Bài giảng tiếng anh 10

I. OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what to learn and how to learn it. II. PROCEDURE: T: How many words in English do you know beginning with “T”, “T” and “E” (2 minutes: 1 for preparing, one for presenting) Checks and gives feedback T: I am Thuan. I’m your Teacher of English. Now, let’s begin the first lesson “Get to know English 10” What do you study in English 10? Discussing the following questions and answer them: 1. How many units are there in the book? How many topics (themes)? What are they? What topic do you like best? - 12 units. 12 topics. - A Day in the Life of, School Talk, People’s Background, Special Education, Technology and You, An Excursion, The Mass Media, The Story of the Village, Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup, Cities, Historical Places 2. How many lessons are there in each unit? What are they? - 5 lessons - Reading, Speaking, Listening, Writing, Language Focus 3. How many tests yourself are there in the book? - 6 tests your-seft 4. How many 15-minute tests are there? - 6 15-minute tests per a school year (3/ semester) 5. How many 45-minute tests are there? - 4 45-minute tests (2/semester) 6. How many semester tests are there? - 2 semester tests (1/semester)

Period 1: Get to know English 10

I OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what

to learn and how to learn it II PROCEDURE:

T: How many words in English do you know beginning with “T”, “T” and “E” (2 minutes: 1 for preparing, one for presenting)

Checks and gives feedback

T: I am Thuan I’m your Teacher of English Now, let’s begin the first lesson “Get to know English 10”

What do you study in English 10?

Discussing the following questions and answer them:

1 How many units are there in the book? How many topics (themes)? What are

they? What topic do you like best?

- 12 units 12 topics.

- A Day in the Life of, School Talk, People’s Background, Special Education, Technology and You, An Excursion, The Mass Media, The Story of the Village, Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup, Cities, Historical Places

2 How many lessons are there in each unit? What are they?

- 5 lessons

- Reading, Speaking, Listening, Writing, Language Focus

3 How many tests yourself are there in the book?

- 6 tests your-seft

4 How many 15-minute tests are there?

- 6 15-minute tests per a school year (3/ semester)

5 How many 45-minute tests are there?

- 4 45-minute tests (2/semester)

6 How many semester tests are there?

- 2 semester tests (1/semester) Groupwork:

3.How will you learn English 10?

Ss discuss in the group of 8 students, giving idea(s)

T gives feeedback

Suggested answers:

- Learn new words by heart

- Read the text in advance at home

- Watch and listen to progammes in English in the radio and on TV - Do homework and exercises

- Practise a lot, sing English songs -

4 Consolidation

Summarising the lesson Give some recommendations

Homework: Preparing Unit 1: A Day in the life of Lesson One

- Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information

- Students should appreciate the daily activities of some people

II LANGUAGE FOCUS:

1 Grammar: - The present simple tense

2 Vocabulary: Words related to daily activities: working time, working day,

III SKILLS: Reading for gist and for specific information.

IV TEACHING AIDS: some pictures of farmers' activities and hand- out.V PROCEDURE:

WARM UP: (5mn)

Gives some hand-out 1 and gets Ss to match A with B, then asks:

Where does a teacher work? Where does a farmer work?

We'll understand more about the life of a farmer in unit 1.

1 Pre-reading: (10mn)

Shows the pictures and introduces some words and phrases:

Guides Ss to read in chorus

Gives hand- out 2 and guides Ss He / She works at a school.

He / She works in the field.

Their activities Mr Vy Mrs Tuyet 1 take care of children

2 transplanting 3 drinking tea and chatting with friends

Asks Ss to check the information and read the text.

2 While- reading: (20 mn)

Asks Ss to read the text silently Requires Ss to do task 1 in groups

Open the book and check the information about Mr Vy and Mrs Tuyet's daily routines Skim the text and do tasks.

Task 1: Practise with groups of 4 Check the correct answer.

1 C 2 C 3 A 4 A Practise task 2 with pairwork.

Suggested answers:

1 He's a peasant / a farmer.

2 He gets up at 4.30 and then he goes down the kitchen to boil some water for his morningtea.

3 In the morning, he ploughs and harrows onhis

plot of land, drinks tea and smokes local tobaco during his break.

4 In the afternoon, they repair the banks of their plot of land Mr Vy pums water in to it whilehis wife does the transplanting

5 Yes they are Because they love working and

Listens and checks their answers Guides Ss to make a brief note about Mr Vy and Mrs Tuyet's daily routines.

Can help some bad Ss

3 Post- reading: (8mn)

they love their children.

Scan the passage and make a brief (short) note about Mr Vy and Mrs Tuyet Do it individual and compare their note with a partner.

Suggested answers:

* In the morning:

- 4:30 : The alarm goes off, Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, lead the buffalo to the field.

- 5:15 : leaves the house

- 5:30 : arrive in the field, ploghs and harrows his

- 2:30 p.m : Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land He pums water in to it She does the transplanting - 6:00 p.m: finish work

- 7:00 p.m : have dinner * After dinner:

- watch TV, go to bed

- sometimes visit neighbours, chat with them - Close the book and talk about Mr Vy and Mrs Tuyet's daily routines.

