giáo án E10 HKI

20ms- Gives them 3 minutes for individually silent reading to compare the information they’ve got in “before you read” - Tell sts how to scan for detailed information, then asks them to

Unit 1 : A DAY IN THE LIFE OF …

Period : 02 - READING-

Date of planning : Date of teaching :

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

- They will have the love for their hometown and country

2 Knowledge:

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

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

 New words: words related to daily activities and farming

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

- Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Pictures of activities in the field

- Asks sts to close their books

- Gives handout and asks them to

match the places with the jobs

- Asks:

+ Where does a teacher work?

+ Where does a doctor work?

II Lead-in: …

- Leads to the new lesson: To

understand more about the life of a

farmer, today we learn unit 1

III Before you read

Activity 1: Describing pictures

- Close their books

- Match the places withthe jobs

- A teacher works atschool

- A doctor works inhospital

- Sticks a picture on the board.

(The picture is about:

A farmer leads his buffalo to the

field

Someone is ploughing or repairing

his banks of the plot of land

Some women are transplanting and

irrigating on plots of land.)

- Uses the picture to teach the new

words:

- Teaching pronunciation

- Gives handout for the next

activities

- Pick out some activities which

Vietnamese farmers usually do

Handout 1

- Asks them to work in groups

- Goes around to get feedback and

helps sts

- Checking information

Activity 2:

- Teacher introduces activity 2:

Mr Vy and Mrs Tuyet are farmers

Guess what Mr Vy does and Mrs

Teacher: To check the information,

read the text

- Lets sts listen to the tape to learn

pronunciation of unfamiliar words

While you read

Activity 1

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

- Repeat after the teacher

- Read the handout and dothe task in groups

Repairing the banks of theplot of land (np)

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

Suggested keys:

leading a buffalo to the field,getting up early, preparingmeals for family, chattingwith friends, taking care ofchildren, reparing the banks ofthe plot of land, pumping

Singing karaoke, leading a

buffalo to the field, getting up

early, preparing meals for family,

doing homework, chatting with

friends, learning lesson, taking

care of children, reparing the

banks of the plot of land,

teaching, pumping water,

20ms

- Gives them 3 minutes for

individually silent reading to

compare the information they’ve got

in “before you read”

- Tell sts how to scan for detailed

information, then asks them to work

in pairs checking the information

- Checking

Activity 2 (Task 3, page 14)

- Explains the instruction of task 3

- Asks sts to work in groups

scanning for details to fill in the

chart

- Checking

Activity 3 (Task 2, page 14)

- Asks sts to read Task 2 in their

books

- Asks them to work in pairs asking

and answering the questions

- Listen to the tape to learn pronunciation of unfarmiliar words

- Read the textindividually and comparethe information they’vegot in “before you read”

He pumps water into the plot

of land She does thetransplanting

* 6.30: finish work

* 7.00: have dinnerAfter dinner:

* watch TV, go to bed

* sometime visit neighbours, chat with them

Activity 3

- Checking.

After you read (12mn)

- Asks sts to close their books

- Divides the class into groups, asks

them to discuss about Mr Vy and

Mrs Tuyet’s daily activities

- Asks them to work in groups

talking about their parents’s routine

- Teacher suggests students’

homework Write a paragraph of 80

words about your parents’ routine.

- Discuss in groups

 Suggested keys:

1 He’s a peasant / a farmer

2 He gets up at 4.30 and then

he goes down the kitchen to boil some water for his morning tea

3 In the morning, he ploughs

on his plot of land, drinks tea and smokes tobacco during his break

4 In the afternoon, they repair the banks of their plot of land

Mr Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they love working and they love their children

V SELF-EVALUATION:

……… ……… ……… ……… ……… ………

……… ……… ……… ……… ……… ………

……… ……… ……… ……… ……… ………

……… ………

Unit 1 : A DAY IN THE LIFE OF …

Period : 03 Speaking: TALKING ABOUT ROUTINES

Date of planning :

Date of teaching :

I OBJECTIVES

1 Educational aims: - Students should plan their daily activities.

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

2 Knowledge:

 General knowledge: - Through this lesson, students learn how to make a friendly

conversation

when talking about routines

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

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

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

3 Skills: - Fluency in talking about routine

II METHOD: integrated, mainly communicative

III TEACHING AIDS: Handout

- Sticks a note on the board

(Subjects they learn at school)

Subjects are learned at school

- Gives them 3 minutes to look at the

words, then asks them to retell the

words The teacher can give marks

- Look at the note andtry to remember all thewords

- Some students writeall the words they ‘vegot on the board The

UNIT 1: (Cont)

SPEAKING

- Rewrite retell all thesubjects they remember onthe board

III Before you speak

Activity 1: Reviewing ways of

expressing time

- Gives handout and asks them to

work in pairs and match the numbers

in column A with the expressions

c five past eight

d a quarter past six

e twenty to eleven

f half past six p.m

g five o’clock p.m

h six o’clock a.m

- Goes around to get feedback and

A: What time does Quan have Civic

education lesson on Monday?

B: Quan has Civic education at a

quarter past seven on Monday

A: What lesson does Quan have at a

quarter past seven on Monday?

