giáo án chuẩn form theo các bước; chia 3 cột: thời gian, tên hoạt động; hoạt động của thầy; hoạt động của trò và các tương tác trong từng hoạt động có tranh ảnh minh hoạ có tài liệu bổ sung để phát triển các kĩ năng có bài kiểm tra 1 tiết và chữa bài kiểm tra 1 tiết, ôn tập cuối kì
Distributive period: Date of preparation: August, 18th 2018 Date of teaching: August, 20th 2018 INTRODUCING THE PROGRAMS OF ENGLISH 10 I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: know about the English book grade 10 in general (Including themes, tests, lessons etc ) - how to an oral test, a fifteen - minute tests and a written test - be aware of some requirements of students to study English well - To introduce the themes, units Skills - To help Ss have the opportunities to develop their oral fluency as well as integrated skills Attitude and competencies: - understand and actively respond to relevant matters or situations - form and/or improve such competencies as: collaboration, presentation II PREPARATIONS Teacher: pictures, sub-board, pen, PC… Students: chalks, rulers, textbooks, notebooks… III METHODS: Communicative, Q-A IV PROCEDURE Class organization: Check attendance Checking the preparation New Lesson Stage/time I Warm-up minutes * Game: Lucky Number II Activity 12 minutes Teacher’s Activities - Check ss’ attendance -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Ss to the lesson A Content: Including six topics - T introduces the topics You and me Education Community Recreation Nature and Environment People and places > Six topics are divided into sixteen units - T asks Ss to find out the topic through the unit’s name B The design of each unit in Board display/ Students’ Activities - Ss work in group - Ss listen to the teacher A Content: You and me Education Community Recreation Nature and Environment People and places Ss following teacher's requirement textbook: - T introduces the topics - Ss listen to the teacher Unit: express the theme Reading: Developing reading skill Speaking: Developing speaking skill Listening: Developing listening skill 5.Writing: Developing writing skill Language focus: Learning grammar and pronunciation - After units, you have one period for test yourself It helps you test yourself about what you’ve learnt III Activity 20 minutes C Tests: - T introduces the topics D The new point in learning E 10 - T introduces the topics E Introduce the English book grade 10 - T asks Ss to look through the book then tell class how many units it has -T Introduces some more information IV Consolidation minutes V Homework minutes F Some requires of students - Read the lesson before studying in class - Do all exercises required at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson and activities actively and creatively - Each St has a notebook and book (student book and work book) - T asks Ss to consolidate the main contents - T gives feedback Prepare the first unit- part I: Getting started REFLECTION Unit: express the theme Reading: Developing reading skill Speaking: Developing speaking skill Listening: Developing listening skill 5.Writing: Developing writing skill Language focus: Learning grammar and pronunciation - Ss listen to the teacher Kinds of test 1- Checking frequency knowledge for the previous lesson 2- Fifteen-minute test (3 times) 3- Forty five-minute test (2 times ) 4- End-term test (Once for each semester) - Ss listen to the teacher - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach - Ss following teacher's requirement - There are themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back Sts listen Listen and take notes ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period: Date of preparation: August, ………… 2018 Date of teaching: August, ……… 2018 A UNIT 1: FAMILY LIFE Part 1: GETTING STARTED Objectives To introduce the topic of the unit To provide vocabulary about household chores To develop listening skills and pair/class discussion skills By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Exchange opinions about household chores B Preparations: Teacher: lesson plans, PC… Students: chalks, textbooks, notebooks, cassette player, board C Methods Mainly communicative, task based Skills: listening, reading, integreted skills D Procedure: Class organization: Check attendance Checking the old lesson New Lesson Stage/ time I Class organization: Check attendance: 2’ II Checking the old lesson: 3’ III New Lesson Activity 1: 1’ Lead-in: 5’ Teacher’s activities Students’ activities Check sts’ preparations T introduces the topic of the unit, vocabulary about household chores and the grammar point taught in the unit - T asks students if they often housework and what housework each member of their family does - Asks them to look at the picture and guess what they show - Asks students about the picture: E.g – Who are the people in the picture? - What are they doing? - listen Answer the question individually Look at the picture and answer the questions - They are a family - The father is vacuuming the floor The mother is cooking The son is washing dishes and the daughter is doing the laundry - Do as required Activity 2: 12’ - Activity 3: 6’ - T plays the recording and ask students to listen and repeat the words/phrases - Tells students to refer back to the conversation to find the verbs/ verb phrases that go with the words/phrases in the conversation Plays the