GA TIENG ANH 10 BAN CO BAN (HAY)

C- Tiến trình bài dạy: Tiết PPCT : 02 Ngày soạn : 25/08/2008 I- Aim: Reading for specific information about a day in the life of a farmer II- Objective: By the end of the lesson, Ss wil

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Trêng THPT Ngäc T¶o - Hµ Néi

Bµi so¹n TiÕng Anh líp 10 c¬ b¶n

TiÕt PPCT : 01 revision and introduction

Ngµy so¹n: 24/08/2008

I.o bjectives : by the end of the lesson ss will be able to:

-revise some knowledge that they have learnt

-know the form of english book 10

II.m aterials :English book 10

III:a nticipated problems :

Ss may forget the knowledges of english book 10

Introduction.

Introduce the English book 10

-How many units are there….?

-How many lessons are there in a unit?

-How many periods are there in a unit?

-Do you do Test your self at home or at class?

-How many topics are there in … ?

Introduce the English book 10 –new version

-There are 16 units -some units last 6 periods

-test your self :do at home -there are 16 topics

Summarise the main pointsAssign homework

WholeclassIndividual

Wholeclass

Individual work

Wholeclass

:

Unit 1- A day in the life of (trang 12-21)

- Tæng sè giê d¹y: 5 tiÕt

- Tæng quan toµn bµi:

A- Môc tiªu: I- VÒ kÜ n¨ng:

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Trờng THPT Ngọc Tảo - Hà Nội 1) Kĩ năng đọc: - Đọc và đoán nghĩa của từ dựa theo ngữ cảnh

- Đọc và trả lời các câu hỏi về nội dung bài đọc

- Đọc quét và ghi lại những thông tin trong bài đọc

- Tóm tắt lại bài đọc dới dạng nói hay viết

2) Kĩ năng nói: - Hỏi và trả lời đợc những thông tin và hoạt động hàng ngày từ thời gian biểu.

- Nói những công việc thờng ngày của mình và của ngời khác

3) Kĩ năng nghe: - Nghe hiểu về các hoạt động hàng ngày của ngời lao động

- Nghe và sắp xếp các bức tranh theo trình tự nghe đợc

- Nghe và lựa chọn thông tin đúng / sai

- Hỏi và trả lời tóm tắt đợc nội dung chính của bài nghe dới dạng nói hay viết

4) Kĩ năng viết: - Hiểu đợc nội dung và ngôn ngữ, cấu trúc của bài văn trần thuật mẫu

- Viết một bài văn trần thuật kể về một vụ cháy khách sạn, sử dụng những hớng dẫn đã cho

II- Về kiến thức ngôn ngữ:

1) Phát âm: Phát âm đúng đợc hai nguyên âm / i / và / i: / trong các từ đơn lẻ và trong các phát ngôn 2) Ngữ pháp, từ vựng: Sử dụng các hiện tợng ngữ pháp nh thì hiện tại đơn, quá khứ đơn, trạng ngữ chỉ

tần suất trong các văn bản hay các phát ngôn cụ thể

B- Đồ dùng giảng dạy: SGK, tranh ảnh, handouts,

C- Tiến trình bài dạy:

Tiết PPCT : 02 Ngày soạn : 25/08/2008

I- Aim: Reading for specific information about a day in the life of a farmer

II- Objective: By the end of the lesson, Ss will be able to: - understand a farmer's daily routines

- talk or write about their daily routines

III- Materials: Textbook, pictures, handouts, posters,

IV- Anticipated problems: Some Ss may have difficulty in guessing the meaning in context

* Chatting: - Where does a teacher / doctor / worker / work?

- Who has to work outside in the sun or in the rain? ( a farmer)

- What do you know about a farmer's work? (They have to get

up early, work during the day outside in the field, )T: - As you know, the farmer's work is very hard Do you want

to know more about a day in the life of a farmer - couple?

- Whole class

Pre-reading

10’

1) Activity one: * Describing pictures to learn new words.

T prepares some pictures to teach new words:

- a farmer leading a buffalo to the field: dẫn trâu ra đồng

- a farmer is pumping water: bơm nớc

- the others - transplanting / ploughing / harrowing / repairing the banks of the plot of land: cấy /cày / bừa / be bờ ruộng

- fellow peasants ; farmers working in the same field.

- take a short rest: stop working to have a rest for a short time.

* checking vocab: T rubs out the meanings and asks Ss to

describe the pictures again

2) Activity two: T / F Prediction

a- Mr Vy gets up very early in the morning b- Before he leads the buffalo to the field, his wife makes him several cups of tea and a quick breakfast

c- He leaves home at exactly 5:30

T - whole class

IndividualPair work

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d- During the morning, he ploughs, harrows, drinks tea, smokes, takes a short rest and watches TV

e- In the afternoon Mrs Tuyet repairs the banks of their plot of land and pumps water

f- After they finish their work at 6 p.m, they have dinner, then watch TV and go to bed at 10 p.m

g- They sometimes drink tea with their neighbours and chat about their work, children or crops

While reading

22’ 3) Activity three: Checking prediction- T ask Ss to read the text for several minutes and checks their

prediction

(Answer: a-T, b- F, c- F, d- F, e- F, f-T, g- T)

4) Activity four: Asking and answering questions (Do task 3

in the textbook - page 14)

5) Activity five: Finding the meaning of new words (Do task

1 in the textbook - page 13)

1 goes off = rings; 2 to get ready = to prepare; 3 to chat =

to talk in a friendly way 4 to be contented with = to be satisfied with

6) Activity six: Note completion (Do task 3 in the textbook -

page 14)

- T asks Ss to read the text again

- T divides the class into six groups of 7-8 Ss

*Groups 1+2: make a brief note about the morning of Mr Vy and Mrs Tuyet

*Groups 3+4: about their afternoon

Group work

Post reading

5’ 7) Activity 7: InterviewTwo of the Ss play the roles of Mr Vy and Mrs Tuyet The

others ask them about their daily routines For example:

- S1: What time do you get up everyday, Mr Vy?

- S2: What do you usually do in the morning?

- etc

Individual - whole class

Homework

2’ Ss write a passage of about 80-100 words about daily routines of yourselves / your parents / friends

Lesson two: Speaking

TiÕt PPCT : 03 Ngµy so¹n : 26/08/2008

I- Aim: Speaking about one's daily routine

II- Objectives: By the end of the lesson, Ss will be able to talk about his / her daily routine by using

given information

III- Materials: Textbook, pictures, posters, handouts,

IV- Anticipated problems: Some Ss may be too shy to speak in front of the whole class

V- Procedure:

Warm up

8’

There may be two ways of warming up:

a) Revision of school subjects:

- T divides the class into three or four groups

- T gives each group a poster and asks them to write down the names of the subjects they learn at school (Ss are not allowed

to look at the book) Within 2 minutes, the group with the mostcorrect subjects is the winner

- T adds or corrects any subject if necessary and asks Ss to readaloud the names of the subjects

b) Making a timetable

- T gives Ss the names of the subjects they learn at school

- T divides the class into three or four groups

Group work

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- T gives each group a poster and asks them to make themselves a suitable timetable

- T hangs the timetables of groups on the board to choose the most suitable one

- T asks Ss to read aloud the names of the subjects

Presentation

7’ 1) Activity one: a) Asking and answering (Task 1 in the textbook - page 14)

Set the scene: Quan is a student Like you, he has to learn a lot

of subjects Look at his timetable and ask and answer about it

Example: +) What time does Quan have Civic Education on Monday?

- He has it at a quarter past seven on Monday

+) What lesson does Quan have at a quarter past seven on Tuesday?

- He has Physics

b) Compare Quan's timetable with the one Ss have made.

Example: At a quarter past seven on Monday Quan has Civic Education, but we have English

Pair work

Group work

Practice

15’ 2) Activity two: Talking about Quan's daily routine (Task 2 in the textbook - page 15)

- T hangs the pictures on the boarda) T divides the class into three groups Gr.1 talks about pictures a, b, c Gr 2 - pictures d, e, f Gr 3 - pictures g, h, i

For example:

- S1: Quan usually gets up at 2 p.m He studies lessons at 2:15

After finishing the lessons, he watches TV at 4:30

- S2: At 5:00 he goes to the stadium by bicycle He played football with his friends at 5:15; and he goes home at 6:30b) T writes the time on the board If teacher points at any time, the Ss of that group have to talk in front of the whole class about the thing Quan does at that time For example:

- 18:30: He comes back home from the stadium (group2)

- 19:00: He has dinner with his family (group 3)

- 14:15: He studies (group 1)

Group work

Individual and group

Further practice

12’

3) Activity 3: Interview

T divides the class into 3-4 groups Each group has a secretary

One of the members in the group is questioned by the others about his / her daily routine The secretary writes down the information, then reports it in front of the whole class

Individual - Group

IndividualHomework

3’ T asks Ss to write a short passage about what they do every day Individual

Lesson 3: Listening

I- Aim: Listening for specific information

II- Objectives: By the end of the lesson, Ss will have listened about the activities in the morning of a

cyclo driver and will be able to develop other skills such as speaking, writing

III- Materials: Textbook, cassette, posters,

IV- Anticipated problems: Some Ss may not understand the tape

V- Procedure

Warm up

6’ *Bingo: Ask Ss to write down five words of jobs on a piece of paper (teacher, worker, ) Teacher has a list of jobs, too

When teacher reads out the jobs in the list, Ss will put a tick at

T - whole class

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the job he also has on the piece of paper The student who has

5 words will say "bingo" and be the winner

(Teacher's list: taxi-driver, bus-driver, lorry driver, cyclo driver, doctor, manager, nurse, engineer, shopkeeper, secretary)

Before listening

10’ 1) Activity one: Asking and answering+) Have you ever travelled by cyclo? When?

+) Is it interesting to travel by cyclo?

+) Which do you prefer, going by cyclo or by bicycle? Why?

+) Do you think the job of a cyclo driver is hard? Do you want

to know about a day in the life of a cyclo driver?

*T: Now you will hear a tape about it But before you listen to

it, you'll have to practice reading some new words which appear while you are listening.