B: Quan has Civic education at a

quarter past seven on Monday

- The teacher and a talented student

do the model

- Asks sts to open the books

- Gives instructions and pairwork

- Goes around to get feedback and

offer help

- Checking

Task 2:

- Asks sts to look at the pictures in

one who has got themost will be the winnerand will get a goodmark

- Listen

- Work in pairsmatching the numbers

in column A with theexpressions in columnB

- Look at the dialogueand listen

- One student practiceswith the teacher

- Open the books

A: What time does Quan

have Civic education lesson

on Monday?

B: Quan has Civic

education at a quarter pastseven on Monday

A: What lesson does Quan

have at a quarter past seven

on Monday?

B: Quan has Civic education

at a quarter past seven onMonday

Task 2:

Answer:

At 2 o’clock p.m, Quan gets

up after taking a short nap

He studies his lesson at

(11mn)

(1mn)

task 2 and describe them

- Gives instructions and asks them to

work in groups

- Goes around to get feedback and

offer help

V After you speak

Task 3: Tell your classmates about

your daily routine

- Asks them to close their books

- Asks them to work in groups

telling to each other about their daily

routine

- Asks one student to go to the front

and tell the class about his friend’s

routine

VI Homework

Write a paragraph of 50 words about

your routine

- Look at the pictures and describe them

- Work in groups

- Close the books

- Work in groups

- One student goes to the front and speak

- Write down the homework

14.15 He watches TV at 16.30 Then he goes to the stadium by bicycle at 17.00 There he plays football with his friends He comes back home at 18.30, takes a shower at 18.45 He has dinner with his family at 19.00 At 20.00 he reviews his lesson This is a typical day of Quan

Task 3:

- One student goes to the front and speak

Comme

nts

(2mn)

V SELF-EVALUATION:

………

………

………

………

Unit 1 : A DAY IN THE LIFE OF …

Period : 04 – LISTENING- A working day of a cyclo-driver

Date of planning : Date of teaching :

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

3 Skills: - Listen and number the pictur - Listen and choose T / F

- Listen and summarise the text

II METHOD: integrated, mainly communicative

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

- Asks sts to close their books

- Sticks a note on the board

(Jumble words)

- Asks them to put the letters in the

right order to make meaningful words

He has a cyclo He drives his

passengers everyday He usually has

meals at a food stall

- Checking and leading to the new

lesson: “Today we are going to listen

about a day of a cyclo driver.”

Activity 1:

- Asks:

- Close the books

- Look at the notes

- Work in groups tofind the right order

- Asks: Who is he?

+ Answer: HE IS ACYCLO DRIVER

.Have you ever travelled by cyclo?

.When was it?

.Is it interesting to travel by cyclo?

.Which do you prefer, going by cyclo

or bicycle? Explain why?

- Asks sts to open their books and

describe the pictures

- Asks them to work in groups guessing

the right order of the pictures

- Sets the situation:

“You will hear Mr.Lam, a cyclo driver

in HCM city talking about hid daily

routine The pictures in your textbook

(on page 16) describe his activities

Listen to the tape / my reading, then

number the pictures in their correct

order

- Lets sts listen twice

- Goes around to check after each

listening

- Gives them the last listening and

pause to check the sentence and its

right order

Task 2:

- The teacher sets a situation and gives

instructions

- Lets sts read task 2

- Tells them that they can guess the

answer

- Lets them listen for the first time

- Checks the answers

- Lets them listen again

- Checking

- Plays the tape again and pause at the

sentence to make sure that sts can get

the right information

- Asks sts to work in pairs asking and

answering about Mr.Lam’s activities

while using the given words:

Name, occupation, start work,

passengers, lunch, rest

+ Last week+ Yes, it is+ By bicycle I enjoydoing exercises

- Guess the answers

- Write the new words onthe blackboard

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

4 F (Mr Lam’s passenger

is an old man)

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

6 F (After lunch time, heparks his cyclo under thetree and takes a short rest.)

- Asks one student to retellthe story

Home

work

Homework: write a paragraph of 50

words about Mr Lam

V.SELF EVALUATION

………

………

………

Period : 05 – WRITING - A NARRATIVE Date of planning :

Date of teaching : Class

 General knowledge: - Ss learn about the organization, and content of a narrative

- Ss learn how to write a narrative

 Language: - Simple past tense, connectors

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

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

II METHOD: - Intergrated, mainly communicative

III TEACHING AIDS: - A picture of a fire, a crash, textbook, whiteboardmarkers

Noughts and crosses

- Draws a table containing 9

words

- Divides the class into two

groups: Noughts (0) and crosses

- Play a game

Noughts and crosses

at first before until

in the while since then

(15mn)

(x)

- Asks Ss to choose word by

word in the cells and make a

sentence with each word A

correct sentence gets one 0 or x

The group with 3 0 or x

vertically, horizontally or even

diagonally first will be the

winner

Note: The sentences must be

grammatically correct and

make sense

II Before you write

- Shows them a picture of a

crash, then leads to the lesson

Vocabulary pre-teach

- be due to (a): because of,

owing to (bởi vì)

- stare death in the face (v): so

scared, afraid (sợ xanh mặt)

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

to teach)

- air-hostess (n) : (using a

picture to teach)

- fasten seatbelt (v): (using

pictures and mime to teach)

- to be in danger:

Ex: The plane could not land

The passengers are in danger.

