Giáo án Tiếng Anh 10 cơ bản học kỳ 2

Giáo án Tiếng Anh 10 học kỳ 2

UNIT 9: UNDERSEA WORLD I Aims: By the end of the lesson, students should be able to: Knowledge - General knowledge: broaden knowledge of the undersea creatures, sperm whales, dolphins, other marine plants and animals, threats to the ocean and solutions to them - Language: + Grammar: use should or shouldnt, conditional sentence type + Vocabulary: acquire vocabularies related to the undersea world + Pronunciation: pronounce dipthongs //, // and // Skills - Reading: + guess meaning of words in context by doing gap-filling exercise + scan for specific information + read and answer questions + comprehend the passage and cloze reading: gap-fill - Speaking: + talk about threats to the ocean, the consequences that might occur + offer solutions to these threats + report on discussion results - Listening: + listen to a monologue + listen and decide on True or False statements + listen and answer the questions - Writing: + learn how to describe information from a table II Methods III Teaching aids: IV Procedure - Lesson 1: Reading - Lesson 2: Speaking - Lesson 3: Listening - Lesson 4: Writing - Lesson 5: Language focus V Anticipated problems Date of preparing: 3/1/2016 Date of teaching12/1/2016 UNIT 9: UNDERSEA WORLD Lesson 1: Reading, Period: 55 I Objectives: By the end of the lesson, students should be able to: + guess meaning of words in context by doing gap-filling exercise + scan for specific information + read and answer questions + comprehend the passage and cloze reading: gap-fill II Teaching aids: board, textbook, chalk III Teaching Procedures: Teachers activities Warm-up:( mins) - Aim: Sts get used to the topic + Networks: - Sts are required to work in groups of or to make a list of words related to the names of the animals in the sea in written form - The group with the longest list will be the winner - Suggested answer: seadog, turtle, shark, dolphin, starfish, Before you read( 12 mins) - Aim: -Prepare information and vocabularies for the topic + Work with a partner 1: - Ask sts to look at the map and give Vietnamese names for the oceans on the map - Allow sts to discuss in pairs in minutes - Get feedback and give remarks - Key: + Pa'cific ocean: Thỏi Bỡnh Dng + At'lantic ocean: i Tõy Dng + 'Indian ocean: n Dng + 'Arctic ocean: Bc Bng Dng + An'tarctic ocean ( southern ocean): Bin Nam Cc + Work with a partner 2: - Sts are required to in the same way as in work with a partner to name the sea animal in each picture - Ask some sts to report - Listen and give remarks + Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark + Vocabulary: - Provide the sts with new words/phrases: + Gulf(n): vnh + challenge(v): th thỏch + Subma'rine(n): Tu ngm + 'organism(n): sinh vt, cỏ th Students activities - Work in groups of 3-4 students - Work in pairs -Listen and copy down - Work in pairs - Listen and then copy down - Listen and repeat + Biodi'versity(n): s a dng sinh hc + at stake(phr) : Cú nguy c tuyt chng = in danger - Read each word/phrase times and ask the sts to repeat it - Leave the sts minute to self-practise reading the words - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help the sts to read the words/phrases correctly While you read:( 20 mins) - Aims: Read the passage for information to the tasks + Set the scene: - You are going to read a passage about undersea world Read it and then the tasks that follow + Task 1:Fill in each space with a suitable from the box - Ask sts to read the passage and task - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Listen and help sts to the task correctly - Key: tiny investigate gulf biodiversity samples + Task 2: Answering Questions: - Ask sts to work in pairs to read the passage again and answer the questions in task - Require sts to underline the information that supports the answers - Sts are required to compare their answers with another pair - Ask 5-6 sts to read their answers aloud in front of the class (1 st / time) - Give correct answers 75% They that by using modern devices They bring samples to the scientists to study We can learn about the temperature, depth, and the marine population They are : + the bottom depending + current independing + tiny organism - Work individually - Share their answer with their partners - Work in pairs - Compare their answer with other pairs - Work in pairs After you read:( mins) - Aims: Give the summary of the passage - Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box - sts represent by reading aloud the answers - Listen and help sts to their task well - Key: three-quarters mysterious modern discovery plants and animals huge biodiversity closely connected Consolidation and