lesson plan 10 full

Lesson plan 10 D.P: Period:1 INTRODUCING THE PROGRAMS OF ENGLISH 10 I.OBJECTIVE: Guiding students how to learn English 10 II.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer some questions: 3- New lesson: T Teacher’s activities WARMER -UP: Lucky Number -T divides the whole class into two groups and play game 1.Lucky Number 2.How many boys are there in your class? 3.Do you know what your English teacher’s name is? 4.Lucky Number 5.What you prepare for this semester? 6.Do you like studying English ?Why or Why not ? 7.How you learn English well? 8.Do you speak English fluently? PRESENTATION: I-Content: Including six topics 1.You and me 2.Education 3.Community 4.Recreation 5.Nature and Environment 6.People and places -> six topics are divided into sixteen units II-The design of each unit in textbook: 1.Unit: express the theme 2.Reading:developing reading skill 3.Speaking:developing speaking skill 4.Listening:developing listenning skill 5.Writing:developing writing skill 6.Language focus:learning grammar and pronounciation -After unit , you have one period for test yourself.It helps you test yourself about what you’ve learnt III-Test: 1-check frequence knowledge for the previous lesson 2-Fifteen minutes test (3 times) 3-One period test (2 times ) 4-Semester test (Once for each semester) IV-The new point in learning E 10 -Communicative method /approach -Task - based method /teaching -The book is designed with skills -Commplete and various tests - Learner - centered approach V-Results: PRODUCTION Page1 Students’ activities -Work in group of two The leader of each group chooses a number for your own group and the following requirement in each question.If the answer is correct,they will get 10 marks -Students listen to T’s explanation about six topics -Listen and take notes in their notebooks -Listen and take notes in their notebooks Work in pair and make a small conversation with a friend Lesson plan 10 -T asks Ss to work in pairs and make acquainted with a friend by using suggested questions: 1.What’s your name? 2.How old are you? 3.Where you live? 4.Where you study? 5.What subjects you study at school? 6.What’s your favourite subject?Why you like it? 7.What you often in your free-time? 8.What you want to be in the future? 4-Consolidation:-Retell what you’ve learnt and what you willprepare for this semester 5-Homework -Prepare Unit1 Lesson1:READING ====================================================== Period:2 D.T INTRODUCING THE PROGRAMS OF ENGLISH 10 I.OBJECTIVE: Guiding students how to learn English 10 II.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer some questions: 3- New lesson: Cấu trúc chung câu tiếng Anh: Ví dụ: SUBJECT VERB COMPLEMENT MODIFIER John and I ate a pizza last night We studied "present perfect" last week He runs I like very fast walking 1.1 Subject (chủ ngữ): Chủ ngữ chủ thể hành động câu, thường đứng trước động từ (verb) Chủ ngữ thường danh từ (noun) ngữ danh từ (noun phrase - nhóm từ kết thúc danh từ, trường hợp ngữ danh từ khơng bắt đầu giới từ) Chủ ngữ thường đứng đầu câu định việc chia động từ Chú ý câu tiếng Anh có chủ ngữ (Trong câu mệnh lệnh, chủ ngữ ngầm hiểu người nghe Ví dụ: “Don't move!” = Đứng im!) Đơi câu khơng có chủ ngữ thật sự, trường hợp đó, It There đóng vai trò chủ ngữ giả 1.2 Verb (động từ): Page2 Lesson plan 10 Động từ từ hành động trạng thái chủ ngữ Mọi câu phải có động từ Nó từ đơn ngữ động từ Ngữ động từ (verb phrase) nhóm từ gồm nhiều trợ động từ (auxiliary) động từ 1.3 Complement (vị ngữ): Vị ngữ từ cụm từ đối tượng tác động chủ ngữ Cũng giống chủ ngữ, vị ngữ thường danh từ ngữ danh từ khơng bắt đầu giới từ, nhiên vị ngữ thường đứng sau động từ Khơng phải câu có complement Vị ngữ trả lời cho câu hỏi What? Whom? 1.4 Modifier (trạng từ): Trạng từ từ cụm từ thời gian, địa điểm cách thức hành động Khơng phải câu có trạng từ Chúng thường cụm giới từ (prepositional phrase), phó từ (adverb) cụm phó từ (adverbial phrase) Chúng trả lời câu hỏi When?, Where? How? Một cụm giới từ cụm từ bắt đầu giới từ kết thúc danh từ (VD: in the morning, on the table, ) Nếu có nhiều trạng từ câu trạng từ thời gian thường sau Chú ý trạng từ thường sau vị ngữ khơng thiết Tuy nhiên trạng từ cụm giới từ khơng nằm động từ vị ngữ Noun phrase (ngữ danh từ) 2.1 Danh từ đếm khơng đếm (Count noun/ Non-count noun): · Danh từ đếm được: Là danh từ dùng với số đếm, có hình thái số số nhiều Nó dùng với a hay với the VD: one book, two books, · Danh từ khơng đếm được: Khơng dùng với số đếm, khơng có hình thái số ít, số nhiều Nó khơng thể dùng với a, the số trường hợp đặc biệt VD: milk (sữa) Bạn khơng thể nói "one milk", "two milks" (Một số vật chất khơng đếm được chứa bình đựng, bao bì đếm VD: one glass of milk - cốc sữa) Bảng sau định ngữ dùng với danh từ đếm khơng đếm WITH COUNT NOUN WITH NON-COUNT NOUN a(n), the, some, any the, some, any this, that, these, those this, that none, one, two, three, None many a lot of a [large / great] number of (a) few fewer than more than much (thường dùng câu phủ định, câu hỏi) a lot of a large amount of (a) little less than more than Một số từ khơng đếm nên biết: sand food meat water Page3 money news measles (bệnh sởi) soap information air mumps (bệnh quai bị) economics physics mathematics politics homework Lesson plan 10 Note: advertising danh từ khơng đếm advertisement danh từ đếm được, quảng cáo cụ thể 2.2 Cách dùng qn từ khơng xác định "a" "an" Dùng a an trước danh từ số đếm Chúng có nghĩa Chúng dùng câu có tính khái qt đề cập đến chủ thể chưa đề cập từ trước 2.2.1 Dùng “an” với: Qn từ an dùng trước từ bắt đầu ngun âm (trong cách phát âm, khơng phải cách viết) Bao gồm: · Các từ bắt đầu ngun âm a, e, i, o: an aircraft, an empty glass, an object · Một số từ bắt đầu u, y: an uncle, an umbrella · Một số từ bắt đầu h câm: an heir, haft an hour · Các từ mở đầu chữ viết tắt: an S.O.S/ an M.P 2.2.2 Dùng “a” với: Dùng a trước từ bắt đầu phụ âm Chúng bao gồm chữ lại số trường hợp bắt đầu u, y, h VD: a house, a university, a home party, a heavy load, a uniform, a union, a year income, · Đứng trước danh từ mở đầu "uni " phải dùng "a" (a university/ a uniform/ universal/ union) (Europe, eulogy (lời ca ngợi), euphemism (lối nói trại), eucalyptus (cây khuynh diệp) · Dùng thành ngữ số lượng định như: a lot of/a great deal of/a couple/a dozen · Dùng trước số đếm định thường hàng ngàn, hàng trăm a/one hundred - a/one thousand · Dùng trước "half" (một nửa) theo sau đơn vị ngun vẹn: a kilo and a half, hay ghép với danh từ khác để nửa phần (khi viết có dấu gạch nối): a half - share, a half - holiday (ngày lễ nghỉ nửa ngày) · Dùng với đơn vị phân số 1/3 a/one third - 1/5 a /one fifth · Dùng thành ngữ giá cả, tốc độ, tỉ lệ: $5 a kilo, 60 kilometers an hour, times a day 2.3 Cách dùng qn từ xác định "The" Dùng the trước danh từ xác định cụ thể mặt tính chất, đặc điểm, vị trí đề cập đến trước đó, khái niệm phổ thơng, biết Với danh từ khơng đếm được, dùng the nói đến vật cụ thể, khơng dùng the nói chung Với danh từ đếm số nhiều, chúng có nghĩa đại diện chung cho lớp vật loại khơng dùng the 2.3.2 Bảng