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-Lexical items: words / phrases related to the work farm i.e: plough, harrow, peasant, take a short rest, transplant,etc…... Teaching aids: Textbook, lesson plan, extra-board, worksheets

-Lexical items: words / phrases related to the work farm i.e: plough, harrow, peasant, take a

short rest, transplant,etc…

- Grammar: The simple present

3 Skill: - Reading for general information.

- Scanning for specific information

* Sub-skill:Speaking.

II Teaching method:Mainly communicative approach

III Teaching aids: Textbook, lesson plan, extra-board, worksheets, a picture of the text,…

IV Procedure:

I.Warm up(5m).

-Ask some questions

+How are you today?

+ What time do you often get up ?

-Introduce daily activities and ask sts to listen

and repeat them:

Everyday I get up at 5.30 and have breakfast at

6.00 I often have lessons in the morning and

go home at 11.00 then I go shopping in the

market near my house and prepare for lunch I

have lunch at 12.00 After lunch I take a short

rest and then continue my afternoon's work

II.Pre reading(5m).–

-Ask students to work in pairs to ask and

answer the question about their daily routines

Eg: A:What time do you often get up?

B: I often get up at 6

+ Cues: go to school/ have breakfast/have lunch

/ have dinner/ go to bed…

- Present some words by using a picture about a

farmer ploughing and harrowing with his

baffalo

1.plough(v)=turn up the soil: cµy

2.harrow(v)=break the soil: bõa

3.pump water (v):b¬m níc

-Answer teacher’s questions

+ I’m fine+ I often get up at 6

- Listen and repeat the activities

+ get up + have breakfast + have lessons + go home + go shopping + prepare for lunch + have lunch

+ take a short rest

- Practice in pairs, ask and answer about the daily routines

- Listen and take notes

- Listen and repeat

4.transplant(v)/ do the transplanting= grow

rice: cÊy lóa

5.peasant(n): n«ng d©n

6.take a short rest(v): nghØ gi¶i lao

- Guide Ss how to read and elicit the meaning

III.While reading:–

- Set the scene:

" You're going to read two passages about a

day in the life of two farmers

- Ask Ss to read the passages silently(5m)

Task 1- Multiple choice(5m).

- Ask sts to read the passages individually

- Have Ss work in pairs to do the task

- Go round and help if necessary

- Call some sts to give answers and ask other

pairs to check

- Check the answers with the whole class and

explain the meaning if necessary

Task 2 - Answering questions(5m).

-Ask Ss to read the questions and underline the

key words in each question

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

questions in task 2

- Go round to observe and help if necessary

- Call some pairs to give the answers(one asks

and the other answers)

- Give feedback and correction

(Give the correct answers on the extraboard.)

Task 3(8m).

-Ask Ss to work in groups of 3 or 4 to do the

task

- Guide Ss how to do the task

- Call representatives of 2 groups to report their

answers to the class

- Listen to the teacher's

- Read the passages in silence

- Read the passages individually

- Work in pairs and choose the options A,B or C

- Give answers 1-C 3-A 2-C 4-A-Listen and write down the notebook

-Read the questions and underline the key words

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

4 In the afternoon, they repair the banks

of their plot of land.Mr.Vy pumps water into it while his wife does the

- 4.30:The alarm goes off and Mr.Vy gets up,goes

-Correct and give comment.

IV.Post reading(10m).–

-Ask Ss to work in groups of 3 or 4 again to

talk about Mr.Vy and Mrs.Tuyet’s daily

routines

- Call some Ss to report the result

V.Homework(2m).

- Read the reading passages again

- Practise talking about their daily routines

- Do exercises in workbook

down to the kitchen,boils water,has breakfast,leads buffalo to the field

- 5.15: He leaves the house

- 5.30: He arrives the field,plough…

- 7.45: He takes a rest

- 10.30: He goes home

- 11.30: He has lunch

In the afternoon - 2.30: They go to the field, repair….transplanting

- 6.00: They finish work.7.00:They have dinner.After

dinner - They watch TV.-10.00: They go to bed

- Sometimes, they visit neighbours for a cup of tea,chat about

work,children and plan for the next crop

-Work in groups

-Report the result to the class

-Write down

* By the end of the lesson, Students like learning English by making an English timetable and

talking about their daily routines

- Lexical items: words related to subjects; information technology, physical education,civic,

3 Skill: Speaking

II Teaching method: Mainly communicative approach

III Teaching aid: Textbook, lesson plan, handouts,………

IV Procedure:

I.Warm up:

-Ask Ss to answer some questions:

+ What’s the date today?

+ How many subjects do you have today?

+ Can you tell me subjects you learn?

+ Which one do you like best?why?

Maths

II Pre speaking–

*Pre-vocabulary teaching:

1.information technology(n)= the study of

electronic equipment,esp computer,for storing:

2.physical education(n)=a subject for physical

- Set the scene: Quan is a tenth grade student.He

goes to school every morning.Now, look at his

weekly timetable at page 15

Task 1.