Homework:( min) - Retell main points of the lesson - Learn new words - Learn the summary of the reading passage IV Comments - -0- - Date of preparing: 4/1/2016 Date of teaching: 14/1/2016 UNIT 9: UNDERSEA WORLD Lesson 2: Speaking, Period: 56 I Objectives: By the end of the lesson, students should be able to: + talk about threats to the ocean, the consequences that might occur + offer solutions to these threats + report on discussion results II Teaching aids: board, textbook, chalk III Teaching Procedures: Teachers activities Homework - checking: (7 mins) - Call sts to write the new words on the board - Ask others to read the passage Students activities Before you speak: (13 mins) Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans + Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldnt - Ask sts to look at the task and give sts some new words: - rubbish (n): rỏc thi - Note down - pollute (v): gõy ụ nhim - dispose (v) of sth: vt b - 'herbicides (n): thuc dit c - 'pesticide (n): thuc tr sõu - Ask sts to read the new words aloud - Ast sts to work in pairs, using should or shouldnt to - Work in pairs put the actions in order of importance and talk about these actions - Go around to help sts if necessary - T may give sts some suggested phrases: What you think of How you feel about + V- ing Whats your opinion of Well, I think In my opinion we should - Ask some sts to give their opinions - Suggested answer: I think that action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them While you speak( 15 mins) Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions - Ask sts to skim the sentences in Task and find the new words - Explain some new words: hunt (v ) explosive ( n) spill ( v ) tanker ( n ) Ask sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions - Give sts some suggestions: Threats Consequenc Solutions es Beaches polluted place are filled water plastic with plastic bags in bags proper dustbins 2.Whales extinct/ - not hunt are hunted disappear or sell for food whale products 3.Explosives - a lot of fish be are used to died banned catch fish - Listen and take notes - Work in group of three or four - Some sts report their opinions Oil is filled from tanks polluted -clean the water sea water/puni sh captain - Go around to help sts if necessary 4.After you speak: ( mins) Aims: Sts report what they have discussed Task 3: Report to the class what your group has discussed - Ask some representatives to report their groups opinions in front of the class - Listen and ask others to listen to give their opinions Consolidation and Homework: (1min) - Retell main points of the lesson -Write a passage about the threats to our oceans and the solutions IV Comments Date of preparing: 5/1/2016 Date of teaching:16/1/2016 UNIT 9: UNDERSEA WORLD Lesson 3: Listening, Period: 57 I Objectives: By the end of the lesson, students should be able to: + listen to a monologue + listen and decide on True or False statements + listen and answer the questions II Teaching aids: board, textbook, chalk, tape, pictures, laptop III Teaching Procedures: Teachers activities Homework checking:(7 mins) One sts talks about what people should to protect the oceans Students activities One st presents Others listen and give remarks Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Focus sts on the picture of a whale and ask sts - Discuss in groups to answer the following questions: - What animal is the largest in the world? - What you know about whales? - Why people think whales are not fish? - Why people keep hunting whales? - Ask some sts to give their answer b Introduces some new words - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales - Copy the words feed on krill) - mig'rate(v): to move from one place to another according to season - conser'vation (n): taking care of st, the prevention of loss, damage - feeding / bearing ground (n): the place where a species of animal find food/ give birth - an/a/the increase/ decrease in st(phr): - International whaling Commission: an organization responsible for the number of whales hunted - Listen and repeat - measure(n): an action taken to achieve a purpose - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again - Ask sts to refer to the map of the world in the textbook (p 94) and revise parts of the world, the oceans and discuss where there are cold waters While you listen:( 17 mins) + Task 1: Aims: Sts practise listening and marking True/ False statements - Tell sts that they are going to listen to a talk about whales - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts answer - Play the tape once again, stop the tape where necessary and conduct the correction - Key: F It's the largest animal on earth T T F They are