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Lesson Plan English 10- 1st Semester – Le Hong Phong High School Students will be able to: - Improve speaking skills through asking and answering questions about uses of media - Use voca[r]

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Lesson Plan English 10- 1st Semester – Le Hong Phong High School

Week 1 Period 1

Date of preparing: 20 / 8/ 16 Date of teaching /8/ 16

ORIENTATION : GOALS & PURPOSES

I Objectives:

1 Knowledge: overall knowledge of English 10

2 Skills:

3 Attitude: - Actively take part in classroom activities

4 Main points: goals of English 10

5 Competences:

- General Competences: self study, cooperation, communication, interaction, problem-solving…

- Specialized Competences: get the way how to do tasks.

II Teaching preparation

1 Preparation of teacher: Textbook, chalk.

2 Preparation of students: textbook, notebook, pen…

III Activities of teaching and learning

activities Students’activities Competences

I Warm up

1.What is the aim of learning English?

2 What are your methods of learning English

Asks ss to discuss 2 qs:

-Students listen

to T’s explanation about six topics

speaking

II The content

- The book is composed as 6 main topics with 15 units and 6 Tests

(do not learn unit 15)

- 6 main topics:

+ Personal information: school talks, people’s background,

daily activities

+ Education: special education, technology, an excursion

+ Community: the mass media, the story of my village

+ Nature and environment: undersea world, conservation,

national parks

+ Recreation: music, films and cinema, the world cup

+ People and places: historical places

.- introduces the contents, skills and language knowledge

-Listen and takenotes in their notebooks

Knowing the content

III-Test:

1-Check frequency knowledge for the previous lesson.( Oral

tests)

2-Fifteen minutes test (3 times): 1st test will be scored by

Pre-test 10( knowledge from grade 9 and in unit 1,2,3 English 10)

3-One period test (2 tests in each semester: 60%multiple choice,

40% writing )

4-Semester test (Once for each semester)

T introduces the testing

Take note

IV Consolidation+ homework

- the content and the tests

- preparation for the new lesson

IV Questions of evaluating students’ competences

1 Table of description of competence level

Levels

Content

APPLICATION LOW-

APPLICATI ON

APPLICATION

High-Orientation Free discussion

Greeting and introduction Format of the curriculum

4 skills and language knowledge (Vocab, pronunciation and Grammar)

The testing Awareness of the

importance of learning English

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2 Questions/ Evaluating exercises

- What is the content of English 10?

- How is this subject evaluated?

Week 1 Period 2

Date of preparing: 20 / 8/ 2016 Date of teaching /8/20 16

UNIT 1: A DAY IN THE LIFE OF… - Part A: Reading

Allocated time: 45 minutes

I Objectives:

1 Knowledge:

Students will be able to know vocabulary items related to daily routines of farmers

2 Skills: Integrated skills( mainly Reading skills)

- Improve reading skills through guessing meaning in context and answering questions

3 Attitude: It aims to understand more about daily routines of farmers,

4 Main points: vocabulary about the daily activities of farmers, passage information about Mr Vy and Mrs.

Tuyet’s daily activities

5 Competences:

III Activities of teaching and learning

es

I Warm up (7 mins)

- T asks students to guess “ Who am I?”

1 I plant trees or raise cattle

* What is he/ she doing?

* Where is he/ she doing?

Expected answer:

He is working with his buffalo on the farm

New words

+ peasant [['peznt] (n) = farmer (use Picture)

+to lead the buffalo to the field

+to plough and harrow:

+to repair the banks of the pilot of land

(translation):

+ to pump water:

+To take a short rest (translation): to have a

rest for a short time

+ transplant (v):grow rice do the

transplanting

- T asks students to talkabout their dailyroutine, using cues intextbook

- Has Ss work in pairs, look at the picture in the textbook and describe it

- T leads to the new lesson: unit 1: A day in the life of… - Part A:

Reading

- Calls on some Ss to give their answers

talk about theirdaily routine, usingcues in textbook

- Ss answer the questions A farmer

Work in pairs

Use some guides:

where, who, what, how

- Give their answers

Take notes

- nông dân

- dắt trâu ra đồng

II While-reading:(15 mins)

Task 1: Choose the best answer

- Has Ss choose the best option

meaning of

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Lesson Plan English 10- 1st Semester – Le Hong Phong High SchoolExpected answer:

1C, 2C, 3A, 4A

Task 2: Answering the questions

Expected answer

1 He is 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 In the morning he ploughs and harrows his

plot of land, drinks tea and smoke local tobacco

during his break

4 In the afternoon, they repair the banks of

their plot of land Mr.Vy pumps water into it

while his wife does the transplanting

5.Yes, they are because they love working and

their children

- Calls on some Ss to give the answers

- Lets Ss read the questions in the book and underline the key words

- Has students read the passage and find out theanswers in pairs

- Calls on some pairs togive their answers

Do Task 2

read the questions

in the book and underline the key words

give their answers

words in context

Asking andanswering questions

III Post-reading:( 5 mins)

(For good students)

Talk about Mr Vy and Mrs Tuyet’s daily

IV Consolidation and homework:(2 mins)

- the day in the life of a farmer

Summarises the main points of the lesson

- Asks Ss to learn new words and prepare the new lesson

APPLICATION L3

APPLICATION L4

High-Daily activities

of farmers

- vocabulary about daily activities of farmers

- Guessing meaning incontext

Passagecomprehension(Answer thequestions)

Talking about Mr

Vy and Mrs Tuyet’sdaily routines

A Recognition:

Choose the best option A, B or C to complete each sentence

1 We took a short _ for thirty minutes in the middle of the afternoon

A talk B meal C rest D time.