- district routine office pedal purchases

- drop passengers ride park food stall

2) Vocabulary pre-teach

- district / 'distrikt / (n): an administrative division, smaller than a province

- to drop: Take smb to a place and leave him / her there

- passenger / 'pæsindʒə / (n): people who travel on a plane, train, bus, taxi, cyclo,

- pedal / 'pedl/ (n): a part of a bicycle of cyclo where you put your feet to cycle

- purchases / 'pə:t∫əs / (n): things a person buys

- food stall (n): a place where food is sold

- Picture a: He is riding his cyclo with a passenger

- Picture b: He's eating lunch

- Picture c: He's riding his cyclo with some children

- Picture d: He's sleeping in his cyclo under a big tree

- Picture e: He's just got up

- Picture f: He's riding an old man

b) Ask Ss to put the pictures in the order they think is right T

may write some Ss' answers on the board to compare later

(Correct answer: 1-e, 2-f, 3-a, 4-c, 5-b, 6-d)

4) Activity 4: T / F statements (Task 2 in the textbook, page

17)a) - T asks Ss to discuss in pair to recall the tapescript, which can help them to guess which one is true, which one is false

- T writes Ss' guessing on the board to compare later

b) - T plays the tape the first time & stops to check if Ss have the answer or not

- T plays the tape the second time & stops to get the answers from Ss

- If there are different answers, T plays the tape again and stops

at each information so that Ss can have the correct answer

*Correct answers: 1-F (he may live in district 5)

2-T, 3-F (he gives an old man a ride from district 5 to district 1), 4-F (His first passenger is an old man), 5-F (after

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lunchtime, he parks his cyclo under a tree and takes a short rest)

Post listening

6’ 5) Activity 5: Lucky number game

occupation lucky number

I- Aim: Writing a narrative

II- Objective: By the end of the lesson, Ss will be able to write a narrative by using given prompts III- Materials: Textbook, posters, whiteboard markers,

IV- Anticipated problems: Some Ss may not write it correctly

V- Procedure:

Warm up

5’ *Chatting: - Have you ever heard / met a frightening story?- When did it happen?

- How did you feel then?

- What should we do if it happens to us?

T- whole class

Activity one

7; (Task one in the textbook, page 17)1) Tasks Ss to read the story in the book; T explains new words.

+) be due to (adv.): because of; owing to +) stare death in the face: so scared; afraid+) air-hostess (n): a person who takes care of passengers on a plane

+) fasten seatbelt: fix the seatbelt around the body to keep safe in the plane

+) scream in panic

2) Tasks Ss to underline the verbs of simple past used in the story &

to circle the time connectors

*Verbs: stared, was, arrived, got, took off, began, thought, felt, announced, screamed, realised, landed

*Time connectors: at first, then

- Ask: What tense is used to write about a narrative? (Past simple)

T - whole class

Group work /pair work

Activity two

15’ (Task 2 in the textbook, page 18: Identify the events, the climax, and the conclusion of the story Then report your results.)

1) T prepares a list of all the events on a poster:

- I arrived at the airport

- we got on the plane

- the plane took off

- the airhostesses were just beginning to serve

- the plane began to shake

- we thought

- we were told to stay

- the plane seemed to dip

- we realised

- many people screamed

- we all thought we had only minutes to live

- we felt the plane slowly gained height

- the pilot announced that

- we were all overjoyed

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- T checks Ss' answers (key: *events: from "I arrived " to "many people screamed"; *climax: "we all thought we had only minutes to live"; *Conclusion: "the pilot announced ")

- Groups exchange their posters for peer correction

- T hangs some posters on the board so that T & whole class can see the written work & correct mistakes if any else

Group work

Homework

3’

Each S writes the story again in his or her notebook Individual

Lesson 5: Language focus

I- Aim: - Identifying the sounds / I / & / i: /

- Reviewing the present & past simple tense & adverbs of frequency

II- Objective: By the end of the lesson Ss will be able to distinguish the sounds / I / & / i: / in speech

and be better at using the present & past simple tense & adverbs of frequency in communication

III- Materials: Textbook, pictures, posters, handouts,

IV- Anticipated problems: Ss may not know how to pronounce the above- mentioned sounds correctly V- Procedure:

Stages &

timing

arrangementWarmer (3') - T prepares a picture of a sheep on a ship & asks Ss: What can you

see in the picture? (Key: I see a sheep on a ship)

- T demonstrates the sounds / I / & / i: / by pronouncing them clearly

& slowly

T - whole class

Pronunciation

(5') - T asks Ss to listen & repeat the given words several times.- T reads the given sentences as a model & asks Ss to read in pairs -whole class-pair workGrammar (35') I- Presentation: T hangs two pictures of the same boy who goes to

school by bike & on foot

T: This is Minh He usually goes to school by bike but yesterday he went to school on foot.

Through this, T reminds Ss of the present simple & past simple &

adverbs of frequency

II- Practice:

1) Exercise 1: - T explains how to do it.

- T asks Ss to do it individually; then change the paper with their partner for peer correction

- T checks Ss' answers before whole class

(Key: 1- is; 2- fish; 3- worry; 4- are; 5- catch; 6- am; 7- catch; 8- go9- give up; 10- says; 11- realize; 12- am)

2) Exercise 2: - T divides the class into 4 groups.

- Gives each gr a sentence of the four given ones & asks them to use adverbs of frequency to develop it into a short story & write it on a poster

- T may give a model:

He usually gets up early so he is never late for school He often prepares lessons before class so he always gets good marks.

- Then T hangs the posters of grs on the board & lets Ss choose the best story T asks Ss to correct mis if any

3) Exercise 3: - T explains the task.

- T asks Ss to work in pairs: S A does from number 1 to 9; S B- from

10 to 18; then T asks them to exchange their exercise with each other

to peer correct

T - whole class

-Individual-Pair work-Whole class

Group work

Pair work

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Trờng THPT Ngọc Tảo - Hà Nội

- T checks Ss' answers before whole class

III- Production: Play the game: Find someone who

- T prepares some cards on which there are phrases such as: usually get up late; never eat meat; didn't have breakfast yesterday morning, etc

- T gives each S some cards & asks them to find in his / her group the person who does / did the thing on the card

- T asks Ss to report

Whole class

Group work

Whole classHomework

(2') Ss do corresponding exercises in the work book. Individual

Unit 2: School talk (trang 22-31)

- Tổng số giờ dạy: 5 tiết

- Tổng quan toàn bài:

I- Mục tiêu: A- Về kĩ năng:

1) Đọc: - Đọc và điền từ vào câu

- Đọc và tìm thông tin

- Kể lại bài đọc dới dạng nói hay viết

2) Nói: - Sử dụng câu hỏi và trả lời để bắt đầu và kết thúc các hội thoại ngắn

- Trao đổi trong những hội thoại ngắn những chủ đề quen thuộc hàng ngày

3) Nghe: - Nghe các đoạn hội thoại và đánh số các bức tranh theo thứ tự

- Nghe các đoạn hội thoại và trả lời các câu hỏi

- Nghe và điền thông tin vào chỗ trống

4) Viết: - Nắm đợc cấu trúc cơ bản của các mẫu đơn

- Điền đợc mẫu đơn xin học

B- Về ngôn ngữ

1) Ngữ âm: Luyện phát âm lại các nguyên âm / ^ / và / a / trong các từ đơn lẻ và trong các phát ngôn

ngắn

2) Ngữ pháp: - Wh-questions: who, what, when, why, how,

- Gerund & to-infinitive

II- Đồ dùng giảng dạy: SGK, tranh ảnh, giấy bìa, bút dạ, handouts,

- Tiết 5: Language focus

Unit 2 : School Talks Tiết PPCT : 07 Ngày soạn : 06/09/2008

Lesson 1: Reading

I- Aim: Reading passages about school & related problems

II- Objective: By the end of the lesson Ss will be able:- to read passages about different Ss & their

schools, teachers

- to develop other skills (speaking or writing) by talking or writing about his / her problems related to school

III- Materials: Textbook, pictures, poster, handouts,

IV- Anticipated problems: Ss may have difficulty in explaining why they like this subject but not like

that one

V- Procedure

Stages &

Warmer & * Chatting: - Where do you spend most of your time, at home or at T - whole

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pre-reading school?

- What topics do you often talk to each other when you are at school?

( sport & games; entertainment; health; hobbies; holidays; films;

weather; work & study, )

* Lead-in: Yes, I think one of the topics you often talk to each other is

school, for example, about your teachers, parents, friends, subjects, &

others Let's read three passages to know more of the things they want

to talk about

class

While

reading 1) Activity 1 ( Task 1 in the textbook, page 23): Fill each blank with one of the words in the box below

- T instructs the task, explains new words if necessary

- T asks Ss to do it individually

- T checks Ss' answers in front of the whole class

(Key: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language)

2) Activity 2 (Task 3 in the textbook, page 24): Answer the following questions.

- T asks Ss to work in pair, A asks - B answers & vice versa T goes round to help & monitor

3) Activity 3 (Task 2 in the textbook, page 23): Find out who

- T prepares a poster like the below.

- T asks Ss to discuss in groups & put a tick where appropriate

- T calls a representative of each group to report

Things to do Student Phong Ms Phuong Mr Haenjoys teaching

has to get up early

lives for from school

loves working with childrenloves learning Englishrides a bike to school every day

studies at a high schoolworries about his son's safety

Individual

Pair work

Group work

Post reading - T divides the class into three groups & gives each gr a question to

discuss: ( T can also let them write on posters)+) Gr.1: Discuss what subject you like best & why

+) Gr.2: Discuss what you like or dislike doing at school

+) Gr.3: Discuss about things you worry at school

- Feedback

Group work

Homework Ss write a paragraph of about 80-100 words about:

- the subject they like best

- things they like / dislike doing at school

- things they worry at school

Unit 2 : School Talks TiÕt PPCT : 08 Ngµy so¹n : 08/09/2008

Lesson 2: Speaking

I- Aim: Making small talks in daily situations

II- Objective: By the end of the lesson Ss will be able to:

- use common expressions in making small talks

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- start & close a conversation

III- Materials: Textbook, pictures, poster,

IV- Anticipated problems: Some Ss may not be confident enough to talk in front of the whole class

V- Procedure

Stages &

Warmer - T prepares a poster on which T writes a conversation like this:

A & B meet each other in a bookshop

A- (1)B- Hi, how are you?

