Lesson plan 10 - School year: 2009 - 2010

- Play the tape once again, stop where necessary and conduct the correction - Ask students to open the books - Ask them to ask and answer questions about Mr Lam’s activities, using the c[r]

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Lesson plan 10 School year: 2009-2010

LESSON PLAN

Period: 1

Class: 10A1, A2, A3, A4, A5, C1, C2

Day of prepare: 30/08/2009

Day of teaching: 31/08-05/09/20

Teacher: Đào Thị Linh Tâm

Unit 1: A DAY IN THE LIFE OF….

Section A: READING

I Objectives:

- Students can understand the life of a farmer in their country Moreover, they can say about their daily routine

by themselves

II Method: Communicative reading.

III Teaching aids : Text book, chalk and ruler.

IV Process:

Warm-up

(5’)

- Show students a picture in the text book on page 12, and ask them some questions:

1 What can you see in the picture?

2 Can you translate all in English?

3 What are they doing?

4 So, what does the meaning of cay and bua?

- Look at the picture in the book and answer the questions:

1.con trau, nong dan, dong ruong

2.buffalo, farmer and field

3.Ho dang cay, bua 4.We don’t know

While you read

(20’)

- “So, In order to the meaning of cay and bua, we should come to the main content

of the new lesson today” Ask students to open their book and listen to the teacher, write new words:

1 alarm (n)

2 to go off

3 to go down

4 to boil

5 several (adj)

6 quick (adj)

7 to lead

8 to arrive

9 to plough 10.to harrow 11.plot of land 12.fellow (n) 13.peasant (n) 14.tobacco (n)

15 to take a rest 16.bank (n) 17.to pump

18.transplanting (n) 19.to chat

20.crop (n) 21.to be contented with -Ask students to read the new words

- Listen to the teacher and write the new words as well as give the meaning of the words in

Vietnamese:

1 đồng hồ báo thức

2 đổ chuông

3 đi xuống

4 đun s ôi

5 nhiều

6 nhanh

7 d ẫn, d ắt

8 đ ến

9 c ày

10 b ừa

11 m ảnh đ ất, th ửa đ ất

12 ng ư ời b ạn 13.n ông d ân 14.thu ốc l á 15.ngh ỉ ng ơi 16.b ờ 17.b ơm 18.vi ệc c ấy l úa 19.t án g ẩu 20.v ụ m ùa 21.h ài l òng v ới -Read the new words chorally

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chorally, individually

-Ask some students to read the passage loudly and help them translate into Vietnamese

and individually

-Read the passage loudly and translate it into Vietnamese

Practice

(15’)

Task 1:

- Ask students to read the passage again and do task 1

- After 3 minutes and ask them to give their answers and correct them

Task 2:

- Let students read the passage again to

do task 2

- Ask students to give their answers and correct them

- Read the passage again silently and do task1

- Give their answers

1.C - 2.C - 3.A - 4.A

- Read the passage again and do task 2

- Then give their answers:

1 He’s a farmer

2 He gets up at 4:30 and then he goes down to the kitchen to boil some water for his morning tea

3 He ploughs and harrows his plot of land, drinks tea with his fellow peasants and smokes local tobacco during his break

4 They go to the field again:

They repair the banks of their plot of land Mr Vy pumps water into it while his wife, Mrs Tuyet does the transplanting

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

After you read

(5’)

Homework: Have students do task 3 at

home And prepare to writing about Mr

Vy and Mrs Tuyet’s daily routine and will talk the next day

- Note the teacher’s homework for them

LESSON PLAN

Period: 2

Class: 10A2, A3, A4, A5, C1, C2

Day of teaching: 31/08-05/09/20

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Section B: SPEAKING

V Objectives:

- Students can talk about their daily routine themselves

- Students can have a lot of vocabularies to talk about their daily routine and timetable at their school

VI Method: communicative.

VII Teaching aids : Text book, chalk and ruler.

VIII Process:

Presentation

(5’)

-Ask students to talk about the topic which is going to learn today

-Guide to the new lesson

- Talk about their daily routine according to reading

Practice

(30’)

Task1:

-Ask students to work in pairs according

to Quan’s weekly timetable and the cues below :

A: What time does Quan have a civic education lesson on Monday?

B: At 7:15 a.m A: What lesson does Quan have at 7:15 a.m on Monday?

B: a civic education lesson

-Then have some of them stand up and talk together

Task2:

-Let students 2 minutes look at the picture and do task 2

-Have some students talk their answers and correct them, focus on their pronunciation

-Work in pairs in 5 minutes

-Stand up and one asks and one answers

-Look at the picture and do task 2

-Stand up and read their answers

a Quan gets up at 2 pm

b He reads book at 2.15 pm

c He watches TV at 4.30 pm

d He rides his bike to the stadium

at 5 pm

e He plays soccer with his friends at 5.15 pm

f He rides home at 6.30

g He takes a shower at 6.45pm

h He has dinner with his family

at 7 pm

i He does his homework at 8 pm

Homework

(5’)

Task 3:

-Ask students to prepare a speaking lesson talks about their daily routine to tell their class next day

-Pay attention to the teacher’s homework in order to do better

LESSON PLAN

Period: 3

Class: 10A2, A3, A4, A5, C1, C2

Day of teaching: 31/08-05/09/20

Section C: LISTENING

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IX Objectives:

- Skill: Students should understand the value of working and appreciate labour

- Students listen and number the pictures in their correct order

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

X Method: integrated, mainly communicative

XI Teaching aids : Text book, chalk and ruler.