Asks Ss to close the book and discuss about Mr Vy and Mrs Tuyet's daily routines.

Assigns homework (3mn)

COMMENTS (2mn)

- Talk about their parents' daily routines.

- Write a paragraph about a farmer's daily routines in Viet Nam (about 80 words)

- Ss ask and answer about daily routines and talk about daily activities of some people or themselves.

II LANGUAGE FOCUS:

1 Grammar: The present simple tense

2 Vocabulary: Words related to daily activities.III SKILLS: Fluency in expressing opinions IV TEACHING AIDS: A poster and hand- out.V PROCEDURE:

WARM UP: (3mn)

Shows the poster and asks Ss try to remember the subjects

Listens and checks

1 Pre- speaking: (8mn)

Gives handout and asks Ss to match a number in A with a suitable in B

Retell the subjects individual Subjects are learn in school

a quarter past seven five past eight

2 While- speaking: (20mn)

Guides Ss to ask and answer about Quan's daily activities using his weekly timetable.

Helps and checks

Task 2:

Asks Ss to look at the pictures (p.15) and descibe Quan's activities

3 Post- speaking: (10mn)

Task 3:

Asks Ss to close the book and tell their classmates about his/

Ask and answer about Quan, using the information from the timetable

(practise with pairwork)

S1: What time does Quan have a Civic Education

At 2:00 o'clock p.m Quan gets up after taking ashort nap He studies his lesson at 2:15 p.m Hewatches TV at 4:30 p.m Then he goes to thestadium by bycicle at 5:00 p.m There he playsfootball with his friends at 5:15 p.m He comesback home at 6:30 p.m, takes/has a shower at6:45 He has dinner with his family at 7:00 p.m.At 8:00 p.m he reviews his lesson/ does hishomework

Lets 1 or 2 good Ss come to the board to speak.

Assigns homework (2mn)

COMMENTS (2mn)

Practise individually Suggested answer:

I usually get up at 5.15 a.m, I do morningexercises at 5.30 At 6.00 I have breakfast andthen I cycle/ride to school at 6.30 I have the firstlesson at 7.15 a.m At 11.30 I cycle/ ride home.At 12.00 I have lunch with my family Then I takea nap until 1.30 p.m I go to extra classes at 1.45p.m and get home at 4.15p.m I watch TV, listen tomusic, read books or go out with my friends at4.50 p.m I have dinner with my family at 7.00p.m From 8.00 to 10.15 I do my homework ThenI watch TV until 10.45 p.m I go to bed at 11.00

- Students understand a daily activities of a cyclo driver - Students listen and understand a daily activities of Mr Lam - Number the pictures in their correct order

- Tick ( ) in box T or F according to the content of the passage.

II LANGUAGE FOCUS:

1 Grammar: Simple present tense

2 Vocabulary: Words related to daily activities.

III SKILLS: Listen for gist and for specific information.IV TEACHING AIDS: A poster

V PROCEDURE:

WARM UP: (3mn)

Shows a poster and asks Ss to listen and tick the words or phrases which T's just read

1 Pre- listening: (8mn)

Shows the picture and asks: What is this? Points to the cyclo Who is he?

Requires Ss to asks and answer in pairs.

Helps and checks.

Asks Ss to listen and repeat some words.

2 While- listening:

Task 1:

Asks Ss to look at 6 pictures and guess their correct order then number them.

Plays the tape the first time.

Look at the poster, listen and come to the board to tick words or phrases which T's just read

get up, have breakfast, drink tea, leave the house, start work, learn, plough, take a nap,

Answer - It's a cyclo.

- He is a cyclo driver Practise with pairwork.

S1: Have you ever travelled by cyclo? S2: Yes, I have.

S1: When was it?

S1: When I was in HaNoi last summer S1: Is it interesting to travelled by cyclo? S2: Yes, it is.

S1: Which do you prefer, going by bicycle or by cyclo?

S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles.

Listen and repeat

district routine office pedal purcharses drop passengers ride park food stall

Plays the tape the second time and gives Ss 1 minute to number pictures.

Plays the tape the third time and asks Ss to check the answer.

Task 2:

Asks Ss to read the sentences (p.17) and tick in box T or F Plays the tape the first time Plays the tape the second time and gives Ss 1 minute to tick the box.

Plays the tape the third time and asks Ss to check the answer.

Look at the pictures and try to guess their correct order, then number them.

Work in group of 4 Listen for gist

Listen for specific information and number in the box on the top of each piture.

Listen and check the correct order Answer:

a 3 b 5 c 4 d 6 e 1 f 2

Read the sentences and guess to tick in box T or F Listen and tick

The correct answer: 1 F 4 F 2 T 5 F 3 F 6 F

Practise asking and answering about Mr Lam's daily activities in pairs.

Eg:

A: What's his name? B: His name's Lam

A: What's his job? / What does he do? B: He's a cyclo driver.

