Giáo án Tiếng Anh lớp 10 Cơ bản trọn bộ

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- To remind students of words often used to talk about daily routines.

• Methods and materials

Integrated, mainly communicative, textbook, chart

T shows sts the picture in the textbook

page 12 to lead in

T: Who do you think he is?

What do you think he is doing?

What do you think he often does

during his day?

Sts look at the picture and answer T’squestion

He’s a farmer

He’s with a buffalo

He often plants rice, raises chickens,ducks…

10’ Presentation

T gives sts some new words needed to

understand the passage

- plot of land – translation

- take a rest – situation – translation

- transplant (v) describe the action in

* Task 1: multiple choice (synonyms)

T: explain more about other choices

* Task 2:

answer questions in textbook page 16

Sts do the task

* 1 goes off – rings

2 to get ready – to prepare

3 chat – talk in a friendly way

4 contented with – satisfied with

* 1 He’s a farmer

2 He gets up at 4:30 and then he goes

to the kitchen to boil some water for hismorning tea

3 He ploughs and harrows his plot ofland, drinks tea with his fellow peasants

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* Task 3: fill in the chart

and smokes local tobacco during hisbreak

4 They go to the field again Mr Vypumps water into it and Mrs Tuyetdoes the transplanting

* Sts: fill in the 3rd column

7:4510:3011:302:30

6:30 pm7:30 pm

Mr Vy gets up, goes to boil water,drinks tea, has breakfast, leads thebuffalo to the field

leaves the housearrives in the field, ploughs and harrowshis plot of land

take the a short rest

goes home

has lunch with his family

Mr Vy and Mrs Tuyet go to the fieldagain: repairing the banks, pumpingwater inside and transplanting

- To let students practice asking and giving information from a timetable

- To get accustomed to the use of present simple tense to talk about daily routines

Integrated, mainly communicative

T asks sts some questions

Do you often do morning exercises?

What time do you often do morning

exercises?

Sts answer the questions

(answer may vary)5’ Presentation

T gives sts key structures for talking Sts make some examples

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about a timetable and daily routines.

What time do/does V ?

talk about Quan’s activities

T gives some extra words

ride to the stadium

ride home

take/ have a bath

* Task 3:

Talking about sts’ own daily routine

T asks sts to get information from their

partner and report to the whole class

* Sts practice the task in pairs

*Sts practice individually for publiccheck

* Sts practice in pairs then one willreport his partner’s daily routines

5’ Consolidation

Go over the ways of asking and giving

information from a table and talking

about daily routine

* Supplement after piloting the plan:

Integrated, mainly communicative skills, pictures in textbook

T supplies sts with the sound form,

spelling form and meaning of some new

T asks sts to think about the words they

may hear from the six pictures

* Sts listen and number the pictureaccording to what they listen to

1.e

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15’ * Task 2:

Deciding True or False

T asks sts to pay attention to words that

may be wrong

1 Mr Lam lives in district 1

2 Mr Lam usually gets up early

3 After he gets up, he rides his cycle

from District 5 to District 1

4 Mr Lam’s first passengers are 2

pupils

5 Mr Lam has lunch at home with his

family

6 After lunch, Mr Lam immediately

goes back to work

After listening - Consolidation

T asks class to talk about Mr Lam’s

activities with cues

4 F (an old man)

5 F (at a food stall)

6 F (take a rest and continue hisafternoon’s work)

Sts ask and answer using cues

Name (what)Occupation (what)Start work (what time)Passengers (who)Lunch (what time)(where)Rest (where, Yes/no)

Mr Lam

A cycle driver6:00 a.m

an old man, a lady, 2 pupils

at twelve

at a food stallunder a tree, short rest

- To help make students acquainted with the stages of a narrative

- To remind students of the use of last Simple tense and then in a narrative

Integrated, mainly communicative skills Textbook

• Anticipated problems

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer5’ Warm up

T asks some sts to answer question:

- What did you do yesterday?

- How did you do that?

