Giáo án Tiếng Anh lớp 10

……… - Let students understand more about the life of a farmer, today we learn Unit 1- part A: Reading Before you read : 7 minutes - Ask students to use the suggestion in their books to w

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Student know: - How to learn English in grade 10

- How to do English tests

- How to use student’s book and workbook

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

II Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc III Procedure:

Teacher s activities’ Students activities’ Notes

Warm-up :(7 minutes)

- Introduce to students about the teacher

- Ask students about their names and English

knowledge etc

Guiding: 35 minutes

1 Guiding student’s book and workbook:

* Introduce to students how to use their book

and workbook

* Introduce to students how to learn reading,

speaking, listening, writing, language focus in

their books and how to do the exercises in

their books

2 Guiding English tests in grade 10:

* Introduce to students about oral tests, 15

minute tests, 45 minute tests, etc and how to

- Ask students to prepare textbook, notebooks

and the things for learning andprepare lesson

reading - Unit 1

- Listen to the teacher

- Answer the teacher’squestions

- put the student’s book andworkbook on the table

- listen to the teacher andlook through the books

- listen to the teacher andwrite down the things whichwill be prepared at home

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1 Educational aim: Students should know what a farmer’s day of work is and sympathize

with farmers’ everyday work

2 Knowledge:

- General knowledge: Students know about activities on a day in the life of farmers

- Language: Sentences and expression for describing someone’s daily routines

- New words: Words related to a farmer’s daily work

3 Skills: Guessing meaning in context, scanning for specific information and passage

comprehension

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.

IV Procedure:

Warm-up: (5 minutes)

- Lead out the hand out and introduce how to put

the name of the job on its place

- Ask students some questions

Where does a teacher work?

Where does a worker work?

Where does a farmer work?

………

- Let students understand more about the life

of a farmer, today we learn Unit 1- part A:

Reading

Before you read : (7 minutes)

- Ask students to use the suggestion in their

books to work in pairs

- Ask and answer questions about your daily

routine

- Listen to students and correct pronunciation

and grammar if necessary

- Open the book

- Look at the blackboard and puttwo words together

1.b 2.c 3.e 4.a 5.d

- Answer questions:

He works in a school

He works in a factory

He works in the field

- Listen to the teacher and openthe book – Unit 1, part A:

B: I often get up at six

*C: What do you often do in the

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While you read : (23 minutes)

- Ask students to look through the passage

and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (3 minutes)

- Ask students to choose the option A, B or C

that best suits the meaning of the italicised

words

- Let students work individual or in groups

- Help students if necessary

- Ask students look through the passages then

try to answer the questions in right way

- Let them work in pairs

- Help students if necessary

(the answers in the passage)

Task 3: (6 minutes)

- Ask students to scan the passage and make

brief note about Mr Vy and Mrs Tuyet’s daily

routines

- Walk round the classroom and correct

mistakes

After you read : (8 minutes)

- Ask students to close their books

- Ask them to talk about Mr Vy and Mrs

Tuyet’s daily routines or their parents’ daily

routines

- Listen to students and correct mistakes

Home work: (2 minutes)

- Ask students to write a passage about a

farmer’s daily routines (80 words)

- Ask students to do Reading exercise of Unit

1 in workbook and prepare Part B : Speaking

at home

evening?

D: I often do my home work andwatch T.V

- Look at the picture

- Listen to the teacher then readthe passages

- Ask some new words ifnecessary

- Keep the book open

- Listen to the teacher then dotask 1

- Ask the teacher if necessary

- work individual or in group

- Write down in the notebook

- Try to answer the questions

- Practice with a partner thenwrite them down in the notebooks

- Listen to the teacher and make

a brief note about Mr Vy andMrs Tuyet’s daily routines4.30: alarm goes off

5.15: leaves the house5.30: arrives the field

- Try to talk about Mr Vy andMrs Tuyet’s daily routines

- The students who are called tostand up to talk loudly areintelligent ones

- Listen to the teacher and writedown homework

The 3 rd Period

Grade 10

Theme: A day in the life of …

Unit 1

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- General knowledge: Students learn about daily activities

- Language: asking for and giving information from a timetable

- New words: words related to students’ daily activities

3 Skills: talking about daily activities

II Method: integrated, mainly communicative

III Teaching aids: pictures

IV Procedure:

- Ask students to keep book close

- Write on the board names of ten subjects

which are learnt in secondary school:

- Ask students to repeat

- The winners who repeat most

- Give marks

- Tell students to understand more about

students’ daily activities

(We learn Unit 1, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask students to ask and answer about

Quan’s weekly timetable using the

information from the timetable

- Listen to students and correct mistakes

While-speaking : (15 minutes)

Task 2

- Ask students to talk about Quan’s activities,

using the pictures in Task 2

- Keep books close

- Look at the board and try toremember names of tensubjects

- Try to repeat from memory

- Look at student’s book

- Ask and answer aboutQuan’s weekly timetableA: What time does Quan havephysics on Tuesday?

B: He has physics at 7.15 onTuesday

A: What lesson does Quanhave at 8.55 on Monday?

B: He has maths at 8.55 onMonday

- Open the books

- Do task 2 in groups

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- Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk again

loudly

- Listen and correct mistakes

Post-speaking : (10 minutes)

Task 3

- Ask students to close books

- Ask students to tell the classmates about

their daily rountine

- Ask some students to stand up and tell

loudly

Homework: (3 minutes)

- Ask students to write a passage about their

daily routine (50 words)

- Ask students to prepare Part C- Listening

and do homework

A: Quan gets up at 14.00B: He does his homework at14.15

C: He watches T.V at 16.30

- Close the books

- Do task 3

- Work in groups

- The students are called stand

up and tell loudlyA: Everyday, I get up at 5.30,

I have breakfast at 6.00 and

go to school at 6.30

- Write down the homework

The 4 th period

1 Educational aim: Students should know about a working-day of a cyclo driver and

sympthize with him

2 Knowledge:

- General knowledge: Students learn more about traffic, a cyclo driver’s activities

- New words: Words related to traffic activities

3 Skills: - Listening and numbering pictures

- Listening and deciding on True or False statements

II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, pictures showing a cyclo driver’s activities, tape and

cassette player

IV Procedure:

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- Ask students to close the books

- Give Jumpled words:

C C L O Y, R I E D V, N S S E G E R P A, D

O F O S A L L T

- Ask students to arrange those letters in right

orders

- Check some students and mark

- Give some statements:

He has a cyclo

He drives passenger everyday

He usually has meal at a foodstall

- Give question: Who is he?

