Giao An 10 CB đu 16 bai

Before you listen: 10 mins Aims: focus sts on the topic and review/ introduce the words and phrases used to describe a cyclo driver s daily activities.’ a.. While you listen: 20 mins +

Hong linh HIGH SCHOOL

Date : 24/8/2008

INTRODUCTION

I Aims:

- To introduce the textbook- English 10

- To introduce the way of testing.

- To set up some class regulations.

- To give a fifteen- minute test.

II Procedures:

1 Textbook introduction:

a Contents: - Six themes: + You and I

+ Education + Community + Nature and the environment + Recreation.

+ People and places

- Sixteen units

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

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

- Grammar and vocabulary

2 The system of testing.

3 Class regulations.

4 A fifteen- minute test.

I Complete the following sentences with the correct form of the verbs in brackets

1 The sun always (rise) in the east Look, it (rise)

2 I don't think I (go) tonight I'm too tired.

3 Where you ( spend) your summer holiday last year, Tam?

4 Mai ( be) very happy when she (receive) a letter from her sister this morning

5 Would you like (join) my class next Sunday? We( visit) the local museum.

II Complete the second setence so that it has a similar meaning to the first one.

1 I haven't been to Portugal since 1990

I last

2 When did you start your course?

How long have

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

III Choose the best answer

1 The boy like ( playing/ play) games but hate ( doing/ do) lessons.

2 Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to my friend.

3 His doctor advised him( to give/giving) ( to smoke/ smoking).

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

5 After filling in the form , please (bring/take) it back to me.

6 The tourist needs ( finding/ to find) the police station because he has lost money.

7 is he able (can join/ to join) the Y & Y Green Group?

8 He doesn't enjoy ( playing/ to play) basketball.

9 Let him (does/ do) what he wants.

10 My mother is busy ( to cook/ cooking)

Date: UNIT 1: A DAY IN THE LIFE OF

LESSON 1: READING

I Objectives:

1 Aims: - Students read and guess the meaning of words in contexts.

- They read and answer questions about the texts

- They practise scanning specific information in the texts

2 Knowledge:

- General knowledge : A day in the life of a farmer

- Language: - Words concerning farming

- The present simple tense.

II Methods: integrated, mainly communicative.

III Anticipated problems: no problems

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

Teacher's activities Students' activities

1 Warm- up :( 5 mins)

+ Aims: to introduce the topic of the

lesson and to raise sts' interest.

- Ask sts to close their books

- Deliver handouts, and ask sts to match a

noun in column A with a phrase in column

B

A B

1 a teacher a does homework

2 a doctor b works in the field

3 a student c delivers letters

4 a postman d looks after patients

5 a farmer e gives lessons

- Ask ss to match quickly in one minute,

then ask some ss to stand up to answer T's

questions

- After the last question, T introduces the

new lesson

2 Before you read:( 10 mins)

- Aims: to revise the present simple and to

provide sts with some new words.

- Ask sts to open their books and look at

"Before you read" , explain what they are

going to do

- Do the first example

T: What time do you often get up?

- Ask sts to work in pairs to ask and answer

about their daily routine, using the cues in

the textbook

- Ask them to work in 3 minutes,

meanwhile T moves round to help if

necessary

- Ask some pairs to report

- Ask sts to look at the picture in the

textbook and guess the man's job

- Introduce the topic of the reading passage:

" A day in the life of a farmer"

- Introduce some new words:

- plough (v) ( the action of the man in the

- close their books

- match two columns

T : What does a teacher do?

S1 : He gives lessons

T : What does a doctor do?

S2 : He looks after patients.

T : What does a farmer do?

S5 : He works in the field.

S: I often get up at six

S1: What time do you often go to school?

- 'harrow (v) : bõa

- a plot of land (n) ( point at the picture)

- 'peasant (n) : a poor farmer

- pump(v) : b¬m

- trans'plant (v)( use 2 words"plant" and

"trans-" to explain)

do the transplanting

- Ask sts to listen and repeat these words

twice, then ask some sts to read again

3 While you read:( 20 mins)

- Aims: Sts practise reading

+ Task 1:

- Ask sts to read the passage about a

farmer, Mr Vy and his wife, Mrs Tuyet

and do Task1.

- Ask sts to work individually in 5 minutes

to do this task

- Guide sts to read through the passage ,

then focus on only the sentences

surrounding the italicised words to do the

- Translate number 4 into Vietnamese in

case sts do not know the word " contented

with" and three options.

+ Task 2:

- Ask sts to read the passage again and

answer the questions about Mr Vy and

Mrs Tuyet

- Ask them to work in pairs , one asks and

one answers

- Move round to make sure that all sts are

working and to help them if necessary

- Ask some sts to report and give feedback

- Listen and repeat

S5: What does he do in the morning?S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break.

S7: What do Mr Vy and his wife do in the afternoon?

S8: They repair the banks of their plot

+ Task 3:

- Ask sts to read the passage again , and

explain what they are going to do

- Ask them to complete the note in 7

minutes, then discuss their answers with

their partners

- Ask three sts to report their answers

aloud

- Check and give remarks

- Work in groups to discuss

- Ask one member of their groups to report

if possible

4 After you read:( 9 mins)

- Aims: to help sts to consolidate what

they have read.

- Ask sts to close their books

- Ask them to work in small groups of

three or four to talk about Mr Vy and Mrs

Tuyet's daily routines basing on their note

in Task 3.

- Encourage them to use their own words

- Ask one or two pairs to report

5 Homework:( 1 min)

- Ask sts to write full passage about Mr Vy

and Mrs Tuyet basing on what they have

discussed in Post- Reading

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

S9: Are they happy with their lives or not? Why?

S10: Yes, they are Because they love working and they love their children.

- In the morning:

+ 4.30: The alrm goes off and Mr Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field

+ 5.15: he leaves the house+ 5.30: he arrives in the field, ploughs and harrows his plot of land

+7.45: He takes a rest + 10.30: he gose home+ 11.30: he has lunch with his family

- In the afternoon:

+ 2.30: they go to the field again, repair the bank of the plot of land He pumps water into it, she does the transplanting.+ 6.00: they finish work

+ 7.00: they have dinner

- After dinner:

+ They watch TV, sometimes they see their neighbours for a cup of tea and chat with them

+10.00: they go to bed

Date: LESSON 2 : SPEAKING

- General knowledge: A day in the life of a student

- Language: - Words concerning school subjects

- The way to tell clock time

- The present simple tense

II Methods: integrated, mainly communicative.

