Unit 1 . A DAY IN THE LIFE OF …...…… A. Reading A. Aims: By the end of the lesson , the Ss will be able to understand farmers activities and talk about the daily routines and the love of the work B. Objectives: + Knowledge : General knowledge : Students should know how to do their daily activities effectively and be in love with their work. Language : Sts can learn some new words related to farming , the daily activities Sts can read for gist and for information and summarize the content of the reading. + Skills : reading for gist, reading for details. + Competence: self study; problem solving; communication; cooperation; using language. C. Teaching method: integrate, mainly communicative approach D. Teaching aids: textbooks, pictures, handouts, reference books, ... E. Procedures: Teacher’s activities Students’ activities Warmup: 3’ • Stick the picture of the farmer on the bb and ask Sts about it. What is his job? Where does he work? • Can you tell me what a farmer usually does every day? Brainstorming: Get up go to the field DAILY ACTIVITIES OF A FARMER Introduce the new lesson • Look at it and answer the questions • Speak out the answers Pre reading:7’ + preteach new words: o Lead the buffalo to the field: o Plough (v). (n): o Harrow (v), (n): o Pump water (v) : o Transplant (v): o Peasant (n) : Ask Sts to read the new words and write down Deliver the handouts to Ss Handout. leading the buffalo to the field, singing karaoke, doing homework , ploughing and harrowing, transplanting, teaching English , pumping water into the land, getting up early, preparing lesson plan, chatting with friends, drinking tea. Ask Ss to look at the hand out Read the activities and ask Ss to repeat Ask Ss to pick out some activities which farmers usually do. Ask Ss to give their chosen ones. Check the information chosen by the groups in front of the class. Give feedback Guess the words and give their meanings by looking at the pictures: Lead the buffalo to the field: Plough (v). (n):turn up the soil (caøy) Harrow (v), (n):break the soil(bừa) Pump water (v) : bôm nöôùc Transplant (v):grow rice ( caáy) Peasant (n) :noâng daân Take notes Get the handout Look at the hand out Repeat them after teacher Do the task: Ss work in groups and choose some The representatives of some groups present their information. Suggested answers (Ss’ answers may vary) leading the buffalo to the field,ploughing and harrowing, transplanting, pumping water into the land, getting up early,chatting with friends, drinking tea.
Teacher Nguyen thi MaiDate Lesson plan – English - 10 Date of Period: planning: 23/8/2015 Unit A DAY IN THE LIFE OF … …… A Reading A Aims: By the end of the lesson , the Ss will be able to understand farmers' activities and talk about the daily routines and the love of the work B Objectives: + Knowledge : - General knowledge : Students should know how to their daily activities effectively and be in love with their work - Language : - Sts can learn some new words related to farming , the daily activities - Sts can read for gist and for information and summarize the content of the reading + Skills : reading for gist, reading for details + Competence: self- study; problem- solving; communication; cooperation; using language C Teaching method: integrate, mainly communicative approach D Teaching aids: textbooks, pictures, handouts, reference books, E Procedures: Teacher’s activities Warm-up: 3’ • Stick the picture of the farmer on the bb and ask Sts about it What is his job? Where does he work? • Can you tell me what a farmer usually does every day? * Brain-storming: Get up go to the field Students’ activities • Look at it and answer the questions • Speak out the answers DAILY ACTIVITIES OF A FARMER * Introduce the new lesson Pre- reading:7’ + pre-teach new words: o Lead the buffalo to the field: o Plough (v) (n): o Harrow (v), (n): o Pump water (v) : o Transplant (v): o Peasant (n) : - Ask Sts to read the new words and write down - Deliver the handouts to Ss Handout page - Guess the words and give their meanings by looking at the pictures: Lead the buffalo to the field: Plough (v) (n):turn up the soil (cày) Harrow (v), (n):break the soil(bừa) Pump water (v) : bơm nước Transplant (v):grow rice ( cấy) Peasant (n) :nông dân - Take notes - Get the handout Lesson plan – English - 10 leading the buffalo to the field, singing karaoke, doing homework , ploughing and harrowing, transplanting, teaching English , pumping water into the land, getting up early, preparing lesson plan, chatting with friends, drinking tea - Ask Ss to look at the hand out - Read the activities and ask Ss to repeat - Ask Ss to pick out some activities which farmers usually - Ask Ss to give their chosen ones - Check the information chosen by the groups in front of the class - Give feedback While-reading: 25’ - Ask Ss to read the text - Ask Ss to work in groups to check the information - Go around to help them to the task if necessary - Ask Ss to give their answers again - Give feedback Activity 1.