sử dụng "the" khơng sử dụng "the" số trường hợp điển hình Có "The" + Dùng trước tên đại dương, sơng ngòi, biển, vịnh cụm hồ (số nhiều) The Red Sea, the Atlantic Ocean, the Persian Gufl, the Great Lakes Khơng "The" + Trước tên hồ Lake Geneva + Trước tên núi Mount Vesuvius + Trước tên hành tinh chòm Venus, Mars + Trước tên dãy núi: + Trước tên trường trước tên riêng The Rocky Mountains + Trước tên vật thể vũ trụ Stetson University + Trước danh từ với số đếm giới: Page4 Lesson plan 10 Chapter three, Word War One + Trước tên nước có từ: The earth, the moon + The schools, colleges, universities + of + danh từ riêng China, France, Venezuela, Vietnam + Trước tên nước mở đầu New, tính từ The University of Florida hướng: + The + số thứ tự + danh từ New Zealand, North Korean, France The third chapter + Trước tên chiến tranh khu vực với điều kiện + Trước tên lục địa, tỉnh, tiểu bang, thành phố, quận, huyện: tên khu vực phải tính từ hố Europe, Florida The Korean War (=> The Vietnamese economy) + Trước tên mơn thể thao + Trước tên nước có hai từ trở lên (ngoại trừ Great baseball, basketball + Trước danh từ trừu tượng (trừ số trường hợp Britain) đặc biệt): The United States, The Central African Republic + Trước tên nước coi quần đảo freedom, happiness + Trước tên mơn học nói chung quần đảo mathematics The Philipines, The Virgin Islands, The Hawaii + Trước tên ngày lễ, tết + Trước tên tài liệu kiện lịch sử Christmas, Thanksgiving The Constitution, The Magna Carta + Trước tên loại hình nhạc cụ hình thức âm + Trước tên nhóm dân tộc thiểu số nhạc cụ thể (Jazz, Rock, classical music ) the Indians To perform jazz on trumpet and piano + Trước tên mơn học cụ thể The Solid matter Physics + Trước tên nhạc cụ đề cập đến nhạc cụ nói chung chơi nhạc cụ The violin is difficult to play Who is that on the piano Period:3 D.T Unit 1.A DAY IN THE LIFE OF A.READING I.OBJECTIVES: By the end of the lesson Ss will be able to improve reading skills as scan for specific information and guessing meaning of words based on context II.TEACHING AIDS: text book III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: No check 3- New lesson: Lesson :READING T Teacher’s activities WARM UP -T asks Ss to close your textbooks and then share handouts -T asks Ss to match the work and places together 1.teacher a.market 2.doctor b.school 5’ 3.worker c.hospital 4.seller d.field 5.farmer e.factory -After minutes ,T goes around the class and asks Ss T:Where does a teacher work? Page5 Students’ activities Ss listen to T’s requirement Ss work in groups of four -Ss work in pair:Ask and answer the same Lesson plan 10 10’ 20’ 7’ S:He/she works at a school -T : to understand more about the life of a famer, today we learn Unit PRE-READING Activity1:Describe the picture -T asks Ss to look at the picture on page 12 and talk about the activities of people in the picture * Who is he /she? * What is he/ she doing? * where is he/ she doing? Activity2:Present vocabulary: T helps Ss to explain some newwords + peasant [ pezent]= farmer +to lead the buffalo to the field +to plough and harrow: +to repair the banks of the pilot of land ( translation): + fellow peasant(n) farmer working in the same field +to pump water: +To take a short rest(translation):to have a rest for a short time +transplant (v):grow rice -T asks Ss to pronounce above words and phrases loudly in chorus WHILE- READING -T asks Ss to read through the text and practise TASK in textbook TASK1:Multiple choice -T asks Ss to read the passages individually and choose the option A,B or C that best suits the meaning of the italicised words -T goes around the class and provides helf if necessary -T calls on some Ss to read aloud their answers Ask them to explain their choice TASK2:Answering Questions: -Have Ss work in pair and ask and answer about the passages -Call on some pair to the task in front of the class -Give feedback and suggested answers TASK 3:Note completion -T ask Ss to scan the passage and make a brief note about Mr Vy and Mrs Tuyet’s daily routines -Tell Ss to compare their notes with a friend -Give correct answer POST- READING T asks Ss to close your textbooks and discuss about the activities of daily life Mr Vy and Mr Tuyet Talking about activities of daily life of your parents 4-Consolidation:-Talk about activities of somebody’s daily life 5-Homework -Learn newwords and phrases by heart - Prepare next lesson SPEAKING Page6 model Ss answer T’s questions and Brainstorming:Farmer ->He leads the buffalo to the field Ss read silent through the text and find newwords and phrases Ss listen to teacher’s explanation and take notes The whole class pronounce all words in chorus -Work individually and compare the answer with a partner Expected answer: 1C ,2C ,3A ,4A -Work in pairs Expected answer: 1.He’s a peasant or farmer 2.He gets up at 4.30 and then he goes down -Work in groups -Work in small groups of four and then representive of each group present their ideas in front of class Lesson plan 10 ============================================================ D.P: D.T: Period:4 Unit 1.A DAY IN THE LIFE OF B SPEAKING I.OBJECTIVE: By the end of the lesson Ss will be able to: - speak about one’s daily life II.TEACHING AIDS:handouts; text book III.PROCEDURE 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to talk about your parent’s activities of daily life 3- New lesson: Lesson :SPEAKING T Teacher’s activities Students’ activities WARM UP Ss work in group of two -T gives handouts that writes ten subjects on the blackboard Ss have minutes to remember all subjects 1.Civic education 6.Biology and then write down them on the 2.Technology 7.Chemistry blackboard.If the group has more correct 3.Mathematics 8.History words,they will be winner 4.Physics 9.Geography 5.Literature 10.Physical education -Ss work individually and the compare their -T intoduce the new- lesson answers with a friend PRE-SPEAKING Expected answer: How to say the time 1d,2c,3b,4a,5e,6g,7h,8f -to help Ss to revise how to say the time,T asks Ss to match a number A with a suitable phrase in B Handout1: A B 7:15 a.a quarter to ten 8:05 b.five to nine 8:55 c.five past eight 9:45 d.a quarter past seven 10:40 e.twenty to eleven 17:00 f.half past six p.m 6:00 g.five o’clock p.m Ss look at Quan weekly timetable and work 18:30 h.six o’clock a.m in pairs -T can help Ss remember the ways to say the time WHILE- SPEAKING -T asks Ss to practise TASK in textbook TASK1:Set the scene -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 Model:T makes a short dialogue with a student T: What time does Quan have Civic education less on Moday? S:He has Civic education at a quarter past seven on Monday T:What lesson does Quan have at quarter past seven on Monday? Page7 Ss work individually and talk about Quan’s activities, using the picture Lesson plan 10 S:He has Civic education lesson TASK2:Describe the picture -T keeps Ss work in pair and ask them to study the picture.T may help by asking questions such as: *What is Quan doing in picture A? * Is he getting up ? *What time does he getup? -T goes around the