Giao an Tieng anh 10-Ban co ban

After you listen: 9 mins - Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver.. -Ask students to work in pairs and discuss this question: "Wh

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- 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:

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+ Reading + Speaking + Listening + Writing + Language focus: - Pronunciation

- Grammar and vocabulary.

2 The system of testing.

3 Class regulations.

4 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 sentence 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.

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.

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)

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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.

- After the last question, T introduces the

new lesson.

2 Before you read:( 10 mins)

- Aims: to revise the present simple and to

- close their books

- match two columns

T : What does a teacher do?

S1 : He gives lessons

T : What does a doctor do?

S2 : He looks after patients.

.

T : What does a farmer do?

S5 : He works in the field.

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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

- 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.

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.

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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 sts to close their books.

- 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.

down to the kitchen to boil some water for his morning tea.

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 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 alarm 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.

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- 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

- Ask sts to close their books.

- 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.

- 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.

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- 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 lesson on Monday?

T: What lesson does Quan have at 7.15

a.m on Monday?

- Ask the whole class to read these

sentences again.

- 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.

+ Task 2:

- " Quan is at school in the morning, and

what does he do in the afternoon? Please

look at pictures in task 2"

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 their

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.m S7: 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.

- 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.

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Unit 1 Theme: A day in the life of

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 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.

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,

- work in groups and recall the vehicles and their operators then make a list on a sheet of paper

- 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? S6: Yes, it is.

S7: Which do you prefer, going by bicycle or by cyclo?

S8: I prefer traveling by cyclo because I have time to look around and I m not tired ’

- look at the words and read after T

- copy the words and phrases.

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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.

- Ask one or two sts to retell the cyclo

driver’s routines in front of the whole

class.

- Check and give remarks

5 Homework: ( 1min)

- Write a short paragraph about Mr Lam's

- 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 the task

- Share their answers.

- give feedback.

- check their answers , and then correct their work if they have any wrong answers.

- Listen and do the task.

- Share their answers with their partners.

" What is the man's name?"

" What does he do?"

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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 working.

- 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.

- Listen and repeat:

+ stare death in the face + fasten

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- Ask them to share their answers

with their partners.

- Check the task by asking two sts to

report.

- Give remarks.

+ Task 2:

- Ask sts to read the passage again

and in 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

+ 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

- Ask sts to listen and read these

words again.

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 sentence.

- Remind sts that they should use the

past simple to write.

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

- work in groups.

- 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

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5 Homework( 1min)

- Ex 1, 2 (page 9)

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.

Unit 1 Theme: A day in the life of

Perio d 6 D LANGUAGE FOCUS

Time: 45 minutes Date: 5/9/08

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

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

- Read each sound twice and then ask

sts to listen and repeat.

- Ask sts to look at the book, then

listen and repeat.

- Ask sts to practise reading these

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 repeat

bit click beat read

little interested meat eaten

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- 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 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

- 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.

2 We 'll miss the begining of the film.

3 Is it an interesting film, Jim?

(?) Do/ Does + S + V + ?

+ Use: to talk about present habits or present states.

+ Position:

- after " to be" but before other verbs.

- " As a rule" is placed at the

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

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- Move round to help sts if necessary.

a General knowledge: - Knowledge about school.

b Language: - The present simple tense.

- 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.

IV Procedures:

1 Warm-up: ( 5 mins)

- Aims: to raise sts' interest and to

introduce the topic.

-Ask students to work in pairs and

discuss this question:

"When you meet your friends, which of

the following topics do you often talk

- 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

+ 'attitude(n): what you think about or

behave toward something.

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

shops

eg: a shopping mall

- Work in pairs orally.

- some sts report.

S1: When I meet my friends, I often talk about films, our study, and other students.

S2: I often talk about my favourite singers, some film stars, or my hobbies.

S3: I usually talk sports and games

- Copy down

- Listen to the teacher then repeat.

- Practise reading these words with their partners.

- Some sts read these words aloud.

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- 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.

- Listen and give remarks.

- 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 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.

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'.

- Some pairs stand up and report.

- 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

.

- Discuss in pairs.

- 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

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- 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 of the class.

- check and give remarks.

- Part A ( page 10- workbook)

- 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.

Unit 2 Theme: SCHOOL TALKS

-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

III Teaching aids:

- board, chalk, textbook.

IV Procedures:

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)

- Ask sts to complete the dialogue in pairs.

"Today we will practice speaking

conversation having starting and closing

- Look at the board and listen.

- Work in pairs to ask and answer.

- Some pairs stand up to report.

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

I really must go now, Perhaps another time.

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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.

- Move round to conduct the activity.

- 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

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

- Work in pairs to put the phrases into the correct 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 dialogue aloud.

- Read all the words and phrases as well as the 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 brainstorm about the topics.

- Work in pairs to make small talks.