(Task 1) - Run through the requirement - Ask Ss to the task in pairs - Monitor class - Ask Ss to say their chosen answers - Give feedback Activity 2(Task 2) - Ask Ss to tell what they are going to in task - Run through the questions in task - Ask Ss to reread the passage and answer them in groups - Go around and monitor - Ask some pairs to practice in front of class - Give feedback page Teacher Nguyen thi MaiDate - Look at the hand out - Repeat them after teacher - Do the task: Ss work in groups and choose some - The representatives of some groups present their information Suggested answers (Ss’ answers may vary) leading the buffalo to the field,ploughing and harrowing, transplanting, pumping water into the land, getting up early,chatting with friends, drinking tea - Read the passage silently and quickly - Work in groups and get the correct information for their choices - Give their answers - Take notes - Read the reading again - Work in pairs - Give their answers - Take notes Suggested answers: 1.C 2.C 3.A A - Listen to the teacher - Reread the passage - Work in pairs - Answer the questions - Practice in pairs (one asks; another answers) Suggested answers: He’s a peasant/ farmer He gets up at 4:30 and then goes down the kitchen to boil some water for his morning tea In the morning, he ploughs and harrows his plot of land, drinks tea, and smokes tobacco during his break In the afternoon, thay repair the banks of the plot of land Mr Vy pumps water into it and his wife does the transplanting Yes, they are Because they lovfe working and they love their children Teacher Nguyen thi MaiDate Lesson plan – English - 10 Post reading: 8’ - Explain the instruction - Ask Ss to work in groups - Ask Ss to scan the passage again and get the information to fill in the chart - Entrust each group with a specific task - Ask Ss to give their answers - Ask Ss to work in groups and talk about Mr Vy and Mrs Tuyet’s daily routines - Ask the representatives of some groups to present their talks in front of the class - Comment Ss’ presentation/Give feedback Homework: 2’ - Ask Sts to write a short passage about Mr Vy and Mrs Tuyet’s daily routines - Suggest Ss’ homework - Have Ss prepare “speaking” for the next period Period: planning: 30/8/2015 Unit A DAY - Work in groups - Do as directed in groups - One completes the column “in the morning”; the other with “in the afternoon”; the rest one with “after dinner” - Show the posters with their answers 4:30: the alarm goes off and Mr Vy gets up, goes down the kitchen, boils water for tea, drinks tea, has quick In the breakfast, leads buffalo to field morni 5:15: leaves house ng 5:30: arrives in the field, ploughs and harrows 7:45: takes a break 10:30: goes home 11:30: has lunch with family 2:30pm: Mr Vy and Mrs Tuyet go to the field again, repair the In the banks of the plot of land He aftern pumps water into the plot of oon land She does transplanting 6:00pm: finish work 7:00pm: have dinner After Watch TV, go to bed dinne Sometimes visit neighbours, r chat with them - Present them individually - Fulfill their tasks at home Date of IN THE LIFE OF … …… B SPEAKING A Aims: : By the end of the lesson , the Ss will be able to understand farmers' activities and talk about the daily routines and the love of the work B Objectives: + Knowledge : - General knowledge : Students should know how to their daily activities effectively and be in love with their work - Language : - Sts can learn some new words related to timetable, the daily activities page Lesson plan – English - 10 Teacher Nguyen thi MaiDate - Sts can speak about timetable and daily activities of a school pupil + Skills : asking for and giving information from a timtable; taking about daily activities + Competence: self- study; problem- solving; communication; cooperation; using language C Teaching method: integrate, mainly communicative approach D Teaching aids: textbooks, pictures, handouts, reference books, E Procedures Teacher’s activities Students’ activities Warm up: 5’ - Show a poster: - Work in groups M tu .ics Ch - Write the subjects on the board re log .is Geo His… Suggested answers y h Mathematics,Literature, - Ask pupils to work in groups, write the Physics,Chemistry,Biology,English,Geog subjects, and then read them raphy, History - Listen and repeat - Feedback - Ask Ss to repeat after teacher Task 1: 10’ - Remind pupils of the way to tell time - Work in pairs by giving them some handouts, then ask them to match a number in column - Do the matching A with suitable expressions in column B: Suggested answers: A B 1.h 6:00 a a quarter to ten 2.d 7:15 b five to nine 3.c 8:05 c five past eight 4.b 8:55 d a quarter past seven 5.a 9:45 e twenty to eleven 6.e 10:40 f half past six p.m 7.g 17:00 g five p.m - Correct the mistakes h six a.m - Listen and answer + It’s - Ask Ss to work in pairs to the task + I usually get up at - Go around and monitor class + - Ask Ss to go to the board to the task as directed - Look at task page 14, 15 - Give feedback - Ask pupils some questions about - Practise the conversation with other their real lives: + What time is it ? = What is the subjects and time-points.in pairs time? - Present in front of class + What time you get up ? + What time you go to school ? + What you at … ? - Give pupils clear instructions and model conversations: A: What time does Quan have a Civic Education lesson on Monday ? page Teacher Nguyen thi MaiDate Lesson plan – English - 10 B: (He has a ) at 7: 15 a.m A: What lesson does Quan have at 7:15 a.m on Monday ? B: (He has) a Civic Education lesson at 7:15 (Teacher & pupils – Pupils & Pupils) - Ask Ss to work in pairs to practice speaking - Ask Ss to practice in front of class - Give feedback Task 18’ - Ask pupils to look at the pictures and make a sentence to describe each picture in groups - Go around and help pupils - Ask some students to speak in front of the class - Comment Ss’ presentation Task 3:10’ - Give pupils some cues by asking quetions “ What you usually at …………?” - Ask pupils to work in groups and talk about their daily routines - Ask some students to tell their daily activities in front of the class, and other pupils will ask some questions - Comment Ss’ presentation/ Give feedback Homework: 2’ - Emphasize on the timepoints in a day Remark Period: 30/8/2015 Unit - Work in groups to talk about the pictures in the textbook - Speak in front of the class Suggested answer Every afternoon Quan gets up at 14:00 then he studies for about two hours He watchs TV at 16:30 at 17:00 he rides to the stadium to play football with other boys in the neighborhood He gets back home at 18:30 after having a shower at 18:45, he has dinner with his family at 19:00 He studies the lessons at 20:00 - Listen, ask and answer questions - Work in groups - Tell their friends about their daily activities Suggested answers “ I usually gets up at 5:00 then I have breakfast At 6:30, I go to school … ” - Take notes - Write a short paragraph about their daily activities (about 80 words) - Prepare the next lesson (C Listening on page 16, 17) Date of planning: A DAY IN THE LIFE OF … …… C LISTENING A Aims: : By the end of the lesson , the Ss will be able to understand farmers' activities and talk about the daily routines and the love of the work B Objectives: page Teacher Nguyen thi MaiDate Lesson plan – English - 10 + Knowledge - General knowledge: Ss can be able to know about activities of a cyclo driver - Language: New words related to activities of a cyclo driver + Skills: Listening for gist, listening for details , speaking + Competence: self- study; problem- solving; communication; cooperation; using language C Teaching method: integrate, mainly communicative approach D Teaching aids: textbooks, pictures, handouts, reference books, E Procedures Teacher’s activities Warm up: 5’ - Stick the poster on the board - Ask Ss to look at the poster and read the instruction - Get Ss to work in pairs to supply activities of a cyclo driver - Get Ss to go to the board to the task Students’ activities - Look at the poster -Work in pairs to the task(listing activities) - Go to the board to the task as directed - Give feedback Pick the passengers up passengers to take the Cyclo driver - Introduce the new lesson Pre-listening: 10’ - Ask Ss to look at the task in Before you listen - Explain some new words if necessary - Asks Ss to discuss the following questions in pairs a Have you ever traveled by cyclo? b When was it? c Is it interesting to travel by cyclo? d Which you prefer, going by bicycle or by cyclo? - Has some pairs to present their discussion - Give feedback New words: District (n): (example) Ex: I live in Mo cay Drop (v): to stop so that someone page - Listen - Look at the task - Discuss and answer the questions in pairs a b c d Suggested answers ( Their answers may vary) Yes, I have When I was ten Yes, I prefer going by cyclo because - Present in front of class what they have discussed - Copy these words Teacher Nguyen thi MaiDate Lesson plan – English - 10 can get out of the car (explanation) Passenger (n): (picture) Pedal (v): (action) Purchase (n): (synonym) - Read these new words - Read new words listed in the textbook again - Leads Ss to the reading text - Has Ss discuss the activities in the pictures and predict the numbers of the pictures in groups - Repeat - Work in groups and supply the numbers of the pictures While-listening: 20’ + Task1: - Get Ss to read the instruction of the task - Explain new words if necessary - Let them listen to Mr Lam’s talk about his morning activities and check their predictions - Check Ss’ answers - Listen and check their predicted answers Suggested answers a.3 b.5 c.4 d.6 e.1 f.2 - Read the instruction - Read the statements and predict the answers - Listen and give the answers Suggested answers 1.F 2.T 3.F 4.F 5.F 6.F + Task2: - Get Ss to read the instruction - Has Ss work in pairs and predict the statements (T/F) - Asks Ss to listen to Mr Lam’s talk and check their predictions - Checks Ss’ answers and let them listen again - Work in pairs and the last task What’s his name? What’s his job? What time does he start work …………………………………………… …………………… - Conduct their presentation Post-listening: 8’ - Ask Ss to work in pairs, take turns to ask and answer questions about Mr.Lam’ activities, using the cues below, and then retell his story to the class - Do the writing task at home - Call some pairs to present their practice - Remark and give marks Homework: 2’ - Ask ss to write a