Plan 10 HKII

Week: 20 Period: 58 UNIT 9: UNDERSEA WORLD A Reading • Objectives: - Educational aim: Help students have an overview of the oceans and the undersea world - Knowledge: • Practise skimming and scanning the text • Understand the text and all the tasks in while and post reading • Language: Vocabulary (n) gulf, bay, challenge, depth, submarine, marine life, the bottom, water currents, organism, biodiversity (v) be divided into , overcome challenges, investigate the seabed, depend on, contribute to (a) marine, tiny, oversized (exp) at stake • Approach + teaching aids: -Communicative approach + Grammar- Translation method -Teaching aids: textbook ( English 10), blackboard, wallboard, wall-chart, chalks, pictures • Procedure A Greeting and checking attendance ( 1’) B Checking the previous lesson (4’) C New lesson (40’) Teacher’s and Students’ activities I Warm-up activities (5’) -T shows beautiful pictures of undersea world and ask: “Where is it in the pictures?” -Ss answer: “Under the sea” -T introduces the lesson: “Right, today, you are going to learn unit 9: ‘Undersea world’ and know more about this world.” II Pre-reading(14’) Before you read: -Ss work in pairs, look at the map in the book and give the Vietnamese name for the oceans (1’) -T writes the oceans on the board - From the left to the right, T asks individual about the name Grade 10 Contents -Arctic Ocean: Bắc Băng Dương -Pacific Ocean: Thái Bình Dương -Atlantic Ocean: Đại Tây Dương -Southern Ocean = Antarctic Ocean: Nam Băng Dương -Indian Ocean: Ấn Độ Dương of the oceans and corrects Ss repeat the oceans after teacher -Ss work in pairs to give the name of the sea animals in the pictures in the book (1’) -T writes the words on the board -T asks individual about the name of the sea animals Ss repeat the words after teacher -seal: hải cẩu -jellyfish: sứa -turtle: rùa -shark: cá mập - T presents new words, students repeat after T *New words: -be divided into -gulf (n) -bay (n) -challenge (n,v) -overcome challenges -depth (n) →deep -submarine (n) → marine →marine life -investigate the seabed: khám phá đáy biển -sample (n) -depend on (v) -the bottom -water currents -tiny (adj) -organism -oversized (adj) -contribute to (n) → Your cooperation contributes to the success of the lesson -biodiversity (n) -at stake = at risk Task 1: -T explains Task -T goes through each sentence to explain difficult words; Ss follow -Ss task (2’) -T corrects Task 1: -refer to (v): đề cập đến -balanced (adj): cân -analyse (v): phân tích -experiment (n): thí nghiệm 1.tiny 2.investigate 3.gulf 4.biodiversity 5.samples III While –reading (10’) -T plays the disc once Ss follow (3’) Task 2: - Ss scan the passage and find answers to the questions (5’) - T asks pairs to ask and answer -T corrects Grade 10 Task 2: 1.75% 2.by using modern devices investigate the seabed and bring samples of marine life back to the surface for further study 4.a lot of information: water temperature, depth and the undersea populations The three groups are those that live on the bottom, those that move independently of water current, and those that are carried along by water currents III Post –reading (10’) -Ss read the requirement in After You Read -T checks Ss’ understanding of the words in the box -Ss work in pairs (3’) -T asks for the answers -T corrects -T asks Ss to memorise the summary (3’) -T asks student to present IV Homework (1’) -Prepare a short presentation about the importance of the oceans (for good class only) -Ss study the new words -Ss prepare Speaking Grade 10 After you read 1.three-quarters 2.mysterious 3.modern 4.discoveries biodiversity 6.huge plants and animals closely connected Week: 20 Period: 59 UNIT 9: UNDERSEA WORLD (Speaking) I Objectives: - Ss state agreement or disagreement, and advantages/disadvantages of zoos of the new kind II Procedures: Testing old lesson: - T asks student to write some new words in the Reading, read a paragraph and answer some questions New lesson: Teacher’s and Student’s activities PRE-SPEAKING -T says: “Oceans are polluted What should we to protect them? We have a lot of measures to protect the oceans in task 1” -Ss read the instruction and translate it -T explains some new words -T models WHILE AND POST-SPEAKING Task 1: -Ss speak in pairs -T corrects Task 2: -Ss read the task and translate it -T models -Ss it in groups -T walks around Task 3: -Ss report Task III Consolidation and homework: - Ss prepare Listening Grade 10 Content Task 1: We should/shouldn’t -rubbish (n) -dustbin (n) -proper (adj) →properly -sparingly (adv) -threatened = endangered (adj) -limited -dispose of (v) -herbicides -pesticides -fertilizers Ex: We should place rubbish and plastic bags in proper dustbins We shouldn’t fish