Giáo án tiếng anh 10 cơ bản

Task 1: - Teacher asks pupils to read the passage again to choose the correct option A, B, C that best suits the meaning of the italicised words.. Task 2: - Teacher explains Task2 - Te

UNIT 1: A DAY IN THE LIFE OF…

Lesson 1: Reading

Date:

Class:

A Aims: Help pupils understand the lesson by reading comprehension test

B Teaching aids: Textbooks, pictures

combine jobs and places of work

- Teacher asks:

Where does a teacher work?

- Teacher gives some other questions and asks

pupils to answer

=> Teacher introduces the new lesson:

To understand more about the life of a farmer,

today we learn unit 1

-Students do the tasks in pairs

- One pupil answer:

He/ She works at school

to explains new words by using pictures

- Teacher asks pupils

to pick out some activities

which farmers usually do through the handout

of the teacher

- Teacher asks pupils

to do exercises in their

textbooks

- Pupils copy down

- Pupils work

in pairs ( one asks and one answer)

* Some new words:

- Peasant ( n)

- to lead the buffalo to the field

- to pump -> pump water

breakfast?

B: I often have breakfast at 6.00

A: What time do you have lunch?

B: I often have lunch at 11.30 A: What time do you often have dinner?

B: I often have dinner at 6.00 A: What time do you often go to bed?

B: I often go to bed at 10.30 A: What do you often do in the morning?

B: I often do my homework A: What do you often do in the afternoon?

B: I go to school A: What do you often do in the evening?

B: I often do my homework

III

While-

reading:

- Teacher asks pupils

to read two passages once

Task 1:

- Teacher asks pupils

to read the passage again

to choose the correct option A, B, C that best

suits the meaning of the italicised word(s)

Task 2:

- Teacher explains Task2

- Teacher asks pupils

to read the passage again

and to answer the questions on page

14

- Teacher walks around, the class, offer ideas and corrects mistakes ( if any )

Task 3:

- Teacher explains

- Pupils read the passage again to pick up information

- Pupils work

in pairs

- Pupils do exercises

Task 1:

1.c 3.A 2.c 4.A

Task 2:

1 He’s a peasant / farmer

2 He gets up at 4:30 and then he goes down to the kitchen to boil some water for his morning tea

3 In the morning he ploughs and harrows his plot of pland, drinks tea and smokes local tobacco during his break

4 In the afternoon, they repair the banks

of their lot of land Mr Vy pump water into

it while his wife does the transplainting

5 Yes, they are Because they love working and they love their children

- Teacher asks pupils

to close the books

- Teacher divides the class into small groups,

and pupils discuss about Mr Vy and Mrs Tuyet’s daily routines

work:

Rewrite a short paragraph about daily routines of Vietnamese farmers

or daily routines of pupils’parents

A Aims: Help pupils talk about daily routines

B Teaching aids: Textbooks, pictures

at school by using a table (timetable )

- Teacher asks a representative of each group to write the names of the subjects

on the board

- Pupils answer

- Pupils work in groups to write the complete names of the subjects

II

Pre-speaking:

Today we learn how to practise speaking about daily routines and timetable

III

- Teacher asks pupils

to observe the timetable, then introduce Task 1

- Teacher reads the examples 1 or 2 times

- Teacher asks pupils

to work in pairs making and answering

questions about

- Pupils do exercises page

15

- Pupils talk about Quan’s daily routine based on

“ What does Quan do at 14:00 p.m ?”

?” Quan get up at 2:00 p.m

He reads books at 2:15p.m At 4:30p.m, he watches TV At 5:00p.mAt 5:00p.m, he rides to the stadium He plays football with his friends at 5:15p.m At 6:30p.m, he rides home He takes a bath at 6:45p.m At 7:00p.m, he has dinner with his family At 8:00p.m, he does his

homework

timetable

- Teacher corrects mistakes ( if any )

Task2:

- Teacher asks: “what

do you do everyday?”

- Teacher shows a picture and makes the first question as a sample:

- Teacher asks pupils

to work in pairs to talk about Quan’s

activities in the afternoon, using the simple present tense

the pictures

IV.Post-

speaking:

- Teacher asks pupils

to close their books and

to tell their classmates about their daily

- Pupils prepare:

Listening

-

UNIT 1: ( cont.) Lesson 3: Listening

Date:

Class:

I) Aims:

- Help pupils listen to and understand daildy activities of labourer

- Listen and number the pictures, answer the questions

II) Teaching aids:

- Puplis close their books

* Jumbled words:

ccloy riedv nssegerpa

correctly

- After ordering, teacher

corrects and gives situations:

- Teacher asks: “ Who is he ?”