Sts answer T’s questions

5’ Presentation

T presents sts the definition of ‘event’,

‘climax’ and ‘conclusion’ and remind

sts of the use of Past simple tense in a

Sts listen and imagine the form of anarrative

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* Task 1: listen verbs used in the past

form and connectors

T explains more about connectors

- when/ just when

- at first

- a few minutes/ one hour later

* Task 2: Identifying

-Events: some details of the narrative

-Climax: the most important, thrilling,

T asks sts to write individually then

read their narratives for public check

(provide help anytime needed)

* Sts do the task individually thencompare their answers

Verb: stared, was arrived, began,screamed, seemed, announced, realized,were landed, took off, got, thought, felt,were told

* Sts do the task in groups-Events: got on the plane the plane took off the plane began to shake the plane seemed to dip people screamed in panic-Climax: they thought they had a fewminutes to live

-Conclusion: “a few minutes later .safely”

Sts report their groups’ result

Sts write their narratives then red them.(sts narratives may vary)

5’ Consolidation

T goes over the form of a narrative and

the use of the past simple tense in it and

- To help students distinguish /1/ and /i:/

- To recall the usage of present simple, adv of frequency and past simple

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and identify the difference

2’

7’

PronunciationPresentation

T tells the difference between /1/

and /i:/ and pronounce examples

Practice

T asks sts to pronounce the sentences

Sts practice the examples

Sts say the sentences correctly

T reminds sts of the usage and form of

present simple and past simple tense

together with some adv of frequency

often used in present simple tense

Practice

* Exercise 1: Simple Present tense

T asks sts to fill in the blanks with the

verbs in the box in present simple

tense

* Exercise 2:

Adding adv of frequency

T explains more about meaning of

some new adv and position

- as a rule _ at the beginning of

sentences (translation)

- normally/ occasionally (translation)

* Exercise 3:

Supplying past simple form

Sts supply the usage, form of the tensesand meaning of the adv of frequencysupplied by T

T goes over the difference between /1/

and /i:/ and the use of Present/ Past

Simple tense with advs of frequency

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- To instruct sts to read for exact information and reach passage comprehension.

• Procedures

T asks sts to talk to each other in 5

minutes and then asks them what

they’ve just talked about

Sts talk to each other then answer T’squestions

10’ Presentation

T supplies sts with some new words

- other

- study/ learn (meaning distinguish)

- international (adj) language (n)

- have to (translation)

- hard (adv, adj) (translation)

- be far from sth (translation)

- worry about sth (translation)

- narrow (adj) & crowded (adj)

- has to get up early

- lives far from school

- loves working with children

- loves learning English

- ride a bike to school

- studies at a high school

- teaches E at a high school

- worries about

* Task 3: answering questions

Sts read the three passages

* Sts do the task individually

* Sts answer questions in pairs

1 He studies at CVA high school

2 He studies many subjects such as

3 Because it is an internationallanguage

4 She says that teaching is a hard workbut she enjoys it because she lovesworking with children

5 Because his son has to ride his bike innarrow and crowded street on the way

to school

7’ More Practice

Sts talk to their partner about

- The subject they like

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- The things they like & dislike doing atschool.

- The things that worry them

- To teach students to start and close a small talk about some certain topics

• Procedures

T asks sts some questions

- What do you often talk about at

school?

- What do you often talk about and how

they could make small talks

T shows what they often talk about and

how they could make small talks

Starting - discussion - closing

* Task 1:

Deciding starting or closing

T asks sts to work in pairs placing

expressions under the appropriate

heading

T explains what are often in starting and

closing, explains the difference

between:

‘nice meeting’ (close)

‘nice to meet’ (start)

Sts do the task and practice those

- Starting a conversationGood morning/ HiHello, How are you?

Hello What are you doing?

Hi How is school?

How’s everything at school?

- Closing a conversation

Sorry I’ve got to go Talk to you later.Well, it’s been nice meeting you

Goodbye See you later

Great I’ll see you tomorrow

Catch you later

7’ Practice* Task 2:

Rearranging sentences to makes a

conversation and practicing the

conversation

Sts do the task in pairs

1 D Hi Minh Did you have a niceweekend?

2 F Hello Quan Yes i did It was great

3 B What did you do?

4 H I went to Lan’s birthday party Thefood was good and the people wereinteresting What did you do, Quan?

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10’

* Task 3:

Complete sentences with provided

words and phrases

* Task 4:

Making small talks on the weather/ last

night’s TV programs/ football/ plan for

next weekend

5 E Oh, I stayed at home and did myhomework

6 C Where are you going now?

7 G I’m going to the library to borrowsome books Sorry I’ve got to go Talk

to you later

8 A Bye See you later

1 What’s the matter with you?

2 awful/ tired/ sick

3 a cold/ a headache/ a backache/ atoothache

4 you should/ ‘d better go home andtake a rest

Sts practice in pairs with expressionsgiven in task 1

- To give students more practice in catching the whole ideas and word filling

• Procedures

T gets 2 sts to make a small talk in front

of the class about the topic they like

using expressions of starting and

closing conversation in the Part of

speaking

2 Sts make a small talk

5’ Presentation

T gets sts to guess sth about the four

pictures and give some expecting new

4.b5.d10’ Practice* Task 1: Numbering pictures Sts do the task

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5’