III.While you write

Task 1:

- Asks Ss to work in pairs, read

the passage (a narrative) in the

book and find all the verbs that

are used in the past simple and

expression) in the story

- Calls some Ss to give the

verbs and connectors in front

of the class

Task2:

- Explains to Ss format of a

narrative: The events, the

- Look at the picture,listen to the teacher

- Listen and guess themeaning of words

- Work in pairs

- Some Ss presenttheir opinion

end

UNIT 1: (Cont)

WRITING Task 1:

- be due to (a): because of, owing to

(bởi vì)

- stare death in the face (v): so

scared, afraid (sợ xanh mặt)

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

teach)

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

teach)

- fasten seatbelt (v): (using pictures

and mime to teach)

- to be in danger:

Ex: The plane could not land The

passengers are in danger.

Task 1:

Suggested answers :

Verbs: started, was, arrived, got,

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

Connectors: on that day, at first,

then, just, a few minutes later, onehour later

Task2:

The events: Got on plane, plane

took off, hostesses were justbeginning to serve lunch when planebegan to shake, plane seemed to dip,people screamed in panic

The climax: We thought we had

only minutes to live

The conclusion: The pilotannounced that everything was allright , we landed safely

Task3:

Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortable.

I had a wonderful holiday until the fire.

climax, and the conclusion

- Tells Ss to work in groups and

identify the events, the climate

and the conclusion of the story

- Asks them to report the result

to the class

- Gives the answers and explain

the development of the story

IV After you write

Task 3:

- Instructs the task (a picture of

a fire will help)

- Tells them to work

individually using the prompts

and follow the development of

writing sample in Task 1 to

build up a narrative about a

hotel fire

- Goes around the class and

offers help if necessary

- Encourages Ss to finish the

writing under time pressure

- Asks Ss to exchange their

writing and correct it Tells

them to pay attention to

mistakes regarding verb tense

and preposition

- Calls some Ss to read aloud

their writing in front of the

class

- Comments & corrects

necessary mistakes

- Gives suggested answer:

- Work in groups andidentify the events, theclimate and theconclusion of thestory

- Some report theresult to the class

- Listen to the teacher

- Listen to the teacher

- Individual work,whole class

- Correct mistakesfrom their friends’

It was the most frightening experience of my life.

(3 mn) Comments- Summarize the main points

- Assign homework: Rewrite

your story at home

- Listen

- Write downhomework in theirnotebooks

V.SELF EVALUATION

………

……….

Date of planning Date of teaching :

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

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

 New words: Adverbs of frequency

3 Skills:

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: tape, a cassette player, pictures

- Sticks a picture of a sheep and

a ship on the board

- Asks Ss to look at the picture

and complete the sentence:

I see a sheep on the ship.

- Asks Ss to discuss in groups ,

the group leader will read aloud

the sentence

II Pronunciation

Lead-in

- Gets Ss pay attention to the

pronunciation of “sheep” and

“ship”

- Checking

- Leads to the lesson

- Close their books

- Look at the picture

- Work in groups tocomplete the sentence

- A student reads thesentence loudly

- Complete the sentence

I see a sheep on the ship.

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

- Listen and repeat

- Listen and repeat some wordsthat have the sounds /i/ and/i:/ /i/ /i:/ hit heat

bit beat meet meat lick leek

- Practise pronouncing them

- Introduces some words that

have the sounds /i/ and /i:/

- Asks Ss to open their books

and work in pairs finding the

words which have /i/ or /i:/

- Lets them listen to the tape (or

the teacher) and repeat (Pay

attention to the sentence stress.)

II Grammar and vocabulary

- Lead-in

Shows Ss a picture (A boy goes

to school by bike.)

He is a schoolboy He usually

goes to school by bike everyday

but yesterday he went to school

on foot

Practice

Activity 1 (Exercise 1)

- Explains how to do the task

- Lets Ss work individually and

 Adverbs of frequency stand

before ordinary verbs and after

‘to be’ ( except ‘as a rule’)

- Open their books

- Work in pairs

- Listen and repeat

- Look at the picture, listen to the teacher

- Some Ss retell the points

he Greencoming peainterest cheese

Is he coming to the cinema?

We‘ll miss the beginning of the film.

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

He’going to leave here for the Green Mountains.

Would you like to have meat, peas and cheese?

Grammar:

Review the simple present,adverbs of frequency and thesimple past

+ The simple present tense: form,usage

+ Adverbs of frequency: possition,usage

+ The simple past tense: form,usage

Eg He usually goes to bed at

10.30

* He is usually late for class

- Lets Ss do exercise 2 in their

books in groups

- Goes around to get feedback

and offer help

- Correction if necessary

Activity 3 (Exercise 3)

- Explains how to do the

exercise

- Asks them to work individually

and check in pairs

- Goes around to get feedback

and offer help

- Correction if necessary

- Checking

Suggested keys:

1 was done 2 cook 3 were

4 smelt 5 told 6 sang

7 began 8 felt 9 put

1 He always get up early

2 She is sometimes late forschool

3 Lan often practises speakingEnglish

4 Thao is a normally hardworking student

Activity 3 (Exercise 3)

Suggested keys:

1 was done 2 cook

3 were 4 smelt 5 told

Date of teaching :

I OBJECTIVES:

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

others so that they have sympathy and good behaviour

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

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

words

- Reading for information

- Reading and answering the questions

- Reading and summarising

II METHOD: Integrated, mainly communicative

III TEACHING AIDS:

- Asks Ss to work in pairs and

discuss this question:

When you meet your friends,

which of the following topics do

you often talk about?