III Anticipated problems:

- Problems: Students may forget the names of school subjects and the way to tell clock time

- Solutions: teacher should recall these words before they practise speaking.

IV Teaching aids: - picture, board, chalks, textbook, handouts

- Ask sts to close their books

- Deliver the first handout

- Ask them to match one item in column

A with one item in column B

- Ask them to work in groups in 2

minutes, then check this exercise in

chorus

- Ask sts to read aloud the names of these

subjects in chorus

2 Presentation:( 9 mins)

- Aims: to introduce the verb tense and

the way to tell clock time.

- Introduce briefly what sts are going to

do in this lesson

- Ask sts about the verb tense to use in

talking about daily routines

- Remind sts of some rules of the present

simple tense

- Recall the way of telling time

T: ( write on the board) 7.30 ans ask a st

to read it aloud

- Write some more examples and ask sts

to read aloud

- Ask sts about the question :

- Ask sts to make question for the

following sentence:

" Mai goes to school at 6.30 a.m"

- Ask sts to give more examples

3 Controlled- practice:( 20 mins)

- Aims: Sts practise speaking in pairs

+ Task 1:

- Close their books

- Work in groups of three or four to match as quickly as possible

- Speak aloud their answers:

1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;

7 - k; 8 - d; 9 - e; 10 - h; 11 - c

- The present simple tense

S: seven thirty or half past seven.

S: The question begins with " What time ?"

S: What time does Mai go to school?

- Open the textbook

- Listen to the teacher

- Ask sts to open their books.

- Introduce the requirement of the task

- Ask sts to look at the timetable in the

textbook and read through it

- Do the first example with a student

T: What time does Quan have a Civic

Education lesson on Monday?

T: What lesson does Quan have at 7.15

a.m on Monday?

- Ask the whole class to read these

sentences again

- ask two pairs to read again

- Ask sts to work in pairs in 10 minutes to

ask and answer about Quan basing on the

timetable

- Move round to hepl sts and to correct

any mistakes if there are

- Ask five pairs to report because of the

time limit

- Listen and give remarks

+ Task 2:

- " Quan is at school in the morning, and

what does he do in the afternoon? Please

look at pictures in task 2"

- Ask sts to work in pairs to ask and

answer about Quan's activities

- do the first example:

T: ( look at picture 1) What does Quan

do at 2.00 p.m?

- Ask sts to work in the same way, remind

sts to use the present simple tense with

the third person

- Move round to control the activity and

to help sts if necessary

- After sts have discussed, T can aks a

student to talk about all Quan's activities

in the afternoon

4 Free practice:( 10 mins)

- Aims: sts practise speaking freely, they

can express their own ideas.

+ Task 3:

- Ask sts to think about themselves, and

then work in small groups to tell their

- Look at the timetable and try to understand it

S: He has a Civic Education lesson at 7.15a.m

S: At 7.15 on Monday he has a Civic Education lesson.

S1: What time does Quan have a Literature lesson on Tuesday?

S2: He has a literature lesson at 8.05 a.m

S3: What lesson dose Quan have at 10.40 a.m on Thursday?

S4: he has a Chemistry lesson

S5: What time does Quan have a Physics lesson on Wednesday?

S6: He has a Physics lesson at 9.55 a.mS7: What lesson does Quan have at 8.55 on Friday?

S8: He has an English lesson

S9: What time does Quan have a Class Meeting on Sarturday?

S10: He has a class meeting at 10.40 a.m

- look at pitures in task 2 and think of the phrases to talk about Quan's activities.(eg: do his homework, get up,etc)

S: He gets up at 2.00 p.m

" At 2.00 p.m Quan gets up, he starts

to study at 2.15 p.m he studies until 4.30 and then he watches T.V At 5.00

he rides to the football yard At 5.15

he begins playing football He goes home at about 6.30 p.m "

- Think about theit daily activities and

friends about their daily routines -

Remind sts that they are using the present

simple with the first person

- Move round to check the activities and

to make sure that sts are working

effectively

- Ask one or two sts to report in front of

the whole class

- check and give remarks

5 Homework: ( 1 min)

- Write a paragraph ( about 80 words)

about their daily routines in their

workbook

talk to their friends

- Try to use English to talk

Date: LESSON 3: LISTENING

I Objectives:

1 Education aims: Students know how hard manual labourer in Vietnam work and

appreciate them

2 Knowledge:

a General knowledge: A day in the life of a cyclo-driver

b Language: - The present simple tense

- Words concerning the cyclo- driver's work

3 Skills: + Listening comprehension.

- Students listen and number the pictures in their correct order

- Students listen and decide whether the staments are true or false

+ Speaking: - Students work in pairs to ask and answer about the information in the listening text

II Anticipated problems:

+ Problems:

- Students may do not know some works in the listening text

- They do not know where to focus on the listening text

+ Solutions:

- Teach new words in advance.

- Guide students to guess the answers before they listen

III Teaching aids: - Tape, board, chalk, textbook.

IV Procedures:

1 Homework checking:( 5 mins)

Two sts tell the whole class about their

daily routines

2 Before you listen:( 10 mins)

Aims: focus sts on the topic and review/

introduce the words and phrases used to

describe a cyclo driver s daily activities.’

a T asks sts to work in groups and make a

list of vehicles and the people who operate

them, then compare their list with other

groups’

- Introduce the topic of the listening text:

‘A day in the life of a cyclo driver’ and

asks sts to open their books

- Ask sts to work in pairs to ask and answer

the questions in the textbook

Have you ever traveled by cyclo?

When was it?

Is it interesting to travel by cyclo?

Which do you prefer, going by

bicycle or by cyclo? Give reasons.

- Move around to help sts then ask some

pairs to report

- Give remarks

b T asks S to look at the words in the book

and read after T

- Introduce some new words

- 'passenger (n): (in the pictures)

- 'district (n): e.g.: Ba Dinh district,

Thanh Mien district

- drop (v): when the passenger gets off

the cyclo

- 'pedal (v) = cycle (v)

- 'purchases (n) = the shopping: The

things someone has bought

- food stall (n) : (In the picture)

- Read the words aloud and asks sts to

repeat

- Ask some sts to read the words again

3 While you listen:( 20 mins)

+ Task 1:

- work in groups and recall the vehicles and their operators then make

a list on a sheet of paper

- compare theirs notes

- listen to the T and open their books

- Work in pairs to ask and answer

- Some pairs stand up and report

S1: Have you ever traveled by cyclo?

