make their writing smoother

- Suggest some connectors: first of all, firstly,

secondly, furthermore, in addition, to make the

matter worse, finally

- Aims: Sts practise writing the second part of the

letter basing on the information in task 1

- Let sts write the letter

4 After you write:( 5 mins)

- Get feedback by asking one or two sts to read

their work aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- Part D ( page 16- workbook)

S5: They start at 5.30 p.m and finish at 8.30p.m

- one st asks the teacher and other listen carefully

S: Are you happy with your study at English For Today Center?

S: Are all the teachers native speakers?

- Work in pairs to complete the dialogue

- Two pairs report their answers

- Sample answers:

3 that's not true My class has over 30 students.

4 I had to pay for them.

5 only some of them Mine is not.

6 in fact classes often start late and finish early.

- Read the incomplete letter

- Copy to their notebooks

- Read the dialogue in task 1 again and prepare to write

- Do the writing task

- Read their writing:

" First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class In the advertisement , you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement Finally, the class time is not the same as what the advertisement says Classes not only start late but also finish early."

-

-0- -Period: 24

Date of planning

Date of teaching:

Unit 4: special education

I Objectives:

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1 Education Aims:- Students can distinguish the sound /a/ from the sound /ɔ:/ and pronounce them correctly.

- Students can use " the + adjective" as a noun, review "used to + infinitive"

and combine two sentences with " which".

3 Skills: + Speaking: - Work in pairs to discuss the exercises

- Read the sentences silently to do the exercises

- Students may have difficulty in pronounce sound /a/ correctly

IV Procedures:

1 Homework checking: ( 5mins)

- Ask one st to do the homework on the board

- check and give a mark

- Aims: to introduce two sound /a/ and /ɔ:/ and help sts

to practise these sounds.

a Write two sounds on the board and pronounce them

clearly twice, then ask sts to repeat

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again

so that they can check for each other

b Ask sts to look at sentences in page 52 in the book.

- Ask them to work in pairs to read the sentences and

then find out the words containing sound /a/ and the

words containing sound /ɔ:/

- Ask one st to report and other sts to give remarks

E.g: The young are very active.

Her real joy is looking after the old.

- Focus sts on the underlined words and ask them to try

to guess their meaning

- Give the answer: " we use "the + adjective" to

describe a group of people."

- Ask sts to look at Ex1 and to do the task

- Explain any new words if necessary

+ 'ambulance (n) : a kind of vehicles used to carry

sick/injured people

+ unemp'loyed (n) : without a paid job.

- Read these words aloud and ask sts to listen and read

these words again

- Ask some sts to read again and check

- Ask sts to do the exercise individually and then

compare their answers in pairs

- Check the exercise sentence by sentence

- One does the exercise on the board

- Look at their friend's task

- Give remarks

- Look at the book , listen and repeat top call

boss sport doctor four

- Read the examples

- Try to guess the meaningS: - The young = young people

- The old = old people.

- Copy these words

- Listen and repeat

- Some sts read again

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b Aims: to review " used to + infinitive" and get sts to

- Ask sts to do Ex 2 individually and then share the

answers with their friends

- Move round to help if necessary

- Ask two sts to do this exercise on the board

c Aims: to revise the use of " which" as a connector

and ask sts to do exercise 3.

- Recall sts of the relative clauses with " which" used to

refer to the whole of the earlier clause

- Ask sts to read the requirement of Ex2 and read the

example carefully

- Explain the example if necessary

- Ask sts to do this exercise

- Go round to conduct the activity

- Ask some sts to read sentence by sentence

5 Homework ( 1 min)

- Part B ( Page 24- workbook)

- Think about the teacher's question and answer:

- S: We use " used to + infinitive" to talk about past actions or past habits that no longer exist.

- Do the exercise individually and compare their answers with their partners

- Do the exercise on the board

2 used to have 3 used to live

4 used to eat 5 used to be

6 used to take 7 used to be

8 did you use to go

- Read the requirement and the example carefully

a General knowledge: - Knowledge about the computer and its uses

- Vocabulary concerning computers

- Reading comprehension: to match words in column A with their meaning in column

B, to find the best title for the reading passage and then answer the questions

- Students may have difficulties in understanding the words about computers

IV Procedures:

1 Homework checking( 5 mins)

- Ask two sts to do EX2 and EX4 in the workbook

on the board

2 Before you read( 10 mins)

- Aims: to prepare information and vocabularies

for the topic.

- Ask sts to look at the textbook and work in pairs

EX 2:

1 stimulate 2 origin 3 disabled 4 sorrow 5 professional 6 opposition 7 time - consuming 8 exhibit

- Look at the board and listen to the teacher

- Work in pairs to match the items with the

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to match each numbered item with one of words

or phrases in the box

- Ask some sts to give feedback

+ mi'raculous ( adj ) : remarkable.

+ de'vice ( n ) : a thing for special purposes.

+ a'ppropriate ( adj ) : suitable

+ 'storage ( n ) : the storing of information

+ 'data ( n - U ) : information.

+ 'memo ( n ) : a record of agreement

+ leave ( n ) : the time that a person is permitted

to be absent from work

- Ask sts to listen and read the words again then

ask some sts to read again

- Listen and check

3.While you read:( 20 mins )

- Aims: Read the passage for information to do

the tasks.

- Ask the sts to read the passage individually and

do Task 1: the words in A appear in the reading

passage Match them with their definition in B

- Encourage sts to guess the meaning of the words

in the context

- Tell sts to compare their answers with a partner

- Call on some sts to read their answers aloud in

front of the class

- Give correct answers and explain all the words

carefully to make sure the students understand the

meaning of the words

+ Task 2: Passage Headings.

- Ask the students to read the passage more

carefully and choose the best title for it

- Let sts dicuss the answer with their partners

- Ask one st to give the answer and encourage

them to explain their choice

- Give further explanation and tyhe correct

answer

- Give explanation to some words/ phrases or

expressions if needed

+ Task 3: Answering questions.

- Ask sts to work in pairs and answer the

questions using the cues

- Go around the class and provide help if

necessary

- Call on some pairs to report in front of the whole

class

4 After you read:( 9 mins )

- Aims: Give sts a chance to discuss the topic

- Ask sts to work in groups to discuss two

questions:

1 What are the advantages of computers?

2 What are the disadvantages of computers?

- Ask some representatives to report

- Copy the words into their notebooks

- listen and repeat

- some sts stand up to read the words again

- Read the passage and do the task individually

- Some sts give out their answers

1 c; 2 - e; 3 – a; 4 - b ; 5 - d

- Copy down

- Compare their answers with their partners

- C What can the computer do?

- Work in pairs to to ask and answer

- a waste of time and money on games.

- being harmful to people's health

- spam or electronic junk mail.

-

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