A- I'm fine, thanks And you?

B- I'm very well I haven't seen you for a long time Let's go somewherefor a drink

A- Sorry, (2)

- T asks Ss to complete the dialogue & highlights the sentences (1) &

(2) on the poster to lead in:

A full conversation often has starting & closing sentences Today we'll practise conversations having starting & closing sentences.

T - whole class

Activity 1 *Placing expressions under appropriate headings (Task

1-textbook-page 24)

- T asks Ss to read the given expressions & put them in the right column, then asks them to practise with a partner

Starting a conversation Closing a conversation

- Good morning / Hi - Great I'll see you tomorrow

- Hello, how are you? - Catch you later

- Hi, how is school? - Goodbye See you later

- Hello, what are you doing? - Sorry, I've got to go Talk to you

Activity 2 *Rearrange the following sentences to make a conversation & then

practise it with a partner (Task 2-textbook-page 25)

- T asks Ss to work in groups of 4 to find the right order of the conversation (Key: D - F- B- H- E- C- G)

- T checks the answers of groups by writing them on the board

- T asks Ss to choose the best one

- T asks Ss to practice the chosen conversation in pairs while T goes round to help if necessary

Group work

Pair work

Activity 3 *Completing the following conversation with suitable words /

phrases / sentences in the box & then practice it with a partner

(Task 3-textbook-page 25)

- T asks Ss to read the words in the box & explains if necessary

- T asks Ss to complete the conversation individually first, then discuss

A- Hello, Hoa You don't look very happy What's the matter with you?

B- Hi, Nam I feel awful / tired / sick / cold.

A- Sorry to hear that You should go home & have a rest / You'd better

go home & have a rest.

B- Yes, that's a great idea Good bye, Nam

A- See you later

* If Ss have expressions different from the given ones, they are encouraged

- T goes round & helps if necessary

- Individual

- Pair work

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Activity 4 *Making small talks basing on the given topics (Task

- Groups discuss to build a conversation related to the given topic

- Representatives of each group demo

Group work

Homework Ss write the conversation they like in their notebooks Individual

Lesson 3: Listening

I- Aim: Listening to mini conversation for specific information.

II- Objective: By the end of the lesson, Ss will be able to develop sub-skill such as listening for specific

information about daily life & develop other skills such as speaking or writing about problems they have experienced at school

III- Anticipated problems: Ss may have difficulty in catching exact words & phrases to fill the blanks

- T prepares a poster on which there is part A of the table:

1 What subjects are you taking this semester?

2 How do you like the class?

3 Are you enjoying the party?

4 How long are you staying?

5 Would you like to have a drink?

- T hangs the poster on the board

- T writes responses in part B on separated pieces of paper & put them

in random on teacher's table

- T calls five Ss in turn to go to the board, pick any piece of paper &

stick it at the place suitable with the sentence in part A For example:

2 How do you like the class? e- I really like it

- Check Ss' answers & lead in:

Today we'll listen to 4 conversations Do you want to know what each conversation is about? Please look at the pictures & try to guess.

- T let Ss guess & writes their guessing on board Ss may guess:

+) Conversation of picture A is about travelling / holiday / rooms / hotel

+) Conversation of picture B is about school problems

+) Conversation of picture C is about a party

+) Conversation of picture D is about a holiday at the beach

Now, let's listen to the tape to check whether you have the right guessing or not

T

TIndividual

- Check Ss' answer again

2) Activity 2 (Task 2-textbook- page 26): Listen & answer the

Individual

T-whole class

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Trêng THPT Ngäc T¶o - Hµ Néi questions

- T asks Ss to discuss the questions in pairs to find out the answers

- T plays the tape, Ss listen for specific information

- T checks Ss' answers If Ss all have right answers, T can come to the next task If not, T plays the tape again & stops at the sentences where

Ss can't have right answers

3) Activity 3 (Task 3-textbook-page 27): Gap-filling

- T asks Ss to discuss these questions in pairs:

+) What is the last conversation about?

+) What's Hoa's hotel like? What about her room?

+) Who does Hoa travel with?

+) Is she thirsty now?

- T plays the tape of the last conversation more than once if necessary

- T check Ss' answers (Key: 1- it here; 2- very nice; 3- big; 4- comfortable; 5- travelling; 6- No; 7- alone; 8- for a drink)

Pair workT-whole class

Pair work

T-whole class

After

listening 4) Activity 4: Making conversation- T divides the class into groups T gives some topics for them to talk

about, for example: school problems, summer holiday, birthday party,

- Each group chooses the topic they like & makes a conversation about

I- Aim: Filling in a form

II- Objective: By the end of the lesson Ss will be able to fill an enrolment form & use useful words /

structures in some common forms

III- Anticipated problems: Ss may not be familiar with forms & language used in forms.

IV- Materials: Textbook, some form samples, poster,

- T prepares some real forms, shows them to the class & asks:

+) What are they? (They're forms)+) On what occasions do you have to fill in a form? (When we want to apply for a job, open an account, send or receive money at the post office

or bank, attend a club, enroll a school, )

*Lead-in: Do you know what sort of information you often have to

provide when you fill in a form? Let's do task 1 to know about this.

T - whole class

Activity 1 * Matching (Task 2- textbook - page 27)

- T asks Ss to read the table first & explains some new words:

+) marital status: single / married / separated / divorced: t×nh tr¹ng h«n nh©n

- T asks Ss to discuss in pairs to match A with B

- T checks Ss' answers in front of the whole class (Key: 1D; 2F; 3E; 4G;

5B; 6C; 7A)

Individual

Pair workT-whole classActivity 2 * Filling in a part of form (Task 3-textbook-page 28)

- T asks Ss to read to find if any new words & explains them

+) block capitals: (T writes some block capital letters on the board: MAI LAN)

+) delete where not applicable: (T does a model on BB)+) male: man

+) female: woman

- T asks Ss to do it individually, then exchange their works with their

T-whole class

Individual

Trang 13

partner for peer correction

Activity 3 * Filling in a form (Task 4-textbook-page 28)

- T prepares two forms on poster & hangs them on Bb

- T calls two Ss to go to the Bb & fill in the forms on posters; the others do

it individually in their textbook

- T goes round & helps

- After a while, T asks Ss to look at the two forms on posters & correct them

- T finalizes the forms on Bb so as Ss can look at them to self-correct the mistakes in their forms

Individual

Whole classT-class

I- Aim: - Revision of the sounds /^/ & /a:/

- Using Wh-questions; gerund & to-infinitive

II- Objective: By the end of the lesson, Ss will be able to:

- pronounce the vowels /^/ & /a:/ correctly in words & sentences

- distinguish the use of gerund & to-infinitive to use them in communication

- make questions beginning with Wh based on the context

III- Anticipated problems: Some Ss may find it difficult to distinguish the use of gerund & to-infinitive IV- Materials: Textbook, posters,

V- Procedure:

Stages

Warmer * T writes on Bb: While my cousin is studying his subjects, my father is

playing the guitar marvelously for Martha & Charles to dance under the stars.

- T reads the sentence & asks Ss to read it aloud

- T asks Ss to put the italics words into 2 columns after making an example

- T corrects Ss' mistakes if any & leads in: Today we'll practise the two sounds / ^/ & / a /.

T - whole class

Individual

Pronunciation 1) Activity 1: Listen & repeat

- T reads the words in each column & asks Ss to repeat several times

- T calls some Ss to read

2) Activity 2: Practise the sentences

- T reads the sentences first

- T asks Ss to read them aloud

- T asks Ss to underline the words which has the sound /^/ & circle the words having the sound /a/

- T check Ss' answers

T - whole class

T- whole class

Grammar I- Presentation 1:

- T tells the class: "Yesterday I rode a bike to the shopping center with when who how where

a friend because I wanted to buy some clothes"

with whom why

- T writes the sentence on Bb & underlines some words as above

- T prepares some cards on each of which there is a question word such as: when, where, who, why, how, with whom

- T asks Ss to stick the cards under the appropriate part & make full questions for the underlined parts

(Key: 1 When did you ride a bike to the shopping center with a friend?

2 Who rode a bike to the shopping center with a friend yesterday?

3 How did you come to the shopping center?

4 Where did you ride a bike with a friend to?

T-whole class

Individual

Trang 14

5 Who(m) did you ride a bike to the shopping center with yesterday?

6 Why did you ride bike to the shopping center with a friend yesterday?)

- T elicits: What kind of questions do we often use when we want to know information about place, time, person, means, destination, etc ?

- S may answer: Wh-questions

- T asks Ss to brainstorm kinds of Wh-questions

II- Practice 1: Make questions for the following responses.

- T asks Ss to read the responses carefully, then discuss in pairs to find the suitable Wh-questions

- T checks Ss' answer in front of the class Note that for each response there may have many different questions with the same question word,

or the italics parts are changeable

(Suggested key: 1 When did you meet him?