S2: Yes, I have.

S3: When was it?

S4: Last summer holiday

S5: Is it interesting to travel by cycle?

- look at the words and read after T

- copy the words and phrases

- listen and repeat

- Some individuals read the words aloud

Aims: Practise listening and ordering

pictures.

- Ask sts to work in pairs, look at the

pictures in the textbook and describe each

picture

- Do the first example:

In the first picture, a cyclo driver is

cycling his cyclo and taking a woman to

somewhere

- Introduce the situation about Mr Lam, a

cyclo driver in Hochiminh city talking

about his daily routines T asks sts to listen

to the tape/ teacher and number the pictures

in the correct order

- play the tape/ read the text twice

- Ask sts to share their answers in pairs

- Get sts’ answers

- play the tape once again, stop where

necessary and conduct the correction

+ Task 2:

Aims: Practice listening for specific

information by deciding if the given

statements are true or false.

- ask sts to have a look at the statements

and read them in pairs and make sure they

understand the statements

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

tick the box to indicate if the statements are

true or false

- Ask sts to compare their answer in pairs

- Checks sts’ answers

- Play the tape once again, stop where

necessary and conduct the correction

4 After you listen:( 9 mins)

- Ask sts to work in pairs and use the

suggested words to ask and answer about

the cyclo driver

- Move round to check the activities and to

make sure that sts are working effectively

- Ask one or two sts to retell the cyclo

driver’s routines in front of the whole class

- Check and give remarks

- describe the other pictures in pairs

- listen to the teacher

- listen to the tape / the teacher and do the task

- Share their answers

- give feedback

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

- Listen and do the task

- Share their answers with their partners

" What is the man's name?"

" What does he do?"

Date: LESSON 4: WRITING

I Objectives:

1 Education aims: Students write a narrative.

2 Knowledge:

a General knowledge: - Writing about a hotel fire

b Language: - The past simple tense

- Connectors (time expressions)

3 Skills: + Reading: Students read a passage to find the verbs in the past simple and the

connectors

+ Writing a narrative using the prompts

+ Speaking: - Students discuss in groups to share their answers

II Anticipated problems:

+ Problems:

- Students may not know some expressions in the tasks

+ Solutions:

- Explain these words/ expresssions in advance

III Teaching aids: - A picture, board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( 5 mins)

Aims: To raise students' interest.

-Show a picture that teacher prepared in

advance about the explosion in Twin

- Look at the picture

Towers in 2001.

- Ask some questions:

T: What is happening ?

T: Do you know where it happened?

T: When did it happen?

T: How did it happen?

- Tell sts that they are going to write a

narrative of past events

2 Before you write:( 20 mins)

- Aims: to provide sts with the

materials ( vocabulary, grammar,

form) to write.

+ Task 1:

- Ask sts to look at Task 1

- Ask them to read through the passage

in two minutes to get the main idea

- Ask one student to report

- Explain some new words/ phrases in

the passage:

+ stare death in the face ( explain the

meaning of each word ,then let sts guess

the meaning of the whole phrase)

+ 'fasten(v)( demonstrate)

+ dip (v) : move to a lower level.

- Ask sts to listen and read these words

again

- Ask them to read the passage again

more carefully and do task 1 in 5

- Divide the class into three regions: one

identifies the events, one identifies the

climax and the rest identifies the

conclusion

- Ask sts to work in only 2 minutes

- Ask three representatives of three

groups to report

- Draw the conclusion about writing a

S: The buildings are on fire.

S: It happened in the U.S.A

S: It happened on September 11th , 2001

S: Two planes carrying bombs crashed into two buildings and killed a lot of people.

- Look at Task 1

- Read through the passage individually

- S: The most frightening experience of the writer's life when he(she) travelled

on a plane on 14th July 1995.

- Listen and repeat:

+ stare death in the face + fasten

+ dip

- Read the passage again and do task 1.+ Verbs used in the past simple: stared, was, arrived, got, took off,

began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed

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

- work in groups

- Report the answers:

+ The events: people got on plane, plane took off, hostesses were just beginning

to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic.

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

+ The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life.

+ Form: 3 parts: - introduction

- body: events, climax

- conclusion

+ Verb tense: the past simple tense

+ Connectors: at that time, on that

day,then, after that, a few minutes

later, until, etc.

- Ask sts to do task 3 but before that

explain some new words:

+ 'discotheque (n) : disco

+ choke (v): to be unable to breath

- Ask sts to listen and read these words

again

3 While you write:( 10 mins)

- Aims: students practise cotrolled-

writing.

+ Task 3:

- Ask sts to build up a narrative about a

hotel fire using the prompts

- Ask them to work individually

- Move round to conduct the activity

and to note down sts' mistakes

- Ask sts to share their answers with

their partners

4 After you write:(9 mins)

-Aims: to get feedback.

- Ask sts to report their work sentence

by sentence

- Remind sts that they should use the

past simple to write

5 Homework( 1min)

- Ex 1, 2 (page 9)

- Listen and repeat these words

- Write the passage into their notebooks

Last year I spent my summer holidays at

a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Saturday evening and everyone was sitting in the 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 the room Everybody started to scream in panic People ran away toward the fire exits One door was blocked Many people began to cough and to choke.

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

experience of my life.

Date: LESSON 5: LANGUAGE FOCUS

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

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

- The present simple tense

- Adverbs of frequency

- The past simple tense

3 Skills: + Reading: - Read sentences aloud.

-Read the passages silently to do the exercises

II Anticipated problems:

+ Problems: - Students may have difficulty in pronounce / i / and /i:/ correctly

+ Solutions: - Explain carefully the diference between two sounds

III Teaching aids: - board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking.( 7 mins)

- Ask one student to do exercise 1 (page

- Check Ex 2 with the whole class

Check this exercise sentence by

sentence

- Give remarks and marks

2 Pronunciation:( 17 mins)

- Aims: to introduce the two sounds

and to help sts to read these sounds

correctly.

- Introduce two sounds / I / and / i: /

- Read each sound twice and then ask

sts to listen and repeat

- Ask sts to look at the book, then listen

- Ask sts to look at part 2 and tell sts

what they are going to do

- Do the first example:( read the

sentence aloud and underline the

sounds)

1 Is he coming to the cinema ?

/ɪ/ /ɪ/ /ɪ/ /ɪ/

- Ask sts to work in pairs to practise

reading and to find the sounds in the

rest sentences

- Remind them of the intonation of the

questions

- move round to help if necessary

- Ask some sts to read these sentences

aloud

- Give remarks

3 Grammar and vocabulary:( 20

mins)

- Aims: to revise the present simple

tense and the past simple tense.