Sports and games

Work and study

II Before you read

- Encourages the Ss to talk

about the topics which are not

mention in the book such as:

fashion, food, picnic, TV, extra

classes…

- Vocabulary pre-teach

- Matching

- Aks Ss to work in groups and

matching the subject in A with

- Chatting

- Work in pairsdiscussing on thetopics

- Work in groupsmatching the subject

in A with theinformation in B

O 4.Chemistry d Number, minus,

Pascal 5.History e Geology, climate 6.Geograph

y

f animals, plants, ADN

7.Vietnames

e literature

g revolution, The First World War

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

5 + g, 6 + e, 7 + a

Gerund and infinitive

- Ss review the pointsLike

Enjoy + V-ingLove

the information in B

A1.Biology a Poem, novel, Nguyen Du

3.Physics c Chemicals, H

4.Chemistry d Number, minus, Pascal

5.History e Geology, climate

6.Geography f animals, plants, ADN

7.Vietnamese

literature g revolution, The First World War

Gerund and infinitive

- Asks Ss to review the grammar

point

Set the sence

You are going to read the three

talks given by a student, a

teacher and a student’s father

about school You read them

and do the tasks assigned.

While you read

Task 1- Gap-filling (7’)

- Asks Ss to work

independently and fill each

blank with one of the words in

the box There are more words

than the blanks

- Have Ss compare the answers

with a friend

- Goes around to get feedback

and gives correct answers

Task 2- Finding who … (7’)

- Asks the Ss to read the small

talks again and find out who…

- Encourages Ss to discuss with

their partners to get the correct

answers

- Calls some pairs to explain

their answers to class

- Gives correct answers:

Task 3 - Answering questions

(7’)

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

- Ss review the pointsLike

Enjoy + V-ing

LoveWantHope + to inf.

Decide

-Work independentlyand fill each blankwith one of the words

- Check the answerswith their partners

- One student tells hisanswers to the class

- Work in pairs

- Some Ss present their ideas

WantHope + to-inf

DecideEx:

- We like listening to pop music.

- She decided to go to Ha Noi last

week

Task 1- Gap-filling

1 Young children enjoy helping

with household tasks.

2 We were stuck in a heavy traffic

for more than an hour.

3 I think you don’t have to worry about your weight.

4 It was two weeks before Christmas and the mall was

crowded with people.

5 If two people speak the same

language, they usually have the

same attitudes and opinions.

Task 2- Finding who …

- Asks Ss to keep working in

pairs Read the tasks more

carefully and answer the

questions

- Calls some Ss to read aloud the

questions in front of the class

- Feedback and give correct

answers:

IV After you read

- Tells Ss to work in groups:

Choose one of the following

topics and talk about it for about

5 minutes

What subjects you like learning

best and why

What you like or dislike doing

at school

What you worry about at

school

- Goes to different groups and

offers help if necessary

- Loves learning E

- Rides a bike to school every day

- Studies at a high school

- Teaches English

at a high school

- Worries about someone else

safety

Miss Phuong

Phong Phong Miss Phuong Phong Phong Phong Mrs Phuong Mr.H.Ha

Task 3 - Answering questions

1 He studies at Chu Van An High School.

2 He studies many subjects such

as Math, Physics, Chemistry…

3 Because it is an international language.

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

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

Suggested answers:

I like learning English best because it is very interesting to learn In class we can exchange ideas and discuss various topics in English Besides, we play a lot of exciting and useful games At home, I can watch many TV programs such as films, game shows and talk shows in English.

It is very interesting to watch TV shows and learn English at the

I OBJECTIVES:

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

others so that they have sympathy and good behaviour

2 Knowledge:

 General knowledge: By the end of the lesson, Ss will be able to use common expressions in making small talks, to start and to close a conversation

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

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

3 Skills: Speaking

 Using questions and answers to start and close dialodues

 Making small talks

II METHOD: Integrated, mainly communicative

III TEACHING AIDS:

IV PROCEDURE:

ACTIVITIES

CONTENT

(7mn) I Warm up - Sets the sence

and writes a short conversation

on the board

“Suppose that you meet a friend

at a supermarket You are very

- Listen

- Complete the dialogue UNIT 2: (Cont)SPEAKING

- Complete the conversation

* Suggested answers:

1 Hello, Mai / Hi, Mai

(8mn)

(17mn

)

busy What will you say to

open and end the coversation?”

A: - (1)

B: Hi Lan How are you?

A: I’m fine Mai Thank you!

And you?