2 How long has he been here?

3 Who did you come with?

4 Where will we meet?

5 Why do you like it?

6 What time is it now?

7 How many children do they have?)

III- Presentation 2:

- T shows Ss some pictures in which there is a person playing football, another is trying to reach something high above

- T tells the class, pointing at the pictures:

This boy likes playing football That woman is trying to reach the

ceiling fan

- T writes the two sentences on Bb & asks Ss to pay attention to the underlined parts & says: Some verbs are followed by Gerund; others - to-infinitive

- T introduces a table of verbs followed by gerund & verbs followed by to-infinitive:

Verbs followed by gerund Verbs followed by to-infinitive

- avoid, have trouble, practise, stop*, try*, enjoy, remember*, forget*, consider, miss, like*, mind, suggest, etc

- Gerunds often follow prepositions

- Gerunds are used with go: go camping, go fishing, go shopping,

go swimming, go dancing,

-expect, stop*, try*, remember*, forget*, plan, decide, hope, threaten, agree, like*, etc

- Some verbs + O + to-infinitive:

want, ask, advise, tell, request, order,

- T explains the meaning of some verbs & distinguish the usage of marked verbs

*-IV- Practice 2: 1) Fill each blank with an -ing or to + infinitive form

of the verbs in brackets (Exercise 2- textbook - page30)

- T asks Ss to read the letter & explains new words if Ss need

- T asks Ss to do it individually first, then asks Ss to exchange their paperwith their partner to have correct answers

- T checks Ss answers & correct mistakes if any

(Key: 1- to hear; 2- going; 3- remembering; 4- doing; 5- worrying; 6- to pay; 7- to go; 8- visiting; 9- seeing; 10- hearing)

2) Complete the following sentences using an -ing or to + infinitive form of the verbs in the box (Exercise 3 - textbook - page 31)

- T divides the class into 2 groups Group A does from question 1 to 5;

group 2- from 6 to 10

- T goes round to help & encourages

- After a while, asks groups present their results

- T asks Ss to peer correct & T wraps up

(Key: 1- to go; 2- waiting ; 3- having; 4- to find; 5- living; 6- making; 7-

to call; 8- to lend; 9- talking; 10- to post)

V- Production: Noughts & crosses game

T-whole classGroup workPair work

T-whole class

IndividualPair work

Group work

Trang 15

- T instructs how to play the game: Ss can choose any words in the table

& she / he has to make sentence with it The sentences must have Gerund or to + infinitive The team who has 3 correct answers straight in

a line first is the winner

Group work

Unit 3: People's background (Trang 33-40)

I- Mục tiêu:

A- Về kĩ năng:

1) Đọc: - Đọc và đoán nghĩa của từ dựa theo ngữ cảnh

- Đọc quét để tìm thông tin trong bài đọc

- Tóm tắt lại bài đọc dới dạng nói và viết

2) Nói: - Hỏi và trả lời những thông tin về tiểu sử, lai lịch của một ngời nào đó.

- Luyện tập cách ghi lại, cách hỏi và trả lời một cuộc phỏng vấn

3) Nghe: - Học sinh nghe hiểu đợc ý chính của bài

- Nghe và lựa chọn đúng, sai

- Nghe và điền những thông tin còn bỏ trống

- Hỏi, trả lời những thông tin liên quan đến bài nghe và tóm tắt lại nội dung chính của bài

4) Viết: - Học sinh học cách điền những thông tin cần thiết vào một C.V (sơ yếu lí lịch)

- Dựa vào bản khai lí lịch để viết về lí lịch ngời khác

B- Về ngôn ngữ:

1) Từ vựng: Học sinh đợc học những từ có liên quan đến cuộc đời, sự nghiệp các nhà khoa học, các

danh nhân thế giới

2) Ngữ âm: Học sinh đợc luyện âm /e/ và / /

3) Ngữ pháp: - Ôn lại thì quá khứ hoàn thành và phân biệt hai thì Quá khứ hoàn thành và Quá khứ đơn

II- Đồ dùng giảng dạy: Sách GK, đài cassette, băng đĩa, tranh ảnh, bìa to, bút dạ, handouts,

III- Tiến trình giảng dạy:

- Toàn bài dạy trong tiết

- Tiết 1: Reading

- Tiết 2: Speaking

- Tiết 3: Listening

- Tiết 4: Writing

- Tiết 5: Language focus

Unit 3 : people s background’s background

Tiết PPCT : 12 Ngày soạn : 17/09/2008

Lesson 1: Reading

I- Aim: Reading for specific information

Trang 16

Trờng THPT Ngọc Tảo - Hà Nội II- Objective: By the end of the lesson Ss will be able to:

- read a passage about the scientist Marie Curie &

- develop different skills such as writing, speaking or listening

- understand new words & use them in communication

III- Anticipated problems: Ss may lack of information about Marie Curie & other scientists.

IV- Materials: textbook, pictures, poster,

V- Procedure:

Stages &

Warmer * Guessing the jobs:

- T prepares a list of jobs but only shows the first letter, other letters are hidden:

1 D - - - (doctor) 4 P - - - -(policeman)

2 T - - - (teacher) 5 S - - - -(student)

3 S - - - (scientist) 6 M - - - -(manager)

- T asks Ss to guess the jobs

- T asks to set the scene: Which job do you like most? (T waits for Ss' answers) Yes, you may like this one or that one, but one of the most difficult & important jobs is scientist Today we'll read a passage about a very famous female scientist - Marie Curie

T- whole class

Before you

read 1) Discussion: - T gives Ss a question to discuss in groups: What do you know about Marie Curie?

- T lets groups tell what they know about Marie Curie & praises the one with the most correct information

2) Pre-teach vocab.

- general education (n): comprehensive study of all subjects & skills at school (giáo dục phổ thông)

- brilliant (adj.): clever, quick at learning (thông minh, sáng dạ)

- PhD (n): Doctor of Phylosophy (Tiến sĩ)

- to be awarded: to be presented with / to be given / to be offered (đợc trao, tặng)

- atomic weight of radium: trọng lợng nguyên tử

- humanitarian wish: mong muốn nhân đạo

- T asks Ss to look at the words in column A & read the passage &

underline the sentences with these words

- T asks Ss to read the underlined sentences again to guess the meaning

of the words in context

- T asks Ss to discuss in pairs to match

(Key: 1c; 2e; 3a; 4d;5b)

2) Activity 2: T / F statements (Task 2- textbook- page 33)

- T asks Ss to read the passage again

- T asks Ss to discuss with their partner to decide T or F & correct the false information

- T checks Ss' answer in front of the whole class

3) Activity 3: Answering the questions (Task 3- textbook - page 34)

- T divides the class into groups

- T asks groups to ask & answer the given questions T goes round to make sure that all Ss are involved

- T calls Ss from different groups to ask & answer the questions so that the whole class can hear & confirm

IndividualIndividualPair work

IndividualPair workT-whole class

Group work

Individual- whole class

Trang 17

After you

read * Option 1: the same as the activity given in the textbook.- T divides the class into 5 groups & gives each gr an adj of the five &

asks them to find the evidence from the passage to prove their adj

Example: Gr1: strong-willedGr2: ambitious & so on

- T calls the representative of each gr to read the evidence

* Option 2 (for better Ss): T asks Ss to think of the question: Do you like

& admire Marie Curie? If Ss say yes, asks them to write a short passage about it & explain why

Group work

IndividualHomework T asks Ss to write a passage to answer the question: What do you know

Lesson 2: Speaking

I- Aim: Speaking about someone's background

II- Objective: By the end of the lesson, Ss will be able to talk about their own background & know how

to ask for other's background

III- Anticipated problems: Ss may not know what the word "background" means.

IV- Materials: Textbook, cassettes, tape, poster,

V- Procedure:

Stages &

Warmer - T tells Ss: You've learnt something about Marie Curie Now put the

following words about her into 3 columns & name each column: general education, father, Nobel Prize in Chemistry, PhD, husband, scientific training, brilliant student, university professor, determining the atomic weight of radium, study tour abroad, got married, in Warsaw, on November 7th, 1867

- T divides the class into groups & gives each gr a poster so that they canwrite their answer on it

- T hangs the posters on Bb & asks Ss to choose the best one

* The best one must be:

Her family & herself Her education Her experiencesfather

husbandgot married

in Warsaw

on Nov 7th, 1867

general educationscientific trainingbrilliant studentstudy tour abroad

Nobel Prize in ChemistryPhDuniversity professordetermining the atomic weight of radium

- T leads in: the above table is about Marie Curie's background Today we'll speak about someone's background

(T should remember to praise the group having the best poster)

T- whole class

Group work

T

Activity 1 ( Task 1-textbook- page 34)

- T asks Ss to decide which of the items can tell them about someone's background Ss will easily choose the right items thanks to the above table They are: family; education; experiences

- After they decide, T asks them to find the questions for each item they will use if they ask for smb's background

* Suggested answer:

+) Family: - Where & when were you born?

- What do your parents do?

- Did you get married?

Group work

Pair / group work

Trang 18

- What's about your husband / wife?

+) Education: - Where did you study at high school?

- What subject(s) were you good at / did you like best?

- What degree did you have?

+) Experiences: - How long have you worked as a doctor / teacher / ?

- What did you get in you career? Were you successful?

- What experiences do you have?

Activity 2 (Task 2- textbook - page 35)

- T asks Ss to work in pairs / groups to ask & answer about each other's background using the given cues T reminds them to change the roles when they have finished

- T goes round to control & help & tries to find one or two good pairs to demo in front of the whole class

Pair / group work

Activity 3 (Task 3- textbook - page 35)

- T asks each gr to choose a representative He or she will talk about the person he / she has learnt from the interview Group workIndividualHomework Ss write a passage about the background of the person they have learnt in

Lesson 3: Listening

I- Aim: Listening for specific information about Olympic champions

II- Objective: By the end of the lesson Ss will be able to develop sub-listening skill such as listening for

specific information about Olympic champions & develop other skills such as speaking or writing

III- Anticipated problems: Some Ss may not understand the tape

IV- Materials: Textbook, cassettes, tape, pictures,

V- Procedure:

Stages &

Warmer Guessing: - T prepares a picture of five circles which are the symbol of the

Olympic T holds it in the hand & lets Ss guess what the picture is about

- After a while, T opens the picture for Ss to see & asks for setting the scene: What do you think of when you see these circles?

T- whole class

Pre-

listening

1) Activity 1: Answering the questions:

1 Can you name any Olympic champions?

2 What would you like to know about these people?

- T gives Ss some time to find the answer to the questions

- T says: Today we'll listen to a conversation between a reporter & an Olympic champion In the tape there are some difficult words to hear

Now, listen & repeat

2) Activity 2: Listen & repeat

- T checks if Ss understand the words to explain if necessary

- T plays the tape & stops after each word for Ss to repeat

T- whole class

T- whole classWhile -

listening

3) Activity 3: T / F statements (Task 1- textbook - page 36)

- T asks Ss to discuss the statements first & try to predict

- T plays the tape once

- T checks Ss' answer If they all have the same answer then T plays the tape once more to confirm If they have different answers after the first listening, lets them listen again & again if necessary

- T checks Ss' answers to have only one result for the whole class

4) Activity 4: Gap-filling (Task 2- Textbook- page 37)

- Before plays the tape, T asks Ss to think of the missing words If they canfill in the blanks, let them do it Then asks them to listen to the tape to check

- T checks Ss' answers

Pair workT-whole class

Group work

Trang 19

(key: 1 general education 2 lives; family

3 different; swimming 4 love stories 5 teacher's diplomaPost-

Homework - T asks Ss to write a passage about Sally or any athlete they know Individual

Lesson 4: Writing

I- Aim: Writing a C.V about people's background

- get to know the format, layout & essential information of a C V

- write a simple C V

III- Anticipated problems: Ss may not know what a C.V is or what is it for.