- Pupils answer: “ He

is a cyclo driver”

- Teacher introduces the new lesson

dofo salt

He has a cycle

He drives passengers everyday

He usually has meals at a foot stall

II

Pre-listening

- Teacher asks pupils some questions in the textbook

- Teacher lets pupils read the words in the tapescript, pay

attention to the way

of pronunciation and the meaning if

cyclo

b/ When was it ? c/ Is it interesting to travel by

Task 2:

- Teacher give situations and explains in task 2

Task 1:

- Pupils close their books and describe the pictures in the textbook

- Pupils work in groups

to guess their correct order

- Pupils play the tape

in the third time and teacher pauses each sentence or paragraph

to ensure the answers

Task 2:

- Pupils read the statements carefully and master the information

- Pupils listen to the cassette player the first time

- Pupils listen to the cassette player in the second time

- Pupils discuss in groups and teacher checks the answer

-Pupils listen to the tape in the third time

3 F 6.F

teacher pauses each

sentence or

paragraph to ensure the answers

IV Post- listening: - Pupils work in pairs - Asking and answering questions about Mr.Lam’s activities, using cue below: name, start work,… - Two or three groups retell their story to the class V Homework: - Pupils rewrite about Mr.Lam’s daily activities ( about 50 words) - Prepare: “ Writing” -

UNIT 1: (CONT) Lesson 4: Writing Date: Class: I)Aims: _ Help pupils understand the content, language ( the past simple) and the structure of the story _ Help pupils build up a narrative about a hotel fire II)Teaching aids: Bokks, pictures III)Procedure: Time Teacher’s activities Pupils’ activities Contents I Warm-up activities: - Teacher asks some questions - Teacher checks and explains * Task 1: - Teacher reads the passage once - Pupils reread the passage in silence - Teacher explains new words - Teacher walks around the class, offers ideas

- Pupils reread the passage in silence - Pupils read the passage and find all the verbs that are used in the past time and

connectors in the story (work in groups) - Teacher walks * Some questions:

a/ Have you ever heard a frighten story / an interesting story?

b/ When did it happen?

c/ Where did it happen?

d/ How did you feel about that? Task 1: * Some new words:

- fasten ( seat belt ) (v)

- scream (n,v)

- panic (n,v) -> in panic

* Some verbs ( in the past time) stared, was, arrived, got, took off,

Task 2:

- Teacher explains task 2

- Teacher checks the answer before the class

* Task 3:

- Teacher explains task 3

- Teacher corrects before the class

around the class, offers

Task 2:

- Pupils work in groups to identify the events, the climax, and the conclusion of the story

Task 3:

- Pupils build up a narrative about a hotel fire using the prompts

in the textbook

- Pupils work in groups

began, thought, felt, announced, was, were, screamed, realized, landed, was

* Some connectors ( time expressions) when, at first, then, just when, a

few minutes later, one hour later

shake,plane seemed to dip, people screamed in

panic

- The climax: we though we had only minute to live

- The conclusion: Pilot announced that everything was all right, we landed

-

UNIT 1: (CONT) Lesson 5: Language Focus

Date:

Class:

I ) Aims :

_ Help pupils practise / I / and / i :/

_Help pupils consolidate: + The simple present

+ Adverbs of frequency + The past simple

II) Teaching aids:

Textbooks, pictures

III) Procedure:

I Warm-up

activities:

- Teacher uses two pictures ( a sheep and

a ship) on the board and asks pupils to complete the

following sentence

- Teacher checks before the class - Pupils close their books - Pupils work in groups

I see a on the -> I see a sheep on the ship II Pronunciation: a/ Listen and repeat: b/ Practise these sentences: Teacher introduces and reads / I/ and / i / loudly - Teacher lets pupils listen to the tape twice - Teacher takes notice the sentence stress - Pupils repeat

- Pupils listen and repeat - Pupils practise in pairs these words - Pupils practise these sentences in their textbook

Minimal pairs: / I / / i /

hit heat

bit beat

meet meat

it eat

lick leek III Grammar and vocabulary: - Teacher gives some examples and explains Teacher explains and asks pupils some - Teacher asks pupils to remind the formation And using the simple and the past simple - Teacher takes notes some adverbs of frequency

Exercise 1: - Teacher explains exercise 1 Exercise 2: - Teacher explains exercise 2 Exercise 3: - Teacher explains and asks pupils to do - Teacher corrects mistakes if any

Exercise 1: - Pupils use the correct present simple form of The verbs in the box Exercise 2: - Pupils put each of these adverbs of frequency In its appropriate place in the sentences Exercise 3:

* Examples:

He is a schoolboy He usually goes to school by bicycle everyday but yesterday

he went to school on foot

- goes: simple present

- went: simple past Questions: What time do you get up?