T asks sts to number the pictures with

words previously guessed

* Task 2:

Answering questions

T asks sts to listen again and answer the

questions

* Task 3: Filling in the blanks

T lets sts listen to the last conversation

to fill the blanks with the words they

1 She takes English

2 She’s in Miss Phuong’s class

3 She’s at a party now

4 He stays there for a week

5 No, she doesn’t She travels alone

Sts listen and do the filling

After you listen

T lets sts talk freely about the problem

they have at school

T goes around to provide help where

- To help students know what often exist in a form and how to write a form properly

Integrated, mainly communicative skills A form in English

T shows things they often write in a

form and asks them to use certain

questions to get those information

* Task 2:

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T explains more about certain things

they should do when filling a form

- Name of block capitals

- Signature

- Deleting choices

- Ticking and crossing

f What’s your surname?

e When were you born?

g Where were you born?

b Where’ve you living at the moment?

c Are you single or married?

a What do you do?

Sts listen and do as instructions say.ex: PETER

How many hoursWhat date ofstarting

/ MissBROWNMARRYLondonEnglishEnglish

350 Oxford StStudent

T goes over all things that could be seen

in a form and the way to fill in the form

- To help students distinguish /^/ and /a:/

- To help them review WH-questions and learn some more cases of Gerund and To-inf

Integrated, mainly communicative skills

• Procedures

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T asks sts to pronounce ‘love’, ‘car’ in

the sentence ‘I love my car’

Sts pronounce the sentence

2’

5’

PronunciationPresentation

T pronounces /^/ and /a:/

Distinguishes them with examples

Practice

and look for /^/ and /a:/ Sts practice the 2 vowels in sentences.5’

10’

GrammarPresentation

T supplies sts with wh-words and the

form of a wh-question with translation

of wh-question

What/ who + be/aux + S + (V)?

(Wh-words are not Subjects)

What/ who + V?

(Wh-words are Subjects)

Practice

* Exercise 1: Making questions

T asks sts to make questions for the

given responses

* Exercise 2:

Fill in the blank with -ing or to-inf form

of verbs

T asks sts to do the exercise and

explains more of the meaning

1 expect (translation)

2 avoid

3 have trouble

4 practice

5 stop (and stop + to-inf)

6 try (and try + to-inf)

Completing sentences with Gerund or

to-Inf form of verbs given in the box

1 When did you come?

2 How long did you stay here?

3 Who did you come with?

4 Where do you live?

5 Why do you like learning English?

6 What time is it now?

7 How many children do you have?Sts do the exercise

to heargoingrememberingdoing

worrying

to pay

to govisitingseeinghearing

to gowaitinghaving

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to call

to lendtalking

to post1’ Consolidation

T goes over the Wh-words given and

Verbs that go with gerund and to-Inf

Integrated, mainly communicative skills Textbook (pictures)

• Procedures

T asks sts the questions in textbook:

1 Can you name some scientists and

their specializations?

2 Have you ever heard of Marie Curie?

3 What do you know about her?

Sts answer the question

(answer may vary)

7’ Presentation

T presents sts with some new words

- be born: (example - guessing)

- science - scientific - scientist

- mature (adj) (translation)

- (im)possible (adj) (situation guessing)

- interrupt (v) (translation)

- realize a dream (translation)

- degree (n) (situation, guessing)

- die - dead - death (translation)

- take up (translation)

- determine (v) (translation)

- ease (v) (translation) - easy (adj)

- make O Inf (translation)

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10’

T asks sts to match new words with

their meanings

* Task 2: True / False

T asks sts to tick t or F (why?)

* Task 3: Answering questions

T asks sts to answer the questions

1 She was born in Warsaw onNovember 7th, 1867

2 She’s brilliant & mature student

3 She worked as a private tutor to savemoney for a study tour abroad

4 She was awarded a Nobel prize inChemistry for determining the atomicweight of radium

5 No, it wasn’t Her real joy was

“easing human suffering”

10’ Consolidation

T asks sts to work in groups finding

proofs for her 5 characteristics: strong

willed, intelligent, ambitious,

• Procedures

T asks sts what is mentioned in the

background of Marie Curie Sts look through the passage andanswer

- date and place of birth

- education, work

- prize, live

- family

7’ Presentation* Task 1:

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T asks sts to work in pairs deciding

which items are about people’s

background

T supplies more of the things sts can

talk about for a background

Sts, in pair, do the task

- family, education, appearance

15’

Practice

* Task 2: Role play

T asks to make up questions and

answers according to the cues to get

their friends’ background

- Greeting: Hello, Hi, Good morning

- Date/ place of birth:

when/ where were you born?

