giáo án tiếng anh lớp 10 cực hay mà tôi đã soạn thảo hy vọng sẽ giúp được các đồng nghiệp đang dạy tiếng lớp 10 Anh phổ thông trung học. trong giáo án thể hiện đày đủ theo đúng quy định của Sở giáo dục quy định
Week : 01 Period : 01 Date : 5/9 ` I/ OBJECTIVES By the end of the lesson Ss are able to review some tenses: simple past, simple present, present perfect, past perfect… And then the exercises II/ TEACHING METHODS Communicative method III/ TEACHING AIDS Grammar in use, Blackboard IV/ NEW LESSON: REVIEW Stages Teacher’s activities Students’ activities Grammar - Asks Ss to remind some grammatical points • SIMPLE PRESENT: S+DO/DOES+V(bare inf) S+V(s/es) DO/DOES+S+V(bare inf)…… ? - Work individually - Individual work • SIMPLE PAST: S+V(ed/v2) S+DID+NOT+V(bare-inf) DID+S+V(bare inf)……? Exercises • PRESENT PERFECT S+ have/ has + PP S+ have/has + not + PP Have/ Has + S + PP? • PAST PERFECT S + had + PP S+ had not + PP Had + S + PP? - Provides Ss the exercises in the paper SUPPLY THE CORRECT FORM OF VERBS 1.By the time he arrived, all his classmates(leave) 2.I(meet) ARTHUR three weeks ago 3.She (be) born in 1980 4.What you (do) at 6.p.m yesterday? 5.He (write) a book since last year 6.The bell(ring) while Tom (take) a bath What you (do) yesterday? Before she (watch) TV, she (do) her homework last night Hurry up! The train (come) 10.Up to now, the teacher (give) our class tests - Asks Ss to work in pairs to the exercise - Asks Ss to present the answers in front of the class - Corrects Ss’ mistakes HOMEWORK Week : 01 Period : 02 Date : 6/9 - Work in pairs - Some Ss present Others listen to Listen to the teacher Prepare the new lesson - I/ OBJECTIVES: - Help Ss be able to talk about their daily routines by learning a typical day of a farmer - Help students develop reading skill II/ TEACHING METHODS: Repetition, role play , communicative III/ TEACHING AIDS: Chalk, blackboard, English book, pictures about farmers and field work … VI/ NEW LESSON: UNIT1/ LESSION / READING Teacher’s activities - Gives Ss handout and introduce the way to it Match a line in A with a place of work A B 1.Teacher a Field doctor b school worker c hospital farmer d factory - Puts the questions, calls Ss to answer Where does a teacher/doctor… work? - Leads to the new lesson: Today we are going to read two passages about a day in the life of two farmers -Requires Ss to ask and answer the questions What time you…? What you often do…? -Goes around, helps Ss -Calls two Ss to practise again -Asks Ss to read the text and show the new words, the structure -Writes the new words on the board • NEW WORDS -alarm(n) -buffalo(n) -plot of land (n) small piece of land -plough and harrow (v) - fellow peasants (n) - take a short rest (v) - transplant (v) grow rice -Be contented with - Supplies the structure: * It+takes/took+o+time+to inf Students’activities - Look at the handout -Answer by themselves -Listen to the teacher -Work in pairs - Two Ss practice again, Others listen -Read the passage in silent and point out the new words - Write down - Reads the new words - Asks Ss to give the meaning of the new words and read them - Asks Ss to read the passages individually and choose the option A, B or C - Goes around the class and helps Ss - Calls on some Ss to read aloud their answers TASK2 - Ask Ss to work in pair and ask and anwser about the passages - Goes around the class and helps Ss - Calls on some pairs to the task in front of the class TASK3 - Ask Ss to scan the passage and make a brief note about Mr Vy and Mrs Tuyet daily routines - Goes around and offer help - Tells Ss to compare their notes with a friend (After you read) - Ask Ss to work in groups and talk about Mr Vy and Mrs Tuyet daily routines - Goes around and provides help - Calls on some Ss to give a short talk about the daily routines if these two farmers IV/HOMEWORK - Give meaning - Copy down - Listen to teacher and read again - Do task by himself - Some Ss read aloud the answers - Work in pairs - Some pairs practise again Others listen to - Pair work - Compare the notes with a friend - Work in groups _ Some Ss give a short talk Others listen to - Learn by heart new words - Prepare the new lesson Week : 01 Period : 03 Date : 7/9 I/AIMS: Help students ask and answer something about their daily routine By the end of the lesson, student will be able to talk about his or her daily routine by using given information and pictures II/ TEACHING METHODS: Communicative, role play, repetition III/TEACHING AIDS: Textbook, blackboard, chalk, small cards of class timetable, … IV/ NEW LESSON: UNIT1 / LESSON2 / SPEAKING Stages WARMUP Teacher’s activities Students’ activities Says: Make a list of the subjects - Haven’t