giao an tieng anh 10

- Checking Teacher: To check the information, read the text - Lets sts listen to the - Gives them 3 minutes for individually silent reading to compare the information they’ve got in “bef

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Week: 01 Date of planning:

Period: 01 + 02 Date of teaching:

Class:

INTRODUCTION

I Aims:

- To introduce the textbook- English 10

- To introduce the way of testing

- To set up some class regulations

- To give a fifteen- minute test

II Procedures:

1 Textbook introduction:

a Contents: - Six themes:+ You and me

+ Education+ Community+ Nature and the environment+ Recreation

+ People and places

- Sixteen units

b The Structure of the book: - There are sixteen units In each unit , there are five main parts: Reading, Speaking, Listening, Writing

+ Language focus: - Pronunciation

- Grammar and vocabulary

2 The system of testing.

3 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

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

III Choose the best answer

1 The boy 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) ( to smoke/ smoking).

4 By (working/ to work) day and night he succeeded in ( finishing/ to finish) the job in

time

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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)

-Period: 03 Date of teaching:

Class:

Lesson : 01 -

READING-I OBJECTIVES:

- Educational aims: - Students should appreciate country life and farm-work

- They will have the love for their hometown and country

2 Knowledge:

* General knowledge: Students learn about daily activities in the life of farmers and farming

* Language: Students practice using the simple present tense to express routine

* New words: words related to daily activities and farming

3 Skills: - Reading and guessing the meaning of words in context

- Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Pictures of activities in the field

IV PROCEDURE:

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Teacher’s activities Student’s activities Content

I Warm up

- Asks sts to close their

books

- Gives handout and

asks them to match the

places with the jobs

more about the life of a

farmer, today we learn

(The picture is about:

A farmer leads his

buffalo to the field

- Uses the picture to

teach the new words:

Singing karaoke, leading a buffalo

to the field, getting up early,

preparing meals for family, doing

homework, chatting with friends,

learning lesson, taking care of

- Close their books

- Match the places with the jobs

- A teacher works at school

- A doctor works in hospital

…

- Listen

- Look at the pictures

- Look at the picture, listen and guess the meaning of the word

- Repeat after the teacher

- Read the handout and do the task in groups

Repairing the banks of the plot ofland (np)

Pumping water (np) Transplanting (np) Ploughing and harrowing Plot of land (n)

Suggested keys:

leading a buffalo to the field, getting up early, preparing meals for family, chatting with friends, taking care of children, reparing the banks of the plot of land, pumping water, transplanting, ploughing and harrowing, drinkingtea

- Read the chart and tick () into the right column

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children, reparing the banks of the

plot of land, teaching, pumping

water, transplanting, ploughing

and harrowing, drinking tea,

correcting exercises.

- Asks them to work in

groups

- Goes around to get

feedback and helps sts

- Gives handout 2 and

tell them how to do

activity 2:

Handout 2

- Read the chart and tick

() into the right

column

- Checking

Teacher: To check the

information, read the text

- Lets sts listen to the

- Gives them 3 minutes

for individually silent

reading to compare the

information they’ve got

in “before you read”

- Tell sts how to scan for

detailed information,

then asks them to work

in pairs checking the

- Read the text individually and compare the information they’ve got in “before you read”

- Scan individually

- Work in pairs to check the

information

- Listen

Their activities

* 4.30: alarm goes off, Mr Vy gets

up, goes down the kitchen, boils the water for tea, drink tea, has

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details to fill in the chart.

pairs asking and

answering the questions

- Checking

After you read (12mn)

books

- Divides the class into

groups, asks them to

discuss about Mr Vy and

Mrs Tuyet’s daily

activities

groups talking about

their parents’s routine

*2.30: Mr Vy and Mrs Tuyet goes

to the field again, repair the banks

of the plot of land He pumps water into the plot of land She does the transplanting

* 6.30: finish work

* 7.00: have dinnerAfter dinner:

1 He’s a peasant / a farmer

2 He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea

3 In the morning, he ploughs on his plot of land, drinks tea and smokes tobacco during his break

4 In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they loveworking and they love their

children

about your parents routine’

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V SELF-EVALUATION:

……… ……… …….………… ……… ……… ……… ………

……… ……… ……… ……… ……… ……… ………

……… ……… …… ……

Period: 04 Date of teaching:

- Students should plan their daily activities

- They will make friends in a new class easily when chatting with their new classmates

2 Knowledge:

* General knowledge:

- Through this lesson, students learn how to make a friendly conversation when talking about routines

- They will learn from their friends how to make a good plan for their daily activities

* Language:- Asking and answering about their routines and others’

* New words:- Words related to subjects and daily activities

3 Skills: - Fluency in talking about routine.

II METHOD: integrated, mainly communicative

III TEACHING AIDS: Handout

IV PROCEDURE:

I Warm up

- Sticks a note on the board

(Subjects they learn at

school)

Subjects are learned at

school

- Gives them 3 minutes to

look at the words, then asks

them to retell the words

The teacher can give marks

to the winner who

remember the most

ways of expressing time

- Look at the note and try to remember all the words

-Some students writeall the words they

‘ve got on the board

The one who has gotthe most will be the winner and will get agood mark

- Listen

- Work in pairs matching the numbers in column

A with the expressions in

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- Gives handout and asks

them to work in pairs and

match the numbers in

column A with the

expressions in column B

feedback and offer help

IV While you speak

Activity 2: Task 1

- Sets the situation through a

model dialogue

- The teacher and a talented

student do the model

- Asks sts to open the books

- Gives instructions and

pairwork

- Checking

Task 2:

- Asks sts to look at the

pictures in task 2 and

describe them

- Gives instructions and asks

them to work in groups

V After you speak

Task 3: Tell your

classmates about your

daily routine

- Asks them to close their

books

groups telling to each other

about their daily routine

- Asks one student to go to

the front and tell the class

about his friend’s routine

column B

- Look at the dialogue and listen

- One student practices with the teacher

- Open the books

- Work in pairs

- Look at the pictures and describe them

- Work in groups

- Close the books

- Work in groups

- One student goes

to the front and speak

- Write down the homework

1 6.15

2 8.05

3 8.55

4 9.45

5 10.40

6 17.00

7 6.00

8 18.30

a a quarter to ten

b five to nine

c five past eight

d a quarter past six

e twenty to eleven

f half past six p.m

g five o’clock p.m

h six o’clock a.m

Suggested keys:

1d, 2c, 3b, 4a, 5e, 6g, 7h, 8f

Task 1

- Write an example on the blackboard

A: What time does Quan have

Civic education lesson on Monday?

B: Quan has Civic education at

a quarter past seven on Monday

A: What lesson does Quan have

at a quarter past seven on Monday?

B: Quan has Civic education at a

quarter past seven on Monday

Task 2:

Answer:

At 2 o’clock p.m, Quan gets up after taking a short nap He studies his lesson at 14.15 He watches TV at 16.30 Then he goes to the stadium by bicycle at 17.00 There he plays football with his friends He comes back home at 18.30, takes a shower at 18.45 He has dinner with his family at 19.00 At 20.00 he reviews his lesson This is a typical day of Quan

Task 3:

- One student goes to the front and speak

about your routine

V SELF-EVALUATION:

………

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………

* New words:- Words related to a cyclo driver’s job

3 Skills: - Listen and number the picture

- Listen and choose T / F

- Listen and summarise the text

III TEACHING AIDS: a cassette player, a tape, pictures in the books

IV PROCEDURE:

I Warm up

- Asks sts to close their books

- Sticks a note on the board

(Jumble words)

- Asks them to put the letters

in the right order to make

- Checking and leading to the

new lesson: “Today we are

going to listen about a day of a

- Asks: Who is he?

+ Answer: HE IS A CYCLO DRIVER

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.When was it?

.Is it interesting to travel by

cyclo?

.Which do you prefer, going

by cyclo or bicycle? Explain

- Asks sts to open their books

and describe the pictures

- Asks them to work in groups

guessing the right order of the

pictures

- Sets the situation:

“You will hear Mr.Lam, a

cyclo driver in HCM city

talking about hid daily routine

The pictures in your textbook

(on page 16) describe his

activities Listen to the tape /

my reading, then number the

pictures in their correct order

- Lets sts listen twice

- Goes around to check after

each listening

- Gives them the last listening

and pause to check the

sentence and its right order

Task 2:

- The teacher sets a situation

and gives instructions

- Lets sts read task 2

- Tells them that they can

guess the answer

- Lets them listen for the first

time

- Checks the answers

- Lets them listen again

- Checking

- Plays the tape again and

pause at the sentence to make

sure that sts can get the right

information

- Asks sts to work in pairs

asking and answering about

Mr Lam’s activities while

using the given words:

Name, occupation, start work,

+ Last week+ Yes, it is+ By bicycle I enjoy doing exercises

- Work in groups describing the pictures

- Try to guess the order

- Listen to the teacher

- Read task 2

- Guess the answers

- Write the new words on the blackboard

District, routine, office, pedal, purchases, drop, passenger, ride, park, food stall.

5 F (Mr Lam has lunch at a food stall near Ben Thanh market.)

6 F (After lunch time, he parks his cyclo under the tree and takes a short rest.)

- Asks one student to retell the story

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passengers, lunch, rest

Homework: write a paragraph

of 50 words about Mr Lam

V.SELF EVALUATION

………

Class:

Unit 1: A DAY IN THE LIFE OF …

Lesson : 04 WRITING- A NARRATIVE

- Ss learn about the organization, and content of a narrative

- Ss learn how to write a narrative

* Language: - Simple past tense, connectors

* New words:- Connectors in writing a narrative, words related to the topic

3 Skills:- Putting sentences in the right order and use connectors to make a narrative

II METHOD: - Intergrated, mainly communicative

III TEACHING AIDS:

- A picture of a fire, a crash, textbook, whiteboardmarkers

IV PROCEDURE:

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I Lead-in:

Noughts and crosses

- Draws a table containing

9 words

- Divides the class into two

groups: Noughts (0) and

crosses (x)

- Asks Ss to choose word

by word in the cells and

make a sentence with each

word A correct sentence

gets one 0 or x The group

and make sense

I Before you write

- Shows them a picture of

a crash, then leads to the

lesson

Vocabulary pre-teach

II.While you write

Task 1:

- Asks Ss to work in pairs,

read the passage (a

narrative) in the book and

find all the verbs that are

used in the past simple and

the connectors (time

expression) in the story

- Calls some Ss to give the

verbs and connectors in

front of the class

Task2:

- Explains to Ss format of

a narrative: The events, the

climax, and the

- Play a game

- Look at the picture, listen to the teacher

- Listen and guess the meaning of words

- Work in pairs

- Some Ss present their opinion

- stare death in the face (v): so

scared, afraid (sợ xanh mặt)

- take off (v) : (using a toy plane

to teach)

- air-hostess (n) : (using a picture

to teach)

- fasten seatbelt (v): (using

pictures and mime to teach)

Verbs: started, was, arrived, got,

took off, began, thought, were, told, seemed, realised, were, felt, screamed, thought, , landed, was, announced,

Connectors: on that day, at first,

then, just, a few minutes later, onehour later

Task2:

The events: Got on plane, plane

took off, hostesses were just

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- Tells Ss to work in groups

and identify the events, the

climate and the conclusion

of the story

- Asks them to report the

result to the class

- Gives the answers and

explain the development of

the story

IV After you write

Task 3:

- Instructs the task (a

picture of a fire will help)

- Tells them to work

individually using the

prompts and follow the

development of writing

sample in Task 1 to build

up a narrative about a

hotel fire

- Goes around the class

and offers help if

necessary

- Encourages Ss to finish

the writing under time

pressure

- Asks Ss to exchange their

writing and correct it Tells

them to pay attention to

mistakes regarding verb

tense and preposition

- Calls some Ss to read

aloud their writing in front

of the class

- Comments & corrects

necessary mistakes

- Gives suggested answer:

and identify the events, the climate and the conclusion

of the story

- Some report the result to the class

- Individual work, whole class

- Correct mistakes from their friends’

writing

- Some Ss read aloud their writing

in front of the class

beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed inpanic

The climax: We thought we had

only minutes to live

The conclusion: The pilot

announced that everything was allright , we landed safely

Task3:

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

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

Rewrite your story at home

V.SELF EVALUATION

………

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* Language:- Correctly pronounce /i/ and /i:/

- Ss will be able to use the simple present, simple past and adverbs of frequency

* New words: Adverbs of frequency

3 Skills:

III TEACHING AIDS: tape, a cassette player, pictures

- Asks Ss to look at the

picture and complete the

sentence:

I see a sheep on the ship.

- Asks Ss to discuss in

groups , the group leader

will read aloud the

- Introduces some words

that have the sounds /i/

and /i:/

- Asks Ss to practise

- Close their books

- Look at the picture

- Work in groups to complete the

sentence

- A student reads the sentence loudly

- Listen

- Listen and repeat

- Open their books

LANGUAGE FOCUS

Pronunciation: /i/ & /i:/

Activity 1

- Complete the sentence

I see a sheep on the ship.

- Listen pronouncing two sounds: /i/ and /i:/

- Listen and repeat

- Listen and repeat some words that have the sounds /i/ and/i:/

- Practise pronouncing them /i/ /i:/

hit heat bit bea meet meat lick leek

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pronouncing them.

Activity 2

- Asks Ss to open their

books and work in pairs

finding the words which

have /i/ or /i:/

- Lets them listen to the

tape (or the teacher) and

repeat (Pay attention to

the sentence stress.)

II Grammar and

usually goes to school by

bike everyday but

stand before ordinary

verbs and after ‘to be’

( except ‘as a rule’)

Eg He usually goes to

bed at 10.30

* He is usually late for

class

- Work in pairs

- Listen and repeat

- Look at the picture, listen to the teacher

- Some Ss retell the points

- Do exercise 2

- Work individually and check in pairs

Activity 2

- Find out the words that have the sounds /i/ and /i:/

/i/ /i:/ Cinema

MissFilmLickHeCominginterest

BeanMeatCheapLeaveGreenpeacheese

Is he coming to the cinema?

We ll miss the beginning of the ‘

film.

Is it an interesting film, Jim? The beans and the meat was quite cheap.

He’going to leave here for the Green Mountains.

Would you like to have meat, peas and cheese?

Grammar:

Review the simple present, adverbs of frequency and the simple past

+ The simple present tense: form, usage

Keys:

1 He always get up early

2 She is sometimes late for school

3 Lan often practises speaking English

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- Lets Ss do exercise 2 in

their books in groups

- Correction if necessary

Activity 3 (Exercise 3)

- Explains how to do the

exercise

- Asks them to work

individually and check in

pairs

- Correction if necessary

- Checking

- Do exercise 3

- Work individually and check in pairs

4 Thao is a normally hard working student

Class:

Unit 2: SCHOOL TALKS

Lesson : 01 … READING …

I OBJECTIVES:

1 Educational aims: Students should know about living condition of their friends,

teachers and others so that they have sympathy and good behaviour

* New words: Words related to everyday conversation, health and hobby

3 Skills: - By the end of the lesson, Ss can read and fill in the space with suitable

words

- Reading for information

- Reading and answering the questions

- Reading and summarising

III TEACHING AIDS:

IV PROCEDURE:

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I Warm up

- Chatting

- Asks Ss to work in pairs

and discuss this question:

When you meet your

friends, which of the

following topics do you

often talk about?

Sports and games

Work and study

II Before you read

- Encourages the Ss to talk

about the topics which are

not mention in the book

such as: fashion, food,

picnic, TV, extra classes…

- Vocabulary pre-teach

- Matching

- Aks Ss to work in groups

and matching the subject in

A with the information in B

Gerund and infinitive

- Asks Ss to review the

grammar point

Set the sence

You are going to read the

- Chatting

- Work in pairs discussing on the topics

- Work in groups matching the subject in A with the information in B

- Correct answers1f, 2d, 3b, 4c, 5g, 6e, 7a

- Ss review the points

Like

Enjoy + V-ing

LoveWant

Hope + to inf.