- Home/ address: where do you live?

- Parents/ brother(s)/ sister(s):

How many you have?

What does she/ he do?

- Primary/ secondary school?

What did you go to?

- School work/ favourite subjects

Are you good/ bad at ?

What do you like (best)?

(T elicits the questions from the sts and

then lets them practice in pairs)

* Task3: Reporting

T asks sts to report about their partner in

the form of simple sentences

Sts work in pairs, take turns to be theinterview

Sts talk about their partners

Integrated, mainly communicative skills Cassette player

• Procedures

T asks sts to work in pairs answer

questions in textbook Sts answer questions in pairs.

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1 Can you name some Olympic

champions?

2 What would you like to know about

these people?

3’ Presentation

T lets students listen and repeat words

and expressions from the conversation

- Olympic champion

- sport teacher

- teacher’s diploma

- love story - romantic

Sts listen and repeat

12’

10’

Practice

* Task 1: True or False

1 In 1995, Sally joined the SSC

2 There are 5 people in her family

3 She has a lot of free time

4 She likes not only sports but also

reading

5 She wants to be a writer

* Task 2: Gap filling

T asks sts listen to the conversation

again to fill in the blanks

Sts listen and do the task

T asks sts to work in pairs asking and

answering questions about Sally

according to the cues:

Sts ask and answer using cues

(students’ questions and answers mayvary)

2’ Consolidation

T goes over the things they can collect

from the conversation

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Integrated, mainly communicative skills Textbook.

• Procedures

T asks sts some questions:

- What is a curriculum vitae?

- Have you ever written one?

2’ Presentation

T explains some new words:

- attend (v) (translation)

- pass (v) (situation, translation)

- previous (adj) (translation)

- as (prep) (translation)

- travel agency (translation)

Sts write down the words andexpressions

15’

13’

Practice

* Task 1: Paragraph writing

T asks sts to read the CV and write a

paragraph about Mr Brown with cues

* Task 2: Filling in a form

T asks sts to fill in the form in pairs

using questions

What’s your name?

When/ where were you born?

What school did you go to?

What exams did you pass?

What job did you do?

What do you like?

* Task 3:

Write a paragraph about someone else

T asks sts to ask and answer the above

questions about a person one know

well

Sts read the CV and write a paragraph

Sample Paragraph

Mr Brown was born on in He went

to school and passed exams in Heworked as a from to And from

T goes over the form of a CV and

questions used for writing a paragraph

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- To help students distinguish /e/ and /%/ and consolidate the Past simple tense and Pastperfect tense.

Are you a bad man or bed man?

Then distinguish ‘man’ and ‘men’

Sts listen and distinguish

2’

5’

PronunciationPresentation: /e/ and /%/

T tells sts the difference between /e/

and /%/ through ‘men’ and ‘man’ then

lets sts practice the 2 sound in

examples

Practice

and say where /e/ and /%/ are

Sts pronounce the examples bed - bad

said - sad met - mat send - sand pen - pan

Sts pronounce the sentences andunderline /e/ and /%/

T explains the form and usage of Past

Perfect

Form: had + Past Participle

Usage:

An action that finishes before a point

of time in the past

Practice

* Exercise 1: Past Perfect form

T explains more about why PP tense is

used in the sentences

* Exercise 2:

Past perfect vs Past simple tense

T explains why Past Perfect or Past

1 had just finished - came

2 had seldom traveled - went

3 went - had already taken

4 managed - had gone - got

5 had just got - phoned - had been

had climbed  climbedhad turned  turnedhad called  calledhad heard  heardalready went  had already goneConsolidation

T goes over /e/ and /%/ and Past

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T lets sts listen to the rape and fill in the

blanks with correct words Sts listen and fill in the blanks.1 on 15th January 1929

7 the black free movement

8 walked to Washington to hear hisfamous speech at the

Use the correct forms of the verbs to fill

DOP : 13/10/07

DOT : 15/10/07

• Aims

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To give students more knowledge of special education through reading.

• Objectives

- To help students to get meanings of new words in context and be accustomed ofextensive and intensive reading

• Procedures

Time Teacher’s activities - Content Sts’ activities - possible answer5’ Warm up

T lets sts look at the Braille Alphabets

and answer questions about it

- What is it? What’s it used for?

- Where is it often used?