recording again if necessary Asks students to pay attention to words that are often used together (collocations) then ask them to give some examples Activity 4: 12’ - IV Consolidation: 2’ V Homework: 2’ T plays the recording Asks students to listen and read along silently Ask students to work in pairs to decide whether the statements are true (T), false (F), or not given (NG) Have students refer back to the conversation to give reasons for their answers T goes around and supervise Then T checks their answers, and gives explanations - the whole class listen Sts pair works Key Activity F T NG T F NG - Read in chorus Household chores Household finances Heavy lifting Laundry rubbish groceries washing up Verb/Verb phrases Split, divide, handle Take out Shop for Do Do Be responsible for Words/ Phrases (household) chores Rubbish Laundry Groceries Heavy lifting Washing-up Household finances - Summarize the main points Listen and orally and individually - Ask students to learn by heart new words and collocations in the text - List other chores that are not mentioned Listen and take notes REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period: Date of preparation: August, ……… 2018 Date of teaching: August, ……… 2018 UNIT 1: FAMILY LIFE Language A Objectives To enhance the topic of the unit To provide vocabulary about household chores To develop phonetics and pair/class discussion skills By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context - Exchange opinions about household chores - Extinguish the present simple and the present continuous B Preparations: Teacher: lesson plans, PC… Students: chalks, textbooks, notebooks, cassette player, board C Methods Mainly communicative Knowledge: Phonetics, lexico and grammar D Procedure: Class organization: Check attendance Checking the old lesson New Lesson Stages/time I Warm up 10’ Teacher’s activities Students’ activities Check the old lesson and preparation Check some phrase related to the household chores Students orally Do the household chores Empty/ take out the rubbish Shop for groceries … II New lesson Activity 1: 5’ Activity 2: 5’ Activity 3: 5’ - Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-h) Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases Ask students to work in pairs Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation Then elicit more chores to add to the list Have students work in pairs or groups to ask and answer the questions Encourage them to use the chores in the list in their answers Before working in pairs, students may work individually Ask students to read the list again and write down who does each of the chores in their families Check to make sure students use the correct verbs/ verb phrases in the correct tense with the name of the chores - Do as required f e a h 5.b 6.g 7.d 8.c Chores from the conversation: - prepare dinner - cook (do the cooking) - shop - clean the house - take out the rubbish - the laundry - the washing-up - the heavy lifting - be responsible for the household finances Other chores: - mop/sweep/tidy up the house - bathe the baby - feed the baby - water the houseplants - feed the cat/dog iron/fold/put away the clothes - lay the table for meals - Work in pairs or groups - Read again and write down - Read the words - Pronunciation Activity 1: 5’ Activity 2: 3’ -Play the recording and let students listen Play it again with pauses for them to repeat each word Give the meaning of the words if necessary Help students distinguish the three sound clusters - Ask students to work in pairs and take turns reading the words in columns and in rows Then, invite individuals to read the words in one or two rows - Grammar Activity 1: 4’ Activity 2: 5’ IV Consolidation: 2’ V Homework: 1’ Ask students to read the words in rows, paying attention to the difference between the sound clusters Play the recording and have students listen to the sentences and circle the word they hear Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear - Have students read the text individually once and ask them to pay attention to the words/ phrases such as every day, today, at the moment, and ask them what verb forms are often used in the sentences that have these words/ phrases Ask students to choose the correct verb form - Ask students to work in pairs to compare their answers - Check students’ answers and then elicit from them the rules of using the present simple and the present continuous - Have students work in pairs to give their answers - Observe and help when and where necessary - Ask students to use the words/ phrases: now, at the moment, usually, today, every evening, etc as clues for their answers - Check students’ answers by asking individuals to take turns reading aloud each of the sentences Listen to the tape Work in pairs to answer the T’s questions b b c a - work individually Listen and answer orally Key: does cooks cleans is watching is doing is doing is tidying up is trying Read the text individually Work in pairs to answer the T’s questions does, is not cooking, is working is taking out cleans, is cleaning is preparing looks after, works is watching, watches - Work in pairs to answer the T’s questions Do orally - Summarize the main points Listen - Ask students to learn by heart new words and collocations in the text - Ask students to review grammar part Listen and take notes REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period: Date of preparation: August, …………… 2018 Date of teaching: ……….