IV- Materials: C.V sample, textbook, poster, handouts

V- Procedure:

Stages &

Warmer - T prepares a picture of a man named David & gives information around

his face There is a small oval under each piece of information for Ss to fillin:

- T gives Ss handouts & asks them to match A with B

Music & dancing

English, French, MathsKensington High School

12/11/69

Boston

Date of birth

Trang 20

1) Name2) Date of birth3) Place of birth4) Schools attended5) Exams passed6) Previous jobs7) Interests

a) Bostonb) Kensington High schoolc) English, French, Mathd) Tourist guide

e) David Brownf) 12 / 11 / 69g) Music & dancing

- T checks Ss' answers & explains if necessary(Key: 1e; 2f; 3a; 4b; 5c; 6d; 7g)

- T asks Ss where these pieces of information are often found & leads in

Activity 1 - T asks Ss to read Mr Brown's C.V

- T explains the word "C.V": curriculum vitae - a form with details about somebody' data, past education & jobs

- Then T gives each group a poster & asks them to write a paragraph about

Mr Brown, using the given cues

- T checks Ss' writing & lets them to correct mistakes if any

Activity 2 - T gives Ss the same handouts as in the textbook & asks them to ask their

partners for the information about his / her parents to fill in the form

- T calls some Ss to report their handoutsActivity 3 - T asks Ss to write a paragraph about the person they've just had

information about

- T asks Ss to exchange their paper for peer correction

- T asks Ss to recommend some good drafts & to be read aloud in front of the class

Homework T asks Ss to rewrite their drafts

I- Aim: - Distinguish the sounds / e / & / æ /

- Learning how to use the past perfect tense

- pronounce the sounds / e / & / æ / correctly

- use the past perfect appropriately & distinguish it with past simple tense

III- Anticipated problems: Ss may confuse the use of the past perfect & past simple or present perfect IV- Materials: textbook, pictures, posters,

bed, a bench, a bell, a tent

- T sticks the pictures on Bb in random & asks Ss to put them in two columns & explain the reason

- Ss may put correctly or incorrectly T then puts them in the right columns & explains

*Column A: a tap, cat, hat, cap, map, bag, because the letter a in these

words is pronounced / æ /

*Column B: a pen, bench, bell, bed, tent, because the letter e in these

words are pronounced / e /

- T leads in: Today we'll practise pronouncing the two sounds / e / & /æ/

T- whole classWhole classT- whole class

Pronunciation - T reads the above words first & asks Ss to follow, pointing them the

difference between the two sounds

- T asks Ss to open their books & listen to the tape

- T asks Ss to repeat several times

- T reads the sentences or plays the tape first, then asks Ss to practise

T- whole classWhole classPair work

Trang 21

these sentences in pairs

- T calls some pairs to read aloud so that the whole class can hear & givecomments

Pairs -wholeclass

Grammar I- Presentation:

- T prepares some pictures like this: a boy learning at the table at 3 p m

& the boy playing football at 6 p.m

- T hangs the pictures on Bb and asks Ss:

+) Look at Peter What things did he do yesterday? ( He learned &

played football)+) What time did he learn? (At 3 p m)+) What time did he play football? (At 6 p m)+) What did he do first? (He learned first)+) So what can we about the things he did yesterday? (Yesterday Peter

had learned before he played football)

* Concept question: What tense do we use when we express an action

happening before another action in the past? (Past perfect)

- T elicits the form & usage of the past perfect

*T highlights the usage of PP: PP is used to express an action that

happens before a point of time or another action in the past

*Form: HAD + PAST PARTICIPLE

* Checking understanding: T gives a context as follow:

Tom broke a precious vase When his mother knew that, she got angry with him

- Tom's mother because

(Tom's mother got angry with him because he had broken the precious

vase)

- Through this context T asks Ss to distinguish the difference between the past perfect & past simple tense

II- Practice: T divides the class into six groups Every two groups takes

over an exercise (but each group does it separatedly) T gives them sometime to discuss & writes it on posters Then T hangs posters of every twogroups on Bb so that other groups can see & correct mistakes if any &

choose the better one

1) Exercise 1: Use the verbs in brackets in the past perfect

1 had broken 6 had been

2 had done 7 had left

3 had met 8 had moved

4 hadn't turned off 9 hadn't seen

5 had ever seen 10 had broken

2) Exercise 2: Put the verbs in brackets in the past simple or past perfect

1 had just finished - came

2 had seldom travelled - went

3 went - had already taken

4 did you manage - had he gone out - got

5 had just got home - phoned - had been

3) Exercise 3: Find mistakes in the story & correct them

2 had turned on a torch turned on

4 had heard a noise heard

IV- Production:

T shows a list of things Mary did yesterday morning & asks Ss to combine two events in one by using PP & PS

T- whole class

Whole class

T -whole classGroup work

Trang 22

1 getting up at 6:00

2 having breakfast at 6:45

3 listening to some music at 7:00

4 learning Maths & History from 8:00 to 10:00

5 preparing lunch for family at 10:10

6 waiting for her parents coming back from work

- T can asks a good S make an example:

When she had had breakfast she listened to some music.

Homework Write a paragraph about the things you / your family did last Sunday

- Tổng số giờ dạy: 5

I- Mục tiêu:

1) Đọc: - Đọc và đoán nghĩa của từ theo ngữ cảnh

- Đọc và trả lời các câu hỏi chi tiết về nội dung bài đọc

- Đọc quét và tìm thông tin trong bài đọc

- Tóm tắt lại bài đọc dới dạng nói và viết

2) Nói: - Hỏi và trả lời các thông tin về học tập tại trờng

- Nói về công việc học tập của mình và của những ngời khác

3) Nghe: - Nghe và tìm các thông tin đúng / sai

- Nghe và điền các thông tin bỏ trống trong bài

- Tóm tắt ý chính của bài nghe dới dạng nói hoặc viết

4) Viết: - Hiểu đợc nội dung và ngôn ngữ dùng trong th khiếu nại

- Viết đợc một bức th khiếu nại về một việc không hài lòng

B- Về ngôn ngữ

1) Ngữ âm: - Phát âm đúng hai âm / ɔ / & / ɔ: / trong các từ đơn và trong câu

2) Từ vựng: Biết cách cấu tạo cụm danh từ chỉ ngời , sử dụng mạo từ "the" trong cấu trúc "the +

adjective" để chỉ một nhóm ngời

3) Ngữ pháp: - Dùng đợc cấu trúc "used to + ifininitive" để nói về thói quen trong quá khứ

- Sử dụng đợc đại từ "which" với chức năng liên kết toàn bộ mệnh đề

Trang 23

- TiÕt 2: Speaking

- TiÕt 3: Listening

- TiÕt 4: Writing

- TiÕt 5: Language focus

Unit 4: Special education

TiÕt PPct : 19 Lesson 1: Reading

Ngµy so¹n : 04/10/2008

I- Aim: Reading about special education

- read & understand about special education

- summarize the passage & develop other skills such as speaking, writing

III- Anticipated problems: Some Ss may have no ideas about special education & Braille

IV- Materials: Textbook, picture, handouts,

4

*Brainstorming: things you do everyday with your hands, eyes, ears,

2 Look at the activities Which would be difficult for blind, deaf and

mute children?

Listen to the teachers Pronounce words Raise arms

Close/open fingers Phone friends Read books

Before you

read

10’

1) - T prepares the Braille alphabet on poster & introduces it to Ss.

- T asks Ss to work out the message that follow:

key: We are the world

2) - T pre-teaches some new words appearing in the passage

- disabled (a) unable to use a part of the body im the normal way-deaf(a) = difficult to hear

- blind (a) [blaind] be not able to see

- dumb = mute

- mentaly retarded (a)

- gradually (adv) = slowly

- demonstration [deməns'trei∫n]= the act of showing how to do sth

3) - T prepares a T/F prediction exercise & asks Ss to do it in groups.

1 Classes for disabled people are not different from other classes

2 Disabled children often have no chance to go to school because of their poor families

3 There was a lot of opposition from disabled children

T-whole class

Group workThings

Trang 24

4 Many disabled children's parents used to believe that their children could not learn any thing at all

5 More & more disabled children came to school

6 Young teachers have tried much to help poor children although their work is very time-consuming

7 Even disabled children can do calculations

- T checks Ss' prediction & asks Ss explain why

*Key: 1 F (line 2: her class is different from other classes)

5) Guessing the meaning from the context (Task 1-textbook-page 45)

- T asks Ss to discuss in pairs to match the words with their definitions

*Key: 1 C; 2 E; 3 A; 4 B; 5 D

6) Completing the sentences (Task 2-textbook-page 45)

- T asks Ss to read the passage again & discuss in groups to choose the best option

- T checks Ss' answers & praises the group which has the best result

*Key: 1 D; 2 B; 3 A; 4 C; 5 D

T- whole class

Pair work

Group work

Post-reading

10’ 7) Summarising the passage by filling each blank with a suitable word from the passage

- T divides the class into groups & lets them to discuss to find the neededwords

- T gives each group a poster so that they can write their answers on it

- T hangs the posters on Bb & asks Ss to give remarks & correct if any mistakes Then choose the key for the whole class

Answer : 1 disabled 2 read 3 write 4 efforts 5 opposition

6 time-consuming 7 Maths 8 arms 9 fingers 10 proud

- Next, T calls several good Ss to retell the text if time is allowed

Group work

T-whole classindividual-classHomework

4’ T asks Ss to write a paragraph about one of the following topics:1 Difficulties that disabled children often meet

2 Ms Thuy's special class

3 Your lucky living & learning condition

Individual

TiÕt PPct : 20 Lesson 2: Speaking

Ngµy so¹n : 04/10/2008

I- Aim: Talking about school life

- talk about a student' school life

- actively engage in an interview

- develop other skill such as listening, writing, reading

III- Anticipated problems: Ss may find it difficult to work as an interviewer & interviewee.