for species that are limited, threatened or endangered Task 2: We should Ex: Beaches are filled with plastice bags, pieces of glass and cigarette butts We should clean the beaches, put no-littering signs and place dustbins where possible 2.Whales and sharks are still hunted for food, medicine and other products We should make laws to protect whales and sharks The government should seriously punish the people who hunt whales and sharks or sell products from them Explosives are used to catch fish and other sea animals We should ban people from using explosives The government should punish well the people who produce explosives illegally and the people who sell that product Oil is spilled from tankers People should take care of tankers carefully and shouldn’t put so much oil in tankers Week: 20 Period: 60 UNIT 9: UNDERSEA WORLD (Listening) I Objectives: - Ss listen to some information about whales, mark True/False and answer the questions II Procedures: Testing old lesson: - T asks student to speak about ways to protect oceans New lesson: Teacher’s and Student’s activities PRE-LISTENING -Ss answer the questions: Do you think whales are fish? Why (not)? Why people keep hunting whales? -T says: “Today we are going to listen to some information about whales” -T reads the words and give meaning; Ss repeat WHILE-LISTENING Task 1: 5’ -Ss read the task and translate it -T plays the tape once; -Ss mark True/False -T corrects Task 2: 5’ -T plays the tape again, pause where neccessary; Ss writes the answers -T corrects POST- LISTENING -Ss speak about whales, following the cues -T ask ss to report III Consolidation and homework: - Ss prepare Writing Grade 10 Content *New words: -mammal (n) -krill (n) -whaling (n) -migrate (v) -conservation (n) Task 1 F 2.T 3.T 4.F 5.T Task 2: 30m long, over 200 tons because there is a lot of krill, their favourite food cold water in the north and south Atlantic ocean, and the north and south Pacific heavy hunting to stop most whaling they would disappear forever Week: 21 Period: 61 UNIT 9: UNDERSEA WORLD (Writing) I Objectives: - Ss learn how to describe information from a table II Procedures: Testing old lesson: 5’ - T asks student to speak about whales New lesson: Teacher’s and Student’s activities PRE-WRITING: 15’ -T says: “Today we are going to describe information from a table” Task 1: -Ss read the instruction -Ss read the passage, T gives the meaning of some new words -Ss fill in the table -T corrects WHILE- WRITING: 20’ Task 2: -Ss look at the table and in pairs, write a desription of dolphin POST- WRITING: 4’ -Ss write it on the board -T corrects III Consolidation and homework: 1’ - Ss prepare Language Focus Grade 10 Content Task 1: -sperm whales -gestation period -life span (n) -accidental entrapment -range (n) -habitat (n) -offspring (n) SPERM WHALE RANGE & In all oceans HABITAT Prefer the water with many squids SIZE Male: 18m, 54000 kg Female: 12m, 17000 kg FEEDING Carnivores Like squids HABITS OFFSPRING Give birth to calf every 5-7 years Gestation period: 14-19 months LIFE SPAN From 60-70 years SPECIAL The largest brain of any mammals FEATURES CONSERVATION At risk due to heavy hunting and CONCERNS accidental entrapment in fishing nets Task 2: A marine species that are friendly to humans, besides whales, is dolphin Dolphins live in all oceans, but they prefer coastal waters and bays The smallest dolphin is about 50 kg in weight and 1.2 m in length The largest one can be up to 8,200 kg heavy and 10 m long They are carnivores They eat mostly fish They give birth to one calf every years Their gestation period is from 11-12 months Their life span is from 25 to 65 years, sometimes longer, depending on species People may think dolphins are fish In fact, they are mammals They are among the most intelligent animals Dolphins are at risk due to habitat pollution and accidental fishing net entrapment Week: 21 Period: 62 UNIT 9: UNDERSEA WORLD (Language Focus) I Objectives: - Ss can pronounce /ɪə/ /eə/ and /ʊə/ correctly -Ss learn: Should; Conditional Type II Procedures: Testing old lesson: 5’ - T asks students some information about sperm whales New lesson: Teacher’s and Student’s activities Pronunciation -T pronounces the vowels, Ss repeat -T asks Ss to read the sentences and corrects Grammar 1) Should -T gives input -Ss exercise 2) Conditional Type -T gives input -Ss look at a wall board and practice repetition -Ss Exercise -T corrects Content Pronunciation /ɪə/: here, dear, clear, idea, cheers, atmosphere /eə/: pair, chair, square, where, upstairs, carefully /ʊə/: poor, sure, tour, usual, casual, actually 1) Should: nên Ex: Peter is sick He should see a doctor He is dangerous You shouldn’t come near him What should I do? -S + should