- Ask sts to think about the present

simple tense and ask some to tell the

whole class about the form and the use

2 In the morning 6 At first

3 Once in a while 7 in the end

4 However 8 On the whole

- Look at the board

- Listen to the teacher and then listen and repeat / / and /i:/

- Listen and repeat

/ɪ/ / i:/

hit kick heat repeatbit click beat read little interested meat eaten

2 We 'll miss the begining of the film

3 Is it an interesting film, Jim?

+ Use: to talk about present habits or present states

+ Position:

- after " to be" but before other verbs.

- " As a rule" is placed at the beginning

of a sentence

1 is 7 catch

- Ask sts to do Ex 1 individually in 5

minutes, then share their answers with

their partners

- Explain any new words if necessary

- Ask some sts to report and give

- Present the past simple tense

- Ask some students to tell the whole

class about the form and the use of this

tense

- Ask sts to look at Ex 3 and explain

what sts are going to do

- Ask sts to do this exercise in 5 minutes

, then share their answers with their

partners

- Ask them to pay attention to the past

form of irregular verbs and some verbs

are put in passive voice

- Ask 2 sts to do this exercise on the

board

- Move round to help sts if necessary

- Check and give remarks

He always get up early

She is sometimes late for school

Lan normally practises speaking English

As a rule, Thao is a hard- working student

+ Form: (+ ) S + V-ed/ V( irregular) +

( - ) S + didn't + V +

( ? ) Did + S + V + ?+ Use: to indicate that somthing happen

in the past

1 was done 7 began 13 was

2 cooked 8 felt 14 leapt

3 were 9 put out 15 hurried

4 smelt 10 crept 16 found

5 told 11 slept 17 wound

6 sang 12 woke 18 flowed

Date: 13/9/06 UNIT 2: SCHOOL TALKS

LESSON 1: READING

I Objectives:

1 Education aims: - Students know more about school and related problems

2 Knowledge:

a General knowledge: - Knowledge about school

b Language: - The present simple tense

- V-ing and To-infinitive

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

- Reading comprehension: to fill in the blanks and to answer the questions

II Anticipated problems:

- Students may have difficulty in understanding some of the topics like health problems

- Aims: to raise sts' interest and to

introduce the topic.

-Ask students to work in pairs and discuss

this question:

"When you meet your friends, which of

the following topics do you often talk

about?"

- Ask sts to look at the cues in the

textbook

- Encourage them to think of other topics

- Work in pairs orally

- Ask them to work in 2 minutes then ask

some pairs to report

- Check and give remarks

- Introduce the topic of this lesson

2 Before you read:( 10mins)

- Aims: to introduce vocabulary and the

grammatical item relating to the

reading text.

a Vocabulary pre-teach:

- Provide the students with these new

words/phrases in this way:

+ Read and write each word/phrase on

the blackboard then give the meaning of

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

behave toward something

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

shops

eg: a shopping mall

- Ask sts to listen and repeat, then practise

with their partners

- Ask some sts read all the word/phrases

aloud, listen and help the students to read

the words/phrases correctly

b Gerund and to- infinitive

introduction:

-Recall the usages of gerund and

to-infinitive to the students

- Ask sts to tell the teacher the cases to

use gerund and to-infinitive

- Ask sts to discuss quickly in 1 minute,

then one of them stand up to report

- Listen and give remarks

3 While you read:( 20 mins)

- Aims: sts practise reading and then do

the tasks relating to the text.

- Introduce briefly the content of the

reading text

"You are going to read three talks given

by a student, a teacher and a student s ’

father about school You read them and

do the tasks assigned."

- Ask sts to read through three talks and

tell teacher the main ideas of these talks

- Listen to the teacher then repeat

- Practise reading these words with their partners

- Some sts read these words aloud

like hope love + V- ing want + to- V enjoy decide

- Listen to the teacher

- Read through the talks, then discuss their contents

- Read the text again and do the task

- Share their ideas with their partners

- Some sts read their answers aloud

1 enjoy 2 traffic 3 worry

talks, then

work independently and fill each blank

with one of the words in the box There

are more words than the blanks

- Have sts compare the answer with a

partner

- Get feedback and give correct answers

Task 2: Finding who …

- Ask students to work in pairs Read the

small talks again and find out who

- Move round to check sts'work

- Ask sts to share their answers with other

pairs'

- 9-10 pairs are required to give answers

in front of the class(1 pair/ 1 time/ 1

answer)

- Listen and check

Task 3: Answering questions.

- Ask students to keep on working in

pairs Read the talks more carefully and

answer the questions

- Move round to check the activity

- Ask some pairs to report in front of the

class

- Get feedback and give correct answers

4 After you read:( 9 mins)

- Aims; to give sts a chance to talk about

themselves.

- Tell students to work in groups: Choose

one of the following topics and talk about

it for about 5 minutes

a.What subjects you like learning best

and why.

b What you like and dislike doing at

school

c What you worry about at school

- Go round to help students with their

work

- Ask some sts to talk about their topic in

front of the class

- check and give remarks

5 Homework:( 1 min)

4 crowded 5 language

- Work in pairs to discuss

- Share their ideas with other pairs'

- Some pairs stand up and report

- S1: enjoys teaching S2: Miss phuong

- S3: has to get up early S4: Phong

- S5: lives far from school S6: Phong

- S7: loves working with children

- S8: Miss Phuong

- Discuss in pairs

- Some pairs report

P1: He studies at Chu Van An high school

P2: He studies many subjects such as Math, Physics, Chemistry

P3: Because it is an international language.

P4: She says that teaching is hard work, but she enjoys it because she loves working with children.

P5: Because his son has to ride his bike in narrow and crowded streets on the way to school

- Discuss in groups of three or four one

of three topics

- Assign one member of each group to

be the secretary to take notes their group's ideas

- Some sts stand up to present their ideas

- Part A ( page 10- workbook)

Date: 14/9/06 LESSON 2: SPEAKING

-Sts make a conversation and practise with their classmates

b.Language: - The simple past tense

- Wh- questions

3 Skills:

- Speaking: - Asking and answering in small talks

- Starting and closing a conversations

- Reading: - Reading the sentences and then rearranging them into a conversation

II Anticipated problems:

- Sts may not be familiar with some expressions such as "How is everything at

III Teaching aids:

- board, chalk, textbook

IV Procedures:

1-Warm - up: ( 5 mins)

- Aims: to focus sts on the topic of the

lesson and to raise their interest.