- Some of sts act out in front of the class.

1 The weather:

Trang 18

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 are

5- Homework:( 1 min)

- Write down what they have discussed.

A: Hi, Lan How was your trip to Vung Tau?

B: Hi Hung It was wonderful| I really enjoyed it.

A: What did you like most in Vung Tau?

B: The weather.

A: What was the weather like in Vung Tau?

B: It was warm I prefer the weather

in Vung Tau to Nha Trang.

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:

Two pairs of sts make small talks

about their daily life

Aims: focus sts on the topic and review/

introduce 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

answer.

- Move around to help sts.

- Ask some pairs to present and gives

remarks

-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

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- 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.

- Ask some sts to read the words again.

- 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.

- Move around to help sts.

- 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

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

take short notes to answer the questions.

- Ask some sts to report the answers.

where necessary and conduct the

correction.

.

- Copy the words and phrases.

- Read the words in pairs and correct each other’s mistakes.

- 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 the task

- Compare their answers and then correct their 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 and try to fill in the gaps

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+ 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.

where necessary and conduct the

correction.

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?

- Move round to check the activities and to

make sure that sts are working effectively.

- Ask one or two pair to retell theirs

problems in

front of the whole class.

- Check and give remarks

5 Homework( 1min)

Write a short paragraph about their

problems at school

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.

- 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

- Listen to their friend attentively.

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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

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.

- Move round to conduct the activity.

- Give remarks.

+ 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 listen and read these words

again.

- 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

- Open their books and look at the tasks.

1 When you apply for a job or attend

an examination to a high school/ a university.

2 Your address, your job, your date of birth

- 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.

S4: At 32 Tran Hung Dao Street.

S5: Are you married or single?

S6: Single.

S7: What 's your first name?

S8: Binh .

- write these words into their notebooks.

- Read these words again.

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

1 NGUYEN THI NHUNG.

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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.

- Ask sts to listen and read these words

again.

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 in their notebooks.

- Fill in the form.

- Discuss in pairs

+ Sample :

Mr/ Mrs/ miss Surname: PHAM First name: VAN TUNG Date of birth: FEBRUARY 20th, 1991 Nationality: VIETNAMESE.

.

- Self- correct.

Perio d 11 E LANGUAGE FOCUS

Time: 45 minutes Date: 15/9/08

I Objectives:

1 Education Aims:- Students can distinguish the sound /  / from the sound /a:/

and pronounce them correctly.

- Students revise Wh-questions and V-ing and to infinitive.

2 Knowledge:

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.

+ 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. - Look at the board.

Trang 23

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

- 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

- One st read the sentences aloud.

- Listen to the teacher and repeat.

- Write down two sounds.

- Listen to the teacher and repeat.

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

Trang 24

cases to use V-ing:

- 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

- After prepositions.

To infinitive:

- after some verbs: afford, arrange, choose, manage, refuse, promise, want, need, hope, agree, plan, decide, 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

- 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

Trang 25

- 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:

+ 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

- Discuss in pairs and then answer the questions.

- Some sts stand up to answer.

- Listen to the teacher and Copy down

- Repeat the words.

- Work in pairs to check for each other.

- listen to the teacher.

- Students do the work individually.

- Discuss the answers with their partners.

- some sts do orally while others watch

Trang 26

+ 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 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.

- 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.

- 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 education B To find work for her living C To meet Pierre Curie

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4 When did Marie Curie get married?

A In 1891 B In 1894 C In 1895

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

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

- Move round to conduct the activity

- 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

- 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?

- Work in pairs to ask and answer

- 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

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- Ask them to work in 7 minutes.

- Move around to conduct the activity

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

" 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 "

Date: 20/9/08 LESSON 3 : LISTENING ( Period 14)

I Objectives:

1 General knowledge:

- 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

Aims: focus sts on the topic and review/ introduce

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?

- Move around to help sts

- 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

- 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

- Some pairs stand up and report

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 /the tape

- Copy the words and phrases

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course /graduates from college or university.

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

play

- 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 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

them in pairs and make sure they understand the

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

- Ask sts to compare their answer in pairs

- Check sts’ answers

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

necessary and conduct the correction

+ 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

- Move round to check the activities and to make

sure that sts are working effectively

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

star(s) they like

- Write a short paragraph about the Olympic

champion

- Listen and repeat

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

- Work in pairs to read the statements

- Listen and do the task

- 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

Date: 25/9/08 LESSON 4: WRITING ( Period 15)

I Objectives:

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:

1 Homework checking: ( 5 mins)

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

whole class

- One st speaks

- Others listen to their friend

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- 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

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

- 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

- Work in pairs to ask and answer

- 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'

- 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

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- Because time is not allowed, the writing activity

in Task 3 will be assigned as homework

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."