V1; S + should not/shouldn’t V1; Should + S + V1? -Use as an advice Exercise 1: Liz needs a change She should go away for a few days My salary is very low You should look for another job Jack always has difficulty getting up He shouldn’t go to bed so late What a beautiful view You should take a photograph Sue drives everywhere She never walks She shouldn’t use her car so much Bill’s room isn’t very interesting He should put some pictures on the walls 2) Conditional Type Ex: 1) If modern technology did not exist, we would never have such precious information 2) If I were you, I would give him a call (Modern technology did not exist: untrue in present.) (I were you: untrue in present) 3) If I bought that car, I would be broke (I won’t buy that car: unlikely to happen in future) 4) What would you if you found a thief in your house? (you found a thief in your house: I don’t think it will happen: unlikely in future) -Form: If + S + were , S + would/could/should V1 V2/-ed Grade 10 -would = ’d; no would in if-clause REPETITION DRILL I would drive to work if I had a car He/she/We/They he/she/we/they If I got that job, I’d move to London He/she/they/we .He/she/they/we Exercise 3: 3.would take Refused 5.wouldn’t get 6.closed down 7.pressed 8.would be 9.didn’t come 10.borrowed 11.walked 12.would understand III Consolidation and homework: 1’ - Home work: exercise and the rest of exercises - Ss prepare Unit 11 Grade 10 Week: 21 Period: 63 UNIT 10: CONSERVATION (Reading) I Objectives: - Ss read and guess meaning in the context; answer about the passage; summarise the passage II Procedures: Testing old lesson: - student write the grammar point and some exercise in the book New lesson: Teacher’s and Student’s activities PRE-READING: 20’ -Ss look at the pictures in the book and answer the questions: 1.Have you ever visited a zoo or a forest? 2.What animals are you interested in? Why? 3.Do we need to protect animals and forests? -T says: “Today we are going to learn unit 10: Conservation” -T asks Ss the meaning of Conservation (protection) -T presents some new words: WHILE – READING: 20’ -Ss read the passage and answer T’s questions Task 1: -Ss read the instruction and translate it -Ss it -T corrects Task 2: -Ss read and translate the instruction -Ss it -T corrects Task 3: -Ss read and translate the instruction -Ss it -T corrects POST- READING: 4’ -Ss answer the questions in groups and report back; write them down as homework III Consolidation and homework: -Ss write the answers for After you read -Ss prepare Speaking Grade 10 Content *New words: -destroy (v) → destruction -(plant) variety (n) -eliminate (v) -medicine (n) -disease = sickness (n) -supply of water -hydroelectric dams -play an important part in -circulation of water (n) -frequent floods -damage (n, v) -the environment (n) -overnight (adj,adv): in a very short time -Nor can we -worsen the problem -defence (n) Task 1.c 2.a 3.d Task 2: 1.T 2.T 3.T Task 3: 1.not main idea After you read 4.b 4.T 2.C 5.F 6.F 3.A 4.B Week: 22 Period: 64 UNIT 10: CONSERVATION (Speaking) I Objectives: - Ss state agreement or disagreement, and advantages/disadvantages of zoos of the new kind II Procedures: Testing old lesson: - T asks student to write some new words in the Reading, read a paragraph and answer some questions New lesson: Teacher’s and Student’s activities PRE-SPEAKING Task 1: 5’ -Ss task 1: read the paragraphs and answer the questions -T gives a new word WHILE AND POST-SPEAKING Task 2: -Ss read the instruction and translate it -Ss it in pairs -Ss report Task 3: 9’ -Ss read and translate the instruction -Ss discuss the advantages and disadvantages of zoos of the new kinds in groups Task 4: 10’ -T asks each group to state their opinions before class III Consolidation and homework: - Ss prepare Listening Grade 10 Content Task -breed (v): sinh con, gây giống They are places where endangered species can develop The animals are not kept in cages They can live in their natural environment Task 2: Possible answers: In the zoos of the new kind: -animal may have better food Yes Because they can eat what they like apart from the food the people supply -animals may suffer from dangerous diseases No Because they can exercise more and play what they like, so they are healthier Besides, they are observed well by the feeders If they have health problems, people will help them overcome quickly -animals may what they want Yes This is so clear -animals may develop Yes Because they are more relaxed than in cages, they can develop better -animals may feel happier Definitely They don’t feel imprisoned They can what they want, so they are happier Task 3: -Advantages: +The animals are benefited They have good conditions to live and develop -Disadvantages: However, they cause a lot more troubles to people: +First, the money needed to reconstruct the natural environment must be great +Second, people can’t visit the dangerous animals like lions or tigers They can only approach the gentle animals +Third, it’s very dangerous for the keepers to come to the place to their job 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: Do you know about the world cultural heritage sites Hue, Ha long Bay, Hoi An, Phong Nha, My Son in Vietnam? Can you name the one in Middle Vietnam, its name Hoi An begins with an H and ends with an N? Before you listen: Individual work a Have Ss look at the pictures in textbooks and answer Key: the questions: Pic 1: Notre Dame Cathedral in Ho - What is the name of the place? Chi Minh City - What places have you been to? Pic 2: Bo Nau Grotto, Ha Long Bay - Which one would you like to visit most and why? Pic 3: The Huc Bridge, Hoan Kiem b Vocabulary: Lake, Ha noi - tile-roofed (a) → picture : mái ngói Pic 4: Ngo Mon Gate, Imperial City - well-preserved (a) → Example : bảo quản tốt in Hue - carve (v) → picture : khắc Copy down - construct (v) → explanation : xây dựng While you listen: a Task 1(textbook): Listen and choose A, B or C that Pair work best completes the sentences: - Have Ss work in pairs Guess the answer - Have Ss read the MCQ for a few minutes - Have Ss guess the answers Listen to the tape - Have Ss listen the text twice Key: - Have Ss discuss the answers in pairs B A C - T gives feedback C 5.C Group works b Task (textbook): Listen and answer the following questions - T divides the class into groups of - The text is divided into parts: Part 1: " The ancient town designers" Part 2: "One of the main Cultural Heritage site" Grade 10 Ss listen twice - T turns on the part 1, asks the groups to listen and answer the questions 1→ - T does the same for the part - Have Ss listen the whole text for checking - T gives feedbacks 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 - Key: Its lies on the Thu Bon River, 30 km south of Da Nang It was known as the major trading centre in Southeast Asia between the 16th and 17th centuries Hoi An is now famous for its old temples, pagodas, small tile-roofed houses and narrow streets They were made of wood and their pillars were carved with ornamental designs It is 153 years old It was built nearly two centuries ago The house now looks almost exactly as it did in the early 19th century In 1999 Group work IV Consolidation: V Homework: Prepare "Writing" p.174 in textbook Grade 10 Week: 35 Period: 103 Unit 16: Historical places D.WRITING 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) - Ask one st to talk about the ancient town of Hoi An - Listen to their friend and give remarks - Ask other sts to listen to their friend and give - Listen to the teacher remarks - 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 - Read the chart and try to understand the information in the chart - Ask them to look at the chart and then answer the information in the chart - Work in pairs to ask and answer and then questions in pairs share their answer with their friends - Move around to help if necessary - Present their ideas - Ask sts to compare their answer with other pairs 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 - Get feedback and give remarks Vietnam in 2002 increased by 29,497 in - Introduce some useful words/expressions that sts comparison with that in 2001 can use when describing a chart - Listen to the teacher + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows The chart presents some information +Expressions: As we can see from the chart, - Copy down these words into their It can be seen from the chart that notebooks According to the chart, + Verbs: increase >< decrease reduce, rise, + Adverbs: rapidly, quickly, sharply, steadily, etc Grade 10 + Comparatives and superlatives While you write:( 10 mins) - 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) - 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 " Week: 35 Period: 104 Unit 16: Historical places E.LANGUAGE FOCUS I Objectives: Students know how to pronounce the sound /ʒ / and / ʃ / correctly Grade 10 - 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 - Two sts read the announcements aloud wrote at 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 - Write down two sounds - Listen to the teacher and repeat them clearly 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 Read these words in pairs and check for so that they can check for each other their partners - Move around to help - Look at the book and work in pairs - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 175 in the - Answers: /ʒ/ /ʃ/ book - Ask them to work in pairs to read the sentences and pleasure shouldn't Asia shop then find out the words containing sound /ʒ / and illusions washing sound / ʃ / - Ask them to work in minutes - Read the sentences - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Listen to the T - Check and give the correct answers - Look at the examples - Ask some sts to read these sentences aloud - One st tells the T the comparative and - Listen and give remarks superlative form of the adjectives: Grammar: ( 29 mins) Adjectives Comparatives Superlatives a Comparatives and superlatives: Short adjs .