- Introduce the situation and write a short

dialogue on board:

"Suppose that you meet a friend at the

supermarket You are very busy What will

you say to open and end the

conversation."

A: ( 1)

B: Hi Lan How are you?

A: I m fine Thank you And you?’

B: I m very well Thanks I haven t seen’ ’

you for a long time Let s go somewhere’

for a drink

- Look at the board and listen

- Work in pairs to ask and answer

- Some pairs stand up to report

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

A: Sorry, ( 2)

- Ask sts to complete the dialogue in pairs

- Ask some pairs to report

"Today we will practice speaking

conversation having starting and closing

sentences."

2.Before you speak( 12 mins)

Aims: Introduce phrases used to start or

to close a conversation.

+ Task 1:

- Ask sts to look at the phrases in the book

and to work in pairs to put the expressions

in starting and closing a conversation

- Make sure that sts understand all the

expressions = + How s everything at’

school?= How 's your studying?

+ Catch you later = See you later.

- Move round to conduct the activity

- Ask two sts to give answers

- Get feedback and give remarks

- Ask sts to read all the expressions aloud in

chorus

3 While you speak:( 12 mins)

Aims: Sts can practise making a

conversation using the suggested words.

+ Task 2:

- Ask sts to read through all the sentences

and rearrange them into an appropriate

conversation

- Ask sts to do the task individually and

then discuss with their partners

- Go around to help sts

- Get feedback and give correct answers

- Ask sts practise reading this dialogue in

pairs

- Ask some pairs to read aloud

+ Task 3:

- Ask sts to read all the given expressions

and the incomplete dialogue

- Ask sts to complete the conversation with

suitable words, phrases or sentences in the

box

- Ask sts to work individually first and then

work in pairs

- Get feedback and give correct answers

I really must go now, Perhaps another time.

- Work in pairs to put the phrases into the correct columns

- Ask two sts to give feedback

Starting a conversation Closing a conversation

Good morning Goodbye See you later

How s everything?’

Well, it s been nice talking to you.’

Hello How are you?

Sorry I ve got to go Talk to you’

later.

Hi How is school?

Great I ll see you tomorrow.’

Hello What are you doing?

Catch up with you later.

- Read and rearrange the sentences into a conversation

- Share their ideas with their partners

Answers : D - F - B - H - E - C - G

- A.

- Practise reading in pairs

- Some pairs stand up to read the dialogue aloud

- Read all the words and phrases as well as the dialogue

- Work individually ,then work in pairs

- Ask some pairs to practise in front of the

class

- Listen and help sts if necessary

4- After you speak:( 15 mins)

Aims: Sts can make small talk on

Plans for the next weekend

- Divide the class in to four groups Each

group gets one topic and use the starting

and ending of a conversation to practise

- Ask sts to work in pairs to make small

talks about the topic they are assigned

- Go round to help sts

- Call on some pairs to act out the dialogues

in front of the class

- Ask others sts to comment on their

conversations

- Get feedback and correct any mistakes if

there are

5- Homework:( 1 min)

- Write down what they have discussed

- Some pairs read the dialogue aloud

A: What s the matter’

with you?

B: I feel tired .I ve got a’

headache A: You d better go home’

and have a rest

- Listen to the teacher and try to brainstorm about the topics

- Listen to the teacher

- Work in pairs to make small talks

- Some of sts act out in front of the class

B: It was warm I prefer the weather

in Vung Tau to Nha Trang.

A: Oh, really? I love it, too.

B: By the way, do you want to see my photos?

A: Sure

Date: 15/9/06 LESSON 3: LISTENING

- Sts understand small talks about everyday life

b Language: Sts recall and learn more about:

- The present continuous tense

- Verbs to describe everyday activities

- Vocabulary on school, friends,

3 Skills: Sts develop the following skills:

- Listening and numbering the pictures in the correct order

- Listening and answering given questions

- Listening and filling in the gaps

- Speaking : describe the pictures and talk about their problems at school

II Anticipated problems:

- Sts have difficulty listen to the dialogues read aloud by one people

- Sts cannot take notes to answer the questions while listening

III Teaching aids:

- textbook, chalk, board

IV Procedures:

1 Homework checking:( 5 mins)

Two pairs of sts make small talks about

their daily life

2 Before you listen:( 10 mins)

Aims: focus sts on the topic and review/

introduce the words and sentence models

used in small talks.

- Ask sts to read the questions and answers

in the book and work in pairs to match the

question with the appropriate answer, and

then compare their list with other pairs’

- Work in pairs to ask and answer:

- Some pairs stand up and present

S1:What subjects are you taking this semester?

- Move around to help sts.

- Ask some pairs to present and gives

remarks

- Introduce some new words/ phrases

+ semester (n): e.g.: Semester 1: 5 Sept ->

Jan

Semester2: January ->

May

+ enjoy oneself (n): somebody does

something and likes it

+ go for a swim (v): e.g.: go for a walk/ a

drive

- Read the words sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again

3 While you listen:( 20 mins)

- Aims: Sts practise listening and

numbering pictures, listenning for specific

information by answering questions and

by filling in the blanks with missing words.

+ Task 1:

- Ask sts to work in pairs, look at the

pictures in the textbook and use the

following suggestions to ask and answer

about each picture

What/ who/ see?

Who/ they?

Where/ they?

What / think / talk about?

- Give one example:

T: What can you see in picture a?

T: Who do you see?

T: What do you think they are talking

about?

- Ask sts to do the same

- Move around to help sts

- Introduce that sts will listen to four short

conversations and ask sts to look at the

pictures and listen to the T

- Play the tape/ read the conversations once

- Ask sts to compare their answer in pairs

- Check sts’ answers

- Play the tape once again, stop the tape

after each conversation and conduct the

- Copy the words and phrases

- Listen and repeat

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

- Some individuals read the words aloud

- Look at the pictures and listen to the T

S: A hotel S: Two people S: Maybe they are talking about the hotel or the holiday.