……… 2018 UNIT 1: FAMILY LIFE Reading A Objectives To enhance the topic of the unit To develop sts’ reading skills By the end of this unit, Ss can: - Know more about the benefit of sharing housework - Be more aware of sex equality through housework division/sharing B Preparations: Teacher: lesson plans, PC… Students: chalks, textbooks, notebooks, cassette player, board C Methods Mainly communicative Skills: reading for details, vocabulary and references D Procedure: Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I warm up- 10’ Check the old lesson and ss’ Use the preset simple to talk about your daily Listen and answer T’s Q orally preparation routine or housework II New lesson Activity 1- 3’ -Let students work in groups, look at the picture and answer the questions Ask students to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group Activity 2: 5’ - Have students read the heading (a-c) first Make sure that they understand all of them and tell students that one of them is the title for the text; they have to read the text and decide which one it is - Ask students to read through the text once without stopping at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text - Remind students that the title for the text is the one that gives the general idea of the whole text Work in groups Look at the picture and answer the question The answer can be: Yes, they are Because they the housework together /Because all members of the family share housework - Read the text - Read the text and pairwork Key A B B B A Do the task orally Key a C Activity 3: 4’ Activity 4: 5’ Activity 5: 8’ - Check students’ answers and guide students to the correct choice if necessary by helping them eliminate the sentences that are only about one aspect of the text - Have students read the text again and underline the words sociable, vulnerable, critical, enormous and tend when they see them on the text - Explain to students how to use context to guess the meaning of the unknown words if necessary - Ask students to continue to work in pairs, and find out what it refers to in each of the sentences Let students read and understand the sentences before and after the one that has the word in it to decide what it means Ask students to work in groups of three, ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if students can underline the key words in the questions For example: How children benefit from sharing housework? Why men tend to have better relationships with their wives when they share housework? What may happen to women whose husbands not contribute to the household chores? How does the family benefit when everyone works together on household chores? Activity 6: 7’ - Then ask students to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check students’ answers by inviting a representative from each group to give the answer to one of the questions If the students’ answer is incorrect, don’t give the right one at once, but try to elicit it from other students - III Consolidation2’ IV Homework: 1’ Put students in groups of four and let them discuss the questions freely If students have difficulty with ideas, give them some examples of problems such as problems with time, skills and attitude One or two groups to report the discussion results to the class b B Listen and take notes Ss pair work Show their pair work Students can use the elimination technique to give the right answer Work in groups of They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family - The representative of each group shows their groupwork Work in groups of - Do as required - The representative of each group shows their groupwork - Summarize the main points Listen and take notes - Ask students to prepare for the next lesson Listen and take notes EXPERIENCES ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period: Date of preparation: August, ……………… 2018 Date of teaching: ……………………… … 2018 UNIT 1: FAMILY LIFE Speaking A Objectives To enhance the topic of the unit To develop sts’ speaking skills By the end of this unit, Ss can: - Express opinions/preference about housework - Be more aware of sex equality through housework division/sharing B Preparations: Teacher: lesson plans, PC… Students: chalks, textbooks, notebooks, cassette player, board C Methods Mainly communicative Skills: speaking, group discussion D Procedure: Class organization: Check attendance Checking the old lesson New Lesson Stages/time I Warm up II New lesson Activity Activity Teacher’s activities Students’ activities Provide students with some handouts with the names of household chores and ask students to match the chores with corresponding pictures - Pay attention to teacher and match the chores with the pictures - Ask students to work by themselves, write at least three household chores they like and three they dislike doing in the “Name of chore” column, then add a reason why they like or dislike the chore - Go round to help if necessary - Ask students to work in pairs to compare their completed table to find out the different and similar ideas about housework - Have students work in pairs Ask them to read all the questions in Anna’s column first and underline the key words in each question before asking them to guess the answer to each question What household chores you every