2 I was late for school this morning because my alarm clock didn’t _

A go on B go off C go away D go up

3 Are you contented your present job, Mrs Tuyet?

A to B for C.of D with

4 We talk in a friendly way about our work

A chat B learn C discuss D sing

5 John is not a farmer so he never _

A do the transplanting B do transplanting

C does the transplanting D did transplanting

B Understanding:

1.We had a nice chat over a cup of tea last night

A formal talk B informal talk C serious talk D long talk

2 Doing homework is a student’s daily routine

A thing one rarely does B thing one regularly does

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C thing one occasionally does D thing one never does

3 She’s upstairs getting ready to go out

4 My morning is to get up at seven, have breakfast, then leave home at eight

5 It often takes me twenty minutes ready

A getting B to get C get D- gets

6 Mr.Vy is a farmer and he is very good at _

A ploughed B ploughs C to plough D ploughing

C Low and High application:

Read the passage, then choose the correct answer –a, b c or d.

ROUTINES

Think about your daily life Do you follow the same road to work every day? Do you sit in the same place inclass? When you get dressed, do you always put the same leg or arm in first? You probably do, because we all haveroutines in our lives

Routines save time and energy because you do them without thinking, that's why they are so important in themorning when your brain isn't active Here's Jo talking about her morning routine

'Oh yes I always do exactly the same things 1 wake up at seven o'clock every morning, but I don't get quarterpast seven I switch on the radio and listen to the news Then I go to the loo and I brush my- teeth I have a showerand dry my hair Then I choose my clothes and I get dressed I don't eat anything for breakfast I just have a cup ofcoffee Then I go to work Yes, it's always the same.'

Routines are very useful but they also make you uncreative So sometimes it's a good idea to break yourroutines Get out of bed on the opposite side Listen to a different radio station Take a different route to work Eatsomething different for breakfast Change your routine You never know, it could change your life

1 This passage is mainly concerned with

a our usual ways of doing things b our daily activities

c Jo's timetable d changes in our lives

2 According to the passage, routines are useful because

a we can do them in the morning b they make a habit of never thinking

c they save time and energy d we all have them in our lives

3 The word 'loo' in line 9 can best be replaced with

4 What is the main disadvantage of routines?

a.Routines make us unable to create things or to have new ideas.

b. Routines may change our life

c.Routines make a habit of never thinking before doing.

d. Routines make us do the same things day after day

5 Which of the sentences is true?

a Routines make our brain creative.

b.People who have routines are unable to think.

c We shouldn't break our routines.

d.Our lives could be changed if we change our routines.

Self-evaluation: ………

Week 1 Period 3

Date of preparing: 20 / 8/ 16 Date of teaching /8/ 16

UNIT 1: A DAY IN THE LIFE OF… - Part B: Speaking

I Objectives:

1 Knowledge:

Students will be able to know more about the daily activities of students

- Use vocabulary items related to daily routines and talk about their daily activities

2 Skills: Integrated skills( mainly speaking skills)

- Improve speaking skills through asking for and giving information from a timetable

3 Attitude: It aims to understand more about daily routines of students

4 Main points: vocabulary about the timetable and daily activities of a student,making and answering questions

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5 Competences:

es

1 Check-up: (5 mins) Reading

questions about Mr.Vy and Mrs Tuyet’s daily routines

and give the meaning of new words

2 Warm up: (10 mins) Who knows best?

T leads to the new lesson: unit 1: B:

Speaking

SS have to answerquestions about Mr.Vyand Mrs Tuyet’s dailyroutines and give themeaning of new words

Write down names of subjects in 5 minutes, the group that has the most correct words will win the game

Recalling the previous lesson

T can help Ss remember the ways

to say the time

Match a number A with

a suitable phrase in B-Ss work individuallyand the compare theiranswers with a friend

- match the numbers with words

Rememberi

ng how to say time

S: He has Civic education lesson.

T asks ss to take notes:

+ what time/ lesson

+ have… Lesson

+ at time

+ on days of week

TASK 2: Describe the picture

*What is Quan doing in picture a,b,c… ?

* Is he getting up?/studying his lesson/ watching TV/

going to the stadium by bicycle/ playing football/

coming home/taking a shower/ having dinner/

reviewing his lesson?

*What time does he get up/study his lesson….?