IV- Materials: Textbook, pictures, posters, handouts,

5’ * Discussion: - T gives Ss some questions for them to discuss:1 Have you ever thought of the days when you were at lower-secondary Group work

Trang 25

- T asks pairs of Ss to read the questions & the blanked interview

- T asks Ss to match the questions with suitable blanks

- T checks Ss' answers by calling some pairs to read their full-filled interview

- T introduces Ss how to make an interview

+) Option 2:

- T writes the blanked interview on a poster & each question on a big piece

of paper

- T asks Ss to study task 1 first

- T hangs the poster on Bb, puts the pieces of questions on teacher's table

- T calls Ss to go to the teacher's table, takes any piece of question & sticks

it on the suitable place of the poster

- T asks Ss to check the result & correct if necessary

- T introduces Ss how to make an interview

Key: 1B; 2C; 3E; 4A; 5F; 6D; 7G

Pair work

T- whole class

IndividualIndividual-whole classT- whole classActivity 2

15’

* Making an interview

- T gives Ss handouts like this:

1 Name of lower-secondary school: Which lower-secondary school did you go to?

2 Timetable:

3 Favourite subjects:

7 Things you disliked:

- T asks Ss to prepares the questions first, then choose a partner he / she likes to interview & writes down the answers in the handouts

T whole class

Individual

& pair work

Activity 3

14’ - T asks Ss to read again the interview they have had & tell the whole class about the person of their interview

Example : H¹nh went to Long Bien Lower- secondary school She had to study 10 subjects at school She went to school in the morning and often had 5 classes each morning ……

whole class

Individual-Homework

3’ Asks Ss to write the things they know about their partner or about themselves Individual

TiÕt PPct : 21 Lesson 3: Listening Ngµy so¹n : 08/10/2008

I- Aim: Listening about "Vang trang khuyet" photography club

- develop listening for specific information -skill through a passage about the Vang trang khuyet Club

- develop other skills such as speaking, writing,

Trang 26

Trờng THPT Ngọc Tảo - Hà Nội III- Anticipated problems: Ss may have difficulty in distinguishing the words deriving from the word

1) - T prepares some beautiful photographs & shows them to the class

- T gives them handouts & asks them to match A with B:

1 The of sunset is beautiful a photographic (adj.)

2 A famous took these photographs

d photographer (n)

5 My friend has just joined a

Answers : 1 e 2 d 3 a 4 b 5 c

2) - T checks Ss answers & corrects if necessary

1 photogenic 2 photography 3 photographer 4 photograph

+) stimulate (v): encourage, motivate (thúc đẩy, động viên)

3) T asks Ss to listen & repeat new words given in the textbook & by the teacher

4) T asks Ss to guess the content of the listening tape & leads in

T- classPair work

T-class

IndividualGroup work

While-listening

20’

5) T / F statements (Task 1-textbook-page 49)

- T asks Ss to read the 5 statements first & discuss with a partner to predictT/ F

- T explains new words if Ss asks to do

- T plays the tape once

- T checks Ss' answers If they have good answers, T plays the tape again

to confirm If they don't have all the answers, T plays the tape & stops at the information which is difficult to get for Ss Then T checks Ss' answers again

Answers: 1 T 2 F 3 T 4 F 5 T 6) Gap-filling (Task 2-textbook-page 49)

- T asks Ss to discuss in pairs to find the missing words first

- T plays the tape & then checks Ss' answers If they don't have right words

T plays the tape again & stops at important points Finally, T checks Ss' answers

Answers: 1 photography 2 19 3 exhibition 4 50 5 beaty

6 simple 7 peaceful 8 chickens 9 stimulated 10 escape

Individual

& pair workT-classT- class

Pair workT- class

Post- 7) Retelling the story about the Vang Trang Khuyet photography club

Trang 27

listening

6’ - T lets Ss retell it in groups, then calls some Ss from different groups to retell Group / individual

workHomework

3’ T asks Ss to write what they remember about the Vang Trang Khuyet club Individual

TiÕt PPct : 22 Lesson 4: Writing Ngµy so¹n : 11/10/2008

I- Aim: Writing a letter of complaint

- understand what a letter of complaints is

- write a simple letter of complaints about the poor quality of the service at an English Center

III- Anticipated problems: Ss may not be familiar with complaints in English.

IV- Materials: Textbook, pictures, real samples,

V- Procedure:

Stages &

Warmer

6’ - T prepares a picture of a boy with an unhappy face & an advertisement of an English Center like the one in the textbook

- T tells the class: This is An Duc, my best friend Last month he took an English course at "English for today" Center Look at the advertisement

of the center It is interesting, isn't it? (Yes, it is) But, look at An Duc's face Does he look happy? (No, he is unhappy) Can you guess why he is

so unhappy?

- T leads in: Yes, as you guessed, An Duc got angry because the course they offered him wasn't as wonderful as they advertised He's going to write a letter of complaint

T- whole class

Activity 1

8’

- T prepares a worksheet like this:

What were advertised What happened to An Duc

- Native teachers only

- No more than 20 students per class

- Free books & cassette tapes

- All air-conditioned rooms

Pair workT-classActivity 2

8’ * Completing the dialogue (Task 1- textbook- page 50)- T asks Ss to discuss in pairs to complete the dialogue basing on the

above table, imagine one of them is An Duc

(Suggested key: 1 No, I'm not happy / satisfied with it

2 No, there are only 2 native teachers

3 No, each class has more than 30 students

4 No, I have to pay more than 100,000 VND for books & cassette tapes

5 Oh, no There is only one fan in my classroom It is very crowded &

hot

6 the classes often start later & finish earlier.)

Pair work

Trang 28

Activity 3

20’

* Completing the letter of complaint (Task 2-textbook-page 51)

- T asks Ss to use the information from task 1 to complete the letter

- T asks Ss to exchange their letter with their partner for peer-correction

- T chooses some Ss' paper to be read aloud in front of the class & get feedback

- T corrects if necessary

Suggesred answer : First of all, you say that there are only native teachers but my class has one Vietnamese teacher and 2 native teachers There are more than 30 students in our class not no more than 20 sts as the advertisement says and we have to pay for books and cassette tapes To make the matter worse , the classroom is not air- conditioned It is equited with only one ceilling fan That is very different from the advertisement Finally, what I do not like most about your centre is the time, you say that : the class lasts 3 hours (from 5.30 pm to 8.30 pm) but in fact the class often starts later and finishes earlier

IndividualPair workT-class

Activity 4 /

homework

3’

TiÕt PPct : 23 Lesson 5: Language Focus

Ngµy so¹n : 11/10/2008

I- Aim: - Distinguish the sounds / ɔ / & / ɔ: /

- Using the + adjective; used to + infinitive; which

- pronounce the sounds / ɔ / & / ɔ: / correctly in words & in sentences

- use the + adj as a noun

- combine two sentences with which

- review to + infinitive

III- Anticipated problems: Ss may have difficulty in distinguish the sounds / ɔ / & / ɔ: /

IV- Materials: Textbook, cassettes, tapes, pictures, handouts,

T- whole classGrammar

33’

A- The + adjective

I- Presentation:

- T shows Ss some pictures of young people who are hard working &

says: Look! That young boy is active And in general, the young are

active

- T writes the sentences on Bb & highlights that young boy is & the young are

- T asks Ss some questions to lead to concept question:

+) Is the verb singular or plural after "that young boy"? Why? (It's singular because "that young boy" indicates only one person

+) Is the verb after "The young" singular or plural? Why? (It's plural because it indicates a group of people having the same characteristics)

- T highlights: Some adjectives combine with "the" can be used as a plural noun indicating a group of people who have the same

characteristics (Reminds Ss that some other adj can't be used in this way, for example: sad, funny, angry, )

II- Practice:

* Exercise 1 (textbook-page 52):

- T explains new words if necessary

- T asks Ss to discuss in pairs to complete the sentences using suitable adj

- T goes round to offer help

T

TT- class

T- class

T- classPair work

Trang 29

- T asks Ss to check their answer by exchanging their paper with another pair

- T gathers Ss ideas & gives the correct answers

Key: 2 the injured 3 the unemployed 4 the sick 5 the rich - the poor

III- Production: There are three different grammar items in this lesson

so T doesn't have enough time for 3 separated productions This part will be combined with the two others later

B- Used to + Infinitive

I- Presentation

- T prepares a poster like this:

do in the past Things you are still doing now

- cry a lot

- eat sweets

- have irregular meals

- fight

- T hangs the poster on Bb & asks Ss who often did what in the past &

whether she / he is still doing it now Then T completes the table like this:

do in the past Are you still doing it now?

meals

Yes

- T asks Ss to look at the table & says:

+) Did Minh often cry in the past? (Yes)+) Does she often cry now? (No)

+) So, we can say: "Minh used to cry."

+) What can you say about Dung? (Ss: He used to fight)

+) What for do we use "used to + infinitive"? (to express an action

you often do in the past but you no longer do it / to express a past habit)

II- Practice: Completing the sentences (Exercise 2 - textbook- page

53)

- T divides the class into 2 groups Group A does the sen from 1-4;

Group B: 4-8 T gives each gr a poster to write the answer on

- T goes round to help

- T hangs the posters on Bb for the whole class to see & give other alternatives

- T corrects mistakes if any

(Key: 2 used to ride; 3 used to live; 4 used to eat; 5 used to be;

6 used to take; 7 used to be; 8 did you use to go)

so T doesn't have enough time for 3 separated productions This part will be combined with the two others later

C- Which as a connector

- T asks Ss: What time is it now? (Ss answer: 8:17 for example)

- T: Oh, is it 8:17 now? It makes me surprised

- T writes on the Bb: It's 8:17 now, which makes me surprised.