A: What time does he start work?

B: He starts work at 6.00 am / At 6.00 a.m A: Who is his first passenger?

B: An old man.

A: How many passengers does he usually have in the morning? Who are they?

B: He usually has 4 passengers a day They are an old man, a lady and two school pupils.

3 Post- listening:

Requires Ss to ask and answer about Mr Lam's daily activities Assigns homework (2mn)

COMMENTS (2mn)

A: What time does he have lunch? B: He has lunch at twelve.

A: Does he take a long rest?

B: No, he doesn't He only takes a short rest Try to retell about Mr Lam's daily activities

Write what you can remember about Mr Lam's daily activities.(about 50 words)

- Students know how to build up a narrative, using the given prompts - Students learn to build up a narrative about a hotel fire

II LANGUAGE FOCUS:

1 Grammar: Students know how to use the past simple to write a passage about a

hotel fire.

2 Vocabulary:

III SKILLS: Writing a narrative about a hotel fire III TEACHING AIDS: poster

IV PROCEDURE:

Teacher's activities Students' activities WARM UP: (3mn)

Asks Ss some quetions: Have you ever heard a

Asks Ss to read the model narrative (P.17&18) and find all the verbs that are used in the past simple and the connectors(time expression) in the story.

Guides Ss to work in groups of 4

Helps and checks.

Emphasizes the past simple

It happen when I was young / When I was in the six grade It happen at my house/ school /

It made me frighten / happy / bored/

Task1:

Read the model narrative, underline the verbs that are used in the past simple tense, circle the connectors (time expression) in the story such as: Stared, was, arrived, got, began,

At first, then, Work in groups of 4

Identify the events, the climax, and the conclusion of the story.

+The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic.

+ The climax: We thought we had only minutes

Checks and helps.

Task 3:

Asks Ss to build up a narrative about a hotel fire, using the given prompts.

Surveys and helps

3 Post-writing: (10mn)

Gives suggestions and corrections

to live.

+ The conclusion: Pilot announced that everything was all right, we landed safely Work individually.

Suggested answer:

Last year, I spend my summer holiday at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Sunday evening and everybody was sitting in the discotheque (which was) on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began coughing and choking.

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

Read one another's narratives.

Then 1 or 2 Ss read their narratives in front of the class.

Assigns homework.

COMMENTS: (2mn)

- Complete their narratives base on the teacher's suggestions and corrections.

- Prepare language focus.

V EXPERIENCE

Period 6: E LANGUAGE FOCUS

10A2 10A3

I OBJECTIVES:

- Should distinguish between the vowels / i / & / i: /

- Review the present simple, the past simple and adverbs of frequency - Do all exercises

II LANGUAGE FOCUS:

1 Grammar: the present simple, the past simple and adverbs of frequency 2 Vocabulary: tent, creep, Put out, leap, wind, flow,

III SKILLS: reading, listening, writing III TEACHING AIDS: poster

IV PROCEDURE:

WARM UP: (3mn)

Draws a picture (a cup of tea and some biscuits) and asks Ss to find the words related to the picture then

Suggested: tea, biscuit

He drinks tea every morning I want to eat some biscuits.

make sentences with those words.

1 Pronunciation: (8mn)

Introduces how to read 2 vowels / i / (short) & / i:/ (long)

Read aloud

Asks Ss to open the book (P.19) and show the vowels / i / or / i:/

Guides Ss to read aloud sentence by sentence in the book.

Notes the sentence stress

2 Grammar and vocabulary:

Shows the picture and introduces the simple present, simple past and adverbs of frequency.

Revise the simple present, simple past and adverbs of frequency.

Exercise1:(10 mn)

Asks Ss to choose the correct form of the verbs in the box to fill in the gap.

Checks and helps

Exercise2: (6mn)

Guides Ss to know how to put each of those adverbs of frequencyin its

Listen and repeat

Is he coming to the cinema?

We'll miss the beginning of the film .

He is a schoolboy He usually goes to schoolby bicycle everyday but yesterday he went to

school on foot

usually: adverbs of frequencygoes : simple present

went : simple past

Complete the blanks use the correct present simple form of the verbs in the box.

Example: He gets up early.

He usually gets up early.

Checks and calls 1 or 2 ss to read in front of the class.

Exercise3: (14mn)

ASks Ss to choose the past simple of the verbs in brackets.

Can give the meaning of some words

Helps and checks

Assigns homework.(2mn)

COMMENTS: (2mn)

She is late for school.

She is often late for school.