class and provides helf if necessary -T calls on some Ss to Speak aloud their answers POST- SPEAKING T asks Ss to close your textbooks and tell your classmates about your daily rountine Note:Ss only talk about their main / important activities -T calls some Ss to present in front of class and give them mark Note :Use some conjunctions such as:Then After After that Last -Ss work individually and then present in front of class 4-Consolidation:-Ask and answer about somebody’s daily routine 5-Homework -Write a short passage about 50 words about your daily life - Prepare next lesson LISTENING ============================================================ D.P: D.T: Period:5 Unit A DAY IN THE LIFE OF LISTENING I.OBJECTIVES: By the end of the lesson Ss will be able to develop such listening skill as listen for specific information II.TEACHING AIDS: text book; cassette player III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Calling 2students to go to the blackboard:Ask abd answer about someboby’s daily life 3- New lesson: Lesson :LISTENING Teacher’s activities Students’ activities WARM UP:Categorising -T asks to work in groups and put the sentences into the correct column: He is a teacher He is a farmer He is a cyclo driver He gets up very early He works in the school He works in the streets He gets people from one place to He works with children another He lives in the country He meets a lot of people He corrects homework He works in a farm PRE-LISTENING Activity1:Ask and answer - Tell Ss to work in pair to ask and answer the following questions: 1.Have you ever travelled by cyclo? 2.When was it ? Page8 Ss work in group of three Each group put the sentences into the column of their group Lesson plan 10 3.Is it interesting to travel by cyclo? 4.Which you prefer, going by bicycle or by cyclo ? give reasons Activity 2:Pronounce these words ( textbook) -T can explain these words quickly and asks Ss to listen and repeat + district (n): smaller than a province +drop (v):leave somebody at a place: + pedal ['pedl] (n): WHILE- LISTENING -TASK1:Matching pictures -T asks Ss to open their textbooks and describe the pictures first.Then T asks Ss to discuss the groups to guess the correct order of pictures -Play the tape twice and checks the class -Play the tape the last time and give feedback TASK2:True or false -T asks Ss to read the statements carefully first -Play the tape again and ask Ss to listen and decide whether the statements are true or false -Call on some Ss to explain their answers AFTER- LISTENING Tell Ss to work in pairs and ask and answer questions about Mr.Lam’s Activities by using the cues below Name start work lunch occupation passengers rest -T goes around the class and offer help if necessary -Call on some pairs and ask and answer in front of class Suggested answers: 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? -From above imfotmation ,retell the story in front of class Work in pairs Listen and repeat after T Take notes some meaning of newwords Work in group and describe the pictures in textbook Listen to the tape and give their answers Expected answer:1e,2f,3a,4c,5b,6d Expected answer: 1F(not given) 2T 3F( He takes his passengers from District to District 1) 4F( His first passenger is an old man) 5F(He has lunch at a food stall near Ben Thanh Market) 6F(He takes a short a rest) Pair-work 4-Consolidation:-Retell the story that you have just listen 5-Homework -Write a story about 50 words about Mr Lam - Prepare next lesson WRITING ============================================================ D.P: D.T: Period:6 Unit 1.A DAY IN THE LIFE OF D.WRITING I.OBJECTIVES: By the end of the lesson Ss will be able to: -write a narrative II.TEACHING AIDS: text book III.PROCEDURE: Page9 Lesson plan 10 T 4’ 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to retell the story about Mr Lam 3- New lesson: Lesson :WRITING Teacher’s activities Students’ activities -Ss listen to T’s Questions and answer : WARM UP:Answer questions 1.Yes, I have/ No, I haven’t -T asks Ss to close their textbooks and answer Qs: 1.Have you ever heard a frightening story / an interesting story ? 2.It happened when I was young /when I was in the 10th grade 2.When did it happen? 3.At my house/in my school/ 3.Where did it happen? In my neighbourhood 4.How did you feel about that? 4.It made me frightened/ happy / bored -T introduces the situation.Now we study a frightening story -Work in groups and list all verbs and the PRESENTATION connectors Activity 1:Read the story -T helps Ss to read the story and find all the verbs that used in the Expected answer: Started took of was/were past simple and the connectors( time expressions)in the story -T goes around to help if necessary -T calls on some Ss to give answers -T can explain the form and uses of the Simple Past 6’ *It is used to express a habit ,an action in the past Activity 2:Vocabulary + be due to (a): because of, owing to + stare death in the face(v): so scared, afraid + take off (v) (plane) leave the ground + air hostess(n) person who takes care of passengers on a plane + be in danger(v) to be in dangerous situation PRACTICE Activity 1: Practise TASK in textbook TASK2-T explains to Ss the format of a narrative: the vents, the climax, and the conclusion -T instructs the requirement in task and skim the text and then identify the events, the climax, and conclusion -T goes around the class and offer help ifr necessary -T asks Ss to report their results Announced began got Arrived felt realized -At first,then,just,on that day, a few minutes later, one hour later -Ss listen to T’s eliciting -Ss copy down -Work in groups Expected answer: The events:got on plane, plane took off, hostesses were just begginning to serve lunch when began to shake, plane seemed to dip,people sreamed in panic The climax:We thought we had only minutes to live PRODUCTION: TASK3:Write a narrative -Ask them to work individually , use the promts in task to build up a narrative about a hotel fire 7’ -Encourge Ss to finish the writing under time presure -Ask Ss to have peer correction Page10 The conclusion:Pilot announced that everything was all right, we landed safely -Work individually, then the whole class Lesson plan 10 - T & ss work together V Homework : (1’) - asks students to write a short paragraph about the province of Ben Tre D.P: D.T: - correct - the work at home Period 94 UNIT 15: CITIES E LANGUAGE FOCUS I.Objectives: By the end of the lesson, students will be able to pronounce two sounds /θ/, / ð / correctly; use “ Non- defining and defining Relative Clauses” and “ Although” correctly II Skills : listening, speaking, readings , writing III Teaching aids: pictures, posters, lesson plan, textbook, etc IV Proceture Teacher, s activities Pronuciation(12mns) -There are three brothers in Tom’s family /θ / /ð/ - asks students to read this sentence in chorus - asks them to pronounce two sounds: - describe how to pronounce the sounds clearly A Exercise Non-defining and defining relative clauses Relative pro: which, who, whom, whose,that Activity 1: New York