10’ Presentation

T supplies some words sts may need to

understand the passage

- be different from: (explanation)

- disabled (situation, explanation)

- deaf (adj) (explanation, translation)

- dumb (adj) (explanation, translation)

T asks sts to read the passage in silence

and do the task

* Task 1: Matching

T asks sts to match new words/ phrases

with their meanings

* Task 2:

Multiple choice

T asks sts to read the whole passage to

decide on the multiple choices

T asks sts to make a summary of the

passage by filling in blanks with words

they can seek in the passage

T goes over the words and ideas from

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(answers may vary)

7’ Presentation* Task 1: Filling in the blanks

T introduces questions used in an

interview in task 1 and asks sts to fill in

the blanks in the interview with suitable

* Task 2: Making interviews

T asks sts to make ones by asking and

answering questions in task 1

* Task 3:

Reporting interviews

T asks sts to tell the whole class what

they know about their partners

Sts prepare for public check

10’ Consolidation

T asks 2 students to make an interview

with public check

T then introduces to them photography

-Sts list some action

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as an action the disabled can do easily.

7’ Presentation

Before you listen

T gives some explanations of the words

and asks sts to fill in blanks with those

T lets sts listen to and repeat the words

that appear in the passage

Sts write down the words and fill in theblanks

Sts listen and repeat

15’

Practice

T lets sts read the statements carefully

and then listen to the tape

* Task 2: Gap filling

T asks sts listen to the part in the

textbook and fill in blanks with words

Sts read and do the task

After you listen

T asks sts to retell the story about the

• Procedures

T points at the brochure and asks

students some questions

- What is it?

Sts answer the questions (answer mayvary)

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- What does it say?

- How is the information?

- Do you think the information in it is

true?

10’

Presentation

T asks sts to write something often

written in a letter of complaint

* Task 1: Completing a dialogue

T asks sts to work in pairs filling the

blanks with facts concerning

information in the advertisement

T gives some explanations that help sts

The room is air-conditioned

The air-conditioned room

1 I’m not happy with it

2 Not all the teachers / all of them arenative

3 That’s not true

My class has

4 I don’t I have to pay them

5 Not all the rooms are air-conditioned

Completing a letter with complaints

T asks sts to look at the form of the

letter and fill in the letter with

complaints concerning the points

T reminds sts of the form of a normal

letter and that of a letter of complaint

- Grammar: the + adj; used to + Inf: which as a connector

• Procedures

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T asks sts to distinguish the 2 words:

On top of the statue, there was a torch

Sts distinguish the 2 words

3’

7’

PronunciationPresentation /4/ and /0:/

T helps sts distinguish the /4/ and /0:/

in ‘top’ and ‘torch’ and lets them repeat

the example

Practice

T lets sts listen and repeat the sentences

after the tape

Sts pronounce the words

Sts repeat the sentences

T gives some explanation of the 3 point

- The + adj = collective noun

(*) be/ get used to V-ing

- which - Relative pronoun

T asks sts to fill in the blanks with ‘used

to’ and a proper verb

(T explains more why ‘used to Inf’ is

used)

EX 3: Which - connector

T asks sts to match A with B using

‘which’ to make a new sentence

Sts give more examples

Sts give examples using “used to Inf”for past habits

Sts remember the differences

1 used to smoke (gave up)

2 used to have (sold it)

3 used to live (come to live in)

4 used to eat (rarely now)

5 used to be (not any longer)

6 used to take (40’  an hour)

7 used to be (it closed )

8 used to go

2 d

3 f 4 g5 a 6 d7 b2’ Consolidation

DOP : 21/10/07

DOT : 23/10/07

• Aims

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Giving students more reading practice and knowledge in the field of technology.

• Objectives

Training students in getting the subject of a passage and comprehending a passagethrough cues

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer5’ Warm up: Matching

T asks sts to work in pairs matching

words/ phrases with numbered items

Sts do the matching

1 D

2 E 3 G4 C 5 A6 F 7 B8 H10’ Presentation

T presents sts with some words/

phrases:

- part (n) (illustration, translation)

- pay bill (phr) (translation)

- device (n) (translation, example)

-hardware(n)(explanation, translation)

-software(n) (explanation, translation)

- speed (v) (up) (example)

(n) (translation)

- accuracy (n) (example - translation)

- electronic storage (phr) (translation)

- type - print (v) (action, translation)

- interact (v) (with) (translation)

* Task 2: Best title

T asks sts to decide which title is the

best one

* Task 3: Answering the questions

T asks sts to work in pairs asking and

answering questions using cues

Sts do the task

1 c

2 e 3 a4 b 5 d

Sts read the whole passage and decide:

C What can the computer do?

1 It can help us visit shops and places

of interests, pay bill, read books,newspaper , receive e-mails or evenorders, send e-mails, learn and so on

2 Because it is capable of doinganything you ask It’s an accuratecalculating machine, an electronic store,

a magical typewriter, a personalcommunicator and it’s used forentertainment

5’ Consolidation

T helps sts to go over the common use

of computers which are mentioned in

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Integrated, mainly communicative skills Pictures

• Procedures

T shows sts pictures of some modern

inventions and asks sts their names Sts give their names.