Note: As a rule, I go to bed at 10.00 p.m

Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets

- tent (n): lÒu

- creep (v) crept - crept: ®i rãn rÐn - Put out: dËp t¾t

- leap (v) - crept - crept: nh¶y dùng lªn - wind (v) - wound - wound: cuén, lîn vßng - flow (v): ch¶y, tr«i

Practise with pairwork Suggested answer:

1 was done 7 began 13 was 2 cooked 8 felt 14 leapt 3 were 9 put out 15 hurried 4 smelt 10 crept 16 found 5 told 11 slept 17 wound 6 sang 12 woke 18 flowed

Period 7: A- READING

I OBJECTIVES: By the end of the lesson, Ss will be able to know how to appreciate tell daily avtivities at school, introduce themselves

II LANGUAGE FOCUS:

1 Grammar: gerund and to-infinitive2 Vocabulary: Words related to school

III SKILLS: Reading for gist and for specific information III TEACHING AIDS: poster

a What does “school talks” means?

b Do you often tell about your school?c Which topics do you often talk about when you meet your friends?

- Asks pupils to look at the book and work in pairs to say which topics they often talk about when they meet or talk to

- Answer teacher’s questions.

P1 It means the dialogues at school.P2 Yes, I do

P3 We often talk about our favourite

sport, it is football etc

Pairwork

each other.

- Calls some couples to ask and answer - Introduces the situation of the passages

- Asks pupils to read the passages in skim to find the new words,

- Asks pupils to read up the new words - Asks pupils to work in groups to fill in the blanks with the suitable word.

- Calls pupils to decide the part of speech of the word needed to fill in each blank - Calls some pupils to read up the sentences.

- Asks some pupils to correct the mistakes.

- Asks pupils to work in groups to find the sentences with the main verbs which

are followed by V-ing and those followedby to + infinitive

Task 2:

- Asks pupils to scan the passages to find who often do the actions given - Calls 3 pupils to go to the board to write

- Work in groups to fill in the blanks

P1: 1 a verb; 2 a noun; 3 a verbP2: 4 an adjectives; 5 a noun.P3: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language

- work in groups to fin the sentences.

P5 + I like to learn English

+ I don’t really like getting up early.P6: + I love working with children.

- Work in pairs to do the task

- Write full sentences, 3 pupils write on the board.

P1.+ Miss Phuong enjoys teaching + Phong has to get up early + Phong lives far from schoolP2.+ Miss Phuong loves working with children.

- Asks 3 pupils to correct the mistakes of writing.

Task 3:

- Asks pupils to close their books, work in pairs to ask and answer about the passages.

- Calls some couples to ask and answer.

3 After you read (10’)

- Has students work in groups and answer the questions

1 What subjects you like best and why?2 What do you like or dislike doing at

- Ask to tell themselves

+ Phong loves learning English + Phong rides a bicycle to school every day.

P3.+ Phong studies at a high school + Miss Phuong teaches English at a

1 He studies at Chu Van An High school2 He studies many subjects such asmaths, physics, chemistry and

3 Because it is an international language4 She says that teaching is hard work,but she enjoys it because he lovesworking with children

5 Because his son has to ride his bike innarrow and crowded streets to get toschool

- Work in groups to speak.

Key:

1 I like English best because it is animportant means of internationalcommunication

- I like learning Math, Chemistry orVietnamese 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 inexams/ live far from school/ difficulty inspeaking English

- Have discussion then present ideas infront of the class

- Present the content of the small talksagain

- Introduce themselves

4

HOME WORK: (3’)

- Asks pupils to do the reading

comprehension at page 10 & 11 in the

II LANGUAGE FOCUS:

1 Grammar: gerund and to-infinitive 2 Vocabulary: Words related to school

III SKILLS: Fluency in expressing oppinion and expressions for making a

- Give a situation and write a short conversation on the board

Situation: suppose that you meet a friend

at the supermarket, you are very busy How will you say to open and end the conversation?

- Give a short conversation: A: ……… (1)

B: Hi, Lan How are you? A: I’m fine Thanks And you?

Listen to the teacher

- Copy the conversation and complete the conversation with suitable words

(1) Hi/ Hello

(2) I’m very busy now Perhaps another time

B: I’m fine Let’s go somewhere for a

Today, we will practice speaking conversation having stating and dosing sentences

- requires Ss to complete this conversation with simple sentences.

- explains these are two sentences which are used to open and close a conversation - calls some Ss to give their answer and then can calls one pairs to pratice this conversation

Today we will pratise speaking conversation having starting and closing sentences

- Raises the questions: (8mn)

1 What do you think about “greeting”?2 How many kinds of “greeting”?

3 How can you say when you meetteacher in the morning?

4 How can you say when you meet yourfriend in the morning?

5 How can you say to your teacher whenyour school finishes?

Task 1(7mn) These expressions are

commonly used when people are chatting Place them under the appropriate heading then practise with a partner

- Give instruction

- Introduce some expressions that we can use to start and close a conversation

- Ask student to place the expressions under the appropriate heading

- Ask student to work individually then work in groups

- Give suggestions

Task2(7mn): Rearrange the following

sentences to make a conversation and then practise it with a partner

1 It is important

2 There are 2 They are:- People whouse greetings when they meet to eachother

- People use greetings when they saygoodbye to eachother

3 Good morning

4 Good morning/ Hi/ Hello

5 Goodbye/ Byebye/ See you again

- Do the task - Give answers:

* Starting a conversation:

- Good morning

- How’s everything at school? - Hello How are you?