paragraph (80 to 100 words) about their father’s daily activities Period: 30/8/2015 Unit Date of planning: A DAY IN THE LIFE OF … …… D WRITING page Teacher Nguyen thi MaiDate Lesson plan – English - 10 A Aims: : By the end of the lesson, Ss will be able to understand the life of people and know the experience of life B Objectives: + Knowledge - General knowledge: Students will be able to write a narrative ( a story about the fire) -Language: Words related to story telling +Skills : writing and speaking + Competence: self- study; problem- solving; communication; cooperation; using language C Teaching method: integrate, mainly communicative approach D Teaching aids: textbooks, pictures, handouts, reference books, E Procedures Teacher’s activities Students’ activities Warm-up : 3’ Game: Magic Hat S T O R Y - Explain the rule of game and ask students to sit in groups and play the game - Give some cues “In our life, we often use it to tell someone about something that happened to us This word has five letters ”, …………… - Introduce the new lesson Pre – writing: 17’ - Ask Ss some questions a Have you ever heard a frightening story? b When / where did it happen? c How did you feel about that? + Task - Ask students to open books and the 1st task in group of four - Go around and give help if necessary - Ask some Ss to tell the answers - Give feedback Ask students about the tense used in the story and revise the uses of the past - Look at the poster and as directed - Work in groups - Write the words on the blackboard and say them loudly - Listen - Answer the teacher’s questions Suggested answers a yes, I have b last year / lastweek/ lastmonth / etc c I felt frightened / horrified Open their books and find all the verbs that are used in the past simple and the connectors - Work in groups - Ask Ss to give their answers Suggested answers + Stared, was, arrived, got , took off , began , thought, felt, announced, were, screamed, landed, realized At first, then - Ask students some questions about the + Answer the questions A narrative is written in past tense It contain some events which follow the time oder structure of a narrative and teach them - Read the words after teacher how to write it - Listen and copy down simple - Pre- teach vocabulary: page Lesson plan – English - 10 announce ( v) : explanation dip (v) : mine fasten (v) mine stare death in the face : Vietnamese meaning - Explain to Ss the format of a narrative: the events, the climax, and the conclusion Teacher Nguyen thi MaiDate - Read the passage and the instruction of it - Work in groups - Retell the story in front of class Suggested answers -The events : got the plane, plane took off, plane began to shake, plane seemed to dip…… − The climax: we thought we had only + Task minutes to live − The conclusion: the pilot announced - Have students read the passage on everything was all right, we landed page 18 to find the events, the climax safely and the conclusion of the story - Ask Ss to work in groups - Open the books - Walk around the class and offer - Read the text ideas and comments when students - Work in groups need help Then some groups at random to tell about their work in - Present their writing on posters front of class the class - Give feedback While – writing: 15’ + Task - Ask Ss to read the passage in the textbook - Have students the task after having given - Stick the poster on the board - Give the remark - Take notes Suggested answers Last year, I spent my summer holidays at clear instructions and the context of a seaside town The hotel was modern and comfortable I had a wonderful the passage holiday until the fire “this narrative tells about a hotel It was Saturday evening and everybody fire which was sitting in the discotheque (which happened last year” was) on the ground floor It was crowded with people They were dancing and - Walk around the class and offer ideas smiling happily Suddenly we smelt and smoke Then black smoke began to fill the comments when students need help room Everybody started to scream in panic People ran toward the fire exits - Ask students to write on a poster Outdoor was blocked Many people began Post - writing: 10’ coughing and choking - Conduct the correction - Ask some students to stick their posters Then, just as we thought we had only on the board minutes to live, the fire brigade arrived - Ask others to read and give comment Firemen fought their way into the room - Give feedback and soon everyone was safely out of the building Luckily, nobody was seriously Homework hurt It was the most frightening Write the passage more carefully at page Teacher Nguyen thi MaiDate Lesson plan – English - 10 home Prepare for Language Focus Comment experience of my life Date of planning: 6/9/2015 Period: Unit A DAY IN THE LIFE OF … …… E LANGUAGE FOCUS A Aims: By the end of the lesson, the students will be able to know their useful pastime in the life B Objectives: + Knowledge General knowledge: - Identify and practice pronouncing well / I/ , / i: / - Use the correct tenses : simple present tense, simple past tense - Understand adverbs of frequency Language : Words related to daily activities +Skills : writing , speaking , listening , reading + Competence: self- study; problem- solving; communication; cooperation; using language C Teaching method: integrate, mainly communicative approach D Teaching aids: textbooks, pictures, handouts, reference books, E Procedures Teacher’s Activities A Pronunciation: 15’ - Ask Ss to close their books - Use a picture (a sheep and a ship), show the picture and ask : “what’s this ?” - Ask them to listen and repeat the words“ship” and “ sheep” - Introduce sounds - Teach Ss how to pronounce the sounds /i:/ is a long sound /i:/: open your mouth very little to page 10 Students’ Activities - Close their books - Look at the picture and answer the questions - Listen and repeat Look at the teacher and imitate the way to pronounce the sounds Lesson plan – English - 10 by pronouncing them clearly and slowly - Explain to Ss the position of the lips, tongue and the open of the mouth - Ask Ss to pronounce and repeat the sound several times Practice: - Read the minimal pairs, ask Ss to repeat - Read the sentences - Ask Ss to underline the words containing the sounds /s/ in the given sentences - Tell Ss to practice in pairs - Tell some Ss to read the words and the sentences loudly, correct their pronunciation Further Practice - Hang a poster, ask Ss to choose the word pronounced differently from the others peas zoo relax prize Susan spring sad solve fiction listens wishes mission missing jazz kiss message music finish option depression B Grammar I To infinitive Ex: To relax, I listen to classical music to inf Usage: To- infinitive is used to express a purpose Teacher Nguyen thi MaiDate - Listen and repeat - Read the word in columns and then in minimal pairs - Read the sentences - Underline the word containing /s/ in the sentences - Practise in pairs - Read aloud - Read and choose the word that are pronounced differently Answer Keys relax Susan listens jazz music - Read the example and find out what “ to relax” is used for - Listen to T - Take notes - Work in pairs - Go to the board to present their work Suggested answers I phoned her to tell her good news I am saving money to buy a cassette She practises singing all day to win the singing contest I’m learning French to sing French song The monitor always goes to class on time to set a good example for the class Exercise 1: - Ask Ss to work in pairs to the task - Listen - Ask Ss to write these sentences on - Work in pairs the board - Present the answer on the board - Give feedback Suggested answers to read to buy to send page 169 Lesson plan – English - 10 Teacher Nguyen thi MaiDate to invite to learn/ to study Exercise - Explain the instruction - Ask Ss to work in pairs to the ask - Tell some Ss to write their answers on the board - Give feedback II WH- Questions - Introduce the pattern of WH questions: 1- Wh-words : (subject) - Listen - Work in pairs to the task WH-words + S + V? Ex : Who comes to school late? 2- Wh-words : (object/adv) WH-words + aux + S + V? Ex: When you listen music? 3- Wh-words : Complement WH-words + be + S ? Ex: Who is she? * Exercise - Explain the instruction - Ask Ss to have a look and find out the WH words suitable to the underlined words or phrases - Ss work in pair to make questions - Tell some Ss to give their answers page 170 Suggested answers 1.What will you if it rains? 2.What sort of music does her father enjoy listening to music? When did he leave for Ho Chi Minh City? 4.Who wants to talk to you? How did you spend the evening last night? When dose the film start? 7.Who is your favorite musician? Why you like pop music? - Do what T asks at home Lesson plan – English - 10 Teacher Nguyen thi MaiDate Homework - Review the lesson - Prepare for Unit 13 Reading Comments: 2mn) LESSON PLAN Unit thirteen : FILMS AND CINEMA A: Reading Time: 45 minutes I Objectives Aim: By the end of the lesson, Ss will be able to know the history of the cinema Knowledge: - General knowledge: Ss know some important events in the history of cinema - Lexical items: some words related to cinema Skills: Finding words in context, passage comprehension and identifying the main idea II Teaching method: integrate, mainly communicative approach III Teaching aids: pictures, posters IV Procedures: Teacher’s activities * Warm up : (3mn) - Show a film and ask questions 1- What is it? 2- Do you want to see a film at the cinema or on TV? Why? 3- Can you name some of the film you have seen? page 171 Students’ activities 1- It is a film 2- Sts’ answer may vary 3- Sts’ answer may vary Lesson plan – English - 10 4- What kind of films you like to see? Before – reading : (12mn) - Stick the poster on the b.b - Ask Ss to work in pairs to compare films nowadays and films years ago Films nowadays Films years ago - long - 1-5 minutes - natural - colorful - black and - music white - silent - Ask Ss to give their answers - Give feedback Pre-teach some words Discover (v) = find out Khám phá, phát Discovery (n) Sequence (n) chuỗi (con số, hình ảnh) Audience = people who like watching film + It was not until that + time + that : Mãi lúc việc xảy While – reading : (20 mn) * Task - Explain what to in this task - Ask Ss to work individually then compare