Harbour, which is ice-free in N – R - Clause all seasons, is one of the largest and finest harbours in the world - Writes this sentence on the blackboard - explain Gives another example *The man who lives next door is very friendly -explains Theory: Mđề quan hệ giới hạn (defining relative clause) cung cấp thông tin cần thiết Để đảm bảo nghóa câu, ta bỏ mệnh đề @ Note “That” is not used in non-defining rela clauses Activity Do exercise 1: Gives the instruction Asks students to work individually Gets students to correct in pairs Gets some sts to this exercise before the class Correct B.Exercise Page128 Students’ s activities -read in chorus -pronounce the sounds in chorus Who, whom, that ,which,… It is New York Harbour “Who lives next door” is relative clause Work individually Correct in pairs Answers: 1.Washington, D.C., which is located on the East Coast of the United States, has many interesting and historical places to visit Brasilia, which is the capital of Brazil, is less than 50 years old 3.Mexico City, which has a population of nearly Lesson plan 10 Connecting contrasting ideas: Although Activity Gives an example Asks questions: It …… What are they doing? Says: Although it is raining,they’re still playing football S V Writes this sentence on the b.b Explains Asks ss to look at the example in their textbooks Ex: Although New York is not the capital of the S V U.S.A, it is the home of the United Nations -analyses -explains @ notes _Although = Even though= Though ex: Though it is raining, they’re still playing football Activity Do exercise Asks students to work individually -gets them to correct in pairs -corrects Homework: Teacher assigns homework D.P: D.T: 20,000,000, is the largest metropolitan area in the world Seoul, which hosted the 1988 Summer Olympics, is well-known for its shopping centres Kyoto, which used to be the capital of Japan, has many temples It is raining They are playing football Answers: Although there is not much to in the countryside, I prefer living in there Although there is a lot of pollution in Los Angeles, it is an ideal place to live Although the shops are crowded, people are not buying much Although the city is a favourite tourist destination for many people, it has its problems Although it is a safe neighbourhood, it is best to be careful Do the exercises again Unit 16: Historical places A.READING I Objectives: - Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements - Discussing in group II Teaching aids: - Textbook, blackboard, chalk, … III Procedure Teacher’s activities Warm-up: Network (5minutes) - Ask students to work in groups of 3-4 students - Ask the students to name some historical places in Vietnam - After minutes, the group which has the longest list will be the winner Before you read: (8 minutes) Aims: To provide students with words/phrases about historical places - Students are required to work in pairs to answer the questions in the textbook - Go around to offer help S - Ask some S to answer the questions Page129 Period 95 Students’ activities - Work in groups Lesson plan 10 - Listen and help S to give correct answers Suggested answers: Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc Yes, it is It is the first university of Vietnam Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi - Give S some new words: * The new words/phrases are: + Confucian ( a): ngêi theo ®¹o Khỉng, nhµ nho + engrave ( v): kh¾c, tr¹m trỉ + stelae ( n): bia ®¸ + banyan trees ( n): c©y ®a + tortoise ( n): rïa Read each word/phrase times and ask the students to repeat it Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ time) Listen and help the students to read the words/phrases correctly While you read: (20 minutes) Aims: Read for information to the task, and the tasks Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task - Write these words on board: Originally, representative, memorialise, engrave, flourish - Ask S to go back to the text to locate and underline these words and try to guess the meanings - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese - S are required to compare their answers with their partner - Call on students to read and explain their answers aloud in front of the class - Feedback and give correct answers: * Key: b a c b c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false information - Ask s to the task individually and then check their answers with their friend - Ask some representatives to give their choice orally in front of the class and explain their answers - Listen and help S to give the right answer Answer: F ( it was built in 1070) T th th F ( from 11 century to 18 century) F ( it is an example of well- preseved traditional Vietnamese architecture) T T Page130 - Work in pairs - Some S answer the questions - Read after the T and then read individually - Listen and take notes - - Work individually - Some S the task orally while others listen - Read the text and the task individually - Check the answers with a partner - Some S present Lesson plan 10 After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam - Ask S to work in groups of or and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook - Go round to help the students with their work - Ask some S to talk in front of the class and give feedback Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae These talae were carried on the backs of giant tortoises, which can still be seen today Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam D.P: D.T: - - Listen to the T - Work in groups - S take turn to talk about Van MieuQuoc Tu Giam Unit 16: Historical places B.SPEAKING I/ Objectives - Asking and answering questions about a historical place - Talking about historical places II/ Teaching aids: Textbook, chalk, board, handouts III/ Procedure: Teacher’s activities Warm- up: (5 minutes) Aims : get used to the topic - Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations Chïa Mét Cét a Presidential Palace Cét Cê Hµ Néi b Temple of Literature B¶o tµng C¸ch m¹ng c Ho Chi Minh Mausoleum V¨n MiÕu d National Museum of Ethnology L¨ng Hå Chđ TÞch e Co Loa Citadel Phđ chđ TÞch f National Museum of Fine Arts B¶o tµng D©n téc häc g One Pillar Pagoda B¶o tµng LÞch sư h Flag Tower of Hanoi B¶o tµng Mü tht i Revolution Museum 10 Thµnh Cỉ Loa j Vietnamese National History Museum - Go around to observe and check that S work - Check with the whole class Before you speak: (8 minutes) Aims: : focus sts on the topic and introduce the words and grammar used in the task Task 1: Ask and answer about President Ho Chi Minh Mausoleum - Ask S to study the fact sheet of the monuments and explain new words if any + stand : place + late( adj): nguyªn, cè cùu Page131 Period 96 Students’ activities - Work in group - Give the answers.: 1-e 2- h 4- b 5- c 7- d 8- j 10- e 3- i 6- a 9- f Lesson plan 10 + maintenance ( n): b¶o dìng - Ask S to read the model conversation in the textbook - Ask S some questions as examples - Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum - Go around to help S - Call on some pairs to perform in front