5’ Presentation

T gives sts the way to ask and answer

about the uses of sth

A is used for V-ing

to InfWhat is A used for?

Can you tell me what A is used for?

Sts give some example based on thestructures given

* Task 1: Asking and answering

T asks sts to ask and answer about the

* Task 2: Completing sentences

T asks sts to use verbs in the box to

complete sentences

* Task 3: Rearranging

T asks sts to work in groups rearranging

ideas in task 2 in order of importance

and give reasons for their

rearrangement

* Task 4: Talking about the uses of

information technology using ideas in

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T lets sts use the 4 structures to talk

about technology and its uses

• Procedures

T shows sts pictures of modern

inventions and asks them how often

they use those things

5’ Presentation

T lets sts listen to and repeat the word

(with some explanations if necessary)

worried

refused memoryexcuse VDUheadache

Sts listen and repeat the words

10’

Practice

T lets sts listen to the tape

T lets sts read the statements carefully

then listen to the tape to tick T or F

After you listen

T asks sts to retell the story of the man

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• Objectives

To help sts write an instruction (a set of)

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer

5’ Warm up

T asks sts to rearrange a set of

pictures instructing how to use public

Understanding sets of instructions

T asks sts to see if their arrangement

is correct

Task 2:

Finding out connectors and

imperative forms

- connectors (used to link sentences)

- imperative (used to order, request,

demand )

T then tells sts that connectors and

imperative forms are used in an

instruction

Sts read and show understanding of theinstruction

Sts do the task in groups

- Connectors: first, next, then, until

- Imperative: lift, listen, press, insert,wait, dial

10’

15’

Practice

Task 3: Answering questions

T asks sts to answer questions about

how to use a TV and remote control

Task 4: Write a set of instruction

T asks sts to write a set of instruction

using the ideas, connectors and

imperative forms in task 2 and 3

1 If you want to operate the TV with the

RC, make sure the cord is plugged in andthe main is turned on

2 To turn on/ off the TV, press Powerbutton

3 To select a program, press programbutton

4 To watch VTV 1, 2, 3, 4, press buttonnumber 1, 2, 3, 4

5 To adjust volume, press volume button

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• Objectives

Pronunciation: /$/ and /u:/

Grammar: The Present Perfect and Passive form

Relative pronoun: who, which, that

• Procedures

T asks sts to say a sentence:

Don’t put your food on my table Sts pronounce the sentence.

3’

5’

PronunciationPresentation: /$/ and /u:/

T tells sts the difference between

them and asks then to pronounce the

examples

Practice

T asks sts to practice the sentences

Sts practice the sound

10’

7’

8’

Grammar - VocabularyPresentation

T asks sts to recall the Present Perfect

and Passive Form of PP

A: S + have/ has + V3

P: S + have/ has + been + V3 + by O

T asks sts to recall the Relative

pronoun and Relative clause with

who - which - that

Practice

EX1: Writing sentences

T asks sts to write sentences using

Present Perfect tense

EX2: Writing sentences

T asks sts to write sentences using PP

with Passive form

Sts give examples

Sts do the task

1 Tam has opened the door

2 He has turned/ switched on the TV

3 He has tidied the house

4 He has cleaned the floor

5 He has switched on the light

6 He has put/ laid 2 bottles of water onthe table

4 Thousands of people have been killed

in the forest fire

5 About houses have been destroyed inthe earthquake

6 More films have been thrown inHanoi since June

7 Their hands have been washed and

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7’ EX3: Fill blanks with WHO,

WHICH, That

dried on a towel

8 Another book has been read by thestudents

9 Some ink has been spilt on the carpet

10 She has been shown how to do it.Sts do the task

3’ ConsolidationT goes over the difference between /

$/ and /u:/, the Present perfect and

Passive form of it, Relative pronoun

To train sts in comprehending the whole paragraph and doing with details

Integrated, mainly communicative skills Pictures, charts

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer7’ Warm up: Before you read

T shows sts 4 pictures of 4 places and

their descriptions and tells them to

match and answer which they would

T supplies sts with some new words

- have (time) off: (explanation)

- cave (n) (picture - translation)

- trip (n): go on a trip/ excursion

- weather (n)-problem(n) (translation)

Sts take some examples if necessary

5’

10’

Practice

T lets sts read the passage carefully

and then do the task following

Task 1: Multiple choices Sts do the task

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10’ Task 2: Answering questions.

1 Where are Lan and her classmates

going on a trip?