Date: 2/10/08 LESSON 5: LANGUAGE FOCUS ( Period 16 )

I Objectives:

1 Education Aims:- Students can distinguish the sound / e / from the sound / æ / and

pronounce them correctly

- Students revise the past perfect and distinguish it from the past simple

2 Knowledge:

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

- The past perfect tense

- The past simple tense

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

+ Reading: - Read words and sentences aloud

- 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

- 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 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 them to work in 4 minutes

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

- Check and give the correct answers

- Ask some sts to read these sentences aloud

- Listen and give remarks

3 Grammar: ( 29 mins)

- 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

- One st read his/ her paragraph aloud

- Listen to their friends

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat

- 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

- 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

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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)

+ 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

- Share their answers with their partners

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.

Period 17

Date: 3/10/08 TEST YOURSELF A

I Objectives:

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:

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

board

- Give remarks and marks

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

- 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

1 15 th January 1929 6 a minister at a

2 In 1951 7 the black freedom movement

3 for 4 years 8 heard his speech at the

Sentence Mistake Correction

1 had climbed climbed

3 had turned turned

5 had called called

7 had heard heard

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- 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)

4 he met 9 In 1986

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

5 When he gets up, he first.

A has a bath B has a shower C brushes his teeth

6 He has for breakfast.

A some bread B some tea C some coffee

10 In his free time, he

A plays tennis B plays table tennis C goes out.

II Reading:

Read the text and do the task as directed

Charlie Chaplin

Charlie Chaplin was born in a very poor part of London His father was a comedian and

his mother worked as a dancer and singer Neither of them was very successful,

however, and the family had very little money At one time they were so poor that he

and his brothers had only one pair of shoes between them and they had to take turns

wearing them The first time he himself earned money by dancing and singing, he was

only five years old He did many kinds of jobs, but what he loved most was working in

the theatre

When he was about fifteen he joined a traveling theatre company and went on trips to

America On one of such tours he was offered a part in a film, so he went to Hollywood,

where he eventually became both an actor and a film director He was known to be a

perfectionist, and sometimes made the 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 early experiences of poverty that made him careful with his money He died in

Switzerland in 1977, at the age of 88 There is now a status of him in Leicester Square,

London, the city of his birth and early upbringing 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

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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?

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

IV Language focus:

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

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 (meet) her.

3 Would you mind ( open) the window?

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

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

2 He became famous in Hollywood.

LESSON 1: READING

I Objectives: Period 20

1 Education aims: - Students know more about the study of disabled children

2 Knowledge:

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

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

- 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

Trang 35

III Teaching aids: board, textbook, chalk.

IV Procedures:

1 Warm-up:( 2 mins)

- 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

- Ask other sts to give remarks

- 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

- Introduce some new words:

+ retarded ( adj) : less developed than normal.

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

schooling

+ 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.

+ Task 1: Matching.

- 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

- 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 to the teacher's remarks

- 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"

- 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

- Share their answers with their partners

- Some sts give out their answers

1 – c; 2 – e; 3 – a;4 - b ; 5 - d

-Listen and self-correct the exercise

- Copy down

- Students do the work individually

- 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

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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)

D

- Self-correct the work

- Read the summary passage carefully

- Do the task individually

- 10 students give answers orally

- 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

Sts answer:

Trang 37

+ 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)

- My favourite subjects are Math,

- 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

- 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?

Others listen and give remarks

- Work in groups to discuss the questions

- Some sts present

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- 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

- Ask some sts to read the words again

+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

them in pairs and make sure they understand the

statements

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

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?

- Move round to check the activities and to make

sure that sts are working effectively

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

class

- Give remarks

- 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

- Copy the words and phrases

- Listen and repeat

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

- Listen to the T

- Work in pairs to read the statement

- Listen and do the task

- Compare their answers

Sts ask and answer in groups

One/ two pairs present

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IV Homework:( 1 min )

- Write a short paragraph about the Vang Trang

Khuyet Club/ another club

Date: 10/10/08 LESSON 4: WRITING (Period 23)

I Objectives:

1 Education Aims: - Students can write a letter of complaint.

2 Knowledge:

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:

1 Warm-up:( 3 mins)

- 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?

- 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

- 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 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

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- 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)

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."

Date: 10/10/08 LESSON 5 : LANGUAGE FOCUS ( Period 24)

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

+ Reading: - Read words and sentences aloud

- 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

- Tell sts the difference between two sounds

- One does the exercise on the board

- Look at their friend's task

- Give remarks

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat

Tiêu đề	Lesson Plans Grade: 10
Tác giả	Hồ Minh Thái Tổ
Trường học	Trường THPT Lương Đắc Bằng
Chuyên ngành	Tiếng Anh
Thể loại	Giáo án
Năm xuất bản	2008 - 2009
Thành phố	Thanh Hóa

Định dạng
Số trang	135
Dung lượng	1,43 MB