- Ask and answer about the pictures in pairs

- Listen to the teacher

- Listen to the tape / the teacher and do the task

- Compare their answers and then correct their work if they have wrong answers

- Report their answers

Key: b c d a– – –

- Work in pairs to read the questions

+ Task 2:

- Ask sts to read the questions in pairs and

make sure they understand the statements

and know what information they need to

answer the questions

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

take short notes to answer the questions

- Ask sts to compare their answer in pairs

- Ask some sts to report the answers

- Play the tape once again, stop the tape

where necessary and conduct the

correction

+ Task 3:

- Ask sts to read the conversation in pairs

and see what information they need to fill

in the gaps They may guess the answers in

some gaps

- Ask sts to listen to the tape/T once and fill

in the gaps

- Ask sts to compare their answer in pairs

- Ask some sts to report their answers

- Play the tape once again, stop the tape

where necessary and conduct the

correction

4 After you listen:( 9mins)

- Ask sts to work in groups and talk about

the problems they have experienced at

school (difficulties in learning, having bad

marks, being late for school, disobeying

the regulations .) Sts may use the

following suggested questions to ask and

answer

+What problems have you experienced at

school?

+ What are the reasons?

+ What have you done to solve them?

- Move round to check the activities and to

make sure that sts are working effectively

- Ask one or two pair to retell theirs

problems in

front of the whole class

- Check and give remarks

5 Homework( 1min)

Write a short paragraph about their

problems at school

- Listen and do the task

- Compare their notes

- Report their answers

1 (She is taking) English;

2 (She is) in Miss Lan Phuong s’

Class;

3 (He is) at a party;

4 (He plans to stay there) for a week

5 No, she doesn t She travels alone.’

- Work in pairs to read the conversation and try to fill in the gaps before they listen

- Listen and do the task

- Compare their answer in pairs

- Report the answers

1: it here 5: travelling 2: very nice 6: No

3: big 7: alone 4: comfortable 8: for a drink

- Listen to the teacher

-Ask and answer in groups

- One/ two pairs present

Date: 18/9/06 LESSON 4: WRITING

- Words/expressions used in a form

3 Skills: - Speaking: discuss in pairs

- Writing: fill in a form

II Anticipated problems:

- Students may not know some expressions in a form so teacher should teach them in advance

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking( 5mins)

- Ask one st to tell the whole class about his

or her problems at school in front of the

whole class

- Check and give marks

2 Before you write:( 20 mins)

- Aims: To introduce the topic of this

lesson, and to guide sts to fill in a form.

- Introduce the topic of this lesson:" Filling

in a form" and ask sts to look at the

2 What sort of information do you often

have to provide when you fill in a form?

- Move round to help sts if necessary

- Ask some pairs to stand up to report their

ideas

- Add some more ideas

- Give remarks

+ Task 2:

- Ask sts to look at the introduction in task 2

and explain more clearly

- Ask them to look through column A and

column B

- Listen to their friend attentively

- Open their books and look at the tasks

1 When you apply for a job or attend

an examination to a high school/ a university.

2 Your address, your job, your date of birth

- Look at task 2 and listen to the teacher

- Read through the task

- Explain the phrase: "'marital 'status"= Are

you married or single?

- Ask sts to listen and repeat this phrase

- Ask sts to match a line in A with a question

in B individually 2 minutes

- Ask them to share their answers with their

partners after completing the task

- Get feedback and check

- Ask sts to work in pairs to ask and answer

about the questions in column B

- Ask them to give short answers

- Move round to conduct the activity

- Ask some pairs to report

- Give remarks

+ Task 3:

- Tell sts that forms ask them to do certain

things so they should follow the

requirements

- Ask sts to read through five points , then

explain some new words:

- de'lete( v) : to omit something.

- 'applicable (adj): suitable.

- Ask sts to listen and read these words

again

- Ask sts to read the task again and fill in the

blanks as they are required

- Ask them to work individually in 2 minutes

and then compare their answers with their

partners

- Move round to check the activity

- Ask 2 two sts to write their answers on the

board

- Check and give remarks

- Ask sts to look at Task 4 and read through

this task

- Explain some new words:

- en'rol (v): to become a member/ a student

in a course

en'rolment( n)

- natio'nality( n): eg: Vietnamese, French,

etc

- 'specify (v): tell clearly.

- Ask sts to listen and read these words

again

- Write this phrase in their notebooks

- listen and repeat

- Do the task individually

S4: At 32 Tran Hung Dao Street.

S5: Are you married or single?

S6: Single.

S7: What 's your first name?

S8: Binh .

- Listen to the teacher

- write these words into their notebooks

- Read thes e words again

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

1 NGUYEN THI NHUNG

2 Nhung

3 I am a student (Delete other choices)

4

5 ∨

- Write these words in their notebooks

- Listen and repeat

- Fill in the form

3 While you write: ( 10 mins)

- Aims: Sts practse filling in a form.

- Ask sts to read the form again and fill in it

- Ask them to work individually in 8 minutes

- Copy the form on the board

- Go round the classroom to make sure that

all sts are writing and they know how to do

- Ask them to share their answers with their

partners

4 After you write: ( 9 minutes)

- Aims: to get feedback.

- Ask one st to fill in the form on the board

- Ask another st to give remarks

- Check and correct any mistakes

- Ask sts to read their forms again and

correct the mistakes if there are

- Self- correct

Date: 19/9/06 LESSON 5: LANGUAGE FOCUS

a General knowledge: - informal letters

b Language: - Pronunciation: / ∧ / and /a:/

- Wh- questions

- V-ing and to infinitive

3 Skills: + Speaking: - work in pairs to ask and answer Wh- questions

+ Reading: - Read words and sentences aloud

-Read the passages and sentences silently to do the exercises

II Anticipated problems:

+ Problems: - Students may have difficulty in pronounce / ∧ / and /a:/ correctly

+ Solutions: - Explain carefully the diference between two sounds

III Teaching aids: - board, chalk, textbook.

- Write on the boards two sentences:

eg: My cousin is my uncle's son.

I want to read this example.

- Ask one st to read the examples aloud

- Check whether they pronounce correctly,

then ask the whole class to read the

sentences again

- Point at underlined words and introduce

the topic;" Today we will practise

pronouncing two sounds / ∧ / and /a:/

2 Pronunciation:( 15 mins)

- Aims: to introduce two sounds /∧/ and

/a:/ and help sts to practise these sounds.

a Write two sounds on the board and

pronounce them clearly twice, then ask sts

- Then ask sts to work in pairs to read the

words again so that they can check for each

other

- Move around to help

- Ask two sts to read again and give

- Look at the board.