Decide

-Work independently andfill each blank with one of the

hy f animals, plants, ADN7.Vietnam

ese literature

g revolution, The First World War

1 + f, 2 + d, 3 + b, 4 + c

5 + g, 6 + e, 7 + a

Gerund and infinitive

- Ss review the pointsLike

Enjoy + V-ingLove

WantHope + to-inf

DecideEx:

- We like listening to pop

music

- She decided to go to Ha Noi

last week

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three talks given by a

student, a teacher and a

student’s father about

school You read them and

do the tasks assigned.

While you read

Task 1- Gap-filling (7’)

- Asks Ss to work

independently and fill each

blank with one of the words

in the box There are more

words than the blanks

- Have Ss compare the

answers with a friend

feedback and gives correct

answers

Task 2- Finding who ’ (7’)

- Asks the Ss to read the

small talks again and find

out who…

- Encourages Ss to discuss

with their partners to get the

correct answers

- Calls some pairs to explain

their answers to class

- Gives correct answers:

Task 3 - Answering

questions (7’)

- Asks Ss to keep working in

pairs Read the tasks more

carefully and answer the

questions

- Calls some Ss to read

aloud the questions in front

- Read the small talks again and find out who…

- Check the answers with their partners

- One student tells his answers to the class

- Work in pairs

- Some Ss present their ideas

- Groupwork

Task 1- Gap-filling

1 Young children enjoy helping with household tasks.

2 We were stuck in a heavy

traffic for more than an hour.

3 I think you don’t have to

worry about your weight.

4 It was two weeks before Christmas and the mall was

crowded with people.

5 If two people speak the same language, they usually have the same attitudes and opinions.

Task 2- Finding who ’

- Loves learning English

- Rides a bike to school every day

- Studies at a high school

- Teaches English

at a high school

- Worries about someone else safety

Miss PhuongPhongPhongMiss PhuongPhongPhongPhongMrs PhuongMr.H.Ha

Task 3 - Answering questions

1 He studies at Chu Van An High School

2 He studies many subjects such as Math, Physics, Chemistry…

3 Because it is an international language

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IV After you read

- Tells Ss to work in groups:

Choose one of the following

topics and talk about it for

about 5 minutes

What subjects you like

learning best and why

What you like or dislike

doing at school

What you worry about at

school

- Goes to different groups

and offers help if necessary

4 She says that teaching is hard work, but she enjoys it because she loves working with children

5 Because his son has to ride his bike in narrow and

crowded streets on the way to school

Besides, we play a lot of exciting and useful games At home, I can watch many TV programs such as films, gameshows and talk shows in English It is very interesting

to watch TV shows and learn English at the same time.

Class:

Lesson : 2 – SPEAKING–

I OBJECTIVES:

1 Educational aims: Students should know about living condition of their friends,

teachers and others so that they have sympathy and good behaviour

2 Knowledge:

* General knowledge: By the end of the lesson, Ss will be able to use common

expressions in making small talks, to start and to close a conversation

* Language: The simple present tense, Gerund / infinitive, WH-questions

* New words: How’s everything at school? / Catch up with you later…

3 Skills: Speaking

* Using questions and answers to start and close dialodues

* Making small talks

III TEACHING AIDS:

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IV PROCEDURE:

I Warm up - Sets the

sence and writes a short

conversation on the board

“Suppose that you meet a

friend at a supermarket

You are very busy What

will you say to open and

end the coversation?”

- Asks them to complete

the dialogue

- Encourages Ss to give as

many answers as possible

- Checking and leading to

the new lesson

Before you speak

Activity 1: Task 1 - textbook

- Asks them to put the

expressions into the right

column

- Asks them to work

individually then in pairs

- Checking and giving

individually first Then

asks them to work in pairs

feedback and offers help if

- Listen

- Work individually

to put the expression

in the right column

- Checking with their partners

- Read the expressionaloud

- Work individually

to rearrange the following sentences

to make an appropriate conversation

- Work in pairs to practise the dialogue

A: I’m fine Mai 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)Answer:

1 Hello, Mai / Hi, Mai

2 I’m very busy now I really must go now Another time perhaps

Activity 1: Task 1 - textbook - page 24:Suggested answer:Starting a

conversation Closing a coversation

- Good morning

- How is everything

at school?

- Hello, How are you?

- Hello

What are you doing?

- Hi How isschool?