2 Why are they visiting some caves?

3 How far is T Pagoda from their

1 When they have some days off after thefirst term

2 Because they want to understand theirgeography lessons better and many ofthem have never been inside a cave

3 It’s only over 20 km

4 They are going to make a 2-day tripand have a night campfire They arebringing their own food and sharing buseswith some other classes to make the tripcheap

5 She’s anxious about her parents’permission They may not want to let herstay the night away from home

5’ Consolidation

After you read

T asks sts to fill in the blanks with

To help sts use structures for showing agreement, disagreement and giving opinions

• Procedures

T asks sts:

Have you gone on a boat trip?

How do you like it? Sts answers questions.

10’

7’

Presentation

Task 1: Understanding opinions

T asks sts to read and understand the

opinions of the participants on the boat

trip to Lake Michigan

- What do you know about ?

T supplies sts with some structures for

showing (dis)agreement and giving

Trang 32

- Should/ had better + Inf

- I don’t think so

- That’s not a good idea

T asks sts take some examples using

structures

10’

Practice

Task 2: Making a conversation

T asks sts to work in groups deciding

the best seat for each person

Task 3:

T asks sts to work in pairs say which

seat they think the most suitable for

them

Sts do the task in groups

Sts work in group and a representativewill result the opinions of all members

in the group

5’ Consolidation

T goes over the ways to disagree, agree

with someone else’s ideas and to show

Integrated, mainly communicative skills Pictures, set of pictures

• Procedures

5’ Warm up

- Do you often go for a picnic?

- When’s the best time for one?

- Why do people go for a picnic?

Sts answer the questions verbally

(answer may vary)

3’ Presentation

T explains sts some words from the

story and lets sts repeat them

-glorious -spacious -guitar

-destination -tour -delicious

-left-over -Botanical Garden

Sts repeat the words

7’

8’

Practice

Task 1: Rearranging pictures

T lets sts look at the pictures, guess

what they may hear and listen to

arrange the pictures

Task 2:

Filling in blanks

Sts do the task

a - e - b - c - f - dSts do the task

Trang 33

T lets sts listen to the tape and fill in

the blanks with the word from the

tape

T lets sts listen to the tape once more

and answer the questions

1 was just a few

2 to pay a visit

3 at the school gate

4 a short tour

5 playing some more

1 The weather was very nice

2 Yes, it was

3 The garden was very beautiful

4 They slept soundly because it was sopeaceful and quiet in the garden

5 They took pictures, played games,talked, sang and danced

10’ Consolidation

T asks sts to work in group making

their own plan for a picnic on the

To teach sts how and what to write in a confirmation letter

Integrated, mainly communicative skills Sts’ board

• Procedures

5’ Warm up: MatchingT asks sts to match kinds of letters with

Sts match the kinds with uses in pairs

a is used to invite someone tosomewhere

b is used to accept an invitation

c is used to refuse an invitation

d is used to complain about something

e is used to confirm a request

5’

10’

Presentation

T tells sts what a confirmation letter is

used for and what are often written an

order, a request

- In a confirmation letter, there are often

restatement of the request and

expression of acceptance/ confirmation

Task 1:

T asks sts to work in pair finding

requests and confirmation in the 2

letters Sts do the task in pairs.Requests: “Can you tomorrow?”

Trang 34

T reminds sts of the opening of the

letter: “I’m glad classmates.”

Confirmation:

“Certainly trip”

“I’ll be tomorrow”

20’ PracticeTask 2:

Writing confirmation letters

T asks sts write 2 confirmation letters to

reply to the letter with contents like in

Integrated, mainly communicative skills Pictures, chart

• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer5’ Warm up: Getting out vowels

T asks sts to recall the vowels they’ve

leant: /1/ and /i:/, /^/ and /a:/, /e/

and /%/, /4/ and /0:/, /$/ and /u:/

T reads 20 words and sts get out

vowels from the words

Sts listen to the teacher and see who is thewinner with the most correct vowels

2’

6’

PronunciationPresentation: /6/ and /3:/

T tells the difference between /6/

(ngắn) and /3:/ (dài)

Practice

T asks sts practice the vowels and

seek the 2 vowels in sentences

Sts practice

7’ Presentation Grammar

T reminds sts Present progressive

tense with it’ normal uses and its use

to show future meaning

S + be + V-ing

(am/ is/ are)

- We use PP tense to talk about things

we have planned

Sts give example of PP with normal uses

Sts give example of PP be going to andSimple Future with future meaning

Trang 35

8’

10’

- We use ‘be going to + Inf’ to talk

about intention and guesses with

certain proofs

- We use Simple Future not with

those purposes

Practice

EX1: Choosing correct options

EX2: Putting the verbs in brackets in

PP or ‘be going to’