in danger because some people are still killing them for food T + Task 2: Aims:Sts practise listening for specific information by answering given questions - Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions - Ask sts to listen to the tape once or twice again to answer the questions Sts can note down important information - Ask sts to compare their answer in pairs - Check sts answer - Play the tape once again, stop the tape where necessary and conduct the correction - Key: It is about 30 metres in length and over 200 tons in weight It is because there is a lot of krill - their favourite food They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean Heavy hunting They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Work in pairs - Listen to the tape and the task individually - Compare their answer - Work in pairs - Listen and individually the task - Note down - Work in pairs After you listen:(10 mins) - Ask sts to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water North - South- Pacific - Atlantic - krill - in danger hunting - The Eskimo - not protect - disappear - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class - Check and give remarks Consolidation and Homework:(1 min) - Retell main points of the lesson - Write a short paragraph about the whale IV Comments - -0- - Date of preparing: 6/1/2016 Date of teaching: 19/1/2016 UNIT 9: UNDERSEA WORLD Lesson 4: Writing, Period: 58 I Objectives: By the end of the lesson, students should be able to: + learn how to describe information from a table II Teaching aids: board, textbook, chalk, tape, pictures, laptop III Teaching Procedures: Teacher's activities Homework checking :( mins) - Ask one st to talk about whales - Ask other sts to listen to their friend and give remarks - Check and give remarks Before you write:( 20 mins) - Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write + Task 1: - Introduce the situation - Explain some new words: + sperm whale (n): a kind of whale that is hunted for an oily substance in its head + 'carnivore (n): an animal that eats meat + squid (n): mc ng + ges'tation period (n): the process of carrying the young baby inside the mother's body + life span (n): the period from birth to death + en'trapment (n): s mc by + 'offspring (n): cỏi - Ask sts to listen to the teacher and repeat , then write these words into their notebooks - Ask sts to work in pairs to read the paragraph and then complete the table that follows - Move round to help if necessary - Ask sts to compare their ideas with other pairs - Draw a table on the board and ask some sts to go to the board and complete the table - Look at the board and give remarks - Suggested answer: + Range and habitat: all oceans Prefer the waters with high squid populations + Size: Male: 18 m in length, 54,000 kg in weight Female: 12 m in length, 17,000 kg in weight + Task 2: - Ask sts to work in pairs in minutes to read the second table with some information about the Students' activities - Listen to their friend and give remarks - Listen to the teacher - Note down - Listen and repeat - Work in pairs - Share their answer with their friends - Work in pairs 10 60 UNIT 13: FILMS AND CINEMA I Aims: By the end of the lesson, students should be able to: Knowledge - General knowledge: broaden knowledge of different kinds of film, the history of cinema, Titanic - Language: + Grammar: adjectives of attitudes, it was/is not until that , articles (a, an, the) + Vocabulary: acquire vocabularies related to films and cinema + Pronunciation: pronounce consonant sounds /f/ and /v/ Skills - Reading: + find words from the context + read and answer questions + comprehend the passage + identify the main idea - Speaking: + express attitudes + express preferences + talk about favorite kinds of film - Listening: + listen to a dialogue + listen for the main idea + listen and fill in the table - Writing: + learn how to describe a favorite film II Methods III Teaching aids: IV Procedure - Lesson 1: Reading - Lesson 2: Speaking - Lesson 3: Listening - Lesson 4: Writing - Lesson 5: Language focus V Anticipated problems 61 Date of preparing: Date of teaching: UNIT 13: FILM AND CINEMA LESSON 1: READING Period: 79 I/ Objectives: By the end of the lesson, Ss will be able to - understand the passage about the general knowledge of the history of films and cinema - exercises : matching, identify the main idea and answer the questions II/ Materials: Textbook, blackboard, handout III/ Procedure: Timin Contents g 4min I/ WARM UP : GUESSING GAME s A C T O R He is a person playing in a film - T gives instructions - Ss work in group to guess the letter - T corrects - T leads to the lesson 10mi II/ PRE- READING: ns * Pre- teach vocabulary : motion (n) : s ủng movement (n ) : s chuyn ủoọng audience (n) : khaựn gi (to) discover : khaựm phaự, tỡm sequence (n) : series of related events or action: haứng loùat scene (n) : a part of a film : caỷnh T gives instructions - Ss work in pairs - T calls on some Ss answer - T leads to the lesson * Pre- reading : Pre- questions Do you want to see a film at the cinema or on TV ? Why? Can you name some of the films you have seen ? What kind of films you like to see ? Why ? 