Describe the actions in the pictures

- take a short nap

-T asks Ss to look

at Quan weekly timetable on page 15.Ask and answer questions with a partner, using the information from the timetable

T makes a short dialogue with a student

-T keeps Ss work inpair and asks them

to study the picture

T may help by asking questions such as:

-T goes around the class and provides help if necessary

-T calls on some Ss

Ss look at Quan weekly timetable and work in pairs

Ss substitutes the underlined words from the model with the words in the timetableA: What time does Quan have

Asking and answering about the timetable

Talking about Quan’s activities inthe

c five past eight

d a quarter past seven

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afternoon using pictures

4.Post- Speaking: 5ms

Tell your classmates about your daily routine

only talk about their main / important activities

Sample: Everyday I get up at…

T asks Ss to close your textbooks and tell your classmatesabout your daily routine

-T calls some Ss to present in front of class and give themmark

tell your classmates about your daily routine

Note: Ss only talk about their main / important activities

present in front of class

Talking about your daily routines

Consolidation:-Ask and answer about somebody’s daily

routine

Homework: -Write a short passage about 50 words about

your daily life

- Prepare next lesson LISTENING

T summarises the main points of the lesson

1 Table of description of competence level

APPLICATION L3

APPLICATION L4

of a student

Words about time, days , subject and daily activities

Asking and answeringabout the timetable

Talking aboutQuan’s activities inthe afternoon usingpictures

Talking about yourdaily routines

A Recognition:

1 I leave the house at a quarter past five and arrive in the field at exactly 5.30.

A 10 minutes B 15 minutes C 20 minutes D 30 minutes

2 “ _ do you often go to school?”

- “At 6.30 every morning.”

3 _ class allows students to acquire knowledge about living things.

A Geography B Chemistry C Biology D History

B Understanding, Low and High application:

Talk about daily activities

HỨA THỊ HOÀI THANH

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Teaching date: …./08/2016

UNIT 1: A DAY IN THE LIFE OF… - Part C: Listening

I Objectives:

1 Knowledge: a listening text about a day in the life of a cyclo driver, words related to the topic

2 Skills: Listening skills (listen to a monologue)

- Listening and numbering pictures

- Deciding on True or False statements

3 Attitude: It aims to understand more about daily routines of a cyclo driver

4 Main points: vocabulary: district, routine, drop, purchases, passengers, foodstall, skills to do tasks: numbering

pictures, deciding on T/ F statements and using vocabulary items related to activities of a cyclo driver to talk aboutthis

5 Competences:

1 Check-up: (5 mins) SS have to talk about their

timetable and daily activities

2 Warm up: (10 mins)

He gets up very early

He works in the streets

He gets people from one place to another

He is a cyclo driver.

3 New lesson:

I PRE-LISTENING

Activity1:Ask and answer

1 Have you ever travelled by cyclo?

2 When was it?

3 Is it interesting to travel by cyclo?

4 Which do you prefer, going by bicycle or by

cyclo? Give reasons

Activity 2:Pronounce these words ( textbook)

+ district (n): smaller than a province

Gives the request -T asks ss to work in groups to play Game : Job Riddles

T leads to the new lesson: Aday in the life

of a cyclo driver unit 1C: Listening

- Tell Ss to work in pair to ask and answer the following

questions:

-T can explain these words quickly and asks Ss to listen and repeat

SS have to talk abouttheir timetable anddaily activities

students listen to 3 questions, answer them

Work in pairs

( Students may not have any experienceabout traveling by cyclo, they may know this via TV)

Speaking skills

RecognitionVocabulary about the listening textSts will be able

to know the meaning of words and pronounce them correctly

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+ drop (v):leave somebody at a place

TASK 1: Matching pictures

You will hear Mr.Lam, a cyclo driver in Ho Chi

Minh city, talk about his morning activities The

pictures in your textbook (on page 16) describe

his activites Listen to the tape/ my reading Then

number the pictures in their correct order

Exploit the pictures:

Picture a: the man is driving a cyclo, his

passenger is a lady

Picture b: the man is having a meal at a

foodstall

Picture c: his passengers are 2 pupils

Picture d: he is taking a rest under a tree

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

5.F(He has lunch at a foodstall near Ben Thanh

Market)

6 F(He takes a short a rest)

 III POST- LISTENING

For good students)

Ask and answer about Mr Lam’s activi

Suggested questions:

1 What is the man’s name?

2 What does he do?

3 What time does he start work?

4 Who are his passengers? Is his first passenger

an old man?

5 Where does he have lunch?

6 Does he take a rest?

Cues used to talk about Mr.Lam’s activities

Then T asks Ss to discuss the groups to guess the correct order

of pictures.T presents the situation:

Plays the tape twice and checks the class

Plays the tape the last time and gives feedback

T gives some eliciting questions:

1 Where does Mr

Lam live?

2 Does he usually get up early? What time does he get up?

3 Who is his first passenger? Where

6 What does he do after lunch?

-T asks Ss to read the statements carefully first

-Play the tape again and ask Ss to listen and decide whether thestatements are true or false

-Call on some Ss to explain their answers Tell Ss to work inpairs and ask andanswer questions aboutMr.Lam’s activities

-T goes around theclass and offer help ifnecessary

Listen and repeat after T

Take notes some meaning of new words

Work in group and describe the pictures

in textbookListen to the tape and give their answers

Listen to the eliciting questions, understand task 2 , listen to the tape and decide on T/F statements

Pair-workExpected answers:

1 His name is Lam.

2 He is a cyclo driver.

3 He starts work at six.

4 They are an old man, a lady and two school pupils His first passenger is an old man.

5 He has lunch at

a food stall.