- Sorry, I’ve got

to go Talk to you later

- Well It’s been nice talking to you

- Good bye See you later

- Great I’ll see you tomorrow

- Catch up withyou later

Activity 2: Task 2 - textbook - page 25

Keys:

D F B H E C G

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- Asking Ss to practice the

dialogue in pairs

- Goes around and makes

sure that Ss have right

feedback and offers help

After you speak

Activity 4: Task 4 -

Textbook - page 25

- Divides the class into 4

groups Each group has to

choose a topic for their

- Practise the dialogue in pairs

- Practise freely Activity 3 : Task 3 - Textbook -

* New words:- Words related to everyday conversation

3 Skills:- Listen and number the pictures

- Listen and choose T / F

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- Listen and summarise the text

III TEACHING AIDS: a cassette player, a tape, pictures in the books

IV PROCEDURE:

I Lead-in

- Asks sts to make questions

for the given situations:

- Introduces the listening tasks

II.Before you listen

- Asks the sts to match A and B

III While you listen

Task1

- Asks sts to open their books

and describe the pictures

- Asks them to work in groups

guessing the right order of the

pictures

- Lets sts listen twice

- Goes around to check after

each listening

- Gives them the last listening

and pause to check the

sentence and its right order

Task 2:

- The teacher sets a situation

and gives instructions

- Lets sts read the questions

carefully

- Tells them that they can

guess the answer

- Lets them listen for the first

time

- Checks the answers

- Lets them listen again

- Make questions for the given situations:

- Listen

- Match A and B

- Work in groups describing the pictures

- Try to guess the order

- Do the task

- Listen

- Read the questions carefully

- Listen to the texts

- Listen to conversation 4 again and complete the sentences

- Talk about the problem(s) they have experienced

at school

UNIT 2: (Cont)LISTENING

Make questions for the given situations:

1 I’m taking English

2 I really like it

Picture 1- Conversation 4Picture 2- Conversation 1Picture 3- Conversation 2Picture 4- Conversation 3

Task 2 Key:

1 She’s taking English

2 She is in Ms Lan Phuong’s class

3 He’s at a party

4 For a week

5 No She travels alone

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- Checking.

- Plays the tape again and

pause at the sentence to make

sure that sts can get the right

information

Task3

- Asks the sts to listen to

conversation 4 again and

complete the sentences

- Asks them to listen again and

check their answer

After you listen

- Asksthe sts to work in

groups Talk about the

problem(s) they have

Class:

Lesson: 4 … WRITING …

I AIMS AND OBJECTIVES:

+ Language content : To help students know how to fill a form

+ Language function :To help students improve their writing skill

+ Educational Aim :To help students be aware of the importance of using suitable

language in situation

2 Language:

+ Vocabulary : Related to personal information

+ Structures : Wh- question

3 Skills : Intergrated skills

4 Method : Communicative approach

5 Techniques : Pairwork, Group work,

6 Teaching aids needed : Text book, sub-board…

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the previous knowledge

III Presentation of the new

materials

1 Lead-in

- From the word FORM,

sticks a form on the BB

and introduces the lesson

2 Pre-writing:

- Asks the sts some

questions:

TASK 1:

- Asks the sts to work in

pairs, answer the questions:

- Explains to the sts some

- Asks the sts to exchange

their books so that they can

check each other’s work

- Gives feedback

TASK 3:

- Asks the sts to fill in the

information needed

- Answer the questions

- Work in pairs and answer the

questions

- Listen to the teacher and take notes

- Listen

- Do the task individually

- Peer correction

- Fill in the information needed

- Find out the information to fill inthe form

’ When do we need a form?’

’ What kind of form do you know?’

4 Place of birth

5 Present address

6 Marital status

7

Occupation

a What do youdo?

b Where are you living at the moment?

c Are you married or single?

d What’s you first name?

e When were you born?

f What’s your surname?

g Where were you born?

KEY: 1-d, 2-f, 3-e, 4-g, 5-b, 6-c, 7-a

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4 Put a cross if you are male

5 Put a stick if you are female

TASK 4:

Fill in the following form:THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM PLEASE WRITE IN CAPITAL LETTERS

Mr./Mrs./Miss*

Surname:

_First name:

_Date of birth:

_Nationality:

_Language(s):

_Address in your country: _Occupation:

_Reason for learning English:

Business/pleasure/

exams/others*

How many hours a day do youwant to stay at the school?

What date do you want to start?

* Delete where not applicable

IV Consolidation

- Asks the some questions

about the form and gets

their answers

form

- Asks sts to prepare the next lesson

Self - evaluation:

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………

Class:

Lesson: 5 LANGUAGE FOCUS

1 AIMS AND OBJECTIVES:

+ Language content : To help students pronounce two vowels / ^ / and / a: / and review some points of grammar ( Wh-questions, Gerund and to + infinitive)

+ Language function :To help students improve their listening and writing

2 Language:

+ Vocabulary :

+ Structures : - Wh-questions

- Gerund or to + infinitive

3 Skills : Integrated skills

4 Method : Communicative approach

5 Techniques : Pairwork,

6 Teaching aids needed : Text book

I.Stabilization

Makes greeting

Checks attendance - Make greeting- Pupil’s answer

II Checking-up

the previous knowledge

III Presentation of the

new materials

A Language focus:

1

Lead-in

- Points some things in

the classroom and ask

- Has sts read the

sentences in the books

- Listen and repeat

- Read the sentences

1 Pronunciation

2 Grammar and vocabulary

- Helps sts know how to pronounce the vowels / ^ / & / a:/ Tells sts the difference between the differences between these sounds.

Reads the two sounds and the words

in the book once and asks sts to repeat

Grammar:

1 Wh- questions: who, what, when, why, where, how, which

2 gerund and to- infinitive

- gerund: danh động từ (V-ing)

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- Asks the sts some

- Asks the sts to tell

again some kinds of

Wh-questions

3 Controlled

practice:

- Asks the sts to work

in pairs to find of the

suitable questions

- Asks some sts to read

their sentences aloud

What do you like

doing in your free

time?