- If you want to know more details about

daily activities of a cyclo driver, we will go to

Unit 1- part Listening

Pre-listening: (7 minutes)

- Ask students to look at the part: Before

listening

- Let them work in pairs and make questions

- Walk round, listen and help students

- Read loudly the words:

distric; routine; office; drop; passenger; ride

pedal; purchases parkl foodstall

- Ask students to repeat loudly the words

- Listen and check pronunciation

While-listening: (20 minutes)

Task 1

- Ask students to look at the pictures about

some activities of Mr Lam, a cyclo driver

- Let them describe the pictures

- Read loudly or turn on the tapescript three

times

- Ask students to number the pictures

- Help them if necessary

Task 2

- Ask students to look through the sentences

in task 2

- Ask students to listen to the tapescript again

and decide whether the statements are T or F

- Ask students to give reasons for their

answers

Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F

After-listening: (10 minutes)

- Ask students to open the books

- Ask them to ask and answer questions about

Mr Lam’s activities, using the cues below

- Walk round and help students

- Ask some students to stand up and retell Mr

Lam’s story to the class

- Close the books

- Look at the books

- Work in pairs

A: Have you ever travelled by cyclo?

B: Yes, I have A: When was it?

B: Last summer A: Is it interesting to travel by cyclo?

B: Yes, it is

- Repeat loudly the words andtry to remember them

- Keep book open

- Look at the pictures in task 1

- Describe the pictures

- Listen to the tapescript andnumber the pictures

Key: a.3, b.5, c.4, d.6, e.1, f.2

- Keep book open and listen

- Open the books

- Ask and answer about MrLam

A: What s his name?’

B: His name is Lam A: What s his job?’

B: He s a cyclo driver’

- The students who are calledstand up and retell Mr Lam’sstory to the class:

Mr Lam is a cyclo driver in HCM city He usually has a busy working day He gets up

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- Ask students to write a story about Mr Lam

- Remember them to prepare Part- Writing at

1 Educational aim: Students should identify the events

2 General knowledge: Students learn how to write a narrative, stages of a narrative

- Language: The simple past of verbs and the connectors often used in a narrative

- New words: Words related to problems on a flight or a fire

3 Skills: Writing a narrative

III Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel

fires

IV Procedure:

- Ask students some following questions:

1 Have you ever heard a frightenning story?

2 When and where did it happen?

3 How did you feel?

- Check and explain them to the class:

There are a lot of accidents in our lives, to

understand them we learn part Writing

Pre-writing: (10 minutes)

- Ask student to read the narrative in task 1

- Explain some new words

- Ask students to look through the passage

again and find all the verbs that are used in

the past simple and the connectors (time

expression)

- Keep book close

- Listen to the teacher andanswer the questions

1 Yes, I have

2 It happened when I was young

- It happened in my neigborhood

- It made me frightened

- Listen to the teacherand open the books

- Read the narrative

- Look through the passageagain and find all the verbs

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- Walk around, check and help students

- Explain to students to use the simple past to

rewrite a story

While-writing: (18 minutes)

Task 2

- Ask students to do task 2

- Go round, check and help students

Task 3

- Ask students to keep book open

- Ask them to use the prompts to build up a

narrative about a hotel fire

- Let students work individually

- Walk round and help students

Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s narrative

- Ask some students to read loudly their

narratives

- Correct mistakes and mark

- Ask students to do part writing of Unit 1 in

the student’s work book and preapare part

Language Focus

that used in the past simpleand the connectors

- Work in groups

Key: stared; was; arrived; got;

took off; began; thought; weretold; seemed; realised; were;

screamed; thought; felt;

announced; was; were; landedl;

was; at first; then; just then; afew minutes later; one hourlater

- Do task 2 in groupsStudent A: identify the events:

got on plane; plane took off;

hostesses were just beginning

to serve lunch when planebegan to shake; plane seemed

to clip; people screamed inpanic

Student B: identify theclimax: we thought we hadonly minutes to live

Student C: identify theconclusion of the story:

everything was all right, welanded safely

- Use the prompts to build

up a narrative about a hotel fire (work individually)

- Finish the narrative

- Read a narrative of oneclassmate

- Some students read loudlytheir products in front of theclass

- Listen to the teacher andwrite down homework

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- Language: * The present simple and adverbs of frequency for talking about daily activities

* The past simple used in a narrative

- New words: Words related to pronunciation /I/ - /i:/

3 Skills: Writing a passage about someone’s hobby

III Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going

on a boat…)

IV Procedure:

- Give the picture that has a sheep on the ship

- Ask students to complete the sentence:

I see a … on the …

- Ask students to speak the sentence loudly

- Let students to get their attention on

pronunciation : /I/- /i:/

- Introduce new lesson

Pronunciation: (8 minutes)

- Ask students to look at their books then

introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat

- Introduce : /I/ - /i:/

- Correct pronunciation for the students

* Practise these sentences

- Read the sentences loudly

- Keep book close

- Look at the picture andcomplete the sentence:

I see a sheep on a ship

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorusthen individual

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- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)

- Introduce exercises to the students

- Let students get their attention to focus on

present simple, past simple and adverbs of

frequency

Exercise 1: (8 minutes)

- Ask students to do Exercise 1

- Introduce how to do it

- Walk round, check and give mark

Exercise 2 (8 minutes)

- Introduce Exercise 2 to students and explain

how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistakes

Exercise 3: (10 minutes)

- Introduce Exercise 3 to students and explain

how to do it

- Ask students to do it

- Let them work individually

- Check, correct mistakes , give reasons and

mark

Homework : (2 minutes)

Ask students to do Part Language Focus and

prepare part Reading of Unit 2 at home

- Look at Practise thesentences

- Listen to the teacher thenrepeat in chorus thenindividual

- Listen to the teacher and doexercise 1

Key: 1.is – 2.fish – 3.worry

– 4.are – 5.catch – 6.am– 7.catch - 8.go – 9.give up– 10.says – 11 realize –12.am

- Listen to the teacher and doexercise 2

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- Express likes and dislikes doing something

- New words: Words related to school

3 Skills: Reading for gist and for specific information

III Teaching aids: Real objects, pictures, English textbook 10, hand-outs

IV Procedures:

- Hang the picture of two people who are

talking at school on the blackboard and ask

some questions:

a What are they talking about?

b Do you often tell about your school?

c What do you tell about?

