- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/.. + /e/: end; left; bed; ten; se[r]
(1)Period 1: Get to know English 10
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what to learn and how to learn it
II PROCEDURE:
T: How many words in English you know beginning with “T”, “T” and “E” (2 minutes: for preparing, one for presenting)
Checks and gives feedback
T: I am Thuan I’m your Teacher of English Now, let’s begin the first lesson “Get to know English 10”
What you study in English 10?
Discussing the following questions and answer them:
1 How many units are there in the book? How many topics (themes)? What are they? What topic you like best?
- 12 units 12 topics
- A Day in the Life of, School Talk, People’s Background, Special Education, Technology and You, An Excursion, The Mass Media, The Story of the Village, Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup, Cities, Historical Places
2 How many lessons are there in each unit? What are they?
- lessons
- Reading, Speaking, Listening, Writing, Language Focus 3 How many tests yourself are there in the book?
- tests your-seft
4 How many 15-minute tests are there?
- 15-minute tests per a school year (3/ semester) 5 How many 45-minute tests are there?
- 45-minute tests (2/semester) 6 How many semester tests are there?
(2)3.How will you learn English 10?
Ss discuss in the group of students, giving idea(s) T gives feeedback
Suggested answers:
- Learn new words by heart
- Read the text in advance at home
- Watch and listen to progammes in English in the radio and on TV - Do homework and exercises
- Practise a lot, sing English songs -
4 Consolidation Summarising the lesson Give some recommendations
Homework: Preparing Unit 1: A Day in the life of Lesson One III EXPERIENCE
UNIT1 : A DAY IN THE LIFE OF Period 2: A READING
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES:
- Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information
- Students should appreciate the daily activities of some people II LANGUAGE FOCUS:
1 Grammar: - The present simple tense
(3)IV TEACHING AIDS: some pictures of farmers' activities and hand- out. V PROCEDURE:
Teacher's activities Students' activities
WARM UP: (5mn)
Gives some hand-out and gets Ss to match A with B, then asks:
Where does a teacher work? Where does a farmer work?
We'll understand more about the life of a farmer in unit
1 Pre-reading: (10mn)
Shows the pictures and introduces some words and phrases:
Guides Ss to read in chorus
Gives hand- out and guides Ss to it
Introduces: Mrs Tuyet and Mr Vy are farmers
Match A with B in pairs A
1 teacher doctor worker seller farmer
B a market b school c hospital d field e factory He / She works at a school
He / She works in the field Peasant (n) = farmer (n) -Lead the buffalo to the field -Pump water (v)
-Transplant (v) -Plough (v) (n) -Harrow (v) (n) - Fellow (n) = friend
Read the chart and guess what Mr Vy does and Mrs Tuyet does
Their activities Mr Vy Mrs Tuyet take care of children
(4)Asks Ss to check the information and read the text
2 While- reading: (20 mn)
Asks Ss to read the text silently Requires Ss to task in groups of
Gives the correct answer
Task 2:
Gets Ss to ask and answer in pairs
harrowing the plot of land
5 preparing meals leading a buffalo to the field
7 boiling water
Open the book and check the information about Mr Vy and Mrs Tuyet's daily routines Skim the text and tasks
Task 1: Practise with groups of Check the correct answer
1 C C A A Practise task with pairwork
Suggested answers:
1 He's a peasant / a farmer.
2 He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea. 3 In the morning, he ploughs and harrows on his
plot of land, drinks tea and smokes local tobaco during his break.
4 In the afternoon, they repair the banks of their plot of land Mr Vy pums water in to it while his wife does the transplanting
5 Yes they are Because they love working and they love their children.
(5)Listens and checks their answers Guides Ss to make a brief note about Mr Vy and Mrs Tuyet's daily routines
Can help some bad Ss
3 Post- reading: (8mn)
Asks Ss to close the book and
about Mr Vy and Mrs Tuyet Do it individual and compare their note with a partner
Suggested answers: * In the morning:
- 4:30 : The alarm goes off, Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, lead the buffalo to the field
- 5:15 : leaves the house
- 5:30 : arrive in the field, ploghs and harrows his plot of land
- 7:45 : takes a rest - 10:30 : goes home
- 11:30 : has lunch with family * In the afternoon:
- 2:30 p.m : Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land He pums water in to it She does the transplanting - 6:00 p.m: finish work
- 7:00 p.m : have dinner * After dinner:
- watch TV, go to bed
- sometimes visit neighbours, chat with them - Close the book and talk about Mr Vy and Mrs Tuyet's daily routines
(6)discuss about Mr Vy and Mrs Tuyet's daily routines
Assigns homework (3mn)
COMMENTS (2mn)
Homework:
- Write a paragraph about a farmer's daily routines in Viet Nam (about 80 words)
- Do exercise 1, (p 4, 5) in workbook - Prepare lesson 2: speaking
VI EXPERIENCE
Period 3: B SPEAKING
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES:
- Ss know about daily activities of some people or themselves
- Ss ask and answer about daily routines and talk about daily activities of some people or themselves
(7)1 Grammar: The present simple tense
2 Vocabulary: Words related to daily activities. III SKILLS: Fluency in expressing opinions IV TEACHING AIDS: A poster and hand- out. V PROCEDURE:
Teacher's activities Students' activities
WARM UP: (3mn)
Shows the poster and asks Ss try to remember the subjects
Listens and checks
1 Pre- speaking: (8mn) Gives handout and asks Ss to match a number in A with a suitable in B
Retell the subjects individual Subjects are learn in school
1 Civic education Technology Maths Physics Literature English
7 Biology Chemistry
9 Physical education 10.Geography
11.History
12.Information technology
Match a number in A with a suitable in B work in pairs
A B 6.00
7.15 8.05 8.55 9.45 10.40 17.00 18.30
a quarter to ten five to nine
a quarter past seven five past eight twenty to eleven half past six p.m five o'clock p.m six o'clock a.m
Ask and answer about Quan, using the information from the timetable
(8)2 While- speaking: (20mn)
Task1:
Guides Ss to ask and answer about Quan's daily activities using his weekly timetable
Helps and checks
Task 2:
Asks Ss to look at the pictures (p.15) and descibe Quan's activities
3 Post- speaking: (10mn)
Task 3:
Asks Ss to close the book and tell their classmates about his/ her daily routines
S1: What time does Quan have a Civic Education lesson on Monday?
S2: (He has a Civic Education lesson) at 7:15 a.m
Or:
S1: What lesson does Quan have at 7:15 a.m on Monday?
S2: (At 7:15 on Monday he has) a Civic Education lesson
S1: What time does he have English lesson on Friday?
S2: (He has English lesson) at 8:55 on Friday Look at the pictures and describe Quan's activities Work in groups of
Answer:
At 2:00 o'clock p.m Quan gets up after taking a short nap He studies his lesson at 2:15 p.m He watches TV at 4:30 p.m Then he goes to the stadium by bycicle at 5:00 p.m There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45 He has dinner with his family at 7:00 p.m. At 8:00 p.m he reviews his lesson/ does his homework
Practise individually Suggested answer:
(9)Lets or good Ss come to the board to speak
Assigns homework (2mn)
COMMENTS (2mn)
At 12.00 I have lunch with my family Then I take a nap until 1.30 p.m I go to extra classes at 1.45 p.m and get home at 4.15p.m I watch TV, listen to music, read books or go out with my friends at 4.50 p.m I have dinner with my family at 7.00 p.m From 8.00 to 10.15 I my homework Then I watch TV until 10.45 p.m I go to bed at 11.00 p.m
HOMEWORK:
-Write a 50-word paragraph about your daily routines
- Prepare lesson 3: listening
V EXPERIENCE
Period 4: C LISTENING
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES:
- Students understand a daily activities of a cyclo driver - Students listen and understand a daily activities of Mr Lam - Number the pictures in their correct order
- Tick ( ) in box T or F according to the content of the passage II LANGUAGE FOCUS:
1 Grammar: Simple present tense
2 Vocabulary: Words related to daily activities.
(10)V PROCEDURE:
Teacher's activities Students' activities
WARM UP: (3mn)
Shows a poster and asks Ss to listen and tick the words or phrases which T's just read 1 Pre- listening: (8mn) Shows the picture and asks: What is this? Points to the cyclo Who is he?
Requires Ss to asks and answer in pairs
Helps and checks
Asks Ss to listen and repeat some words
2 While- listening:
Task 1:
Asks Ss to look at pictures and guess their correct order then number them
Plays the tape the first time Plays the tape the second time and gives Ss minute to number pictures
Plays the tape the third time and asks Ss to check the answer
Look at the poster, listen and come to the board to tick words or phrases which T's just read
get up, have breakfast, drink tea, leave the house, start work, learn, plough, take a nap,
Answer - It's a cyclo
- He is a cyclo driver Practise with pairwork
S1: Have you ever travelled by cyclo? S2: Yes, I have
S1: When was it?
S1: When I was in HaNoi last summer S1: Is it interesting to travelled by cyclo? S2: Yes, it is
S1: Which you prefer, going by bicycle or by cyclo?
S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles
Listen and repeat
district routine office pedal purcharses drop passengers ride park food stall Look at the pictures and try to guess their correct order, then number them
Work in group of Listen for gist
(11)Task 2:
Asks Ss to read the sentences (p.17) and tick in box T or F Plays the tape the first time Plays the tape the second time and gives Ss minute to tick the box
Plays the tape the third time and asks Ss to check the answer
3 Post- listening:
Requires Ss to ask and answer
Listen and check the correct order Answer:
a b c d e f
Read the sentences and guess to tick in box T or F Listen and tick
The correct answer: F F T F F F
Practise asking and answering about Mr Lam's daily activities in pairs
Eg:
A: What's his name? B: His name's Lam
A: What's his job? / What does he do? B: He's a cyclo driver
A: What time does he start work?
B: He starts work at 6.00 am / At 6.00 a.m A: Who is his first passenger?
B: An old man
A: How many passengers does he usually have in the morning? Who are they?
B: He usually has passengers a day They are an old man, a lady and two school pupils
A: What time does he have lunch? B: He has lunch at twelve
A: Does he take a long rest?
(12)about Mr Lam's daily activities Assigns homework (2mn)
COMMENTS (2mn)
HOMEWORK:
Write what you can remember about Mr Lam's daily activities.(about 50 words)
V EXPERIENCE
Period 5: D WRITING
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES:
- Students know how to build up a narrative, using the given prompts - Students learn to build up a narrative about a hotel fire
II LANGUAGE FOCUS:
1 Grammar: Students know how to use the past simple to write a passage about a hotel fire
2 Vocabulary:
III SKILLS: Writing a narrative about a hotel fire III TEACHING AIDS: poster
IV PROCEDURE:
Teacher's activities Students' activities WARM UP: (3mn)
Asks Ss some quetions: Have you ever heard a frightening / an interresting
(13)story?
When and where did it happen?
How did you feel about that? 1 Pre- writing: (10mn)
Task1:
Asks Ss to read the model narrative (P.17&18) and find all the verbs that are used in the past simple and the connectors(time expression) in the story
Guides Ss to work in groups of
Helps and checks
Emphasizes the past simple to narrate a story
2 While- wrting: (20mn)
Task2:
Asks Ss to task in groups of
Checks and helps
It happen when I was young / When I was in the six grade It happen at my house/ school /
It made me frighten / happy / bored/
Task1:
Read the model narrative, underline the verbs that are used in the past simple tense, circle the connectors (time expression) in the story such as: Stared, was, arrived, got, began,
At first, then, Work in groups of
Identify the events, the climax, and the conclusion of the story
+The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic
+ The climax: We thought we had only minutes to live
+ The conclusion: Pilot announced that everything was all right, we landed safely Work individually
Suggested answer:
(14)Task 3:
Asks Ss to build up a narrative about a hotel fire, using the given prompts
Surveys and helps
3 Post-writing: (10mn) Gives suggestions and corrections
Assigns homework
COMMENTS: (2mn)
seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire
It was Sunday evening and everybody was sitting in the discotheque (which was) on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began coughing and choking
Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life
Read one another's narratives
Then or Ss read their narratives in front of the class
HOMEWORK:
- Complete their narratives base on the teacher's suggestions and corrections
(15)V EXPERIENCE
Period 6: E LANGUAGE FOCUS
Class Teaching date Absentees
10A2 10A3
I OBJECTIVES:
- Should distinguish between the vowels / i / & / i: /
- Review the present simple, the past simple and adverbs of frequency - Do all exercises
II LANGUAGE FOCUS:
1 Grammar: the present simple, the past simple and adverbs of frequency Vocabulary: tent, creep, Put out, leap, wind, flow,
III SKILLS: reading, listening, writing III TEACHING AIDS: poster
IV PROCEDURE:
Teacher's activities Students' activities WARM UP: (3mn)
Draws a picture (a cup of tea and some biscuits) and asks Ss to find the words related to the picture then make sentences with those words Pronunciation: (8mn)
Introduces how to read vowels / i / (short) & / i:/ (long)
Read aloud
Asks Ss to open the book (P.19) and show the vowels / i / or / i:/
Suggested: tea, biscuit
He drinks tea every morning I want to eat some biscuits
Listen and repeat Minimal pairs:
/ i / hit bit meet it
(16)Guides Ss to read aloud sentence by sentence in the book
Notes the sentence stress
2 Grammar and vocabulary: Shows the picture and introduces the simple present, simple past and adverbs of frequency
Revise the simple present, simple past and adverbs of frequency
Exercise1:(10 mn)
Asks Ss to choose the correct form of the verbs in the box to fill in the gap
Checks and helps
Exercise2: (6mn)
Guides Ss to know how to put each of those adverbs of frequencyin its appropriate place in the given sentences
Checks and calls or ss to read in front of the class
Exercise3: (14mn)
ASks Ss to choose the past simple of the verbs in brackets
Can give the meaning of some words
lick leek Eg:
Is he coming to the cinema?
We'll miss the beginning of the film
He is a schoolboy He usually goes to school by bicycle everyday but yesterday he went to school on foot
usually: adverbs of frequency goes : simple present
went : simple past
Exercise1:
Complete the blanks use the correct present simple form of the verbs in the box
Practise in pairs Answer key:
1.is 2.fish 3.worry
4.are 5.catch 6.am
7 catch go give up
10 say 11.realise 12 am
Exercise2:
Practise individual
Example: He gets up early
He usually gets up early She is late for school She is often late for school Note: As a rule, I go to bed at 10.00 p.m
Exercise3:
Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets
- tent (n): lÒu
(17)Helps and checks
Assigns homework.(2mn)
COMMENTS: (2mn)
- Put out: dËp t¾t
- leap (v) - crept - crept: nhảy dựng lên - wind (v) - wound - wound: cuộn, lợn vòng - flow (v): chảy, trôi
Practise with pairwork Suggested answer:
1 was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found
5 told 11 slept 17 wound
6 sang 12 woke 18 flowed
HOMEWORK:
- Do exercises in part LANGUAGE FOCUS of UNIT in workbook
- Prepare unit
V EXPERIENCE
(18)Class Teaching date Absentees 10A2
I OBJECTIVES: By the end of the lesson, Ss will be able to know how to appreciate tell daily avtivities at school, introduce themselves
II LANGUAGE FOCUS:
1 Grammar: gerund and to-infinitive 2 Vocabulary: Words related to school
III SKILLS: Reading for gist and for specific information III TEACHING AIDS: poster
IV PROCEDURE:
Teacher's activities Students' activities
1
WARM-UP:
Before you read (7’) - Asks pupils:
a What does “school talks” means? b Do you often tell about your school? c Which topics you often talk about when you meet your friends?
- Asks pupils to look at the book and work in pairs to say which topics they often talk about when they meet or talk to each other
- Calls some couples to ask and answer - Introduces the situation of the passages 1,2,3
2
PRESENTATION:
While you read (25’)
Task 1:
- Asks pupils to read the passages in skim to find the new words,
- Asks pupils to read up the new words
- Answer teacher’s questions
P1 It means the dialogues at school P2 Yes, I
P3 We often talk about our favourite sport, it is football etc
Pairwork
(19)- Asks pupils to work in groups to fill in the blanks with the suitable word
- Calls pupils to decide the part of speech of the word needed to fill in each blank - Calls some pupils to read up the sentences
- Asks some pupils to correct the mistakes
- Asks pupils to work in groups to find the sentences with the main verbs which are followed by V-ing and those followed by to + infinitive
Task 2:
- Asks pupils to scan the passages to find who often the actions given - Calls pupils to go to the board to write full sentences
- Asks pupils to correct the mistakes of writing
Task 3:
+ international (adj) + be crowded
+ narrow (adj) - Read up
- Work in groups to fill in the blanks P1: a verb; a noun; a verb P2: an adjectives; a noun. P3: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language
- work in groups to fin the sentences P5 + I like to learn English
+ I don’t really like getting up early. P6: + I love working with children. - Work in pairs to the task
- Write full sentences, pupils write on the board
P1.+ Miss Phuong enjoys teaching. + Phong has to get up early. + Phong lives far from school P2.+ Miss Phuong loves working with children.
+ Phong loves learning English. + Phong rides a bicycle to school every day.
P3.+ Phong studies at a high school + Miss Phuong teaches English at a high school
+ Mr Ha worries about someone else’s safety
- Correct Key:
(20)- Asks pupils to close their books, work in pairs to ask and answer about the passages
- Calls some couples to ask and answer
3 After you read (10’)
- Has students work in groups and answer the questions
1 What subjects you like best and why? 2 What you like or dislike doing at school?
3 What you worry about at school? - Give comments
- Ask students to tell the content of the small talks
- Ask to tell themselves
4
HOME WORK:(3’)
- Asks pupils to the reading
comprehension at page 10 & 11 in the Workbook
2 He studies many subjects such as maths, physics, chemistry and
3 Because it is an international language 4 She says that teaching is hard work, but she enjoys it because he loves working with children
5 Because his son has to ride his bike in narrow and crowded streets to get to school
- Work in groups to speak Key:
1 I like English best because it is an important means of international communication
- I like learning Math, Chemistry or Vietnamese Literature because it’s useful, interesting
2 – doing a lot of homework - taking part in social activities - talking with my parents
3 I worry that many students cheat in exams/ live far from school/ difficulty in speaking English
- Have discussion then present ideas in front of the class
- Present the content of the small talks again
- Introduce themselves
- Listen to the teacher and write down homework
- Do the exercise at home
V EXPERIENCE
Period 8: B - speakING
Class Teaching date Absentees
(21)I OBJECTIVES: By the end of the lesson, Ss will be able to make small talks in
daily life
II LANGUAGE FOCUS:
1 Grammar: gerund and to-infinitive 2 Vocabulary: Words related to school
III SKILLS: Fluency in expressing oppinion and expressions for making a conversation
III TEACHING AIDS: Pictures, English textbook 10, IV PROCEDURE:
Teacher's activities Students' activities
Warm-up: (5min)
- Give a situation and write a short conversation on the board
Situation: suppose that you meet a friend at the supermarket, you are very busy How will you say to open and end the conversation?
- Give a short conversation: A: ……… (1)
B: Hi, Lan How are you? A: I’m fine Thanks And you?
B: I’m fine Let’s go somewhere for a drink
A: Sorry, ……… (2)
- Ok, that’s a short conversation between A and B
(1) & (2) are two ways to start and close a conversation
Today, we will practice speaking conversation having stating and dosing sentences
- requires Ss to complete this conversation with simple sentences
- explains these are two sentences which are used to open and close a conversation - calls some Ss to give their answer and then can calls one pairs to pratice this conversation
Today we will pratise speaking conversation having starting and closing
Listen to the teacher
- Copy the conversation and complete the conversation with suitable words
(1) Hi/ Hello
(22)sentences
- Raises the questions: (8mn)
1 What you think about “greeting”? 2 How many kinds of “greeting”?
3 How can you say when you meet teacher in the morning?
4 How can you say when you meet your friend in the morning?
5 How can you say to your teacher when your school finishes?
Task 1(7mn) These expressions are commonly used when people are chatting Place them under the appropriate heading then practise with a partner
- Give instruction
- Introduce some expressions that we can use to start and close a conversation
- Ask student to place the expressions under the appropriate heading
- Ask student to work individually then work in groups
- Give suggestions
Task2(7mn): Rearrange the following sentences to make a conversation and then practise it with a partner
- Ask students to rearrange the sentences to make a conversation
- Ask students to work individually then in pairs
- Walk around the class to help student when necessary
- Check and give suggestions
- Ask student to practise it with a partner - Corrects students’ pronunciation if necessary
Task 3(8min)
Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner
- Ask students to complete the conversation with suitable words
- Ask students to read all words in the box
- Give the meaning of some words when necessary
1 It is important
2 There are They are:- People who use greetings when they meet to each other - People use greetings when they say goodbye to eachother
3 Good morning
4 Good morning/ Hi/ Hello
5 Goodbye/ Byebye/ See you again - Do the task
- Give answers:
* Starting a conversation: - Good morning
- How’s everything at school? - Hello How are you?
- Hello, what are you doing? - Hi, how is school?
* Closing the conversation:
- Sorry I’ve to go Talk to you later - Well It’s been nice talking to you - Goodbye See you later
-Great I’ll see you tomorrow Catch up with you later
- Do the task - Give answers: D- E- B- H- F- C-G - Practise with partners
- Do task - Work in pairs - Give answers:
A: What’s the matter with you? B: Awful/ a headache
(23)- Ask students to work individually then work in pairs
- Walk around the class to help students when necessary
- Check and give suggestions
- Ask students to practise this conversation
- Correct their pronunciation when necessary
Task 4: (10mn) Make small talks on the following topics, using the starting and ending of a conversation
- Divide the class into groups
- Ask each group to discuss one topic and make a small conversation
- Walk around the class and help all students when necessary
- Ask students to present the conversations
- Give comments
- Ask students to practise all conversations again
- Homework: 1,2,3 at the page and (English exercises book)
- Do task
- Work in groups
- Practise the conversation Answer:
A: Hi, Minh How was your trip to Da Lat?
B: Hi, Huy It was wonderful
A: What was the weather like in Da Lat? B: It was cool.
A: Really? I love it, too. * Plans for the next weekend: A: Hello, Nga
B: Hi, Lan.
A: Are you free on Friday? Would you like to go to the cinema next weekend? B: Thanks But I have a plan to go out with Lan.
A: Oh, bye B: Bye
V EXPERIENCE
Period 9: C - listenING
Class Teaching date Absentees
10A2
I OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small
(24)II LANGUAGE FOCUS:
1 Grammar: the present continuous, past simple, present simple tense, 2 Vocabulary: Words related toschool, weather and travelling
III SKILLS: : Listening for gist and for specific information
III TEACHING AIDS: Pictures, cassette player, English textbook 10, IV PROCEDURE:
Teacher's activities Students' activities
WARM UP (5'-7'): Requires Ss to find the questions for the answers
1.I’m taking English. 2.I really like it 3.For two weeks.
4.No,I’m travelling alone 5.That’s great.
Asks Ss to work in pairs
Calls some pairs to give answer Checks and corrects
New lesson ( 35'-37’)
I Before you listen
- requires Ss to work in individuals and then work in pairs
- walks around for help Ss
- checks and gives the right answers II While you listen
Task
Asks Ss to listen to the conversations Plays the tape more than once
Tells Ss to listen for main ideas and the key words, not specific information in the first time
Can tell the content of four pictures for Ss Calls some Ss to explain their answers to class
keys : conversation1 – picture b, conver 2 – pic C, conver – pic d, conver – pic a Task
Requires Ss to read al the questions lets Ss listen again to the CD to find the answers
Pauses between conversation to make it easier for Ss While they are doing the task
Introduces Ss to take note the main ideas
listen and find the questions for the answers
Work in pairs Expected answer:
1.What are you taking this semester? 2.Do you like travelling ?
3.How long are you staying there? 4.Are you travelling with your parents ? 5.Would you like to go somewhere for a drink?
work in individuals and then in pairs to the task
* Expected answers: 1-c, 2-e, 3-a, 4-b, 5-d
- listen to the CD
- find out the main content in each of conversation
- match
- give answers * Expected answers: conversation1 – picture b, conversation – picture c, conversation – picture d, conversation – picture a read all the questions
listen the CD again to find the answers some Ss go to board towrite
Answer keys :
(25)first and then complete the full sentences calls some Ss to write the answers on the board
Checks and corrects Task
Asks Ss to work in pairs and study the conversation Encourage them to guess the missing words
Plays the last conversation again
asks Ss to listen to it and complete the conversation by filling in the missing words
Calls some pairs to give answer and then to practise the conversation
Comments on Ss’ performance and gives correct answers
III After you listen
Asks Ss to work in groups and discuss the problems they have experienced at school suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, advises Ss to use these questions : What problems have you got at school? What is / are the reasons ?