day? Which of the chores you like doing the most? What you like about it? Which of the chores you dislike doing the most? - Encourage students to use the key words as cues to find the answers in Mai’s column to match with Anna’s questions - Ask students to take turns being Mai and Anna to practice the conversation Anna: What household chores you every day? Mai: I the laundry, wash the dishes, and sweep the - Do as required - Guess the answer to each question Activity III Consolidation IV Homework: house I sometimes the cooking when my mum is busy Anna: Which of the chores you like doing the most? Mai: well, I think I like sweeping the house Anna: What you like about it? Mai: It’s not too hard, and I like seeing the house clean after I sweep it Anna: Which of the chores you dislike doing most? Mai: Washing dishes, because I often break things when I the washing-up - Ask students to work with a different partner to have a similar conversation Explain that this time they should talk about themselves, and they have to find out what chores their partner does, what chores she/he likes or dislikes the most and why - Tell students to use the questions in activity and the ideas in activity to this activity - Invite a student from one or two pairs to report to the class what she/he has found about his/her partner - Summarize the main points - Ask students to prepare for the next lesson - - Work in pairs and try to match the columns - Practice the conversation Key 1.c 2.a 3.d 4.b -Work with a different partner to have a similar conversation - Report to the class - Listen and take notes REFLECTION Distinctive students the more complex handouts Average students the simpler handouts ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period: Date of preparation: ………………… 2018 Date of teaching: ………………… 2018 UNIT 1: FAMILY LIFE Listening A Objectives To equip students with more knowledge about roles of men and women in families To develop sts’ listening skills By the end of this unit, Ss can: - Express opinions about sex equality interms of sharing housework - Be more aware of the responsibilities to the family B Preparations: Key Portable solar charger: not dependent on electricity; environmentally-friendly; easy to carry, not costly USB stick: not costly; easy to use; easy to transport files Note: Some benefits can be suitable for both inventions: easy to use, easy to carry, not too costly Activity Activity III Consolidation IV Homework Ativity Ask students to use the information in the table (in Activity 3) and talk about one invention Tell them that they can make some changes in the sample conversation (from 1) to make their own conversation natural and logical Activity Put students in groups of or Each group chooses one invention and discusses which information they may use to introduce the invention to other groups Their talk should include information about the characteristics, use, and benefits of the invention Or ask students to think about any other inventions, choose one, and talk about it REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 46 Date of planning: Date of teaching: UNIT 5: INVENTIONS Part Skills: Listening A Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups B Teaching method: Communicative C Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities I Warmer II New lesson Activity Activity Activity Students’ activities Flying cars Lead-in: Inform the class of the lesson objectives: listening for specific information Activity Ask students to look at the picture and answer the guiding questions a What does this flying car have on both sides of its body? Does it have wheels? b Can it fly? Can it run on the ground? Can it move in water? Activity Before students listen to the recording, ask them to look at words in Activity Explain the meanings of the words they not know Have students listen and tick the words they hear Activity Ask students to listen again and answer the questions Encourage students to take notes, Remind them that notes are key words and ideas that can be written down quickly Have students compare their answers with their partner’s FLYING CAR Key act Traffic jams, collapse, garage, gallon, runway Key act In New York City He’s a businessman He’s considering owning a flying car to deal with the traffic problem It’s not too big, so it can be put in a garage This flying can cannot take off without a runway CONGESTION Activity Activity RUNWAY Activity This task focuses on specific information about the flying car Ask students to guess what kind of information they may put in the gaps Activity Ask students to discuss in pairs whether or not they want to own a flying car Draw Key act Bigger (in the air); (on the ground) 200 (in the air); 120 (on the ground) Suggested answer act A possible solution to the problem: Making it leave the ground like a helicopter their attention to the program with flying car (e.g in need of a runway) III Consolidation IV Homework HELICOPTER REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 47 Date of planning: Date of teaching: UNIT 5: INVENTIONS Part Skills: Writing A Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups B Teaching method: Communicative C Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I Warmer II New lesson Activity How good is it? Lead-in: Inform the class of the lesson objectives: writing a paragraph with details or