- er the .- est - Firstly ask sts to look at the examples and revise the long longer the longest comparative and superlative form of the adjectives hot hotter the hottest E.g: My house is smaller than your house My house is the smallest in this street Long adjs more the most Exercise is more difficult than exercise expensive more expensive the most ex Exercise is the most difficult in this book - Ask sts to tell the T the comparative and superlative form of the adjectives - Listen to the S and give remarks - Notes: - Some sts report Irregular adjs young => younger => the youngest good => better => the best happy => happier => the happiest bad => worse => the worst big => bigger => the biggest far => further/farther => the busy => busiest => the busiest furthest/farthest - Ask sts to EX - Listen and correct their work if necessary + Exercise 1: Grade 10 - 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 - 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 - Check and give remarks Homework ( min) - Part B( page 91 - workbook) Week: 35 Period: 105 TEST YOURSELF F 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 EX 4: Grade 10 Students' activities 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: - 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 larger worst happier the longest the 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 - 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 2.3.2 Comparisons: - Compare their answers with their - Ask sts to share their answers with their Grade 10 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) parners - Answers: bigger better polluted more stressful best more - 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 Week: 36 Period: 106 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 Students’ activities I- Revision: Activity 1: Group work - Teacher gives examples and asks: “What tenses - Sts discuss the form, use of the first, are used in the second and in the third conditional second and the third conditional sentences?” sentences Grade 10 - Students answer the question: the simple present tense, the simple future, the past perfect and past future perfect Ex: If I were a bird, I would be a while pigeon tenses (I’m sorry I can’t be a bird) - The leader writes down on the board * The second conditional sentence: If clause Main clause If I had studied harder, I would have passed the S + simple S + should/would/ could exam past tense + infinitive (I failed the exam, because I didn't study hard * The third conditional sentence: enough) If clause Main clause - Teacher notes: S + would/ could/ might + If the "if" clause comes first, a comma is usually S + had + PP have + PP used If the "if" clause comes second, there is no need for a comma + We use WERE for the verb TOBE in the second - Sts give some more examples conditional sentence II- Practice: Exercise 1: Complete the sentences with the verbs in parentheses Activity 2: Pair work There would be less crime if everyone - Students practice in pairs (have) a job Expecting answer If I (not, go) out so late last night, I (not be, had punish) had not gone/ wouldn’t have been I (meet) my old friend in the party yesterday punished if I (not, leave) so early would have met/ hadn’t left If all the factories (be, move) out of the city were moved/ would be centre, the air pollution (be) less serious would/ could - Nga, please answer the phone were/ wouldn’t exist - I (will) if I (can) I’m in the hadn’t been/ would have gone bathroom had/ would buy If there (be) no sunlight, life (not, would be/ were exist) 10 had known/ would have picked 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 Pair work Exercise : Choose the correct answer - Some students write down on the board I want to buy a car, but I don't have enough Answer key money c a If I have enough money, I buy a car d b If I have enough money, I will buy a car d c If I had enough money, I would buy a car c d If I had had enough money, I would have bought a car He stepped on the mine and it exploded Grade 10 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 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 If Week: 36 Period: 107 