- T asks Ss: What does "which" refers to?

- T highlights: In this sentence, "which" refers to the whole preceding clause There must be a comma after the main clause.

II- Practice: Matching & making new sentences (Task

3-textbook-page 53)

- T asks Ss to discuss in pairs to match B with B, then Asks them to

T

T- whole class

Trang 30

combine each pair of sentences into one, using "which" as a connector

- After letting them do it for a while, T calls some Ss to go to the Bb &

write their sen down

- T asks the whole class to give remarks & correct is necessary

(Key: 1E; 2C; 3F; 4G; 5A; 6D; 7B)

III- Production: (For three gram items) Lucky number game

- T prepares a table like this:

- T divides the class into 2 teams In turn, each team will choose a number & T shows them the word they have to make sentence with (T reminds them that if they get adj they have to make sentence with "the + infinitive"; if verb - "used to + infinitive"; if which - a "connector")

If they have a correct one, they'll get one mark If they get lucky number & have a correct answer, they will have 2 marks The team with higher mark is the winner

Ss - Ss

T

T-classGroup work

Pronunciation

5’ 1) - T introduces the sounds / ɔ / & / ɔ:/

+,/ ɔ / is a short sound when you pronounce this soud you put your tounge slightly back and bring your lips slightly forward

+, / ɔ:/ is a long sound when you pronounce this soud you put your tounge back and up a little

- T plays the tape & asks Ss to listen

- T asks Ss to listen again & repeat

- T calls some Ss to read again

2) - T plays the tape & asks Ss to listen to the sentences

- T pays the tape again & stops after each sentence so that Ss can repeat

- T asks Ss to practise the sentences in groups / pairs

- T calls some Ss to read out the sentences & asks the class to give comments

TWhole class

Ss - SsT- classGroup / pair

work

Homework

Trang 31

Unit 5: Technology & you (Trang 54-61)

I- Mục tiêu:

1) Đọc: - Đọc và nối đúng đợc các từ / ngữ với các bộ phận, thiết bị liên quan đến máy tính

- Đọc và đoán nghĩa của từ thông qua ngữ cảnh

- Đọc lớt và chọn chủ đề thích hợp cho bài đọc

- Đọc sâu để trả lời câu hỏi và tóm tắt bài đọc

2) Nói: - Hỏi và trả lờ đợc các câu hỏi liên quan đến các thiết bị hiện đại nh radio, TV, máy fax, máy

điều hoà nhiệt độ, nồi cơm điện,

- Có thể nói đợc về những lợi ích của công nghệ thông tin trong đời sống hàng ngày

3) Nghe: - Nghe hiểu đợc tâm sự của một ngời lớn tuổi về kinh nghiệm học cách sử dụng máy tính

- Nghe để chọ thông tin đúng / sai

- Nghe để điền đợc thông tin bỏ trống

- Nghe và tóm tắt ý chính của bài nghe

4) Viết: - Hiểu đợc nội dung và ngôn ngữ dùng trong viết lời chỉ dẫn (động từ ở thức cầu khiến, trạng

ngữ chỉ trình tự first, then, next, )

- Biết viết hớng dẫn sử dụng cái điều khiển từ xa của TV

3) Ngữ pháp: - Thì hiện tại hoàn thành

- Thì hiện tại hoàn thành bị động

- Các đại từ quan hệ who, which, that

II- Đồ dùng, thiết bị giảng dạy: SGK, đài, băng đĩa, tranh ảnh, poster, handouts,

- Tiết 5: Language Focus

Unit 5: Technology & you

TIếT PPCT : 25 Ngày soạn : 18 / 10 /2008

Lesson 1: Reading

I- Aim: Reading about computers

- understand & use a number of words about computers such as CPU, VDU, CD ROMS, floppy disks,

- improve reading skill through exercises & develop other skills such as speaking, writing,

III- Anticipated problems: Ss may find it difficult to understand the words about computers

IV- Materials: Textbook, pictures, handouts,

V- Procedure:

Trang 32

Stages &

Warmer - T prepares a set of pictures of computer parts & puts them among other

things T asks Ss to pick out the parts of a computer (Parts of a computer:

CPU, VDU, CD ROMs, keyboard, mouse, speaker, floppy disk Other things: a TV remote control, a printer, a camera, a mobile phone)

T-whole class

Pre-reading 1) T asks Ss to look at the illustration of different parts of a computer

system & discuss to give each item a name from the box

(Key: A-5; B-7; C-4; D-1; E-2; F-6; H-8)2) Pre-teach new words: - T uses the illustration to teach new words

Beside them, there are some other words:

+) miraculous (adj.) / mi'rækjuləs /: wonderful, fantastic (tuyÖt vêi)+) calculating machine: a machine which can do calculation such as adding, subtracting, multiplying, dividing (m¸y tÝnh)

+) lightning speed: very fast (rÊt nhanh, nhanh nh tia chíp)+) storage device: a thing used to keep or store information (thiÕt bÞ lu tr÷

th«ng tin)+) memos = memorandums (n): - brief notes of things to be remembered

- informal letter usually sent from one person to another in an office

3) Brainstorming: - T asks Ss to list the benefits of computers in modern life or things that a computer can do

- T leads in: As you know, computers play an important role in our modernlife They bring us so many benefits that make our life much easier, more comfortable The reading passage today will help you know more about this

While-reading 4) Matching the words with their definitions (Task 1-textbook-page 55)- T asks Ss to read the passage

- T asks Ss to discuss in pairs to find the meaning of the words in context

- T checks Ss' answers, asks Ss to explain if possible & gives the correct ones

(Key: 1 C 2 E; 3 A; 4 B; 5 D)5) Choosing the best title for the passage (Task 2- textbook- page 55)

- T asks Ss to read the passage carefully

- T divides the class into groups & asks groups to discuss to choose the best title

- T asks the group representatives to tell their answers & explain why

- T gets feedback from groups & both T & Ss decide on the best title

- T praises the group with the same answer as the one the whole class chooses (Key: C -What can the computer do?)

6) Answering the questions (Task 3-textbook-page 55)

- T asks Ss to read the passage again if they need

- T divides the class into 2 groups Group 1 discusses to answer the question 1; group 2 - question 2

IndividualGroup workT- class

Trang 33

Trêng THPT Ngäc T¶o - Hµ Néi II- Objective: By the end of the lesson, Ss will be able to talk about the uses of modern inventions in

daily life such as radio, TV, fax machine, air conditioner & the uses of information technology

III- Anticipated problems: Ss may have difficulty in expressing the uses of fax machine or

air-conditioner

IV- Materials: Textbook, pictures, posters,

V- Procedure:

Stages &

Warmer *Guessing what it is

- T prepares small pieces of paper on which T writes the words: radio,

TV, fax machine, electric cooker, air conditioner

- T has some volunteers Ss to go to the Bb & take any of the pieces Thenshe or he has to describe the thing on the paper so that others can guess what it is

T-class

Ss - Ss

Activity 1 * Asking & answering the questions (Task 1-textbook- page 56)

- T prepares some pictures of these things: a radio, a TV, a fax machine,

an electric cooker, an air-conditioner & hangs them on Bb

- T has Ss work in pairs to ask & answer about the uses of these devices, using the given prompts

- T goes round to offer help & be sure that all Ss are involved

- After a while, T calls some pairs to ask & answer in front of the whole class

- T has Ss give comments

- T praises those who did well

Be used to + bare-inf

Be used for + V-ing

Eg : A : Could you tell me what a telephone is used for ?

B : Well, it is used to talk/ for talking to people when you are away from home.

A: Can you tell me what a radio is used for ? B: Well, it is used to listen / for listening to news or music and even to learn a foreign language

TPair work

T - Ss - Ss

Ss - SsT

Activity 2 * Completing the sentences (Task 2- textbook- page 56)

- T asks Ss to read the task first

- T checks Ss' understanding of new words to explain if necessary+) to transmit: truyÒn (th«ng tin, d÷ liÖu, )

+) to process: xö lÝ (th«ng tin)+) to hold: tæ chøc / duy tr×

+) participants: ngêi tham gia

- T divides the class into 3 groups & assigns: Group 1: Complete sentences 1,2,3; Group 2: 4,5,6; Group 3: 7,8,9 T gives each gr a poster

so that they can write their answers on it

- T has Ss to discuss in groups to complete the given sentences

- After a while, T hangs Ss' posters on Bb & asks groups present

-T has Ss check if they are correct or not

Group work

S - Ss

Ss - SsT

Activity 3 * Talking about the uses of information technology (Task

Trang 34

the uses of the information technology

- T goes round to offer help & to be sure that all Ss are involved

* Here there may be two options:

+) Option 1: -T calls some Ss to stand in front of the whole class & tell about it (if there are good Ss in class)

+) Option 2: - T has Ss to make an interview T asks Ss to imagine that one of them is a reporter who wants to interview the class about the uses

of information technology; others answer his / her questions (if there arenot very good Ss in class & T wants more Ss are involved)

TIÕT PPCT : 27 Ngµy so¹n : 22 / 10 /2008

Lesson 3: Listening

I- Aim: Listening for specific information about using a computer

- develop sub-listening skill: listening for specific information about a person's experience in learning how to use a computer

- develop other skills such as speaking, writing,

III- Anticipated problems: Ss may have difficulty in catching the exact words for the blanks.