- Have Ss read the information about Quan’s

weekly timetable in the table

- Guide them how to do the task

- Model with a student

Eg:

-Answer the teacher’s questions

-List subjects

- Listen and write down

- Listen and repeat

- Repeat in chorus

- Listen to the teacher's

-Read the information in the table

- Role play with teacher:

+He has a Physics lesson at 9.55

Subjects

+ What time does Quan have a Physics lesson

on Wednesday?

+ What lesson does Quan have at 9.55 a.m on

Wednesday?

- Ask Ss to work in pairs to do the task

- Go around and help if necessary

- Call some pairs to practise in front of the class

- Give comment

III.while- speaking

Task 2

-Ask Ss to look at the pictures in the textbook

and talk about Quan’s activities one by one

+P9: Doing his exercises

- Ask Ss to work in groups to talk about Quan’s

activities basing on the pictures

- Call some Ss to talk about Quan’s activities

- Give feedback and comment

VI.Post - speaking

*Task 3

- Have Ss talk about their daily routines

-Go round and help if necessary

- Call some presentatives to report to the

class.Then ask the others to make a brief note

- Give comment and mark

V.Homework:

-Practise talking about your daily routine

+ At 9.55 on Wednesday, he has a Physicslesson

-Work in pairs to ask and answer about Quan’s time-table

-Practise in pairs

SA: What lesson does Quan have at 8.05 a.m on Tuesday?

SB: He has a Literature lesson

SA: What time does Quan have a Maths lesson on Saturday?

7:00.At 8:00p.m he does his exercises

Date of teaching:

Class: 10V:………

10A:………

10B:………

uNIT 1: A DAY IN THE LIFE OF … lesson 4:C- Listening I Objectives: *By the end of the lesson, Ss should know the labours’daily routines as well as their difficulties and respect them more, especially cyclo drivers -Lexical items: words related to a cyclo driver; district, drop, passenger(s), pedal, purchase(s), food stall, park,cyclo,……

3 Skills: Listening for gist and specific information. Sub-skills: Speaking. II Teaching method:Mainly communicative approach III Teaching aids: Textbook, lesson plan, extra board, a cassette player/ tapescript,… IV Procedure: Teacher’s activities Students’ activities I Warm up(5m). -Ask sts to work in groups of 4 and put the activities in the correct column ( get up very early,work in the streets, work with children, live in the country,get people from one place to another, correct mistakes, meet a lot of people, transplant,…) farmer teacher a cyclo driver ………

………

………

………

………

………

………

………

………

………

………

………

II Pre listening(9m).– - Ask sts to work in pairs ,ask and answer the questions - Ask Ss to listen and repeat the words twice in the book in chorus - Elicit the meaning from Ss - Explain some words: 1.district(n)=smaller than a province: quận,huyện

2.drop(v)=leave sb at a place: thả khách, rơi,… 3.passenger(n)=people who travel on a train,bus, :

hành khách

4.pedal(v): đạp xe

5.purchase(n)=things a person buy: sự mua

-Work in groups of 4 and put the activities in the correct column

- Work in pairs ,ask and answer the questions

- Listen and repeat

- Give the meaning of the words

- Guess and take notes

6.food stall(n)=kiosk in/near a market where food

is sold: qu¸n ¨n

III While listening(20m).–

- Set the scence "You will hear Mr.Lam, a cyclo

driver in Ho chi Ming city,talking about his daily

routine in the morning".The picture in the textbook

describe his activities

Task 1

- Ask Ss to look at the pictures in the book and

describe each picture then guess in order

- Explain the demand of task 1

-Play the tape twice

-Ask Ss to listen to the tape and number the

pictures in their correct order

-Have Ss compare their answers with a partner

-Play the tape the second time for Ss to check their

- Play the tape and ask Ss to listen to the tape again

and decide whether the statements are true or false

- Play the tape with some pause

- Have Ss exchange their answers in pairs

- Call on some Ss to give the answers

- Give feedback and correction

VI Post listening(10m).–

-Ask Ss to work in pairs to ask and answer

questions about Mr.Lam’s activities, using the cues

in the textbook

( Name/ occupation/ start work/passengers/ lunch/

rest… )

* Questions:

1.What's the man's name?

- Listen to the Teacher's

- Look at the pictures, describe and guessthem in order

- Listen to the Teacher's

- Listen carefully

- Listen carefully and number the pictures

- Compare the answers( pairwork)

- Listen and check

- Give the answers

.*Suggested answer:

1- picture e 4- picture c2- picture f 5- picture b3- picture a 6- picture d

-Read through the statements and guess the answers

-Listen and do the task

- Listen again and check

- Compare the answers with a partner

- Give the answers

1 F 2.T

3 F ( He takes his passengers from District 5 to District 1)

4 F ( His first passenger is an old man.)

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

6 F ( He takes a short rest.)-Work in pairs

2.What does he do?