with their friends - Ask Ss to give their answers - Give feedback * Task - Explain what to in this task - Tell Ss to work in pairs - Have some Ss to write the answers on the board page 172 Teacher Nguyen thi MaiDate 4- Sts’ answer may vary - Keep working in pairs, compare films nowadays and films years ago - Some Ss say out the differences - Listen - Work individually, and then compare with their friends - Give their answers Suggested answers cinema sequence decade rapidly scene actors - Take notes - Listen to T - Read the passage and find the words in pairs - Give the answers Suggested answers 1- The history of cinema began in the early 19th century 2- They discovered that when a sequence of still pictures were set in motion, they could give the feeling of movement Lesson plan – English - 10 Teacher Nguyen thi MaiDate 3- No, they don’t 4- In the early 1910s 5- at the end of the 1920s 6- the musical cinema - Take notes - Give feedback * Task - Ask Ss to work in pairs to choose the best title or the passage - Ask Ss to give their answers - Give feedback After – read : (8mn) * True / False statements (poster) - Ask Ss to read the the text again and decide whether the following statement are true or false 1- The history of cinema began in the late of 19th century _ 2- Today, films are bout one minute long _ 3- By 1905, films were bout five or ten minutes long _ 4- People could see the first long films 1910s _ 5- The cinema became an industry in 1915 6- It was not until the end of the 1920s that the musical cinema appeared _ - Ask Ss to give their answers - Remark and correct together Homework - Read the text again - Prepare new lesson: Speaking Comments : (2mn) page 173 - Work in pairs to read the text again to directed - Give their answers Suggested answers B A Brief History of Cinema - Take notes - Work individually then compare the answer in pairs - Present their answers and give information Answers: 1- F (early) 2- F (in the early day) 3- T 4- T 5- T 6- T - Do what T asks at home Teacher Nguyen thi MaiDate Lesson plan – English - 10 KÝ DUYỆT TUẦN :26 LESSON PLAN Unit thirteen : FILMS AND CINEMA B: Speaking Time: 45 minutes I Objectives Aim: By the end of the lesson, Ss will be able to talk about the most favorite films they have seen Knowledge: - General knowledge: Ss talk sth about the film they have seen - Lexical items: Words/ phrases related to talking about films and cinemas Skills: Expressing attitude, expressing preferences, talking about films II Teaching methods: integrated, mainly communicative approach III Teaching aids: pictures, posters IV Procedure Teacher’s activities * Warm up : (3mn) Brain storming - Draw the spider map on the b.b and get sts to give some kind of films cartoon Kind of film page 174 Students’ activities - Give some kind of films + war film + love story film + detective film … Teacher Nguyen thi MaiDate Lesson plan – English - 10 - Remark and give some more films if necessary Before – speaking : (10mn) * Task - Explain the instruction - Run through all new words + science fiction film: phim khoa học viễn tưởng + horror film: phim kinh dò + detective film: phim trinh tham + thriller: phim giật gân, li kì - Ask Ss to work individually, put a stick in a right column, then compare the answers with a partner’s - Have some Ss to tell how much and whether they like these kinds of film or not While – speaking : (24mn) * Task - Explain the new words + action film: phim hành động + moving (a): xúc động + violent (a): bạo lực + terrifying (a): khiếp sợ, khủng khiếp - Help Ss read the words - Explain the instruction - Give model : A: What you think of horror films? B: Oh, I find them really terrifying C: I don’t quite agree with you I find them very interesting - Have Ss to work in groups to discuss - Go around to help - Ask Ss to talk about the films - Give feedback * Task - Explain what to in this task - Give model : A: Which you prefer, detective films or science fiction films? B: Well, it’s difficult to say But I suppose I prefer science fiction films to detective ones - Tell Ss to work in pairs to talk, page 175 - Listen - Listen and take notes - Work individually, compare with a partner - Tell about their preference of films Their answers may vary - Listen to T - Read in chorus Take notes Listen Work in groups to discuss Work in pairs Present to the rest of the class - Listen - Work in pairs - Talk to the rest of the class - Listen - Work in groups - Talk to the rest of the class Lesson plan – English - 10 using the cues in textbooks - Tell some pairs to present their work - Give feedback * Task - Explain carefully what to in this task ( T may give some samples) - Ask Ss to work in groups - Ask Ss to talk about the film they like best - Give feedback After – speaking : (6mn) - Ask Ss to talk about a film they’ve liked to see recently using the cues in Task Homework - Write a paragraph about the film you’ve seen and prepare new lesson: Listening Comments: (2mn) Teacher Nguyen thi MaiDate - Do what T asks LESSON PLAN Unit thirteen : FILMS AND CINEMA C: Listening Time: 45 minutes I Objectives Aim: By the end of the lesson, Ss will be able to listen to the