- Ok, each of us always pride on our school

There are many things about school that we want

to say Today, we’ll study a new lesson Unit

2-school talks

Pre-reading: (7 minutes)

- Firstly, I have an exercise for you

a Put the four most suitable places from the box

under each heading

headmaster; history; geography; jogging;

principal; football; English; chemistry; friends;

live far from school; classmates; friendship;

students cheat in exam

- Let students sit in pairs or in groups and put

the four most suitable places from the box

under each heading

- Give suggestions

- Walk round the class and offers ideas and

comments when students need help

- Look at the picture

- Answer the questions

a They are talking about their school

b Yes, I do.

c I often tell about my teacher, my friends, work and study and many outdoor activities at school

SubjectsGeographyChemistryEnglish

SportsFrotballJogging

Problems at schoolLive far

From schoolStudents cheat in examsSchool

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- Conduct the correction and give the meaning

of some words

While-reading: (20 minutes)

- Make the class read the small talks, to scan

the details and do the tasks

Task 1 : Fill each blank with one of the words

in the box below There are more words than

4 I was two weeks before Christmas and

the mall was … with shoppers

5 If two people speak the same … ,they

usually have similar attitudes and

opinions

- Firsly, ask students to study individually

then in pairs

- Walks arround the class, offer ideas and

comments when students need help

- Give suggesstions

Task 2

- Work in pairs, read the small talks again and

find out who:

* enjoys teaching

* has to get up early

* lives far from school

* loves working with children

* loves learning English

* rides a bike to school everyday

* studies at a high school

* teaches English at high school

* worries about someone else’s safety

- Introduce the aim of Task 2

- Ask students to read the small talks again to

find the suitable names

- Ask students to work individually then work

in pairs

- Walk round the class and comments when

students need

Task 3 : Answer the following questions

1/ Where does Phong study?

2/ What subjects does he study?

3/ Why does he want to learn English?

4/ What does Miss Phuong say about her

teaching profession?

5/ Why does Mr Ha worry about his son’s

safety?

- Ask students to read all questions to

understand the content

- Ask students to read the small talks again to

answer the questions

- Ask students to work with a partner

- Walks arround the class to help students

whenever they need

3/ Because it is aninternational language

4/ She says that teaching ishard work, but she enjoys itbecause he loves workingwith children

5/ Because his son has toride his bike in narrow andcrowded streets to get toschool

- Read all questions

- Read the small talks again

to scan information

- Work in pairs

- Give answers

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Post-reading: (12 minutes)

- Let students work in groups to talk about:

1 What subjects you like best and why?

2 What do you like or dislike doing at school?

3 What do you worry about at school?

- Has students work in groups and answer the

questions

- Walk arround the class, listen to student’s

discussions and offer suggestions when

- I like learning Math,Chemistry or VietnameseLiterature because it’s useful,interesting

2 – doing a lot ofhomework

- taking part in socialactivities

- talking with my parents

3 I worry that many studentscheat in exams/ live far fromschool/ difficulty in speakingEnglish

- Have discussion thenpresent ideas in front of theclass

- Present the content of thesmall talks again

- Introduce themselves

- General knowledge: - Through this unit, students can make conversation with a partner easily

- Know how to arrange conversations sensibly

- Language: Students use sentences, words, phrases and expressions for making a conversation

3 Skills: Fluency in expressing oppinion and expressions for making a conversation

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- Give a situation and write a short

conversation on the board

Situation: suppose that you meet a friend at

the supermarket, you are very busy How

will you say to open and end the

conversation?

- Give a short conversation:

A: ……… (1)

B: Hi, Lan How are you?

A: I’m fine Thanks And you?

B: I’m fine Let’s go somewhere for a drink

Today, we will practice speaking

conversation having stacting and dosing

sentences

- Raise the questions:

1 What do you think about greeting ?“ ”

2 How many kinds of greeting ?“ ”

3 How can you say when you meet teacher

in the morning?

4 How can you say when you meet your

friend in the morning?

5 How can you say to your teacher when

your school finishes?

Task 1: These expressions are commonly

used when people are chatting Place them

under the appropriate heading then practise

with a partner

- Give intruction

- Introduce some expressions that we can use

to start and close a conversation

- Ask student to place the expressions under

the appropriate heading

- Ask student to work individually then work

in groups

- Give suggestions

Task 2: Rearrange the following sentences

to make a conversation and then practise it

with a partner

- Ask students to rearrange the sentences to

make a conversation

- Copy the conversation andcomplete the conversation withsuitable words

(1) Hi/ Hello(2) I’m very busy now

Perharp another time

Answers

1 It is important

2 There are 2 They People who use greetings when they meet to each other

are: People use greetings when they say goodbye to eachother

3 Good morning

4 Good morning/ Hi/ Hello

5 Goodbye/ Byebye/ See you again

- Do the task

- Give answers:

* Starting a conversation:

- good morning

- How’s everything at school?

- Hello How are you?

- Hello, what are you doing?

- Hi, how is school?

* Closing the conversation:

- Sorry I’ve to go Talk to youlater

- Well It’s been nice talking

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- Check and give suggestions

- Ask student to practise it with a partner

- Corrects students’ pronunciation if

necessary

Task 3: Complete the following conversation

with suitable words, phrases or sentences in

the box and then practise it with a partner

- Ask students to complete the conversation

with suitable words

- Ask students to read all words in the box

- Give the meaning of some words when

- Check and give suggestions

- Ask students to practise this conversation

- Correct their pronunciation when necessary

Task 4: Make small talks on the following

topics, using the starting and ending of a

conversation

- Divide the class into 4 groups

- Ask each group to discuss one topic and

make a small conversation

- Walk around the class and help all students

- Homework: 1,2,3 at the page 8 and 9

(English excercises book)

A: Really? I love it, too

* Plans for the next weekend:

A: Hello, Nga

B: Hi, Lan

A: Are you free on Friday?

Would you like to go to thecinema next weekend?

B: Thanks But I have a plan

to go out with Lan

A: Oh, byeB: Bye

- Practise all the conversationagain

The 9 th period

Date : 22/8

Grade 10

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- New words: Words related to school, class talks

3 Skills: Listening for gist and for specific information

III Teaching aid: Pictures showing every kinds of activities to talk about

IV Procedures:

Warm-up : (4 minutes)

- Ask some questions about their activities at

school, at home or other outdoor activities

1 What do you often do after the class at

school?