3.What time does he start work?

4.Who are his passengers? Is his first passenger an

old man?

5.Where does he have lunch ? What time does he

have lunch?

- Call some pairs to practise in front of the class

- Correct the mistakes and give comment

*Ask Ss to work in groups to retell the cyclo

driver’s story if necessary

- Call some Ss to retell to the class

- Correct the mistakes and give comment

V.Homework(1m).

-Retell Mr.Lam's activities and prepare "Writing"

-Work in groups

-Retell the story

-Write the requirement in the notebook

*By the end of the lesson, Students will be able to write a narrative by using given prompts.

- Lexical items: words/ phrases related to a narrative ; be due to , stare death in the face , take off, air-hostess, fasten seat belt be in danger

+ Connectors: on that day, at first, then , just, a few minutes later, one hour later

+Grammar: The simple past

3 Skills: writing a narrative.

*Sub-skill: Speaking

II Teaching method:Mainly communicative approach

III Teaching aids: Textbook, lesson plan, extra- board, handouts

IV Procedure:

I.Warm up(5m).

-Ask Ss some questions:

+ Have you ever seen a frightening story?

+ What was it about?

+ How did you feel about that?

- Introduce the new lesson

II Pre writing(15m).–

- Provide Ss some words and phrases

New words:

1 stare death in the face: đối mặt với tử thần

2 take off (v): cất cánh

3 air hostess (n): nữ tiếp viên hàng không

4 be in danger (a): lâm nguy

5 dip (v): dìm xuống,nhúng

6 be due to (a): đến giờ,do bởi…

7 fasten seat belt: thắt đai an toàn

- Guide Ss how to read these words

* Matching

- Answer T’s questions

-Write down the notebook

-Listen and repeat after T

-Ask sts to match the words in A with their

6.fasten seat belt.

a.leave the ground.

f.fix the seat belt

around the body to keep safe on the plane

- Elicit the meaning from the Ss

Task 1

- Ask Ss to work in pairs to read the

passage,then underline the past form of the

verbs and circle the time expressions

-Have Ss compare the answers with other

pair

- Call some Ss to give the answers

- Correct and give the answer key

Task 2

- Guide Ss how to do the task

- Ask Ss to work in dest groups to identify

at first, then, a few minutes later, one hour later

-Work in groups

- Compare the answers with other group

- Give the answers

*suggested answers:

+ Events: got on plane, plane took off, air hostesses were just beginning to serve lunch when the plane began to shake, plane seemed

to dip, people screamed in panic

+ The climax: we thought we had only minutes to live

+ The conclusion: Pilot announced everything was all right, we landed safely

Task 3

- Ask Ss to work individually to write a

narrative aboyt a hotel fire basing on the cues

given Pay attention to using the past simple

tense

- Go round to observe and give help

-Ask Ss to exchange their writing to get per

correction

IV Post writing(10m)–

-Call on 2 Ss to read their writing aloud ,and

call on the others to give comments

-Correct some mistakes which Ss often meet

-Give a sample writing on the extra board

IV.Homework(2m)

- Write a narrative about your frightening or

interseting experience

-Work individually

- Compare the writing with other Ss

-Read aloud the writing to the class, other Ss give comments

- Correct themselves

*Sample writing:

Last year, I spent my summer holidays in a seaside town.I stayed in a hotel which was modern and comfortable I had a wonderful holiday until the fire

It was Saturday evening and everybody was in the discotheque on the ground floor It was crowded with people.They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill up the room Everybody started to scream in panic People ran towards to the fire exits One door was blocked.Many people began to cough and choke Then, just as we all thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily nobody was seriously hurt It was most frightening experience in my life

-Write the requirement in the notebook

- Lexical items: words related to activities …

- Grammar: Reviewing the present and past simple tense and adverbs of frequency

- Skills: Listening , Reading , Writing

II Teaching method:Mainly communicative approach

III Teaching aids: Textbook, lesson plan, extra board, handouts……

IV Procedure:

I.Warm up:

- Set the situation to begin the lesson :

Draw a sheep and a ship on the board and ask

sts to fill them in the blank

"I see a ……… on the ……… "

- Introduce the new lesson

II Pronunciation

*Activity 1: Presentation

-Introduce and read aloud 2 vowels: /I/ and

/i:/

+/i:/ -> open your mouth very little to make

the sound It is a long sound

+/I/ -> open your mouth a little more It is a

short sound

*Activity 2: Practice

Listen and repeat

- Read aloud 2 sounds or play the tape twice

- Ask sts to listen and repeat the minimal pairs

- Call on some sts to read aloud

- Correct if necessary

Practice these sentences

- Play the tape twice

- Ask sts to listen and note the diference

between 2 sounds /I/ and /i:/

- Have Ss practise pronouncing these sounds

Give the answers

+ /i/: He, Beginning, coming, cinema, film,…+ /i:/:meat, cheap,peas,