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Gi¸o viªn: Vò TuÖ H÷u Tr-êng THPT L-¬ng ThÕ Vinh Date of preparing:……/…./20 The first term of grade 10 Period:……… Grade 10 Theme: Guiding how to learn and to English tests Time: 45 minutes I Objectives: Educational aim: Students know about English book in grade 10 Knowledge: Student know: - How to learn English in grade 10 - How to English tests - How to use student’s book and workbook 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 Warm-up :(7 minutes) - Introduce to students about the teacher - Listen to the teacher - Ask students about their names and English - Answer the teacher’s questions knowledge etc Guiding: 35 minutes 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 the exercises in their books Guiding English tests in grade 10: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 10 include: reading : 25% listening: 25% writing: 25% language focus: 25% - put the student’s book and workbook on the table - listen to the teacher and look through the books Guiding other books and tape, disc, etc - Listen to the teacher Homework: minutes - Ask students to prepare textbook, notebooks and the - listen to the teacher and write things for learning andprepare lesson reading - Unit down the things which will be prepared at home Unit : A day in the life of Lesson 1: Reading I Objectives: Educational aim: Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work 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 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: Teacher’s activities Warm-up: (5 minutes) - Lead out the hand out and introduce how to put the name of the job on its place teacher doctor worker seller farmer - 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 Students’ activities - Open the book - Listen to the teacher - Look at the blackboard and put two 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 open the book – Unit 1, part A: reading pairs - Ask and answer questions about your daily routine - Look at the book, listen to the - Listen to students and correct pronunciation and grammar if teacher and work in pairs: necessary *A: What time you often get up? B: I often get up at six *C: What you often in the evening? - Ask students to look at the picture in the book D: I often my home work and watch T.V - Show students to know about farmers’ daily routine - Look at the picture - Listen to the teacher 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 - Listen to the teacher then Task : (3 minutes) - Ask students to choose the option A, B or C that best suits the read the passages - Ask some new words if meaning of the italicised words necessary - Let students work individual or in groups - Help students if necessary Keys: - Keep the book open 1C; 2C; 3A; 4A - Listen to the teacher then task - Ask the teacher if necessary Task 2: (4 minutes) - work individual or in group - Ask students to answer the following questions - Ask students look through the passages then try to answer the - Write down in the notebook questions in right way - Let them work in pairs - Listen to the teacher - Help students if necessary - Try to answer the questions (the answers in the passage) - Practice with a partner then Task 3: (6 minutes) - Ask students to scan the passage and make brief note about write them down in the note books Mr Vy and Mrs Tuyet’s daily routines - Ask the teacher if necessary - Walk round the classroom and correct mistakes - Listen to the teacher and make a brief note about Mr Vy and Mrs Tuyet’s daily routines After you read : (8 minutes) 4.30: alarm goes off - Ask students to close their books - Ask them to talk about Mr Vy and Mrs Tuyet’s daily routines 5.15: leaves the house 5.30: arrives the field or their parents’ daily routines - Listen to students and correct mistakes - Listen to the teacher - Try to talk about Mr Vy and Home work: (2 minutes) - Ask students to write a passage about a farmer’s daily Mrs Tuyet’s daily routines - The students who are called routines (80 words) - Ask students to Reading exercise of Unit in workbook to stand up to talk loudly are and prepare Part B : Speaking at home intelligent ones - Listen to the teacher and write down homework Unit : A day in the life of Lesson 2: Speaking I Objectives: Educational aim: Students should know how to spend their daily time Knowledge: - General knowledge: Students learn about daily activities - Language: asking for and giving information from a timetable - New words: words related to students’ daily activities Skills: talking about daily activities II Method: integrated, mainly communicative III Teaching aids: pictures IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Write on the board names of ten subjects which are learnt in secondary school: Civic education Maths Techonology Physics Literature Biology Chemistry Geography Physical education 10 History - 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 Students’ activities - Keep books close - Listen to the teacher - Look at the board and try to remember names of ten subjects - Try to repeat from memory - Look at student’s book - Ask students to ask and answer about Quan’s weekly timetable using the information from the timetable - Let them work in pairs - Listen to students and correct mistakes - Listen to the teacher - Ask and answer about Quan’s weekly timetable A: What time does Quan have physics on Tuesday? B: He has physics at 7.15 on Tuesday