2 Have your school got an English club?

3 Do you enjoy speaking English?

- Let students match a question in A with a

Task 1: Ask students to listen to four

conversations and match them with pictures

- Let students observe the pictures and make

some questions

- Listen to each pair

- Let students listen to four dialouges and

match four pictures given

- Let students listen for three times

- Listen and answer

- Work in pairs and each pairworks in role

A: What subjects are youtaking this semester?

B: I’m taking Maths

- Each pair: one asks andother answers the questions

- Work in pairsA: What can you see in thepicture a?

B: I can see some peoplestanding in front of the hotelA: What are they talkingabout?

B: They’re talking about theirroom, hotel etc

- Work with picture a,b,c,d

- Listen to the dialogues andthen work in groups

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Task 2: Ask students to listen again and

answer the questions

- Let students read the questions first and

quickly- work in pairs

- Let students listen again 3 times and ask

them to dicuss in groups to answer the

questions

- Listen to each group and remark

Task 3:

- Ask students to listen to the fourth

conversation again and fill the missing words

- Listen and correct if necessary

After-listening: (10 minutes)

- Have students sit in groups and prepare the

conversation or a paragraph about their

activities at school, summer holiday, party

etc

- Listen and remark

- Ask students to write about 100- 150 words

what they have experienced or have done to

solve their problems in studying and life

- After three times oflistening, each group givestheir answers

- Read quickly and discuss inpairs or groups to find theanswers which can be listenedbefore

- Can guess what will beheard again

- Work in groups and practiseanswering in roles

A: What subject is Lan takingthis semester?

B: She is taking EnglishA: Whose class is Lan in?

B: She’s in Miss LanPhuong’s class

B: It’s very nice The hotel isbig and my room iscomfortable

A: Are you travelling with…?

- Work in groups

- Group 1: tell aboutdifficulties in learningEnglish

- Group 2: go swimming onsummer holiday

- Other groups listen andwrite down some informationand then repeat

- Listen and copy in theirnotebooks

The 10 th period

Date : 25/8

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- General knowledge: Students learn about the organization of content of a form

- Language: Words used in a form

3 Skills: Filling in a form

II Method: Interagrated, mainly communicative

III Teaching aids: Some models of form, real information in life

IV Procedures:

Warm-up : (4 minutes)

- Show and give some kinds of form and let

students practise answering the questions:

1 Have you ever seen a form?

2 Have you filled/ used a form?

3 When did you use it?

Pre-writing: (10 minutes)

Task 1

- Let students go on asking some questions

as in warm-up

1 What are they?

2 When do you have to fill in a form?

3 What sort of information do you often

have to provide when you fill in a form?

- Listen and explain some new words if they

- Explain what information to make a form

- Ask for information

- Let students read quickly the column A

and B

- Observe and work in pairs toanswer

- The answers can be various

- Continue working in pairs

1 They are forms

2 Apply for jobs

- Opening accounts-Sending or receiving money

at the post-office or bank

- Attending to a club etc

3 First name, surname,address, age, occupation,merital status etc

- Each pair ask and answer

- Listen and write down

- Read quickly themselves

- Do matching

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- Ask students to match individually then

compare in pairs, groups

- Let each pair ask in A and answer in B

- Go around, listen to some pairs after that

remark

Task 3

- Ask students to do certain things

- It means we use short information but it’s

real

- Ask students to read the model of form

first

- Explain some new words:

+ delete (v): unnecessary to use or write out

+ male: for man

+ female: for woman

- Let students write on the board or in the

- Ask 2 or 3 students who may be good at

English to write on the board

- Let students change their forms and

practise speaking about the person they’ve

written

- Listen and remark

Post-writing: (10 minutes)

- Let students work in group to write a form

about someone and other groups

- Read and write a short paragragh

- Listen and remark

- Do the writing part, Unit 2, workbook

- Work in roles:

B: What’s your first name?

A: My first name is TrongB: What’s your surname?

A: My surname is PhamB: ………

- Some pairs practise withwords they’ve matched andask about themselves

- Read the form quickly andfind some new words if it has

- Listen and repeat, then writedown in notebooks

- Write information in theform

- Check among groups

- Fill in a form themselves

- Other students discuss andcompare with their forms tofind mistakes if they havemade and correct themselves

- Change among groups

- Some students read aloud theform of someone

- Listen and check themselves

- Work in groups and write aform

- One student of one groupreads aloud a form

- Discuss and correct mistakesthemselves

- Listen and copy

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- Gerund and To-infinitive

III Teaching aids: -Words has syllables: /∧/ - /a/

- Use of Gerund or infinitive

-How do we pronunciate these words?

- Read again these words and lead to the

lesson

- Today, we will pronunciate two syllables /∧/

- /a/

I Pronunciation

a Give some rules of sounds: /∧/ - /a/

- /∧/ can stand at the beginning or between of

a word

Ex: us; under; must; come

- Help students how to spell correctly by

reading first as model

- /a:/ can stand at the beginning or between of

a word (hardly stand behind a word)

Ex: farm; star ect

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s

- Read aloud

- Can answer by many ways

- Read again

- Listen and copy

- Read and repeat

- Listen and repeat from 2-3times

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a Let students make some questions about

their places, occupations and hobbies

1 Where do you live?

2 What is your job? (occupation)

3 What do you like doing in your free time?

- Show students to make Wh-questions

- Underline “doing” or “to-infinitive” express

the use of Gerund

Ex: - She likes cooking

- He enjoys playing chess

- They want to learn English

b Practice:

* Exercise 1: Let students read all the answers

and work in groups to make questions with

Wh-questions

- Listen and remark

* Exercise 2: Ask students to read the letter

quickly and fill in the blank with V-ing or

To-infinitive

- Observe and explain some verbs use V-ing

and some verbs use To-infinitive:

* Exercise 3: Let students read the sentences

given and use V-ing or To-infinitive with

verbs in the box

- Listen to students and help them to use

V-ing or To-infinitive

- Remind of Gerund and To-infinitive

- Let them do exercises in Workbook

- Some of them stand and readwords aloud

- Practise in groups to findwhich words has sound /∧/ - /a/

- Some groups compare with theirresults and read the words insentences aloud

- The answers can be various

- Listen and give morequestions in pairs

- Read the sentences in chorusaloud

- Work in groups and eachgroup speak out their questions

- Some students write on theboard and others check andcorrect mistakes

- Work in their own andcompare each other

- One or two students give thecorrect form of verbs on theboard

- Write down and give moreother sentences

- Work themselves and eachstudent reads sentences

- Other students listen andremark each other

- Copy and give moresentences

- Listen and copy

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1 Educational aim: Students can read and know about Marie Curie and make questions and

answer them well

3 Skills: Reading for general or specific information

III Teaching aids: Some photos of famous people and some information about them

IV Procedures:

- Give some famous persons’ names in the

column A and their job in the column B

- Let students match the people with their jobs

A B

To Hoai singers

Marie Curie teacher

Hong Nhung writer

Mr Ha scientist

- Recheck and introduce the new lesson: Marie

Curie

- Ask some questions about some famous

people and Marie Curie

1 Can you name and tell some scientists and

their specialisations?