23mi III/ WHILE- READING : ns - T gives instructions - Ss read the text and Task - T calls on Ss give the answers - T corrects * Answer keys : c ,2 a , 3.d , 4.b Task : Answer the questions - T gives the questions - T runs through the questions - Ss read the passage to answer the questions - T calls on Ss read the answers, Ts and Ss activities Work in groups - listen to T - work in pairs - Ss work in pairs - 62 7min s 1min - T corrects and feedback The history of cinema began in the early 19th - Ss work in pairs century At that time, scientists discovered that when a sequence of still pictures were set in motion , they could give the feeling of movement No, they didnt Audiences were able to see long films in the early 1910s The sound was introduced at the end of the 1920s As the old silent films were being replaced by - T explains spoken ones, the musical cinema appeared - Ss give the Task : Decide which of the options below answer is the best title for the passage - T corrects A The story of film maker B A brief history of cinema/ C The history of the film industry IV/ POST-READING: - Ss work - T gives instructions individually - Ss work individually - T calls on Ss give their answers - T corrects * Match the years in column A and the events in column B : A B th early in the 19 a sound was introduced , old 1905 silent films were replaced by early 1910s spoken ones, musical cinema 1915 appeared Late 1920s b first long films c films were about five or ten minutes long d the history of cinema e the cinema really became an industry * Answer keys : d c b 4.e V/ HOMEWORK : - Learn by heart all new words - Prepare : lesson : speaking a Comments 63 Date of preparing: Date of teaching: UNIT 13: FILMS AND CINEMA LESSON 2: SPEAKING + 15 test Period: 80 I II III Objectives: By the end of the lesson, Ss will be able to - express attitudes , preferences - talk about a film and to test effectively Materials: Textbook, blackboard, color chalks, picture Procedure: Timin Contents g 5mins I/ REVISION : T call on Ss come to the board - Ss read the text - T asks the questions - Ss answer the questions and write vocabularies on the board 9mins II/ PRESENTATION : * Pre-teach vocabulary : science fiction (n) : khoa hc vin tng horror (n) : kinh d detective (n) : trinh thriller (n) : chuyn git gõn, ly k (to) terrify : lm khip s violent (a) : bo lc * Presentation : Brainstorming What kind of films you like ? - T gives instructions - T gives the question - Ss work in pair - T calls on Ss answer - T leads to the lesson 20min III/ PRACTICE : s Task : Find out what your friends feel about each kind of film Use the words in the table below T gives instructions - T runs through the table - Ss match the adjectives with the films - Ss work in pairs - T corrects * Answer keys : 1.f , 2.e ,3 b ,4 c ,5 d, 6.g, A - T gives model - T models with a student - Ss work in pairs and change the underlined words - T calls Ss present Ts and Ss activities The whole class - Listen to T - Work in pairs - work in pairs - 64 Ex : A : What kind of films you like ? B : I like detective films A : What you think of detective films B :I find them really exciting A : I agree with you I dont quite agree with you I find them very terrifying Task : Find out his / her preferences for films Use the cues below Ex : A : Which you prefer , detective films or science fiction film ? B : Well , its difficult to say But I suppose I prefer science fiction films to detective ones Structure : Preferto : thớch hn 10min s 1min Thriller or science fiction films Horror films or detective films Love story films or cartoon films Cartoon films or science fiction films IV/ PRODUCTION : Discussion - T gives instructions - T runs through the questions - Ss work in group - T call on some group present - T corrects Task : Talk about a film you have been Use the suggestion below : Where did you see it ? What kind of film is it ? What is it about ? Who is/ are the main character(s) ? How you feel about it ? Why you prefer it to other films ? V/ HOMEWORK : - Study the lesson at home - Prepare : lesson : listening - T gives instructions - T models with a student - Ss work in pairs - T calls on Ss present Work in groups Listen to T Comments Date of preparing: Date of teaching: UNIT 13: FILMS AND CINEMA LESSON 3: LISTENING Period: 81 65 I/ Objectives: By the end of the lesson, Ss will be able to listen for the main idea and fill in the table II/ Materials: Textbook, blackboard, tape, cassette III/ Procedure: Timin g 4mins 7mins 23min s Contents I/ REVISION : - T call on Ss come to the board - Ss read the text - T asks the questions - Ss answer the questions and write vocabularies on the board II/ PRE- LISTENING : * Pre- teach vocabulary : (to) suppose : gi s (to) : guess : úan instead (adv) : thay vỡ * Pre- listening : Pre- question What are your activities in your free time ? - T gives instructions - T gives the question - Ss work in pairs - T calls on Ss answer _ T leads to the lesson Ts and Ss activities - The whole class - Ss work in pairs III/ WHILE- LISTENING : Task : Listen the dialogue , what are Work individually Lan and Huong planning to together? - T gives instructions - Ss listen once - T elicits the answer - T corrects Key: They are planning to go to see the film Titanic Task : Listen again Write their plans for the next week on the calendar - Ss listen twice - T calls on Ss write down the answer - T corrects Lan Huong Monday See a play Tuesday Wednesday Work and go to the singing club Thursday Visit grandparents Friday Study Chinese Saturday burry Sunday Go on a picnic - T asks 66 - Ss answer Task : On what day can they meet ? They can meet on Tuesday 10min s 1min Work in groups IV/ POST- LISTENING : Discussion Talk about Lan and Huong s plans for the next week Use the information you have written on the calendar - T gives instructions - Ss work in group - T calls on some Ss present - T corrects V/ HOMEWORK : - Study the lesson today - Prepare : lesson : writing Comments 67 Date of preparing: Date of teaching: Period: 82 Unit 13: LESSON 4: WRITING I Objectives: By the end of the lesson, sts will be able to write a descriptive paragraph about a film they have seen, based on the prompts II Teaching aids: textbook, chalk and board III Teaching methods: integrated IV Anticipated problems: - Problems: Students may find it difficult to write about the content of the film - Solutions: Teacher should be ready to help V Procedure: Teacher's activities Students' activities Warm- up:(5 mins) - Ask sts to close their books and answer - Answer the teachers questions: the teachers questions: Which film you like most? What kind of film is it? What is it about? Where is it made? Who is / are the main character(s)? Does the film have happy or sad ending? - Introduce the new lesson Before you write:( 18 mins) + Task 1: - Listen to the teacher - Introduce the topic of the lesson: describing a film - Guess their meaning and take notes - Explain the task - Introduce some new words: +'tragic (a): bi thảm +'luxury (n) : xa hoa +'voyage (n): a long journey by sea + ad'venturer (v) : ngời thích phiêu lu + be engaged: đính hôn - Read the description of the film + 'iceberg (n): tảng băng trôi Titanic in task and to answer the - Ask sts to read the description of the film questions about the film in pairs Titanic in task and to answer the - Present their ideas questions about the film in pairs The name of the film is Titanic - Move around to help if necessary It is a tragic love story film - Get feedback and give remarks It is about the sinking of a luxury liner It is made in America It is based on the true story of Titanic The main character are Jack Dawson and Rose DeWitt Bukater Jack is a young and generous adventurer Jack and Rose fall in love with each other although Rose is + Task 2: already engaged 68 - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Correct sts' mistakes if there are any While you write:( 10 mins) - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model description in task if necessary - Move around to conduct the activity - Can call one student to write down on the board After you write:( mins) - Collect some writing to give marks and comments - Ask some other sts to give remarks on their friends writing on the board - Give feedback and correct some typical mistakes Consolidation:(2 mins) - Summarise the main points of the lesson Homework: ( 1min) - Do the exercises in workbook - Prepare for the new lesson and test 15 It has a sad ending - Listen to the teacher - Think of a film that they have seen - Work in pairs to ask and answer about the films they have seen - Listen to the teacher - Do the writing task - Listen to the teacher Comments 69 Date of preparing Date of teaching UNIT 13: FILMS AND CINEMA Lesson 4: Writing, Period: 82 I Objectives: By the end of the lesson, students should be able to: + learn how to describe a favorite film II Teaching aids: Tape, cassette