of the class Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall - Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tư cÊm thµnh + Admission: gi¸ vÐ vµo cưa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ hủ nỈng nỊ + Air bombardment: nÐm bom + Chamber: phßng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task - Go around to check and offer to help - Call on some pairs to perform in front of the class and give feedback After you speak: (10 minutes) Aim: S can talk about the historical place they have been to Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to - Remind S to take notes of their friends’ talk while listening so that they can report in front of the class - Go around to help S - Call some S to report their findings - Give corrective feedback Homework: (2 minutes ) Page132 - read the fact sheet and listen to the T - Read the model conversation - Answer the teacher’s questions - Work in pairs - Some pairs present in front of the class - Listen and take notes Lesson plan 10 Write a paragraph to talk about a historical place D.P: D.T: Unit 16: Historical places C.LISTENING Period 97 I OBJECTIVES: To help Ss listen and understand about Hoi An, a historical place in Vietnam (listening for specific information) II.TEACHING AIDS: text book,cassette III PROCEDURE: Settlement: Checking attendance Checking: New words New lesson: Listening Teacher’s Activities Students’ Activities * Warm up: Guess the word Group work - Have Ss play the game "Guess the word" (A word consists of 11 letters with some available.) Key: DESTINATION D I O N - T gives some cues: + This word has 11 letters + It begins with a letter D + It ends with the suffix -ION - T asks some lead-in questions: Hue, Ha long Bay, Hoi An, Phong Nha, My Son Do you know about the world cultural heritage sites in Vietnam? Can you name the one in Middle Vietnam, its name begins with Hoi An an H and ends with an N? Individual work Before you listen: Key: a Have Ss look at the pictures in textbooks and answer the Pic 1: Notre Dame Cathedral in Ho Chi Minh City questions: Pic 2: Bo Nau Grotto, Ha Long Bay - What is the name of the place? Pic 3: The Huc Bridge, Hoan Kiem Lake, Ha noi - What places have you been to? Pic 4: Ngo Mon Gate, Imperial City in Hue - Which one would you like to visit most and why? Copy down b Vocabulary: - tile-roofed (a) → picture : mái ngói - well-preserved (a) → Example : bảo quản tốt Pair work - carve (v) → picture : khắc - construct (v) → explanation : xây dựng Guess the answer While you listen: a Task 1(textbook): Listen and choose A, B or C that best Listen to the tape completes the sentences: Key: - Have Ss work in pairs B A C C 5.C - Have Ss read the MCQ for a few minutes Group works - Have Ss guess the answers - Have Ss listen the text twice - Have Ss discuss the answers in pairs - T gives feedback Ss listen twice - Key: b Task (textbook): Listen and answer the following questions Its lies on the Thu Bon River, 30 km south of Da - T divides the class into groups of Nang - The text is divided into parts: It was known as the major trading centre in Part 1: " The ancient town designers" Southeast Asia between the 16th and 17th centuries Part 2: "One of the main Cultural Heritage site" Hoi An is now famous for its old temples, - T turns on the part 1, asks the groups to listen and answer the pagodas, small tile-roofed houses and narrow streets questions 1→ 4 They were made of wood and their pillars were - T does the same for the part carved with ornamental designs - Have Ss listen the whole text for checking It is 153 years old Page133 Lesson plan 10 - T gives feedbacks It was built nearly two centuries ago The house now looks almost exactly as it did in the early 19th century In 1999 After you listen: - Have Ss work in groups to talk about the ancient town of Hoi An, using the following cues: • its location and roles in the past • its attractive characteristics at present • its main tourist attractions and their features Group work IV Consolidation: V Homework: Prepare "Writing" p.174 in textbook D.P: D.T: Unit 16: Historical places D.WRITING Period 98 I Objectives: Education Aims: - Students can describe a chart Knowledge: a General knowledge: - Student knows how to read the information in a chart b Language: - Language used to describe a chart - The past tenses Skills: - Reading: read the model description - Speaking: discuss in pairs - Writing: write a description II Anticipated problems: - Students are not familiar with this type of writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Listen to their friend and give remarks - Ask one st to talk about the ancient town of Hoi An - Ask other sts to listen to their friend and give remarks - Listen to the teacher - Check and give remarks Before you write:( 20 mins) - Aims: to get sts to know how to write a description of a chart + Task 1: - Firstly, ask sts to look at the chart and explain the information in the chart - Ask them to look at the chart and then answer the - Read the chart and try to understand the information in the questions in pairs chart - Move around to help if necessary - Work in pairs to ask and answer and then share their - Ask sts to compare their answer with other pairs answer with their friends - Present their ideas The USA had the biggest number of visitors to Vietnam in 2001 99,700 visitors Australia did No, it isn't France did The number of American visitors to Vietnam in 2002 - Get feedback and give remarks - Introduce some useful words/expressions that sts can use increased by 29,497 in comparison with that in 2001 - Listen to the teacher when describing a chart + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows The chart presents some information - Copy down these words into their notebooks +Expressions: As we can see from the chart, It can be seen from the chart that According to the chart, + Verbs: increase >< decrease reduce, rise, + Adverbs: rapidly, quickly, sharply, steadily, etc + Comparatives and superlatives While you write:( 10 mins) Page134 Lesson plan 10 - Aims: Sts practise describing the chart + Task 2: - Ask sts to write a description of the chart - Ask them to use the answers to the questions above to write - Let sts write in 10 minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 95 - workbook) D.P: D.T: - Do the writing task - Read their writing: ( a model description) " The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vietnam National Administration of Tourism It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 " Unit 16: Historical places E.LANGUAGE FOCUS Period 99 I Objectives: Students know how to pronounce the sound /ʒ / and / ʃ / correctly - Students revise: - Comparatives and superlatives II Anticipated problems: - Students may forget the knowledge about comparisons III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to read the description of the chart they wrote at - Two sts read the announcements aloud home aloud - Ask another st to give remarks - Give remarks - Check and give marks - Listen to the teacher