What have you done to solve it / them? Who helps you to solve it?
- goes round to help Ss
- calls some Ss to talk about their problems at school
checks and corrects if necessary Home work (2 )’
Write a conversation about the problems you have experienced at school
2 she is in Miss Lan Phuong’s class 3 he is at a party
4 he plans to stay in Nhatrang for week. 5 no, she dosen’t she traves alone
listen to the CD and complete the conversation
give answers Answer keys :
1 it here 2 very nice 3 big
4 comfortable 5 travelling 6 no
7 alone 8 for a drink listen to the T’s help
use these suggestions to this task give answers
work in individuals
V EXPERIENCE
(26)Class Teaching date Absentees 10A2
I OBJECTIVES: By the end of the lesson, Ss will be able to :
- fill some common forms such as simple application form, library admission form ,
- use useful language and structures in some certain forms II LANGUAGE FOCUS:
1 Grammar: present simple tense,
2 Vocabulary: Words related toapplication form, III SKILLS: : writing
III TEACHING AIDS: Poster English textbook 10, IV PROCEDURE:
Teacher's activities Students' activities
Warm up ( 7’ )
T supplies for students some kinds of forms and asks
1.What are they?
2.Have you ever filled in a form? When? 3.What sort of imformation you often have to provide when you fill in a form?
PRE-WRITING
Activity 1:Present vocabulary + country of origin: Quê quán + Present address: chỗ + Marital status:tình trạng hôn nhân + Block capital: chữ viết hoa
+ Applicable:thích hợp
-T asks Ss to read the newwords loudly Activity 2:Matching
- T asks Ss to TASK2 Match a line in A with a question in B
- Have Ss compare their answers with a partner
-T can explain: Forms not usually ask questions, but they ask for information -Call on Ss to read their answers
-Tchecks and give correct answers PRACTICE
TASK 3: Doing what Forms ask
The whole class Expected answer: 1.They are forms
2.To apply for a job./ To open accounts To send or receive money at the post office./ To attend to a club./ To change school etc
3.Firstname,surname,address,age, occupation, maritalstatus, telephone number, reason
Pair - work and then the whole class -Expected answer:
1-D 5-B 2-F 6-C 3-E 7-A 4-G
(27)-Have Ss the task individually
-Go around the class and provide help if necessary
-Further explain and translate into VietNamese if necessary
TASK 4: Filling in a form
-T asks Ss to study the form carefully and fill the form using their own information -Call students to fill the form on the blackboard while others doing the task in the textbook
- Let them have minutes and then tell Ss to look at the board and comment on their performance
-Correct the form as the whole class PRODUCTION
-Write a form to apply for a job / attend a club
-Let Ss write in minutes and T goes around to help if necessary
-Peer correction
-T collects five Ss to correct and give them marks
-Some Ss speak and explain their ieads for this form in front of class
-Work individually And then compare their answers with a partner
Work individually and write down their writings on the blackboard
The oak tree school of english please write in capital
letters
Mr / Mrs / Mss * Surname : Hoang
First name : Mai Phuong Date of birth : May 09 th ,1995 Nationality: Vietnam
Language(s) : Vietnamese, English, Japanese
Address in your country: Na Khoang village, Tra Linh District, CB province Occupation : Student
Reason for learn English : Business / Pleasure / Exams / Others
( if others, please specify)
How many hours a day you want to stay at school? 3-4 hours
What date you want to start? May, 19th
* delete where not applicable V EXPERIENCE
(28)Class Teaching date Absentees 10A2
I OBJECTIVES: By the end of the lesson, Ss will be able to : - pronounce the sounds /^/ and /a:/ correctly - using gerund and to – infinitive appropriately II LANGUAGE FOCUS:
1 Grammar: gerund and to – infinitive
2 Vocabulary: threaten, situation, mind, suggest, target III SKILLS: reading, speaking, listening and wrting III TEACHING AIDS: Poster, English textbook 10, IV PROCEDURE:
Teacher's activities Students' activities
I PRONOUNCIATION Listen and repeat:
Example: love father
/^/ /a:/
-T helps Ss to distinguish two sounds -Ask them to listen and repeat
2.Practice:
-Open their textbooks and practise the sentences
-Calls on some Ss to pronounce two sounds
- Peer correction
II GRAMMAR AND VOCABULARY
Revise the form how to make questions
1.Example:Make questions for these responses
* Yes, I am tired
* I like listening to pop music *Yes,I have got
* I learn English to get a good job -T asks: What you call theses questions ?
Yes-No question Wh -question
2.Form:WH-word+auxiliary V/be+S+V ?
Exercise 1:Make question for the
-Note: distinguish two sounds:
/^/
-o:wonderful, son month, some, something
-u:bus,fun,husband, -oo: blood,flood ou:country,couple,y oung, touch, trouble - oe: does
/a:/ -a: father,
-a+r: : farm, far, alarmstart,star,hard
- au: laugh,aunt
- individualwork
-The whole class and make questions for responses
-Are you tired today?
-What kinds of music you like?
-Do you have you got many subjects today ? Why you learn English?
Listen to T’s eliciting and takes notes Work individually
Exercise1:
Expected answer:
(29)following responses
Call on some pairs to read the
questions and responses aloud in front of the class
Exercise2:
Ask Ss to read the letter carefully and fill in each blank with an –ing and to-infinitive form of the verb in brackets - Tell Ss to compare their answers with a friend
- Call on some Ss to read the completed letter
- Asks Ss to work in pairs and complete the sentences using an – ing or to –
infinitive from of the verbs in the box - Gives task
- Feedback and give correct answers:
* Consolidation:-Practise the sounds /^/and /a:/
-Make wh-question -Use the infinitive and gerund of verb * Homework
- Do all exercises 1,2,3 4,5,in Workbook
- Prepare Unit lesson READING
4 Where you live?
5 Why you like learning E? 6 What time is it now?
7 How many children they have?
Distinguish the infinitive and gerund 1.The verbs can only be followed by to-infinitive
Agree decide plan Refuse hope expect Manage seem tend Fail pretend want
2.The verbs can only be followed by gerund Enjoy consider practise Avoid miss postpone Mind risk like
3.The to -infinitive and -ing never mean the same when we use after theses verbs:
Remember Stop Forget Regret try mean
4.The to-inf and V-ing has the same meaning after some verbs
Begin start like dislike Love
Exercise2:
Expected answer:
1 to hear going 3 remembering doing 5 worring to pay
7 to go visiting 9 seeing 10 hearing Exercise 3:
(30)V EXPERIENCE
Unit 3:
Period 12: A - Reading
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to:
- read better through Matching and True or False exercises
- improve background knowledge about famous scientists especially about Marie Curie
II LANGUAGE FOCUS:
1 Grammar: - The past perfect
- The past perfect vs the past simple
2 Vocabulary: Words to describe people’s back ground: name(s), age, place/date of birth, education, job, interest
III.Skills: Reading for general or specific information
IV Teaching aids: Some photos of famous people and some information
about them
IV Procedure:
Teacher's activities Students' activities
Warm-up: (5')
- Give some famous persons’ names in the column A and their job in the column B
- Let students match the people with their jobs
A B
Hong Nhung Marie Curie
scientist writer
- Do themselves and then working pairs - Some of them on the board and speak out
A B
Hong Nhung Marie Curie
(31)Miss Hanh
Ngo Tat To
singers teacher
- Recheck and introduce the new lesson: Marie Curie
I Before you read: (8')
- Ask some questions about some famous people and Marie Curie
1 Can you name and tell some scientists and their specializations? What are their job?
3 Where are they?
4 Have you ever heard of Marie Curie? What you know about her?
- Let students write some information about Marie Curie with model given What you already know about her What you want to know about her
- Let each student stand and speak their opinions
- Go around and help them if necessary II.While you read: (20')
- Let students open the book and read silently while teacher reads aloud and correctly
- Ask students to read themselves and write down some information
- Let students work in pairs to the task
Task 1
- Read words in A and ask:
1 With flying colors, what does it mean?
- Let students translate them into Vietnamese
- Ask students to reread and answer some questions to practise with some words above
1 To whom these words refer to? - What about her?
2 Who passed the exam with flying colors?
Task 2
- Let students read all sentences and
Miss Hanh
Ngo Tat To
teacher writer
- Listen to the teacher
- Write down in their papers and then discuss in their groups
- Some students stand up and answer in roles
A: Can you name…?
B: They are NewTon, DarkWin, Marie Curie
- Work in pairs to discuss to fill some necessary inform about Marie Curie
- Speak out their knowledge about Marie Curie A: Marie Curie is a scientist
B: I want to know when and where she was born
Class organization: students it in pairs - Read silently
- Remember some information about Marie Curie
- Read quickly and give some sentences in the text which are in A
- Predict the meaning of words - Match words A with B
1-C: very well, with a very high mark/grade
2-E: find out exactly by making calculations
3-A: having a fully developed mind 4-D: make less severe
5-B: keep in the mind
- Work in pairs and answer some question - Read quickly and find information to compare to the sentence given: True of False?
(32)explain some new words if necessary - Listen and correct if needed
Task 3
- Let students work in pairs
III After you read: (10')
-Ask students to close their books and practise telling something about Marie Curie
- Let students reread the passage quickly to find evidence from the passage to prove each of them
a strong willed b ambitious c hard-working d intelligent e humane
- Listen and explain some use of the words: work as; in spite of; worked together on; took up the position
V Homework (2')
- Reread the passage and write about another famous person (about 100 words)
- Work in pairs to find information to answer the questions
-Expected answer:
1.Marie Curie was born in Warsaw on
November 7th, 1867.
2.She was a brilliant and mature student. 3.She worked as a private tubor to save money for a study tour abroad.
4.She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium.
5.No, it wasn’t Her real joy was “ easing human suffering”
- Work in pairs and some of them stand and say about Marie Curie
- Work in groups and discuss which sentences go with the word given
- Speak out:
a strong willed: harboured the dream of a scientific career, impossible for a woman at that time
b Ambitious: kept moving up in her career
c hard-working: difficult living conditions- work hard
d Intelligent: Nobel Prize
e Humane: easing humane suffering - Some others repeat
- Copy the words - Listen and copy
V EXPERIENCE
Unit 3:
(33)Class Teaching date Absentees 10A2
I Objectives: By the end of the lesson, students will be able to talk about
their own background and know how to ask for other people’s background II Skills: Talk about people’s background
III Teaching aids: Textbook, photos of some famous persons or some real
information about someone to speak
IV Procedure:
Teacher's activities Students' activities
Warm-up: (3')
- Ask students to close the book
- Give some words and let students complete the full sentences:
1 Marie Curie/ born/ 7th/ November/
Warsaw/ 1867
2 Marie Curie/ harbour/ dream/ scientific career/ impossible/ woman/ time
Pre-speaking: (8')
- Ask students to practise speaking about their parents, brothers, sisters… - Go around and listen to them
While-speaking: (22') Task 1
- Let students open the books and observe the picture and describe what they are doing
1 What are they doing? 2 Where are they?
3 How you know they are conducting an interview?
- What are three students holding in their hands?
- Ask students to read some words given and then let them choose which words used for someone’s back ground - Listen and correct
Task 2
- Ask students to look at the pictures again
- Let students imagine they are journalists and interview each other in groups and pairs
- Close the books
- Working pairs and write the full sentences
- Each student speaks out the sentence they’ve done
1 Marie Curie was born in Warsaw on November 7the 1867
2 Marie Curie harboured the dream of a scientific career, which was impossible for a woman at that time
- Work in pairs
A: What is your father’s job? B: He’s a doctor
A: How old is he? B: He’s 40 years old
A: What does he like doing in his free time?
B: He likes playing badminton
- Look at the picture and answer the questions
1 They are interviewing 2.They’re in the classroom
3 One speaks and one writes down in the notebook
- They’re holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education
- Observe the picture
- Work in groups with some cues given below
(Greeting, date of birth, home, parents…) A: Hi! When were you born?
B: I was born on August 18th 1991
(34)- Ask one group to the task as a model
- Go around listening to some groups and help them if needed
- Let some groups play in role as journalists and other answer the questions
- Ask some pairs to stand in front of the class and practise speaking
Task 3
- Ask students to tell about others they’ve heard by interviewing their friends
- Some groups go on speaking each other
Post-speaking: (10')
- Give some information about Mark Twain:
1 He/ born/ Missouri/ 1835
2 He/ adopt/ pen name/ “Mark Twain” He/ write/ his famous novels/ “Tom sawyer, Huckleberry”…
4 He/ died/ 1910
- Listen to each group and correct or give mark if they it well
Homework: (2')
- Let students write about someone they admire or look forward to meeting
- Other groups go on practising speaking - Practise interviewing as a dialogue A: Hello! I’m Huong
B: Hello! I’m Lan Nice to meet you A: Could you tell me something about yourself and your parents?
B: Oh, yes! Please
- Others listen and write down some information they get
- Work in groups
A: Can you tell me something about Nam? B: Yes, please
A: Where is he from? B: He’s from A: What does he do? B: He’s a student
A: What does he like doing? B: He likes playing football
- Work and discuss in groups and one of this group asks and one of other answers A: Where was he born?
B: He was born in Missouri in 1835 A: Which name did he adopted? B: It was “Mark Twain”
A: When did he die? B: He died in 1910
- Listen and write down in their notebooks
(35)Unit 3:
Period 14: c - listening
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to talk about one of the Olympic champions by using the information regarding her background and career
II Skills: Listening for general or specific information
III Teaching aids: Some pictures of persons or some real information about
them
IV Procedure:
Teacher’s activities Students’ activities Warm-up: (4')
- Give some photos of athletes in Viet Nam and in the world
1 Who is this in the photo?
2 Which sport does he play/ take up? 3 Did he win any Olympic champions? I BEFORE YOU LISTEN: (8')
- Let students open the books and ask who is in the picture
1 What’s her name?
2 Where does she come from?
3 How many time Olympic Champions did she win?
4 Which sports does she play?
- Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years
- Let students read some words they’ll listen then
- Listen and check
II WHILE YOU LISTEN: (20') Task 1
- Let students read some sentences
- Observe the pictures and give some information
1 He is Hong Son 2 He plays football
3 Yes, he ever won the award of the best football player in Viet Nam
- Work in pairs and answer the questions 1 She’s Nellie Kim
2 She comes from Russia
3 She won five-time Olympic Champion 4 She is Olympic gymnast
- Listen to the teacher and answer the questions
P1: Can you name any Olympic Champions?
P2: What would you like to know about these people?
- Read in chorus
- Some students read themselves: + love story
+ sport teacher + romantic
+ teacher’s diploma
- Read silently the sentences given before listening
(36)given and explain some new words if necessary
- Read or let students listen first
Have you got anything from the conversation between Bob and Sally? - Let students listen the second time - Check their listening
- Let students listen the third time and let them choose and decide whether the statements are True or False
- Observe the class and listen to each group’s feedbacks
- Give more information if students wonder or not clear
1 T (born 1980- joined when she was 15) T (father, mother, brothers)
3 F (not much free time)
4 T (like different sports reading) F (be a sports teacher)
Task 2
- Before listening, let students read quickly some sentences they’ll listen and guess some missing words that will be in the conversation
- Let students listen the first time: Who can guess some words?
- Let students listen the second time Which words in the 1st sentence?
2 Which words in the 2nd sentence?
- Let student listen the last time and let them work in groups to speak out
- Listen and correct their listening III AFTER YOU LISTEN: (10') - Ask students to retell something about Sally
- Ask students to write a short passage to tell their outdoor activities they’ve taken part in recently
- Listen to each group and correct mistakes if they’ve done
Homework:(3')
- No, we haven’t
- Listen the second time and begin doing the task
- Listen the third time and work in groups to decide which are T or F
P1: In 1995, Sally joined the star sport club
P2: It is True
P1: Why is it True?
P2: Sally was born in 1980 and when she was 15, she joined the star sport club P1: Number two, is T or F?
P2: It’s T
- Each group asks and explains why they choose by some information they’ve listened
- Work in groups and guess - Listen and the task - Speak out their listening
- Try to write down words they’ll fill - Work in groups:
1 a general education lives, family
3 different, swimming love stories
5 teacher’s diploma
- Work in groups and each group has one person who says about Sally
- May answer in different ways
- Write in groups and ask someone to speak out their writing
- Other groups listen and copy some information and give some questions Ex:
(37)- Ask students to write a short passage about Sally or a person they like
V EXPERIENCE
Unit 3:
Period 15: d - writing
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to: - write a simple V.C (curriculum vitae)
- get to know the format, layout and essential information of a C.V
II Skills: Writing about people’s background
III Teaching aids: Some cues, information of someone IV Procedure:
Teacher’s activities Students’ activities
I Warm-up: (4')
- Ask students to close the books
- Give the papers with some words given in the column A and B
1 Name
2 Date of birth Place of birth 4.School attended Exam passed Previous jobs Interests a Boston b Kensington High School
c English, French, Maths d tourist guide
e David Brown j 12/11/1969
g Music and dancing
- Ask students if they often see some information of someone
- Ask: what does these information
- Work in pairs and match the words in A with the words in B
- Some students matching on the board Key:
1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g
- Other students speak sentences and write down in their notebooks
- The answers may be various - It is the curriculum vitae
- Listen and copy
- Read aloud the C.V of Mr Brown
(38)call?
II Pre-writing: (8')
- Ask students to open their books - Introduce the form of the curriculum vitae (shortening V.C.):
+ Mr Brown’s C.V to apply for a job + It consists of: name, date of birth ect
III While-writing: (18') Task 1
- Introduce Mr Brown’s C.V
- Let students read quickly Mr Brown’s C.V
- Explain some new words if there are: + previous job: the job was done in the past
+ tourist guide: a person guide visitors who travel somewhere
- Ask students to make some questions after reading some cues of Mr Brown
- Ask some other groups to write down a paragraph about Mr Brown using some cues below and then each student on be half of his group read aloud -Listen and correct
Task 2
- Ask students to read the V.C and then fill some necessary information about their parents
- Ask some students to write on the board- other groups appreciate their friend’s writing
Task 3
- Let students practise writing freely
- Read those words and copy
- Work in pairs
P1: When and where was he born?
P2: He was born on November 12th, 1969
in Boston
P1: Which school did he attend?
P2: He attended at Kensington High School
- Practise writing with some information of Mr Brown:
Mr Brown was born on 12th November,
1969 in Boston.He went to Kengsinton High school and passed exams in English, French, and Mathematics.He worked in a travel agency from June 1991 to December 1998 And from 1999 to 2002, he worked as a hotel telephonist He likes music and dancing.
- Each group read their writing - Listen and work in groups
- Practise asking some questions like in Task before writing
- Discuss and find out some errors if they make
- Practise writing in groups
- Each member of groups reads aloud his/ her writing
- Other group appreciate and correct mistakes each other
Name Mr/Ms
Date of birth Place of birth
Education:
School attended Exams passed:
(39)about their parents or relatives
- Listen and give mark if they it well
IV Post-writing: (13')
- Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam on papers
- Listen and correct if needed
V Homework: (2')
- Write a paragraph and a C.V about someone
- Work in groups
- Change the C.V and each group corrects mistakes
- Each group does the writing and read aloud
- Listen and copy
V EXPERIENCE
Unit 3:
Period 16: E - LANGUAGE FOCUS
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to: - pronounce the sounds/e/ and /æ/ correctly
- use the past perfect tense appropriately and distinguish it with the past simple tense
II Skill: fluency in pronunciating /e/ and /æ/ and use of past perfect
III Teaching aids: Some words related to /e/ and /æ/; give more exercises of
tenses
IV Procedure:
Teacher’s activities Students’ activities Warm-up: (5')
- Give some words and ask students to make full sentences
1 Marry/ her bag/ left/ school/ at/ yesterday
2 Mrs Black/ has/ from/ a/ message/ Jen - Let students read aloud the sentences
- Do the exercises
(40)I Pronunciation: (15') - Close the books!
a Introduce two syllables /e/ and /æ/ - Let students practise pronunciating these words:
end; and; left; bag; laughed; bed; bad; ten; tan; sand; send; let; lad
- Listen and correct the syllables students read
b Let students open the books and read aloud the words given and try to pronounce syllable /e/ or /æ/ correctly man – pan
sad – bad mat – sand men – pen said – send met – bed
- Listen and check for pronunciation - Ask students to listen and read after these sentences
II Grammar: (22')
a Ask students to read an example given and give which action happened before and which happened after in the past
- Ask students to determine which verb in Past Simple or Past Perfect
- Listen and remark
b Let students practise doing exercises Exercise 1
- Ask students to exercise themselves then discuss in groups -Have Ss compare their answers with a friend
-Make sure all the verbs have been put
- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/
+ /e/: end; left; bed; ten; send; let
+ /æ/: and; bag; bad; laughed; tan; sand; lad
- Read in silent first
- Some of each groups read aloud
- Read after teacher and work in groups to find the syllable /e/ or /æ/ in the word in these sentences:
1 The fat man has a red pen
2 This handbag will be sent to Helen - Read silently and give the opinions:
+ Her husband had obtained which happened before
+ She took up the position which happened after
* had obtained: past perfect * took up: past simple
- Students work in pairs and give the use and form of past simple and past perfect - Some students repeat aloud
- Do the exercise themselves
- Each student of each group gives correct form of verbs
Exercise 1
Work individually and then compare the answers with a friend
Expected answers:
(41)the correct form
- Call on some Ss to read aloud their answers in front of the class
-Feedback and give correct answers: Exercise 2
- Ask students to remind of the use of Past simple and Past perfect
- Listen and remark
-Feedback and give correct answers:
Exercise 3
- Let students read the passage and find mistakes and correct them
- Explain why they did like that: - some actions happened following in the past we should give the verbs in the Past simple (1-4)
+ We use: Before and After in a sentence to express which action happened after or before in the past After he had done all exercise, he went out for a walk
2 Before she called her children, she had made some cakes for breakfast Homework: (3')
- Ask students to revise the use of Past simple and Past Perfect
- Practise doing exercise in the Workbook
3.had met 8.had moved 4.hadn’t turned 9.hadn’t seen 5.had ever seen 10.had broken in Exercise 2
- Work in groups and give the correct tense of verb and explain why they did it
-Work individually and then compare the answers with a friend
Expected answer:
1.had just finished /came 2.had seldom travelled/went 3.went/had already taken 4.Did you manage/ had he gone 5.had just got/ phoned /had been Exercise 3
-Work in pairs and then compare the answers with another pairs
Expected answer:
Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard
9:went -> had already gone - Listen and copy
- Give more other sentences - Listen and copy in notebooks
- Practise give more situations in the past use past simple and past perfect
- Listen and write down
(42)Period 17: Test yourself A
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself
II SKILLS: - Reading
- Speaking - Listening - Writing
III Teaching aids: Textbook, hand-outs, cassette taper IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (5') - Greeting
- Ask students something about the test yourself A
* Have you prepared it at home? * Have you got any difficulties? I Listening(2.5 points) (10’)
- Present the task: Listen and complete the table below
- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice
- Let students fill in the blanks with the words they have just heard
- Go round the class to control the work
- Then read the passage the last time for students to check their results
- Correct mistakes Keys:
1 15th January 1929
2 In 1951 for years he met
5 they got married a minister at a
7 the black freedom movement heard his speech at the
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the task
- understand the task
- Listen to the teacher’s reading carefully
- Fill in the blanks with the words they’ve just heard
(43)9 In 1964
10 4th April 1968
II Reading (2.5 points) (10’)
- Present the task: Read the passage and choose one appropriate phrase in the box for each blank There are more phrases than needed
- Get students to work in groups, discuss about the passage
- Go round the class to control the discussion - State the best option
- Correct mistakes Keys:
1 F: took a degree in Economics C: worked hard
3 A: the chairman of Fairfield Education Committee
4 D: for two years
5 B: for the best essay on education III Grammar(2.5 points) (8’)
- Present the task: Use the correct form of the verbs in brackets to complete the letter of application below
- Get students to discuss the letter in groups or in pairs
- Go round the class to control the set’s activities
- State the keys - Correct mistakes Keys:
1 To apply am attended passed got can reading know am able 10 hearing
IV Writing (2,5 points) (10’)
- Present the task: Sally Green writes Phong a letter Read the letter carefully and then in Phong’s name, write her a reply
- Ask students to read the letter carefully
- In Phong’s name, get students to write Sally Green a reply
- Go round the class to control the students’ activities
- Look at the textbook and listen to the teacher
- Work in groups to discuss about the passage
- Finish the task
- Compare their results with the other groups, and then with the keys
- Listen to the teacher
- Work in groups to complete the letter
- Compare the results with the other groups
- Correct mistakes - Finish the letter
- Read the letter carefully
- In groups or in pairs, write her a letter
- Compare the results with the other groups
(44)- Correct mistakes V Homework (2') - Ask students:
+ to study all the lessons again
+ to get ready for the 45 minute-test in the next period
- Study all the lessons again
- Get the knowledge ready for the coming test
V EXPERIENCE
Period 18+19:
WRITTEN TEST 45' + CORRECT THE TEST
Class Testing date Absentees
(45)THE ANSWER KEY (50 sents x 0,2 = 10pts)
Mã đề 015 Mó 789 Mó 556
Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A
1 26 26 26
2 27 27 27
3 28 28 28
4 29 29 29
5 30 30 30
6 31 31 31
7 32 32 32
8 33 33 33
9 34 34 34
10 35 10 35 10 35
11 36 11 36 11 36
12 37 12 37 12 37
13 38 13 38 13 38
14 39 14 39 14 39
15 40 15 40 15 40
16 41 16 41 16 41
17 42 17 42 17 42
18 43 18 43 18 43
19 44 19 44 19 44
20 45 20 45 20 45
21 46 21 46 21 46
22 47 22 47 22 47
23 48 23 48 23 48
24 49 24 49 24 49
25 50 25 50 25 50
V EXPERIENCE
UNIT 4:
Period 20:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to understand the term special education and talk about it through Matching and Multiple Choice exercises
II Language focus:
(46)- Used to + infinitive - Which as a connector
2 Vocabulary: Words to describe special education, school life of disabled children
III.SKILLS: Reading about special education
IV Teaching aids: textbook, board, raising questions V Procedure:
Teacher’s activities Students’ activities
Warm-up: (3') - Greeting
- Who’s absent today?- Thanks - Where did you stop last time?