-> I often/ usually get up at…

Some adverbs of frequency:

Usually, always, often, rarely, Sometimes, never,…

Exercise 1:

IV Homework: - Pupils do homework

and prepare Unit 2

- Pupils read small talks and then do tasks that follow

- Pupils answer questions

II) Teaching aids:

- Where are they?

Can you guess what they are talking about?

- Which topics do students often talk about?

- Pupils discuss and choose the topics they like

When I meet my friends, I often talk about

I’d like to talk about my favourite sports and games/…

III While-

reading:

Task 1:

- Teacher explains task 1

- Teacher reminds pupils to fill the blanks with one of the

correct position ( verb, noun,

adjective,…)

Task 2:

- Teacher explains Task 2

- Pupils read the small talks again and find

out who… ( work in pairs)

- Pupils discuss and present in front of the class

- One pupil asks and

B: Miss Phuong does ( enjoys teaching)

Task 3

- Teacher asks pupils

to read the small talks again and to answer the questions in the textbook

- Teacher walks around the class, offers ideas, helps pupils if necessary

- Pupils work in pairs and present their ideas In front of the class

I like English best because it is

an important means of international communication

- Prepare: “ Speaking”

-

UNIT 2: ( CONT ) Lesson 2: Speaking

Date:

Class:

I) Aims:

- Talk about daily activities, school activities through the small talks

- Start, continue and close a conversation

II) Teaching aids:

cardboards, textbook, pictures

- Teacher explains task 1

- Pupils work in pairs 1.D

2.F 3.B

- Teacher asks pupils to work in pairs

to divide into 2 groups

- Teacher explains new words if necessary

Task4:

- Teacher can divide the class into 4 groups to

talk about the following topics:

+ Group 1: the weather + Group 2: last night’s TV programmes

+ Group 3: football + Group 4: plans for next weekend

- Teacher gives them 5 minutes to prepare a conversation Then one of them will play roles about topic they have

- Pupils practise these phrases first, then work

in pairs

4.H 5.F 6.C 7.G 8.A

What’s the matter with you?

2 awful

3 a headache

4 You’d better go home and have a rest

IV.Post-

speaking:

- Write about the conversation done in groups

V

Homewor

k:

- Pupils do homework and prepare

“Listening”

-

UNIT 2: (CONT ) Lesson 3: Listening

Date:

Class:

I) Aims:

_ Help pupils listen to and understand daily activities at school, family,Hotel, testaurant,…

_ Listen and number the pictures, answer the questions, do the gap filling

II) Teaching aids:

Textbook, pictures

III) Procedure:

Time Teacher’s activities Pupils’ activities Contents

I Warm-up

activities:

- Teacher writes down some disordered words and ask pupils to order correctly

- After ordering, teacher corrects and

2) Which subjects do you like best?

3) What do you often do in the summer?

II

Pre-listening

- Teacher asks pupils to read silently, then they discuss in groups - Teacher calls some pairs to

do the matching:( one asks – one answers)

- Teacher corrects if necessary

- Teacher walks around the class, offers ideas and corrects mistakes if necessary

- Pupils listen to four conversations again

to answer the questions

- Pupils listen to the recorder tape and find the missing words

- Pupils exchange the answers with each other

Task 1:

a) There are 2 people in front

of a hotel, they’re talking to each other

b) Two pupils are talking after class

c) Two young people are at the party

d) Two boys are at the seaside conversation 1: picture b conversation 2: picture c conversation 3: picture d conversation 3: picture d

1 it here 5.travelling

2 very nice 6.No 3.big 7.alone 4.comfortable 8 for a drink

-Teacher gives some questions to guide pupils

- Teacher asks some pupils

to present in front of the class

V

Homework:

- Pupils retell a memorable party or holiday about 50 words

-

UNIT 1: (CONT) Lesson 4: writing

Date:

Class:

I).Aims:

T helps pupils write and fill in the form

II) Teaching aids:

Textbooks, pictures, some forms

- What sort of information do you often have to provide when you fill in a form?