Pronunciation:( 10 mins) a Write two sounds on the board and pronounce them clearly - Write down two sounds - Listen to the teacher and repeat twice, then ask sts to repeat - Look at the book , listen and repeat - Tell sts how to pronounce these sounds accurately /ʒ/ /ʃ/ / ʃ / : a voiceless sound television shop / ʒ / : a voiced sound pleasure machine - Ask sts to pay attention to the length of two sounds measure Swedish - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that - Read these words in pairs and check for their partners they can check for each other - Look at the book and work in pairs - Move around to help - Answers: - Ask two sts to read again and give remarks /ʒ/ /ʃ/ b Ask sts to look at sentences in page 175 in the book pleasure shouldn't - Ask them to work in pairs to read the sentences and then find Asia shop out the words containing sound /ʒ / and sound / ʃ / illusions washing - Ask them to work in minutes - Move around to conduct the activity - Read the sentences - Ask one st to report and other sts to give remarks - Check and give the correct answers - Listen to the T - Ask some sts to read these sentences aloud - Look at the examples - Listen and give remarks - One st tells the T the comparative and superlative form Grammar: ( 29 mins) of the adjectives: a Comparatives and superlatives: Adjectives Comparatives Superlatives - Firstly ask sts to look at the examples and revise the Short adjs .- er the .- est comparative and superlative form of the adjectives long longer the longest E.g: My house is smaller than your house hot hotter the hottest My house is the smallest in this street Exercise is more difficult than exercise Long adjs more the most Exercise is the most difficult in this book expensive more expensive the most ex - Ask sts to tell the T the comparative and superlative form of the adjectives Page135 Lesson plan 10 - Listen to the S and give remarks - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask sts to EX + Exercise 1: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks + Exercise 2: - Ask sts to read the requirement and the example carefully - Ask sts to the Ex individually - Move round to help if necessary - Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks b Making comparisons: - Ask sts to EX3 + Exercise 3: - Ask sts to Ex3 in pairs and then share the answers with their friends - Move round to help if necessary - Ask some sts to report in front of the whole class - Check and give remarks Homework ( min) - Part B( page 91 - workbook) D.P: D.T: - Some sts report young => younger => the youngest happy => happier => the happiest big => bigger => the biggest busy => busiest => the busiest - Listen and correct their work if necessary - Read the requirement and the example carefully - Do the Ex individually My sister is younger than me Who is the oldest in the class? Concord used to be the fastest passenger plane in the world - Listen to the teacher - Do the exercise in pairs - Some sts report: v so more the the v than of v - Listen and correct their work if necessary TEST YOURSELF F Period 100 I Objectives: - By the end of the lesson Ss will be able to all the exercises correctly II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: 2.3.1 Non-defining Relative Clauses: Page136 Students' activities EX 4: larger happier the longest the worst the most popular - One st gives remarks - Look at the textbook and read the statements - Listen carefully and the task - Work in pairs to discuss their answers - Some sts report three friends capital crowds noisy interesting - work in groups to share their ideas - Some sts stand up to report C A A A A Lesson plan 10 - Ask sts to discuss their answers in groups - Ask some sts to write on the board - Ask two other sts to give remarks - Check and give the correct answers 2.3.2 Comparisons: - Ask sts to share their answers with their friends - Ask some sts to report: - Check and give remarks 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part A ( Page 85 - workbook) D.P: D.T: - Discuss in groups - Answers: Their house, which is quite big and modern, The new English teacher, who I met yesterday, Sandra has got a new job with Capital Insurers, which is a much - Compare their answers with their parners - Answers: bigger best better more polluted more stressful - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people It is famous for excellent museums." - Listen to the teacher's remarks Period 101 REVIEW *** I OBJECTIVES: By the end of the lesson Ss will be able to use conditional sentences correctly II TEACHING AIDS: - text book; … III PROCEDURE: Settlement: Checking attendance Checking: Who is absent today? New lesson: Lesson Teacher’s activities I- Revision: - Teacher gives examples and asks: “What tenses are used in the second and in the third conditional sentences?” Ex: If I were a bird, I would be a while pigeon (I’m sorry I can’t be a bird) If I had studied harder, I would have passed the exam (I failed the exam, because I didn't study hard enough) - Teacher notes: + If the "if" clause comes first, a comma is usually used If the "if" clause comes second, there is no need for a comma + We use WERE for the verb TOBE in the second conditional sentence II- Practice: Exercise 1: Complete the sentences with the verbs in parentheses There would be less crime if everyone (have) a job If I (not, go) out so late last night, I (not be, punish) I (meet) my old friend in the party yesterday if I (not, leave) so early If all the factories (be, move) out of the city centre, the air pollution (be) less Page137 Students’ activities Activity 1: Group work - Sts discuss the form, use of the first, second and the third conditional sentences - Students answer the question: the simple present tense, the simple future, the past perfect and past future perfect tenses - The leader writes down on the board * The second conditional sentence: If clause Main S + simple past S + should/ tense infinitive * The third conditional sentence: If clause Main S + would/ S + had + PP have + PP Lesson plan 10 serious - Nga, please answer the phone - I (will) if I (can) I’m in the bathroom If there (be) no sunlight, life (not, exist) If I (not be) tired last night, I (go) out to have a coffee with my friend Mr Nhan is a poor worker but if he (have) enough money, he (buy) a motorbike It (be) very hot if there (be) two suns 10 If I (know) that you arrived in HCM last Saturday, I (pick) you up at the station Exercise : Choose the correct answer I want to buy a car, but I don't have enough money a If I have enough money, I buy a car b If I have enough money, I will buy a car c If I had enough money, I would buy a car d If I had had enough money, I would have bought a car He stepped on the mine and it exploded a If he doesn't step on the mine, it doesn't explode b If he doesn't step on the mine, it won't explode c If he didn't step on the mine, it wouldn't explode d If he hadn't stepped on the mine, it wouldn't have exploded Unfortunately, I don't know Philosophy, so I can't answer your question a If