B: I’m very well Thanks I

haven’t seen you for a long

time Let’s go somewhere for a

many answers as possible

- Checking and leading to the

new lesson

Before you speak

Activity 1: Task 1 textbook

-page 24

- Giving instruction

- Introducing usual expressions

in opening and ending a

conversation

- Asks them to put the

expressions into the right

column

- Asks them to work

individually then in pairs

- Checking and giving possible

answers

- Encourages Ss to give more

- Lets them read these aloud

While you speak

Activity 2: Task 2 - textbook -

page 25

- Rearrange the following

sentences to make an

appropriate conversation

- Asks Ss to work individually

first Then asks them to work in

pairs

- Goes around to get feedback

and offers help if necessary

- Checking and gives correct

answers

- Listen

- Work individually toput the expression in theright column

- Checking with their partners

- Read the expression aloud

- Work individually torearrange the followingsentences to make anappropriate conversation

- Work in pairs topractise the dialogue

- Listen to the teacher

- Complete the dialogueindividually

- Practise the dialogue in

2 I’m very busy now I reallymust go now Another timeperhaps

Activity 1: Task 1 textbook page 24

-Suggested answer:

Starting aconversation

Closing acoversation

- Good morning

- How is everything at school?

- Hello, How are you?

- Hello What are you doing?

- Hi How is school?

- Sorry, I’ve got

to go Talk to you later

- Well It’s been nice talking to you.

- Good bye See you later.

- Great I’ll see you tomorrow.

- Catch up with you later.

Activity 2: Task 2 - textbook - page 25

Keys:

D F B H E C G

)

- Asking Ss to practice the

dialogue in pairs

- Goes around and makes sure

that Ss have right pronunciation

and intonation

Activity 3: Task 3 Textbook

-page 25

- Explains unfamiliar words, if

necessary

- Asks them to complete the

dialogue

- Asks them to practise in

pairs

- Goes around to get feedback

and offers help

After you speak

Activity 4: Task 4 - Textbook -

page 25

- Divides the class into 4

groups Each group has to

choose a topic for their

conversation

- Goes around to offer help if

needed

pairs

- Practise freely

Activity 3: Task 3 - Textbook - page 25

Suggested answer:

A: … What’s the matter with you? B: … tired I’ve got a cold

A: … You had better go home and have arest

Activity 4: Task 4 - Textbook - page 25

- Choose a topic and practise speaking freely

(2mn) Comments

- Wrapping.

- Homework: Write about the

conversation done

- Listen

- Write down the homework

V SELF-EVALUATION

………

………

………

………

………

Period : 09 – LISTENING –

Date of planning : Date of teaching :

 New words: - Words related to everyday conversation

3 Skills: - Listen and number the pictures

- Listen and choose T / F

- Listen and summarise the text

II METHOD: integrated, mainly communicative

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

- Introduces the listening tasks

II.Before you listen

- Asks the sts to match A and B

III While you listen

Task1

- Asks sts to open their books and

describe the pictures

- Asks them to work in groups guessing

the right order of the pictures

- Lets sts listen twice

- Goes around to check after each

listening

- Gives them the last listening and

pause to check the sentence and its

right order

Task 2:

- The teacher sets a situation and gives

instructions

- Lets sts read the questions carefully

- Tells them that they can guess the

- Make questions for the given situations:

1 I’m taking English

2 I really like it

(10mn)

answer

- Lets them listen for the first time

- Checks the answers

- Lets them listen again

- Checking

- Plays the tape again and pause at the

sentence to make sure that sts can get

the right information

Task3

- Asks the sts to listen to conversation 4

again and complete the sentences

- Asks them to listen again and check

their answer

After you listen

- Asksthe sts to work in groups Talk

about the problem(s) they have

- Talk about the problem(s) they have experienced at school

1.c, 2.e, 3.a, 4.b, 5.d

Task 1 Key:

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

Task 2 Key:

1 She’s taking English

2 She is in Ms Lan Phuong’s class

3 He’s at a party

4 For a week

5 No She travels alone

Task 3 Key:

Unit 2 : SCHOOL TALKS

Period :10 – WRITING –

Date of planning : Date of teaching : Class

I AIMS AND OBJECTIVES:

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

+ Language function :To help students improve their writing skill

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

2 Language:

+ Vocabulary : Related to personal information

+ Structures : Wh- question

3 Skills : Intergrated skills

4 Method : Communicative approach

5 Techniques : Pairwork, Group work,

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

TIME TEACHER’S ACTIVITIES STUDENTS’

Warm-up: Game “ Hangman”

Key word: Form

- Make greeting

- Pupil’s answer

II Checking-up

the previous knowledge

III Presentation of the new

materials

1 Lead-in

- From the word FORM,

sticks a form on the BB and

introduces the lesson

2 Pre-writing:

- Asks the sts some questions:

“ When do we need a form?”

“ What kind of form do you

know?”

TASK 1:

- Asks the sts to work in pairs,

answer the questions:

- Explains to the sts some new

words

- Explains the information

- Listen to the teacher

- Answer thequestions

- Work in pairs andanswer the questions

- Listen to the teacherand take notes

b Where are you living at the moment?

c Are you married or single?