6 Yes, he does.

From above information, retell

Understanding and Ordering the pictures

True/ FalsestatementsAsking andansweringquestions about

Mr Lam’sactivities

Retelling his story

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- Prepare next lesson WRITING

the story in front of class

to the class usingthe given cues

Tapescript: U1-10

Hello everyone, my name is Lam I’m a cyclo driver in Ho Chi Minh City I usually have a busy workingday I get up at five thirty in the morning I start work at six My first passenger is usually an old man I take himfrom District 1 to Distric 5 After I drop him at a cafe’ near Ho Chi Minh City College of Education, I pedal to ThaiBinh Market My next passenger is a lady who does shopping there every two days I help her put all her purchasesinto the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty I ride off toward NguyenThi Minh Khai School There I park my cyclo, chat with some of my fellows and wait for my third passengers Theyare two school pupils, a girl and a boy I take them home At twelve I have lunch at a food stall near Ben ThanhMarket After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon’s work

APPLICATION L3

APPLICATION L4

of a cyclo

driver

Vocabulary about the listening text

Ordering the pictures True/ False

statementsAsking andanswering questionsabout Mr Lam’sactivities

Retelling his story tothe class using thegiven cues

A Recognition:

1/ Ask and answer questions about your daily routine , using the cues below

2/Then I go home, take a short rest and have lunch with my family at 11.30

3/She purchased a number of shares in the company

4/ Mr Lam is a He rides a lot of passengers every day

- Retell about the day in the life of a cyclo driver

- What do you think about the job of a cyclo driver?

UNIT 1: A DAY IN THE LIFE OF… - Part D Writing

I Objectives:

1 Knowledge: vocabulary, tense and useful structures used to write a paragraph about your daily activities

2 Skills: Writing skills ( writing about daily activities)

3 Attitude: It aims to improve writing skills and use vocabulary items related to daily activites to write a paragraph

about daily routines of some people ( a student, a farmer and a cyclo driver)

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4 Main points: vocabulary, structures, outline of a paragraph

5 Competences:

1 Check-up: (5 mins) Asking a student to write 5

new words and retell the story about Mr Lam

2 Warm up: (10 mins)

Complete the sentences with the verbs in the box

1 I get up at 7.15 in the morning

2 I go to the bathroom and brush my teeth

3 I have breakfast in the kitchen

4 I go to school by bus

5 I have five lessons a day

6 I go home at 3.00 in the afternoon

7 I do my homework from 5.00 to 6.00

8 I have dinner at 6.30

9 I read a book in bed before sleeping

10 I go to sleep at 9.30

do my homework brush my teeth go to sleep

get up have five lessons go home have dinner

go to school have breakfast read a book

3 New lesson:

I Pre- writing(10)

Read the passage and answer questions

My daily routine:

My name is Adam I always wake up at 7 o’clock

in the morning then I wash my face and brush my

teeth After that, I do some exercises then I put

my clothes on and prepare my school bag Next, I

have my breakfast and wait for the school bus At

8 o’clock I go to school and start my first class

then I go to the second class After that, I often

take my lunch break and talk with my friends At

around 12 noon I go back home and take a rest

Next, I usually watch some TV and chat with my

family then I do my homework and help my

mother in the house At 9 o’clock I read a book

and go to sleep

Guideline about how to write a paragraph

about daily activities

- use simple present tenses

- list the activities in the order/ chronological

order( from morning to evening)

- use prepositions and connectors: at in…., then,

after that, next…, and…

II While writing( 15’)

Use the cues from reading, speaking and listening

lessons about the daily activities of a farmer, a

Asks sts to write some new words and retell atleast 3 sentences about

Mr Lam

Writes down the exercises on the board and asks sts to

complete the sentenceswith the verbs in the box

Distributes handouts Gives some questions about the sample passage

1 What time does Adam wake up and what does he do after that?

2 What does he do after he does some exercises?

6 What are some connectors?

7 How are sentences

in the passage organized?

8 Which tense is used

to write a paragraph about daily activities?

T instructs the requirements and divides the class into 3

write some new wordsand retell at least 3sentences about Mr

Lam

write down theexercises on thenotebooks andcomplete the exercises

Listen to the questionsand answer, usinginformation in thepassage?

1 At 7 a.m, he washeshis face and brusheshis teeth

2 ,,,

Take notes

Work in groups to write passages

Revising

Knowingsome wordsabout dailyactivities

Getting toknow aboutthe samplewriting andunderstandhow to writethe passage

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student and a cyclo driver to write 3 pagraph

Another task:

Write a paragraph (5-8 sentences) to describe

your daily activities.