opened the book yet you learn at school - Listen to the teacher Is able to supply the subjects which Ss can’t - Repeat after the Asks Ss to repeat the subjects teacher after the teacher - Listen to the teacher’s Hangs the chart on the board and requirement says: Match a number in A with a suitable phrase in B - A B 7.15 a a quarter to ten Activity1 8.05 b five to nine 8.55 c five past eight 9.45 d a quarter past seven 10.40 e twenty to eleven 17.00 f half past six p m 6.00 g five o’clock p m 18.30 h six o’clock a m Activity2 - Asks Ss to work in pairs to match a TASK1 number in A with a suitable phrase in B - Calls some Ss to present the keywords on the board - Says: Quan is a tenth grade student He goes to school every morning Now, look at his weekly timetable ask and answer questions by using the information from the timetable - Asks Ss to read Quan’s weekly timetable and the task TASK2 - Asks Ss to the task in pairs - Goes around and helps Ss - Calls on two pairs to practise in front of the class - Divides the class into 04 groups TASK3 - Work in pairs - Some present the answers - Listen to the teacher - Read QUAN’s weekly timetable individually - Ask and answer in pairs - Two pairs practice in front of the class - Work in groups, write on the waste papers * Group – Picture a & b * Group - Picture c & d * Group - Picture e & f * Group - Picture g, h & i - Each group presents in front of the class - Work in pairs - Calls on representative of each group present in front of the class - Asks Ss to study the pictures carefully and then describe them in English - Goes around and helps Ss - Work in groups - Asks Ss to practice in groups, describe Quan’s activities during the day - Work in pairs - Asks Ss to work in pairs talk about their daily routine and notes to Ss only talk about the important activities - Goes to different pairs and offers help if necessary - Some good Ss tell their - Calls on some good Ss to present in front of the class Home work classmates about his/her daily routine -Practice speaking skill at home and prepare the new lesson Week : 02 Period : 04 Date : 9/9 I/ OBJECTIVES After the lesson, students will be able to: Talk about a day in the life a cyclo driver Improve listening skill by doing pictures ordering and True or False exercises II/ TEACHING METHODS Communicative, III/TEACHING AIDS Pictures, Textbook, cassette IV/ NEW LESSON: UNIT1 / LESSON3 / LISTENING Stages Teacher’s activities Students’ activities Warm - Hangs out the picture of a – up man who drives a cyclo and -Look at the picture introduces: • He has a cyclo -Listen to the teacher • He works in the streets • He drives people from one place to another - Puts a question: -Answer the question • Who is he? - Lists to the new lesson: Mr Lam is a cyclo driver He is -Listen to the teacher working in HCM city Let’s guess his routine What does he in his job? -Answer the questions - Puts questions in page 16 - guess what the word is and then - presents some new words copy down by setting a situation, giving synonym, or antonym * key words: -district(n) -routine(n) -pedal(n) -purchase(v)=buying - food stall(n) - drop (v) While - Asks Ss to open their books you Base on the pictures, Describe listen about Mr Lam’s daily routine in TASK1 English - Goes around checking and helping Ss - Plays the tape several times - Stops playing the tape for each sentence which justifies to the picture for Ss to check the keyword TASK2 - Plays the tape again and asks Ss to listen and describe whether the statements are True or False - Stops playing the tape for each sentence and then calls on some Ss to explain their answer After - Gives the correct answer you - Tells Ss to work in pairs ask and liste answer questions about Mr Lam activities by using the cues - Goes around the class and offers the help if necessary - Calls on some pairs ask and answer in front of the class Home work -Work in pairs and have guesses about Mr Lam’s routine - Listen to Mr Lam’s talk and number the pictures in their correct order - Compare the answers with his/her friend -Read the statements carefully -Listen to the tape -Some Ss explain the answers, others listen - Work in pairs - Some pairs practice asking and answering in front of the class - Prepare the new lesson -Learn by heart the old lesson Week : 02 Period : 05 Date : 10/9 I/AIMS Help Ss understand about the content, language and structure of writing a narrative Moreover, by the end of the lesson Ss will be able to write a narrative by using given prompt II/TEACHING METHODS Communication method III/TEACHING AIDS English book, chalk, blackboard IV.NEW LESSON: UNIT1 / LESSON / WRITING Steps Warm – Up Teacher’s activities