- Hello, what are you doing? - Hi, how is school?

* Closing the conversation:

- Sorry I’ve to go Talk to you later - Well It’s been nice talking to you - Goodbye See you later

-Great I’ll see you tomorrow Catch up with you later

- Do the task - Give answers:

- Check and give suggestions

- Ask student to practise it with a partner - Corrects students’ pronunciation if necessary

Task 3(8min)

Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner

- Ask students to complete the conversation with suitable words

- Ask students to read all words in the

- Check and give suggestions

- Ask students to practise this conversation

- Correct their pronunciation when necessary

Task 4: (10mn) Make small talks on the

following topics, using the starting and ending of a conversation

- Divide the class into 4 groups

- Ask each group to discuss one topic and make a small conversation

- Walk around the class and help all students when necessary

- Ask students to present the

B: Hi, Huy It was wonderful

A: What was the weather like in Da Lat?B: It was cool.

A: Really? I love it, too.* Plans for the next weekend:A: Hello, Nga

B: Hi, Lan.

A: Are you free on Friday? Would youlike to go to the cinema next weekend?B: Thanks But I have a plan to go outwith Lan.

A: Oh, byeB: Bye

- Ask students to practise all conversations again

- Homework: 1,2,3 at the page 8 and 9 (English exercises book)

V EXPERIENCE

Period 9: C - listenING

I OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small talks about duty, party and trip.

II LANGUAGE FOCUS:

1 Grammar: the present continuous, past simple, present simple tense, 2 Vocabulary: Words related to school, weather and travelling

III SKILLS: : Listening for gist and for specific information

III TEACHING AIDS: Pictures, cassette player, English textbook 10, IV PROCEDURE:

WARM UP (5'-7'): Requires Ss to find the questions for the answers

1.I’m taking English.2.I really like it3.For two weeks.

4.No,I’m travelling alone 5.That’s great.

Asks Ss to work in pairs

Calls some pairs to give answer Checks and corrects

New lesson ( 35'-37’)

I Before you listen

requires Ss to work in individuals

listen and find the questions for the answers

Work in pairs Expected answer:

1.What are you taking this semester?2.Do you like travelling ?

3.How long are you staying there?4.Are you travelling with your parents ?5.Would you like to go somewhere for a drink?

work in individuals and then in pairs to do

and then work in pairs - walks around for help Ss

- checks and gives the right answers

II While you listenTask 1

Asks Ss to listen to the conversations Plays the tape more than once

Tells Ss to listen for main ideas and the key words, not specific information in the first time.

Can tell the content of four pictures for Ss Calls some Ss to explain their answers to class

keys : conversation1 – picture b, conver 2

– pic C, conver 3 – pic d, conver 4 – pic a

Task 2

Requires Ss to read al the questions lets Ss listen again to the CD to find the answers

Pauses between conversation to make it easier for Ss While they are doing the task

Introduces Ss to take note the main ideas first and then complete the full sentences calls some Ss to write the answers on the board

Checks and corrects

Task 3

Asks Ss to work in pairs and study the conversation Encourage them to guess the missing words

Plays the last conversation again

asks Ss to listen to it and complete the conversation by filling in the missing words

Calls some pairs to give answer and then to practise the conversation

Comments on Ss’ performance and gives correct answers

III After you listen

Asks Ss to work in groups and discuss the problems they have experienced at school

read all the questions

listen the CD again to find the answers some Ss go to board towrite.

Answer keys :

1 she is talking English

2 she is in Miss Lan Phuong’s class3 he is at a party

4 he plans to stay in Nhatrang for week.5 no, she dosen’t she traves alone

listen to the CD and complete the

suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, advises Ss to use these questions :

What problems have you got at school?What is / are the reasons ?

What have you done to solve it / them?Who helps you to solve it?

- goes round to help Ss

- calls some Ss to talk about their problems at school

checks and corrects if necessary

Home work (2 )’

Write a conversation about the problems you have experienced at school

listen to the T’s help

use these suggestions to do this task

I OBJECTIVES: By the end of the lesson, Ss will be able to :

- fill some common forms such as simple application form, library admission form ,

- use useful language and structures in some certain forms II LANGUAGE FOCUS:

1 Grammar: present simple tense,

2 Vocabulary: Words related to application form, III SKILLS: : writing

III TEACHING AIDS: Poster English textbook 10,

forms and asks

1.What are they?

2.Have you ever filled in a form? When?3.What sort of imformation do you often have to provide when you fill in a form?

Activity 1:Present vocabulary

+ country of origin: Quê quán + Present address: chỗ ở hiện tại + Marital status:tình trạng hôn nhân + Block capital: chữ viết hoa

-T can explain: Forms do not usually ask questions, but they ask for information -Call on Ss to read their answers

-Tchecks and give correct answers

TASK 3: Doing what Forms ask

-Have Ss do the task individually

-Go around the class and provide help if necessary.