A: What lesson does Quan have at 8.55 on Monday? B: He has maths at 8.55 on Monday - Open the books While-speaking : (15 minutes) - Do task in groups Task A: Quan gets up at 14.00 - Ask students to talk about Quan’s activities, using B: He does his homework at 14.15 the pictures in Task C: He watches T.V at 16.30 - Let them work in groups - Walk round and help them - Ask some students to stand up to talk again loudly - Listen and correct mistakes - Close the books Post-speaking : (10 minutes) - Listen to the teacher Task - Do task - Ask students to close books - Work in groups - Ask students to tell the classmates about their daily - The students are called stand up and rountine tell loudly - Walk round and help them A: Everyday, I get up at 5.30, I have - Let them work in groups breakfast at 6.00 and go to school at - Ask some students to stand up and tell loudly 6.30 - Listen and correct mistakes - Listen to the teacher - Write down the homework Homework: (3 minutes) - Ask students to write a passage about their daily routine (50 words) - Ask students to prepare Part C- Listening and homework Unit : A day in the life of Lesson 3: Listening I Objectives: Educational aim: Students should know about a working-day of a cyclo driver and sympthize with him Knowledge: - General knowledge: Students learn more about traffic, a cyclo driver’s activities - New words: Words related to traffic activities 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: Teacher’s activities Warm-up: (5 minutes) - 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 OSALLT - 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? Students’ activities - Close the books - Listen to the teacher - Work in groups Key:cyclo-driver-passenger-foodstall - Listen to the teacher and answer the question: He is a cyclo driver - Listen to the teacher and open textbooks - If you want to know more details about daily activities of a cyclo driver, we will go to Unit 1part 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 - Look at the books - Listen to the teacher - 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 and try to remember them - 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 - Keep book open - Look at the pictures in task - 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 - Ask students to look through the sentences in task - 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 - Describe the pictures - Listen to the tapescript and number the pictures Key: a.3, b.5, c.4, d.6, e.1, f.2 - Keep book open and listen to the teacher - Read the sentences in task and try to understand them - Listen to the tapescript again and decide the statements that are T or F then explain them - Open the books - Ask and answer about Mr Lam After-listening: (10 minutes) - Ask students to open the books A: What’s his name? - Ask them to ask and answer questions about Mr B: His name is Lam Lam’s activities, using the cues below A: What’s his job? - Let them work in pairs B: He’s a cyclo driver - Walk round and help students - The students who are called stand up and retell Mr Lam’s story to the class: - Ask some students to stand up and retell Mr Mr Lam is a cyclo driver in HCM city Lam’s story to the class He usually has a busy working day He - Listen and correct mistakes gets up at 5.30 … -Listen to the teacher and write down homework Homework: (3 minutes) - Ask students to write a story about Mr Lam - Remember them to prepare Part- Writing at home Unit : in the life of A day Lesson 4: Writing period I Objectives: Educational aim: Students should identify the events 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 Skills: Writing a narrative II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel fires IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students some following questions: Have you ever heard a frightenning story? When and where did it happen? How did you feel? Students’ activities - Keep book close - Listen to the teacher and answer the questions Yes, I have It happened when I was young - Check and explain them to the class: - It happened in my neigborhood There are a lot of accidents in our lives, to understand - It made me frightened them we learn part Writing - Listen to the teacher and open the books Pre-writing: (10 minutes) - Ask student to read the narrative in task - Explain some new words - Read the narrative - Ask students to look through the passage again and - Ask the teacher if necessary find all the verbs that are used in the past simple and - Look through the passage again and the connectors (time expression) find all the verbs that used in the past simple and the connectors - Let them work in groups - Work in groups - Walk around, check and help students Key: stared; was; arrived; got; took - Explain to students to use the simple past to rewrite a off; began; thought; were told; seemed; story realised; were; screamed; thought; felt; announced; was; were; landedl; was; at first; then; just then; a few minutes later; one hour later While-writing: (18 minutes) Task - Ask students to task - Let them work in groups - Go round, check and help students Task - Do task in groups Student A: identify the events: got on plane; plane took off; hostesses were just beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed in panic Student B: identify the climax: we thought we had only minutes to live Student C: identify the conclusion of the story: everything was all right, we