- Open your book and we will go to Unit 4: Special Education
I Before you read: (10') - Raising some questions: * What you everyday?
* Do you go to class? listen to music? watch T.V?
- Take notes students’ answers on the blackboard
* Which of these activities would be difficult for disabled people?
Ok, people who cannot be able to listen and watch are called deaf and blind people
* Who can say nothing?- Good
* How can they communicative with each other?
* How can blind people read?
Well, there was a person- a man invented the letter systems for blind people to help them read easily He was Louise Braille He came from France He was a blinded in a childhood accident
- Look at Braille Alphabet (on the page 44) and work with your partner about the message - Give answers:
A we B are C the D world
II While you read: (20') - Open your books
Task 1
- Greeting
- The monitor answers - Answer in chorus
- Open the books and listen to the teacher
- Answer freely
- Listen to the teacher
- dumb people - use signals
- We don’t know (maybe students answer by Vietnamese)
- Listen to the teacher
- Look at the books - Work in pairs
(47)- Ask students to read through the passage individually and Task
- Raising some questions about the passage: * Who’s in the passage?
* What does the passage talk about?
* How many children are there in her class? * Who are they?
* Do they go to school? * Why you know? - Explain new words:
proper schooling (n) = enough and good study * What the parents of the disabled children think? Which line helps you know? Which word?
opposition (n) = disagreeing viewpoints
* How does Miss Thuy Teacher’s activities the disable children in a math lesson?
* How are the children?
- Ask students to matching in chorus - Confirm the correct answers
Task 2
- Call on some students to read aloud each part of the passage
- Check pronunciation
- Ask students to read the passage again more carefully and the task
- Ask some students to give their answers - Correct the answer
III After you read: (10')
- Ask students to read the passage in pairs and fill the blank of summary using suitable words from the passage
- Go around and provide help
- Call on some students to give answers
- Confirm the correct answers for students to check and write down
- Call on some students to read the completed summary aloud in front of the class
Homework: (2')
- Summarize the passage into sentences - Do the exercises in the workbook
- Read individually
- Miss Thuy - special class - 25
- disable people - No, they don’t - in 4th sentence
- They believe that the children could not learn anything at all ( 2nd
sentence-2nd paragraph)
- She raised both arms and opened up her fingers… (2nd sentence- 3rd
paragraph)
- They are proud of their efforts Key:
1.C 2.E 3.A 4.B 5.D - Listen to their friends
- Read the passage and the task
- Listen to the teacher
Key: 1.D 2.B 3.A 4.C 5.D - Read in pairs and the task
- Listen to the teacher attentively and check the answers
- Listen to their friends Key:
1.disable 2.read 3.write 4.efforts 5.opposition
(48)V EXPERIENCE
Period 21:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to: - talk about school life of a student - actively engage in an interview II SKILLS: Talk about some types of special education Talk about school life
III Teaching aids: textbook, board, raising questions, hand-outs IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (2')
- How are you today?
- Are you ready for new lesson? Pre-speaking: (15')
- Give hand-outs to review the names of subjects at school
-Ask students to work in pairs - Ask some questions:
* What are your favourite subjects?
* How much time you prepare for your lesson everyday?
OK, today, we will go to Lesson: Speaking to talk about school life of a student
While-speaking: (25') Task 1
- Ask students to read the answer before choosing the best questions
- Ask students to work in pairs to fill in the blanks with the right questions
- Call on some students to explain their answers
- Give correct answers
- Call some pairs to read the completed conversation
- Check pronunciation Task 2
- Answer freely
- Do the exercise in hand-out - Work in pairs
- Correct the answers
- Answer freely
- Listen to the teacher
- Read the answers and the task - Work in pairs
- Listen to their friends Key:
(49)- Ask students to use his/her own information to answer the questions
- Instruct students to this task by using following information
Hand-outs
- Ask students to work in pairs with students (2 practice interviewing, take notes) and carry out the interview, using the questions in Task
- Help students use some questions related to words, such as:
What subjects were you good/ bad at? How much homework did you have to do? - Check whether students can make questions or not by giving the previous words and let students to make questions using those words
- Go around and provide help if necessary Task 3
- Ask students in each pair to tell about a school life of a student by using information that was taken note in front of the class - Check pronunciation if necessary - Give comments and correct mistakes - Give marks
Post-speaking: (2')
- Summarize the main points Homework: (1')
- Ask students to write a short paragraph about his/her studying at school (80-100 words)
- Listen to the teacher
- Work in pairs and the task under the construction of the teacher
- Practice speaking in pairs
- Some students to tell a school life of others in front of the class
- Listen to the teacher and write down on the notebook
V EXPERIENCE
Period 22:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, Students will be able to listen better through True of False Statements and Gap-filling exercises
II SKILLS:
Listening for specific information about a photographic club for disabled children
(50)IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (2') - Greeting
- How you feel today? - Do you like taking photos?
Yes, today we will listen to the Vang Trang Khuyet Club in which all the members are all disabled children
Before you liten: (10')
- Before listening, I have some questions for you
- Give some photos and ask: * What are they?
* How you call a person who takes photos?
* Well-done! What word you use for a person who looks good/ attractive in photos?
- Confirm the meanings of the previous words and remind students the stress in the words
photograph photographic photogenic photographer photography
- Ask students to work in pairs to fill each blank with a suitable word
- Check the answers and correct 1 photographic
2 photography 3 photographer 4 photograph 5 photogenic
+ Listen and repeat - Read new words 1st time
- Read aloud 2nd time
- Let students guess the meanings of the words by giving explanation
sorrow (n) = pain (n)
passion (n) = great love for st mute (adj) = unable to speak exhibition (n) = a display labourer (n) = worker
- Answer freely - Yes, we
- Listen to the teacher
- They are photos - A photographer - Photogenic
- Listen to the teacher and write down on the notebooks
- Work in pairs - Answer in chorus
- Listen to the teacher
(51)While you listen: (20')
- You are going to listen to a talk about a club for disabled children You should listen carefully, then task and
Task 1
- Let students read the statements carefully - Ask students to listen to the tape and decide whether the statements are T/F
- Listen times and ask students to compare their answers with a friend
- Check the answers as the whole class - Give correct answers
Task 2
- Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to help students guess kinds of words in each blank)
- Have students listen to the tape and write in each blank with a suitable word
- Check the answers as the whole class - Call on students to write the answers on the board to check dictation
- Give correct answers:
After you listen: (12')
- Tell students to work in groups: ask and answer about the Vang Trang Khuyet Photographic Club by suggesting some questions as follow:
* What is the name of the club?
* Who are the members of the club? Where they come from? How many are there? * How many photographs are on display? * What are their photographs about?
* What does their passion of taking photographs help them?
- Call on some students to practice
- Listen and correct mistakes if necessary Homework: (1')
- Retell story about the Vang Trang Khuyet Club (80-100 words)
- Read the statements independently - Listen to the tape attentively and the task
- Work in pairs
- Listen to the teacher attentively then correct the answers
KEY:
1- T, 2- F, 3- T, 4- F, 5- T
- Read the passage individually - Listen to the tape again
- Do the task
- Look at the board and find out mistakes
KEY:
1 photographic 2 19
3 exhibition 4 50
5 beauty 6 simple 7 peaceful 8 chickens 9 stimulated 10 escape
- Work in groups
- Answer the questions based on the information in the passage
- Listen to their friends
(52)V EXPERIENCE
Period 23:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to: - read and understand a simple letter of a complaint
- write a letter of complaint about the poor quality of the service at an English Centre
II SKILLS: Writing a letter of complaint
III Teaching aids: textbook, board, rasing questions, hand-outs IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (3')
- Have you ever written a letter? - Who did you write?
- How did you feel when you wrote a letter? happy or sad?
- What kind of letter you write if you feel angry about something or unhappy with something? A letter of complaint or a thank-you letter?
Pre-writing: (15') - Ask some questions:
* What is a complaint letter?
* Have you ever written a complaint letter? * Do you know how to write it?
Well, if you want to know how to write a letter of complaint, please listen to me attentively
- Give hand-outs
- Ask students to read the letter and get the information to fill in the blanks in the hand-outs
- Go around and provide help if necessary - Help students realize the necessary parts in a complaint letter (= a formal letter) and
- Answer freely
- A complaint letter
- Listen to the teacher
A complaint letter is written when someone is unhappy with something, such as: a story, a service, a course ect.
- Listen to the teacher and take note quickly
- Do the task
(53)remind them the way of using words - Give the form of a formal letter While-writing: (20')
- Let students read the advertisement and work in pairs
- Help them guess the meanings of the words in the advertisement
native teacher (n)= teachers who come from English-speaking countries
air-conditioned (adj)= to be equipped/ furnished with air-conditioner
- Ask students to read through the dialogue - Then have students discuss and fill in the hand-outs
- Call on students to fill in each column - Check answers and correct mistakes Task 1
- Ask students to work in pairs, using the information in 2nd column to complete the
dialogue
- Call on some pairs to read aloud the completed dialogue
- Check and give correct answers
* You want to write a letter of complaint? * What you have to write in that letter?
Task 2
- Ask students to look at the letter (on p.51) - Suggest students to retell the form, structures and languages in the letter
- Ask students to read through the letter individually
- Raising some questions:
* What does the writer complain about? * Is it worse or better than in the advertisement?
* How does the writer want to resolve the problem?
- Ask students to work in groups and complete the letter basing on the dialogue in task
on the notebooks
- Read in pairs
- Try to guess the meanings and take notes
- Read the dialogue and the task in the hand-outs
- Correct mistakes
- Work in pairs and the task
- Some pairs read aloud in front of the class
- Correct mistakes
P2: No, (1) I’m definitely not happy with it at all
P2: No, (2) there are only few native teachers, not all of them are native ones.
P2: No, (3) in fact there are more than 30 students in my class.
P2: No, (4) I have to pay for them P2: No, (5) the room is not air-conditioned There is only a ceiling fan in my classroom It is very hot. P2: ., but in fact classes often start late and finish early
Sometimes it starts 20 minutes late. - Look at the letter
- Review the above knowledge - Work independently
- Listen to the teacher and answer the questions
- Work in groups and the task - Listen to the teacher attentively then write down
(54)- Give suggestions:
The first sentence can be “You say in the advertisement…”
Students can use some connectors in their writings:
first, second, in fact, also, moreover etc - Let students in one group compare their writings with ones in other groups to correct mistakes
- Pick up some writings to check the mistakes as the whole class
Post-writing: (3')
- Summarize the main points Homework: (4')
- Ask students to write a reply to the letter of complaint at home
- Explain the general form of a reply to a letter of complaint:
Opening
Explaining the mistakes Solving the problem
class Furthermore, in the
advertisement you say we have books an cassette tapes free of charge but in fact we have to pay for them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement Finally, What I not like most about your centre is the time The class time is not the same as the advertisement says Classes are not only start late but also finish early.”
- Change the writings group by group - Listen to the teacher
- Write down on the notebooks
V EXPERIENCE:
Period 24:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to:
- Distinguish and pronounce the sounds / ɔ / and / ɔ: / correctly
use the + adjective as a noun, combine two sentences with which and review used to + infinitive
II SKILLS: Pronounce the sound / ɔ / and / ɔ: / correctly III Teaching aids: Textbook, board, raising questions IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (3')
- What’s the weather like today? - What did you last night? - Did you finish your homework?
(55)Pronunciation: (15')
- Write on the board following sentences: Laura’s daughter bought a horse and call it Laura
2 John wants to watch Walter wash the dog - Call some students to read aloud these sentences in front of the class
Ok, today I’ll introduce to you vowels / ɔ / and / ɔ: / + Listen and repeat
- Read all the words 1st time clearly
- Ask students to listen and repeat
- Remember them the way to pronounce two sounds:
/ ɔ / is a short sound
/ ɔ: / is a long sound, put the back of your tongue up a little
- Ask students to repeat several times to help them distinguish the difference between sounds
+ Practise these sentences - Read all the sentences
- Read each sentence and ask students to repeat
- Call on some students to read aloud the sentences in front of the class
- Check and correct pronunciation
Grammar and vocabulary: (25 minutes) Exercise 1
- Ask students to work in groups with members: read all the words and check the meanings
- Ask all groups the exercise
- Help students by giving suggestions: find key words in each sentence to complete the exercise more quickly
Ex:
2nd sentence: accident – injured
3rd sentence: job – unemployed
- Call on some students to give the answers - Check and give correct answers
Note:
We use the + adjective to describe a group of people as a whole
Example: the rich = rich people (a group of people who are rich)
Exercise 2
- Look at the board
- Listen to their friends
- Listen to the teacher - Listen and repeat - Take notes quickly
- Listen to the teacher
- Repeat following the teacher
- Work in groups and the exercise - Listen to the teacher and write on the notebooks
- Correct the answers Key:
2 the injured 3.the unemployed 4 the sick
(56)- Ask the question:
What did you use to when you were a child?
- Let students review the structure used to + infinitive: we use this structure to express a past habit
- Give some examples to help them understand clearly (both negative and question)
- Ask students to the exercise
- Let students compare their answers with a friend
- Check the answers as the whole class - Give correct answers
Exercise 3
- Ask students to read through the exercise - Remember them the function of each column: A and B
- Help them review the relative clause with relative pronoun which
Which can be used in relative clauses to refer to the whole of the earlier clause
- Ask students to work in pairs and the exercise
- Check the answers as the whole class - Give correct answers
Homework: (2')
- Ask students to the exercise in the workbook
- I used to…
- Review the structure and write down on the notebooks
- Listen to the teacher - Work in pairs
Key:
2 used to have 3 used to live 4 used to eat 5 used to be 6 used to take 7 used to be
8 did you use to go - Read the exercise
- Retell the relative clauses with which
- Work in pairs
- Correct the answers Key:
2.d 3.f 4.g 5.a 6.c 7.b
- Listen to the teacher and write on the notebooks
V EXPERIENCE
Period 25:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to:
(57)- improve reading skill through Matching and Answering questions exercises
II LANGUAGE FOCUS:
1 Grammar: - The present perfect
- The present perfect passive - Who, which, that
2 Vocabulary: Words related to modern computers and equipment
III SkillS : Reading for gist and for specific information
IV Teaching aids: Student’s book, real objects and pictures showing modern
computers and the illustrations of different parts of a computer
V Procedure:
Teacher’s activities Students’ activities Warm-up : (3')
- Ask students some questions:
1 What machine is used to type/ watch a film/ listen to music/ calculators/ play games?
2 Can you use computers? Before you read: (6')
- Ask students to look at the illustrations of different parts of a computer system and match each number item with one of the words or phrases in the box
- Let them work in pairs
- Go round, check and help students
While you read: (34')
- Ask students to look through the passage - Read the passage loudly
- Help students read the passage
- Explain pronunciation and meaning of the new words which appear in the passage
- Ask students to read loudly the difficult words in chorus
* Task
- Ask students to match the word or phrase in A with its definition in B
- Let students work in groups
- Walk round and help students if they can’t
- Listen to the teacher and answer the questions:
1 The computer 2 Yes, I can.
- Look at the book and the task
- Work in pairs
1 D-visual display Unit E- mouse
3 G-printer C-keyboard
5 A-Central processing Unit (CPU) F-floppy disks
7 B-CD rooms
- Look through the passage - Listen to the teacher
- Ask teacher some new words which can’t be understood
- Listen to the teacher and read the difficult words loudly in chorus
* Task
- Listen to the teacher and look at the student’s book and task in groups
(58)do
* Task
- Ask students to decide which of the three options below is the best title for the passage - Let them work in groups
- Introduce students to check information in the passage for the answer
- Ask students the question: What’s the best title A, B or C? * Task 3:
- Ask students to use the cues below to answer the questions in task
- Let them work in pairs
- Walk round and help students if necessary
After you read:
- Ask students to discuss other uses of the computer in our daily life at home
- Walk round and help students if they can’t
Homework: (2')
- Ask students to find out some problems that people encounter when using computer, to read the text about computers in workbook (p.26)
- Ask students to prepare B-Speaking at home
* Task
- Listen to the teacher
- Look at the student’s book and task in groups
- Answer the teacher’s question:
C–what can the computer do?
* Task 3:
- Listen to the teacher and task - Work in pairs
A: What can a computer to help us in our daily life?
B: It can help us to visit shops and place of entertainment, pay bills, read books etc.; receive emails, learn and so on
A: Why is a computer a miraculous device?
B: It’s a miraculous device because it’s a capable of doing anything you ask, it can speed up the calculations ect.
- Listen to the teacher and write down
(59)Period 26:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to talk about he use ò the modern inventions in daily life such radio, TV, fax machine, air conditioner…
II.SkillS: Talking about the uses of modern technology
III Teaching aids: Real objects and pictures showing various modern devices;
an air conditioner, a computer, a fax machine, an electric cooker etc
IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (4')
- Show a modern device (or a picture of a modern device) and ask students the questions:
1 What’s this?
2 What is it used for?
- Ask students to name some modern devices they know
Pre-speaking: (5')
- Ask students some questions:
1 What is used to listen to music and news? 2 What is used to wash the clothes?
While-speaking: (24') Task 1:
- Ask students to ask and answer questions about the uses of modern inventions
- Let them work in pairs
- Walk round, listen to the students - Help students if necessary
Task 2:
- Ask students to task
- Introduce students how to task - Let them work in pairs
- Walk round and help students if necessary
Task 3:
- Ask students to look at the ideas in task 2,
- Listen to the teacher
- Look at the things teacher shows and answer the questions:
1 It’s a fax machine
2 It’s used to send and receive letters quickly
- Computer, radio, T.V, electric cooker, air conditioner
1 Radio
2 A washing machine Task 1:
- Look at the books - Listen to the teacher - Do task in pairs
A: Can you tell me what a radio is used for?
B: It is used to listen to music and news
C: Can you tell me what a T.V is used for?
D: It is used to watch news Task 2:
- Look at task 2, listen to the teacher - Work in pairs
Keys:
1.store; 2.transmit; process; 4.send; 5.hold; 6.make; 7.send; receive; 9.design
(60)then rank them in order of importance and explain why
- Let them work in pairs
- Walk round, listen, check and help students if they can’t
Post-speaking: (9') Task 4:
- Ask students to talk about the uses of information technology, use the information above
- Let them work in groups - Check and help students
- Call some students to talk to each other then mark them
Homework: (3')
- Ask students to part Speaking: exercise 1, in workbook and prepare part Listening at home
- Listen to the teacher - Work in pairs
A: In what way is information technology the most useful to our lives?
B: I think…
A: Why you think so? B: Because…
Task 4:
- Look at Task - Work in groups
A: Do you think information technology is very important to our lives? why?
B: Yes Because it can help us store very large amounts of information transmit information quickly
- Listen to the teacher and write down
V EXPERIENCE Period 27:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False and Gap-filling exercise
II Skills: Listening for gist and specific information about a computer
III Teaching aids: Student’s book, tape, cassette player, some pictures of the
modern devices IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (4')
- Show the picture about a radio and ask students to say how to when you use a radio
- Listen to students and repair their mistakes Before you listen: (9')
- Look at the picture - Listen to the teacher
- Speak about what we’ll when using a radio
(61)- Ask students to open the books and look at the part “Before you read”
- Ask students some questions:
1 How many electrical appliances are there on the table?
2 What are they?
* Ask students to ask and answer how often they use each of the items below and put a tick ( ) in the right column
- Let they work in pairs
* Ask students to listen and repeat the words: worried, memory, refused excuse, VDU (visual display unit) headache
- Listen and correct mistakes While you listen: (20') Task 1:
- Ask students to look at Task
- Ask them to read the statements carefully and try to understand them
- Ask students to listen to the tapes script and decide whether the statements are true or false
- Read or turn on the tapes script twice - Ask students to give their answers Task 2:
- Ask students to read the passage carefully - Ask students to listen to the old man’s story again and write in the missing words
- Read or turn on the tapes script again once or twice
- Help students give the correct answers After you listen: (10')
- Ask students to listen to the man’s talk again then retell his story, beginning the story with the following sentence: The story is about an old man who doesn’t know how to use the computer…
- Read or turn on the tapes script again - Let them work in groups
- Call some students to retell the story - Help students and correct mistakes Homework: (2')
- Ask students to rewrite the old man’s story
- Listen to the teacher, look at the book
- Answer the questions: There are…
2 They are… - Work in pairs
A: How often you use a radio? B: very often
A: How often you use a cell phone?
B: sometimes ………
- Listen and repeat the words
Task 1:
- Look at the task and listen to the teacher
- Read the statements and try to understand them
- Listen to the tapes script
- Decide whether the statements are T or F
- Give correct answers:
1.F – 2.T – 3.T – 4.F – 5.F – 6.F Task 2:
- Look at task 2, listen to the teacher - Read the passage
- Listen to the tapes script - Give the correct answers
1.invented 2.still 3.refused 4 excuse anything
- Listen to the teacher
- Listen to the tapes script again - Try to retell the story
- Work in groups
(62)and retell
- Ask students to prepare the part Writing at home
- Listen to the teacher and write down the task
V EXPERIENCE
Period 28:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to writ simple instructions on how to use some household appliances
II Skills: Writing a set of instructions
III Teaching aids: Student’s book, real objects and pictures showing a public
telephone, a card phone, a remote control, a television IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (5')
- Ask students to close the book
- Ask students to listen and answer the questions:
1 Have you ever used a public telephone? Is it easy or difficult to use it?
3 Can you show me how to use it?
- It students cannot answer the question or answer them incorrectly, ask students to open their books and introduce the set of instructions on how to use a public telephone
Pre-writing: (8') Task 1:
- Ask students to read carefully the set of instructions on how to use a public telephone
- Let them work in pairs and try to understand its meaning
- Explain meaning of words and phrases students haven’t known
- Show a phone-card and ask students: What’s this?
2 What’s it used for?
3 What are the steps in using a public
- Listen to the teacher and answer the questions:
1 Yes, I have/ No, I have not It is easy/ difficult
( Answer freely)
- Read task carefully - Discuss its meaning - Work in pairs
- Ask the teacher some new words or phrases
(63)telephone?