- Teacher asks pupils to read two questions

helps pupils answer

Task 2:

- Teacher explains and asks pupils to match a line in A with a question in B

- Teacher asks pupils to find new words

Task 3:

- Teacher explains Task 3

- Teacher asks pupils to look at Task 3 and find some new words

Task 4:

- Two pupils go to the board to do

3.e 7.a 4.g

Date:

Class:

I ) Aims :

_ Help pupils practise / I / and / i :/

_Help pupils consolidate: + The simple present

+ Adverbs of frequency

+ The past simple

II) Teaching aids:

=> Today we will practise pronunciation

the two sounds /^/ and /a:/

Ex: - My cousin is my uncle’s son

- The doctor wants to examine her

II

Pronunciat

ion:

Listen and repeat:

- Teacher lets pupils listen

to the cassette player and repeat

- Teacher reads words in the textbook, pupils listen and repeat

-Teacher corrects mistakes

if any

Practise these sentences:

- Teacher reads these sentences ( once or twice),

- Teacher corrects

- Some pupils read, -SS practise these sentences:

Exercise 2:

- Teacher explains and asks pupils to read the letter to find new words

- Pupils fill each blank with an –ing or to + infinitive form of the verb in brackets

- Pupils read exercise

3 in silently and find new words if

necessary

- Pupils complete the sentences using an-ing

or to-infinitive form of the verbs in the box

Exercise 3:

1.to go 6.making 2.waiting 7.to call 3.having 8.to lend

4.to find 9.talking 5.living 10.to post

III

Homewor

k

- Pupils do homework and prepare: Unit 3

Help pupils understand the lesson by reading comprehension test

II) Teaching aids:

Textbooks, pictures, cardboards

questions in their textbooks

- Pupils work in pairs and answer questions

III While-

reading:

- Teacher asks pupils

to read the passage in silence and find new words if necessary

Task 1:

- Teacher explains Task 1

Task 2:

- Teacher explains Task 2 and asks pupils

to read the passage again

* Task 2:

1.T 4.F 2.F 5.T 3.T

Task 3 and asks pupils

to read the passage again to get information

IV

Post-reading:

- Teacher explains and asks pupils to find evidence form the passage to prove that Marie

b/ ambitious c/hard-working d/ intelligent e/ humane

Date:

Class:

I) Aims:

_ Help pupils to tell about somebody’s background

II) Teaching aids

Textbooks, cardboards, pictures

III

While-speaking:

Task 1:

- Teacher explains Task 1

- Teacher asks pupils

to work in groups

Task 2:

- Teacher explains Task 2

Task 1:

-Ss work in groups

Task 2:

- Pupils work in pairs

- Some pairs present their ideas before the class

* Task 1:

- family -education

- experience

* Some guiding questions:

- How long have you lived in…?

- Can you tell me about your

- Teacher introduces the situation, pupils play roles (one interviews-one answer)

- Teacher walks around the class to check and

to talk about the person they have learnt about from the interview

- Pupils work in pairs

interview

-

UNIT 3: (CONT.) Lesson 3: Listening

Date:

Class:

I)Aims:

- Listen to the news on radio and choose the suitable words

- Listen and fill in the gaps in the sentences

- Listen and answer the questions

II) Teaching aids:

Cassette player, pictures, textbooks, cardboards

- Pupils open their books and describe the pictures in the textbook

- Pupils listen to the

cassette player and find new word if necessary

* Task 1:

1.T 4.T 2.T 5.F 3.F

- Some pairs present their idea

in front of the class

- Pupils work in pairs (one asks-one

-

UNIT 3: (CONT ) Lesson 4: writing

- Teacher asks pupils to read Mr.Brown’s C.V

- Teacher explains Task 2

- Teacher can offer ideas and helps if necessary

-Teacher corrects mistakes if any

* Task 2:

- Pupils complete the form based on Task 1

- Pupils work in pairs

- Some pairs present their ideas in front of the class

* Task 3:

- Each pupil writes a paragraph about his/her partner’s parents based on Task 1 and Task 2

- One pupil reads his/her ideas, teacher and other pupils corrects mistakes if any

C.V = curriculum vitae : a form with details about somebody’s past

Date:

Class:

I) Aims:

- Help pupils practise pronunciation two sounds ………

- Help pupils consolidate : + The past perfect

+ The past perfect vs the past simple

II) Teaching aids:

Textbooks, cassette player, cardboards, pictures

new lesson

II

Pronunciation:

a/ Listen and repeat:

- Teacher introduces and read two sounds

……

……… loudly

- Teacher reads some words in the textbook

and asks pupils to repeat

b/ Practise these sentences:

- Teacher lets pupils listen to the cassette player Twice

-Teacher takes notice the sentence stress

a/ Listen and repeat:

- Pupils listen and repeat

b/ Practise these sentences:

- Pupils practise these sentences in their

Textbooks ( work in pairs)