examples as supporting ideas Activity Have students work in pairs and discuss whether or not they have any of the audio devices illustrated by the picture Encourage them to extend their discussion to the benefits of each kind of devices Activity Activity Activity ( e.g the speaker can produce sound loud enough for everybody in a large room to hear; headphone and earbuds not disturb other people when you listen to music, earbuds are more convenient than headphones because they are smaller in size) Note: headphone (BE)= earphone (AM) Activity The focus of this task is on how to develop a paragraph Explain to students that one way to support one idea in a paragraph is to give further explanation or an example Ask students to read a paragraph about the benefits of earbuds and match the details with the benefits Activity Have students read the paragraph about earbuds again and complete the outline of this paragraph Help students to analyze the structure of the paragraph step by step Activity Put students into groups of three or four Ask them to choose one invention and discuss what they will write about Encourage students to make complete sentences about the benefits of the inventions they have chosen - Call on some students to suggest their group’s thesis sentence and the benefits of the inventions aloud Correct students’ mistakes in grammar or word choice - Have students work independently and write their own paragraph - Choose one or two paragraphs and ask the whole class to give comments and correction HEADPHONE Key act C A B Key act a Topic: the benefits of earbuds b Thesis sentence (Topic sentence): What are its benefits? c Supporting idea and further explanation: Small, light, portable put in a bag or pocket Supporting idea and further explanation: Not costly about 100,000 VND Supporting idea and further explanation: Use anywhere We not disturb anybody III Consolidation IV Homework EARBUDS EXTRA READING Modern inventions have made life more comfortable than what it was before More and more new things are being made in all countries throughout the world to make life even more comfortable In the past men had great difficulty in ploughing their lands to grow food But, today, giant machines are used to plough thousands of acres of land As a result, more food can be grown in a shorter time than was possible before Food grown in one country is sent to another country where it is needed badly To carry the food motor-vehicles, steam-ships and various other means of transport have been invented Shortage of food in one place no longer causes anxiety as it can be brought from another place within a very short time The inventions of the means of transport has also made it possible for people to work in places miles away, and children can attend schools in distant places In the past, this was not possible The children of today are therefore better educated than those of the past Invention of the means of transport gas also increased human activity A man can now go to several places, and a variety of things in a day’s time Other inventions like the radio and the telephone have also contributed much to human progress The radio keeps us informed about developments in other parts of the world We not have to travel to know what is happening in places away from our homes The telephone too is a convenient means of knowing about others, miles away It helps in business transactions by reducing time and travel A businessman in one town can talk to another in another town, several miles away, to some important business In all these ways, people are able to many things without much loss of time In the same way, every invention has helped to increase our comforts Televisions, for example, now makes it possible to stay at home and enjoy At the same time, however, modern inventions have caused many deaths and much sorrows to many people Many have lost their hands and legs, and accidents continue to occur in every increasing numbers Yet modern inventions have made the world what it is today REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 48 Date of planning: Date of teaching: UNIT 5: INVENTIONS Part Communication and Culture A Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups B Teaching method: Communicative C Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I Warmer Lead-in: Inform the class of the lesson objectives: Further skill development Chopsticks II New lesson Activity Activity Communication Activity Students have more chance to practice speaking Explain to students that they need to consider all four criteria when voting for the best invention To give students more freedom, allow them to choose another invention not mentioned in the list Activity Have student prepare a talk about the best invention Their talk should have strong argument to persuade audiences instant noodles PC sound card incubator Medical Key act Culture China: C chopsticks Japan: D instant noodles Singapore: B PC sound card The Philippines: A Medical incubator RAIN-MAKING Chaipattana Aerator Culture Activity Culture BIODIESEL Key act The two issues are agriculture development and environment protection A rain-making technique; b biodiesel; c Chaipattana Aerator Chaipattana Aerator and rain=making techniques All three inventions have helped to protect the environment: Chaipattana Aerator cleans waste water; rain-making techniques improves