4 What should you if you want to get help?
While-writing: (18') Task 2:
- Introduce how to task - Let them work in pairs
- Ask students to give the answers - Walk round and help students
Task 3:
- Ask students to look at task - Introduce how to it
- Let them work in groups
- Help students to answer the questions in task
- Walk round and repair students’ mistakes
Post-writing: (12') Task 4:
- Ask students to look at task
- Ask students to write a set of instructions on how to operate a T.V with a remote control
- Let them work in groups
- Walk round and help students if they want
- Ask some students to stand up and read loudly their sets of instructions
- Correct mistakes
Homework: (2')
- Ask students to rewrite the set of instructions in the notebook, part
2 It is used to make a call
3 They are first, lift… next, insert… 4 To obtain help, dial 116
- Look at the students’ book - Listen to the teacher
- Do task in pairs - Give the answers:
+ Connectors: first, then, next, until + Imperative form of the verbs: lift, insert, press, wait
- Look at task 3, listen to the teacher - Do task in groups
- Give the answers:
1 If we want to operate a T.V with a remote control, we have to make sure that the card is plugged in and the main is turned on
2 Press the power button
3 Press the programmed button 4 Press 1, 2, 3, 4…
5 Press the volume button up and down
6 Press the mute button - Do task in groups
- Some students stand up to read loudly the set of instructions
A: If you want to operate a T.V with a remote control, you must make sure that the card is plugged in and the main is turned on First, press the power button to turn on the T.V Next, select the channel by pressing number 1, 2, … then press programmed button to select the programmed you like Finally, press the volume button up and down to select the volume and if you want to turn off, press the power button again.
(64)writing in work book and prepare new lesson at home
V EXPERIENCE
Period 29:
Class Teaching date Absentees
10A2
I Objectives: By the end of the lesson, students will be able to:
- pronounce the sounds/ / and / u: / clearly and correctly
- use the present perfect and present perfect passive appropriately
II Skills:- Pronunciation : / / - / u: /
- Grammar and vocabulary: + The present perfect
+ The present perfect passive + Relative pronouns
III Teaching aids: Student’s book, tape, cassette player IV Procedure:
Teacher’s activities Students’ activities
Warm-up: (4')
- Ask students to close their books - Write on the board two sentences: Sue often goes to school on foot Look at your shoes, take them off
- Ask students to read loudly the sentences - Ask students: What sounds are you learning today?
- Ask students to show / / - / u: / which appearance in the sentences
- Introduce new lesson Pronunciation: (10')
- Ask students to look at the books
- Turn on the cassette player or read loudly the words in the books
- Ask students to repeat * Practice the sentences
- Look at the board and listen to the teacher
- Read loudly the sentences
- Show / / - / u: / and read aloud
- Look at the book
(65)- Ask students to look at their books
- Turn on the cassette player or read loudly the sentences in the books
- Ask students to pick out the words containing the sound / / - / u: /
- Let them work in groups - Correct the mistakes Grammar: (29')
* The present perfect tense:
- Explain the form : S + have/has + P2
( It is used to express a recently completed action)
Exercise 1
- Introduce how to exercise - Ask students to exercise - Walk round and help students
- Call some students to write their answers on the board
- Correct mistakes
* The present perfect passive:
- Explain the form: S + have/has + been + P2
Ex: Our school has been built since 1965 Exercise 2
- Introduce how to exercise
- Ask students to build sentences after the model and write in the present perfect passive
- Let them work in groups
- Call some students to write their answers on the board
- Correct mistakes
Exercise 3
- Explain relative pronouns: who, which, that
- Introduce how to exercise - Let them work in pairs
- Walk round and help students
- Look at the book
- Listen and repeat the sentences - Pick out the words containing the sound:
//: could, put, book, bookshelf, full, look, looking
/ u: /: June, moon, shoes, boot, school, afternoon
- Listen to the teacher and write down
- Do exercise
- The students who are called to write the answers on the board: Tan has opened the door Tan has turned on the T.V Tan has tidied the house Tan has cleaned the floor Tan has turned on the lights
6 Tan has laid two bottles of water on the table
- Listen to the teacher and write down
- Do exercise
- Work in groups
- The students who are called write the answers on the board:
1 … has been built … … has been sent up … … have been cut down … … have been killed …
- Listen to the teacher and write down
- Do exercise - Work in pairs
(66)- Call some students to write their answers on the board
- Correct mistakes Homework: (2')
- Ask students to exercise in work book - Ask students to prepare Unit at home
- Listen to the teacher and write down homework to at home
V EXPERIENCE
Period 30:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to:
- get information about some famous places in Vietnam through activities Before and After you read
- improve reading comprehension skill by doing Multiple choice and Answering questions exercises
II Language focus:
1 Grammar: The present progressive and be going to
2 Vocabulary: Words to talk about activities in an excursion: planning for a trip, preparation, entertainment activities
III Skills : Reading for gist and for specific information about an excursion to
a beautiful spot near Hanoi
Iv Teaching aids: Textbook, large pictures about Thien Mu pagoda, Ha
Long Bay, Da Lat V Procedure:
Teacher’s activities Students’ activities Warm-up : (5')
- Hang large pictures of reading part on the board and give a list of famous places in Viet Nam, such as:
+ Thien Mu pagoda + Ha Long Bay
+ The one-pillar pagoda + Valley of Love
- Ask the students to match the photos with the information on the board
Before you read: (7')
- Ask students some questions:
1 Have you ever visited Thien Mu Pagoda?
- Match the photos with the information on the board
1 Yes, I have. 2 Yes, it is.
(67)2 Is it beautiful?
3 Have you ever visited Ha Long Bay? 4 Where is it?
5 Where is the one-pillar pagoda?
- Let students sit in pairs and ask students to match the photos with the information in the books
- Walk round and give comments when students need help
- Give correct answer
While you read: (20') * Task 1: Multiple choice
- Ask students to read the letter individually and choose the best answer A, B, C or D to complete each of the sentences
- Call on students to read and explain their answers in front of the class
- Give correct answers
* Task 2: Answer the questions - Ask students to read all questions
- Ask students to work in pairs and answer the questions
- Call on some pairs to act out the activity in front of the class
- Give correct answers
After you read: (10')
- Ask students to read the summary carefully
3 Yes, I have.
4 It’s in Quang Ninh. 5 It’s in Hanoi.
- The answers may be various
Number 1: is Thien Mu pagoda It’s on the left bank of Hong River, kilometers from the city
Number 2: is Ha Long Bay It’s a picturesque site, wonder of the world, 165 kilometers from Hanoi
Number 3: is the one-pillar pagoda It was built in 1049 in the shape of a lotus
Number 4: is Da Lat city It’s a mountain resort (altitude 1,500m) with some wonderful places to visit: Xuan Huong Lake, pine forests, waterfalls
* Task 1:
- Give correct answers: 1.C
2 D 3.A
* Task 2:
- Read and answer all the questions 1 They are going on a trip when they have some days off after the 1st term.
2 They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave. 3 It’s only over 20 km.
4 They are going to make a two-day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap.
(68)- Ask students to the task
- Ask students to compare their answers with their friends
- Call on some students to read the completed summary
- Give correct answers
Homework: (3')
- Ask students to write about their own excursion (100 words)
1 is going to go on 2 some caves 3 want to see 4 have learnt 5 their trip 6 only problem 7 to persuaded them 8 her classmates
- Write down on the notebooks
V EXPERIENCE
Period 31:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago
II Skills: Talking about a boat trip abroad III Teaching aids: Textbook, pictures, board IV Procedure:
Teacher’s activities Students’ activities Warm-up : (5')
- Ask some questions:
1 Have you ever gone on a boat trip? 2 When?
3 Is it interesting?
4 Which seat you think the most suitable for you?
- Say “Ok, there are many nice seats Today, we study part B: Speaking to know how to choose the best seat then we go on a boat trip”
Pre-speaking: (8')
- Give some suitable places sundeck
2 air-conditioned
1 Yes, I have. 2 Last summer 3 Yes, it is.
(69)3 non-air conditioned refreshments
5 occupied
While-speaking: (20') * Task 1: Multiple choice
- Ask students to read the information about some of the participants
- Ask students to work in groups
- Ask students to read the seat plan and decide the best seat for each person, using the information in task
- Go around to help the students when they need
- Give correct answers
* Task 2: Conduct a conversation - Ask students to work in groups
- Tell students to conduct the conversation like the example in the book, using the information in task and the seat plan in task
- Go around the class and provide help when necessary
- Call on some groups to conduct the conversation
- Give comments
- Work in groups and give the answers
+ Mr Andrew: seats which aren’t in the sundeck but can help see all the students Seat: 43, 46, 40, 45
+ Mary: seats which have plenty of fresh air Seat: 31, 37, 19, 20, 26, 32 + John: seats which aren’t air conditioned, suitable for taking photographs Seat: 10, 11, 12
+ Tim: seats which are in the sundeck Seat: 1,
+ Sam: seats which can help a good view, safe Seats: 16, 29, 34
- Work in groups
- Conduct a conversation
1 A: I think put John in seat 45. B: I don’t think so John doesn’t like air-conditioning so put him in seat 37 and he would like to take photographs
A: Ok
2 A: What about Susan?
B: I think Susan had better take the seat 10
A: I think so because she wants to be near Mary
B: That’s right
3 A: Which seat you think the most suitable for Tim?
B: I think Tim had better take the seat 40
A: No, it’s not a good idea because Tim want to visit in the sun, so, put him in sit or
A: Well, maybe you are right
4 A: Which seat seems suitable for Mr Andrew?
(70)* Task 3:
- Let students work in pairs and discuss the question:
Which seat you think the most suitable for you? why?
- Call on some students to present in front of the class
- Comment and make necessary corrections
Post- speaking: (10')
- Suppose, you are going to Hue next summer, please speak about the things you should take on the trip and give reasons Homework: (2')
- Let students write their topics about the trip next summer in their notebooks
A: But it’s in the sundeck She doesn’t like it
B: Ok Put her in seat 34
A: Ok The seat 34 for Mr Andrew - Practice
- Listen and take note
V EXPERIENCE
Period 32:
Class Teaching date Absentees
10A2
I Objectives:
By the end of the lesson, students will be able to improve their listening skill through Ordering, Gap-filling and Answering questions exercises
II Skills : Listening for gist and specific information III Teaching aids: Textbook, cassette player IV Procedure:
Teacher’s activities Students’ activities
Warm-up : (4')
- Give the missing letters: P ……… C
- Ask students to guess the missing letters and fill them in the blanks to have a
- Copy down
(71)meaningful word Pre-listening: (5') - Ask some questions:
1 Do you often go for a picnic? 2 When is the best time for a picnic? 3 Why people go for picnics? - Give the meanings of some words: glorious assemble destination left-overs delicious Botanic Garden spacious sleep soundly
- Ask students to listen and repeat While-listening: (24')
* Task 1:
- Ask students to work in pairs and study the pictures carefully
- Ask students to listen to the tape and number the pictures in the order they hear - Play the tape more than once if necessary - Call on some students to explain their answers in front of the class
* Task 2: Gap-filling
- Ask students to listen to the tape again and fill in the blanks with exact words they hear
- Tell students to read the sentences carefully and have a guess of the missing words
- Play the tape several times if necessary - Ask students to compare their answers with a friend
- Call on some students to read aloud their answers
- Check and give correct answers * Task 3: Answer the questions
- Play the tape again and ask students to answer the questions independently
- Ask students to compare their answers with a friend
- Call on some students to read aloud their answers in front of the class
- Give correct answers
- The answers may be various 1 Yes, I do/ No, I don’t.
2 at weekend/ in the summer ect. 3 They go for picnics to visit some beautiful places/ to relax ect.
- Work in pairs
- Listen to the tape and the task * Task 1:
- Give own answers - Correct answers:
1.a - 2.e - 3.b - 4.c - 5.f - 6.d * Task 2:
- Listen the tape again Correct answers:
1 The weekend picnic I enjoyed most was just a few weeks ago.
2 My class decided to pay a visit to the Botanic Garden
3 We met at the school gate on time We made a short tour round the garden
5 In the afternoon, we went on playing some more games.
- Do the task individually Correct answers:
1 The weather was very nice. 2 Yes, it was.
3 The garden was beautiful.
(72)Post- listening: (10')
- Ask students to work in pairs to discuss the topic: “ If your class could go for a picnic this weekend, what would your plan be?”
- Call on some groups to present the topic in front of the class
- Comments and make necessary corrections
Homework: (2')
- Ask students to write: Your plan for a picnic this weekend
5 They took pictures, played games, talked, sang and danced.
- Work in pairs
- Present the topic in front of the class
- Listen to the teacher and write down
V EXPERIENCE
Period 33:
Class Teaching date Absentees
10A2 I Objectives:
By the end of the lesion, students will be able to write a confirmation letter responding to a request and an invitation
II Skills : Writing a confirmation letter to a friend that responds to a request and an invitation
III Teaching aids: Textbook, handouts IV Procedure:
Teacher’s activities Students’ activities
Warm-up : (3')
- Ask students some questions: 1 What sort of letters did you study? 2 Did you study how to write a confirmation letter?
- Say “ Ok, today we will study how to write a confirmation letter”
Pre-writing: (15')
- Explain the definition of request and confirmation letters
- Request is the letter that ask for information or help
1 Writing a letter of complaint/ a thank you letter/ a love letter ect. 2 No, I didn’t.
(73)- Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not
While-writing: (20') * Task 1:
- Ask students to work in pairs and read two letters below and find the requests in Nga’s letter and confirmation in Hoa’s - Give the meanings of some words
- Tell students to underline the structure showing requests and confirmation
- Call on some students to explain their answers in front of the class
- Give suggested answers
- Call on two students to read the letters aloud in front of the class
* Task 2: Writing confirmation
- Ask students to read the situations carefully and find the requests in both of them
Post- writing: (5')
- Ask students to choose the first situation to write a confirmation letter responding to each of them
- Ask students to exchange their writings with a friend
- Check their writings in front of the class as a whole
Homework: (2’)
- Ask students to choose the second situation to write a confirmation letter responding to each of them
- Work in pairs and the task - Give answers:
+ Request: Can you go shopping with me to buy the things we need for the trip?
+ Confirmation: certainly I will help you to prepare everything you need for the trip
- Lan asks you to buy some fruits and bring them to her house
- Minh wants to borrow you a book about wildlife
Dear Lan,
Firstly, let me congratulate you on your 15th birthday Certainly, I will
help you to prepare everything you need for the party I will go to the nearby market and get them on Saturday morning I will be at your home at 6.30 pm on Saturday.
Love, Mai
V EXPERIENCE
Period 34:
Class Teaching date Absentees
10A2 I Objectives:
(74)- reviewing the present progressive (with a future meaning) and be going to
II Skills : Fluency in pronunciation / III Teaching aids: Textbook, handouts IV Procedure:
Teacher’s activities Students’ activities
Warm-up :(4') - Give some words: earn, bird, fir, other today, nurse, from, of
- Ask students to choose one word whose underlined part is pronounced differently Pronunciation: (12')
- Demonstrate the sound /∂/ and / З: / by pronouncing them clearly and slowly - help students to distinguish these two sounds
/ З: / is a long sound / ∂ / is a short sound
- Play the tape and ask them to repeat - Call on some students to repeat the sounds clearly
- Ask students to work in pairs and practice these sentences
- Go around the class and provide help if necessary
Grammar: (27')
Simple Future: Will Form: S + will/shall + V
Use: expresses an intention or decision made at the moment of speaking
+ “be going to”: expresses an intention or decision thought about before the moment of speaking It expresses a plan Ex: We’re going to Hanoi this summer Practice:
* Exercise 1: Choose the correct option in brackets
- Ask students to exercise
- Ask students to compare and discuss the answers with a friend
- Call on some students to read and explain their answers in front of the class - Give correct answers
1 other nurse
- Listen to the teacher
- Repeat in chorus
- Work in pairs
- Listen to the teacher and copy down
* Exercise 1:
1 What are you doing this Saturday evening?
(75)* Exercise 2: Put the verbs in brackets in the present progressive or “be going to”
- Ask students to exercise
- Ask students to compare their answers with a friend
- Call some students to explain their answers
- Give correct answers
* Exercise 3: Complete the exchanges, using the present progressive or “be going to”
- Ask students to the task in pairs - Call on some students to act out the exchange in front of the class
- Make necessary corrections Homework: (2')
- Ask students to distinguish the present and “be going to”
* Exercise 2: 1 are going 2 are having 3 is going to catch 4 are you putting 5 is not going to give * Exercise 3:
1 Are you going to see it? I’m doing my homework.
2 We are visiting our grandparents. 3 What’s he going to with it? 4 It’s going to rain soon.
5 I’m going to clean them later. - Write down on the notebooks
V EXPERIENCE:
Period 35:
TEST YOURSELF B
Class Teaching date Absentees
10A2
I Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening and writing
- Improve their knowledge through the test yourself II SKILLS: Listening, speaking, reading and writing
(76)IV PROCEDURE:
Students' activities Teacher's activities
- Greet teacher
- Answer teacher’s questions Warm-up (5')
- Greet students
- Ask students something about the test yourself A
Have you prepared it at home? Have you got any difficulties?
- Look at the book and listen to the task
- understand the task
- Listen to teacher’s reading carefully
- Fill in the blanks with the words they’ve just heard
- Correct mistakes
Keys:
1 50 miles to the West of Lon don 2 120,000 inhabitants/people 3 market town
4 biscuit factory 5 computer industry 6 in central England 7 90,000 people 8 university 9 car factory 10 Cowley Road
- Look at the textbook and listen to teacher
- Work in groups to discuss about the passage
- Finish the task
- Compare the result with the other groups And then with the keys
Keys:
1 F F 3.T F 5.T - Listen to teacher
- Work in groups to complete the letter
- Compare the result with the other groups
- Correct mistakes Test yourself (10')
I Listening(2.5 points)
- Present the task : Listen and complete the table below
- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice - Let students fill in the blanks with the words they have just heard
- Go round the class to control the work
- Then read the passage the last time for students to check their results
- Correct mistakes
II Reading (2.5 points) 10'
- Present the task: Read the passage and decide whether the following statements are true (T) or false (F)
- Get students to work in groups, discuss about the passage
- Go round the class to control the discussion - State the best options
- Correct mistakes III: Grammar (8')
- Present the task: Read the following paragraph One word is missing from each line Put a stroke (/) where the word has been omitted and write the missing word in the space provided
(77)- Finish the letter
Key:
1 out by scientists
2 opportunities for other 3 there is
4 which attempts 5 all the
6 organizing the
7 inventions a/ per/ every 8 developed by
9 it is 10 it be wanted
- Read the suggestions carefully - In groups or in pairs, discuss about the letter
-Compare the result with the other groups
-Correct mistakes - Go round class to control the students’
activities
- State the keys - Correct mistakes
IV Writing(10')
- Present the task: Your class would like to visit your uncle’s computer factory which is located near your school Write to him and ask for permission to visit
- Ask students to read the suggestions carefully - Guide sts to write the letter
- Go round class to control the sts’ activities - Correct mistakes
- Study all the lessons again - Get the knowledge ready for the coming test
Homework (2') - Ask students :
*to study all the lessons again
*get ready for the 45- minute test in the next period
V EXPERIENCE:
Period 36 +37:
WRITTEN TEST 45' + CORRECT THE TEST
Class Teaching date Absentees
10A2
WRITTEN TEST 45'
Full name: Class 10A2
Using the connector “WHICH” to combine the following sentences:
1 Mai arrived on time It amazed everybody
2.Her phone is out of order It’s a real nuisance
Change into passive voice:
3 We have bought that house before
(78)
Choose the word/ phrases to complete the sentences below:
5.The street I live in is vey noisy at night, ………makes it difficult to sleep A what B this C which D that A new bridge………….across the Tamky river recently
A has built B.has been built C.was built D.is built 7.This box ……… for a long time yet
A.hadn’t been opened B.hasn’t been opened C.hasn’t opened D.has been opened
8 Thien Mu……….is on the left bank of the Huong river, kilometres from Hue A church B.school C.pagoda D.site
9.I can’t operate this washing machine, Can you give me the……… ? A book B.computer C.instruction D.device 10 When the school year come to……… we’ll go on an excursion
A.a half B.an end C a conclusion D.a stop 11.Most students……….how to use computer fluently up to now
A.know B.has known C.have known D.has been kown 12.What is the music ……….you are listening to ?
A.that B.whom C.which D A & C are correct 13.Some children in the village are………retarded
A.mental B.mentally C.mentality D.mentalism 14.The ………… in the war should be taken care of
A injured B.injuring C.injures D.injured 15 ……….late?
A Did you use to stay B Do you used to stay up C Did you use to stay up D Do you use to staying up 16.A……….person cannot hear any kind of sound
A mute B.deaf C.blind D.dumb 17.You can change the TV channels with this ………control A remote B.far C.standby D.special 18.I think it………, the sky is so cloudy
A.rains B.will rain C.is raining D.is going to rain 19.We ………….a party next Sunday, would you like to come ?
A.have B.will have C.are having D.is going to have 20.The………… are those who not have a job
A.injured B.unemployed C.retarded D.disabled 21.The man………….lives next door is an English teacher
A.Who B.whose C.which D.whom
22.The………are those who are unable to use part of the body in the normal way A.disabled B.mute C.blind D.deaf
23.Be patient with………work
A.time-consumption B.time-consuming C.time-consumed D.time-consumable 24 There ……….a hotel opposite the station, but it closed a long time ago A used to be B.is used to C used to is D use to
25.The teacher got angry because Jack went out of the class without getting her……… A.permission B.situation C.condition D.persuasion
Choose one word whose underlined part is pronounced differently from the that of the others:
26 A.full B.put C.June D.pull 27 A teacher B.excursion C.permission D.pagoda
28.A cook B foot C school D look
29 A.boss B.sport C.top D.job
Choose the word that needs correcting
(79)31 Our flight was delayed, that meant we had to wait for hours at the airport A B C D
32 Look at those black clouds! It will rain A B C D
Read the following passage and then the following exercises:
Louis Braille was born in France in 1809 His father had a small business He made shoes and other things from leather Louis liked to help his father in the store even when he was very small One day when Louis was years old, he was cutting some leather Suddenly the knife slipped and hit him in the eye He soon became completely blind
When he was ten years old, he entered the national Institute for the blind in Paris One day his class went to visit a special exhibit by a captain in the army One thing in the exhibit was very interesting for Loius It showed message in code Armies send messages in secret codes so no one else can read them The captain wrote this code in raised letters on very thick paper
Louis thought a lot about this code Then he decided to write in the same way so the blind could “read’ with their fingers It is very difficult to feel the differences between raised letters Instead of letters, Louis used a “cell” of six dots He arranged the dots with two dots across and three down So blind people can read and write even write music by Braille
A. Choose the best answers:
33. Louis Braille’s father made things from…………
A wool B leather C exhibit D.codes 34. When Louis was ten years old, he began to study……….
A at a special school for the blind B at a university C in the army D at a local school
35 He saw a special exhibit It showed ………….in code
A systems B massages C arrangements D computers 36 It is difficult to feel the differences between………
A code massages B arrangements of dots
C raised letters D a system of raised dots 37. Which of these sentences is probablyNOT TRUE?
A Braille invented a system of reading for blind people
B Braille visited an exhibit of codes C Braille system is used for everyone D Louis Braille was an intelligent boy
B Answer the following questions:
38 When & where was Louis Braille born?
39 When was he blind?
40 Did he enter the national Institute for the blind in Paris in 1819?
THE END
WRITTEN TEST 45'
Full name: Class 10A2
Choose one word whose underlined part is pronounced differently from the that of the others:
1 A cook B foot C school D look A.full B.pull C.June D.put A teacher B.pagoda C.permission D.excursion A.boss B.job C.top D.sport
Choose the word/ phrases to complete the sentences below:
(80)A.mental B.mentally C.mentality D.mentalism 6.A……….person cannot hear any kind of sound
A mute B.deaf C.blind D.dumb 7.The………… are those who not have a job
A.injured B.unemployed C.retarded D.disabled 8.The ………… in the war should be taken care of
A injured B.injuring C.injures D.injured 9.Be patient with………work
A.time-consumption B.time-consuming C.time-consumed D.time-consumable 10.The………are those who are unable to use part of the body in the normal way A.disabled B.mute C.blind D.deaf
11.The street I live in is vey noisy at night, ………makes it difficult to sleep A what B this C which D that
12 There ……….a hotel opposite the station, but it closed a long time ago A used to be B.is used to C used to is D use to 13 ……….late?