2 What are their job?

3 Where are they?

4 Have you ever heard of Marie Curie?

5 What doyou know about her?

- Let students write some information about

- Do themselves and thenworkin pairs

- Some of them do on theboard and speak out

A B

To Hoai writerMarie Curie scientists Hong Nhung singer

Mr Ha teacher

- Write down in their papersand then discuss in theirgroups

- Some students stand upand answer in roles

A: Can you name…?

B: They are NewTon,DarkWin, Marie Curie

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Marie Curie with model given

What you already know about her

What you want to know about her

- Let each student stand and speak their

opinions

- Go around and help them if necessary

While-reading: (20 minutes)

- Let students open the book and read silently

while teacher reads aloud and correctly

- Ask students to read themselves and write

down some information

- Let students work in pairs to do the task 1

Task 1

- Read words in A and ask:

1 With flying colors, what does it mean?

- Let students translate them into Vietnamese

- Ask students to reread and answer some

questions to practise with some words above

1 To whom do these words refer to?

- What about her?

2 Who passed the exam with flying colors?

Task 2

- Let students read all sentences and explain

some new words if necessary

- Listen and correct if needed

Task 3

- Let students work in pairs

-Ask students to close their books and practise

telling something about Marie Curie

- Let students reread the passage quickly to find

evidence from the passage to prove each of

- Listen and explain some use of the words:

work as; in spite of; worked together on; took

up the position

- Work in pairs to discuss tofill some necessary informabout Marie Curie

- Speak out their knowledgeabout Marie Curie

A: Marie Curie is a scientistB: I want to know when andwhere she was born

Class organization: students

do it in pairs

- Read silently

- Remember someinformation about MarieCurie

- Read quickly and givesome sentences in the textwhich are in A

- Predict the meaning ofwords

- Match words A with B1-C: very well, with a veryhigh mark/grade

2-E: find out exactly bymaking calculations

3-A: having a fullydeveloped mind

4-D: make less severe5-B: keep in the mind

- Work in pairs and answersome questions

- Read quickly and findinformation to compare tothe sentence given: True ofFalse?

- Work in pairs, then onereads the sentence and theother corrects it

- Work in pairs to findinformation to answer thequestions

A: Where and when wasMarie born?

B: She was born…

- Work in pairs and some ofthem stand and say aboutMarie Curie

- Work in groups anddiscuss which sentences gowith the word given

- Speak out:

a strong willed: harboured thedream of a scientific career,impossible for a woman at thattime

b Ambitious: kept moving

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Homework (4 minutes)

- Reread the passage and write about another

famous person (about 100 words)

up in her career

c hard-working: difficult livingconditions- work hard

d Intelligent: Nobel Prize

e Humane: easing humanesuffering

- Some others repeat

- Copy the words

- Listen and copy

- General knowledge: Ask and answer about people’s back ground

- Languuage: Words to speak about people’s back ground

3 Skills: expressing opinions

III Teaching aids: Photos of some famous persons or some real information about someone to

speak

IV Procedures:

- Ask students to close the book

- Give some words and let students complete

the full sentences:

1 Marie Curie/ born/ 7th/ November/ warsaw/

1867

2 Marie Curie/ harbour/ dream/ scientific

career/ imposible/ woman/ time

Pre-speaking: (8 minutes)

- Ask students to practise speaking about their

- Close the books

- Workin pairs and writethe full sentences

- Each student speaks outthe sentence they’ve done

1 Marie Curie was born inWarsaw on November 7the1867

2 Marie Curie harboured thedream of a scientific career,which was impossible for awoman at that time

- Work in pairsA: What is your father’sjob?

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parents, brothers, sisters…

- Go around and listen to them

While-speaking: (20 minutes)

Task 1

- Let students open the books and observe the

picture and describe what they are doing

1 What are they doing?

2 Where are they?

3 How do you know they are conducting an

interview?

- What are three students holding in their

hands?

- Ask students to read some words given and

then let them choose which words used for

someone’s back ground

- Listen and correct

Task 2

- Ask students to look at the pictures again

- Let students imagine they are journalists and

interview each other in groups and pairs

- Ask one group to do the task as a model

- Go around listening to some groups and help

them if needed

- Let some groups play in role as jounarlists

and other answer the questions

- Ask some pairs to stand in front of the class

and practise speaking

Task 3

- Ask students to tell about others they’ve

heard by interviewing their friends

- Some groups go on speaking each other

Post-speaking: (10 minutes)

- Give some information about Mark Twain:

1 He/ born/ Missouri/ 1835

B: He’s a doctorA: How old is he?

B: He’s 40 years oldA: What does he like doing

in his free time?

B: He likes playingbadminton

- Look at the picture andanswer the questions

1 They are interviewing2.They’re in the classroom

3 One speaks and onewrites down in thenotebook

- They’re holding the pensand notebooks

- Read these words andwork in groups

- Some students can showoff these words: family;

dislike; hobby; education

- Observe the picture

- Work in groups withsome cues given below(Greeting, date of birth,home, parents…)

A: Hi! When were youborn?

B: I was born on August

18th 1991A: Where do you live?

B: I live in TB city

- Other groups go onpractising speaking

- Practise interviewing as adialogue

A: Hello! I’m HuongB: Hello! I’m Lan Nice tomeet you

A: Could you tell mesomething about yourselfand your parents?

B: Oh, yes! Please

- Others listen and writedown some informationthey get

- Work in groupsA: Can you tell mesomething about Nam?

B: Yes, pleaseA: Where is he from?

B: He’s from TB cityA: What does he do?

B: He’s a student

A: What does he likedoing?