forest Activity III Consolidation IV Homework Activity Ask students to look at the picture and discuss with a partner what the inventions are for Then have them guess which country these inventions are from Activity Tell students some important information about King Bhumibol Adulyadej Ask students if they know the meaning of “patent” Explain to them that an inventor needs to get a patent for his invention to protect his/her idea For more advanced classes, extend the activity by letting students discuss whether there are patents in Vietnam Ask students to read the text and answer the questions conditions; biodiesel reduces the use of fossil energy Answer may vary REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 49 Date of planning: Date of teaching: UNIT 5: INVENTIONS Part Looking back I Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups J Teaching method: Communicative K Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I Warmer II New lesson Activity Activity Lead-in: Inform the class of the lesson objectives: reviewing pronunciation, vocabulary, and grammar Pronunciation Activity Ask students to pick out the compound nouns and put them in the first column The other words are noun groups and are put in the second column Help students to review the stress patterns of compound nouns and noun groups Vocabulary The five words in the box are the most commonly used ones in the unit Have students put them in the gaps of the five Key First: food processor, smartphone, laptop, washing machine, earbuds, runway Second: solar charger, correction pen, digital camera Key vocab 1 Economical Inventions Portable Benefits Expensive Grammar Activity Activity sentences - Extend this task by asking students to make their own sentences with these words Grammar Activity Have students read the exchange once to grasp the general idea Then have them work with a partner and discuss which verb form should be used in each gap Activity The focus of this task is on using the gerund or infinitive forms in the answers to describe functions or purposes of things It also helps students to review the uses of some inventions mentioned in the previous sections First, have students the exercise individually Then ask them to work in pairs to practice asking and answering the questions Key gram 1 Is Haven’t planned Have wasted Don’t have Haven’t started Says Key gram A washing machine is used for washing clothes A solar charger can be used for charging mobile devices I use a laptop (smartphone, ipad,…) to listen to music and watch videos A correction pen is used for covering a writing error I use a 3-D printer to produce/ make solid objects (for producing sold objects) III Consolidation IV Homework REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 50 Date of planning: Date of teaching: REVIEW 2: UNITS 4-5 (1) A Objectives By the end of the lesson, students are able to: - Revise the language and skills students have learnt and practiced in Units 4-5 Teaching method: Communicative B Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I Warmer II New lesson Activity Activity Activity III Consolidation IV Homework Language Vocabulary Activity Ask students to this activity individually, and then compare their answers with a partner’s Write the correct answers on the board Remind students of the use of adjective endings: -ing, -ed, -ful or –less , if necessary Activity Ask students to this activity individually Ask a student to write his/her answers on the board Read aloud each answer and ask the class if they agree or not, then confirm the correct one Pronunciation Activity Ask students to this activity individually, and then compare their answers with a partner’s Show the correct answers on the board Grammar Activity Elicit the form and use of the past simple or past continuous, with “when” or “while” Ask a student to write his/ her answers on the board while other students also this task Check students’ answers, ask them for explanations, if necessary Activity Elicit the form and use of the present perfect, the simple past, or the past continuous Ask students to this activity individually, and then compare their answers with a partner’s Ask a student to write his/her answers on the board Check the answers with the whole class Activity Elicit the use of form of the verb (V-ing or to-infinitives) Ask students to this activity individually and then compare their answers with a partner’s Write the correct answers on the boards, and Key act 1 Bored- boring Interested – interesting Parentless- homeless Useful Disappointed – hopeful Key act Smartphone E-books Online games Laptop Mobile phones Key act O O Washing machine Food processor Immune system Laptop Hearing aid O O Electronic book Solar charger Medical mirror Mobile phone Online game Key act Arrived – was talking Was making – rang Were playing – began Saw- was standing Stole- was getting on Key act Have you visited Did you see Saw Was spending Have never been Key act Conducting To surf Printing To buy To defrost give explanations, if necessary REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 51 Date of teaching: REVIEW 2: UNITS 4-5 (2) A Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Practise working in groups B Teaching method: Communicative C Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Stages/time Teacher’s activities Students’ activities I Warmer II