A Did you use to stay B Do you used to stay up C Did you use to stay up D Do you use to staying up
14.You can change the TV channels with this ………control A remote B.far C.standby D.special 15.I can’t operate this washing machine, Can you give me the……… ? A book B.computer C.instruction D.device 16.This box ……… for a long time yet
A.hadn’t been opened B.hasn’t been opened C.hasn’t opened D.has been opened 17 A new bridge………….across the Tamky river recently
A has built B.has been built C.was built D.is built 18.Most students……….how to use computer fluently up to now
A.know B.has known C.have known D.has been kown 19.Thien Mu……….is on the left bank of the Huong river, kilometres from Hue A church B.school C.pagoda D.site
20 When the school year come to……… we’ll go on an excursion
A.a half B.an end C a conclusion D.a stop 21.I think it………, the sky is so cloudy
A.rains B.will rain C.is raining D.is going to rain 22.We ………….a party next Sunday, would you like to come ?
A.have B.will have C.are having D.is going to have 23.What is the music ……….you are listening to ?
A.that B.whom C.which D A & C are correct 24.The man………….lives next door is an English teacher
A.Who B.whose C.which D.whom
25.The teacher got angry because Jack went out of the class without getting her……… A.persuasion B.situation C.condition D.permission
Choose the word that needs correcting
26 Is Helen used to live in a small flat ? A B C D
27 Our flight was delayed, that meant we had to wait for hours at the airport A B C D
28 Look at those black clouds! It will rain A B C D
Read the following passage and then the following exercises:
(81)When he was ten years old, he entered the national Institute for the blind in Paris One day his class went to visit a special exhibit by a captain in the army One thing in the exhibit was very interesting for Loius It showed message in code Armies send messages in secret codes so no one else can read them The captain wrote this code in raised letters on very thick paper
Louis thought a lot about this code Then he decided to write in the same way so the blind could “read’ with their fingers It is very difficult to feel the differences between raised letters Instead of letters, Louis used a “cell” of six dots He arranged the dots with two dots across and three down So blind people can read and write even write music by Braille
A. Choose the best answers:
29. Louis Braille’s father made things from…………
A wool B exhibit C leather D.codes 30. When Louis was ten years old, he began to study……….
A at a local school B at a university C in the army D at a special school for the blind
31 He saw a special exhibit It showed ………….in code
A massages B systems C arrangements D computers It is difficult to feel the differences between………
A code massages B arrangements of dots C a system of raised dots D raised letters
33. Which of these sentences is probablyNOT TRUE? A Braille invented a system of reading for blind people
B Braille visited an exhibit of codes C Braille system is used for everyone D Louis Braille was an intelligent boy
B Answer the following questions:
34 When & where was Louis Braille born?
35 When was he blind?
36 Did he enter the national Institute for the blind in Paris in 1819?
Change into passive voice:
37 Someone has repaired these chairs for months
38 They have bought that house before
Using the connector “WHICH” to combine the following sentences:
39.My phone is out of order It’s a real nuisance
40 Sarah arrived on time It amazed everybody
THE ANSWER KEY
Mó 015 Mó 789
Câu Đ.A Câu Đ.A Câu Đ.A Câu Đ.A
1 21 26
2 22 27
(82)4 24 29
5 25 30
6 26 31
7 27 32
8 28 33
9 29 34
10 30 10 35
11 31 11 36
12 32 12 37
13 33 13 38
14 34 14 39
15 35 15 40
16 36 16 41
17 37 17 42
18 38 18 43
19 39 19 44
20 40 20 45
Unit THE MASS MEDIA
Period: 38 A - Reading
Class Teaching date Absentees
10A2
I OBJECTIVES:
Education aims: - Students read about TV programme schedules Knowledge:
a General knowledge: - Knowledge about TV programme schedules b Language: - The present simple tense
- Vocabulary concerning TV programmes Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: Read for general ideas and specific information
II METHOD: Integrated, mainly communicative
III TEACHING AIDS: Real objects and pictures of TV programs. IV PROCEDURE:
Teacher’s Activities Student’s Activities
1.Warm-up:( mins)
(83)+ Jumbled words.
- Give words about the forms of mass media whose letters are in the wrong order and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words
1 enslieisov rwepeapns 3 idora agenmzia 5.evido
- Check and give remarks 2 Before you read: ( 10 mins) Aims: to prepare information and vocabularies for the topic.
+ Pairwork:
- Ask the sts to work in pairs to answer the question given in the part and some other questions
- For each question, 3-4 sts are required to answer orally in front of the class ( st/ time)
- Gather the ideas and give some background information about TV channels in Vitetnam
- Read each word/phrase twice and ask sts to repeat it and leave sts minute to self-practice
- Provide the students with new words/phrases
- Work in groups of 3-4 sts
- Sts write the words individually on the blackboard
1 television magazine
2 newspaper video 3 radio
- representatives are required to write the words on the blackboard
- Listen to the teacher
- Work in pairs
- Do the work orally in front of the class
- Listen and copy down
+ VTV1: Combination of Politics, Economics and Entertainment.
+ VTV2: Science and Education. + VTV3: Sports and Entertainment. + VTV4: For the overseas
Vietnamese.
+ VTV5: For the Ethnic minority groups
Listen and copy down
+ Vocabulary:
+ channel (n) : Kênh ( truyền hình) + Mass media (n): public institutions that report news and other stories
(84)- Ask 4-5 st to read all the
word/phrases aloud in front of the class - Listen and help sts to read the
words/phrases correctly
3 While you read:( 20 mins) Aims: Read the passage for information to the tasks.
- Ask sts to read the TV programme schedules and task 1: Match the words in A which appear in the reading passage with their definitions in B - Listens and helps sts to the task correctly
Gives feedback and corrects the answers
T: Read the passage again and decide whether the statements are true or
Dân số phát triển
+ TV Series (n): Phim truyền hình dài tập
+ Folk Songs (n): Dân ca nhạc cổ + News Headlines (n): điểm tin chÝnh + Weather Forecast (n): Dù b¸o thêi tiÕt + Quiz Show (n): trò chơi truyền hình + Portrait of Life (phr): Ch©n dung cuéc sèng
+ Documentary (n): Phim tµi liƯu
+ Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d·
+ Around The World (phr): Vßng quanh thÕ giíi
- Listen and repeat
- Some sts stand up and read these word aloud
- Others listen - Self-correct
1 Task 1: Matching.
- Work in pairs to read the programmes and the task
- Sts are required to compare their results with their partners
- sts are required to the task orally in front of the class (1 st/ time)
- Share their answers with their friends - Some sts present their answes:
Suggested answers:
1 – c; – a; – d; – b
+ Task 2: True or false:
(85)false as well as correct the false.
Teacher has the class read the text again, this time more slowly, to scan the details and the task
1 Teacher walks around the class and offers ideas and comments when students need help Then teacher selects some students at random to provide the answers in front of the class
- Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage - pairs are required to answer orally in front of the class ( pair/ time) - Listen and help sts to answer the question correctly
4 After you read:( 10 mins)
Aims: to give the summary of the topic. - Sts are required to work in pairs to tell their partners about one of the TV
individually and decide whether the statements are true (T) or false (F) - sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage - Listen and check the answers orally in front of the class
The answers:
1 T T
3 F ( The Nature of Language is on VTV3.)
4 T
5 F (VTV1 starts at 5:35 and the last programme starts at 23:30
- Others listen and check
+ Task 3: Answering questions.
- Work in pairs
- Some pairs stand up and ask and answer:
The answers:
1 There are five films on.
2 At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3.
3 VTV2
4 The Quiz Show.
5 (You should watch) VTV1 6 Football
- Work in pairs
(86)programmes they like watching best and explain why
- 2-3 sts are required to give short talks on the given topic
- Get feedback and help the students to give correct talks
5 Homework:( mins)
- Others listen
- Listen and self-correct Suggested answers:
What TV program you like best? I like the show The price is right most because it is easy to play and very interesting Besides, the reward for the winner is valuable,
- Write a paragraph about a programme you like best
- Prepare for the next lesson: SPEAKING
V EXPERIENCE:
UNIT THE MASS MEDIA
Period: 39 B- Speaking:
Class Teaching date Absentees
10A2 I OBJECTIVES
Education aims: - Students know about the differences and similarities of some popular types of the mass media
Knowledge:
a General knowledge: - Students can talk about the different types of the mass media
b Language: - The simple present
- Vocabulary on the mass media Skills: - Speaking about different types of the mass media.
(87)II METHOD: Integrated, mainly communicative
III.TEACHING AIDS: Pictures, textbook, cassette player. IV.PROCEDURE:
Teacher’s Activities Student’s Activities 1 Homework checking(5
mins)
- Ask one st to talk about the TV programme they like watching best
2 Before you speak(5 mins) - Introduce some new words: - Ask sts to read the new words orally
- Ask sts to work in pairs and decide which items are types of the mass media
- Ask sts about the definition of the mass media:
Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers.
- Call on some sts to explain
- One student talk about the TV programme they like best
Eg: I like Game show The price is right most because it is very interesting , easy to play Besides , the reward for the winner is valuable Another reason I like this game show is the MC Mr Luu Minh Vu is humorous and very intelligent
+ Task 1:
- Write the new words and read them aloud Aims: Sts distinguish the different types of the mass media from the others.
+ 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Work in pairs
- Listen and take notes
- Some sts give their answer in front of the class
Suggested answers: Television Radio
Newspapers The Internet
(88)their answers in front of the class
- Give sts correct answers
3 While you speak( 18 mins) Aims: Sts compare the features of the types of the mass media. - Ask sts to work in pairs and carry out the activity using the cues in the book
- Go around the class and help sts if necessary
- Call on some pairs to explain their answer in front of the class
- Ask sts to look at the information above and talk about the different types of mass media
4 After you speak( 15 minutes)
Aims: Talking about the different types of the mass media.
- Ask sts to work in groups and answer the following questions: +What are the different types of the mass media?
- Work in pairs to discuss some popular types of the mass media
- Some sts give the answers in front of the class
+ The mass media:
- Provide information and entertainment + The radio:
- Present information and entertainment orally (through mouth)
- Receive information aurally(through ears)
eg The common feature of the mass media is that they all provide information and entertainment.
Television provides information and entertainment orally and visually, and we receive them through our eyes and ears.
+ Task 3:
- Work in groups to answer the questions in the book
S1: Television, radio, newspapers, the Internet.
S2: Provide/ deliver information and entertainment.
S3: TV presents information and entertainment orally and visually while radio provides - Some sts answer:
I like TV most because I can watch films and performance on it/ I prefer newspapers
(89)+ What features they have in common?
+ What are their distinctive( own) features?
- Ask sts some more questions : Which types of the mass media do you usually get information from?
Which one you like most? Why?
- Go around to help sts if necessary
- Ask some sts to answer and give correct answers
5 Homework:( mins)
have free time, and I can also choose to read only what I’m interested in.
- Write a paragraph ( about 50 words) about the features of the types of mass media
- Prepare for the nex t lesson: LISTENING
V EXPERIENCE:
(90)Period: 40 C- LISTENING:
Class Teaching date Absentees
10A2 I OBJECTIVES: 1 General knowledge:
- Sts understand news stories on the radio Language: - The simple present tense.
- Vocabulary on adjs to describe weather
Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions
- Speaking: Retell the stories
II METHOD: Integrated, mainly communicative
III TEACHING AIDS: Real objects and pictures of a flood textbook, cassette etc
IV: PROCEDURE
Teacher’s Activities Student’s Activities
1 Before you listen:(10mins)
Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.
+ Pairwork:
- Requires sts to work in pairs and asks each other the following questions - How often you listen to the radio?
- Which program you like listening to?
- Do you like listening to strange stories?
- Asks some sts to give their answer - Gives some examples
- Work in pairs to ask and answer the questions
(91)- Reads the words asks sts to repeat - Asks sts to read the words in pairs - Asks some sts to read the words again 2 While you listen:
+ Task 1: (7 mins)
Aims: Practise listening and tick the word they hear.
- Tells sts that they are going to listen to two news stories and the words will appear in the stories
- Asks sts to work in pairs, look at the words given and guess what the news stories about
- Asks sts to listen to the news and tick the right column to indicate which words appear in which stories
- Plays the tape twice and ask sts to compare their answer in pairs
- Checks sts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the correction
+ Task 2: (10 mins)
Aims: Practise listening for specific information by filling in the gaps.
- Asks sts to have a look at the stories in the textbook and read them in pairs and make sure they understand them T encourages sts to guess the words/ phrases to fill in the gaps
- Asks sts to listen to the tape once or
- Copy the words and phrases
+ New words
+ Mount (n): e.g.: Mount Everest
+ in spite of + N (phr): = despite + N = Although + Clause
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Listen to the teacher
- Listen to the tape and the task
- Compare their answers - Give their answer
News story 1: strong, cloudy.
News story 2: healthy, young, highest, wonderful
- Check their answer, say it aloud, and then correct their work if they have the wrong answer
- Work in pairs to read the passages and try to fill in the gaps
(92)twice again to fill in the gaps with the missing words/phrases
- Asks sts to compare their answer in pairs
- Check ssts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the correction
+ Task (7 mins)
Aims: Practice listening for specific information by answering given questions.
- Asks sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions
- Asks sts to listen to the tape once/twice and take short notes to answer the questions
- Asks sts to compare their answer in pairs
- Plays the tape once again, stop the tape where necessary and conduct the correction
3 After you listen:(10 mins)
- Asks sts to work in pairs and each retell one news story
- Moves round to check the activities and to make sure that sts are working
effectively
- Asks two sts to present in front of the
Correct answers News Story
1 has caused floods have left
their home have risen two meters has stopped cloudy strong wind
News Story twenty- third 4,418
3 California wonderful young and
healthy
- Check their answer, say it aloud, and then correct their work if they have the wrong answer
- Work in pairs to read the questions - Listen and the task
- Compare their notes
- Some sts answer the questions: Suggested answers:
1 Heavy rain has caused floods all over the country.
2 Because the rivers have risen.
3 (The old lady has climbed Mount Whitney) 23 times.
4 Because it has kept her young and healthy.
(93)whole class
- Check and give remarks
4 Homework:(1min)
Two sts present - Listen and check
Write a short paragraph about a news story they have just heard on the radio or TV
Ss prepare for the next lesson
Writing
V EXPERIENCE:
UNIT THE MASS MEDIA
Period: 41 D- WRITING:
Class Teaching date Absentees
10A2 I OBJECTIVES
(94)1 Educational aim: Students should know how to spend their time on mass media especially TV
Knowledge:
- General knowledge: Students know the advantages and disadvantages of TV
- New words: Words related to TV programs
2 Skills: writing about the advantages and disadvantages of TV II.METHOD: Integrated, mainly communicative
III.TEACHING AIDS: TV programs Textbook IV.PROCEDURE:
Teacher’s Activities Student’s Activities
Warm-up (4 mn)
Shows TV programmes and ask questions
1) What TV programmes you like seeing? Why?
2) What TV programmes you think are useful?
Pre-writing (8 mn)
Implicits the meaning of dis-/advantage by analyzing the examples:
TV helps us to learn more about the world.
TV makes us passive.
Which sentence says good about TV? Which one says bad?
Asks Ss to read about the advantages and disadvantages of TV
Has Ss underline the key words of each sentence
Teacher walks around the class
Students work in pairs Students’ answers may vary
1 Task 1:
Students sit in pairs, and task
Read about the advantages and disadvantages of TV
(95)and offers help when necessary While-writing (18 mn)
Asks Ss to work in pairs and discuss the advantages and disadvantages of the mass media and write them down in the columns
Asks Ss to share the ideas with other pairs
Gives suggested answers
2 Task 2:
Work in pairs and discuss the advantages and disadvantages of the mass media and write them down in the columns
Ask Ss to share the ideas with other pairs
Suggested answers: Radio:
advantages disadvantages - It gives you
hourly-updated news and information
- It is convenient because you can
listen to it
everywhere
- It only provides aural information - It can be boring .We can’t watch films or sports programmes
Newspapers:
advantages disadvantages
- It is cheap A Vietnamese daily newspaper costs only approximately 2000 VND
-very mobile.We can bring them along anywhere
-It’s less updated than other kinds No more information until the next edition
- The pictures are not moving so it is as not exciting as other kinds of media
The Internet:
advantages disadvantages - It’s a rich source of
information We can
(96)Post-reading (13 mn)
Asks Ss to write a paragraph about the advantages and disadvantages of the mass media discussed in Task
Introduces peer correction if time allowed
Pick up some writings to correct in front of the clsass
Give suggested writing
access to Internet and get all the information we need This is impossible for other types of media like radio or TV
- It’s a great tool of entertainment We can play games and listen to music online
- It is a very good way to study
there is too much information
- It may bring bad effects on children as it contains “unhealthy”
websites such as sex or violence
-It damages our health due to
prolonged and
inappropriate use
3 Task 3:
Ss work individually Suggested writing:
Updated information, convenience and stress relief are three major advantages that radio brings us.
(97)Assigns homework
Comments (2 mn)
In conclusion, Radio has a lot of advantages that makes our life easier and more enjoyable.
HOMEWORK:
- Complete the writing
- Prepare for the next lesson: LANGUAGE FOCUS
V EXPERIENCE:
UNIT THE MASS MEDIA
Period: 42 E- LANGUAGE FOCUS
Class Teaching date Absentees
10A2 I OBJECTIVES:
1.Language skills:
_ Distinguishing the sounds 2.Language knowledge:
By the end of the lesson, Ss will be able to:
_ pronounce the sounds /ei/, /ai/ and / i / correctly
_ use the present perfect correctly and use because of and in spite of appropriately
(98)III.TEACHING AIDS: textbooks, cassette IV.PROCEDURE:
Teacher’s activities Students’ activities 1 Warm –up - (5’)
GAME: CATEGORISING
- Gives out 10 to 15 words
- Asks Ss to work in pairs or groups and decide which words go with
since or for
- Gives some words:
1990; three months; two weeks;
…
2 Pronunciation: (10 mn)
- demonstrates the sound /ei/ /ai/ and /oi/ by pronouncing them clearly and slowly
- Helps Ss to distinguish these two sounds
- Instructs the way to pronounce:
/ei/ has two sounds: e and I First
make the sound e Now make it longer eee Then add I this is very short eeeI
/ai/ has two sounds: a and I First
practice the sound a This is a long sound and then add I This is very short aaaI
/oi/ has two sounds: o and I First
practice the sound o Now make it longer ooo Then add I This is very short oooI
- Plays the tape and asks Ss to repeat
- Calls some Ss to repeat the sounds clearly in front of the class
- Asks Ss to work in pairs and practice the sentences
- Goes around the class and provides help
2 Grammar and vocabulary: (28mn)
- Asks Ss to present the form and the use of the present perfect tense - Asks Ss to the exercise
- Work in groups
- Whole class listen to the teacher and write down
Ss listen and repeat
- Whole class listen to the tape
- Some Ss repeat the sounds Others listen to
- Work in pairs
Exercise 1:
(99)independently
- Has Ss compare their answers with a friend
- Calls some Ss to read the letter in front of the class
Review the form and the use of the present perfect tense
Reminds Ss how to use:
- a period + ago ( simple past)
- for + a period (present perfect)
- since + definite time/ simple past
- Asks Ss to the exercise in pairs ( This is probably an easy exercise so Ss can it orally)
- Calls some Ss to read and explain their answers in front of the class
- Explains the use and the difference of
because of and in spite of
Because of or because shows the
cause
In spite of or Despite shows the
confession
- Gives Ss the structures:
- Asks Ss to make some examples basing the teacher’s suggestion
- Has Ss exercise
to
- Work individually
- Individual work
- Some Ss read the letter Others listen to
- Work in pairs in orally Suggested answers:
1.have been 2.has lived 3.have met 4,have done 5.have had 6.have taken 7.have watched
- Some Ss read and explain Others listen to
Exercise 2:
- Whole class listen to the teacher and write down
- Take notes
Complete the sentences using for, since
or ago
Suggested answers: since
2 ago for for Since
6 for ago ago since 10.since Exercise 3:
Listen and take notes * Because +S+V
* Because of +v-ing / noun * Despite + v-ing/ noun * In spite of + v-ing/ noun E.g:
1.Because of the cold weather , we kept the fire all day
Because the weather was cold, we kept the fire all day
(100)- Asks Ss to compare the answers and discuss them with a friend
- Calls on some Ss to read their answers aloud in front of the class Give correct answers
Consolidation (2mn)
Reminds Ss about the main points
Assigns homework
- Individual work
- Compare the answers with a friend Correct answers:
1.Because of the cold weather, we kept the fire burning all day
In spite of the cold weather, we all wore shorts
2.Because of his illness, he had to cancel the appointment.
3 Because of the large crowd, we couldn’t see what was going on.
In spite of the large crowd, there were enough seats for everyone
4 Because of the meat shortage, everyone was living on beans.
In spite of the meat shortage, we have managed to get some beef.
5 Because of the bad condition of the house, the council demolished it.
In spite of the bad condition of the house, they enjoyed living there.
- Some read the answers Others listen to
- Do more exercises in your text books - Review some tenses
HOMEWORK: - Redo exercise
- Prepare for the next lesson: Unit READING
(101)UNIT 8: THE STORY OF MY VILLAGE Period: 43 A- Reading:
Class Teaching date Absentees
10A2 I OBJECTIVES
1.Knowledge
General knowledge: Students learn about life in the country
Language
New words: Words related to country life 2.Skills:
Reading for gist and for specific information II METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook and pictures
IV. PROCEDURE
Teacher’s Activities Student’s Activities
Warm-up (4 mn)
Teacher shows pictures of the countryside and ask Ss to make a list of words related to the country
(The group with the longest list will be
Group work make a list of words related to the country
(102)the winner.)
T declares the winner
BEFORE YOU READ (10’)
Teacher has students sit in pairs and discuss the questions in the books
Calls some Ss to read their answer aloud in front of the class
Feedbacks and gives suggested answers Some simpler questions can be used: What you see in the picture? Who are they?
What are they doing? Presents new words
WHILE YOU READ: (20 mn) Set the scene
You are going to read a passage about life changes in the country Just read it and the following tasks.
Asks Ss to match the words in A with their definitions in B
Encourages Ss to guess the meanings of the words in the context
Teacher walks around the class and offers ideas and comments when students need help Then teacher selects some students at random to
Students the task Ss work in pairs Suggested answers
1.The farmers are harvesting the crop 2.They are working very hard
3.It’s a bumper/good crop
4 Good farming methods, good varieties, modern technology used, people work hard
Ss follow the teacher’s steps Ss take notes
New words: -straw (n) rôm -mud(n) buøn
-technical high school (n) trường trung học kĩ thuật dạy nghề - farming method (n) phương pháp canh tác
- brick house (n) nhà ngói - thanks to ( prep) nhờ có Listen
Class organization: Students sit in pairs
Task1- Vocabulary matching
Match the words in A with their definitions in B
Students the task in pairs Correct answers:
(103)explain their answers in front of the class
Makes necessary corrections
Teacher has students scan the text again and get the information to complete the table
Lets Ss study the table carefully before doing the task
Goes around the class and provide help when necessary
Tells Ss to discuss the answer with a friend
Checks the answers in front of the class as a whole
Asks Ss to work in pairs Get the Ss to read the passage again and answer the questions in Task3
Has Sts compare their answer with another pair
Calls some Ss to read their answers aloud
the things that you need)
2.d( having to have many things that you not have )
3.a ( making one’s life better ) 4.e( good crops)
5 c ( crops to be sold , not for use by the people who grow it )
Task2.Table completion
scan the text again and get the information to complete the table Individual work
Correct answers:
Areas Before Now
houses Made of straw and mud
Made of
bricks
Radio/TV Few families had
Many have
Farming methods
old new
crops poor Good/bumper
travel By motorbike
Task3-Answering questions
Read the passage again and answer the questions in Task3
Work in pairs then compare their answer with another pair
Correct answers:
(104)in front of the class Gives feedback
Post-reading (12 mn)
Asks Ss to work in pairs and discuss the question:
How can people with an education help make the life of their community better? Clarify some terms like
People with education refers to people with a university study
Tells Ss to look back at the passage to get the idea for the questions
Goes to groups and provide help when necessary
Teacher gives suggestions and comments Teacher suggests students’ homework:
2 Because they hope that with an education of science and technology their children could find a way of bettering their lives.
3 They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export.
4 He said their lives had changed a lot thanks to the knowledge their children had brought home.
5 He told his grandchildren ”Study harder so that you can more for the village than your parents did.
Students work in pairs
Suggested answers
Introduce new farming methods Grow crash crop s for export
Help local people apply modern technology in farming
Help community especially young people access to ways of entertainment
Raise people’s awareness about food safety and environmental hygiene
(105)Comments (2 mn) speaking-U8
V Experience:
UNIT 8: THE STORY OF MY VILLAGE Period: 44 B - SPEAKING :
Class Teaching date Absentees
10A2 I.OBJECTIVES
Education aims: - Students know about plan to improve life of a village and their possible results
Knowledge:
a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type - Vocabulary on the plan to improve life of a village Skills: - Speaking about plan and results.