player, textbook, chalk, board III Teaching Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about Lan and Huong's plans for the next week - Ask other sts to listen to their friend and give remarks - Check and give remarks Before you write:( 20 mins) - Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic + Task 1: - Introduce the topic of the lesson: describing a film - Introduce some new words: +'tragic (a): bi thm +'luxury (n) : s xa hoa +'voyage (n): a long journey by sea + ad'venturer (v) : ngi thớch phiờu lu + be engaged: ớnh hụn + 'iceberg (n): tng bng trụi - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the description of the film Titanic in task and to answer the questions about the film - Allow sts to work in pairs to ask and answer the questions orally - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Suggested answer: The name of the film is Titanic It is a tragic love story film It is about the sinking of a luxury liner It is made in America It is based on the true story of Titanic The main character are Jack Dawson and Rose DeWitt Bukater Jack is a young and generous adventurer Jack and Rose fall in love with each other It has a sad ending - Note down - Listen and repeat - Work in pairs - Work in pairs + Task 2: 70 - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Correct sts' mistakes if there are any While you write:( 10 mins) - Aims: Sts practise writing a description of a film they have seen basing on the answers - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model description in task if necessary - 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 - Suggested writing: " Of all the films I have seen, " Gone with the wind" is the film I like best " Gone with the wind" is a love story film It is about the change in a woman 's life during the civil war in America The film is made in America It is based on the famous novel " Gone with the wind" written by Margaret Mitchell The main character is Scallet O'hara She is a beautiful but ambitious woman " - Do the writing task individually - Read their writing: ( a sample paragraph) Consolidation and Homework: ( 1min) - Retell main points of the lesson - Part D (page 79 - workbook) Comments 71 Date of preparing Date of teaching UNIT 13: FILMS AND CINEMA Lesson 5: Language Focus, Period: 83, 84 I Objectives: By the end of the lesson, students should be able to: + learn how to pronounce consonants /f/ and /v/ + distinguish types of adectives of attitude: V-ed and V-ing + use the structure It was/is not until that + use articles a, an, the II Teaching aids: textbook, chalk, board III Teaching Procedures Teacher's activities Homework checking: ( 5mins) - Ask two sts to talk about the films they have seen - Ask another st to give remarks - Check and give a mark Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / f / : a voiceless sound / v / : a voiced sound - Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat /f/ /v/ fan van - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 139 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks - Answers: /f/ /v/ feels Stephen Students' activities - Write down two sounds - Listen and repeat - Read these words in pairs and check for their partners - Work in pairs Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It 72 is/was not until that ", articles: " a/an" and "the" and have sts Ex1,EX2 , EX and EX4 a Adjectives of attitude: - Firstly ask sts to read the instruction and the example in task - Ask them to task + Exercise 1: - Ask two sts to write the adjectival forms of the verbs on the board - Ask sts to compare their answers with other sts - Move round to conduct the activity - Look at the board and give remarks Key: fascinating exciting terrifying irritating horrifying boring surprising amusing embarrassing 10 frustrating + Tell sts that there may be two adjectival forms of a verb One ends in -ing and the other ends in -ed - Ask sts to look at the example and tell the difference E.g: interest => interesting and interested - This book is interesting - I am interested in this book I 've read it twice * One st tells the difference: + The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth) - Ask sts to task + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask some sts to report - Check and give remarks - Key: depressing - depressed interested - interesting boring - bored excited- exciting exhausting- exhausted b It is/was not until that : - Give examples so that sts can see the use as well as the form of this structure: E.g: Mary didn't know how to make cakes until I taught her = It was not until I taught Mary that she knew how to make cakes I did not start to learn English until 1995 = It was not