What do you want to

do if you have free

time?

- Writes some of the

sts’ answers on the BB

and asks the sts to pay

attention to the gerunds

and infinitives

- Introduces the

exercise

2 Practice

again some verbs

- Answer : questions

Wh Tell again

- Work in pairs

- Read their sentenses aloud

- Listen

- Answer

-Look at the sentences

1. ? Just a few days ago

2. ? For a few days

6. ? It’s seven o’clock

7. ? They have three children

Exercise 2 Fill in each blank with an -ing or to + infinitive of the verbs in brackets Dear Lisa,

I have been expecting’1’(hear) from you I hope you are O.K I’m busy but happy.

Last night, I went to a party at one

of my classmates’home I was really nervous You know I usually avoid ’2’ (go) to parties because I have trouble ’3’ (remember) people’s names Well, last night things were different Before the party, I read a book about

improving memory, I practised ’4’ (do) some of the memory exercises They really helped As a result, I stopped’5’ (worry) about what people think about me, and I tried’ 6’ (pay) attention to what people were saying And guess what? I had

a good time!

I’m even planning ’7’ (go) dancing with a guy from my class Why don’t you consider ’8’ (visit) me? I really miss ’9’ you Please write I always enjoy ’10’ (hear) from you.

Best wishes, Sonia

KEY: 1 to hear, 2 going,

3 remembering, 4 doing,

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- Asks the sts to work

in pairs, use the, tell

5 worrying, 6 to pay, 7 to go,

8 visiting, 9 seeing, 10 hearing

Exercise 3

Complete the following sentences

using an – ing or to + infinitive form

of the verbs in the boxWatch make call have lend wait live talk go post find

1 It was a nice day so we decided _ for a walk

2 I’m not in a hurry I don’t mind

3 They were hungry, so she suggested _ dinner early

4 I’m still looking for a job, but I hope _ something soon

5 We must do something We can’t

9 Suddenly everybody stopped _

10 Don’t forget _ the letter I gave you

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IV Consolidation

again what they have

Class:

Unit 3: PEOPLE…S BACKGROUND

Lesson: 1 READING

+ To introduce a text about Marie Curie – a famous female scientist

+ To have the sts practice skimming and scanning skills

+ To teach the sts the love for science

II LANGUAGE:

Work with a partner Use the ’ing form or the infinitive Tell your partner about something that you:

• Forgot to do

• Have stopped doing

• Can’t stand doing

• Must remember to do

• Often imagine doing

• Sometimes feel like doing

• Remember doing as a child

• Tried but gave up doing

• Would like to start doing

• Are considered doing

• Wouldn’t like to do

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+Vocabulary:

+Structures:

III SKILLS: Integrated skills (pay attention to speaking and reading)

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, groupwork

V TEACHING AIDS NEEDED: Textbook, ruler, chalk

- Reads the questions

aloud and asks two sts

- Questions and let them

guess who the person is

- Introduces the reading

text

2 Prereading:

- Reads the text

- Asks the sts to pick out

new words and phrases,

then explains them

- Reads the new words

and asks the sts to

- Read the text once

- Asks sts to skim the

text and find out some

information about Marie

- Listen

- Answer the questions to find out the scientist

- Listen

- listen

- listen and guess the meaning of the words

- listen and repeat

- some sts read

- correct mistakes

Questions:

Who is it ?

1 This was a Polish scientist?

2 This was a female scientist?

3 She discovered radium

St1: Says something about his / her hobby

St2: Asks and answers about the sts

in the text

New words and phrases:

+ Brilliant (adj) = Excellent

+ Obtain (v) = gain+To be awarded sth in … for V-inge.g Mary was awarded a prize in

sport for breaking her previous

record

+ The atomic weight of radium:

+ Humanitarian (adj):

MARIE CURIEBorn :

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pairs to exchange their

information

TASK 1

- Asks sts to read the

text and find out the

sentences which contain

the words in column A

– task 1

- Asks sts to work in

pairs and match the

words or phrases in A

with their meaning in B

- Gives out feedback

- Asks sts to read the

text and decide whether

the sentences are true or

false and correct the

groups of four, find the

evidence in the text to

prove each of the

- Exchange their information with theirpartner

- to read the text and find out the sentences which contain the words in column A – task 1

- exchange in pairs

- listen

- Do the exercise in pairs

- listen

- work in groups of four, find the

evidence in the text toprove each of the following adjectives about Marie Curie

b keep in the mind

c very well, with a very high mark/ grade

d make less severe

e find out exactly

by making calculationsKEY: 1- c, 2- e, 3- a, 4- d, 5- b

TASK 2

Decide whether the sentences are true or false and correct the false information.

1 Marie went to school in Warsaw

2 Her dream was to become a private tutor

3 At the Sorbonne, she studied very well

4 She married Pierre Curie in 1894

5 She was the first woman professor

Answer the questions:

1 When and where was Marie Curieborn?

2 What kind of student was she?

3 Why did she work as a private tutor?

4 For what service was she awarded

a Nobel Prize in Chemistry?