- Discussing plans to improve life in the village II METHOD: Integrated, mainly communicative
III Teaching aids: Textbook, chalk, board IV Procedure:
Teacher’s activities Students’ activities 1 Warm-up( mins)
Asks Ss to work in groups and make a list of ideas of their own that can be carried out to improve the village life Teacher walks around the class and offers ideas and comments when students need help…
- Listens and gives remarks and marks 2 Before you speak: (10 mins)
Aims: Sts can match each of the plan to
- Students work in pairs
- Listen to the teacher
(106)improve life in the village with its possible result.
The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes)
- Explains some new words:
- Asks sts to the task in pairs and give explanation for their answers
- Asks some sts to read the answers in front of the class
- Gives the correct answers While you speak: ( 10 mins)
Aims: Sts practice discussing the plans to improve the life in the village and the possible results.
The villagers are discussing their plans -Asks sts to work in groups using conditional type and "should"
- Explains Conditional sentence type 1 and should:
- Asks sts to practise the conversation in the textbook
- Asks some groups to practice the conversation in front of the class
+ Task 1:
- Listen and take notes
+ resurface (v ):put new surface on, renew
+ widen (v )
+ canal (n): man-made waterway for irrigation
+ muddy(a ): full of mud - Work in pairs
- Read the answers aloud in front of the class
1 b g d e f c + Task 2:
- Read the conversation in the textbook
Read and practice the conversation in groups of three
- Listen to the T
- Listen and take notes
If + S + V(present tense), S + will/can/may + V
(107)4 After you speak: ( 14 mins)
Continue the conversation, using the ideas in table in Task Add some more possible if you like
- Asks sts to work in groups and continue the conversation
- Writes the main phrases on board and ask sts to look at these phrases to practice their conversation
- Goes around to help sts if necessary Sts may add their own ideas in the conversation
is likely to happen in the future)
E g.: If the roads are widened, cars and lorries can get to our village.
Should or shouldn’t: to give opinions about what is the best thing to do.
+ Task 3:
- Work in groups of three
- Some groups practice the conversation in front of the class - medical center health - cash crops export, money
- bridge shorter way to town
- football ground play sports, exchange ideas
- Work in groups and add some their own ideas
- Some groups present in front of the class
A: I think we should build a football ground, too.
B: I agree with you If a football ground is built, young people can play sports in the free time.
(108)- Comments and gives necessary corrections
5 Homework: ( min)
Write a passage about plans to improve the life in the area where you live
A: What about a medical centre? I think it’s necessary to build a medical centre.
B: Yes If a medical center is built, People’s health will be looked after better.
C: Yes And if we get sick we won’t have to go to the provincial hospital for treatment.
HOMEWORK:
Write a passage about plans to
improve the life in the area where you live
V EXPERIENCE:
(109)Class Teaching date Absentees 10A2
I Objectives: General knowledge:
- Sts know the changes in a small town on the South coast of England Language: - The past tense: used to
- The passive voice - Vocabulary on villages
Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions
- Speaking: Discuss the changes in sts' hometown/ home village II METHOD: Integrated, mainly communicative
III Teaching aids: - Textbook , tape IV Procedure:
Teacher’s activities Students’ activities 1 Warm up:(7 min)
* GAME: Find someone who
- Prepares a two-column table with Yes/ No questions and Name
- Lets Ss go around the class and ask other Ss what they used to when they were small If the answer is Yes, write his/her name in the table (the winner is the first one who completes the name column)
2 Before you listen:(10 mins)
Aims:to focus sts on the topic and review/ introduce the words and
Did you use to…? name
Have a favourite toy when you were a child?
Have a nickname? Have a pet?
Cry at night when you were a child? Hate school?
Play hide-and-seek?
(110)phrases used in the listening text.
a Focus sts on the two pictures in the textbook and asks sts to work in
groups to compare them to see the changes of the town following the model in the book
E.g.: - There didn't use to be any hotel in the town
- There used to be small houses - Cows used to graze in the field .
- Asks some sts to give their answer
b Introduces some new words
- Reads the words and ask sts to repeat - Asks sts to read the words in pairs - Asks some sts to read the words again
3 While you listen:( 17 mins)
Aims:Sts practise listening and marking True/ False statements.
- Tells sts that they are going to listen to a talk about the changes in a small town in England
- Asks sts to work in pairs, look at the statements given and guess if they are true or false
- Asks sts to listen to the talk and tick the right column to indicate their answer and underline the false
- Some sts stand up and give their answer
Sts copy the words and phrases - Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud
- atmosphere (n): kh«ng khÝ
- resurface(v): trải lại ( mặt đờng) - turn into (v): trở thành
+ Task 1:
- Listen to the T
- Work in pairs to guess if the statements are true or false
- Listen to the tape and the task - Compare their answer
- Give their answer
1 F It's on the south coast of England. 2 F It's used to be a small quiet town. 3 T
(111)information T plays the tape twice - Asks sts to compare their answer in pairs
- Checks sts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the correction
Aims:Sts practise listening for specific information by filling in the gaps with ONE word.
- Asks sts to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them T encourages sts guess the words to fill in the gaps - Asks sts to listen to the tape once or twice again to fill in the gaps with the missing words
- Asks sts to compare their answer in pairs
- Checks sts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the
5 F Some people don't like the changes - Check their answer and then correct their work if they have the wrong answer
+ Task 2:
- Work in pairs to read the passages and try to fill in the gaps
- Listen and the task
- Give their answer
1 houses hotel 3 widened cut 5 car shop 7 department expensive
- Check their answer and then correct their work if they have the wrong answer
(112)correction
4 After you listen:(10 mins)
- Asks sts to work in pairs and tell each other about the changes in their village/ town
- Moves round to check the activities and to make sure that sts are working effectively
- Asks two sts to present in front of the whole class
- Checks and gives remarks
5 Homework:(1min)
Write a short paragraph about the changes in their village/town
-Two sts present
V EXPERIENCE:
UNIT 8: THE STORY OF MY VILLAGE Period: 46 D writING :
Class Teaching date Absentees
10A2
I Objectives:
(113)Knowledge:
a General knowledge: - Giving directions
b Language: - Language used to give directions - Imperative sentences
Skills: - Reading: read the sample letter
- Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions
- Writing: write a letter to tell Jim the way to house A on the map II METHOD: Integrated, mainly communicative
III Teaching Aids: - board, textbook, chalk
IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Asks one st to talk about the changes in our hometown or his/her home village - Asks other sts to listen to their friend and give remarks
- Checks and give remarks 2 Before you write:( 20 mins)
- Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write.
- Introduces the situation - Explains some new words:
- Asks sts to listen to the teacher and repeat , then write these words into their notebooks
- Listen to their friend and give remarks
+Task 1:
- Listen to the teacher carefully and take notes
+ direction (n) : the way that a person or thing moves along + enclose (v): put something in a letter or a parcel
- Listen to the teacher and then read these words in chorus and
(114)- Asks sts to work in pairs to read about the letter and to look at the map to find Ann's house
- Moves round to help if necessary
- Asks sts to compare their ideas with other pairs
- Asks some sts to tell the whole class where Ann's house is T may ask them to explain more about their answer
- Listens and give remarks
- Asks sts to work in pairs to read the letter again and underline the words and phrases used to give directions
- Moves round to help if necessary
- Asks sts to write these words/ phrases on the board
- Checks and gives remarks
- Asks sts to make some examples with these words
3 While you write:( 10 mins)
- Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station.
- Asks sts to write a letter to Jim, telling him the way to house A from Roston Railway Station
- Lets sts write in minutes
- Read the letter in pairs
- Share their answer with their friends
- Present their ideas Answer: H
- Listen to the teacher
+ Task 2:
- Work in pairs to read the letter and undreline the words/phrases
- Two sts write the words and phrases on the board
get out of go over ( a bridge) turn right/left
walk past ( a medical centre) keep walking
take the first/second
- Do the writing task
- Read their writing: ( a sample paragraph)
(115)- Moves around to conduct the activity
4 After you write:( mins)
Aims: to get feedback and check sts' work. - Gets feedback by asking some sts to read their work aloud
- Asks some other sts to give remarks - Checks and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
5 Homework: ( 1min)
- Write a letter to tell their friends the way from our school to Border Gate
I'm very glad that you will come here for the summer
holiday from Roston Raiway Station.
Now when you come out of the station, turn right Keep walking for about minutes, you will see a small bridge ahead Go over the bridge, go along the street, walk past a medical centre and the car park then take the second turning on the left Walk past the Souvenir shop and you will see my house It's on the right, next to the
shop " V EXPERIENCE:
UNIT 8: THE STORY OF MY VILLAGE Period: 47 E Language focus:
Class Teaching date Absentees
10A2
I Objectives: 1 Education Aims:
- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly - Students revise reported speech and conditional sentence type Knowledge:
+ Language:
- Pronunciation: /aʊ/ and/əʊ/ - Reported speech
(116)Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud
- Read the sentences silently to the exercises II METHOD: Integrated, mainly communicative
III Teaching aids: board, chalk, textbook, cassette player. IV Procedures:
Teacher's activities Students' activities 1 Homework checking: ( 5mins)
- Asks one st to tell the whole class the way from our school to Border Gate
- Asks another st to give remarks - Checks and give a mark
2 Pronunciation:( 10 mins)
- Aims: to introduce three sounds /aʊ/ and
/əʊ/ and help sts to practise these sounds a Writes two sounds on the board and
pronounce them clearly twice, then ask sts to repeat
- Tells sts how to pronounce these sounds accurately
- Asks them to look at the textbook, listen and repeat
- Then asks sts to work in pairs to read the words again so that they can check for each other
- Moves around to help
- Asks two sts to read again and give remarks b Asks sts to look at sentences in page 89 in the book
- Asks them to work in pairs to read the sentences and then find out the words
- One st speaks aloud in front of the whole class
- Give remarks
- Listen to the teacher
- Write down two sounds
- Listen to the teacher and repeat - Look at the book , listen and repeat
/aʊ/ /əʊ/
cow coat town phone how bone . - Read these words in pairs and check for their partners
- Look at the book and work in pairs
(117)containing sound /aʊ/ and sound /əʊ/ - Asks them to work in minutes
- Moves around to conduct the activity - Asks one st to report and other sts to give remarks
- Checks and give the correct answers
- Asks some sts to read these sentences aloud - Listens and give remarks
3 Grammar: ( 29 mins)
Aims: to revise the reported speech and conditional sentence type and have sts Ex1, EX 2, EX3and EX4.
a Reported speech: Statements
- Recalls the use of reported speech: to report what someone has said No quotation marks are used and some parts of speech have to be changed.
- Gives an example:
- Asks sts to read the example and think about the changes when we turn a sentence into reported speech
- Asks sts to complete the table below: Direct speech Reported speech
do (1) will do (2) (3) might me/you (4) last night (5) (6) there
- Asks sts to work in pairs and complete the table and then ask some sts to report and give remarks
/aʊ/ /əʊ/
shout rose loudly snow ours over . - Read the examples
- Listen to the teacher
- Copy down the example
eg: "I worked late yesterday," said Susan.
Susan said she had worked late the previous day.
- Read the example and think about the changes
- Work in pairs to complete the table
(118)- Makes clear the difference between say, tell
and talk:
b Conditional sentence type 1:
- Reviews the form and the use of conditional sentence type by giving some examples: - Asks sts to read the examples and point out the form as well as the use of conditional sentence type
- Distinguish when-clause and if-clause: - Asks sts to compare this example with the first example
- Asks some sts to give examples
+ Exercise 1:
- Asks sts to look at Ex1 and to the task - Asks sts to the exercise individually and then compare their answers in pairs
- Moves round to conduct the activity - Checks the exercise sentence by sentence
the night before here
- Listen to their friends and their teacher
- Listen and copy down Say + clause
Tell + O + clause Talk (to sb) about sth
- Read the examples and point out the form and the use of conditional sentence type 1: eg: If I have enough money, I will go to Hue for holiday. If it rains I won't go there. + Form:
If- clause , main clause S + V( P.S) , S + V( S.F) + Use: something that may happen at present or in the future
- When-clause:
Eg: When summer comes, he will go to Hue for holiday.
(something that will certainly happen in the future)
- Do the task individually and then share their ideas with their friends
EX 1:
(119)- Listen and give remarks
+ Exercise 2:
- Asks sts to Ex individually and then share the answers with their friends
- Moves round to help if necessary - Asks two sts to this exercise on the board
- Asks one st to give remarks - Checks and give remarks + Exercise 3:
- Asks sts to read the requirement of Ex3 and then the task in pairs
- Goes round to conduct the activity - Asks some pairs to read sentence by sentence
- Listens and give remarks 5 Homework ( min) - Ex ( page 90- sts' book)
had changed a lot children had brought home
2 She said she was going to Ho Chi Minh City soon.
3 I thought the film would be interesting.
. - Listen and correct their work if necessary
- Do the Ex individually EX 2:
1.told said said 4 told talked
- Listen to the teacher
- Read the requirement carefully - Do Ex
If I more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study medicine V EXPERIENCE:
TEST YOURSELF C
Class Teaching date Absentees
10A2
I Objectives:
(120)Knowledge: - General knowledge in unit and unit 8.
- Language: pronunciation and grammar in the above units Skills: listening, speaking and writing
II Teaching aids: textbook, chalk, board, cassette player
III Procedures:
Teacher's activities Students' activities 1 Homework checking:( mins)
- Ask one st to Ex in the workbook on the board
- Ask one st to give remarks - Give remarks and marks
2 The new lesson:( 39 minutes)
- Ask sts to part II, part III and part IV at home in advance to save time
- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes
- Ask sts to listening in class
2.1 Listening:
- Ask sts to read the requirement of the task
- Introduce new words: + queue (v) : xÕp hµng
+ traffic (n) : cars, motorbikes, traffic lights,
heavy traffic
- Play the tape twice and ask sts to the task
- Ask sts to share their ideas with their partners
- Get feedback and play the tape again so that sts can check their answers
EX 4:
1 If When if If when
- One st gives remarks
- Look at the textbook and read the statements
- Try to focus on the important words - Copy down these words into their notebooks
- Listen and read after the teacher
- Listen carefully and the task
- Work in pairs to discuss their answers 1 F 2.F T 4.F T
(121)- Ask sts to read the paragraph in part B and try to guess what will be filled in each blank
- Play the tape again
- Ask sts to write their answers on the board
- Ask other sts to give remarks - Check and give feedback
2.2 Reading:
- Ask sts to work in groups to compare their answers
- Ask some sts to report his/ her answers aloud
- Listen and check
2.3 Grammar:
- Ask sts to discuss their answers in groups
- Ask sts to write their answers on the board
- Ask two other sts to give remarks - Check and give the correct answers
2.4 Writing:
- Ask some sts to read their writing aloud
- Ask some sts to give remarks
- Listen carefully and complete the paragraph
1 aren't evening cinemas 4 theatres knows
- work in groups to share their ideas - Some sts stand up to report
1 because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas.
2 People can see films, plays of every kind, political discussions and the latest exciting football matches.
- Discuss in groups - Answers:
1 have been haven't had 2 haven't given have paid 3 said had taken 5 thought would come 6 told have got - Read their writing aloud
" When you come out of the bus station, turn right Go straight ahead until you see the traffic lights Turn left to
Redham Road, walk along this street in about 10 minutes The Indian
(122)3 Homework: ( min)
- Part D ( Page 52 - workbook)
- Listen to the teacher's remarks
V EXPERIENCE:
Ôn thi học kỳ I môn TiếNG ANH (2010-2011)
UNIT 1: A DAY IN THE LIFE OF…
A THEORY
I.PRONUNCIATION: /i/ and /I:/
1.The simple present ( Thì đơn)
a Form
- Affirmative:
S + is / am / are S+ V (s/es)
- Negative:
S + isn’t/ aren’t/ am not S + don’t/ doesn’t +V
- Yes/no question:
Is/ am / are + S? Do/Does + S + V?
2 The simple past (Thì khứ đơn):
a Form: - Affirmative:
S + were / was S+V2/Ved
Ex: We were at home last night She went to the party yesterday
- Negative:
S + weren't/wasn't S+ didn’t +V
Ex: Mai wasn't in her room at 9.00 pm yesterday She didn’t go to the party yesterday
- Yes/no question:
Were/ Was + S ? Did + S + V?
Ex: Were you at the party last Sunday evening? Did she go to the party yesterday?
b Signal words: Yesterday, ago, last week, last month, last year
(123)Always, usually, often, sometimes, seldom, rarely, never
+ Position :(Vị trí )
- Đứng sau động từ To Be; Ex: He is always free on Sunday
- Đứng trước động từ thường; Ex: He often gets up at 7a.m in the morning
- Đứng trợ động từ động từ; Ex: He doesn’t often read newspaper after dinner
- “ Usually” va “sometimes đứng đầu câu cuối câu Ex: Sometimes I go to the cinema
Ex: I go to the cinema sometimes
III.SPEAKING: talk about one’s daily activities
IV.WRITNG: Write a narrative within 100-120 words using suggested cues and a frame
B PRACTISES
I PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest
1/ a.kitchen b.history c.time d.finish
2/ a.little b.eaten c.click d.fit
3/ a.heat b.read c.repeat d.interest
4/ a.cheese b.pea c.hit d.heat
5/ a.please b.seats c.sit d.meeting
II.VOCABULARY
1 I was late for school this morning because my alarm clock didn’t …… a go on b go off c.go away d.go up
2 I was born and grew up on the …… of the Red River a shops b restaurants c offices d.banks We are contented with what we
a.interested in b.excited about c.keen on d.satisfied
4.During his break, Mr.Pike is used to drinking tea with his fellow peasants a.workers b.associatesc.mechanics d.farmers
5.It takes me about three hours …….the report
a.complete b.to complete c.completing d.completed 6.I made some good purchases of clothes when I was in town
a.appearance b.buys c.decorations d.wastes 7.We use a…… to break up the earth and plant the seeds
a car b.plough c.dog d.land
8.Linh always has a very busy timetable for the whole week a.life b.routine c.holiday d.schedule
9.The homework is …… to be submitted nextweek so we all feel worried a.due b.though c.made d.hoped
(124)III.GRAMMAR:
EXERCISE1:Choose the best answer
1.Water and oil……
a not mix does not mix has not mixed is not mix 2…… on Sundays
a.Always he gets up late b.He always get up c.Does he get up always late d.He gets always up 3.Did you say that you …….here only threed ays ago
a.came b.had come c.have come d.come 4.I haven’t met him since he…… school
a.left b.was leaving c.had left d.was left 5.Peter does not feel satisfied his new job……… about it
a.He has always complained b.He always has complained c.Always he has complained d.He has complained always 6.It …… me fifteen minutes to get to school every morning
a.takes b.took c.has taken had taken
7.He …… twentycalves lastweek, now he them up to sell a.had bought/fed b.buys/feeds
c.bought/is feeding d.was buying/fed 8.Kerry…… hard on the violine lastweek
a.practises b.practised c.has practised d.is practising
9.The boys…… football in the field every evening but yesterday they…… basketball instead
a.played/played b.played/play
c.play/play d.play/played
10.My alarm clock …….at six o’clock every morning and I jump out of bed to get ready for school
a.rings b.is ringing c.rang d.rung
EXERCISE2: Complete the sentences Put the verb into the correct form
1 Trees …… more quickly in summer than in winter (grow)
2.We …… at about 7:00 Couldn’t you come an hour later? (usually/get up) In 1788 he …… his last great work in Vienna (write)
4.Alice…… her mother in London most weekends (see)
5.Scientists …….some fundamental discoveries in the 18th century
III.READING
Read the passage below and choose one correct anser for each question
My name is Seumas Mc Sporran and I’m a very busy man I’m 60 years old and I have thirteen jobs Iam a postman, apolitician, a fireman, a taxidriver, a school bus driver, a boatman,an ambulance man, an accountant, apetrol
(125)I live and work on the island of Gigha in the west of Scotland Only 20 people live there but in summer 150 tourists come by boat everyday
Every weekday I get up at 6a.m and make breakfast for the hotel guests At 8a.m I drive the island’s children to school At a.m I collect the post from the boat and deliver it to all the houses on the islands I also deliver the beer to the island’s only pub Then I help Margaret in the shop
My wife likes being busy,too We never have holidays and we don’t watch TV In the eveningsMargaret makes super and I the accounts At 10 p.m we have a glass of wine and then we go to bed.Perhaps, our life isn’t very exciting but we like it
Mr.Mcsporran does all the following jobs EXCEPT
a.a firefighter b.a driver c.a farmer d.a mailman 2.Gigha is the name of
a.his wife b.his hotel
c.the shop where they work d.the island where they live 3.Tourists…… to the island
a.sail b.fly c.swim d.drive
4.The word “it”in paragraph refer to
a.beer b.post c.boat d.pub
5.According to the pasage which is true about Seumas Mc.Sporran a.He likes the job as a postman
b.He and his wife go on holiday every year c.He does the accounts in the evening d.He goes to bed very late
IV SPEAKING
Choose the sentence or phrase that best completes the dialogue A: What you usually on your days off?
B: (1)………
A: Do you get much exercise? B: (2)………
A: How often you get exercise? B: (3)………
A: Where you go swimming? B: (4)………
A: You’re really in good shape
1 a.I usually drive to work b.I will sleep all day
c.I usually not much d.Nothing much I always sleep until noon a.I usually b.Yes, I c.How about you d.Very often
(126)4 a I usually go swimming and play badminton b.No, I never
c.I go straight home after work d.I watch TV a lot
5.a.Everyday from to b.I always go to the YWCA c.No, I play tennis d.I usually go by motorbike 6.a.Yeah, I’m a real cough potato b.Oh,Are you
c.Thanks a lot d.good for you
V WRITING
1.money/little/although/they/have/, are/they/happy
2.salary/his/isn’t/contened/John/with/present
3.household/every/nowadays/has/computer/a/almost
4 is/although/farming/hardwork/a/, enjoy/life/country/I
5.10 o’clock/due to/ plane/at/ the/ is/ leave/, so/hurry/we/up/should
UNIT 2: SCHOOL TALKS A.THEORY
I.PRONUNCIATION: /^ / and /a:/
II.GRAMMAR
1.Wh-questions * Form
Wh-word + be +S + C (complement)? Ex: What are you interested in?
Wh-word + do/does/did + S +V ? Ex: Where you live?
2 Gerund (Danh dộng từ) and To-Infinitive (Động từ nguyên mẫu) a.Gerund:
+ Theo sau số động từ)
to like to love to keep to miss to avoid to suggest
to enjoy tofinish to consider to risk to understand to continue Ex: I finish reading th book and went to bed
+ Theo sau số cụm từ(common expression)
don’t mind It’s no good Can’t stand can’t help (không thể không) Ex: I don’t mind helping you washing-up if you are tired
+ Preposition (giới từ: on, in, off, of, for, from, to )
Ex: I’m interested in teaching children
b To-infinitive
(127)Ex: I hope to see you soon
III.SPEAKING: Start, continue and close a conversation
IV.WRITING: Fill completely some common forms B PRACTICES
I PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest
1.a.study b.guitar c.subject d.love
2.a.marvellous b.father c.wonderfuld.target 3.a.much b.lunch c.month d.garden
4.a.mark b.card c.hard d.warm
5.a.student b.study c.subject d.funny II.VOCABULARY
1.He’s …… a lot of subjects this semester
a.getting b.taking c.doing d.setting 2.What is your job?
a.occupation b.career c.professiond.all are correct 3.It’s good to …… up early for school
a.catch b.take c.get d.climb Anyone who wants to apply for the job have to …… this form
a.take up b.take in c.come up d.fill in 5.The …… is the family name
a.surname b.firstname c.given name d.middle name
6.We hope the students themseves will enjoy taking …… in outdoor activities a.part b.note c.notice d.advantage
7.She was disappointed to fail in two of her four …… a.schools b.classes c.lessons d.subjects 8.Mathematics is my favourite ……
a.objective b.requirement c.subject d.purpose
9.He misssed the last semester because of his serious illness Now he has to work hard to ….… his classmate
a.put up with b.be bored up with c.catch up with d lose sight of 10.She is interested in teaching …… because she loves working with children
a.semester b.communication c.work d.profession
III.GRAMMAR
* EXERCISE 1: Choose the best answer
1.Ms Lan enjoys …… because she loves working with children a.to teach b.to be taught c.teaching d.teach
2.He insisted in …… the job himself
a.to b.do c.doing d.having done …… you take a holiday?