Sample writing: "

"Every morning from Monday to Saturday, I get

up at 6 o'clock After breakfast, I go to school by

bicycle It takes me about 20 minutes from my

house to get to my school Usually, I study at

school until 11:30 a.m I return home at noon to

have lunch with my family In the afternoon I

attend English and computer classes I always get

home just in time for dinner at 7:30

p.m." (Marguerita – 16 years old)

III Post writing 5’

Present about your daily activities

IV Consolidation and homework:

(2 mins)

Consolidation:- How to write about daily

activities

Homework : -Complete the writing

- Prepare next lesson Language focus

groups to write about the day in the life of

Mr Vy, Quan and Mr

Being able tocorrect themselves and their partners

Practicing speaking

APPLICATION L3

APPLICATIO

The way to organize ideas in a

paragraph

Writing a paragraphfrom guided cues

Writing freelyabout theirdaily activities

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Write the activities in the correct column have a shower / go to bed / do the homework / go to school / go home / take the bus to school / play games / watch TV / make the bed / brush teeth / have dinner / have

lessons / sleep / have breakfast

-have a shower-go to school-take the bus to school-make the bed-brush teeth-have lessons-have breakfast

-do thehomework-go home-playgames

-have a shower-go to bed-watch tv-brush teeth-have dinner-sleep

1 Knowledge: words pronounced /i:/ or /I/, form, use and adverbs of the present simple

2 Skills: Intergrated skills

3 Attitude: It aims to pronounce words containing sounds/i:/ and /I/, and do exercises related to the present simple

tense correctly

4 Main points: pronunciation of 2 vowels and grammar point of the present simple

5 Competences:

II

Teaching preparation

activities

Competenc

es

WARM-UP: Which team does each word belong to?

PRONOUNCIATION: /I/ - /i:/

sheep ship

/i:/ /I/

1.Presentation:

/I/”: short sound, sound of vowels I when I stands before

one or two consonants (I + consonant + consonant)

Ex:pin /pin/, thing /θiη/ sick /sik/ , idiom /

'idiəm/

/I/: sound of vowels y when y stands at the end of words

(city, country, capacity)

2 /i:/: long sound; sound of vowel e when : e +

-T helps Ss to distinguish two sounds

-Calls on some

Ss to pronounce two sounds

Put words in thecorrect groupsGroup 1: Tim,ship, hit, bit, itGroup 2: team,sheep, heat, eat,beat

Take notes

Practice

Finding thedifferencesbetweeneach group

Knowing some wordswhich are pronouncedwith /i:/

or /I/

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3.Exercise: Pick out the word whose underlined part

is pronounced differently from that of the other

words.

1 A field B heat C meet D head

2 A dinner B drink C dive D children

3 A ready B meat C defeat D beat

Key: 1D, 2C, 3A

GRAMMAR

Presentation

Example: Everyday, I get up at 5.30…

I The present simple tense

1 Form

- Statements: I/ You/ We/ They/ plural N + main

Verb( S/ES)

- Negative: He/ She / It/ Sing N+ auxiliary verb(DO

NOT/ DOES NOT)+ main Verb

-Wh-questions: Wh-word+ DO/DOES+ S+ main

Verb…?

Note: Rules about final V- s/es

a Add “s” to all kinds of verbs -

b Add “es” to the verbs with final: ch, sh, x, s, o and z

c Change “y” into”i”and add “es” when verbs ended

with “y” and before that by vowels

2 Use

a express a habit at present (always, usually,often,

sometimes, occasionally, seldom, rarely, every…….)

Use of Adverbs of Frequency: How often….?

Never rarely seldom sometimes often usually always

0% 10% 25% 75% 90% 99% 100%

- Other adverbs of frequency: every day/week/month…;

once a week/twice a week/ month/ year…

Note: the position of adverbs.

+As a rule: at the beginning

+Usually, sometimes, always : stand after TO BE, and

before ordinary Verbs ,between an auxiliary V and the

main V

b Express the truth, rules

E.x: The Sun rises in the East

PRACTICE:

Exercise 1: Give the correct tense of verbs.

1 I ………(eat) my breakfast in the kitchen every

day

2 These boys often ………(play) football at

weekends

3 It ……… (rain) in the winter

4 She ………(go) to school three days a

1 eat 2 Play 3 rains

4 goes 5 watches 6 studies

Exercise 2 : Put adverbs of frequency in appropriate

place

1.He usually gets up early

2.She is never late for school

Writes down exercises on the board

T asks sts to answerabout their daiy routines

-T asks Ss to work

in pairs and discuss the form and use of the present simple tense, past tense,

- T takes notes on the blackboard

T gives some examples about the positions of adverbsand asks qs

I often get up early

-Ask Ss to compare the answers with a friend

- Give feedback

Do the excercises-Work individuallyWork in pairsWrite and do the exercises

-T asks Ss to revise the adverbs of frequency:

T writes exercises on the board

-T asks Ss to do exercise 2-Feedback and give suggested

pronouncing words and sentences correctly-

Peer correction

Work in pairs to choose the correctword

Answer about daily routines…

Sts answer the eliciting questionsfrom T about how

to form the present simple ( to

be and ordinary verbs)

Sts work in pairs

to do exercises

Being able

to find out the words with different sounds

Revising the form, use and adverbs of present simple

Being able

to do exercises

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3.Lan sometimes practises speaking English

4 Thao is always a hard -working student.

PRODUCTION:

Pronunciation:

I’m ill because I’ve eaten the eel soup

Grammar: Tell about your friend’s daily activities

(2 mins)

answer

Asks ss to translate the sentences

Summarizes the main points of the lesson

Asks ss to do more exercises

Assign homework

Use present simple to talk about routine

APPLICATION L3

APPLICATION L4

Form of the presentsimple

Choosing the word having theunderlined part pronounceddifferently from the others

Choosing the best answers

Practicing words insentencesGiving the correctform of verbs

Pronouncing sounds correctlyUsing the presentsimple to talk about habits, routines

A Recognition:

I.Choose the word having the underlined part pronounced differently from the others

1 a little b fish c meet d pig

2 a interest b it c pea d sit

3 a simple b meat c kick d hit

4 a fasten b sense c smell d rest

5 a niece b tie c lie d die

Practice with these Simple Present exercises:

1 I usually (go) to school

2 They (visit) us often

3 You (play) basketball once a week

4 Tom (work) every day

5 He always (tell) us funny stories

6 She never (help) me with that!

7 Martha and Kevin (swim) twice a week

8 In this club people usually (dance) a lot

9 Linda (take care) of her sister

10 John rarely (leave) the country

11 We (live) in the city most of the year

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12 Lorie (travel) to Paris every Sunday

13 I (bake) cookies twice a month

14 You always (teach) me new things

15 She (help) the kids of the neighborhood

Key: 1 go, 2 visit, 3 play, 4 works, 5 tells, 6 helps, 7 swim, 8 dance, 9 takes care of, 10 leaves, 11 live, 12 travels, 13bake, 14 teach, 15 helps

Ngày 29 tháng 08 năm 2016TTCM ký duyệt tuần 2

1 Knowledge: Form, use and adverbs of the past simple

2 Skills: Integrated skills

3 Attitude: It aims to do exercises related to the past simple tense correctly

4 Main points: grammar point of the past simple

5 Competences:

II

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activities

Competenc

es

Check- up: Give the correct form of verb

1 He (want) _ some coffee

2 It (rain) _ every week

3 My parents (be) _ happy

4 He (sit) _ in the room

5 My house (be) _ small

6 This cat (be) _ black

7 She (go) _ to school everyday

8 Where _ she (go) _ ?

9 Where _ they (go) _?

10 He (have) _ lunch at eleven

Key: 1wants, 2 rains, 3 are, 4 sits, 5 is, 6 is, 7 goes, 8 does…

go, 9 do go, 10 has

I Presentation of The Past Simple:

Example: I went to the bookshop yesterday.

1 Form

- Affirmative: S + V2/ed… S + was/were……

- Negative: S + did + not + V… S + was/were + not…

- Interrogative: Did + S + V….? Was/Were + S ….?

a Express an action happening at a certain point of time in

the past (yesterday, ago, last……, in the past, in 1990)

b Express a set of action happening in the past

II PRACTICE:

Exercise 1: Use the Simple Past

1 He ……….…(live) in London last year

2 They ……… (sell) their house several days ago

3 When………you …….… (see) her ?

4 ………… he come to see you last night ? Yes he came

5 She ……… (meet) me in the street last Sunday

6 I……… (study) music when I was at school

7 They ……… (buy) their house last year

8 They ……….…(walk) to the corner two days

ago

Key: 1 Lived 2 Sold 3 did… see 4 Did

5 met 6.studied 7 Bought 8 walked

Exercise 2: Give the correct form of the verbs in

brackets in two tenses: Simple Present or Simple Past.

T asks sts about what they did yesterday

From the example,

T asks sts to presentthe form, use and adverbs…

T may ask sts to translate some sentences into English by using past simple

T writes down the exercises

Asks sts to work in pairs to do

exercises

T offers help and gives feedback

say how to form regular

or irregular verbsGive examples

Ex: - My father bought this house 10 years ago.

Write down the

exercises

Do exercises as requested

Revising the form of the past simple form

Revising some irregular verbs

Giving the correct form of verbs

Distinguishthe presentand pastsimpletenses

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1 Mr Green always (go) _ to work by bus

2 It (not rain) in the dry season

3 They (not go) to the movies last Sunday

4 My little sister (drink) _milk every day

5 There (be) _ a lot of noise at the fair

yesterday

6 They (give) _ me the letter a few minutes

ago

7 _ you (find) my fountain pen yesterday?

8 They often (thank) me for what I do for

Key: 1 goes, 2 does not rain, 3 did not go, 4 drinks, 5was, 6

gave, 7 Did… find, 8 thank, 9 taught, 10 took

Exercise 3; Task 3 in the textbook

III Production:

Talking about your last holiday

Consolidation and homework

T asks sts to talk about their last holiday using past simple –

Summarises the main points of the lessons : use and adverbs)

Homework: -Do

exercises again

- Prepare Unit 2 lesson 1 READING

Discuss what they did, where they went

Prepare the next lesson

Using past simple in contexts

APPLICATION L3

APPLICATION L4

High-The past simple Form, use and

A Recognition: Write the past forms of the irregular verbs.

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Write sentences in simple past.