landed safely - Listen to the teacher - Use the prompts to build up a narrative about a hotel fire (work individually) - Listen to the teacher - Finish the narrative - Read a narrative of one classmate - Some students read loudly their - Ask students to keep book open products in front of the class - Ask them to use the prompts to build up a narrative about a hotel fire - Let students work individually - Listen to the teacher and write down - Walk round and help students homework 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 Homework: (2 minutes) - Ask students to part writing of Unit in the student’s work book and preapare part Language Focus Unit : A day in the life of Lesson 5: Language focus I Objectives: Educational aim: Students should describe someone’s daily activities or write a narrative Knowledge: - General knowledge: Students learn how to write a passage about someone’s hobby or a narrative - 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:/ Skills: Writing a passage about someone’s hobby II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on a boat…) IV Procedure: Teacher’s activities Warm-up: (5 minutes) - Ask students to keep book close - 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 Students’ activities - Keep book close - Listen to the teacher - Look at the picture complete the sentence: and I see a sheep on a ship 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 - Ask students to repeat - Correct pronunciation for students - Open the books - Look at : Listen and Repeat - Repeat the words in chorus then individual - Look at Practise the sentences - Listen to the teacher then repeat in chorus then individual Grammar and vocabulary:(4 minutes) - Introduce exercises to the students - Let students get their attention to focus on present simple, - Listen to the teacher past simple and adverbs of frequency Exercise 1: (8 minutes) - Ask students to Exercise - Introduce how to it - Let them work in pairs - Listen to the teacher and - Walk round, check and give mark exercise 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 Exercise (8 minutes) - Introduce Exercise to students and explain how to it - Ask students to it - Listen to the teacher and - Let them work individually exercise - Check, correct mistakes Eg: He usually gets up early Exercise 3: (10 minutes) She is never late for school - Introduce Exercise to students and explain how to it - Ask students to it - Let them work individually - Listen to the teacher and - Walk round and help them exercise - Check, correct mistakes , give reasons and mark Key: 1.was done-2.cooked– 3.were 4.smelt–5.told- 6.sang– 7.began– 8.felt–9.putout10.crept–11.slept– 12.woke– 13.was– 14.leapt–15.hurried– 16.found–17.wound– Homework : (2 minutes) 18.flowed Ask students to Part Language Focus and prepare part Reading of Unit at home - Listen to the teacher and write down 10 Warm-up: (5 minutes) - Ask students to close the books - Give a picture of Statue of Liberty and ask some question about it 1.what can you see in the picture 2.Do you know where it is located ? 3.What does it look like? - If you want to know more details about Statue of Liberty, we will go to Unit 15- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and answer questions - Walk round, listen and help students - Listen and check pronunciation While-listening: (20 minutes) Task - Ask students to look through the sentences in task - Ask students to listen to the typescript carefully and decide the correct answers - Ask students to give reasons for their answers Key: 1.B- 2.A- 3.B- 4.A- 5.C Task2 -Ask students to look at the task and complete the missing information about the Statue of Liberty -Let students listen again more time and fill in the missing information -Call on some students to give answers - Close the books - Listen to the teacher - Work in groups - Listen to the teacher and answer the question: - Listen to the teacher and open textbooks - Look at the books - Work in pairs - Give correct answer -Key 1,It’s the Statue of Liberty 2,It’s the statue of a woman 3,It’s got a crown on its head 4,It’s got a tablet in its left hand 5,it’s holding a burning torch in its left hand 6,It’s wearing a robe - Keep book open -Listen to the teacher - Read the sentences in task and try to understand them - Listen to the typescript and choose the correct answers -Listen to the teacher and the task2 -Listen again and give correct answers -Keys : Formal name Liberty Enlightment the World Height weight Material 93m 205tons Cooper,iron frame The Base Stone and concrete Opening time 9:30-5:00p.m daily but Christmas day After-listening: (10 minutes) - Ask students to open the books - Ask them to tell each othr what they have learned about -Listen and discuss the Statue of Liberty, using the information in the tble - Let them work in pairs 181 - Walk round and help students - Ask some students to stand up and retell the Statue of Liberty to the class - The students who are called stand - Listen and correct mistakes up and retell about the Statue of Liberty in front of the class: Homework: (3 minutes) - Ask students to write a story about Statue of Liberty - Remember them to prepare Part- Writing at home -Listen to the teacher and write down homework Lesson evaluation ….……………….……………………………………………… ………………….……………………………………………… ………………….….