(128)4.Could you please stop …… so much noise?
a.making b.doing c.taking d.spending …… did the Second World War end?- In 1945
a.where b.when c.what time d.how long 6.It was a nice day, so we decided …… for a walk
a.to have b.to go c.to take d.to make 7.I don’t mind …… you to the washing-up
a.help b.helping c.helped d.to help 8.Dad allowed Done …… to the party
a.going b.to go c.go d.gone
9.You should try …… English; You will find it very exciting a.to learn b.learnt c.learing d.learn
10.My glasses are in my book, but I don’t remember …… them there a.putting b.to put c.put d.I put
EXERCISE
1.I enjoy to talk with my classmates about their future plans A B C D 2.He began to studying English three years ago
A B C D
3.Sometimes, it’s difficult to avoid to drink when we enjoy an informal party A B C D
4.Alma doesn’t like cities and want to live somewhere quiet A B C D
5.Do you mind to stay up tonight to help me finish the homework? A B C D
IV READING
Many people now think that teachers give pupils too much homework They say that it’s unnecessary for children to work at home in their free time
Moreover, they argue that most teachers not properly plan the homework tasks they give to pupils The result is that pupils have to repeat tasks which they have already done at school
Recently in Greece, many parents complained about the difficult homework which teachers gave to their children The parents said that most of the
homework was a waste of time, and they wanted to stop it Spain and Turkey are two countries which stopped homework recently.In Denmark, Germany and several countries in Europe, teachers cannot set homework at weekends In Holland, teachers allow students to stay at school to their homework The children are free to help one another.Similar arrangements aslo exist in some British schools
1.According to the passage, many parents would like their children to
(129)c.do more homework d.do their homework at school
2.In which of the following countries children don’t have homework now?
a.Greece b.Turkey c.Holland d.Germany
3.In which countries can’t teacher set homework at weekends?
a.Spain and Turkey b.Denmark and Holland c.Germany and Brutain d.Germany and Denmark
4.The word “repeat” in paragraph means
a.do again b.state again c.reuse d.remake
5.According to the passage, which of the following sentences is NOT TRUE a.According may parents, a lot of homework has not been planned properly b.Greek parents thought their children’s homework was not easy
c.In Greek, parents wanted to stop homework
d.In all schools in Britain children can their homework at school and help one another
IV SPEAKING: Put a circle round the letter of the best reply to each question
1.What’s your new address?
a.It’s the old one b.Go straight on c.Flat 42B,225 Nathan Road, Kowloon
2.How far is it from here?
a.Two kilometres, at least b.No, it isn’t c.Yes, it’s rather far
3.How long does it take to get to Dave’s place from your flat?
a.It’s a long way b.About one kilometre c.Thirty five minutes
4.I think I’ll go by bus where’s the nearest bus stop?
a.Cross the road and turn left b.Five hundred metres, I suppose c.It’s five minutes by bus
V WRITING: Write completed sentences with prompts below 1.I/remember/first day/secondary school/well/at/eleven/old
2.When/I/arrived/at the school/, the playground/full/big boys/and/some of
them/look/like men/to me
3.I/frighten
4.I/ask/some boys/where to go/but/no one/anwer/me
5.When/I/find/classroom/teacher/angry/because/I/late
6.I/miserable
7.I/want/go/home
(130)9.But.those/first/days/terrible
UNIT 3: PEOPLE’S GROUND
A THEORY
I Pronunciation:/e/ and / / II Grammar
1.The past perfect
*Form:
- Afirmative:
S + had + V3/Ved
Ex: By May 3rd last year, she had worked in the central bank for three years. - Negative:
S + hadn’t + V3/Ved
Ex: By midnight, they hadn’t come to an agreement
-Yes/no question:
Had + S + V3/Ved?
Ex: Had it begun to rain before you left the house this morning?
*Signal words: by, when, as soon as, after, before
III Speaking: Talk about somebody’s background
IV Writing: Write about people’s background B PRACTISES
I PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest
1.a.happen b.many c.example d.family 2.a.tragic b.mature c.husband d.another 3.a.father b.education c.background d.career 4.a.mat b.man c.men d.sad 5.a.sand b.send c.pan d.bad II VOCABULARY : Choose the best answer
1 Marie Curie was …… the Nobel Prize in chemistry a won b awarded c delicated d.devoted
2 Being unfamiliar with the living…… in Africa, he came back to his hometown a work b conditions c life d cost
3 Mary…… the dream of becoming an actress as she was a child a liked b received c fed d.harboured
4 He was impolite to…… me while I was speaking
a interrupt b take up c determine d.follow
(131)6 She is interested in …… She is a ……
a scientist/science b science/scientist c scientific/science d scientist/scientific Without the pull of the Earth, we could not …… anything
a weigh b weight c weightless d weightlessness
8 She harboured the thought of being a member in the Parliament to struggle for women’s right
a keep in mind b determined c.passed d took change of Family…… is very important for a child to form his personality
a name b background c specialization d degree
10 The purpose of the test is to …… the weight of the chemical element a ease d interrupt c determine d receive
III GRAMMAR
EXERCISE 1: Put the verbs in the past perfect or past simple I felt very tired when I got home, so I (go) ……… straight to bed I (take) …… the book back to the library when I (read) ……… it
3 Two days ago I (meet) …… an old friend who (not,see) …… for years
4 Karen (not want)…… to come to the cinema with us because she (already/see) …… the film
5 By the time we (arrive) …… at the hall, the lecturer (make) …… half of his speech
EXERCISE 2: Choose the best answer
1 After it …… dry for two months, it rained heavily lastnight
a had been b was c has been d would be When I …… to visit him, he…… to work
a came/ gone b came/had gone c had come/ went d had come/ had gone Kenny…… his driving test before he bought a car
a had taken b has taken c was taken d were taken 4.When you phoned me, it …… my lunch time
a.was b.is c being d were
5.Miss Kim …… all our books by the time we arrived
a had marked b have marked c had marked d will have marked
IV READING: Read the passage below and choose one correct answer for each question
Marie Curie, the Poloish-born chemist, was a courageous and
determined woman She was born on November 7th, 1867 She left her home for
(132)Together, Pierre and Marie formed the most famous husband-and-wife partnership in science history They discovered the radioactive elements, Polonium and Radium They were awarded the Nobel prize for Physics in 1903
1 The word “determined” in line means most nearly
a resolute b found out c brave d honest
2 What did Marie Curie go to France for?
a To find a job b To earn her living
c To study d To take up a new hobby
3 How was Marie Curie when she first lived in Paris?
a bored b poor c rich d lively
4 How old was Marie Curie when she won the first Nobel Prize?
a 30 years old b 36years old c 44 years old d 67 years old Polonium is a
a country b science history c prize d radioactive elements
V SPEAKING: Choose the sentence or phrase that best completes the dialogue
A: (1)……… B: In a house near Brighton
A: (2)……… B: For three years
A: (3)………
B: The house we had before was too small We need somewhere bigger A: (4)………
B: I work in a bank
A: (5)………
B: I doesn’t earn much Just about USD 15.000 a year a What’s your address? b Where are you?
b Where you live? b Where you live?
2 a You have lived there for how long? b.How long have you lived there? c How many years have you lived there? d How long you live there? a Why did you move?
b Why you moved? c Why did you moved?
d Can you tell me the reason why did you move? a, What you work?b What your job is?
c What you do? d What you do?
5 a How much you earn b How much you take?
c How about money you earn? d Do you earn how much money VI WRITING: Use the facts from the box to write a short paragraph 1/ - Mailinh, Tien Giang, Vietnam
- father: engineer; mother: teacher - local school: 12 years
- college: years
- now: sales representative
(133)……… ……… ……… ……… ……… - Mina, Kuala Lumper, Malaysia
- mother: dressmaker - local schools: 10 years - now: taxi driver
……… ……… ……… ………
Unit 4: SPECIAL EDUCATION Pronunciation : / / and / /
Nhận dạng:
m / / : o + phụ âm + (phụ aâm) : cost, cloth, long, got A+ phuï aâm : want, wash, squash, squat, watch
Aâm / /: aw, or, our, oor : saw, law, pawn, lawn, morning, door, more Alk, all,ar : talk, walk, all, wall, small, warm, swarm, war, ward
Grammar:
1/ THE + ADJ NOUN (collective noun: danh từ tập hợp ) động từ sau danh từ tập hợp chia số nhiều
ex: the blind: người mù, the deaf: người điếc, the disabled: người tàn tật the young: người trẻ, the old: người già, the rich: người giàu, the poor: người nghèo,…
Ex: The young has the future in their hand 2/ USED TO + V / DIDN’T USE TO + V
Used to + V: từng, dùng để diễn tả thói quen q khứ mà khơng cịn
Ex: I used to play volley ball ( now I don’t play anymore)
Didn’t use to + V laø thể phủ định used to + V
Did + S + use to + V dạng câu hoûi
Ex: Our parents didn’t use to use mobile phones as we now 3/ Đại từ quan hệ WHICH:
WHICH dùng để thay cho ý tịan phần đứng trước câu phận câu trước Which với phận sau Which ln có dấu phẩy
Ex: Neil has passed the examinations, which is a good news
(134)Writing: A letter of complaint ( thư phàn nàn)
Địa ( người viết) Địa + tên ( người nhận)
Ngày tháng viết thư Dear + name,
I am writing ti complain about ………… ( nêu lí viết thư bắt đầu từ )
Phàn nàn chung vấn đề nói Nội dung phàn nàn ( chi tiết)
Kết thúc với gợi ý giải vấn đề Yours faithfully,
Name ( người viết)
Exercise:
1 Circle the word that has the underlined sound pronounced differently from the others:
1 a some b how c other d come
2 a parent b afternoon c class d father
3 a five b write c child d children
4 a teach b deaf c reason d realize 2 Rewrite the sentences, use USED TO + V or DIDN’T USE TO + V Peolple/ travel on horseback Peolple used to travel on horseback They/ not/ travel by plane
Women / wear long dresses Trips/ take much longer
3 Choose the best answer among A, B, C or D that best completes each sentence:
John is always late for class, annoys the teacher
a which b this c what d that
Now I don’t go to school on foot as I _
a had been b did c used to d was
3 Without the Braille Alphabet it would be very difficult for _ a the disabled b the deaf c the mute d the blind Thuy’s class is different _ other classes because the children are disabled
a on b from c in d at
5 Her job is of mentally retarded children in the area
a looking b taking care c taking notice d watching They gave a clear _ of their intentions
a demonatrate b demonstrative c demonstration d.demonstrating
7 The little buy is helping cross the street
a the poor b the rich c the blind d the young What you _ a living? I work as a fashion model
(135)9 By the time he arrived, his classmates _
a had left b had left c was left d left
10 They spent a lot of time about what they would a talk b to talk c talked d talking
Unit 3+4
I Pick out the word whose underlined part is pronounced differently from the rest.
1.a married b worried c harboure d interested
2.a mature b education c famous d concentrate
3.a beat b eaten c repeat d head
4.a send b tent c bench d he
5.a said b sad c man d bad
6.a teach b deaf c reason d realize
7.a parent b afternoon c class d father
8.a dream b death c real d year
9.a organise b money c force d for
10.a.pity b children c blind d finger
II Answer the question.
1 When and where was Marie Curie born?
What dream did Marie Curie harbour ?
Why did Marie Curie work as a private tutor?
_ When did Marie Curie get married?
What was Marie Curie’s real joy?
What kind of student was she?
For what service was she awarded a Nobel Prize in chemistry?
_ Does Thuy enjoy her teaching job?
_ Why is Thuy’s class different from other classes?
_ 10 Where Thuy’s student come from?
_ 11 Why did many disabled children attend the class?
_ 12 How Thuy’s students feel?
_ III Choose the best answer
1 Where did Marie Curie go to school?
(136)2 Why did Marie Curie go to Paris? a to get University education b to find work for her living c to meet Pierre Curie
3 While she was studying at the Sorbonne a she earned a lot of money
b she had to live in financial difficulty c she worked as a private tutor
4 What did Marie Curie in 1914?
a she became a University professor
b she was awarded a Nobel Prize in chemistry c she found the Radium Institute
5 What did Marie Curie in 1906
a she took up the possition of her husband b she received Ph.D
c she received Nobel Prize in chemistry Sally is a ………
a olympic champion b cyclo driver
c teacher d farmer
7 What kinds of books does Sally like?
a romantic books b children books
c adventure books d picture books
8 What does Sally want to be in the future ?
a teacher’s diploma b olympic champion
c sports teacher d athlete
9 How is the teaching job in Thuy’s class?
a interesting b time consuming
c angry d humorous
10 The children in Thuy’s class is………
a disabled b deaf c blind d dumb
11 At first, the parents were ………the idea of sending their children to the special class
a interested in b satisfied with c opposed to d worried about
12 The writer feel ………toward Thuy’s work
a admiring b interesting c admired d interested 13 Many disabled children attended the class thanks to ………… of a
young teacher, Pham Thu Thuy
a opposition b belief c effort d attitude 14 The time of the day they enjoy most ………….lesson
a photography b photograph c photogenic d photographer 15 How many photos are in a display of Vang Trang Khuyet club
a.50 b.30 c.19 d.20
16 The disabled children’s passion for taking a photograph helped them escape their…………
(137)IV Find the mistakes in these sentences
1 He wants to be a photography in the future A B C D
2 The time of the day they enjoy most is photograph lesson A B C D
3 Biology, chemistry, and mathematics are different types of scientist A B C D People are interesting in the quality of the products they buy
A B C D She told me to shut the door but I don’t lock it
A B C D
6 Hellen said she went to the supermarket before coming to my house
A B C D
7 After my uncle has bought a new car, he sold his bicycle A B C D
8 Tom has finished his homework before he went downtown
A B C D
9 Tom said that he would borrow me his car if I wanted to use it
A B C D
10 He used to travelling on horseback when he was a child
A B C D
11 He didn’t used to visit HA NOI capital A B C D
12 The six –month – old photographic club, who comprises 19 members
A B C D
13 He always goes to work on time ,where pleased her boss A B C D
14 I once took a photographer of my girlfriend
A B C D
15 Tom stopped studying when he was a junior in college because he does A B C D not like school
16 While George was reading in bed, two thieves had climbed into his
A B C D
Kitchen
V Read the passage and answer the questions.
When Edison was a boy at school, he asked a lot of question The teacher thought he was stupid and she sent him home Edison’s mother taught her son at home and he began to carry out a lot of experiments He earned money for his experiments by gardening Later he worked on train and
continued to experiment there Unfortunately, in one of his experiments, he set fire to the train
1 What did Edison when he was a boy at school? a asked a lot of questions
b made a lot of experiments c was quiet
(138)2 What did the teacher think about Edison at the time?
a clever b foolish c timid d intelligent 3 Who taught Edison when he was sent out of school?
a his brother b his tutor c his father d his mother 4 How did he earn money for his experiments?
a by selling stamps b by driving a car
c by gardening d by delivering newspaper
VI Complete the sentences
1 She /used/ eat /ice cream /when /be /a /child
I /difficulty /speak/and/write /English
_ When /I / holiday /I /not/ enjoy/ get/ early
_ It /said/Robin Hood/rob/rich/and/give/money /poor
_ I/ not / happy /study / English centre
I /wish /apply /post/manager /company
_ I /write /complain /poor quality /service /your centre
I/ watch /TV /after /finish /homework
I/ dinner /before/go out/last night
_ 10 Deaf/and/dumb/can/communicate/each other/by/system/sign language
UNIT 5: TECHNOLOGY AND YOU
Grammar:
1/ The present perfect tense: Hiện hòan thành HAVE/ HAS + V( ED, 3)
ex: I have learnt English for 12 years Thì hịan tàhnh dùng để:
- Diễn tả hành động khứ tiếp tục tại: Ex: I have known him for years
Với cách dùng hịan thành thường với : recently, in the lasat few days/ years, so far, since lunch, for ten days,…
- Diễn tả hành động vừa xảy ra, thường dùng với Just: Ex: They have just finished their lunch
- Diễn tả hành động xảy không rõ thời điểm cụ thể, thường dùng với Already để nhấn mạnh câu khẳng định
(139)Đi với Yet câu hỏi làm hay chưa dùng câu phủ định để nhấn mạnh ý chưa làm
Ex: I haven’t done my homework yet Have your friends come yet?
Dùng với cụm từ this morning/ afternoon/ evening, this week/ month/ year, today ……….khi khỏang thời gian chưa kết thúc
Ex: I have read 20 pages today
- Dùng với For + a period of time, Since + a point of time
2/ Present perfect passive: HAVE/ HAS BEEN + BEEN + V(3/ED) Ex: My father has planted 20 trees this week
20 trees have been planted by my father this week 3/ Mệnh đề quan hệ với WHO/ WHICH / THAT
ĐẠI TỪ Chủ ngữ Tân ngữ
Chỉ người Who, that Whom, that
Chæ vaät Which, that Which , that
- Bắt buộc dùng That danh từ đứng trước có tính từ chia so sánh danh từ là: someone, everyone, somebody, everybody, anyone, anybody
-Không dùng THAT để thay cho Who, Which mệnh đề không giới hạn ( non- restrictive clause), lọai mệnh đề để dấu phẩy Ex: Sydney, where you came last month, is a wonderful place to visit
Writing: imperative form of the verb : V + O
Ex: lift the receiver and listen to the dial tone Insert your phone card in the slot
Press the number you require
Pronunciation: / u/ and /u:/
Nhận dạng:
m / u/: u + phụ âm + ( phụ âm) : put, full, fullfil, butcher, bull, bullet, bush OO: good, book, foot, football
m /u:/ : oo + phụ âm: bamboo, boom, loot, shoot, food, booty, room Ue, ui : sue, Tuesday, suet, suit, juice, blue
Exercise:
I Write complete sentences, using WHO/ WHICH / THAT and begin with the given words:
1 A girl was injured in the accident She is now in hospital The A waitress served us She was impolite and impatient
The A building was destroyed in the fire It has now been rebuilt The Some people were arrested They have now been released The A bus goes to the airport It runs every half hour
(140)II Change these sentences into passive voice: 1.Somebody has stolen my bike
_ They have postponed the class meeting
They have built a school near our house
_ Has somebody informed Lan of the change?
_ They haven’t finished their assignments
_
III Choose the best answer among A, B, C or D that best completes each sentence:
1 What makes a computer such a device?
a miracle b miraculous c miraculuosly d wonder Computers are capable doing almost anything you ask
a in b at c of d with
3 You can relax with the computer games or by listening to music a computer-played b computers-played
c computer-playing d computers-playing
4 Quoc Hoc high school, we are studying, is a famous school in Vietnam
a which b that c where d in where This box for a long time yet
a hasn’t been opened b wasn’t opened
c hadn’t been opened d wasn’t being opened A new hospital _ in the area lately
a was built b was being built c has built d has been built By the end of this month, we the training course
a have finished b will have finished
c would have finished d will have been finishing I haven’t met him since a long time
A b c d
9 A new hospital for children has built in our city A b c d
10 Here’s the computer program about that I told you A b c d
Unit 6: AN EXCURSION
Pronunciation: âm / / and / /
Nhận daïng
(141)Grammar:
1/ The present propgressive with the future meaning
S + am/ is/ are + V-ing
diễn tả kế hoạch tương lai, có thời điểm xác định ex: I am visiting Dalat this Friday
2/ Be going to + V: diễn tả dự định tương lai tượng có dấu hiệu
ex: I am going to London this year
There are a lot of black clouds in the shy It is going to rain
3/ Will + V : diễn tả định lúc nói đoán tương lai
writing: a confirmation letter Dear + name,
Nêu cảm nghĩ nhận lời đề nghị giúp đỡ Xác nhận giúp
Hẹn thời gian dời lại lúc khác ( nêu lí do) Hẹn lúc khác( lúc khơng rảnh)
Hẹn gặp lại
Love/ Yours Name ( writer) Ex:
Dear Lan,
I’m glad to hear that you are going to hace a party this Sunday. I will buy a bunch of flowers for you.
I’m sorry that I will be busy at p.m this Sunday because I have to help my mom prepare the dinner So I will be at your house at p.m.
See you later. Love
Hoa
Exercise:
Choose the word that has the underlined letter(s) pronounced differently from the rest:
1 a wood b cook c blood d push
2 a excursion b sunburnt c nurse d picture
3 a weather b ready c early d instead a site b trip c city d invention
5 a work b term c other d early
Choose the word or phrase that best completes the sentence for the underlined word or phrase
1 I work from Tuesday to Saturday, and Sunday and Monday are my a working days b days out c breaks d days off
2 The cottage is surrounded by the most glorious countryside a ordinary b honourable c beautiful d gloomy Take an umbrella with you It’s going to raining
(142)4 There would be a lecture by Mr Brown next week A b c d
5 Tell me your plan Lan What _ this Saturday evening” a are you doing b have you done
c would you d will you be doing
6 They are going _ a boat trip on the Thames
a for b in c.at d on
7 I _ when I heard my name _ a shopped- called b was shopping- was calling c was shopping- called d shopped- was calling
8 We’ve run out of milk Oh, have we? I and get some a would go b will go c will be going d was going We are going on a _ to Vung Tau next week
a two day trip b two-days trip c two-day trip d twoday trip 10 I can’t talk now I _ the dinner
a was cooking b am cooking c will be cooking d have cooked
Review Unit 7
Lý thuyết/Ngữ pháp (Grammar)
So sánh hồn thành q khứ đơn (Since, For, Ago)
Phân biệt cách sử dụng: Because of In spite of (mở rộng Because, Spite, Although)
Ex: In spite of the cold weather, we wore shorts
Ex: Because of the cold weather, we kept the fire burning all day Phát âm (Pronunation): /ei/ play; / ∂ i / type; / / enjoy
Viết (writing): Viết đoạn văn thuận lợi không thuận lợi: Radio, TV, Newspapers, The internet
Bài tập (Exercise)
I/ Pronunciation: Circle the word with the underlined letters pronounced differently from those of the others
1- a Play b Height c Buy d Type 2- a Voice b Noise c Enjoy d Time 3- a Televition b Climb c Listen d Magazine 4- a Boil b Noise c Going d Voice 5- a Close b Town c Mouse d Noise 6- a Play b They c Today d Noise
II/ Rewrite the following sentences, using Because of and In spite of, Because of, Because, Although.
Although he took a taxi, Bill still arrived late fore the concert In spite of
We went out in spite of the heavy rain
Although ……… She didn’t go to school because She was seriously ill
Because of ……… Rice grows well here because of the warm and wet cimate
(143)In spite of ……… In spite of his suffering from a bad cold, william still want to school
Although ……… Although he had a good salary, he was unhappy in his life
In spite of ……… Ba was punished because he was lazy
Because of……… Because he is kind, everybody they have very little money
Because of ……… They are always happy although they have very little money
In spite of ……… III/ Complete the sentences with Although / In spite of / Because/ Because of. ……….it rained a lot, we anjoyed our vacation
a ……….all our careful plan, a lot of thing went wrong
b ……….we had planned everything carefully, a lot thing went wrong a I went home early……… I was feeling sick
b I went to work the next day……… I was still feeling sick I couldn’t get to sleep ……… there was a lot of noise
5 I didn’t get the job………being extremely qualified ……….the traffic was bad, I arrived on time
7 I couldn’t sleep………I was really tired The flight may be cancelled
IV Complete the sentences with the present perfect or past simple tense. What………(He, see) on TV since last week?
Which programmer ……….(you enjoy) most this week? What ……….(be) the best programmer so far this year
The cooker ………(go) up at leat three time already She first went to see a play when She ………(be) a schoolgirl ……….(you, visit) many palces when you were in paris?