New lesson Activity Activity Skills reading Ask students to Activities and individually, and check the answers with a partner’s Give the correct answers and explanations, if necessary Speaking Activity Ask student to work in pairs discussing the activities in Activity Go round helping weaker students Ask each pair to report their choice and explain their decision Activity Key act 1b: Aviator A person who flies an aircraft Glider A light aircraft that flies without an engine Soaring Flying fast and high in the air Centenary The 100th anniversary of an event Replica An exact copy of something 2: T F F T F Activity III Consolidation IV Homework Ask students to work in groups and try to create and outline for one of the activities in Activity Then ask students to present their outline to the class Listening Activity Play the recording about the volunteer work for children in Vietnam Ask students to choose the correct answer A, B or C Play the recording again once or more times for students to listen and check their answers Write the correct answers on the board, and give explanations, if necessary Writing Activity Ask students to use the prompts given in Activity or their own ideas to write about the benefits of a handheld device - Make sure that students understand the key words or phrases, such as: using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice calls/ video calls through the Internet - Ask students to write the draft first in class, and then write their final versions at home Key act A B C C B REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… Distributive period 52 Date of planning: Date of teaching: CONSOLIDATION A Objectives - Students can check their knowledge after some lessons - T gives basic tips for memorizing grammar items B Teaching method: Communicative C Teaching aids - Board, chalks, textbook and notebook, recording D Procedure Class organization: Check attendance Checking the old lesson New Lesson Câu bị động: S+ BE+ PP+ BY+ O Cách chuyển từ câu chủ động sang câu bị động: S + V + Bị Bị Bị Bị động động động động S + be+ PP + BY + đơn: S + is/ am/ are + PP + BY + O khứ đơn: S+ was/ were + PP + BY + O hoàn thành: S + have/ has + been + PP + BY + O tương lai đơn: S + will + be + PP + BY + O O O Bài tập áp dụng: Exercise 1: Active or Passive? Underline the correct verb form Tom has just promoted / has just been promoted to area manager of East Asia My father has taken / has been taken English class in the U.S How many times have you / have you been fired? How much money have you saved / have you been saved for your vacation My brother has given / has been given tickets to the concert The population of our city has risen / has been risen to nearly one million A strike has called / has been called by the factory worker They haven’t offered / haven’t been offered more money by the management Exercise 2: Change into passive voice Somebody has stolen my bike → …………………………………………………………… They have postponed the class meeting → …………………………………………………… They have built a new school near our house → …………………………………………… Has somebody informed Lan of the change? →……………………………………………… They haven’t finished their assignments → ………………………………………………… III Relative clauses: ( Mệnh đề quan hệ) người: who, whom vật: which sở hữu: whose lí do: why vừa người vừa vật: that that= who, whom, which that không dùng sau dấu phẩy giới từ Cách nối câu dùng mệnh đè quan hệ: -xác định từ giống câu -Viết câu thứ đến hết phần lặp lại -Xem phần lặp lại người hay vật mà dùng đại từ quan hệ phù hợp -Viết phần lại cho logic nghĩa Bài tập áp dụng: Exercise 1: Fill in the gap with a suitable relative pronoun Have you got the money …………… I lent you yesterday The man ……………… I had seen before wasn’t at the party This is a machine ……………… cost half a million pounds She’s the singer ……… has just signed a contract with a recording company The girl ……….was injured in the accident is now in the hospital What was the name of the man ……………lent you the money This is the boy ……………………… I told you about Is this the letter ………………………… you wanted me to mail? The man ………… sat next to me on the bus turned out to be my friend's father Exercise 2: Combine the sentences, using relative clause A girl was injured in the accident She is now in hospital A waitress served us She was impolite and impatient A buiding was destroyed in the fire It has now been rebuilt Some people were arrested They have now been released A bus goes to the airport It runs every half hour IV Thì: Simple present(Hiện đơn): Be-> am/ is/ are Have-> have/ has khẳng định phủ định nghi vấn He/ she/ it + V-s/es He/ she/ it + doesn’t + V Does + he/ she/ it +V? I/ You/ We/ They +V I/ You/ We/ They +don’t + V Do + I/ you/ we/ they +V? Use: a Diễn tả thói quen : b.Diễn tả thật, chân lí Trạng từ thường gặp: never, sometimes, usually, often, always, as a rule, normally… Ex: -Mr Vy usually gets up at 4:40 a.m -Do you go to school on Sunday? -Lan doesn’t know how to use a computer Present continuous (Hiện tiếp diễn) S + am/ is/ are + Ving Use: a Diễn tả hành động xảy thời điểm nói b Diễn tả dự định tương lai có mốc thời gian cụ thể Trạng từ thường gặp: now, at present, at this moment, right now Ex: -I’m learning English now -My mother isn’t cooking lunch at this moment -What are you doing this evening? Present perfect (Hiện hoàn thành): S+ have/ has/ + PP khẳng định phủ định nghi vấn He/ She/ It +has +PP He/ She/ It +hasn’t +PP Has+ He/ She/ It +PP? I/ You/ We/ They +have + PP I/ You/ We/ They +haven’t + PP Have+ I/ You/ We/ They + PP? Use: a Diễn tả hành động xảy khứ kéo dài đến b Diễn tả hành động xảy khứ để lại kết c Diễn tả kinh nghiệm Trạng từ thường gặp : never, just, ever, recently, already, yet, lately, for, since, so far… Ex: -They have just built a hospital in this area -Tom hasn’t eaten Chinese food before -How long have you lived here? Simple past (Quá khứ đơn) Be-> was/ were Have/ has-> had khẳng định phủ định nghi vấn S+ V-ed/V2 S+ didn’t + V Did+S +V? Use: Diễn tả hành động xảy kết thúc khứ Trạng từ thường gặp : yestersay, ago, last… Ex : - I went to Hue three day ago -Did you watch TV last night? -Peter wasn’t at home yesterday evening Past continuous (Quá khứ tiếp diễn) : S+ was/ were + Ving Use: Diễn tả hành động xảy thời điểm khứ Ex: - I was watching TV at p.m yesterday -Were they having lunch when you called? Past perfect (Quá khứ hoàn thành) S+ had + PP Use: Diễn tả hành động xảy hoàn thành trước hành động khác khứ Trạng từ thường gặp : after, before Simple future (tương lai đơn): khẳng định phủ định nghi vấn S+ will + V1 S+ won’t + V1 Will + S + V1? Use : Diễn tả hành động xảy tương lai Trạng từ thường gặp : Tomorrow, next…… Ex : -Will you go to university after you finish school? -I will say goodbye to you before I leave Danang -Mary won’t go to the party because she has to her homework Bài tập áp dụng: Exercise I : Put the verbs in brackets in the present simple or the present continuous tense 1/ I (have) coffee for breakfast every day 2/ My brother (work) in a shoe store this summer 3/ The student (look) _ up that new word now 4/ She (go) to school every day 5/ We (do) this exercise at the moment 6/ My mother (cook) _ some food in the kitchen at present She always (cook) in the mornings 7/ It (rain) very much in the summer It (rain) _ now 8/ Bad students never (work) hard 9/ He generally (sing) in English, but today he (sing) in Spanish 10/ We seldom (eat) before 6.30 Exercise II : Put the verbs in brackets in the present perfect or the simple past tense 1/ We (never watch) that TV programme 2/ We (watch) a good programme on TV last night 3/ He (read) that novel many times before 4/ I (have) a little trouble with my car last week 5/ However, I (have) no trouble with my car since then 6/ I (not see) John for a long time I (see) him weeks ago 7/ I (meet) Mary last night She (become) a very big girl 8/ He is very thirsty He (not drink) since this morning 9/ It is very hot Summer (come) 10/ Mr Brown (travel) by air several times in the past Exercise III : Put the verbs in brackets in the past simple or the past continuous tense 1/ He (sit) in a bar when I (see) him 2/ When I (go) out, the sun (shine) 3/ The light (go) out while I (have) tea 4/ When it (rain) , she(carry) an umbrella 5/ We (walk) to the station when it (begin) to rain Exercise IV : Put the verbs in brackets in the simple present or the simple future tense 1/ We (go) out when the rain (stop) 2/ I (stay) _ here until he (answer) me 3/ Wait until I (catch) you 4/ I (be) _ ready before you (count) _ ten 5/ John must eat his breakfast before he (go) out 6/ Miss Helen (help) you as soon as she (finish) that letter 7/ He (tell) _ you when you (get) there 8/ She (not come) until you (be) _ ready 9/ He (tell) you when you (ask) him 10/ I (come) _ and (see) you before I (leave) _ for England Exercise V : Supply the correct tense 1/ They (just decide) that they (undertake) _ the job 2/ We (go) _ to the theatre last night 3/ He usually (write) in green ink 4/ She (play) _ the piano when our guests (arrive) _ last night 5/ We (do) an English exercise at the moment 6/ I (come) _ as soon as my work is finished (You be) ready ? 7/ Where (you go) for your holiday last year ? 8/ I (not leave) Paris since we (go) _ to Dieppe three years ago 9/ My mother (come) to stay with us next weekend 10/ We (meet) only yesterday and (already decide) to get married 11/ I (never see) snow 12/ Violets (bloom) in spring 13/ We (not live) _ in England for the last two months 14/ I (lose) my keys; I cannot remember where I last (see) them 15/ Whenever you (go) _ to town nowadays, you (spend) _ a lot of money 16/ They (prepare) the Christmas dinner today 17/ When I last (stay) _ in Cairo, I (ride) to the Pyramids on a camel that my friend (borrow) the day before 18/ I (finish) _ the book before my next birthday 19/ “Hello! (You make) a cake ? 20/ He (walk) very quickly when I (meet) him yesterday 21/ We (meet) _ you tomorrow after you (finish) your work 22/ Yesterday I (buy) a new watch as my old one (be) _ stolen REFLECTION ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ………………………………………………………………………………………………………………………………………… ……………………………… ... music album P3: music fans P4: pop star P5: contest P6: music show II New lesson Activity 1:7’ FAN POP STAR Activity 2: 9’’ Key: CONTEST Activity 3: 10? ?? Activity 4’ Activity 5: 3? ?? MUSIC SHOW... in pairs or groups - Read again and write down - Read the words - Pronunciation Activity 1: 5’ Activity 2: 3? ?? -Play the recording and let students listen Play it again with pauses for them to... Communication Activity 1: 3? ?? Activity 2: 7’ Activity 3: 7’ T gives correction Allergy: crab, fish, egg, cucumber, cheese, shrimp, jelly fish, seasonings, durian Bad breath: onion, garlic, shrimp paste,