IV- Materials: Textbook, cassettes, tape, poster, handouts,

T

T- class1

telephone

2 cellphone

3 radio4

Trang 35

- T leads in: Today you will hear an old company director talking about his experiences in learning how to use a computer But in the tape there are some new words that difficult for you So before listening, please listen & repeat

- T plays the tape & has Ss to repeat several times

While-listening 1) T / F statements (Task 1- textbook- page 57)- T asks Ss to read the statements first to make sure that they understand

them

- T has Ss to discuss in pairs & predict the statements

- T plays the tape

- T checks Ss' answer & asks Ss to discuss if they have different answers

- T plays the tape again

- T checks Ss' answers T can play the tape once more & stops at important points if necessary so that Ss have the correct answers

2) Gap-filling (Task 2- textbook- page 58)

- T asks Ss to read the story first to be sure that they understand it

- T has Ss work in pairs or groups to discuss for the missing words T gives Ss posters so that they can write their words on it

- T plays the tape

- T asks Ss for their answers & lets Ss compare them with the ones they have written on poster If they are correct, T plays the tape again to confirm If they have different answers, T plays the tape & stops at sentences containing the missing words

- T helps Ss to give correct answers

IndividualPair workT-class; group work

IndividualPair work / Group workT

T- classT

Lesson 4: Writing

I- Aim: Writing instructions

II- Objective: By the end of the lesson Ss will be able to write simple instructions on how to operate a

TV with a remote control

III- Anticipated problems: Ss may find it difficult to understand the verbs used in certain instructions IV- Materials: Textbook, pictures, posters,

V- Procedure:

Stages &

Warmer - T prepares a picture & a set of instructions on how to use a public

Trang 36

phone on poster

- T hangs on Bb a picture of a person who is using a public telephone &

asks Ss: +) What's she doing?

+) Have you ever used a public phone?

+) Do you know how to use a public phone?

- T hangs on the Bb the poster of the set of instructions on how to use a public phone

T-class

Activity 1 * Task 1 & task 2- textbook-page 58, 59

- T asks Ss to read instructions & pay attention to connectors & verb form used in the instructions by underlining them

- T highlights: For giving instructions, we often use:

+) connectors such as: first, then, next,

+) imperative form of the verbs

T-whole class

Activity 2 * Task 3- textbook-page 59

- T asks Ss to look at the picture in the textbook & explains some words such as cord, to plug, main

- T asks Ss to work in pairs to answer the questions

- T checks Ss' answers by calls pairs to ask & answer questions in front

of the class

- T & Ss decide the correct answers:

1 If you want to operate the TV with the remote control, you have to make sure that the cord is plugged in & the main is turned on

2 To turn on TV, press the POWER button

- To turn off TV, press the POWER button again

3 To select a programme, press the PROGRAMME button

4 - To watch VTV1, press button number 1

- To watch VTV 2, press button number 2

- To watch VTV3, press button number 3

- To watch VTV4, press button number 4

5 To adjust the volume, press the VOLUME button up or down

6 If you don't want to hear the sound, press the MUTE button

T-classPair workSs-SsT- Ss - Ss

Activity 3 * Writing instructions

- T asks Ss to re-read the answers above, then write a set of instructions

on how to operate a TV with a remote control

- T asks Ss to exchange their paper with their partner's & peer correct

- T calls two Ss to go the Bb & write their instructions on Bb so that the whole class can see & give comments & peer -correct if necessary

- T wraps up

IndividualPair workclass

Homework T asks Ss to write the instructions again

Trang 37

Lesson 5: Language Focus

I- Aim: - Distinguish the sounds / u: / & / u /

- Use the present perfect tense active & passive

- Use who, which, that

- pronounce the sounds / u: / & / u / correctly in words & in speech

- understand the uses of the present perfect tense active & passive & use them correctly in

communication

- use who, which, that correctly in communication

III- Anticipated problems: Some Ss may confuse the active & passive form of the present perfect IV- Materials: Textbook, pictures, poster, handouts, cassettes,

- /u:/ is long sound

Tick (x) the words which contain the sound /u/ and /u:/ in columns:

Trang 38

Pronunciation 1) - T asks Ss : Could you tell me where I've put my book?

- T writes the sen on Bb & underlines the words to introduce the sounds / u: / & / u /

2) T plays the tape & has Ss listen & repeat3) - T has Ss read the sentences individually & underline the sound / u: /

& underline twice the sound / u /-T asks Ss to practise the sen in pairs after listening to the tape &

(+) S + have/has + PII + O (-) S + have/has + not + P II + O (?) Have/Has + S + P II + O?

Use:

-Expressing an action which began in the past and still continues We

use for With a period of time, and since with a point in time

EX:

I have worked as a teacher for five years

(= I have worked as a teacher since 2001)

past for 5 years present

since 2001 2006

-Expressing an action which happened at unspecificed time in the past

Eg : We have seen that film

- T asks Ss to do the exercise 1 in pairs & then calls some Ss to give theiranswers

- T asks other Ss to give remarks & decide on the right answers

*Key: 3 he has tidied the house

4 he has cleaned the floor

5 he has turned / switched on the lights

6 he has laid two bottles of water on the table

so T doesn't have enough time for 3 separated productions This part will

be combined with the two others later

B- The present perfect passive

- T uses the picture of the above item again T hangs the picture on Bb &

asks Ss to repeat the sentence: When Quang comes, Tan has opened the door & turned the TV on

- T asks Ss to express it in other way: When Quang comes, the door has been opened & the TV has been turned on (by Tan).

Act: S + have / has + P II + O

Pass: S + have/has + been + P II + (by O)

EX: They have built a new bridge across the river.

 A new brigde has been built across the river

Trang 39

- T has Ss find the difference between the two sentences: the former one

is active, the later is the passive Both voices have the same meaning

- T elicits the form of the present perfect passive:

S + has / have + been + Past participle

- T checks Ss' understanding by asking Ss to talk about the pictures left:

1 The house has been tidied

2 The floor has been cleaned

3 The lights have been turned on

4 The bottles of water have been laid on the table

II- Practice: Exercise 2-textbook-page 61

-T divides the class into 5 groups & assigns two sentences to each group

to finish

-T goes round to help & asks Ss to give their answers after a while

-T has groups give feedback to each other's job

-T & Ss decide on the correct answers

so T doesn't have enough time for 3 separated productions This part will

be combined with the two others later

C- Who, which, that (review)

Who and Which (That) can be used in place of noun subjects and

nouns objects

- When they refer to the subject, they can not normally be ommitted

EX: This is the man who lives next door

- When they refer to the object, they can normally be omitted

EX: This is the man who(m) I like

Ex:

1 The dog is ill The dog has not eaten eny thing for several days

the dog which has not eaten eny thing for several days is ill S

2 I lent you the book The book is expensive

The book which I lent you is expensive O

3 The man is standing over there He is my brother

The man who is standing over there is my brother

II- Practice: Exercise 3 - textbook - page 61

There may be two options here

+) Option 1: (if Ss are very good & the exercise given in the textbook is

so easy that it can't motivate Ss)-T cuts the given sentences into 2 halves like this:

A B

A clock is an instrument saved the girl?

T -class

T-classGroup work

Group work

Trang 40

A fridge is a machine my son drew when he was youngApril 1st is the day comes from a foreign language into Vietnamese

A nurse is a person cannot see anything

A teacher is a person gives lessons to students

A blind person is the one looks after patientsPeople think of a word is called April Fool's Day in the West

These are the pictures is used for keeping food freshCan you find me the man tells us the time

-T divides the class into 2 groups & gives A part to gr 1, B part to gr.2-T asks Grs to complete their sentences, using who, which, that After a while, T lets Gr read out the finished sentences Then T has Ss give feedback Finally, T & Ss decide on the best sentences

+) Option 2: if Ss are not very good, T asks them to do exercise 3 in the

textbook

-To save time, T divides the class into 2 groups Group1 does the sentences from 1 to 5; group 2: 6-10 In each group T asks Ss to work in pairs

-T goes round to offer help-T calls Ss to read out their answers & asks others to give remarks

III- Production (for all three mentioned-items): The colorful boxes

game

-T prepares three boxes with different colors: red, blue & white In each box there is a picture & a question In the red box is a picture showing the end of a party with a questions: Use the present perfect passive to talk about the things in the pictures: the cake, the juice, the table, the candles, In the blue one is a picture of some tired boys with a ball & a question: Use the present perfect to talk about the things they have done

In the white box is a picture of a woman & some things such as books,

hats, bikes, & a question: Use who, which, that to describe the picture

-T divides the class into three groups & lets them choose the box they like & do the task in it

-T has the whole class to give remarks on what each group demo

Homework T asks Ss to do the corresponding exercises in the workbook Individual

Lesson 6: An excursion /iks'kə:∫n/ (Trang 62-71)

- Tổng số giờ dạy: 5

I- Mục tiêu: A- Về kĩ năng

1) Đọc: -Đọc và chọn câu trả lời đúng

-Đọc và trả lời các câu hỏi về nội dung bài đọc

-Đọc quét và tìm thông tin trong bài đọc

-Tóm tắt lại bài đọc dới dạng nói và viết

2) Nói: -Hỏi và trình bày ý kiến về một vấn đề

-Luyện tập cách tiến hành một cuộc tranh luận và khả năng biết bảo vệ, thuyết phục ngời khác nghe theo ý kiến của mình

3) Nghe: -Nghe và hiểu đợc ý chính của bài

-Nghe và sắp xếp tranh theo thứ tự bài nghe

-Nghe và điền những thông tin còn bỏ ngỏ

-Nghe và trả lời những thông tin liên quan đến bài nghe

4) Viết: Học sinh đợc giới thiệu cách viết th nhận lời hằyt chối một lời đề nghị theo các tình huống

cho sẵn

B- Về ngôn ngữ:

1) Về ngữ âm: Phân biệt đợc 2 âm / ə / & / ə: / trong từ và trong phát ngôn

2) Từ vựng: Học sinh luyện tập một số từ liên quan đến tham quan, dã ngoại

3) Ngữ pháp: Học sinh luỵện tập hai cấu trúc: hiện tại tiếp diễn với ý nghĩa tơng lai và be going to

II- Tài liệu, giáo cụ: SGK, tranh ảnh, đài, băng đĩa,

III- Phân bố thời gian: Toàn bài dạy trong 5 tiết.

-Tiết 1: Reading

Tiêu đề	Giáo Án Tiếng Anh Lớp 10 Ban Cơ Bản
Tác giả	Nguyễn Đình Hùng
Người hướng dẫn	Giáo viên Tổ Ngoại Ngữ
Trường học	Trường THPT Ngọc Tảo
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2008
Thành phố	Hà Nội

Định dạng
Số trang	114
Dung lượng	1,38 MB

GA TIENG ANH 10 BAN CO BAN (HAY)

Ngữ pháp: Thì hiện tại hoàn thành