- Teacher asks pupils to read the example in the textbook and teacher explains

- Teacher gives some other examples and explains

- Teacher asks pupils to remind the formation and using of the past perfect and the past simple

Exercise 1:

- Teacher asks pupils to do exercise 1

* Grammar:

-Ss read the examples

- Pupils give some other examples

Exercise 1:

- Each pupil works and then work in pairs

2/ When I arrived at the club, The meeting had started

3/ I was nervous because I had spoken before an audience

Exercise 1:

1/ had broken 2/ had done 3/had met 4/ had not(hadn’t) turned off 5/ had ever seen

6/ had seen 7/ had left 8/ had moved 9/ had not (hadn’t)seen 10/ had broken in

Exercise 2:

Exercise 2:

- Teacher explains and asks pupils to

do

1 had just finished, came

2 had seldom travelled, went

3 went, had already taken

4 Did… manage,had…gone, got

5 had just got, phoned, had been

Exercise 3:

1 had climbed-> climed

2 had turned-> turned

3 had called out-> called out

4 had heard -> heard

5 went-> had already gone

and prepare : Unit 4

-Teacher helps students understand new lesson through some exercises

-Students use some new words through speaking, asking, answering activities

B Teaching aids: Textbooks, some pictures

School (for the disabled children)

- Teacher asks questions:

:=>Teacher introduces new lesson: SPECIAL EDUCATION

- Students look at the pictures and answer the

would be difficult for blind and deaf people?

- Teacher introduces

-Students answers (work

in pair) -Sts discuss and choose their answers

(Braille is a system of writing for the blind developed by Louis Braille, using patterns

of raised dots that can be read by touch )

Louis Braille (1809-1852) -Teacher asks students

to work out the message the

- Students answer follows in their textbooks

- Teacher asks students

to read the passage again and complete the

centences by circling the corresponding letter A, B,

- Students read new words and the

IV

Post-reading:

- Teacher asks students

to fill the suitable words in the

the passage again

- Teacher asks students

to summarize the content

of the passage again

- Students work in groups

1.disable 6.time-consuming

2 read 7.maths 3.write

8.arms 4.determination

9.fingers 5.opposition 10.proud

V

Homework:

- Teacher asks students

to read the passage and answer the following question:

a/ What would happen to the disabled children if a

special class was not organized for them?

b/ Why couldn’t the parents give their disabled

A The aim of the lesson :

- Teacher helps students understand new lesson through some exercises

- Students use some new words through speaking, asking, answering activities

B Teaching aids: Textbooks, some pictures

C Procedure:

- Teacher gives the answer: 1.b; 2.c;

3.g; 4.e; 5.a; 6.g;

7.d

- Teacher asks students to answer some question:

=>Teacher introduces new lesson:

Speaking

- Students work in pair

-Students answer

a/ What are your favourite subjects?

b/Which one didn’t you like?

c/ How much time do you prepare for your lesson

everyday?

1.matchs a.gymnastics 2.physics b.25x2-3x+10=0 3.history c.e=mc2

4.geography d H2O 5.physical

education

e the countries of the

work 6.English f the 2nd world war

7 chemistry g reading,writing and

- Teacher helps students fill in the blanks with the right questions

- Teacher walks around the class, offers ideas and corrects mistakes (if any)

Task 2:

- Teacher writes the questions of Task1 on the board

- Teacher walks around the class, offers ideas

- Teacher plays the role of the

interviewer

* Task 1:

- Students work in pairs and give the answer

- Students work in pairs (one asks and one answer.)

- Two or three pairs present their dialogue in front of the class

Task 2:

- Students close their books and work in pair (one asks and one answer)

* Task 1:

A.4 D.6 B.1 E.3

C.2 F.5

Task 2:

+ lower-secondary school + subjects

+ timetable + homework + exams +likes and dislikes

- Students play the role of Hanh

Task 3

know about their partner

V

Homework:

-Ss prepare Listening

A The aim of the lesson :

- Teacher helps students understand new lesson through some exercises

- Students use some new words through listening

B Teaching aids: Textbooks, some pictures

- Students give the form and meaning of these words

II

Pre-listening

- Teacher explains how to fill each of the blanks with one word from the box

- Teacher reads new words in the first time

- Teacher reads twice

- T helps students know the form and meaning of

words

- Students work in pairs

- Students listen and repeat

1 photographic;

2.photography 3.photographer;

4.photograph 5.photogenic

Khuyet”(it’s a very special club, its members are

disabled)

- Teacher helps students read key

Task1:

- Students read the entences in their textbook before listening

- Students listen to the cassette tape twice

-Students listen and work in pairs

Task 2:

-Students listen

Task1:

(1): all disabled (2):teaching photography (3): exhibiting, first time (4): subjects of photos (5):passion, escape sorrow

1.T; 2.F; 3.T; 4.F; 5.T

Task 2:

1.photographic 6.simple

words carefully:

- Teacher lets students guessTrue/False sentences

- Teacher lets students listen again and corrects mistakes

Task 2:

-Teacher asks Students to read the passage one

time and to confirm the kind of words

- Students work with their partners to fill each blank with a suitable word

2.19 7.peaceful 3.exhibition 8.chickens 4.50

9.Stimulate 5.beauty 10

escape

IV Post-

listening:

-Teacher explains and asks students to retell the story

about the Vang Trang Khuyet Photography club

- Teacher writes some instructions on the board:

- Students work in groups a/ Who are the member of

V

Homework:

Write a short paragraph to retell the story about Vang trang Khuyet Photography clubs

A The aim of the lesson :

- Teacher helps students understand new lesson through some exercises

- Students use some new words through writing

B Teaching aids: Textbooks, some pictures

“molinctap trelet”

into two

-Students work in groups

- Students go

to the board to write their

meaning words

+ Have you ever written a letter of complaint?

+When do you write a letter of complaint?

 Teacher introduce new lesson:Writin

g

- Teacher delivers students handout and explains how to fill in the blanks

answers -Students discuss and fill in the blanks

1/Advertised ( promising thing)

2/Reality (

disappointing things)

Teachers native

speakers

Vietnamese teachers Number of

students/class

no more than 20

more than 30 students Books &

cassette tapes

free had to

buy/expensive

classrooms all air

conditioned classrooms

no air conditioned classrooms classtime 3 hours

(5.30-8.30)

only two hours (6.00-8.00)

- Teacher explains and asks students to fill in the blanks ( from column 2)

- Teacher walks around the class, offers ideas and corrects mistakes (if any)

Task 2:

-Teacher asks questions:

- Teacher explains and helps student know how to write a complaint letter

- Teacher asks students to use the information from the

dialogue in Task 1, to complete the letter of complaint in their textbooks

- Teacher

Task 1:

- Students discuss and

do task 1 in their

Textbooks

Task 2:

- Students work in groups and two groups and go to the board to write their ideas

Task 1:

1 I am not happy with it at all

2 not all of them are native teachers

3 that is 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

Task 2:

Do you want to write a complaint letter?

What do you have to write in that letter?

Ex: You say in the advertisement there are native

teachers only, but all the teacher are Vietnamese

corrects mistakes

III

Homework:

- Write a letter of complaint into your notebook

- Prepare

“Language Focus”

A The aim of the lesson :

- Teacher helps students understand new lesson through some exercises

- Students use some new words through language focus and practice pronunciation

B Teaching aids: Textbooks, some pictures

introduces and helps students to distinguish the two sounds

Teacher reads two sentences and explains

* Listen and repeat:

- Teacher reads the words in the textbook once

- Teacher reads again ( word by word )

- Teacher asks some students to repeat

- Teacher gives

- Students read two sentences

- Students repeat

in chorus

- Students repeat individual

students some other words:

* Listen and say the number 1 or 2 for the words

you hear Say 1 for /…/ and 2 for /…/

- Teacher reads these words: want, lock, short, walk, got, font, four, bore, ball

* Practise these sentence:

- Teacher reads these sentences once

- Teacher reads twice ( sentence by sentence)

- Teacher asks some students to read these

injured poor rich sick unemployed young

- Teacher gives some examples:

- Teacher explains :

“the young” is a group of young people

-Teacher takes notice of the verbs in sentence in

plural form and the meaning

- Teacher corrects mistakes ( if any )

- Teacher asks students to create some more noun and make phrases with this structure

* Exercise 2:

-Teacher introduce the structure

- Students read these adjectives and give the meaning

- Students give some more examples and draw out the structure

- Students do exercise 1 in their textbooks

( work in pairs )

- Students work in pairs or groups

-Sentences with their created noun phrases

* Exercise 2:

- Students do exercise 2

Ex: Now I see, all of you are young

The young always have good health

1 The young 4 the sick

=> S + didn’t + use to + V(inf)

c/ Interrogative form:

Did they use to take him to school?

- Teacher asks students to do exercise 2 in their textbooks

* Exercise 3:

- Teacher gives some examples and explains:

- Teacher takes notice : “ which as a connector”

- Teacher asks students to give other examples

- Teacher asks students to do exercise 3 in their textbooks

* Exercise 3:

- Students listen and copy down

- Students gives

examples

- Students do exercise 3

=> Did +S + use to + V(inf)…?