B: He likes playingfootball

- Work and discuss ingroups and one of this

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2 He/ adopt/ pen name/ “Mark Twain”

3 He/ write/ his famous novels/ “Tom sawyer,

- Let students write about someone they

admire or look forward to meeting

group asks and one ofother answers

A: Where was he born?

B: He was born in Missouri

in 1835A: Which name did headopted?

B: It was “Mark Twain”

A: When did he die?

- General knowledge: Students know about people’s back ground

- Language: Words about people’s bach ground

- New words: Words related to people’s back ground

3 Skills: Listening for general or specific information

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

IV Procedures:

- Give some photos of athletes in Viet Nam

and in the world

1 Who is this in the photo?

2 Which sport does he play/ take up?

3 Did he win any Olympic champions?

Pre-listening: (8 minutes)

- Let students open the books and ask who is

in the picture

1 What s her name?’

- Observe the pictures andgive some information

1 He is Hong Son

2 He plays football

3 Yes, he ever won the award

of the best football player in Viet Nam

- Work in pairs and answerthe questions

1 She’s Nellie Kim

2 She won five-time Olympic

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2 Where is she from?

3 How many time Olympic Champions did

she win?

4 Which sports does she play?

- Give more some information about Olympic:

The first Olympic Games were held at the foot

of Mount Olympus in 776 BC to honor the

Greek;s chief God Zenus and once for every

- Let students read some sentences given and

explain some new words if necessary

- Read or let students listen first

Have you got anything from the conversation

between Bob and Sally?

- Let students listen the second time

- Check their listening

- Let students listen the third time and let them

choose and decide whether the statements are

1 T (born 1980- joined when she was 15)

2 T (father, mother, 2 brothers)

3 F (not much free time)

4 T (like different sports reading)

5 F (be a sports teacher)

Task 2

- Before listening, let students read quickly

some sentences they’ll listen and guess some

missing words that will be in the conversation

- Let students listen the first time: Who can

guess some words?

- Let students listen the second time

1 Which words in the 1st sentence?

2 Which words in the 2nd sentence?

- Let student listen the last time and let them

work in groups to speak out

- Listen and correct their listenings

- Ask students to retell something about Sally

- Ask students to write a short passage to tell

their outdoor activities they’ve taken part in

recently

Champion

3 She is Olympic gymnast

- Listen to the the teacher andanswer the questions

P1: Can you name anyOlympic Champions?

P2: What would you like toknow about these people?

- Read in chorus

- Some students readthemselves:

+ love story+ sport teacher+ romantic+ teacher’s diploma

- Read silently the sentencesgiven before listening

- Listen the first time

P1: In 1995, Sally joined thestar sport club

P2: It is TrueP1: Why is it True?

P2: Sally was born in 1980and when she was 15, shejoined the star sport clubP1: Number two, is is T or F?

P2: It’s T

- Each group asks andexplains why they choose bysome information they’velistened

- Work in groups and guess

- Listen and do the task

- Speak out their listenings

- Try to write down wordsthey’ll fill

- May answer in differentways

- Write in groups and asksomeone to speak out theirwriting

- Other groups listen and copysome information and give

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- Listen to each group and correct mistakes if

they’ve done

Homework: (2- 4 minutes)

- Ask students to write a short passage about

Sally or a person they like

some questionsEx:

1 Where did she go lastweek?

2 What did she like best?

3 Who did she go with?

- General knowledge: Students learn to write about someone with some information

- Language: Words used in writing about people’s background

3 Skills: Writing about people’s background

III Teaching aids: Some cues, information of someone

IV Procedures:

Warm-up: (4 minutes)

- Ask students to close the books

- Give the papers with some words

given in the column A and B

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g.Music and dancing

- Ask students if they often see some

information of someone

- Ask: what does these information

call?

Pre-writing: (8 minutes)

- Ask students to open their books

- Introduce the form of the curriculum

vitae (shortenning V.C.):

+ Mr Brown’s C.V to apply for a job

+ It consists of: name, date of birth ect.

- Explain some new words if there are:

+ previous job: the job was done in the

past

+ tourist guide: a person guide visitors

who travel somewhere

- Ask students to make some questions

after reading some cues of Mr Brown

- Ask some other groups to write down

a paragraph about Mr Brown using

some cues below and then each student

on be half of his group read aloud

-Listen and correct

Task 2

- Ask students to read the V.C and then

fill some necessary information about

their parents

- Ask some students to write on the

board- other groups appreciate their

friend’s writing

Task 3

- Let students practise writing freely

- The answers may be various

- It is the curriculum vitae

- Listen and copy

- Read aloud the C.V of MrBrown

- Read silently

- Read those words and copy

- Work in pairsP1: When and where was heborn?

P2: He was born on November

12th, 1969 in BostonP1: Which school did heattend?

P2: He attended at KensingtonHigh School

- Practise writing with someinformation of Mr Brown:

He was born on… He went toKensington High School Hepassed exams in English,Maths, French

- Each group read their writing

- Listen and work in groups

- Practise asking somequestions like in Task 1 beforewriting

- Discuss and find out someerrors if they make

- Practise writing in groups

- Each member of groups readsaloud his/ her writing

- Other group appreciate andcorrect mistakes each other

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about their parents or relatives

- Listen and give mark if they do it well

Post-writing: (13 minutes)

- Give some information about Uncle

Ho, New Ton, Marie Curie, Mr Nam on

1 Educational aim: Students should pronunciate /e/ and /æ/ correctly and differ the use of past

perfect and simple past

2 Knowledge:

- General knowledge: Students learn words to describe people’s background

- Language: A paragraph and past perfect

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

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

IV Procedures:

- Give some words and ask students to make

full sentences - Do the exercises1 Marry left her bag at school

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1 Marry/ her bag/ left/ school/ at/ yesterday

2 Mrs Black/ has/ from/ a/ message/ Jen

- Let students read aloud the sentences

I Pronunciation: (15 minutes)

- Close the books!

a Introduce two syllables /e/ and /æ/

- Let students practise pronunciating these

words:

end; and; left; bag; laughed; bed; bad; ten;

tan; sand; send; let; lad

- Listen and correct the syllables students read

b Let students open the books and read aloud

the words given and try to pronunciate

syllable /e/ or /æ/ correctly

- Listen and check for pronunciation

- Ask students to listen and read after these

sentences

II Grammar: (20 minutes)

a Ask students to read an example given and

give which action happened before and which

happened after in the past

- Ask students to determine which verb in Past

Simple or Past Perfect

- Listen and remark

b Let students practise doing exercises

- Read these sentences

- Listen and repead followingthe teacher

- Work in pairs and readaloud these words thenchoose which words havesound /e/ and which havesound /æ/