until 1995 that I started to learn English - Ask sts to read the examples and tell the teacher which sentences are more emphatic + Exercise 3: - Ask sts to Ex individually and then share the - Work individually and then work in pairs - Work individually and then work in pairs - Note down 73 answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks - Key: It was not until 1990 that she became a teacher It was not until he was 30 that he knew how to swim It was not until 1980 that they began to learn English It was not until his father came home that the boy did his homework It was not until the lights were on that the football match started c A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog The cat is lazy and the dog is intelligent + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Ask sts to Ex + Exercise 4: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report - Check and give remarks - Key: a the the an a a the the the the the the the an a a the a - Work individually and then work in pairs - Work in pairs Consolidation and Homework ( min) - Retell main points of the lesson - Part B( page 77 - workbook) Comments 74 [...]... invitation II Methods III Teaching aids: IV Procedure - Lesson 1 ,2: Reading - Lesson 3: Speaking - Lesson 4: Listening - Lesson 5: Writing - Lesson 6: Language focus V Anticipated problems 15 Date of preparing: 10/ 1 /20 16 Date of teaching: 26 /1 /20 16 UNIT 10: CONSERVATION Lesson 1 ,2: Reading, Period: 60, 61 I Objectives: By the end of the lesson,... sentences aloud - Listen and give remarks - Answers: /ɪə/ /eə/ /ʊə/ beer where sure dear wear poor 3 Grammar: ( 29 mins) - One st read his/her writing - Listen and repeat - Work in pairs - Work in pairs 12 Aims: to revise the use of " should" and conditional sentence type 2 and have sts do Ex1, EX 2 and EX3 a Should: - Ask sts to tell the T the use of "should" S: " Should " is a modal verb that is used... I don't think should " is preferred to " I think shouldn't ." - Ask sts to do EX2 + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to do this exercise on the board - Ask one st to give remarks - Check and give remarks - Key: 2 I think smoking should be banned, especially in restaurants 3 I don't think you... type 2: - Review the form and the use of conditional sentence type 2 by giving some examples: eg: If my grandfather were still alive, he would be 100 today If I had a lot of money, I would lend you some - Ask sts to read the examples and point out the - Work in pairs - Work individually - Listen to the teacher - Work individually - Note down 13 form as well as the use of conditional sentence type 2 +... s - -0- - 11 Date of preparing: 8/1 /20 16 Date of teaching: 21 /1 /20 16 UNIT 9: UNDERSEA WORLD Lesson 5: Language Focus, Period: 59 I Objectives: By the end of the lesson, students should be able to: + Pronounce: /ɪə/, /əʊ/ and /ʊə/ + use modal verb Should correctly + use Conditional sentence type 2 II Teaching aids: board, textbook, chalk III Teaching Procedures: Teacher's... extinction - After 3 minutes, the group which has the longest list will be the winner 2 Before you read:( 10 mins) - Sts are required to answer the questions given in the part: 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? + For each question, 2- 3 sts are required to answer orally + Vocabulary: - Provide the students with... are in nature " 5 Consolidation and Homework ( 2 minutes ) - Retell main points of the lesson -Write a paragraph of the report that they have 20 discussed in the class - Prepare the next lesson IV Comments 21 Date of preparing Date of teaching UNIT 10: CONSERVATION Lesson 4: Listening, Period:... - Get sts to do the task in 5 minutes and then get feedback letter by letter - Listen and give remarks Students' activities - Note down - Work in pairs - Work individually 25 - Key: 1.3/8 2. 3/8 - 4/6 3 2/ 5- 7 3 While you write:( 10 mins) - Aims: Sts practise writing an invitation letter - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him - Let... give remarks - Key: 1 were reported 2 are grown 3 be spoken 4 am not invited 5 are being built + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to do this exercise on the board - Ask one st to give remarks - Check and give remarks - Key: 1 came had ( been) started were 2 is standing is being photographed... information 3 While you listen: (20 mins) - Listen to the CD and do the task + Task 1: - Compare their answer - Introduce sts that they are going to - Give their answer listen to the tape about Cuc Phuong 1 1960 2 160 km National Park and they have to fill in the south west of gaps in each sentence given 3 100 ,000 visitors 4 about - Ask sts to read the sentences in pairs 2, 000; 450 36