-Further explain and translate into VietNamese if necessary

TASK 4: Filling in a form

-T asks Ss to study the form carefully and fill the form using their own information -Call 2 students to fill the form on the blackboard while others doing the task in the textbook.

- Let them have 4 minutes and then tell Ss to look at the board and comment on

-Let Ss write in 3 minutes and T goes

1.They are forms

2.To apply for a job./ To open accounts To send or receive money at the post office./ To attend to a club./ To change

-Some Ss speak and explain their ieads for this form in front of class

-Work individually And then compare their answers with a partner.

Work individually and write down their writings on the blackboard

The oak tree school of english please write in capital

letters Mr / Mrs / Mss *

Surname : Hoang

First name : Mai PhuongDate of birth : May 09 th ,1995

Nationality: Vietnam

around to help if necessary.

Address in your country: Na Khoang

village, Tra Linh District, CB province

Occupation : Student

Reason for learn English : Business /

Pleasure / Exams / Others ( if others, please specify)

How many hours a day do you want to

stay at school? 3-4 hours

What date do you want to start? May,

19th

* delete where not applicable

V EXPERIENCE

I OBJECTIVES: By the end of the lesson, Ss will be able to : - pronounce the sounds /^/ and /a:/ correctly - using gerund and to – infinitive appropriately II LANGUAGE FOCUS:

1 Grammar: gerund and to – infinitive

2 Vocabulary: threaten, situation, mind, suggest, target

III SKILLS: reading, speaking, listening and wrting III TEACHING AIDS: Poster, English textbook 10, IV PROCEDURE:

Teacher's activitiesStudents' activitiesI PRONOUNCIATION

1 Listen and repeat:

Example: love father /^/ /a:/

-T helps Ss to distinguish two sounds -Ask them to listen and repeat

II GRAMMAR AND VOCABULARY

Revise the form how to make questions

1.Example:Make questions for these

* Yes, I am tired.

* I like listening to pop music *Yes,I have got.

* I learn English to get a good job -T asks: What do you call theses

Call on some pairs to read the

questions and responses aloud in front of the class

Ask Ss to read the letter carefully and fill in each blank with an –ing and to-infinitive form of the verb in brackets - Tell Ss to compare their answers with a friend

- Call on some Ss to read the

-Note: distinguish two sounds:

-Are you tired today?

-What kinds of music do you like?

-Do you have you got many subjects today ? Why do you learn English?

Listen to T’s eliciting and takes notes Work individually

Expected answer:

1 When did you come? 2 How long did you stay? 3 Who did you come with? 4 Where do you live?

5 Why do you like learning E? 6 What time is it now?

7 How many children do they have?

Distinguish the infinitive and gerund

1.The verbs can only be followed by to-infinitive

Agree decide plan Refuse hope expect Manage seem tend Fail pretend want

2.The verbs can only be followed by gerund Enjoy consider practise

completed letter

- Asks Ss to work in pairs and

complete the sentences using an – ing or to – infinitive from of the verbs in the box

- Gives task

- Feedback and give correct answers:

* Consolidation:-Practise the sounds Prepare Unit 3 lesson 2 READING

Avoid miss postpone Mind risk like

3.The to -infinitive and -ing never mean the same when we use after theses verbs:

Remember Stop Forget Regret try mean

4.The to-inf and V-ing has the same meaning after some verbs

Begin start like dislike

1.to go 2.waiting 3.having4.find 5.living 6.making7.to call 8.to lend 9.talking10.to post

V EXPERIENCE

By the end of the lesson, students will be able to:

- read better through Matching and True or False exercises.

- improve background knowledge about famous scientists especially about Marie Curie.

II LANGUAGE FOCUS:

1 Grammar: - The past perfect

- The past perfect vs the past simple

2 Vocabulary: Words to describe people’s back ground: name(s), age, place/date

of birth, education, job, interest

III Skills: Reading for general or specific information

IV Teaching aids: Some photos of famous people and some information

about them

IV Procedure:

Warm-up: (5')

- Give some famous persons’ names in the column A and their job in the column

- Recheck and introduce the new lesson: Marie Curie

I Before you read: (8')

- Ask some questions about some famous people and Marie Curie

1 Can you name and tell some

- Do themselves and then working pairs - Some of them do on the board and speak

- Listen to the teacher

- Write down in their papers and then

scientists and their specializations? 2 What are their job?

3 Where are they?

4 Have you ever heard of Marie Curie? 5 What do you know about her?

- Let students write some information about Marie Curie with model given What you already know about her What you want to know about her

- Let each student stand and speak their opinions

- Go around and help them if necessary

II.While you read: (20')

- Let students open the book and read silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information

- Let students work in pairs to do the task 1

Task 1

- Read words in A and ask:

1 With flying colors, what does it mean?

- Let students translate them into Vietnamese

- Ask students to reread and answer some questions to practise with some words above

1 To whom do these words refer to?- What about her?

2 Who passed the exam with flyingcolors?

Task 2

- Let students read all sentences and explain some new words if necessary - Listen and correct if needed

Task 3

- Let students work in pairs

discuss in their groups

- Some students stand up and answer in roles

A: Can you name…?