Students’ activities - Puts some questions and - Close the book writes them on the board - Look at the questions Have you ever heard a freightening story? When did it happen? Where did it happen? How did you feel about that? - Asks Ss to work in pairs - Work in pairs - Calls on two pairs to practice in front of the - Two pairs practice, Others class listen to - Sets the sence: Today, we are going to learn - Listen to the teacher how to write a narrative - Asks Ss to read the Activety1 passage in the book and TASK1 find the new words - Read the passage, list the - Writes the new words on new words the board • New words: - stare death in the face(v) so scared - Copy down the new - fasten seat belt(v) words, and find the - be due to(a) because of; meaning owing to - take off (v) - air-hostess(n) - be in danger(v) - relieved(a) - Guides Ss to read the - - Activity2 TASK2 • • • - - Activity3 TASK3 • - - words Asks Ss to work in pairs, -Repeat the new words after the teacher read the passage again -Work in pairs and find all the verbs that are used in the past simple and the connectors in the story Calls on some Ss to give the verbs and connectors -Some Ss talk, others listen in front of the class Says: You should use the simple past tense and time expressions to tell - Listen to the teacher and about the narrative write into the notebook Explains to Ss the format of a narrative - Listen to the teacher The events The climax The conclusion Asks Ss to work in groups and identify the events, the climax and - Work in groups the conclusion of the - Group & find the story events - Group & find the climax Goes around to check - Group & find the and help Ss conclusion Asks Ss to report the results to class Explains the statement - Report the results to class of the task3 and provides some new - Listen to the teacher and words writer the new words into new words the notebook fire brigade (n) choke(v) Tells Ss to work individually to build up a narrative about a hotel - Individual work fire Calls on some Ss to read aloud their writing in front of the class - Some read loud, others Comments and corrects * Form: Although + clause, Main clause * Example: Although it rained, we went out for dinner instead of having our dinner delivered * Meaning: in spite of the fact that * Use: We use this conjunction to contrast ideas * Note: Don’t use although together with “but” - Gets Ss to the task individually And then find a partner to check the answers with - Checks with the whole class and provides corrective feedback • HOME WORK - Listen to the teacher and take notes - Work individually - Listen to the teacher - Learn by heart the lesson - Prepare the new lesson UNIT 16: HISTORICAL PLACES I/ OBJECTIVES After the lesson, the students will be able to develop such reading micro- skills as scanning for specific Ideas and guessing meaning in context Use the information they have read to talk about Van Mieu- Quoc Tu Giam II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Handouts/ posters IV/ NEW LESSON: UNIT 16 / LESSON / READING Teacher’s activities Students’ activities • WARM-UP & BEFORE YOU READ - Uses the picture on page 166 in the textbook to introduce the topic of the lesson by hanging it on the board and puts Ss some questions and then asks them to work in pairs to answer • Questions: What can you see in the picture? What you know about this place? Where is it? List some historical places you know in Viet Nam - Asks Ss to work in pairs - Goes around and observes Ss working - Calls on some pairs to practice asking and answering in front of the class • Suggested Answers: Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry Quoc Tu Giam is considered the first university of Vietnam and was established on the grounds of Van Mieu It is located in Ha Noi Co Loa Citadel, Hoa Lu Capital, Con SonKiep Bac Site, Den Hung Remain, Pac Bo Site, Dien Bien Phu Site, Son La Prison and Museum, Quang Tri Citadel, Hue imperial City, Hoi An City,… • WHILE YOU READ - Says: You are going to read about Van MieuQuoc Tu Giam, a famous historical and cultural relic of Hanoi and the tasks that follow - Asks Ss to read through the passage silently - While Ss are reading, teacher writes the new words on the board • New words: - Relic (n): remains - Confucian (a) - Confucianism (n) - Stele (n) - stelae (pln) - Banyan trees (n) - Tortoise (n): turtle - Originally (adv) - Representative (a) - Memorialize (n) - Engrave (v) - Flourish (v) - Well- preserved (a) - Look at the questions on the board - Work in pairs - Some pairs practice Others listen to - Listen to the teacher - Work individually - Take notes - Royal examination (n) - Asks Ss to read aloud the new words