+ /e/: end; left; bed; ten; send;

let+ /æ/: and; bag; bad; laughed;

tan; sand; lad

- Read in silent first

- Some of each groups readaloud

- Read after teacher and work

in groups to find thesyllable /e/ or /æ/ in the word

in these sentences:

1 The fat man has a red pen

2 This handbag will be sent

* had obtained: past perfect

* took up: past simple

- Students work in pairs andgive the use and form of pastsimple and past perfect

- Some students repead aloud

- Do the exercise themselves

- Each student of each groupgives correct form of verbs

1 had broken

2 had done

3 had met

4 hadn’t turned off

- Work in groups and give thecorrect tense of verb andexplain why they did it

Ex: 1 had just finished- went

Because: had just finishedhappened firstly and wenthappened secondly

- Each group answer and givereasons

- Find 5 mistakes and correctthem

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Exercise 2

- Ask students to remind of the use of Past

simple and Past perfect

- Listen and remark

Exercise 3

- Let students read the passage and find

mistakes and correct them

- Explain why they did like that: - some

actions happened following in the past we

should give the verbs in the Past simple (1-4)

+ We use: Before and After in a sentence to

express which action happened after or before

in the past

1 After he had done all exercise, he went out

for a walk

2 Before she called her children, she had

made some cakes for breakfast

- Ask students to revise the use of Past simple

and Past Perfect

- Practise doing exercise in the Workbook

- Read silently and discuss inpairs, groups

1.climbed

2 turned

3 called

4 heard

5 had already gone

- Listen and copy

- Give more other sentences

- Listen and copy innotebooks

- Practise give more situations

in the past use past simple andpast perfect

Grade 10

Test yourself A

I Objectives: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing

- Improve their knowledge through the test yourself

II Teaching aids: Textbook, board, hand-outs

* Have you prepared it at home?

* Have you got any difficulties?

Test yourself

- Greeting

- Answer teacher’s questions

Trang 33

I Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the

table below

- Tell students the topic of the table

- Get students to look through the table

- Explain the meaning of new words

- After that read the passage aloud twice

- Let students fill in the blanks with the words

they have just heard

- Go round the class to control the work

- Then read the passage the last time for

students to check their results

7 the black freedom movement

8 heard his speech at the

9 In 1964

10 4th April 1968

II Reading (2.5 points) (10 minutes)

- Present the task: Read the passgae and

choose one appropriate phrase in the box for

each blank There are more phrases than

needed

- Get students to work in groups, discuss

about the passage

- Go round the class to control the discussion

- State the best option

4 D: for two years

5 B: for the best essay on education

III Grammar(2.5 points) (8 minutes)

- Present the task: Use the correct form of the

verbs in brackets to complete the letter of

IV Writing (7 minutes)

- Present the task: Sally Green writes Phong a

letter Read the letter carefully and then in

Phong’s name, write her a reply

- Ask students to read the letter carefully

- In Phong’s name, get students to write Sally

Green a reply

- Look at the book and listen

to the task

- understand the task

- Listen to the teacher’sreading carefully

- Fill in the blanks with thewords they’ve just heard

- Finish the task

- Compare their results withthe other groups, and thenwith the keys

- Work in groups to completethe letter

- Compare the results with theother groups

- Correct mistakes

- Finish the letter

- Read the letter carefully

- In groups or in pairs, writeher a letter

- Compare the results with theother groups

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+ to study all the lessons again

+ to get ready for the 45 minute-test in the

next period

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready forthe coming test

Date : 18/9

Test 1

Grade: 10Time limit: 45 minutes

(0.5 point for each of a righ answer)

I Reading: Read the following passage and then choose the best option to fill in the

blanks

Why does English become an international language meanwhile Chinese is used by morethan (1)… of the world? There are some (2)… causes In the nineteenth century, Great Britainbecame powerful after the Industrial Revolution The English Empire conquered many othercountries and made them as their colonies English was officiallly used there Gradually, thosecountries spoke English as their native language or second language After the World War II,the United States, one of the English-speaking (3)… , become the most powerful and so thenmore people speak English English grammar is rather easy and simple compared (4)… otherlanguages However, English learners, even the native speakers, sometimes have troubles withEnglish (5)… That can be overcome A lot of teaching methods are available to help them

1 A fifth-one B one-fifth C first-fifth D one-five

II Speaking: Match each of the sentences in A with a suitable response in B Then write

the dialogue in full form.

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1 Wow! I guess you were tired on Sunday

2 Where was Hoang Anh?

3 Where did you both go?

4 Hey, Huong Where were you last Saturday

morning? I called you but you weren’t home

5 Yeah? How was it?

6 I thought you were meeting Hoang Anh on

Saturday afternoon

a She went to her grandparents’ house onSaturday morning Then she spent the wholeafternoon cleaning her apartment

b Really tired I slept all morning andwatched TV all afternoon

c It was really fun We danced for hours

d She had to go to her office to finish herreport She spent the whole afternoon there, so

I met her that night instead

e We went dancing at the new nightclubdowntown

f Oh, I went to the bookstore to buy her abirthday present for my younger brother

III Writing: Use the promts below to write complete sentences about Nguyen Trai

1 born/ in 1380/ Thang Long/ now/ call/ Hanoi/ he / not only/ national hero/ but also/ greatpoet/ he/ devote/ all/ life/ country’s independence/ freedom

2 during/ schooldays/ educate/ by/ his father/ scholar/ and/ village school teacher

3 he/ help/ Le Loi/ end/ the Ming aggression/ after/ victory/ write “Binh Ngo Dai Cao”/ which/praise/ people’s heroism/ and/ look forward/ bright future/ Vietnam

IV Listening: Listen to the teacher’s reading, then choose the best option to complete

these sentences.