- Asks the sts to exchange their

books so that they can check

each other’s work

- Gives feedback

TASK 3:

- Asks the sts to fill in the

information needed

- Asks the sts to exchange

their books so that they can

check each other’s work

- Asks the sts to exchange their

books so that they can check

each other’s work

- Do the taskindividually

- Peer correction

- Fill in theinformation needed

- Find out theinformation to fill inthe form

4 Place of birth

5 Present address

6 Marital status

7 Occupation

d What’s you first name?

e When were youborn?

f What’s your surname?

g Where were you born?

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

2 Sign your name:

3 Delete where not applicable:I’m a student/ an employee/ an employer

4 Put a cross if you are male

5 Put a stick if you are female

TASK 4:

Fill in the following form:

THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM

PLEASE WRITE IN CAPITAL LETTERS

Mr./Mrs./Miss*

Surname:

First name:

Date of birth:

_

Nationality:

Language(s):

Business/pleasure/ exams/others*

How many hours a day do you want to stay at the school? What date do you want to start?

* Delete where not applicable

IV Consolidation

- Asks the some questions

about the form and gets their

answers

- Answer thequestions

Period :11 – LANGUAGE FOCUS –

Date of planning : Date of teaching :

1 AIMS AND OBJECTIVES:

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

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

2 Language:

+ Vocabulary :

+ Structures : - Wh-question

- Gerund or to + infinitive

3 Skills : Integrated skills

4 Method : Communicative approach

II Checking-up

the previous knowledge

III Presentation of the new

materials

A Language focus:

1 Lead-in

- Points some things in the

classroom and ask sts to

answer: “What is this?”

- Uses sts’s answer to lead to

part of pronunciation

2 Pre-practice:

- Helps sts know how to

pronounce the vowels / ^ /

& / a:/ Tells sts the

difference between the

differences between these

sounds.

3 Controlled- practice:

Reads the two sounds and the

words in the book once and

asks sts to repeat

- Has sts read the sentences in

the books to prastise

- Asks the sts some questions:

What did you do last night?

How long have you learnt

- Asks the sts to tell again

some kinds of Wh-questions

- Listen and repeat

- Read the sentences

2

_? For a few days

6 ? It’s seven o’clock

7

_? They have three children

Exercise 2

Fill in each blank with an -ing or to +

infinitive of the verbs in brackets

Dear Lisa,

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

Last night, I went to a party at one

of my classmates’home I was really nervous You know I usually avoid …2… (go) to parties because I have trouble …3… (remember) people’s names Well, last night things were different Before the party, I read a book about improving memory, I practised …4… (do) some of the memory exercises They really helped As a result, I stopped…

to find of the suitable

- Asks the sts some questions:

What do you like doing in

your free time?

What do you want to do if

you have free time?

- Writes some of the

sts’answers on the BB and

asks the sts to pay attention to

the gerunds and infinitives

- Introduces the exercise

2 Prepractice

- Asks the sts to tell again

some verbs followed by

gerunds and some verbs

- Asks the sts to complete the

following sentences using an –

ing or to + infinitive form of

the verbs in the box

- Corrects mistakes

4 Free practice:

- Asks the sts to work in pairs,

use the, tell their partner

something true about

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

…10… (hear) from you.

Best wishes, Sonia

KEY: 1 to hear, 2 going, 3.remembering, 4 doing, 5 worrying, 6

to pay, 7 to go, 8 visiting, 9 seeing,

10 hearing

Exercise 3

Complete the following sentences

using an –ing or to + infinitive form

of the verbs in the boxWatch make call have lend wait

live talk go post find

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

2 I’m not in a hurry I don’t mind _

3 They were hungry, so she suggested _ dinner early

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

5 We must do something We can’t

find, 5 living, 6 making, 7 to call, 8.

to lend, 9 talking, 10 to post Work with a partner Use the –ing form or the infinitive Tell your partner about something that you:

 Forgot to do

 Have stopped doing

 Can’t stand doing

 Must remember to do

 Often imagine doing

 Sometimes feel like doing

 Remember doing as achild

 Tried but gave up doing

 Would like to start doing

 Are considered doing

 Wouldn’t like to do

IV Consolidation

- Asks the sts to tell again

what they have just learnt

Unit 3 : PEOPLE’S BACKGROUND

Period : 12– READING –

Date of planning : Date of teaching :

I AIMS AND OBJECTIVES:

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

+ To have the sts practice skimming and scanning skills

+ To teach the sts the love for science

II LANGUAGE:

+Vocabulary:

+Structures:

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

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, group work

V TEACHING AIDS NEEDED: Textbook, ruler, chalk

- Reads the questions

aloud and asks two sts to

go to the b.b

* Questions:

St1: Says something about

his / her hobby

St2: Asks and answers

about the sts in the text

- Corrects mistakes, gives

remarks and marks

III Presentation of the

- Answer the questions to find out the scientist

Questions:

Who is it ?