I know Philosophy, I can answer your question b If I know Philosophy, I will be able to answer your question c If I knew Philosophy, I would be able to answer your question d If I had known Philosophy, I would have been able to answer your question - I have never been to a job interview before a If I were you, I will dress formally b If I were you, I could dress formally c If I were you, I would dress formally d If I were you, I can dress formally - Sts give examples some more Activity 2: Pair work - Students practice in pairs Expecting answer had had not gone/ wouldn’t have been punished would have met/ hadn’t left were moved/ would be would/ could were/ wouldn’t exist hadn’t been/ would have gone had/ would buy would be/ were 10 had known/ would have picked Pair work - Some students write down on the board Answer key c d d c Consolidation: Homework: Revise the lesson again Mr Mills lost his job because he was late every day If Mr Mills Without this treatment, the patient would have died D.P: D.T: Period 102 REVIEW I OBJECTIVES: By the end of the lesson Ss will be able to use the relative clauses correctly II TEACHING AIDS -text book…… III PROCEDURE: Settlement: Checking attendance Checking: Who is absent today? New lesson: Lesson Teacher’s activities Students’ activities Revision: Activity 1: Group work - Teacher asks students: “What relative pronouns can you use in the relative - Student discuss in groups of four and explain: clauses? Relative Use Examp - Teacher explains: pronoun a Defining Relative Clauses who subject or object I told you abo pronoun for people woman who Page138 Lesson plan 10 give detailed information defining a general term or expression - are not put in commas * Imagine, Tom is in a room with five girls One girl is talking to Tom and you ask somebody whether he knows this girl Here the relative clause defines which of the five girls you mean Do you know the girl who is talking to Tom? which which whose - Defining relative clauses are often used in definitions A seaman is someone who works on a ship Object pronouns in defining relative clauses can be dropped (Sentences whom with a relative clause without the relative pronoun are called Contact Clauses.) The boy (who/whom) we met yesterday is very nice b Non-Defining Relative Clauses - (also called non-identifying relative clauses or non-restrictive relative that clauses) give additional information on something, but not define it - are put in commas * Imagine, Tom is in a room with only one girl The two are talking to each subject or object pronoun for animals and things referring to a whole sentence possession for people animals and things object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who) subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible) next door Do you see th which is lying roof? He couldn't re which surpris Do you know whose mother nurse? I was invited professor at the confere I don't like th that stands in kitchen other and you ask somebody whether he knows this girl Here the relative clause is non-defining because in this situation it is obvious which girl you mean Do you know the girl, who is talking to Tom? - Who/ Which may not be replaced with that Object pronouns in non-defining relative clauses must be used - Students take notes Activity 2: Pair work Expecting answer The car which we bought last week is blue The girl whom we met at the party is a singer The bananas which George bought are on the table The film which we watched last night was really scary A monk is the man who has devoted his life to God I have one black cat whose name is Blacky A herbivore is an animal which feeds upon vegetation Carol, who is only years old, plays the piano brilliantly Sydney, which is not the capital of Australia, is the largest Australian city 10 The new words which I have to learn are very difficult Jim, who/whom we met yesterday, is very nice Practice: Exercise 1: Combine the sentences using relative clauses We bought a car last week The car is blue The car The girl is a singer We met her at the party The girl The bananas are on the table George bought them The bananas We watched a film last night It was really scary The film A monk is a man The man has devoted his life to God A monk (tháưy tu) I have one black cat His name is Blacky I have A herbivore is an animal The animal feeds upon vegetation A herbivore (âäüng váût àn c) Carol plays the piano brilliantly She is only years old Carol Sydney is the largest Australian city It is not the capital of Australia D.P: Period 103 D.T: REVIEW A OBJECTIVES: Page139 Lesson plan 10 I Knowledge: Students revise the passive form and to- infinitive of purposes II Skills: Speaking, Writing B PROCEDURE: I Settlement: Checking attendance II Checking: Who is absent today? III New lesson: Lesson Teacher’s activities Students’ activities I- PASSIVE FORMS : - Teacher gives example and asks students to write out the form of the passive Break the glass into small pieces - Students work in pairs V O Be + V3 (past participle) -> The glass is broken into small pieces ACTIVE S V O - Teacher gives some more examples and asks students to give the specific form Ex1: • Films are shown at the cinema PASSIVE S’ (to be V3) (byO’) Ex2: • My watch was made in Japan Ex3: • The letters will be mailed next week Active: Tom painted the chair Passive: The chair was painted (by Tom) Active: Tom painted the chair carefully yesterday Passive: The chair was carefully painted (by Tom) yesterday Simple Present: Active: They dry the beans in the sun Subject + am / is / are + V3 Passive: The beans are dried in the sun Active: They have turned on the lights Simple past Passive: The lights have been turned on Subject + was / were + V3 II- Infinitive of purposes For + noun/ To + infinitive: individual purpose Simple future: If we want to express individual purpose with a verb pattern, Subject + will be + V3 we are obliged to use to + infinitive: - Students take notes • I stopped by at the supermarket to buy some apples on the way home • I popped into his office to have a chat about our marketing policy I decided to save up to buy a new computer For is commonly used with nouns to express individual purpose: • I popped into the supermarket for some apples on the way home (Not: I popped into the supermarket for buying some apples) • I stopped by at his office for a chat about our marketing strategy (Not: I stopped by at his office for having a chat about marketing.) - Students listen to the teacher’s explanation and copy • I decided I would save up for a new computer (NOT: I decided I would save up for buying a new - Students work individually computer.) Answer key Exercise 1: Rewrite the sentences using infinitive of purpose Example: I’m going to Moscow to see the Kremlin I went to Holland because I wanted to see the tulips Paul is going to London to buy some clothes -> I went to Holland to see the tulips Roger went to India to visit the Taj Mahal I’m going to Moscow because I want to see the Kremlin Paul is going to London because he wants to buy some