In the United States and Canada, it is very important to look a person directly in the eyeswhen you are having a conversation with him or her If you look down or to the side when theother person is talking, that person will think that you are not interested in what he or she issaying This, of course, is not polite If you look down or to the side when you are talking, youmay appear to be hiding something; that is, it might seem that you are not honest However,people who are speaking will sometimes look away for a few seconds when they are thinking ortrying to find the right word But they always turn immediately back to look the listener directly

in the eyes These social “rules” are the same for two men, two women, a man and a woman, or

an adult and a child

1 In the US and Canada, when you are having a conversation with someone,……

A do not look directly in the eyes

B you should look him or her directly in the eyes

C it is impolite to look at the eyes of the speaker or hearer

D a and b

2 If you look down or to the side when the other person is talking………

A you will be thought to be not interested in the conversation

B you are very polite

C you are very interested in what is being said

D you are the interesting person

3 If you look down or to the side when you are talking,………

A the Americans are interested in you

B you are very polite

C you are thought to be dishonest

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D you are interested in the conversation

4 The speaker will sometimes look away………

A because he or she wants to end the conversation

B because the hearer is interested in what is being said

C because he or she thinks that the hearer is not honest

D because they are thinking or finding the right word

5 These social “rules” are………

A for men only

B for children only

C for women only

D the same for everybody

III Teaching aids: board, the test paper, key for the test

- Repeat the question

- Get students to read the passage again

carefully

- Call some students to read out their answers,

and the others give remarks if it is correct or

not

- Finally read the keys out aloud

Keys: 1.B – 2 B – 3.D – 4.C – 5.D

II Speaking (10 minutes)

- Get student to read the test again carefully

- Call some students to read out their answers,

and the others give remarks if it is correct or

not

Keys: 1.B – 2.A – 3.E – 4.F – 5.C – 6.D

- Greeting

- Listen and understand thetask

- Get ready for the lesson

- Look at their paper

- Compare the resutls with theothers

- Get the correct answers fromthe keys

- Look at their paper

- Compare the results with theothers

- Get the correct answers fromthe keys

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III Writing (10 minutes)

- Get students to read the writing again

carefully

- Call some students to write their answers on

the board, and the others give remarks if it is

correct or not

Keys:

1 Nguyen Trai was born in 1380 in Thang

Long, now called Hanoi He devoted all his

life to the country’s independence and

freedom

2 During his schooldays, he was educated by

his father, a scholar and a village school

teacher

3 He was so brilliant that he got a Doctor’s

degree at the age of twenty

4 He helped Le Loi to end the Ming

aggression After the victory, he wrote “Binh

Ngo Dai Cao”, which praised our people’s

heroism and looked forward to a bright future

for Vietnam

V Listening (10 minutes)

- Show the listening script on the board or

read the passage again several times

- Get students toread the passage again

carefully

- Call some students to write their answers on

the board, and the others give remarks if it is

- Compare with the keys

Unit 4: Special Education The 20 th period

Trang 38

about it through Matching and Multiple Choice exercise

2 Knowledge:

- General knowledge: Students know the information about Louis Braille and the special classes

for disabled people

- Language: words related to disabled people

3 Skill: reading about special education

III Teaching aids: textbook, board, rasing questions

IV Procedures:

- Greeting

- Who’s absent today?- Thanks

- Where did you stop last time?

- Open your book and we will go to Unit 4:

Special Education

- Rasing some questions:

* What do you do everyday?

* Do you go to class? listen to music? watch

T.V?

- Take notes students’ answers on the

blackboard

* Which of these activities would be difficult

for disabled people?

Ok, people who cannot be able to listen and

watch are called deaf and blind people

* Who can say nothing?- Good

* How can they communicative with each

other?

* How can blind people read?

Well, there was a person- a man invented the

letter systems for blind people to help them

read easily He was Louise Braille He came

from France He was a blinded in a chilhood

accident

- Look at Braille Alphabet (on the page 44) and

work with your partner about the message

- Ask students to read through the passage

individually and do Task 1

- Raising some questions about the passage:

* Who’s in the passage?

* What does the passage talk about?

* How many children are there in her class?

* Who are they?

- Look at the books

- Work in pairs

- After guessing, correct theanswer under the teacher’sconstruction

- Read individually

- Miss Thñy

- special class

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* Why do you know?

- Explain new words:

proper schooling (n) = enough and good study

* What do the parents of the disabled children

think? Which line helps you know? Which

word?

opposition (n) = disagreeing viewpoints

* How does Miss Thuy Teacher’s activities the

disable children in a math lesson?

* How are the children?

- Ask students to do matching in chorus

- Confirm the correct answers

Task 2

- Call on some students to read aloud each part

of the passage

- Check pronunciation

- Ask students to read the passage again more

carefully and do the task 2

- Ask some students to give their answers

- Correct the answer

1.D - 2.B - 3.A - 4.C - 5.D

- Ask students to read the passage in pairs and

fill the blank of summary using suitable words

from the passage

- Go arround and provide help

- Call on some students to give answers

- Confirm the correct answers for students to

check and write down

- Call on some students to read the completed

summary aloud in front of the class

- Summarise the passge into 5 sentences

- Do the exercises in the workbook

- She raised both arms andopened up her fingers… (2ndsentence- 3rd paragraph)

- They are proud of theirefforts

Key:

1.C-2.E-3.A-4.B-5.D

- Listen to their friends

- Read the passage and dothe task

- Read in pairs and do thetask

- Listen to the teacherattentively and check theanswers

Key:

1.disable-2.read-3.write-4.efforts-5.opposition-6.time-consuming- 7.maths-8.arms-9.figers – 10.proud

- Write down on thenotebooks

Trang 40

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

- talk about school life of a student

- actively engage in an interview

2 Knowledge:

- General knowledge: Students know how to talk about school; make an interview and reporting

on results

- Language: words related to school life

3 Skill: speaking about school life of students influently

III Teaching aids: textbook, board, rasing questions, hand-outs

IV Procedures:

- How are you today?

- Are you ready for new lesson?

- Ask some questions:

* What are your favourite subjects?

* How much time do you prepare for

your lesson everyday?

OK, today, we will go to Lesson:

Speaking to talk about school life of a

student

While-speaking: (25 minutes)

Task 1

- Ask students to read the answer before

choosing the best questions

- Ask students to work in pairs to fill in

the blanks with the right questions

- Call on some students to explain their

- Ask students to use his/her own

information to answer the questions

- Instruct students to do this task by using

following information

Hand-outs

- Ask students to work in pairs with 3

students (2 practice interviewing, 1 take

notes) and carry out the interview, using

the questions in Task 1

- Read the answers and do thetask 1

- Work in pairs

- Listen to the teacherattentively then correct theanswers

- Work in pairs and do the task

2 under the construction of theteacher

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