B: They are NewTon, DarkWin, Marie Curie

- Work in pairs to discuss to fill some necessary inform about Marie Curie

- Speak out their knowledge about Marie Curie A: Marie Curie is a scientist

B: I want to know when and where she

- Read quickly and give some sentences in the text which are in A

- Predict the meaning of words - Match words A with B

1-C: very well, with a very high mark/grade

2-E: find out exactly by making calculations

3-A: having a fully developed mind 4-D: make less severe

5-B: keep in the mind

- Work in pairs and answer some question - Read quickly and find information to compare to the sentence given: True of False?

- Work in pairs, then one reads the sentence and the other corrects it

- Work in pairs to find information to answer the questions

III After you read: (10')

-Ask students to close their books and practise telling something about Marie Curie

- Let students reread the passage quickly to find evidence from the passage to prove each of them

- Listen and explain some use of the words: work as; in spite of; worked together on; took up the position

V Homework (2')

- Reread the passage and write about another famous person (about 100 words)

3.She worked as a private tubor to save money for a study tour abroad.

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

5.No, it wasn’t Her real joy was “ easing human suffering”

- Work in pairs and some of them stand and say about Marie Curie

- Work in groups and discuss which sentences go with the word given

- Speak out:

a strong willed: harboured the dream of a scientific career, impossible for a woman at that

d Intelligent: Nobel Prize

e Humane: easing humane suffering - Some others repeat

- Copy the words - Listen and copy

I Objectives: By the end of the lesson, students will be able to talk about

their own background and know how to ask for other people’s background.

II Skills: Talk about people’s background

III Teaching aids: Textbook, photos of some famous persons or some real

information about someone to speak

IV Procedure:

Warm-up: (3')

- Ask students to close the book

- Give some words and let students complete the full sentences:

1 Marie Curie/ born/ 7th/ November/ Warsaw/ 1867

2 Marie Curie/ harbour/ dream/ scientific career/ impossible/ woman/ time

Pre-speaking: (8')

- Ask students to practise speaking about their parents, brothers, sisters… - Go around and listen to them

While-speaking: (22')Task 1

- Let students open the books and observe the picture and describe what they are doing

1 What are they doing?2 Where are they?

3 How do you know they areconducting an interview?

- What are three students holding intheir hands?

- Ask students to read some words given and then let them choose which words used for someone’s back ground - Listen and correct

Task 2

- Ask students to look at the pictures again

- Let students imagine they are journalists and interview each other in groups and pairs

- Ask one group to do the task as a model

- Go around listening to some groups

- Close the books

- Working pairs and write the full

2 Marie Curie harboured the dream of a scientific career, which was impossible for a woman at that time

- Work in pairs

A: What is your father’s job? B: He’s a doctor

A: How old is he? B: He’s 40 years old

A: What does he like doing in his free time?

B: He likes playing badminton

- Look at the picture and answer the questions

1 They are interviewing2.They’re in the classroom

3 One speaks and one writes down in thenotebook

- They’re holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education

- Observe the picture

- Work in groups with some cues given below

(Greeting, date of birth, home, parents…) A: Hi! When were you born?

B: I was born on August 18th 1991 A: Where do you live?

B: I live in

- Other groups go on practising speaking - Practise interviewing as a dialogue A: Hello! I’m Huong

and help them if needed

- Let some groups play in role as journalists and other answer the questions

- Ask some pairs to stand in front of the class and practise speaking

Task 3

- Ask students to tell about others they’ve heard by interviewing their

1 He/ born/ Missouri/ 1835

2 He/ adopt/ pen name/ “Mark Twain” 3 He/ write/ his famous novels/ “Tom sawyer, Huckleberry”…

4 He/ died/ 1910

- Listen to each group and correct or give mark if they do it well

Homework: (2')

- Let students write about someone they admire or look forward to meeting

B: Hello! I’m Lan Nice to meet you A: Could you tell me something about yourself and your parents?

B: Oh, yes! Please

- Others listen and write down some information they get

A: What does he like doing? B: He likes playing football

- Work and discuss in groups and one of this group asks and one of other answers A: Where was he born?

B: He was born in Missouri in 1835 A: Which name did he adopted? B: It was “Mark Twain”

A: When did he die? B: He died in 1910

- Listen and write down in their notebooks

V EXPERIENCE

By the end of the lesson, students will be able to talk about one of the Olympic champions by using the information regarding her background and career.