clothes Tracey often goes to the disco to dance Tim is going to America to see the Niagara Falls Roger went to India because he wanted to visit the Taj Mahal Page140 Lesson plan 10 Tracey often goes to the disco because she wants to dance Tim is going to America because he wants to see the Niagara Falls Exercise 2: Change these sentences into the passive People don’t use this dictionary very often -> This dictionary They have found oil in the Antarctic (South Pole) -> Oil Someone gave Mary this present an hour ago -> Mary -> This present They will translate her new book into a number of foreign languages -> Her new book They told me that our teacher was sick -> I - Students work in pairs This dictionary isn’t used very often Oil has been found in the Antarctic Mary was given this present an hour ago (or) This present was given to Mary an hour ago Her new book will be translated into a number of foreign languages I was told that our teacher was sick D.P: D.T: Period: 104 EXERCISES I/ Rewrite the following sentences, using Conditional Sentences Type He didn’t hurry, so he missed the train If My brother didn’t leave the car keys, so I couldn’t pick him up at the station If my brother We didn’t go because it rained  If it hadn’t We didn’t go on holiday because we didn’t have enough money If we _ Susan felt sick because she ate four cream cakes  If Susan Without this treatment, the patient would have died  If he _ We got lost because we didn’t have a map If we He lost his job because he was late every day  If he _ Peter is fat because he eats so many chips If 10 Robert got a bad cough because he started smoking cigarettes If Robert II/ Give the correct form of the adjectives or adverbs in brackets It was an awful day It was the (bad) _ day of my life He was a bit depressed yesterday, but he looks (happy) today Page141 Lesson plan 10 John’s car runs (well) than Mary’s That’s the (far) _ way to the city center I feel (good) _ today than I did last week HCM City is the (big) city in Viet Nam Marjorie has (many) _ books than Sue He acts (badly) than ever before This bottle has (little) water than my bottle 10 Nam is (nice) _ than Minh III/ Rewrite the following sentences, using Comparative My homework is worse than yours Your homework is He does the test more easily than Nga Nga An dictionary is more expensive than an English book An English book _ He behaves now worse than he used to He used to My uncle is fatter than my father My father Viet Nam isn’t as large as the USA Viet Nam Page142 [...]... III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to speak some difficult problems at school 3- New lesson: Lesson 4:WRITING T Teacher’s activities Students’ activities Page17 Lesson plan 10 5’ 7’ 10 10 WARMER:Questions & answer -T supplies for students some kinds of forms and asks 1.What are they? 2.Have you ever filled in a form? When? 3.What sort... your parents ? -T goes around the class and encourges them to make a 5.Would you like to go somewhere for a drink? lot questions -T calls some Ss to read their answers Page15 Lesson plan 10 6’ 10 12 10 - T introduces the new- lesson PRE- LISTENING Activity 1:Matching -T asks Ss to work in pairs and match a question in A with a response in B - T calls on some pairs to read aloud the qustion and response... By the end of the lesson Ss will be able to improve such micro reading skills as skimming for general ideas and sanning for specificvspecificv information II.TEACHING AIDS: text book, teacher’s book III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: 3- New lesson: Lesson 1:READING T Teacher’s activities Students’ activities Page20 Lesson plan 10 3’ WARMER: Matching... DATES: Page29 Lesson plan 10 D.P: D.T: Period:21 UNIT4: SPECIAL EDUCATION A.READING I OBJECTIVES: By the end of the lesson Ss will be able to develop such micro reading skills as scanning for specific information and guessing meaning in context II.TEACHING AIDS: Text book, pictures III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: 3- New lesson: lesson 1:READING... them 5.opposition 10. proud -Work individually -Ss are encouraged to give a lot of different ideas IV-Consolidation:- Call 2 Ss to read the text aloud in front of class V-Homework - Learn newwords by heart - Prepare Lesson 2:SPEAKING Page31 Lesson plan 10 ============================================ D.P: D.T: Period:22 UNIT 4 SPECIAL EDUCATION B SPEAKING I.OBJECTIVES: By the end of the lesson Ss will beable... New lesson: Lesson 5:LANGUAGE FOCUS T Teacher’s activities Students’ activities WARMER:Table completion -Ask Ss to work in groups and give each group a table -Work in groups -The group which completes the table first and has more containing 10 verbs correct verbs will be winner -Tell Ss to complete the table following the instruction Verb Past form Past infinitive participle take met Page26 Lesson plan. .. information do you often write? V-Homework - Complete your writing by T’s requirement - Prepare Unit 2 lesson 5 LANGUAGE FOCUS ============================================================ Page18 Lesson plan 10 D.P: D.T: Period:12 Unit 2 SCHOOL TALKS E LANGUAGE FOCUS I.OBJECTIVE: By the end of the lesson students will be able to: -pronounce the sounds /^/ and /a:/ correctly - Using regund and to – infinitive... tapescript, cassette player III.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking 2 students to make an interview about background 3- New lesson: Lesson 3:LISTENING Page23 Lesson plan 10 T Teacher’s activities WARMER:Answering Questions -T gives a picture about Olympic Champions and asks Ss to work in pairs and talk about them Suggest the questions: +What do you... IV-Consolidation:- Retell the main content V-Homework - Write a short paragraph about 50 words about this club - Prepare Lesson 4:WRITING ============================================ D.P: D.T: Period:24 Unit 4 SPECIAL EDUCATION D.WRITING Page34 Lesson plan 10 I.OBJECTIVES: By the end of the lesson Ss will be able to write a letter of comlaint II TEACHING AIDS: Text book III.PROCEDURE: 1-Settlement: Greeting... ->releive, believe -Work individually -Then speak loudly -Ss listen to T and cope notes -Work individually Expected answer: 1is, 2 fish,3worry,4 are,5 catch,6 am, 7 catch,8 go,9 give up ,10 says, 11 realize.12am Lesson plan 10 -Calls on some Ss to read the completed passage Exercise 2 -T asks Ss to revise the adverbs of frequency: Note: the position of advs +As a rule:at the beginning +Usually, sometimes, ... speak some difficult problems at school 3- New lesson: Lesson 4:WRITING T Teacher’s activities Students’ activities Page17 Lesson plan 10 5’ 7’ 10 10 WARMER:Questions & answer -T supplies for... a drink? lot questions -T calls some Ss to read their answers Page15 Lesson plan 10 6’ 10 12 10 - T introduces the new- lesson PRE- LISTENING Activity 1:Matching -T asks Ss to work in pairs... Monday T:What lesson does Quan have at quarter past seven on Monday? Page7 Ss work individually and talk about Quan’s activities, using the picture Lesson plan 10 S:He has Civic education lesson