1 Janet / miss / the bus →

2 she / tidy / her room →

3 Nancy / watch / not / television→

4 she / read / a book →

Choose "Was“ or "Were“:

1 The teacher nice

2 The students very clever

3 But one student in trouble

4 We sorry for him

5 He nice though

Put the verbs into the simple past:

1 Last year I (go) w ent to England on holiday

2 It (be) w as fantastic

3 I (visit) visited lots of interesting places I (be) w as with two friends of mine

4 In the mornings we (walk) w alked in the streets of London

5 In the evenings we (go) w ent to pubs

6 The weather (be) w as strangely fine

7 It (not / rain) did not rain a lot

8 But we (see) saw some beautiful rainbows

9 Where (spend / you) did you spend your last holiday?

Week 3 Period 8

Date of preparing: 3 / 9/ 2016

Date of teaching : /9/20 16

UNIT 2: SCHOOL TALKS - Part A: Reading

I Objectives:

1 Knowledge:

Students will be able to know vocabulary items related to their school and related problems

- Improve reading skills through guessing words and answering questions

3 Attitude: It aims to understand more about daily routines of farmers,

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4 Main points: vocabulary about school talks

5 Competences:

Content Teacher’s activities Students’ activities Competences

SCHOOL playing games

Problems at school Subjects

- T asks students togive a diagram aboutschool and thendescribe it

- T leads to the new lesson: unit 2: School Talks

- talk about theirschool

Ss can find out many things about school

II.Pre- reading

- Question: When you meet your friend, Which

topics do you often talk about?

Expected answers: Holidays, hobbies,

weather, work and study, entertainment, films,

sports and games, films…

+ narrow (a) /′nærəʊ /# large

+ tobe far from (exp)

+ crowded (adj) with :

+ stuck (a) :

+ traffic (n) :/′træfɪk /

- T ask sts to discuss the question

- Calls on some Ss to give their answers

- Ss answer the questions

- Give their meaning -Take notes

Sts can able to discuss the topics

Guessing meaning of words in context

III While- reading

Task 1:Fill each blank with one of the words in

the box There are more words than needed

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

- T asks students to study individually

- Have Ss compare the answers with a friend

-T gives feedback

- T ask sts to work in pair, read the passage again and answer the questions

- T call on some pairs

to read aloud theanswers in front of the

- Sts work in individually, discuss and give theanswers

Sts work in pair and answer

Knowing vocabulary about the text

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narrow and crowed streets on the way to

school

class

- T gives feedback

IV.POST- READING

Discuss the question

1 What subjects you like best and why?

2 What do you like or dislike doing at school?

3 What do you worry about at school?

Expected answers:

1 I like English best because it is an important

means of international communication - I like

learning Math, Chemistry or Vietnamese

Literature because it’s useful, interesting

2 – doing a lot of homework - Taking part in

social activities - Talking with my parents

3 I worry that many students cheat in

exams/live far from school/difficulty in

speaking English

T tells Ss to work in groups : choose one of the following topics and talk about it in 5 minutes

- Go to different groupsand offer help if necessary

- Give comments

students work in groups to talk about the questions

Ss are able to improve team- working: discuss the questions

V Consolidation and homework: Summarises the main

points of the lesson

- Asks Ss to learn new words and prepare the new lesson.Unit 2:

Reading

Listen

Levels

Content

RECOGNITION L1

UNDERSTANDING

L2

APPLICATION LOW-

APPLICATION L3

APPLICATION L4

High-School Talks - vocabulary about

School

Task 1: Fill in the blank Task 3: Answer the

questions

Discuss thequestions

A Recognition:

1.Most girls have a very narrow view of the world, don’t you think?

2.I study in class 10A with forty-five other students.

3.We live in a small flat above the corner shop in Tay Son Street.

4 I study many subjects such as Math, Physics, Chemistry, Biology, Vietnamese Literature, History, Geography

etc

5 Approximately half the people interviewed were in manual occupations

A career B profession C jobs D all are correct

B Understanding:

Use the word in brackets to complete these sentences

languages narrow crowded stuck about

1 Don′t worry about me I’ll be fine.

2 Can you speak any other languages besides English.

3 The truck could not take that road because it was very narrow

4 Our coach was stuck in a traffic jam and got to Heathrow forty minutes late

5 The store was crowded with shoppers

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Read the passage, then choose the correct answer –a, b c or d.