on the board and make some sentences with some words • Task1 - Asks Ss to read the passage silently and then the task - Asks Ss to check the answers with a partner - Calls on some Ss to give and explain their answers - Feedbacks • Task2 - Asks Ss to read the sentences carefully and the task - Asks Ss to reread the passage and the task individually and then check the answer with a partner - Goes around and observes Ss working - Calls on some Ss to present and explain the answers - Gives corrective feedback • AFTER YOU READ - Asks Ss to work in groups Each group is going to prepare a talk about Van MieuQuoc Tu Giam - Asks Ss to use the suggestions provided in the task - Goes around to check, help and take note of Ss’ typical errors - Calls on the representative of each group to present in front of the class - Gives feedback • HOME WORK - Whole class, repeat the new words - Work individually - Some Ss give and explain the answers Others listen to - Work individually - Some Ss present and explain Others listen to - Work in groups - The representative of each group presents their talk Others listen to - Learn by heart the lesson - Prepare the new lesson UNIT 16: HISTORICAL PLACES I/ OBJECTIVES After the lesson, the students will be able to ask and answer questions about a historical place, based on the vocabulary and structures that they have learnt in the lesson Talk about a historical place based on the given information II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Handouts IV/ NEW LESSON: UNIT 16 / LESSON / SPEAKING Teacher’s activities Students’ activities • WARM- UP - Listen to the - Introduces the game: You are going to work in your teacher group to match the names of different historical places or places of interest in Hanoi The group which finished first will win the game - Gives Ss the table Chùa Một Cột a Presidential Palace Cột Cờ Hà b Temple of Literature Nội Bảo tàng Cách c Ho Chi Minh Mausoleum - Look at the table on Mạng the board Vãn Miếu d National Museum of Ethnology Lăng Hồ Chủ e Co Loa Citadel Tòch Phủ Chủ Tòch f National Museum of Fine Arts Bảo Tàng Dân g One pillar Pagoda Tộc Học Bảo Tàng Lòch h Flag Tower of Hanoi Sử Bảo Tàng Mỹ i Revolution Museum Thuật 10 Thành Cổ Loa j Vietnamese National History Museum - Work in groups • Answer: g h I b c a d j f 10 e - Divides the class into small group of or and asks Ss to the game - Goes around and observes Ss working - Checks with the whole class • TASK1: - Introduces: You are going to work in pairs to ask and answer about Ho Chi Minh’s mausoleum, a historical place of Hanoi - Explains new words: • New words: - Stand (n) : Place - Late : deceased: cố cựu, nguyên - Gets some Ss to read aloud the model conversation on page 169 and elicits the ways to ask for the information covered in the fact sheet Location Where is it located/ situated? Construction When was it built? In what year was it built? How many floors are there? What is the use of each floor? Visiting hours On what days is it open? Is it open at weekends? What time can we visit it? What time is it closed/ open? rules Are we allowed to take photos inside? Is photography allowed inside? - Models by asking these questions for Ss answer - Listen to the teacher - Take notes - Some Ss read the model conversation - Listen and write down - Listen to the teacher’s questions and answer them - Work in pairs - Some pairs perform Others listen to - Asks Ss to work in pairs to ask and answer the above questions - Goes around checking and offering help - Calls on some pairs to perform in front of the class - Provides corrective feedback after that • TASK2 - Introduces the task: You are going to work in pairs and ask and answer questions about two historical places, namely Hue Imperial City and Thong Nhat Conference Hall - Teaches Ss some new words • New words: - World Cultural Heritage: Di sản văn hóa giới - Listen to the teacher - Write down the new words UNIT 16: HISTORICAL PLACES I/ OBJECTIVES After the lesson, the students will be able to develop such listening micro-skills as listening for specific information and listening for detailed information Use the information in the listening passage to talk about Hoi An II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Cassette tapes IV/ NEW LESSON: UNIT 16 / LESSON / LISTENING Teacher’s activities • WARM- UP - Asks Ss to look at the picture on page 171 of the textbook and answer the questions in pairs - Goes around and observes Ss working - Checks the answers with the whole class • BEFORE YOU LISTEN - Tells Ss to look at the pictures on page 172 of Students’ activities - Look at the picture in the textbook and practice asking and answering in pairs - Whole class, tell the answers - Look at the pictures of the textbook and guess individually - Listen to the questions their textbook and guess what they are going to listen about - Puts Ss some questions : • Questions: What can you see in picture 1/ picture 2/ and picture 3? Where are these places? What city or town you think we are going to listen about? - Gets Ss to work in groups of or and list down all they know about Hoi An - Goes around and observes Ss working - Provides Ss some information about Hoi An after checking Ss’ work • Some information about Hoi An Hoi An is an ancient town It is situated on Thu Bon River It is located in Da Nang city It is recognized as a World Cultural Heritage by UNESCO - Teaches Ss some new words: • New words: - merchant (n) - vessel: big ship (n) - ornamental (a) - certified (a) - destination (n) - heritage (n) - Asks Ss to repeat the new words and make some sentences with the new words • WHILE YOU LISTEN • Task1 - Asks Ss to read the questions carefully and work out what information they need to concentrate on - Work in group of or - Listen to the teacher and write down - Take note - Whole class Repeat the new words after the teacher - Work individually - Listen to the tape - Work in pairs - Listen to the teacher - Work individually - Listen to the tape - Work in pairs - Whole class, tell the answers - Listen to the tape again - Work in groups - - while listening Asks Ss to guess the answer to each question Plays the tape once for Ss to listen and the task Asks Ss to work in pairs and check each other’s answers Checks the answers with the whole class • Task2 Encourages Ss to read through all the questions, identify the information they need to look for in each question and then the task without listening one more time Plays the tape again for Ss to listen and answer the questions Asks Ss to check their answers in pairs Checks the answers with the whole class - Should play the tape again and pause at difficult points • AFTER YOU LISTEN - Asks Ss to work in groups of or In their own group Ss prepare a talk about Hoi An - Helps Ss to summarize the main points and write them in the table: Location 30 km south of Da Nang, on the Thu Bon River Role Major trading centre in southeast Asia(16th-17th - Write down quickly - Work in groups - Some representative of each group talk Others listen to - Listen to the teacher - Learn by heart the lesson - Prepare the new lesson centuries) Features Famous for old temples, pagodas, small title-roofed houses and narrow streets Tourist Japanese attractions Covered Bridge, Assembly Hall of Cantonese Chinese Congregation, Tan Ky House - Asks each group to write their main points on A0 sized poster - Goes around and offers help - Calls on representative of each group to talk about Hoi An in front of the class - Takes notes Ss’ errors and provides corrective feedback • HOMEWORK UNIT 16: HISTORICAL PLACES I/ OBJECTIVES After the lesson, the students will be able to describe the information presented in a chart, using comparative structures and based on the cues II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Handouts IV/ NEW LESSON: UNIT16 / LESSON4 / WRITING • WARM – UP - Hangs on the chart which is prepared before on the board and puts Ss some questions: • Questions: What is it? What can you say when seeing this chart? - Calls on some Ss answer the questions • TASK1 - Gets across Ss that they start describing a chart, they always need to spend time analyzing it and organizing the information described in it in the most logical order: • Students should understand about: - The topic ( the topic of a chart can be found by looking at its caption, its vertical axis and its horizontal axis) - Pay attention to the time reported in the chart (when the chart shows the present situation, use the simple present When it - Look at the chart and listen to the teacher questions - Work individually - Work individually - Whole class, listen to the teacher and then write down - - - - - shows the past events, use the simple past However, the simple present verb is often used in the opening sentence of the introductory paragraph) Look for the general trend, patterns, different pieces of information that the chart describes Provides Ss the language use: The chart shows that…; The chart describes…; The chart presents Tells Ss to study the chart in task and analyze it with a friend by asking these questions: • Questions: What is the topic of the chart? Does it describe the past, the present, or the future? What patterns are shown? How are the pieces of information related? Asks Ss to work in pairs to answer the questions and then the task Goes around and observes Ss