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 - Student discuss in groups of four and explain: pronouns can you use in the relative clauses? Relative Use Example - Teacher explains: pronoun a Defining Relative Clauses who subject or object I told you about Grade 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 with a relative clause without the relative pronoun are called Contact Clauses.) whom 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 clauses) give additional information on something, but not define it - are put in commas that pronoun for people subject or object pronoun for animals and things referring to a whole sentence the woman who lives next door Do you see the cat which is lying on the roof? He couldn't read which surprised me Do you know the boy whose mother is a nurse? I was invited by the professor whom I met at the conference 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 I don't like the pronoun for table that stands in people, animals the kitchen and things in defining relative clauses (who or which are also possible) * Imagine, Tom is in a room with only one girl The two are talking to each other and you ask somebody whether he knows this girl - Students take notes 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 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 Grade 10 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 girl is a singer We met her at the party The film which we watched last night was really scary The girl A monk is the man who has devoted his life to The bananas are on the table George God bought them I have one black cat whose name is Blacky The bananas A herbivore is an animal which feeds upon We watched a film last night It was really vegetation scary Carol, who is only years old, plays the piano The film brilliantly A monk is a man The man has devoted his Sydney, which is not the capital of Australia, life to God is the largest Australian city A monk (tháöy 10 The new words which I have to learn are very tu) difficult 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 coí) Carol plays the piano brilliantly She is only years old Carol Sydney is the largest Australian city It is not the capital of Australia Consolidation: Homework: Grade 10 Week: 36 Period: 108 REVIEW A OBJECTIVES: 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 Simple Present: Passive: The chair was carefully painted (by Subject + am / is / are + V3 Tom) yesterday Active: They dry the beans in the sun Simple past Passive: The beans are dried in the sun Subject + was / were + V3 Active: They have turned on the lights Passive: The lights have been turned on Simple future: II- Infinitive of purposes Subject + will be + V3 For + noun/ To + infinitive: individual purpose - Students take notes If we want to express individual purpose with a verb pattern, we are obliged to use to + infinitive: • 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 Grade 10 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.) • I decided I would save up for a new computer (NOT: I decided I would save up for buying a new computer.) Exercise 1: Rewrite the sentences using infinitive of purpose Example: I went to Holland because I wanted to see the tulips -> I went to Holland to see the tulips I’m going to Moscow because I want to see the Kremlin Paul is going to London because he wants to buy some clothes Roger went to India because he wanted to visit the Taj Mahal 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 IV Consolidation: V Homework: Grade 10 - Students listen to the teacher’s explanation and copy - Students work individually Answer key I’m going to Moscow to see the Kremlin Paul is going to London to buy some clothes Roger went to India to visit the Taj Mahal Tracey often goes to the disco to dance Tim is going to America to see the Niagara Falls - 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 MA TRẬN ĐỀ THI HKII CHƯƠNG TRÌNH CHUẨN (BÀI 9,10,11,12,13,14,15) Tên chủ đề Phonetics Speaking Reading (Topic: Music) The ending “s”, “ed” , sounds “/f/ /v/” Asking information Questions (A passage of 180 words) Relative pronoun Writing Conditional 2,3 (Sentense Passive voice transformation/ It was not until that combination/ should building) Synonyms Vocabulary Word form Words in context Prepositions Mistake correction Grammar (Relative pronoun, adjectives of attitude, articles, passive voice) passive voice (simple past, present perfect, present continuous) Wh-questions Articles a/an/the Will/going to Phrase of pupose Although/inspite of Conditional 2,3 adjectives of attitude Relative pronoun Tổng số câu Tổng số điểm Grade 10 Nhận Vận dụng Cấp độ Cấp độ Cộn thấp cao Thông 4 2 1 1 1 1 2 1 1 20 1 1 2 21 13 5.25 3.25 (52.5%) (32.5%) 1.0 (10%) 0.5 (5%) 40 [...]