5 Was the prize her real joy? Why / Why not?

Find the evidence in the text to prove each of the following adjectives about Marie Curie:

Strong-wind ( harboured the dream

of scientific carrer – impossible for

a woman at that time)

Ambitious ( kept moving up in her

career)

Hard-working ( difficult living

condition – work hard)

Intelligent ( won the Nobel Prize) Humane (easing human suffering)

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books and complete the

chart about Marie Curie

Year of getting married

Class:

Unit 3

Lesson : 2 … SPEAKING …

+ To have sts ask and answer about autobiography of a person

+ To have the sts practice taking notes / asking and answering in a interview + To teach the sts the love for science

II LANGUAGE:

+Vocabulary:

+Structures:

III SKILLS: Integrated skills (pay attention to speaking and reading)

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, groupwork

V TEACHING AIDS NEEDED: Textbook, ruler, chalk

VI PROCEDURE

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- Asks them to ask and

answer three questions

about Marie Curie

- Corrects mistakes, gives

remarks and marks

III Presentation of the

new materials:

1 Warm up:

- Gives out 3 pictures of

three famous people and

some information about

them

- Ask sts to match the

pictures with the right

information

2 Lead-in

- From the activity above,

asks some questions

about the three famous

- Asks sts to notice to the

questions the teacher used

to ask about someone’s

background

3 Whilespeaking

TASK 1

pairs Decide which of

the items below can tell

you about somebody’s

background

- Asks them to discus in

pairs and find out some

- Greet and answer the teacher

- Answer

- 2 sts called go to the b.b

- Ask and answer three questions about Marie Curie

- listen

- look at the pictures and information

- match the pictures

with the right information

- answer the questions

- listen

- Notice to the questions

- discus in pairs and do

as directed

Matching

Thien Thai Italian

Can you tell me’?

What are the famous songs/ works of’?

Have you ever’?

Where and when’?

TASK 1

Decide which of the items below can tell you about somebody’s background:

Family Hobby

Education Dislikes Appearance Experience

e.g When was he / she born ? When did he / she start school?

Van Cao Faraday Leonardo de Vinci

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questions they can use to

know about somebody’s

background

TASK 2

- Gives each st a table,

asks them to interview

their partner about his /

her background or that of

a person he / she knows

well and change the roles

when they have finishe

TASK 3 Groupwork

groups, talk to each other

about their interview

IV.Consolidation

- Asks sts to tell again

How to ask about someone’s

background

V Homework - Aks sts to

write a 50-hundred-word

paragraph about the

student they interviewed

- discus in pairs and find out some questionsthey can use to know about somebody’s background

- interview their partnerabout his / her

background or that of aperson he / she knows well and change the roles when they have finished

- work in groups, talk

to each other about their interview

- tell again How to ask about someone’s background

TASK 2

Date of birth Place of birth Home

ParentsBrothers/

SistersPrimary school Secondary schoolSchool workFavourite subject(s)Experience

Homework

write a 50-hundred-word paragraph about the student theyinterviewed

Self evaluation:

………

- To help sts understand the value of success in every aspect

- To help sts understand the content of the lesson

- To help sts know how to talk about one of the Olympion champion by using the

regarding her background and career

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* New words: Diploma(n), gymnast (n), degree (n), romantic (adj), sports teacher.

3/Skills: Listening

* True or false

* Filling in the gaps

* Making the questions and answers

III TEACHING AIDS: Textbook, pictures, extra board ……

IV.PROCEDURE:

1 Stabilization:- Make greeting

- Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Asks sts to look at the

picture in the book

and asks “ Do you

know who she is?

If no, please study the

lesson and you’ll

know about her

clearly

II Before you speak

Explains some new

words:

Reads and asks sts to

repeat

Calls some to speak

out the words

III While you listen

Task 1:

- Asks sts to study the

statements carefully

before listening

Set the situation:

Sally has been the

Olympic champion

You are going to

listen to the

conversation between

Bob and Sally and

then do the tasks

followed

- Listen and answer

- It’s an international multi-sport event It takes place every four year

- No, I’m sorry

-

- Listen

ListenRepeatSome read the words

Look at the statements carefully

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- Lets the sts listen

-Lets sts listen again

and fill in the blanks

- calls some sts to

speak out loudly

- Listens and corrects

IV After you listen

- Reads the

conversation again

and asks sts to work

in pairs to ask and

answer about Sally

- EX:

A What’s the

champion’s name?

B Her nams is Sally

- Listens and corrects

- Listen carefully and try to fill

- Some pairs to speak out their conversation

Listen and work in pairs

Ask and answer about Sally

One asksOne answers

Task 2: Listen to the conversation

again and fill in the blanks:

1.Sally got at local schools.

2 She in Manchester with her

3 She like sports basketballand for example

4 She likes to read _ romantic books

5 She wants to get her Suggested key:

After you listen:

Ask and answer about Sally:

1.What’s her name?

2 When was she born?

3 Where was she born?

4 Where did she get her general education?

5.What club did she join?

6.Where does she live?

7.How many brothers does she have?

8 What does she like to do in her freetime?

9 What sort of books does she like to read in her freetime?

10 What does she want to be in the freetime?

IV Consolidation: Asks sts to tell something about Sally.