XII Process:

Warm-up+

Before you listen

(10’)

- Ask students to close the books

- Give Jumped words:

C C L O Y, R I E D V, N S S E G E R P A,

D O F O S A L L T

- Ask students to arrange those letters in right orders

- Check some students and mark

- Give some statements:

He has a cyclo

He drives passenger everyday

He usually has meal at a food stall

- Give question: Who is he?

- If you want to know more details about daily activities of a cyclo driver, we will

go to Unit 1- part Listening

(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): (Ba Dinh district, Thanh

Nien district)

- drop(v): when the passenger gets off

the cyclo

- 'pedal (v) = cycle (v)

- 'purchases (n) = the shopping: The

- Close the books

- Listen to the teacher

- Work in groups Key answers:

cyclo-driver-passenger-foodstall

- Listen to the teacher and answer the question:

He is a cyclo driver

- Listen to the teacher and open textbooks

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

- Listen to the T and open their books

- Work in pairs to ask and answer

- Some pairs stand up and report

S1: Have you ever traveled by cyclo?

S2: Yes, I have.

S3: When was it?

S4: Last summer holiday

S5: Is it interesting to travel

by cycle?

S6: Yes, it is.

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

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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

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

- Look at the words and read after T

Listening +

Practice

(20’)

After you listen

(10m)

+ Task 1:

(Aims: Practise listening and ordering picture.)

- 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 Ho Chi Minh 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 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 T or F)

- Have Ss look at the statements and read them in pairs to make sure they

understand 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

- Ask students to open the books

- Ask them to ask and answer questions about Mr Lam’s activities, using the cues below

- Let them work in pairs

- Walk round and help students

- Ask some students to stand up and retell

Mr Lam’s story to the class

- Listen and correct mistake

- Look at the pictures and listen to the T

- Describe the other pictures in pairs

- Listen to the tape and do the task

- Share their answers

- Give feedback

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

Key:

5 – 6 – 1 – 3 – 2 – 4

- Read the statements;

underline the key words in each sentence

- Try to guess whether each sentence is true or false

- Listen and do the task

- Share their answers with their partners

- Give answers

- Listen again and check

Key:

1 F (in Ho Chi Minh city)

2 T

3 F (He takes an old man a ride from district 1 to district 5)

4 F (Mr Lam’s passenger is

an old man)

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

6 F (After lunch time, he parks his cyclo under the tree and takes a short rest.)

- Open the books

- Ask and answer about Mr Lam

A: What’s his name?

B: His name is Lam A: What’s his job?

B: He’s a cyclo driver

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- Ask some students to retell

Mr Lam’s story to the class:

Mr Lam is a cyclo driver in HCM city He usually has a busy working day He gets up

at 5.30 ….

Homework

(5’)

- Ask students to write a story about Mr Lam

- Remember them to prepare Part- Writing

at home

LESSON PLAN

Period: 4

Class: 10A2, A3, A4, A5, C1, C2

Day of teaching: 31/08-05/09/20

Section D: WRITING

XIII Objectives:

1 Knowledge: - Writing about a hotel fire

- The past simple tense

2 Skill: Students read a passage to find the verbs in the past simple and the connectors

Writing a narrative using the prompts

XIV Method: integrated, mainly communicative

XV Teaching aids : Text book, chalk and ruler.

XVI Process:

Warm-up: (5’) - Ask students to keep book close

- Ask students some following questions:

1 Have you ever heard a frightening story?

2 When and where did it happen?

3 How did you feel?

- Check and explain them to the class:

There are a lot of accidents in our lives,

to understand them we learn part Writing ( Aims: to provide sts with the materials (vocabulary, grammar, form) to write)

- Keep book close

- Listen to the teacher and answer the questions

1 Yes, I have

2 It happened when I was young

- It happened in my neighborhood

- It made me frightened

- Listen to the teacher and open the books

While you

write:

(20’)

+ 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

- Look at Task 1

- Read through the passage individually

S: The most frightening experience of the writer's life

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passage:

+ stare death in the face ( explain the

meaning of each word ,then let sts guess the meaning of the whole phrase)

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

- Ask sts to listen and read these words again

- Ask them to read the passage again more carefully and do task 1 in 5 minutes

- Move round to make sure that all sts are working

- Ask them to share their answers with their partners

- Check the task by asking two sts to report

- Give remarks

+ Task 2:

- Ask sts to read the passage again and in groups to do task 2

- Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion

- Ask sts to work in only 2 minutes

- Ask three representatives of three groups

to report

- Check with the class

- Draw the conclusion about writing a narrative

+ 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

(Aims: students practice controlled- 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

when he (she) traveled on a plane

on 14th July 1995.

- Listen and repeat:

- Read the passage again and do task 1

- share the answers with their partners

- report Suggested answers:

+ Verbs used in the past simple:

stared, was, arrived, got, took off, began, thought, were told,

seemed, realized, were, screamed, thought, had, felt, gained,

announced, landed

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

few minutes later.

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