- One st read the sentences aloud

- Listen to the teacher and repeat

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat study far

subject father cousin marvellous

- Read these words in pairs and check for their partners

- Look at the book and work in pairs.- Answers:

/ ∧/ /a:/

b Ask sts to look at sentences in page 29 in

the book

- Ask the to work in pairs to read the

sentences and then find out the words

containing sound /∧/ and the words

containing sound /a:/

- Ask them to work in 4 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to give

remarks

- Check and give remarks

3 Grammar and vocabulary:( 25 mins)

- Aims: to revise Wh- questions and the

use of gerund and To- infinitive as well as

give sts a chance to practise these

grammar issues by doing some exercises.

a Wh- questions:

- T: What are Wh- questions?

- Ask sts to give examples

- Ask some sts to say aloud

- Ask sts to look at Ex 1 in page 29, then

make questions for the answers

- Ask them to work individually , then work

in pairs to ask and answer

- Let them work in 4 minutes and then ask

some pairs to report

- Check and give remarks

b V-ing and To infinitive:

- Ask some sts to tell the whole class the

cases to use V-ing:

- Ask them about the cases to use to

infinitive.

love dancing much stars cousin Martha, Charles month dark

lunch garden

- S: They are questions beginning with " what, who, where, how,etc".

- S1: What 's his job?

- S2: How do you go to school?

- S3: Who teach you maths?

.

- Look at the textbook

- make questions then ask and answer with their partners

S1: When did you come?

S2: Just a few days ago

S3: How long did you stay in Quang Ninh?

S4: For a few days

S5: Who did you come with?

S6: I came with a friend

V-ing:

- After some verbs:

admit, avoid,admit,give up, like, love, enjoy, finish, keep, mind, postpone, practise, suggest, consider, etc.

- Go + V-ing: go camping

go dancing, go shopping, go swimming, etc.

- After prepositions

To infinitive:

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

- V + O + to infinitive:

want, advise, tell, request, order, etc.

EX 2:

1 to hear 6 to pay

- Check and add any information if

necessary

- Ask sts to read the letter in Ex 2 and then

give the correct form of the verbs in

brackets

- Ask them to work alone in 5 minutes and

then check it with their partners

- Ask two sts to write the answers on the

board

- Check and give remarks

- Ask sts to do Ex 3 in 3 minutes

- Ask 2 sts to do this exercise on the board

- Tell sts to work individually , then share

their answers with their parters

- Ask one st to give remarks on their friends

1 Education aims:

- Students know more about famous scientists especially about Marie Curie, and admire her

2 Knowledge:

a General knowledge: - Background knowledge about Marie Curie

b Language:- the past simple tense

- vocabulary concerning study

3 Skills: - Reading: read the text and do Matching and True or False exercise and answer the questions

- Speaking: discuss in pairs and in groups

II Anticipated problems:

- Students may lack of information about Marie Curie

III Teaching Aids: textbook, chalk, board.

IV Procedures:

1 Warm-up: Network ( 5 mins)

+ Aims: to raise sts' interest in the reading

text.

- Ask students to work in groups of 3-4

students

- Ask the students to give a list of famous

scientists and their inventions

- Move round to check the activity

- Ask them to work in 4 minutes and then

get feedback The group which has the

longest list will be the winner

2 Before you read:( 10 mins)

- Aims; to introduce the content of the text

and provide sts with some new words.

- Students are required to work in pairs to

answer the following questions:

+ Have you ever heard of Marie Curie?

+ What do you know about her?

- give the correct information

- Read and write new words on the board

+ atomic(adj): thuéc vÒ nguyªn tö

- Read each word 3 times and ask the sts to

repeat it

- Leave sts 1 minute to self-practice

- Ask 4-5 sts to read all the words aloud in

front of the class

- Listen and help the sts to read the words

- Work in groups

- Some Students report orally

- Discuss in pairs and then answer the questions

- Some sts stand up to answer

- Listen to the teacher and Copy down

- Repeat the words

- Work in pairs to check for each other

- 1 student/ 1 time

3 While you read:( 20 mins)

- Aims: Sts practise reading and do the

tasks

+ Task 1: Matching.

- Ask the students to read the passage

independently and match the words or

phrases in A with their meaning in B

- Tell sts to refer to Vocabulary for help

and encourage them try to guess the

meanings of the words in the context of the

reading

- Ask them to compare the answers with

their friends

- Call on some sts to read and explain their

answers aloud in front of the class

- Give feedback and correct answers:

+ Task 2: True or False.

- Ask the sts to read the passage more

carefully and decide whether the statements

are true(T) or false(F) Correct the false

information

- Ask the sts to highlight or underline the

information in the passage that helps the

students to find the correct answers

- Move round to help sts if necessary, then

ask them to share their answers with their

partners

- Ask some sts to give answers

- Listen and help the students to do the

exercise correctly

+ Task 3: Answering questions.

- Ask students to work in pairs to answer

the questions

- Tell the students to compare their answers

with other pairs Let them discuss and

correct for one another

- Call some pairs of students to read aloud

the questions and answers in front of the

class

- Feedback and give correct answers

4 After you read:( 9 mins)

- Aims: to check sts' understanding and to

- listen to the teacher

- Students do the work individually

- Discuss the answers with their partners

- some sts do orally while others watch

- Self-correct the work

- Work in pairs orally

- Share their ideas

- 9-10 pairs work orally in front of the class

Key:

1.Marie Curie was born in Warsaw

on November 7,1867 2.She was a brilliant and mature students

3 She work as a tutor to save money for a study tour abroad.

4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium.

5 No it wasn t her real joy was ’ “

easing human suffering

summarize the text.

- Make sure students understand all the

adjectives given in this part

- Ask sts to describe Marie Curie, basing

on these adjectives Find the evidence from

the passage to prove each of them

- Ask the students to work in groups and

highlight or underline the evidence that

they find in the passage

- Go round to help students with their work

- Ask presentatives of some groups to

report in front of the whole class

- Listen andgive remarks

5 Homework:( 1 min)

- Ask students to write a passage of about

60 words about a famous scientist

- work in groups orally and try to find the evidence in the reading text

- Some sts report in front of the ckass

- Others listen to their friends and give remarks

- Listen to the teacher

Date: 25/9/06 LESSON 2: SPEAKING

b.Language: - The simple past tense.

- Wh- questions

3 Skills:

- Speaking: - Asking about another person's background

- Talking about a person's background basing on what they have interviewed

II Anticipated problems:

- Sts may not know what is included in the term "background"

III Teaching aids:

- board, chalk, textbook

IV Procedures:

WRITTEN TEST

Time allowed: 15 minutes

I Choose the right answers about Marie Curie.