Ex: a/ It’s going to rain tomorrow, which

is verygood for the crop

b/ Sheila couln’t come to the party, which was a pity

4 Our flight was delayed, which meant

we had to wait for hours at the airport

5 Ann offered to put me up for the night, which was very nice of her

6 The street I live in is very noisy at night, which makes it difficult to sleep

7 Our car has broken down, which means we can’t go away tomorrow

III

Homewor

k:

Do homework Prepare Unit 5

_ guess the meaning of the words through the context

_ choose the best title for the passage

_ summary the passage by the way of speaking or writing

II Teaching steps:

Checking previous lesson:

Fill in the blanks with “used to” or “didn’t use to”

1 She (live) here when she was young Now doesn’t live here any longer

Used to live

2 My father (drink) coffee when he was a boy but now he likes coffee so much

Didn’t used to drink

New lesson: READING

as a Television set, a car, a computer to introduce new lesson

_ Pair work: Sts discuss then match each numbered item with one of the words or phrases

_Visual display unit = computer screen (n) _ Floppy disk (n): ñóa meàm

Task 3:

_ T helps Sts when in need

_ T asks some Sts answer these questions in front

of the class

_ Sts repeat twice _ Sts read in silence then do the tasks below

Task 1:

_ Sts work in pairs to match the words in column A with the definitions in column B then some pairs of Sts read the answers and the others correct

C What can the computer do?

2 Why is a computer a

miraculous device?

Because it is the capable of doing almost anything you ask it to

_ Ask and answer about the function of electric devices

_ Talk about the advantages of technology in daily life

II Teaching steps:

Checking previous lesson:

T asks, Sts answer:

What can a computer do to help us in our daily life?

It can help us visit shops, offices, and places of scenic beauty, pay bills

New lesson: SPEAKING

situation and read a pair of example

_ T asks some Sts to practice speaking in front of class and help them when

necessary

_ Sts work in pairs: Ask and answer questions about the uses of modern inventions

A: Can / Could you tell me what a cell phone

2 Could you tell me what a TV is used for?

It’s is used to watch news, performances or football matches

_ Sts read each sentence in choral

Task 3:

_ Sts read task 2

in silence again then rank them in

importance Give reason(s)

_ Some Sts present their own opinions with reason(s)

Task 4:

_ Work in group: talk about the uses of information technology using the information in task 2

information technology at home

Prepare new lesson

_ Hear and understand the experience of learning and using computer of an old man

_ Decide whether the statements are true or false

_ Fill in the blanks with the missing words

_ Summary the main ideas of the passage

II Teaching steps:

Checking previous lesson:

T asks Sts to talk about the uses of information technology

New lesson: LISTENING

_ T explains some new words:

_ Work in pair: Sts put a tick in the right column then compare with their partners

_ Sts listen to the tape twice and repeat the words given

_ Worried _ Memory _ Refused _ Excuse

_ VDU (visual display unit) _ Headache

III

_ T introduces the main idea “the experience of learning how to use

a computer”

_ T plays the cassette twice then Sts answer the questions with explanation

Task 2:

_ T asks Sts to hear again the passage then fill in the blank with the missing words

_ T plays the cassette twice then Sts read the answers

Task 1:

_ Sts read questions first (2 minutes)

_ T can help Sts when in need

V

Homework:

Sts read the passage again at home and prepare the writing part

_ understand the instructions on how to use a public telephone (with connectors: first, then,

next, until and imperative form of some verbs)

_ write a set of instructions on how to operate a TV with a remote control with suggestions

II Teaching steps:

Checking previous lesson:

T asks Sts to write the full noun phrase of the abbreviation of VDU

_ Visual display unit

New lesson: WRITING

_ T asks Sts to

instructions in silence

Task 2:

Task3:

_ T instructs the function basic buttons and some channels

Task 1:

-Ss listen

Task 2:

_ Sts work in pairs to find out the connectors

at the TV and TV remote control to answer the questions

1.What do you have to make sure

of if you want to operate the TV with the remote control?

_ You have to make sure that the cord is plugged in and the main is turned on

2 What should you do if you want

to turn on or turn off the TV?

_ To turn on or turn off the TV, press the POWER button

3 What should you do if you want

to select a programme?

_ To select a programme, press the PROGRAMME button

_ Sts write a set

of instructions on how to operate a

TV with a remote control using pictures and the questions above

5 What should you do if you want

to adjust the volume?