working Calls on some pairs to practice in front of the class • TASK2 Based on the analysis of the chart Asks Ss to write up a description individually Reminds Ss of the organization of the chart description and the common language use in - Work in pairs - Some pairs present Others listen to - Work individually - Listen to the teacher - Work in pairs - Listen to the teacher and take notes - Learn by heart the lesson - Prepare the new lesson - UNIT 16: it Goes around and observes Ss working Gets Ss to work in pairs and correct each other’s writing Goes around and offers help Collects some writings for quick feedback • HOME WORK HISTORICAL PLACES I/ OBJECTIVES After the lesson, the students will be able to distinguish the sounds // and // Pronounce the words and sentences containing these sounds correctly Use comparatives and superlatives correctly when making comparison II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard IV/ NEW LESSON: UNIT 16 / LESSON / LANGUAGE FOCUS - - Teacher’s activities • PRONUNCIATION Models the two sounds // and // for a few times Explains the differences in producing of these sounds: • To make the sound / z/ and /s/ /z/, Ss need to place their tongue at the front of the hard palate near the alveolar ridge • But when making the sound/x/, Ss need to curl their tongue a bit and if they place a finger on the vocal box they can feel a vibration Plays the tape once for Ss to hear the words and asks them to repeat Asks Ss to read the words in each column out loud in chorus for a few more times Calls on some Ss to read the words out loud - Asks Ss to work in pairs and take turn to read aloud the given sentences - Goes around listening and takes notes of the typical errors - Calls on some Ss to read the sentences again Students’ activities - Listen to the teacher - Write down - Listen to the tape and repeat - Work individually - Some Ss read Others listen to - Work in pairs - Some Ss read Others listen to - Listen to the teacher - Corrects the errors • GRAMMAR AND VOCABULARY • EXERCISE 1: Comparatives and superlatives - Helps Ss review the comparative and superlative forms of adjective: * Comparatives: Structures: S1 + V + short Adj/Adv + ER + than + S2+ V S1 + V + More + long Adj/Adv+ than + S2+ V - Listen to the teacher Notes: - Short (containing one syllable) E.g: taller, shorter… - Double the final consonant if it comes right after a vowel E.g: bigger, thinner… - For adjectives ending in –y, change- y to –I and then add –er E.g: tidy- tidier - Most adjectives ending in –y, -ow, -er are treated as short adjectives E.g: narrow- narrower; clevercleverer - Long (containing more than one syllable) - Most adjectives ending in –ful; -less; -some are treated long adjectives E.g: hopeful- more hopeful; handsome- more handsome - Most adverbs having two syllable, ending in –ly are treated long adverbs E.g: shortly - more shortly; cheaply- more cheaply * Superlatives Structures: S + V + The + short adj/ adv + EST S + V + The Most + long adj/adv Irregular: ADJ/ ADV Comparatives Superlatives Good / well Better The best Bad / ill Worse The worst Many / much More The most Few / little Less The least far Farther(further) The farthest - Reminds Ss of the use of these structures: Comparatives are used to compare two things/ people But Superlatives are used to compare or more things/ people - Gets Ss to exercise in pairs - Asks Ss to check their answers with the teacher • EXERCISE - Asks Ss to exercise individually - Goes around and observes Ss working - Calls on some Ss to go to the board and write the answers - Checks with the whole class • EXERCISE - Asks Ss to exercise individually - Asks Ss to find a partner to check their answers with - Checks with the whole class - Calls on some Ss to read aloud their answers - Corrects the mistakes if necessarily • HOME WORK - Take notes - Listen to the teacher - Work in pairs - Whole class - Work individually - Some Ss read out Others listen to - Work individually - Check the answers - Some Ss read aloud Others listen to - Learn by heart the lesson - Prepare the new lesson ... Goes around the class and helps Ss - Calls on some Ss to read aloud their answers TASK2 - Ask Ss to work in pair and ask and anwser about the passages - Goes around the class and helps Ss - Calls... correct answers - Calls on some Ss to explain their answers and may ask: • Why is it true / false? • Can you give me the information in the passage? - Asks Ss to the task in pairs to ask and answer... correct it _Gives feedback Task3: Answer questions Answers: (teacher’s book page 34) _Forms pairs: asks ss to ask and answer the questions _Asks some pairs to ask and answer in class _Give feedback