dialogue talking about films and cinemas Knowledge: - General knowledge: someone’s plan for a week - Lexical items: words/ phrases related to films and cinemas Skills: listening for main ideas and fill in the chart II- Teaching method: integrate, mainly communicative approach III- Teaching aids: pictures, posters IV – Procedure : Teacher’s activities * Warm up : (5mn) - Ask Ss to work in groups, telling things they usually in their free time - Tell the secretary of each group to tell five things that their friends the most often Before – listening : (15mn) - Explain what to in this task - Ask Ss to put a stick in the right column, then compare the answers page 176 Student’s activities - Work in groups - Present in class - Put a stick, compare - Give the answer and explain Teacher Nguyen thi MaiDate Lesson plan – English - 10 with a partner - Tell some Ss to give the answer * Lis ten and repeat - Explain the new words: + suppose (v): Cho là, nghó + Instead (adv) : thay - Read and ask Ss read after - Get sts to read the days in a week While – listening : (23mn) * Task 1: - Explain the task - Play the tape once - Ask Ss if they can answer If not, let Ss give the answer when listening to task - Give feedback * Task 2: - Explain what to do: write the plans on the calendar - Get Ss to listen three times: 1st take note the activities, 2nd time try to find who each act, 3rd Ss self-check their work - Play the tape once then pause to collect Ss’answer - Play the tape 2nd then pause to collect feedback -Play the tape 3rd time - Collect Ss’ feedback - Play and pause to check the information - Listen and take notes - Listen and repeat - Listen to T to know what they are going to - Listen to the tape - Give answers if they can Suggested answer They are going to the cinema together - Listen to T - Listen to the tape and give feedback - Listen and give the answer - Listen and check the answer - Take notes Lan Mon See a play Tue Wed Thur Visit grand Huong Singing club parents Fri Sat Sun Study chinese busy Go on a picnic - Answer: “ They can meet on Thursday” * Task 3: - Ask Ss to answer: on what day can - Work in groups they meet? page 177 Lesson plan – English - 10 After – listening : (10mn) - Ask Ss to work in groups, telling about Lan’s and Huong’s plan for next week - Ask Ss to present in class - Give feedback Teacher Nguyen thi MaiDate - Give their talk - Do what T asks at home Homework: - Write a short paragraph about your plan for next week and prepare new lesson: Writing Comments : (2mn) LESSON PLAN Unit thirteen : FILMS AND CINEMA D: Writing Time: 45 minutes I Objectives Aim: By the end of the lesson, Ss will be able to write a description of a film Knowledge: - General knowledge: a summary about the film Titanic and how and what to write in a film - Lexical items: Words/ phrases related to films Skills: describing a film II Teaching method: integrated, mainly communicative III Teaching aids: pictures, posters IV Procedure: Teacher’s activities * Warm up : (3mn) - Ask Ss to listen the song “MY HEART WILL GO ON” in film Titanic Before – writing : (15mn) - Explain what to in this task - Explain some new words: + tragic (adj): bi kich + to sink : chìm + to base on : dựa + generous (adj) : hào phóng, page 178 Students’ activities - Listen - Listen - Repeat after T Lesson plan – English - 10 Teacher Nguyen thi MaiDate rộng rãi - Ask Ss repeat after T - Ask Ss to read the description of the film Titanic and then answer the questions - Get some sts to give the answers - Work individually While – writing : (20mn) - Ask Ss what films they are writing - Choose about five of them, give Ss some new words about these films: what kind, what about, what based on - Ask Ss to work in pairs, write on posters - G around to give help - Answer T’ questions - Listen to T’s explanation - Give their answers Suggested answers 1.The title of the film is Titanic 2.It is a love story film 3.It is about the sinking of a luxury ship on its first voyage 4.It is made in America 5.It is based on the true story of the Titanic disaster 6.Jack Dawson and Rose De Witt Bukater 7.The man is a young generous adventurer And the woman is one coming from a rich and high class family who is very hopeless when she is forced to get married with a person she doesn’t love 8.It has a sad ending because one of these lovers was killed by the chill in Atlantic ocean when the ship sank - Work in pairs to write - Exhibit and correct others’ task - Sts read and remark After - writing : (10mn) - Exhibit some both good and bad answer - Get pairs hang their work on the b.b - Get other sts to remark - Do what T asks at home - Remark and conduct the correction Homework - Rewrite the description in the notebook after getting correction page 179 Teacher Nguyen thi MaiDate Lesson plan – English - 10 from T and friends - Prepare new lesson : Language Focus Comments : (2mn) KÝ DUYỆT TUẦN :27 Date: Perio d: Unit thirteen FILMS AND CINEMA Language focus Time: 45’ I Objectives Aim: - General knowledge: By the end of the lesson, Ss will be able to: + pronounce the sound /s / and /v/ correctly + use the correct adjectival forms of verbs + use the structure “ it is / was not until … that… + use the articles A / AN / THE correctly Skills: speaking, writing II Teaching method: integrated, mainly communicative III Teaching aids: pictures, posters IV Procedures Teacher’s activities Student’s activities A PRONUNCIATION Warm up - Write pictures of a face and a vase on the page 180 - Read “ a vase”, “ a face” - Answer: different in meaning and Teacher Nguyen thi MaiDate Lesson plan – English - 10 board -Ask Ss to read - Ask Ss to tell the difference between these two sounds - Introduce new lesson Presentation: - Demonstrate the sounds /f/ and /v/ by pronouncing them clearly and slowly - Explain to Ss the position of the lips, tongue and the opening of the mouth - Ask Ss to pronounce and repeat the sound several times Practice: - Read the minimal pairs, ask Ss to repeat - Read the sentences - Ask Ss to underline the words containing the sounds /f/ & /v/ in the given sentences - Tell Ss to practice in pairs - Tell some Ss to read the words and the sentences loudly, correct their pronunciation Further Practice: -Ask Ss to work in groups, find minimal pairs of /f/ and /v/ Face …… ferry ……… fear … fine …… few …… fat ……… …… Vote ……… shower …… live ……… halve …… save ……… leave offer ……… belief ………… file ……… B GRAMMAR: Adjectives of attitude: - Ask Ss to look at the examples: Ex: The movie was very disappointing We were disappointed with the movie - Ask Ss to tell the differences in use between the two adjectives - Explain the differences after listening to Ss’ ideas + Adjectives ending with “ing” used with nouns referring to things implying the active meaning + Adjectives ending with “ed” used with page 181 consonant sound -Listen to know the pronunciation of /f/ and /v/ - Listen and repeat - Read the words in columns and then in minimal pairs - Read the sentences - Practice in pairs - Some Ss read aloud - Listen and repeat -Work in groups; find the other words of minimal pairs - Work in pairs - Read the sounds and sentences in chorus Face fear few fee life safe offer Suggested answers vase ferry very very fine vine view fat vat Vote shuffle shower live half halve save leaf leave over belief believe file vile - Look at the example - Tell the differences - Listen to T - Take notes - Listen - Do the exercise - Give the answer - Read the task to know what to Lesson plan – English - 10 nouns referring to people, implying the passive meaning * Exercise 1: - Explain what to - Ask S to work individually - Ask some Ss to read their answer * Exercise 2: - Ask Ss to explain what to in this task - Ask Ss to work in pairs - Collect Ss’ feedback Teacher Nguyen thi MaiDate - Work in pairs - Give answer Suggested answers a) depressing b) depressed a) interested b) interesting a) boring b) bored a) excited b) exciting a) exhausting b) exhausted - Take notes - Read the examples, tell the differences - Listen to T - Give feedback UNTIL: - Ask Ss to read the examples and tell the differences in meanings and in structures of these two examples in textbook - Introduce the grammar note: + affirmative clause + UNTIL: expresses an action that stops when the action after “until” happens + negative clause + UNTIL: expresses an action that occurs when the action after “until” stops * Exercise 3: - Ask Ss to work in pairs - Tell some Ss to read their sentences and then write their sentences on the board - Correct Ss’ task on the board A(N) / THE - Give an example: Ex: I have …………… book ……………….book is very interesting - Ask Ss to fill “a” or “the” in the blanks page 182 - Work in pairs - Read and write the answers on the board Suggested answers It was not until It was not until swim It was not until English It was not until did his homework It was not until football match started 1990 she became a teacher he was 30, he knew how to 1980 that they began to learn his father came home the boy the lights were on that the - Look at the example, fill in the blanks with a/ the - Do the task - Listen and take notes - Work in pairs - Tell the answers Suggested answers 1 a the the an a a the the a 10 a 11 a 12 the 13 the Lesson plan – English - 10 Teacher Nguyen thi MaiDate - Introduce the grammar note: 14 an 15 a 16 a 17 the 18 a + A(n): used when referring to what we - Take notes mention the first time - Do what T asks + The: used when referring to what we have already mentioned, when both speaker and listener already know to be mentioned * Exercise 4: - Ask Ss to work in pairs - Ask Ss to give their answers - Give feedback Homework - Do exercises in Workbook - Prepare for Unit 14, Reading Comment page 183 ... stand and say about their friends’ background * Post- speaking:(10mn) Sts sit in groups and talk Task : - Stop interviewing, sit in groups and about the person thye have about from the talk about... twice and to the task individually - Practise asking and answering in closed-pairs and then in open-pairs - Write their answers on the board Suggested answers Teacher Nguyen thi MaiDate Lesson plan... gave Answer - Take notes - Work in pairs - Go to the board to write the answers Suggested answers Answer the question: Teacher Nguyen thi MaiDate Lesson plan – English - 10 compare the answers