1 Where was Marie Curie born?

A In the capital city of France B In the capital city of Poland C In Sorbonne

2 Where did Marie Curie go to school?

3 Why did Marie Curie go to Paris?

A To get university education B To find work for her living C To meet Pierre Curie

4 When did Marie Curie get married?

5 What did Marie Curie do in 1914?

A She became a university professor B She was awarded a Nobel Prize in Chemistry

C She founded the Radium Institute

II Choose the suitable words/ phrases to fill in the blanks.

was appointed when he was 16 years old was born

entered

not far from became interested in before his son's birth

was more of had already made at the age of 21

The great English scientist Issac Newton, whose theory of gravitation( định luật vạn vật hấp dẫn) is well-known throughout the world (1) in the Woolthorpe village,

(2) the town of Cambridge, on December 25th,1642 His father was a farmer who died (3) His mother, uncle and grandmother took care of him

When still young, Newton (4) a mechanic than a scholar His neighbours thought

he would probably become a well-known clockmaker, because he (5) a clock his neighbours had never heard of before It worked by water When he grew older, he (6) mathematics and physics His first physics experiment was carried out in 1658, (7) On June 5th , Newton (8) the University of Cambridge where he sudied maths and soon became famous (9)

When Newton was 22 years old, he began stidying the theory of gravitation In 1669, he (10) professor and began giving lectures on maths at Cambridge He died in 1727

at the age of 85

2.Before you speak( 10 mins)

Aims: to guide sts how to do and to

provide them with needed vocabulary

and grammar.

- Think about people's background

+ Task 1:

- Ask sts to think about people's

background, and then read the cues in

this task

- Ask them to discuss in pairs to choose

which items to tell about someone's

background

- Get feedback and give the correct

answers

- Ask sts to continue working in pairs to

discuss what questions they can ask when

they want to know about these things

- Move round to conduct the activity

- Ask some pairs to give answers

- Write the questions on the board and

give remarks

3 While you speak:( 20 mins)

Aims: Sts can practise making an

interwiew and then talking about the

person they have interwiewed.

+ Task 2:

- Ask sts to imagine they are journalists

and ask them to work in pairs to interview

their partners about his/her background or

that of a person he/ she knows well

- Ask them to follow the stages in the

textbook

- Go around to suggest the questions if

necessary

- Ask one pair to report

- Give remarks so that other pairs can

correct their mistakes

+ Task 3:

- Ask sts to work in small groups to talk

about the person they have learnt about

from the interview

- Ask them to work in 7 minutes

- Move around to conduct the activity

4- After you speak:( 9 mins)

- Work in pairs to choose the correct items + family + education

+ experience

- Work in pairs to discuss the questions

- Some pairs stand up to give answers

- What subject do you like best?

- What degree do you have?

Experience:

- How long have you been a member of our school's speaking club?

- Have you ever won any prizes?

- Work in pairs to ask and answer

- One pair stand up and report:

S1: Hello Can you tell me something about yorself?

S2: Oh, of course What do you want to know?

S1: When and where were you born?

S2: I was born on September 11 th , 1991 in Hai Duong.

S1: How many people are there in your family?

S2: There are four: my parents, my sister and I.

S1: What do your parents do?

S2: my dad is a doctor and my mum is a nurse.

Aims: Sts present what they have

discussed in the previous stage.

- Ask two sts to tell the whole class about

the people they interviewed about

- Listen to them attentively and correct

November 2 nd , 1985 in Hai Duong City

He is the only child in his family His father is an engineer and his mother is a teacher As a brilliant student, he always got good marks when he was a student at

To Hieu Primary School and then at Le Quy Don Secondary School When he was fifteen , he passed the exam to Nguyen Trai High School He said he liked all subjects at school but among them he liked English best He has attended the English Speaking Contest twice and won the fisrt prize in 2003 At the moment he is studying at a university in Australia and

he is very successful "

Date: 26/9/06 LESSON 3: LISTENING

I Objectives:

1 General knowledge:

- Sts know about the background of a famous person

2 Language: Sts recall and learn more about:

- The simple past tense

- Verbs to express opinion

- Vocabulary on sports

3 Skills: Sts develop the following skills:

- Listening and marking True/False

- Listening and filling in gaps

- Asking and answering about sb’s background

II Anticipated problems:

- Sts do not know some new words

- Sts have trouble listening to a conversation read by a teacher.

III Teaching aids:

- Handouts

IV Procedures:

1 Homework checking:( 5 mins)

- Two sts tell the whole class about two

people's background

- Listen and give remarks and marks

2 Before you listen:( 10 mins)

Aims: focus sts on the topic and review/

introduce the words and phrases used to

describe the background of a sports star.

+ Ask sts to work in groups and make a list of

sports and the names of the sports

competitions, then compare their list with

other groups’

- Introduce the topic of the listening text: ‘A

conversation between a reporter and an

Olympic Champion’ and ask sts to open their

books

T asks sts to work in pairs to ask and answer

the questions in the textbook

Can you name any Olympic

champions?

What would you like to know about

these people?

- Move around to help sts

- Ask some pairs to present and gives remarks

- Ask sts to work in pairs and recall the forms

of question used to get the information

- Ask some sts to speak aloud

+ Ask sts to look at the words in the book and

read after T / the tape

- Introduce some new words

- Olympic champion (n): (in the picture)

- di'ploma (n): sb receive this when he

finishes a course /graduates from college or

university

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

romantic play

- Read the words and ask sts to repeat

- Ask sts to read the words in pairs

3 While you listen:( 20 mins)

+ Task 1:

Aims: Practice listening for specific

- Two sts stand in front of the class to speak

- Work in groups and recall the names

of sports and the names of the sports competitions then make a list on a sheet

of paper

- Compare theirs notes

- Listen to the T and open the book

- Work in pairs

- Some pairs stand up and report

S1: Can you name any Olympic champions?

S2: Tran Hieu Ngan, Sergey Bubka… S3: What would you like to know about these people?

S4: Date and place of birth, study, family, achievements, hobbies…

- Note down the forms of questions:

When/where were you born?

Where did you get a general education?

What achievement have you got?

What do you like doing in your free time?

- Look at the words and read after T /the tape

- Copy the words and phrases

- Listen and repeat

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

- Some individuals read the words aloud