……………………………………………… Unit 15 : Cities Lessosn 4:Writing I Objectives: Educational aim: Students could describe a city of their choice General knowledge: Students learn how to write a describing city - Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to city Skills: Describe a city II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure: Class: 10…… Organization: Date of teaching:………… Teacher’s activities Absent students:…………… Students’ activities Warm-up: (5 minutes) - Ask students to keep book close - Keep book close - Ask students some following questions: - Listen to the teacher and answer the Have you ever been to a famous city?name it? questions 182 What is it famous for? Yes, I have.Hanoi How did you feel when you visited it? It is famous for Old quarter and - Check and explain them to the class: Temple of Literature Pre-writing: (10 minutes) - It is very interesting - Ask student to read the narrative in task - Explain some new words - Ask students to look through the passage again and - Listen to the teacher answer the questions and open the books - Let them work in groups - Read the passage - Walk around, check and help students - Ask the teacher if necessary Help students if necessary - Look through the passage again and (the answers in the passage) give correct answers While-writing: (18 minutes) Task - Ask students to task - Ask them to use the prompts to build up a passage about the a city in Vietnam they know well - Let students work individually - Listen to the teacher - Walk round and help students -Work individually Post-writing: (10 minutes) Listen to the teacher - Give suggestions and corrections - Finish the narrative - Ask students to read another’s narrative - Read a narrative of one classmate - Ask some students to read loudly their narratives - Some students read loudly their - Correct mistakes and mark products in front of the class Homework: (2 minutes) - Listen to the teacher and write down - Ask students to part writing of Unit 15 in the homework student’s work book and prepare part Language Focus Lesson evaluation ….……………….……………………………………………… ………………….……………………………………………… 183 ………………….….……………………………………………… Unit 15 : Cities Lessosn 5: Language focus I Objectives: Educational aim: Students should describe a city Knowledge: - General knowledge: Students learn how to write a passage about a city - Language: * Non-defining vs defining relative clauses * Although as a contrasting - New words: Words related to pronunciation /Ө/ - /ð / Skills: Writing a passage about city II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure: Organization: Class: 10…… Date of teaching:………… Teacher’s activities Absent students:…………… Students’ activities Pronunciation: (10 minutes) - Ask students to look at their books then introduce to - Listen to the teacher 184 them - Open the books *Listen and repeat : - Look at : Listen and Repeat - Read loudly then ask students to repeat - Repeat the words in chorus then - Introduce : /Ө/ - /ð / individual - Correct pronunciation for the students * Practise these sentences - Look at Practise the sentences - Read the sentences loudly - Listen to the teacher then repeat in - Ask students to repeat chorus then individual - Correct pronunciation for students - Listen to the teacher Grammar and vocabulary:(34 minutes) - Listen to the teacher and copy - Introduce exercises to the students down Exercise 1: (8 minutes) Non-defining vs defining relative clause -Give some examples about relative -Let students read the example in the textbook and then clauses present the form and meaning and use of Non-defining vs -Do the exercise defining relative clause For example: Hanoi,which is he capital city of Vietnam,is -Compare with the partners’ answers located on the Red river -Ask students give some examples related relative clauses - Ask students to Exercise - Introduce how to it - Let them work in pairs - Walk round, check and give mark Exercise (8 minutes) - Listen to the teacher and - Introduce Exercise to students and explain how to exercise it -explain the way of using “although” to connect contrasting ideas - Ask students to it - Let them work individually 185 - Check, correct mistake - Listen to the teacher and write Homework : (2 minutes) down Ask students to Part Language Focus and prepare part Reading of Unit 16 at home Lesson evaluation ….……………….……………………………………………… ………………….……………………………………………… ………………….….……………………………………………… Unit 16: HISTORICAL PLACES th The period Date : 16/8 Grade 10 Theme: Historical Places Unit 16 Reading Time: 45 minutes I Objectives: Educational aim: - Students know how to talk about VanMieu-Quoc Tu Giam Knowledge: - General knowledge: - Through this unit, students know more about history of VanMieu-Quoc Tu Giam - New words: Words related to historical places Skills: Reading for gist and for specific information II Method: Intergrated, mainly communicative III Teaching aids: Real objects, pictures, English textbook 10, hand-outs IV Procedures: Class: 10…… Organization: Date of teaching:………… Teacher’s activities Warm-up: (4 minutes) - Ask some questions: a Have you visited a historical place? b When was it? c What you tell abou itt? Absent students:…………… Students’ activities - Look at the picture - Answer the questions -The answers are various - Ok, in order to understand more about historical places Today, we’ll study a new lesson Unit 16- part:Reading Pre-reading: (7 minutes) - Ask Students answer the question in the textbook -Look at the question in the book 186 - Walk round the class and offers ideas and comments when students need help - 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 the tasks - Explain some new words if necessary Task : - Firsly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to tell meaning of the words in Vietnamese - Give suggestions -Key: 1B,2A,3C,4B,5C Task - Ask students to read the small talks again to answer the T/F questions in task2 - Ask students to work individually then work in pairs - Walk round the class and comments when students need Post-reading: (12 minutes) - Let students work in groups to talk about: VanMieu-Quoc Tu Giam using the suggestions below 1.Where and when they built? 