1 This was a Polish scientist?

2 This was a female scientist?

3 She discovered radium

New words and phrases:

+ Brilliant (adj) = Excellent

+ Obtain (v) = gain+To be awarded sth in … for V-ing

e.g Mary was awarded a prize in sport for breaking her previous

record

+ The atomic weight of radium:

+ Humanitarian (adj):

MARIE CURIE

1 Lead in:

- Uses a guessing game:

asks the sts 3 questionsand

let them guess who the

person is

- Introduces the reading

text

2 Prereading:

- Reads the text

- Asks the sts to pick out

new words and phrases,

then explains them

- Reads the new words

and asks the sts to repeat

- Asks some sts to read

loudly

- Corrects mistakes

3 While reading:

- Read the text once

- Asks sts to skim the text

and find out some

information about Marie

- Asks sts to read the text

and find out the sentences

which contain the words

in column A – task 1

- Asks sts to work in pairs

and match the words or

phrases in A with their

- do task 1 in pairs

- read the sentences in task 2

- read the text and decide

b keep in the mind

c very well, with a very high mark/ grade

d make less severe

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

TASK 2

Decide whether the sentences are true

or false and correct the false information.

1 Marie went to school in Warsaw

2 Her dream was to become a private tutor

3 At the Sorbonne, she studied very well

4 She married Pierre Curie in 1894

5 She was the first woman professor

Answer the questions:

1 When and where was Marie Curie born?

2 What kind of student was she?

3 Why did she work as a private tutor?

- Asks sts to read the text

and decide whether the

sentences are true or false

and correct the false

- Asks sts to work in pairs,

answer the question in

task 3

- Gives feedback

4 Post reading:

- Asks sts to work in

groups of four, find the

evidence in the text to

prove each of the

following adjectives about

Marie Curie

- gives feedback

IV.Consolidation

- Asks sts to close their

books and complete the

chart about Marie Curie

V Homework

- Asks sts to write a short

paragraph about Marie

Curie ( 100 words)

whether the sentences are true

or false and correct the falseinformation

Strong-wind ( harboured the dream of

scientific carrer – impossible for a woman at that time)

Ambitious ( kept moving up in her

career)

Hard-working ( difficult living

condition – work hard)

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

MARIE CURIE

Date and place

of birthField of studyDegreeYear of gettingmarriedPrize

Homework

write a short paragraph about Marie Curie ( 100 words)

Self evaluation:

Unit 3 : PEOPLE’S BACKGROUND

Period :13 – SPEAKING –

Date of planning : Date of teaching : Class

I AIMS AND OBJECTIVES:

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

+ To have the sts practice taking notes / asking and answering in an

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

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, group work

V TEACHING AIDS NEEDED: Textbook, ruler, chalk

- Asks the sts some questions

about attendance, preparation

II Checking up the previous

knowledge

- Calls two student to go to the

BB

- Asks them to ask and answer

three questions about Marie

Curie

- Corrects mistakes, gives

remarks and marks

III Presentation of the new

materials:

1 Warm up:

- Gives out 3 pictures of three

- Greet and answer theteacher

- Answer

- 2 sts called go to theb.b

- Ask and answer threequestions about MarieCurie

35ms famous people and some

information about them

- Ask sts to match the pictures

with the right information

2 Lead-in

- From the activity above, asks

some questions about the three

famous people

- Introduces the main point of

speaking practice: “Talking

about someone’s background”

2 Prespeaking:

- Asks sts to notice to the

questions the teacher used to ask

about someone’s background

3 Whilespeaking

TASK 1

- Asks sts to work in pairs

Decide which of the items below

can tell you about somebody’s

background:

Family Hobby

Education Dislikes

Appearance Experience

- Asks them to discus in pairs and

find out some questions they can

use to know about somebody’s

background

TASK 2

- Gives each st a table, asks them

to interview their partner about

his / her background or that of a

person he / she knows well and

change the roles when they have

finishe

TASK 3 Groupwork

- Asks sts to work in groups, talk

to each other about their

interview

- match the pictures with

the right information

- answer the questions

- listen

- Notice to the questions

- discus in pairs and do asdirected

- discus in pairs and findout some questions theycan use to know aboutsomebody’s background

- interview their partner about his / her

background or that of a person he / she knows well and change the roleswhen they have finished

- work in groups, talk to each other about their interview

What do I ask you these questions for?

Can you tell me…?

What are the famous songs/ works of…?

Have you ever…?

Where and when…?

TASK 1

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

Family Hobby Education Dislikes Appearance Experience

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

TASK 2

Date of birth Place of birthHome

ParentsBrothers/

SistersPrimary school Secondary schoolSchool workFavourite subject(s)Experience

- Asks sts to tell again How to

ask about someone’s background

V Homework - Aks sts to write a

50-hundred-word paragraph about

the student they interviewed

- tell again How to ask

I AIMS AND OBJECTIVES

1/Educational aims: - To help sts understand the value of success in every aspect

- To help sts understand the content of the lesson

- To help sts know how to talk about one of the Olympion champion by using the regarding her background and career

2/Knowledge:

 General knowledge: By the end of the lesson, sts can talk about someone by using the

information suggesting her ( or his ) background

 Language: The simple present and past tense, WH- questions

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

3/Skills: Listening

 True or false

 Filling in the gaps

 Making the questions and answers

II METHOD: Integrated, mainly communicative

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

IV.PROCEDURE:

1 Stabilization: (1mn) - Make greeting

- Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Asks sts some questions:

- What do you know about

Olympic?