_ To adjust the volume, press the volume button up or down

6 What should you do if you don’t if you don’t want to hear the sound?

_ If you don’t want to hear the sound, press the MUTE button

If you want to operate a TV with a remote control, you must make sure that the cord is plugged and the main is turned on

III

Homework

Sts practice writing at home and prepare the next part:

+ The present perfect

+ The present perfect passive

+ Relatives clauses

II Teaching steps:

Checking previous lesson:

T asks Sts to write the answer on the board

What should you do if you want to turn on or turn off the TV?

_ To turn on or turn off the TV, press the POWER button

New lesson: LANGUAGE FOCUS

activities

I Warm-up

_ T reads twice, asks Sts to pay much attention to the different length of the two vowels

_ T corrects the pronunciation

sentences:

_ T reads twice first, asks Sts to

attention to the different length of the two vowels in utterances

Listen and repeat:

_ Sts repeat in choral then individually

sentences:

_ Sts practice pronouncing in pairs

_ Sts find out the two vowels in the reading passage

/u/

Put Pull Full Foot Look Cook

/u:/

Food School Tooth Fruit June Afternoon

_ T makes the sentence of the present perfect passive first then draw out the structure

vocabulary:

_ Sts write the exercise on the board and in their books

_ Some others correct the mistakes

_ Sts build sentences after the model

Exercise 1

Tan has visited Quang to his house

 S + have / has + V (ed/3)

1 Tom has opened the door

2 He has turned on the TV

3 He has tidied the house

4 He has cleaned the floor

5 He has switched on the lights

6 He has laid two bottles of water on the table

_ T gives the two models first to remind Sts the

_ Sts can read the completed

sentences and explain how to use

Who, Which and That

6

Exercises 3 The book which I bought last night is

very interesting

I am talking about the man who gave

you 100dolars last week

-

Unit 6: AN EXCURSION Period : READING

Date:

Class:

I Objectives:

Sts read the passage and find out the details

II Teaching steps:

Checking previous lesson:

Fill in the blanks with the correct relative pronouns:

1 The man is talking to my day is my teacher (who)

2 Do you remember the film we saw last night? (which)

New lesson: READING

* Teacher and Sts’ activities

Before you read:

_ T introduces these pictures and asks

_ Sts answer

_ T gives some new words

* Content

What are the pictures like?

They are beautiful

Where are they?

They are in Hue, Ha long bay, Ha Noi

_ Picturesque site (n): nơi đẹp như

_ Sts read the information below then

match the photos with the information

_ Sts tell the places they want to visit

with their reasons

While you read:

Task 1 and task 2:

_ Sts look through task 1, 2 first to know

the request of the exercises

_ T supplies some new words

_ Sts repeat after the T twice

_ Sts read the letter in silence then do

the task 1,2

_ Sts work in pairs to find out the correct

answerS

After you read:

_ T gives one new word:

_ Sts work in pairs to fill in the blanks

with suitable phrases

_ T asks some Sts to read the answers

_ Other Sts can correct the mistakes

tranh

_ Resort (n): khu nghỉ mát _ Altitude (n) độ cao

d Thien Mu pagoda

b Ha Long bay (Quang Ninh)

a The One-Pillar pagoda

c Da Lat

_ cave (n): hang động _ rock formation (n) Sự hình thành đá _ permission (n): sự cho phép

3 It’s only over 20 km

4 They are going to make a two day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap

5 Lan is anxious about her parents’

permission They may not want to let her stay the night away from home

-

Unit 6: AN EXCURSION Period : SPEAKING

Date:

Class:

I Objectives:

Sts can:

_ give their opinions

_ Argue to keep their opinions of the arranging seats according to their wishes

II Teaching steps:

Checking previous lesson:

T asks and Sts answer:

Which places do you want to visit?

Ha Long Bay

How do you want to go there?

By plane

New lesson: SPEAKING

* Teacher and Sts’ activities

Warm up:

_ T asks and Sts answer and then lead

Sts to the new lesson

Task 1:

_ Sts look through task 1 then T explains

some places: Michigan, Lake Michigan,

and Chicago

_ T tests Sts’ reading comprehension

skill

Task 2:

_ Sts read the seat plan carefully

_ T supplies some expressions used in

St: Because I want to look outside

T: We’re going to learn how to show your opinion on arranging seats

1 What do you know about Tim?

_ He likes to sit in the sun and he want

to be himself

2 What about Susan?

_ She wants to be near Mary She doesn’t to get sunburn

_ I don’t think so _ to be suitable for _ Why / why not _what do you think?

_ what’s your idea?

_ Had better