2.What were their functions? 3What is special about the stelae there? - Has students work in groups and answer the questions - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments Homework : (2 minutes) -summarise the main points -Prepare the next lesson -Try to answer them -Ask teacher if necessary -Listen to the teacher -Try to remember the new words -Do the task1 -Read the passage carefully and choose the best answers -Compare with the partners’ -Read again and the task2 -Keys:1F(line2-in1070) 2,T(line4) 3,F(from 11thto 18th century) 4,F 5T 6T -work in pair and discuss - Have discussion then present ideas in front of the class - Present the content of the small talks again -Listen and copy down 187 The 8th period Date: 20/8 Grade 10 Theme: Historical Places Unit 16 Speaking Time: 45 minutes I Objectives: Educational aim: Students know how to ask and answer question about a historical Knowledge: - General knowledge: - Through this unit, students can talk about a historical place based on the given information - Language: Students use sentences, words, phrases and expressions for making a conversation Skills: Fluency in expressing about historical places II Method: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 10, hand-outs IV Procedures: Class: 10…… Organization: Date of teaching:………… Absent students:…………… Teacher’s activities Student’s activities Warm-up:(5munites) -ask students to match the names and places of interest in hanoi with their English translations -go around and help -Check with the whole class Today, we will practice speaking about historical places - Listen to the teacher -Matching the names or place of interest in hanoi with their English translations -Give the answers Pre-reading: (8 minutes) Task 1: -Ask and answer questions about President Ho Chi Minh’s Mausoleum with partner - Give instruction - Ask student to place the expressions under the appropriate heading - Ask student to work individually then work in groups - Give suggestions - Work in pair - One asks ,one answers Task 2: -Ask and answer about two historical places,Hue Imperial City and Thong Nhat Conference Hall,then - Do the task practise it with a partner -Ask and answer the question about - Ask students to work individually then in pairs the two historical places - Walk around the class to help student when necessary 188 - Check and give suggestions - Ask student to practise it with a partner - Corrects students’ pronunciation if necessary Post-reading: (14 minutes) Task 3: -Ask students to tell about the historical place they have been to or know about and then practise it with a partner - Give the meaning of some words when necessary - Do the task - Ask students to work individually then work in pairs - Walk around the class to help students when - Practise with partners necessary - Check and give suggestions - Ask students to practise this conversa - Work in pairs -Ask students to present the conversations tion - Correct their pronunciation when necessary - Homework(2munites): -Talk about the historical places and write it -Prepare the next lesson -Listen and coppy The 9th period Date : 22/8 Grade 10 Theme: Historical places Unit 16 Listening Time: 45 minutes I Objectives: Educational aim: Students should know how to listen passage to talk about Hoi An Knowledge: - General knowledge: Students learn about the topic - Language: - New words: Words related to historical places Skills: Listening for gist and for specific information 189 II Method: Intergrated, mainly communicative III Teaching aid: Pictures showing every kinds of topic to talk about IV Procedures: Teacher’s activities Students’ activities Notes Warm-up : (4 minutes) - Ask some questions about the - Listen and answer pictures - Work in pairs and each What is the name of the place ? pair works in role Which places have you been to? -Answers:1,Notre Dame Which one would you like to visit Cathedral,Halong bay most? why? 2.Halong bay - Listen and give mark 3.Halong bay.because it is really interesting and beautiful Pre-listening : (6 minutes) - Let students list down all what they -Listen and list know about Hoi An information about Hoi An - Go around and remark While-listening: (24 minutes) Task 1: -Get students to read the questions carefully and work out what information they need to concentrate on while listening - Ask students to listen carefully and choose the correct answer - Listen to each pair - Let students listen for three times -Give correct answers 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 times and ask them to discus in groups to answer the questions - Listen to each group and remark After-listening: (10 minutes) - Have students sit in groups and prepare the conversation or a paragraph about the ancient town of Hoi An - Listen and remark - Work individually -Give the correct answer -Keys : 1B, 2A ,3c ,4C,5 C - Read quickly and discuss in pairs or groups to find the answers which can be listened before - Can guess what will be heard again - Work in groups and practise answering them - Work in groups and talk about the ancient town of Hoi An :location, role, features ,tourist attractions Homework: (2 minutes) - Ask students to write about 100- 150 words about the place they have been - Listen and copy in their 190 to in a few years notebooks The 10th period Date : 25/8 Grade 10 Theme: Historical Places Unit 16 Writing Time: 45 minutes I Objectives: Educational aim: Students know how to describe a chart Knowledge: - General knowledge: Students learn about the chart - Language: Words used in a chart Skills: Describing a chart II Method: Interagrated, mainly communicative III Teaching aids: Some models of form, real information in life IV Procedures: Teacher’s activities Students’ activities Notes Warm-up : (4 minutes) - Show and give some kinds of form - Observe and work in and let students practise answering pairs to answer the questions: - The answers can be Have you ever seen a chart? various 191 Have you read/describe? When did you use it? Pre-writing: (10 minutes) Task - Let students go on asking some - Continue working in questions as in warm-up pairs How many parts you need when 1.Three parts: you describe a chart? introductory, body and - Listen and explain some new words conclusion if they not know - Each pair ask and -Ask students answer the question in answer the task1 - Listen and write down -Give correct answers While-writing: (20 minutes) Task - Explain what information to describe a chart - Ask for information - Listen to the teacher - Let students read quickly the task2 - Ask students to write a description - Read quickly themselves of the chart provided in task - Write a description of individually then compare in pairs, the chart provided in task groups - Go around, and help - Other students discuss and compare with their description to find mistakes if they have made and correct themselves - Change among groups Post-writing: (10 minutes) - Let students work in group to write a description - Some students read aloud - Ask or students who may be the form of someone good at English to write on the board - Listen and check them - Read and write a short paragraph - Listen and remark Homework: (2 minutes) - Do the writing part, and prepare the next lesson - Listen and copy 192 The 11th period Date : 25/8 Grade 10 Theme: Historical Places Unit 16 Language Focus Time: 45 minutes I Objectives: Educational aim: Students know how to spell two syllables /з/ and /Š/ in a word or a sentences Knowledge: - General knowledge: Students learn some information to describe a chart - Language: - New words: Words related to a chart Skills: - Pronunciation: / з / - /s/ - Grammar: - Comparatives and superlatives -Making comparisons II Method: Intergrated, mainly communicative III Teaching aids: -textbook IV Procedures: Teacher’s activities I Pronunciation: (10 munites) a Give some rules of sounds: /з/ - /s/ - /s/ can stand at the beginning or between of a word Ex: shop ,English, washing - Help students how to spell correctly by reading first as model - /з/ can stand between of a word (hardly stand behind a word) Students’ activities Notes - Read and repeat - Listen and repeat from 23 times - Some of them stand and read words aloud - Practise in groups to find 193 Ex: television, massage, measure b Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed which words has sound /s/ - /з/ - Some groups compare with their results and read the words in sentences aloud - Listen and give more - Let students read the sentences and questions in pairs work in groups - Read the sentences in - Listen and remark each group chorus aloud II Grammar: Comparatives and superlatives -Give example: I am taller than Mai -Listen to the teacher - Work in their own and compare each other She is more beautiful than her mother I am the oldest in my family He is the most intelligent boy in the class - Write down and give - Let students give form of Comparatives and superlatives using the above examples -Ask students give some examples * Exercise 1: -Ask students exercise -Ask students work in pairs -Check up the class as a whole Exercise 2: -Ask students to read the exercise2 and put the words in the correct order to make sentences or questions Exercise 3: Let students read the sentences given and find out the mistake - Listen to students and help them to it - Check to the whole class Homework: (2 minutes) - Remind of comparative and superlatives - Let them exercises in Workbook more other sentences -work in group and give correct answers - Work themselves and each student reads sentences - Listen to the teacher to introduce and the exercise -Compare with partners’ answers the - Listen and copy 194 195 ... - Ask students to write about 100 - 150 words what they have experienced or have done to solve their problems in studying and life 10th period 17 Date : 25/8 Grade 10 Theme: School talks Unit Writing... words - Reread the passage and write about another famous - Listen and copy person (about 100 words) e 10 Theme: People’s Back Ground Unit Speaking: Expressing opinions about someone Time: 45... Which name did he adopted? B: It was “Mark Twain” A: When did he die? 25 B: He died in 1 910 Post-speaking: (10 minutes) - Give some information about Mark Twain: He/ born/ Missouri/ 1835 He/ adopt/