V HOMEWORK: Asks sts to + Write the conversation in the exercise notebook + Prepare Writing

V SELF-EVALUATION

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………

…………

Class:

Unit 3

Lesson : 4 … WRITING …

I AIMS AND OBJECTIVES

1/Educational aims:- To help sts know how to write a simple curriculum vitae

- To help sts practise writing skill

2/Knowledge:

* General knowledge:By the end of the lesson sts will be able to write a simple C.V

* Language : The simple present and past tense,

* New words : Curriculum vitae, previous job

3/Skills: Listening

* Writing a C.V

* Filling in the C.V

* Making the sentences

IV.PROCEDURE:

1 Stabilization: - Make greeting

1 Lead-in:

Uses a curriculum vitae

to introduce the lesson

Let’s study the new

lesson and you will

know how to write it in

- Curriculum vitae ( C.V )

- Previous (adj) : = old

- Travel agency

II Task I:

Read Mr Brown’s C.V and write

a paragraph about Mr Brown, using the cues below:

be born like go to … schoolfrom… to pass exam in

travel agency work as

Suggested answer:

Mr Brown was born on

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2.Pre- practice:

- Asks sts to open their

book and look at the

lesson carefully

- Asks them to pick up

the new words

Brown’s C.V and write

a paragraph about him

Gives an example

Asks sts to write

Asks sts to compare

their writing with the

classmates and check

whether the

information about Mr

Brown is correct or not

Call some sts to write

their sentences on the

blackboard

Looks and corrects

Task 2:

Asks sts for the

information about his/

her parent and

complete the form

Asks them to work in

Look at Mr Brown’s C.V carefully

Look at the example

Mathematics After school, He was a tourist guide in a travel agency from June 1991 to December 1998 And from March 1999 to May 2002 he worked as a hotel telephonist

He likes music and dancing.Ex:

Mr Brown was born on November 12th 1969 in Boston

Task 2:

Suggestions:

- Education: which school did you go to? When did you start studing? When did you

graduate? When did you finish school?

- Language: how many languagecan you speak ? are you good at speak English?

* Task 3:

IV.CONSOLIDATION : Asks sts to tell something about Sally

V HOMEWORK: Asks sts to + Write the conversation in the exercise notebook.

+ Prepare Writing

V SELF-EVALUATION:

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………

……… ………Week: 06 Date of planning:

Class:

Unit 3

Lesson : 5 – LANGUAGE FOCUS –

I AIMS AND OBJECTIVES

1/Educational aims:

- To help sts know how to use the past perfect and simple past tense

- To help sts distinguish the sounds / e/ and / æ /

2/Knowledge:

* General knowledge:

- By the end of the lesson sts will be able to pronounce the sounds / e/ and /æ/ correctly.

- Use the past perfect tense perfectly and distinguish it with the past simple

* Language : The simple present and past tense Pronounce the sounds / e/ and / æ/

* New words :

3/Skills: Listening, Speaking, Reading, Writing

IV.PROCEDURE:

1 Stabilization:

- Make greeting

Activity I

PRONUNCIATION:

1 Lead in:

Gives some things

and introduces the

lesson

Shows the desk and

fan then asks sts to

Writes on the board

Listen and speak

It’s a desk

It’s a fan

ListenWrite down

Unit three: PEOPLE’S BACBGROUND

LANGUAGE FOCUS

I Pronunciation:

/e/ - / æ / men man said sad pen pan send sand

Practise these sentences:

1. The fat man has a red pen

2.This handbag will be send to Hellen

3 Sam said apples were very expensive then

4 there’re ten pans on the shelf

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and helps sts know

Reads and asks sts to

listen and repeat

Calls some to read

again

Asks sts to work in

pair and practise the

sentences

Goes round the class

and provide help if

complete the table

and the group which

completes the table

first and has more

correct verbs will be

Gives an example and

asks sts to give the

form

Asks them to give the

usages of theis tense

Listens and corrects

compare their answer

with the partners

Calls some to peak

out their answer

Listen and repeat

Some readWork in pair to practise the sentences

Some peak out thesesentences

Look and complete the table in groups

Look and give the form

Form:

S + HAD + PP + OGive the usages of the tense

Do the exercise 1Compare the answerwith the partnersSpeak out the answer ListenListen

5 Ben sat on a bench with a yellow cat

6 Ann never gets bad marks in French

II Table completion

Verb infinitive Past form Past perfectgo

ate

sweptbroke

sleep

wrote

thrownsang

put

came

GRAMMAR The past perfect tense

a Form:

(+) S + had + PP + O (-) S + had not ( hadn’d) + O (?) Had + S + PP + O ?

Ex: 1 I had finished my work

before 9 p m last night

2 I had done all my homework

before I went to bed

=> use with before and after

Exercise 1:Use the verbs in brackets

in the past perfect:

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Listens and corrects.

Exercise 2:

Explains how to do

this exercise

Calls some sts to read

their answer and then

Asks sts to read the

story and try to find

the mistake in the use

Do ex 3Read the story and find the mistakes in use of tenses

5 had ever seen

6 had been

7 had left

8 had moved

9 hadn’t seen 10.had broken in Exercise 2:Put the verbs in brackets

in the past simple or the past perfect:

1. We had just finished dinner when

4 Did …… you manage, had …gone, got

5 had just got, phoned, had seen

Exercise 3: There are five mistakes

in the use of tenses in the story Find and correct:

IV.CONSOLIDATION : Asks sts to fill in the blank with suggested words in the box to

understand the definition of a C.V

Answer: 1 summary 2 shows 3 purpose 4 capable 5 contains

V HOMEWORK: Asks sts to

+ Write a paragraph about their parent in the exercise notebook

+ Prepare Language focus

VI SELF-EVALUATION:

……… ……….……… ………

………… ……….……… ……… ……… ……

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