EX3: Completing exchanges

4 are you putting

5 is not going to give

1 Are you going to see it?

I’m doing my homework

2 but we are V-ing/ I am

3 What’s she going to

4 It’s going to rain

5 I’m going to

2 Consolidation

T goes over the use of PP and ‘be

going to’ for future meaning

T lets sts listen to the tape and complete

the table 1 50 miles to the west of London2 120,000 inhabitants (people)

T asks sts to read the passage and do the

10’ III Grammar

T asks sts to work in pairs and write a 1 out by scientists

Trang 36

missing word in each line 2 opportunities for other

T asks sts to works in groups writing a

letter on the outline given then correct

groups’ result publicly

• Procedures

T shows sts pictures of a TV, a radio

and some magazines and ask them some

questions:

- What are they?

- What do people use them for?

- How many people do you think use

- mass media (pictures, translation)

- popular (adj) (situation, translation)

- cartoon, news, film, series, weather

forecast, comments, quiz show,

documentary, sport

(pictures, examples and translation)

Sts write down the words and take somemore example of these programmes

Trang 37

7’

definitions

Task 2: True/False

T asks sts to read the statement and

check if they’re true or false

T asks sts to answer the questions in

3 VTV2

4 The Quiz show

5 You should watch VTV1

6 Football5’ Consolidation

After you read

T asks sts to talk about their favourite

TV programmes

Sts work in pair on the basic questions:

- What programmes do you like best?

- When are they often on?

- How long are they?

- Why are they interesting?

To lets sts ask and answer about the uses of media

• Procedures

T shows sts pictures of things in task 1

and asks them their name

Sts say out the names

6’

Presentation

Task 1:

T asks sts to work in pairs deciding

which of the following are types of the

mass media

T lets sts infer from them what ‘mass

media’ means

Some new words:

- orally (adv)  through mouth

Sts work in pair

television radiomagazines newspaperthe Internet

Trang 38

- visually (adv)  through eyes

- aurally (adv)  through ears

T asks sts to work in pairs to work out

what features the types of the mass

media have in common and what

features each of them has

Sts do the task in pairs as in examplesthen fill in a chart and present theirresults

The mass media

T asks sts to talk about different types

of the mass media through answering

- What’re their distinctive features?

Sts work in group doing the task thenresult their results

2’ Consolidation

T goes over the ways to talk about the

uses of the mass media

Some words related to the 2 stories

Integrated, mainly communicative skills CD

• Procedures

T lets listen to a tape recording the

music, news, theatre and quiz programs

on the radio and guess their names

Sts listen to the tape and guess theprograms

Trang 39

T asks sts some questions in the

T asks sts listen to the 2 stories and do

the task that follow

Task 1:

T asks sts to listen to the tape and tick

the words they hear in the right column

Task 2:

Fill in the blanks with missing words

from story 1 and 2

Task 3:

Answering questions

T lets sts listen to the tape once more

and answer the questions

1 strong, cloudy

2 healthy, young, highest, wonderful

Sts listen again and do the task

Story 1

1 has caused floods

2 have left their home

1 23th

3 California

2 4,418

4 wonderful

5 young and healthy

1 Heavy rain has caused floods all overthe country during the night

2 Because rivers has risen

3 The old woman has climbed MountWhitney 23 times

4 Because it has kept her young andhealthy

9’ Consolidation: Game

Speaker - imitating

T asks sts to learn by heart the stories as

quickly as possible and tell the stories

An outline to show opinion clearly and logically

Integrated, mainly communicative skills Sts’ board

• Procedures

Trang 40

- Do you like watching TV?

- Do you think it’s helpful?

- Why? Why not?

Sts answer questions

8’

4’

Presentation

Task 1: Reading about

T asks sts to ead the advantages and

disadvantages of television

T presents some structures that can be

used to talk about (dis)advantages:

- help/ encourage SO to Inf

- make SO/ Sth adj

Task 2: Listing (dis)advantages

T asks sts to work in pairs listing the

(dis)advantages of the radio, newspaper

and the Internet

Task 3:

T asks sts to write about the

(dis)advantages of the things in task 1

and 2 on the given outline

Sts can list ideas based on the verbs:

- enlarge, broaden, share, cost, harm,have good/ bad influence on

Sts write a paragraph based on the ideas

in task 1, 2 and the outline given

5’ Consolidation

T goes over the outline used to talk

about the advantages and disadvantages

of the mass media

- Grammar: The Present perfect, In spite of & Because of

- Pronunciation: /e1/ - /a1/ - /01/

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