II Skills: Listening for general or specific information

III Teaching aids: Some pictures of persons or some real information about

IV Procedure:

Warm-up: (4')

- Give some photos of athletes in Viet Nam and in the world

1 Who is this in the photo?

2 Which sport does he play/ take up?3 Did he win any Olympic champions?

I BEFORE YOU LISTEN: (8')

- Let students open the books and ask who is in the picture

1 What’s her name?

2 Where does she come from?

3 How many time Olympic Championsdid she win?

4 Which sports does she play?

- Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years

- Let students read some words they’ll listen then

- Listen and check

II WHILE YOU LISTEN: (20')Task 1

- Let students read some sentences

- Observe the pictures and give some information

1 He is Hong Son2 He plays football

3 Yes, he ever won the award of the bestfootball player in Viet Nam

- Work in pairs and answer the questions

1 She’s Nellie Kim

2 She comes from Russia

3 She won five-time Olympic Champion4 She is Olympic gymnast

- Listen to the teacher and answer the

given and explain some new words if necessary

- Read or let students listen first

Have you got anything from theconversation between Bob and Sally?

- Let students listen the second time - Check their listening

- Let students listen the third time and let them choose and decide whether the statements are True or False

- Observe the class and listen to each group’s feedbacks

- Give more information if students wonder or not clear

1 T (born 1980- joined when she was 15) 2 T (father, mother, 2 brothers)

3 F (not much free time)

4 T (like different sports reading) 5 F (be a sports teacher)

Task 2

- Before listening, let students read quickly some sentences they’ll listen and guess some missing words that will be in the conversation

- Let students listen the first time: Who can guess some words?

- Let students listen the second time 1 Which words in the 1st sentence? 2 Which words in the 2nd sentence? - Let student listen the last time and let them work in groups to speak out

- Listen and correct their listening

III AFTER YOU LISTEN: (10')

- Ask students to retell something about Sally

- Ask students to write a short passage to tell their outdoor activities they’ve taken part in recently

- Listen to each group and correct mistakes if they’ve done

- No, we haven’t

- Listen the second time and begin doing the task

- Listen the third time and work in groups to decide which are T or F

P1: In 1995, Sally joined the star sport club

P2: It is True

P1: Why is it True?

P2: Sally was born in 1980 and when she was 15, she joined the star sport club P1: Number two, is T or F?

P2: It’s T

- Each group asks and explains why they choose by some information they’ve listened

- Work in groups and guess - Listen and do the task - Speak out their listening

- Try to write down words they’ll fill

- Work in groups and each group has one person who says about Sally

- May answer in different ways

- Write in groups and ask someone to speak out their writing

- Other groups listen and copy some information and give some questions Ex:

1 Where did she go last week? 2 What did she like best? 3 Who did she go with? 4 Was it interesting? - Practise writing

Homework:(3')

- Ask students to write a short passage about Sally or a person they like

By the end of the lesson, students will be able to: - write a simple V.C (curriculum vitae)

- get to know the format, layout and essential information of a C.V.

II Skills: Writing about people’s background

III Teaching aids: Some cues, information of someoneIV Procedure:

I Warm-up: (4')

- Ask students to close the books

- Give the papers with some words given in the column A and B

g Music and dancing

- Work in pairs and match the words in A with the words in B

- Some students do matching on the board

1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g

- Other students speak sentences and write down in their notebooks

- The answers may be various - It is the curriculum vitae

- Listen and copy

- Read aloud the C.V of Mr Brown

- Ask students if they often see some information of someone

- Ask: what does these information

II Pre-writing: (8')

- Ask students to open their books - Introduce the form of the curriculum vitae (shortening V.C.):

+ Mr Brown’s C.V to apply for a job + It consists of: name, date of birth ect.

- Explain some new words if there are: + previous job: the job was done in the past

+ tourist guide: a person guide visitors who travel somewhere

- Ask students to make some questions after reading some cues of Mr Brown

- Ask some other groups to write down a paragraph about Mr Brown using some cues below and then each student on be half of his group read aloud -Listen and correct

Task 2

- Ask students to read the V.C and then fill some necessary information about their parents

- Ask some students to write on the board- other groups appreciate their

P1: When and where was he born?

P2: He was born on November 12th, 1969 in Boston

P1: Which school did he attend?

P2: He attended at Kensington High School

- Practise writing with some information of Mr Brown:

Mr Brown was born on 12th November,1969 in Boston.He went to KengsintonHigh school and passed exams in English,French, and Mathematics.He worked in atravel agency from June 1991 toDecember 1998 And from 1999 to 2002,he worked as a hotel telephonist He likesmusic and dancing.

- Each group read their writing - Listen and work in groups

- Practise asking some questions like in Task 1 before writing

- Discuss and find out some errors if they make

- Practise writing in groups

- Each member of groups reads aloud his/ her writing

- Other group appreciate and correct mistakes each other

Task 3

- Let students practise writing freely about their parents or relatives

- Listen and give mark if they do it well

IV Post-writing: (13')

- Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam

I Objectives:

By the end of the lesson, students will be able to: - pronounce the sounds/e/ and /æ/ correctly

- use the past perfect tense appropriately and distinguish it with the past simple tense.

II Skill: fluency in pronunciating /e/ and /æ/ and use of past perfect

III Teaching aids: Some words related to /e/ and /æ/; give more exercises of

IV Procedure:

Warm-up: (5')