... Consolidation and homework: 1’ Grade 10 - Home work: the rest of exercises 1, 2,3; Ss prepare Test Yourself D Week: 25 Period: 73 TEST YOURSELF D I Objectives: -Ss review units 9, 10, and 11 II Procedures: 1 Testing old lesson: - passed 2 New lesson: Teacher’s and Student’s activities 1 Listening (10 ) -T explains some key words -Ss listen twice and give answers -T corrects 2 Reading (10 ) -Ss read and choose... and homework: 1’ Grade 10 d.F - Home work: revise units 9, 10, 11 Week: 25 Period: 74 TEST 45’ Points included: *Vocabulary: units 10, 11 *Pronunciation: /ɪə/, /eə/, /ʊə/, /t/, /d/ *Grammar: -conditionals 2,3 -the passive voice : present perfect, present continuous, past simple, modal -should + V1 I Choose the best answer to complete the sentences: 1 Trees, grasses and other plant life .an important... decrease? a animals and plants increase b animals and plants decrease c forests are being cut down d rivers and seas are polluted 39 Why do many species become extinct? a because of habitat destruction b because of the hunting of animals c because of the collection of plants d a,b&c 40 What is the new danger? a hunting b extinction c climate change d a&b -// - 1 2 3 4 5 6 7 8 9 KEY 10 11 12 13 14 15 16... your parents and hope to see you soon Love, Sam III While –Writing (10 ) Task 3 -Ss read the requirement and translate it into Vietnamese -T asks Ss to base themselves on the outline and the sample letter in Task 2 -Ss write in 4 groups, 2 accepting and 2 refusing (7’) - T walks around the class, offers ideas Grade 10 III Post –Writing (10 ) -Ss give their work on the board -T corrects mistakes and give... miss you a lot We are both having some days off between two terms soon If you haven’t made any other plans, why don’t we spend a weekend together? Do you feel like visiting the forest near my grandparents’ house again? It looks quite different now because very many young trees have been planted at the Tree-Planting Festivals Do come if you find it possible and I will make all the preparations Give my love... -Ss prepare Speaking Grade 10 APPENDIX Consolidation: (Unit 11_Reading_Grade 10) True/false? 1 Cuc Phuong National Park is located 150 km south west of Hanoi (F - 160) 2 Viet Nam has 19 national parks (F – 9) 3 Cuc Phuong is the first national park in Vietnam (T) 4 The rainforest area in Cuc Phuong is over 200 square kilomiters (T) 5 Tourists go to Cuc Phuong to cut the 100 0-year-old tree (F – look... habitats decrease, their communities of animals and plants do, too Habitat destruction is one of the main reasons why many species face extinction Habitats are commonly split up and animals can't get from one part to another, unless wildlife 'corridors' are provided Other reasons for their demise include the hunting of Grade 10 animals and collection of plants Now they are facing a new threat, which of... homework: - Ss prepare Writing Grade 10 Content *New words: -threatened and endangered species -ethnic minority (n) -flora (n) a system of plants -fauna (n) a system of animals -attack (v) -enemy (n) -Quèn Voi: the place where Tây Sơn Army was stationed before it headed for Thăng Long -was stationed: -Qing invaders (n) -bee keeping (n) Task 1 1.1960 2 160 km south west of 3 .100 ,000 people 4.2000/450 5.surprise... C Grade 10 Week: 25 Period: 75 TEST CORRECTION I Objectives: -Ss realise their mistakes and avoid making them II Procedures: 1 Testing old lesson: - passed 2 New lesson: Teacher’s and Student’s activities Key to the test: 001 -T writes 1 2 3 4 the key -Ss read their work A A B C (10 ) 21 22 23 24 -Ss ask questions A C D A -T explains -T corrects 002 common 1 2 3 4 mistakes A D C 5 6 7 8 9 10 11 12... 6 7 8 9 10 11 12 13 1 4 15 16 17 18 19 20 C B A B A B D C B C C B D A A A C B D B A D C C D 21 22 23 24 25 26 27 28 29 30 31 32 33 3 4 35 36 37 38 39 40 A D A B C B A C B C A 003 1 2 3 4 5 6 7 8 9 10 11 12 13 1 4 15 16 17 18 19 20 A D A A D C B A A B D A C D B B C B A C D B D D A A C D D 21 22 23 24 25 26 27 28 29 30 31 32 33 3 4 35 36 37 38 39 40 A B A B C B B C D A D 004 1 2 3 4 5 6 7 8 9 10 11 12 ... come 10. borrowed 11.walked 12.would understand III Consolidation and homework: 1’ - Home work: exercise and the rest of exercises - Ss prepare Unit 11 Grade 10 Week: 21 Period: 63 UNIT 10: CONSERVATION... activities Listening (10 ) -T explains some key words -Ss listen twice and give answers -T corrects Reading (10 ) -Ss read and choose the correct answers -T corrects Grammar (10 ) a) T reads, Ss... III Consolidation and homework: 1’ Grade 10 d.F - Home work: revise units 9, 10, 11 Week: 25 Period: 74 TEST 45’ Points included: *Vocabulary: units 10, 11 *Pronunciation: /ɪə/, /eə/, /ʊə/, /t/,