The relationship between a teacher and a student can be good or bad, helpful or harmful Either way, the relationshipcan affect the students for the rest of his life

In order to have a good teacher-student relationship, it is important that the teacher and the student respecteach other If the teacher is too strict, he frightens the student The student will not learn well On the other hand, ifthe teacher is too friendly and permissive, the student may become lazy and stop working hard The teacher’sattitude and approach should be between these two extremes He should encourage the students without forcing orpunishing him to learn He needs patience and understanding It is part of the teacher’s job to help develop a goodpositive attitude in his students As for the student, in order to have a good relationship with his teacher, he mustalways show his proper respect He should be eager to learn and willing to work hard If he learns from the teachermodestly, he will be able to profit fully from his teacher’s knowledge and assistance

41: The relationship between a teacher and a student is considered very important because it _

A can be either good or bad B it’s very harmful to the student

C makes the student unsafe D has great influence on the student’s life

42: One of the most important factors for a good teacher-student relationship is the mutual _

A responsibility B respect C support D understanding

43: In order to have a good teacher-student relationship, the teacher _

A should force the student to learn B needs patience and understanding

C should be too friendly and permissive D ought to strict

44: In order to have a good teacher-student relationship, the student _

A must be a hard-working person B must always support the teacher

C must always be a gifted person D must always be an excellent person

45: According to the passage it’s true that _

A the student always profit fully from his teacher

B the student must thank for his teacher’s knowledge and assistance

C the student must always show his proper respect to his teacher

D the teacher himself needs to develop a good positive attitude

Week 3, Period 9

Date of preparing: 3 / 9/ 2016 Date of teaching : /9/ 20 16

UNIT 2: SCHOOL TALKS - Part B: Speaking

I Objectives:

1 Knowledge:

Students will be able to know more about some common expressions in making small talks

- Use vocabulary items related to start and close a conversation

2 Skills: Integrated skills( mainly speaking skills)

- Improve speaking skills through making questions and giving responses in small talks

3 Attitude: It aims to understand more about starting and closing a conversation

4 Main points: make small talks

5 Competences:

2 What subject does Phong like best?

II Warm up: Jumbled words

1 has, nice, to, you, talking, been, It.

call on Ss to write some vocabularies and answer the questions:

- ask Ss to work in groups and rearrange

SS have to answerquestions aboutschool talks and givethe meaning of newwords

-Rearrange 4 sentences

Recalling the previous lesson

Sts can put thewords in the

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2 weekend, Did, nice, have, a, you?

3 up, later, Catch, you, with.

4 school, everything, How, at, is?

the jumbled words to make complete sentences

- correct and ask Ss togive what is the open

or end a conversation

=> T leads to newlesson: Today, we willpractise speakingconversation havingstarting and closingconversation

minutes, the group that has the most correct sentences will win the game

correct order

III PRE-SPEAKING

Task 1: These expressions are commonly used

in making small talks Place them under the

appropriate heading Then practise it with a

partner.

Starting Closing

- Good morning/Hi - Sorry, I’ve got to go.

- How’s everything Talk to you later

at school? - Goodbye, See you

- Hello, how are you? later.

- Hello!What are you - Great.I’ll see you

-Sts work in pairsand put theexpressions whichare commonly used

in making small talksunder appropriateheading

Sts are able to know some expressions to start and close

a conversation

IV.WHILE- SPEAKING

TASK 2: Rearrange the following sentences to

make an appropriate conversation and then

practise it with a partner

1.D 4.H 7.G

2.F 5.E 8.A

3.B 6.C

TASK 3: Complete the following conversation

with suitable words, phrases or sentences in the

box and then practise it with a partner

A What’s the matter with you ?

B I feel tired.I’ve got headache.

A You’d better go home and have a rest

- ask Ss to work inpairs to rearrange thesentences to make anappropriate

performance and give feedback

- ask Ss to work in

pairs : Complete theconversation withsuitable words, phrases

or sentences in thebox

- calls on some pairs topractise the completedconversation in front

of the class

-Sts practice a conversation

-Sts complete the conversation and practice in pairs

Making a conversation

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TASK 4: make small talks on the following

topics , using the starting and ending of a

conversation

Model Topic: Football

A: Hi How are you?

B I’m fine Thank you Did you watch football

match last night?

A: No, I did not I had to finish my homework

.Is there anything interesting?

B:yes Ronaldo play very well and score a goal

A: Oh, it’s a pity!

B:You can be able to watch the repeated

- + the weather + last night’s TV programmes

+ football + plans for next weekend

-call on some pairs to

conversation in front

of the class

-Represent each group 2 sts to talk about their topics

Sts can make a small talk, using the starting and ending of a conersation

VI Consolidation and homework:

T summarises the mainpoints of the lesson

T asks sts to make a small talk

_Prepare next lesson:

Listening

Listen

APPLICATION L3

APPLICATION L4

-Make a conversation

- Complete the conversation

Make small talk onthe topics

A Recognition:

1.Which of these expressions is commonly used when people start a conservation?

A Goodbye See you later B Hello What are you doing?

C Well, it’s been nice meeting you D Great I’ll see you tomorrow

2 A: Sorry, I’ve got to go Talk to you later B: “………”

A Hi How is school? B Hello How are you?

C Goodbye! See you later D Hello What are you doing?

3 Lan: “Hello.How are you?”

Hoa: “………”

A Catch you later B Hi Fine, thanks.And you?

C Nice to see you again

4.Mary: “Would you like a cup of tea?”

1 Peter: “……….”

A No,thanks B Sorry,I’ve got to go C Catch you later.

Make small talk on the topics

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Date of preparing: 3 / 9/ 2016

Date of teaching : /9/ 20 16

UNIT 2: SCHOOL TALKS- Part C: Listening

I Objectives:

1 Knowledge: listen mini conversations about daily topics such as study at school, weather and travelling, words

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