- Can you name some

Olympic champions?

Asks sts to look at the

picture in the book and

asks “ Do you know who

she is?

If no, please study the

lesson and you’ll know

about her clearly

II Before you speak

Explains some new words:

Reads and asks sts to

- Asks sts to study the

statements carefully before

listening

Set the situation:

Sally has been the Olympic

champion You are going

to listen to the conversation

between Bob and Sally and

then do the tasks followed

- Lets the sts listen twice

- Goes round to check

- Gives them the last

listening

- Asks sts to do the task

-Asks them to compare

with their partners

Calls some sts to give their

- No, I’m sorry

-

- Listen

ListenRepeatSome read the words

Look at the statements carefully

Gymnast (n) ( Using picture)Diploma (n) ( real thing)Sports teacher: A teacher who teaches sports

II Task I:

Listen to the conversation between Bob and Sally Decide whether the statements are true (T) or false (F):

Task 2: Listen to the

conversation again and fill in the blanks:

1.Sally got at local schools.

2 She in Manchester with her

3 She like sports- basketballand for example

4 She likes to read _ - romantic books

5 She wants to get her Suggested key:

(10mn)

-Lets sts listen again and

fill in the blanks

- calls some sts to speak

out loudly

- Listens and corrects

IV After you speak

- Reads the conversation

again and asks sts to work

in pairs to ask and answer

about Sally

- EX:

A What’s the champion’s

name?

B Her nams is Sally

- Listens and corrects

Practse the dialogue in pairs

- Look at the board andstudy the conversation

- Listen carefully and try

to fill

- Some pairs to speak outtheir conversation

Listen and work in pairs

Ask and answer about Sally

One asksOne answers

After you listen:

Ask and answer about Sally:1.What’s her name?

2 When was she born?

3 Where was she born?

4 Where did she get her general education?

5.What club did she join?

6.Where does she live?

7.How many brothers does she have?

8 What does she like to do in her freetime?

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

10 What does she want to be in the freetime?

IV Consolidation: Asks sts to tell something about Sally.

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

I AIMS AND OBJECTIVES

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

- To help sts practise writing skill

2/Knowledge:

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

C.V

* Language : The simple present and past tense,

* New words : Curriculum vitae, previous job

3/Skills: Listening

* Writing a C.V.

* Filling in the C.V

* Making the sentences

II METHOD: Integrated, mainly communicative

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

IV.PROCEDURE:

1 Stabilization: (1mn) - Make greeting

- Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Uses a curriculum vitae to

introduce the lesson

Asks sts some questions:

-Have you ever written a

C.V?

- When did you write it?

- Do you know to write it in

English?

Let’s study the new lesson

and you will know how to

write it in English

2.Pre- practice:

- Asks sts to open their book

and look at the lesson

Asks sts to read Mr Brown’s

C.V and write a paragraph

Look at Mr Brown’s C.V carefully

Look at the example

Write a paragraph

Unit three: PEOPLE’S BACBGROUNDI.New words:

be born like go to … school

from… to pass exam in travel agency work as

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

He likes music and dancing

After

you

speak

(10mn)

Asks sts to compare their

writing with the classmates

and check whether the

information about Mr

Brown is correct or not

Call some sts to write their

sentences on the blackboard

Looks and corrects

Task II:

Asks sts for the information

about his/ her parent and

complete the form

Asks them to work in pairs

Calls some to write on the b/

Asks sts to tell something about Sally

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

+ Prepare Writing

V SELF-EVALUATION:

………

………

Period : 16 – LANGUAGE FOCUS – Date of planning :

Date of teaching :

I AIMS AND OBJECTIVES

1/Educational aims: - To help sts know how to use the past perfect and simple past

tense

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

2/Knowledge:

* General knowledge: By the end of the lesson sts will be able to pronounce the

sounds / e/ and /„/ correctly

- Use the past perfect tense perfectly and distinguish it with

the past simple

* Language : The simple present and past tense.

Pronounce the sounds / e/ and / „ /

* New words :

3/Skills: Listening, Speaking,Reading, Writing

II METHOD: Integrated, mainly communicative

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

IV.PROCEDURE:

1 Stabilization: (1mn) - Make greeting

- Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Gives some things and

introduces the lesson

Shows the desk and fan

then asks sts to pronounce

those words

2.Pre- practice:

Pronunciation:

Demonstrates the sounds

/e/ and / „ / clearly

Writes on the board and

helps sts know the

defferences between those

Calls some to read again

Asks sts to work in pair

and practise the sentences

Goes round the class and

provide help if necessary

Calls some sts to speak out

PRACTICE II:

1 Lead-in:

Asks sts to work in groups

Listen and speak

It’s a desk It’s a fan

ListenWrite down

Listen and repeat

Some readWork in pair to pactise the sentences

Some peak out these sentences

Unit three: PEOPLE’S BACBGROUND LANGUAGE FOCUS

I Pronunciation:

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

Practise these sentences:

1 The fat man has a red pen

2 This handbag will be send to Hellen

3.Sam said apples were very

expensive then

4 there’re ten pans on the shelf

5 Ben sat on a bench with a yellow cat

6 Ann never gets bad marks inFrench

II Table completion