Last night I………… (arrive) home at haft past twelve I……….(have) a bath and then I………….(go) to bed
Lan and I……… (not/ see) thos movie yet IV/ Write Since or For:
1 ……… six months 4……… twenly years ……… last months ………last summer ……… 2000 ………Monday
VI/ Some of these sentences contain a mistake with a verb tense. I’ve seen a really good paly on televition last night
I sew him go into the theatre just a second age Recently there were several incidents like that Did you ever see any paintings by Goya In modern time, nothing like that happened
(144)Review Unit 8
Lý thuyết / Ngữ pháp:
Câu điều kiện If loại 1 (Condition senrence type )
Câu tường thuật gián tiếp với câu khẳng định ( Reported speech ) Phát âm (Pronunciation): /aʊ/ and/əʊ/
Writing : Hướng dẫn đường từ đồ (Giving directions) Bài tập: Exereice:
I/ Pronunciation:
1- a toy b enjoy c destroy d type 2- a couch b phone c close d note 3- a voice b more c noise d destroy 4- a rose b hot c host d hope 5- a road b roar c coat d soap
II/ Rewrite each sentence as reported speech, beginning as shown “I won’t have enough time to finish this job”
He said……… “ It is been a long time since I had such a good meal”
She said……… “ The weather may get much worse tomorrow”
He told us……… “ I think you should cut down on your smoking”
The doctor told me……… “ It’s time to go to bed, children”
She told……… “ I’ll see you tomorrow, John”
Peter told John……… “ I left my umbrella here two days ago”
Susan told
them……… “ I gave you this yesterday”
John said……… “ Your letter arrived yesterday”
David told me……… Make me some coffee and I’ll give you one of my biscuits
If you……… You press this button to stop the machine
If you ………
STOP AND CHECK (Units – 8)
I Match a line in A with a line in B to make meaningful sentences.
1 If you go to Paris a We’ll be late for school. If I don’t hear from you today b go inside the store
(145)II Put the verbs in brackets in the correct tense form.
1 A (you, go)……… shopping this afternoon?
B No, I (already, go)………this morning He and his wife (live)………next to me since their son, Tom, (bear)
…………
3 I (never, be)………to Autrslia, but I’d like to go I (not see)………Keith for a while
5 We (be)……….friend since we (be)………at college together
6 It’s quite simple really If you (take)……….these tablets every day, then You (lose)……… weight
III Complete the sentences with because, because of, although or in spite of.
1 Hefty died………she had a stroke ……….she was rich, she didn’t own a
house
3 She could not sleep ……… the noise
4 The workers on strike ………the working conditions were bad James never say a hard word to Ruth……….his love for
her
6 ……… her wealth, she is not happy
IV Rewrite cach sentence, beginning as shown, so that the meaning stays the same.
1 “I’ll see you tomorrow, Join.”
Peter told John……… “ I left my umbrella here two days ago”
Sunsan told them……… “ I like this hotel very much”
David said……… “ I gave you this yesterday”
John said……… “ Your letter arrived yesterday”
If you……… Make me some coffee, and I’ll give you one of my biscuits,
If you……… If you see Tom, tell him he should be here at 8.00
If you should……… You press this button to stop the machine
(146)THE SECOND TERM UNIT 9: UNDERSEA WORLD
Period: 55 A- READING
Class Teaching date Absentees
10A2
I Objectives:
Education aims: - Students read about the undersea world Knowledge:
a General knowledge: - Knowledge about the oceans and the undersea world
b Language: - The present simple tense
- Vocabulary concerning undersea world like: whale, jellyfish, shark,
Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises
II Anticipated problems:
- Students may lack vocabulary on undersea world
III Teaching aids: board, textbook, chalk, cassette player, tape. IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up:( mins)
(147)+ Networks:
- Sts are required to work in groups of or to make a list of words related to the names of the animals in the sea in written form
- The group with the longest list will be the winner
2 Before you read( 12 mins) - Aim: -Prepare information and vocabularies for the topic.
+ Work with a partner 1:
- Asks sts to look at the map and give Vietnamese names for the oceans on the map
- Allows sts to discuss in pairs in minutes
- Gets feedback and give remarks
+ Work with a partner 2:
-Sts are required to in the same way as in “ work with a partner 1” to name the sea animal in each picture
- Asks some sts to report - Listens and give remarks
- Work in groups of 3-4 students
- Give the lists to the teacher
- Work in pairs and the work orally
- Some sts report
+ Pa'cific ocean: Thái bình dơng + At'lantic ocean: Đại tây dơng + 'Indian ocean: ấn độ dơng + 'Arctic ocean: Bắc băng dơng
+ An'tarctic ocean ( southern ocean): BiÓn nam cùc.
- Listen and copy down
- Do as they have done in the previous part
- Some sts report + Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct
- Listen and then copy down
+ Vocabulary:
- Provide the sts with new words/phrases:
(148)- Reads each word/phrase times and ask the sts to repeat it
- Leaves the sts minute to self-practise reading the words
- Asks 4-5 sts to read all the word/phrases aloud in front of the class
- Listens and help the sts to read the words/phrases correctly
3
While you read:( 20 mins)
- Aims: Read the passage for information to the tasks.
+ Set the scene:
- You are going to read a passage about undersea world Read it and then the tasks that follow
+ Task 1:Fill in each space with a suitable from the box.
- Asks sts to read the passage and task
- Sts are required to compare their results with their partners
- sts are required to the task orally in front of the class (1 st/ time)
- Listens and helps sts to the task
+ Subma'rine(n): Tàu ngầm + 'organism(n): cá thể
+ Biodi'versity(n): đa dạng sinh học
+ at stake(phr) : Cã nguy c¬ tut chđng = in danger
- Listen and repeat
- Read these words silently
- Soms sts read these words aloud and others listen
- Self-correct
- Listen to the teacher
- Read the passage and then the task
- Share their answer with their partners
- Some sts report
(149)correctly
+ Task 2: Answering Questions: - Asks sts to work in pairs to read the passage again and answer the questions in task
- Requires sts to underline the information that supports the answers
- Sts are required to compare their answers with another pair
- Asks 5-6 sts to read their answers aloud in front of the class (1 st / time)
- Gives correct answers
4
After you read:( mins)
- Aims: Give the summary of the passage. - Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box
- sts represent by reading aloud the answers
- Listens and helps sts to their task well
- Work in pairs to ask and answer - Compare their answer with other pairs
- Some pairs report 1 75%
2 They that by using modern devices
3 They bring samples to the scientists to study
4 We can learn about the
temperature, depth, and the marine population
5 They are : + the bottom depending
+ current independing + tiny organism
- Work in pairs to the task - sts report
1 three-quarters 2 mysterious modern 4 discovery 5 plants and animals 6 huge
(150)5 Homework:( min)
- Learn the summary of the reading passage
V EXPERIENCE:
Period: 56 B - SPEAKING
Class Teaching date Absentees
10A2 I Objectives:
Education aims: - Students know about some actions to protect the oceans Knowledge:
a General knowledge: - Students can talk about the protection of the oceans
b Language: - "Should" and the simple present - Vocabulary on undersea world
Skills: - Speaking about undersea world.
- Reading and ordering the importance to protect the oceans II Anticipated problems:
- Students may not know many new words on the topic III Teaching aids:
(151)IV Procedures:
Teacher’s activities Students’ activities 1 Homework - checking: (7 mins)
- Asks sts to write the new words on the board
- Asks others to answer the questions of the reading passage
2 Before you speak: (13 mins)
Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans.
+ Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t
- Asks sts to look at the task and give sts some new words:
- Asks sts to read the new words aloud
- Asks sts to work in pairs, using should or shouldn’t to put the actions in order of importance and talk about these actions
- Goes around to help sts if necessary - T may give sts some suggested phrases: What you think of
How you feel about + V- ing What’s your opinion of
Well, I think
- One student write the new words on board
- Others answer the questions
- Listen to the T
- Write down the new words and practise reading them
- rubbish (n): r¸c rëi
- pollute (v): gây ô nhiễm - dispose (v) of sth: vøt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u - Work in pairs to the task
(152)In my opinion we should
- Asks some sts to give their opinions 3 While you speak( 15 mins)
Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions.
- Asks sts to skim the sentences in Task and find the new words
- Explains some new words:
- Asks sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions
- Gives sts some suggestions:
Threats Consequences Solutions 1 Beaches
are filled with plastic bags.
-polluted water
- place
plastic bags in proper dustbins 2.Whales
are hunted for food.
-extinct/ disappear
- not hunt or sell whale products 3.Explosives
are used to catch fish.
- a lot of fish died
- be banned.
4 Oil is filled from tanks
-polluted water
-clean the sea
water/punis h captain. - Goes around to help sts if necessary 4.After you speak: ( mins)
Aims: Sts report what they have discussed Task 3: Report to the class what your group
protect them.
- read the sentences and find the new words
- Listen and take notes hunt (v )
explosive ( n) spill ( v ) tanker ( n )
(153)has discussed
- Asks some representatives to report their group’s opinions in front of the class
- Listens and asks others to listen to give their opinions
5 Homework: (1min)
- Write a passage about the threats to our oceans and the solutions
- Some sts report their opinions in front of the class
- Others listen and give remarks
V EXPERIENCE:
Period: 57 C - LISTENING
Class Teaching date Absentees
10A2 I Objectives:
General knowledge:
- Sts know about the whales: how large they are, what they eat, where they live, and if they are in danger
Language: - Parts of the world
(154)Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales
II Anticipated problems: - There are too many new words - The tape's quality is not very good III Teaching aids:
- Textbook , tape, pictures of whales and other sea animals IV Procedures:
Teacher’s activities Students’ activities
1 Homework checking:(7 mins)
One sts talks about what people should to protect the oceans
2 Before you listen:(10 mins)
Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text.
a Focus sts on the picture of a whale and ask sts to answer the following questions: - What animal is the largest in the world? - What you know about whales?
- Why people think whales are not fish?
- Why people keep hunting whales? - Ask some sts to give their answer
b. Introduces some new words
One st presents Others listen and give remarks
- Discuss in groups
Some sts stand up and give their answer
Suggestive answers:
1.The whale is a mammal because it raises its young on milk
2 Because they want to catch whales for food, oil, leather and other products
Sts copy the words and phrases
- 'mammal (n): the animal that raise the young on milk
- whaling (n): hunting whales
- krill(n): tiny shellfish found in the seas (whales feed on krill)
(155)- Reads the words and ask sts to repeat - Asks sts to read the words in pairs - Asks some sts to read the words again - Asks sts to refer to the map of the world in the textbook (p 94) and revise parts of the world, the oceans and discuss where there are cold waters
3 While you listen:( 17 mins)
+ Task 1:
Aims: Sts practise listening and marking True/ False statements.
- Tells sts that they are going to listen to a talk about whales
- Asks sts to work in pairs, look at the statements given and guess if they are true or false
- Asks sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the
- conser'vation (n): taking care of st, the prevention of loss, damage - feeding / bearing ground (n): the place where a species of animal find food/ give birth
-an/a/the increase/ decrease in st(phr): - International whaling Commission: an organization responsible for the number of whales hunted
- measure(n): an action taken to achieve a purpose
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud
- Look at the map, recall parts of the world, the oceans and discuss where there are cold waters
- Listen to the T
- Work in pairs to guess if the statements are true or false
- Listen to the tape and the task
- Compare their answer - Give their answer
F It's the largest animal on earth 2 T
3 T
(156)tape twice
- Asks sts to compare their answer in pairs - Checks sts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the correction
+ Task 2:
Aims:Sts practise listening for specific information by answering given questions. - Asks sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions
- Asks sts to listen to the tape once or twice again to answer the questions Sts can note down important information
- Asks sts to compare their answer in pairs - Checks sts’ answer
- Plays the tape once again, stop the tape where necessary and conduct the correction 4 After you listen:(10 mins)
- Asks sts to work in pairs and tell each other about the whales using the following information:
food T
- Check their answer and then correct their work if they have the wrong answer
- Work in pairs to read the questions and try to answer them
- Listen and the task - Gives their answer
1 It is about 30 metres in length and over 200 tons in weight.
It is because there is a lot of krill -their favourite food
3 They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean.
Heavy hunting.
5 They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer
(157)largest- 30 -200 -most intelligent - cold water North South Pacific Atlantic krill in danger hunting The Eskimo -not protect - disappear.
- Moves round to check the activities and to make sure that sts are working effectively - Asks two sts to present in front of the whole class
- Checks and gives remarks 5 Homework:(1 min)
Write a short paragraph about the whale
- Two sts present
V EXPERIENCE:
Period: 58 D - WRITING
Class Teaching date Absentees
10A2 I Objectives:
Education Aims: - Students can write a paragraph to describe information from a table
Knowledge:
(158)b Language: - Language used to describe animals - The present simple tense
Skills: - Reading: read the sample paragraph
- Speaking: work in pairs to find information to complete the table - Writing: write a paragraph to describe the facts and figures provided in the table
II Anticipated problems:
- Students may have difficulty in using the information to write a full paragraph
III Teaching Aids: board, textbook, chalk
IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Asks one st to talk about whales
- Asks other sts to listen to their friend and give remarks
- Checks and gives remarks 2 Before you write:( 20 mins)
- Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write.
+ Task 1:
- Introduces the situation - Explains some new words:
- Listen to their friend and give remarks
- Listen to the teacher
- Listen to the teacher carefully - Copy these words into theit notebooks
+ sperm whale (n): a kind of whale that is hunted for an oily substance in its head
(159)- Asks sts to listen to the teacher and repeat , then write these words into their notebooks - Asks sts to work in pairs to read the paragraph and then complete the table that follows
- Moves round to help if necessary
- Asks sts to compare their ideas with other pairs
- Draws a table on the board and ask some sts to go to the board and complete the table
- Looks at the board and gives remarks
+ squid (n): mùc èng
+ ges'tation period (n): the process of carrying the young baby inside the mother's body
+ life span (n): the period from birth to death
+ en'trapment (n): sù m¾c bÉy + 'offspring (n): c¸i
- Listen to the teacher and then read these words in chorus and
individually
- Read the paragraph in pairs and the task
- Share their answer with their friends
- Present their ideas
+ Range and habitat: all oceans
Prefer the waters with high squid populations.
+ Size: Male: 18 m in length, 54,000 kg in weight.Female: 12 m in length, 17,000 kg in weight.
+Feeding habits: Carnivores: Eat mainly squid Eat up to 1,500kg of food daily
+ Offspring: Give birth to one calf
every 5-7 years
Gestation period: 14 – 19 months + Life span: Up to 60 – 70 years
(160)+ Task 2:
- Asks sts to work in pairs in minutes to read the second table with some information about the dolphin
- Moves round to help if necessary 3 While you write:( 10 mins)
- Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin
- Asks sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table - Lets sts write in 10 minutes
- Moves around to conduct the activity 4 After you write:( mins)
Aims: to get feedback and check sts' work. - Gets feedback by asking some sts to read their work aloud
- Asks some other sts to give remarks - Checks and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
that have teeth on earth Have the largest brain of all mammals. + Conservation concerns: At risk due to hunting and accidental fishing net entrapment
- Listen to the teacher
- Work in pairs to read the table and try to understand the information
- Do the writing task
- Read their writing: ( a sample paragraph)
Dolphins are not fish They are mamals that live in the water
(161)5 Homework: ( 1min)
- Part D ( page 67- workbook)
kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dophin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations at risk due to the population of their habitat and accidental entrapment in fishing nets.
V EXPERIENCE:
Period: 59 E – LANGUAGE EOCUS
Class Teaching date Absentees
10A2 I Objectives:
Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/
and /ʊə/ correctly
- Students revise the use of "should" and conditional sentence type Knowledge:
+ Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ - Should
- Conditional sentence type
(162)+ Reading: - Read words and sentences aloud
- Read the sentences silently to the exercises II Anticipated problems:
- Students may confuse these sounds with some sounds in Vietnamese III Teaching aids: - board, chalk, textbook.
IV Procedures:
Teacher's activities Students' activities 1 Homework checking: ( 5mins)
- Asks one st to read the text about the blue whale
- Asks another st to give remarks - Checks and gives a mark
2 Pronunciation:( 10 mins)
- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts to practise these sounds.
a Writes three sounds on the board and pronounces them clearly twice, then asks sts to repeat
- Tells sts how to pronounce these sounds accurately
- Asks them to look at the textbook, listen and repeat
- Then asks sts to work in pairs to read the words again so that they can check for each other
- Moves around to help
- Asks two sts to read again and give remarks b Asks sts to look at sentences in page 101 in the book
- Asks them to work in pairs to read the
- One st read the text aloud in front of the whole class
- Give remarks
- Listen to the teacher
- Write down three sounds
- Listen to the teacher and repeat - Look at the book , listen and repeat /ɪə/ /eə/ /ʊə/
here pair poor dear chair sure clear square tour .
- Read these words in pairs and check for their partners
- Look at the book and work in pairs - Answers:
(163)sentences and then find out the words containing sound /ɪə/, sound /eə/ and sound /ʊə/
- Asks them to work in minutes - Moves around to conduct the activity - Asks one st to report and other sts to give remarks
- Checks and gives the correct answers
- Asks some sts to read these sentences aloud - Listens and gives remarks
3 Grammar: ( 29 mins)
Aims: to revise the use of " should" and conditional sentence type and have sts Ex1, EX and EX3.
a Should:
- Asks sts to tell the T the use of "should" - Asks sts to give examples with "should" and "shouldn't"
- Asks sts to EX1 + Exercise 1:
- Asks sts to look at Ex1 and to the task - Asks sts to the exercise individually and then compare their answers in pairs
- Moves round to conduct the activity - Checks the exercise sentence by sentence - Listens and gives remarks
- Introduces the use of " I think/ I don't think should "by using some examples: eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea. You; I think you should stay at home.
- Read the sentences
- " Should " is a modal verb that is used to give advice
- Some sts give examples:
eg: You should get up early in the morning.
People shouldn't hunt whales. - Do Ex
- Some sts sts report their work sentence by sentence
(164)I don't think you should go skiing thid weekend.
- Explains why " I don't think should " is preferred to " I think shouldn't " - Asks sts to EX2
+ Exercise 2:
- Asks sts to Ex individually and then share the answers with their friends
- Moves round to help if necessary - Asks two sts to this exercise on the board
- Asks one st to give remarks - Checks and gives remarks
b Conditional sentence type 2:
- Reviews the form and the use of conditional sentence type by giving some examples: eg: If my grandfather were still alive, he would be 100 today.
If I had a lot of money, I would lend you some.
- Asks sts to read the examples and point out the form as well as the use of conditional sentence type
+ Note: " were" is used with all persons - Asks some sts to give examples - Asks sts to EX3
+ Exercise 3:
- Asks sts to the task in pairs - Goes round to conduct the activity - Asks some pairs to read sentence by
- Look at the examples and listen to the teacher
- Listen to the teacher
- Do this EX individually - Some sts report
2 I think smoking should be banned, especially in restaurants.
3 I don't think you should go out this evening.
4 I think he should resign.
- Listen to their friends and their teacher
- Read the examples and point out the form and the use of conditional sentence type 2:
+ Form:
If- clause , main clause S + V( P.S) , S + would + V
+ Use: an unreal situation at present or in the future
(165)sentence
- Listens and gives remarks 5 Homework ( min)
- Part B ( page 54 - workbook)
3 would take pressed 4 refused wouldn't be 5 wouldn't get didn't come 6 closed down 10 borrowed .
V EXPERIENCE:
UNIT 10: CONSERVATION
Period: 60 A – READING
Class Teaching date Absentees
10A2 I Objectives:
Education aims: - Students improve their knowledge about conservation Knowledge:
a General knowledge: - Knowledge about conservation b Language: - The present simple tense
- Vocabulary concerning conservation Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise
II Anticipated problems:
- Students may not have enough words, and knowledge about conservation III Teaching aids: board, textbook, chalk.
IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up:( mins)
+ Network
- Ask sts to work in groups of or
- Ask sts to give a list of the animals which
(166)are in danger of extinction
- After minutes, the group which has the longest list will be the winner
2 Before you read:( 10 mins)
- Sts are required to answer the questions given in the part:
1 Have you ever visited a zoo or a forest?
2 What animals are you interested in? Why?
3 Do we need to protect animals and forests?
+ For each question, 2-3 sts are required to answer orally
+ Vocabulary:
- Provide the students with some new words/phrases
+Variety(n): a large number of different kinds
+ Species(n): = kind, type
+ Eliminate(v): = disappear, remove
+ Destruction(n) destroy(v) destructive(Adj): sù ph¸ hủ
+ Hydroelectric dam(n): đập thuỷ điện + Circulation(n): Sự chuyển động circulate(v)
+ Overnight(Adv): in a very short period of time
- Read each word/phrase times and ask sts to repeat it
- Leave sts minute to self-practise
- Some sts report the list in front of the class
- Think of the answers
- Students give answers orally - others listen
- Copy down these words into their notebooks
- Listen and repeat
- Practise reading these words by themselves
(167)- Ask 4-5 sts to read all the word/phrases aloud in front of the class
- Listen and help sts to read the words/phrases correctly
3 While you read:( 20 mins)
+ Task 1: Matching.
- Ask sts to read the passage independently and match the words or phrases in A with their meaning in B
- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading
- Call on some sts to read and explain their answers aloud in front of the class
- Get feedback and give correct answers
+ Task 2: True or False.
- Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information
- Ask sts to highlight or underline the
information in the passage that help sts to find the correct answers
- 6 - sts are required to give answers in front of the class(1 st/ 1answer)
- Listen and help sts to the exercise correctly
+ Task 3: Main ideas.
- Ask sts to work in groups of 3-4 to choose
- Work individually
- Try their best to the task - Ask some sts to report
1.c 2.a 3.d 4.b
-Listen and self-correct the exercise
- Sts the work individually
- Highlight or underline the important information
- 6-7 students orally while others watch
1 T T 3 T T
5 F( two last sentences of paragraph B)
6 F(last sentence of paragraph C) - Self-correct the work
- Work in groups of 3-4 students orally
- Some sts report
A.3 B C 2
(168)the most suitable idea for each paragraph
- Call on some representatives to read their choice for each paragraph in front of the class
- Get feedback and give correct answers 4 After you read:( mins)
Questions - Answers
- Ask sts to work in pairs to give answers to the questions
- Go round to help the students with their work
- 3-4 sts are required to give answers to one question orally in front of the class( st/1 time)
- Listen and help sts to give correct answers. 5 Homework:( min)
- Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet
- Work in pairs orally
1 We wouldn't be able to use many plants to treat various dangerous diseases Animals wouldn't have a place to live in
2 Mankind and most plants and animals can't survive without water
3 We should stop polluting the environment and destroying plants and animals
V EXPERIENCE:
Period: 61 B - SPEAKING
Class Teaching date Absentees
10A2 I Objectives:
(169)a General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo
b Language: - The passive voice
Skills: - Asking and answering about the new kind of zoo
- Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results
II Anticipated problems:
- Students may not know some new words in this topic III Teaching aids:
Textbook, chalk, board IV Procedures:
Teacher’s activities Students’ activities 1 Warm-up ( minutes )
- Ask sts some questions:
Have you ever visited the zoo? What did you see there?
Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat.
2.Before you speak:( 10 minutes)
Aims: Sts can discuss the questions about the features of the new kind of zoo.
+ Task 1: Read the paragraph and answer the questions
- Ask sts to read through the two paragraphs - Give sts some new words:
+ sensitive (adj): be affected by slight changes, influences: nhËy c¶m
+ imprison (v): put or keep in prison: bá tï + reconstruct (v): build again
+ breed (v) : g©y gièng , nh©n gièng.
-Sts answer:
Yes, I have/ No, never I saw many animals there They are in the cages.
- Read two paragraphs silently
(170)+ reintroduce (v): put a species of animal or plant back into a former habitat: đa trở môi trờng sống tù nhiªn
- Ask sts to read the new words orally
- Ask sts to work in pairs to discuss the questions in two paragraphs
- Go around to help sts
- Ask some sts to present their answers - Get feedback and give remarks
3 While you speak: ( 18 mins)
Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo.
+ Task 2: Put a tick in the right box and share your ideas with a partner
- Before sts the task T elicits some structures for asking opinions and giving the opinions
Asking for opinions Giving opinions What you think
of ?
Do you think ? Do you agree with ?
I think I don’t think In my opinion
Showing agreement Showing disagreement I agree with
Yes , I think you are right.
Exactly.
I don’t really think so.
Yes, but
I would doubt that - Ask sts to work individually to the task - Ask sts to work in pairs to share their ideas
- Practise reading the new words
- Work in pairs
- Some sts present in front of the class
1 They are opened to help endangered species develop.
2 The animals are not kept in cages They can live in their natural environment.
- Listen to the T
- Work individually
- Work in pairs to share the ideas - Say their opinions aloud
(171)- Go around to observe and help sts - Ask some sts to talk about their ideas - Listen and give feedback
+ Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below
- Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo
Advantages Disadvantages - the conditions the
animals are in
- the animals that people can visit
- the money spent on rescontructions of the animals natural environment
- the dangers that keepers may have - Go around to help sts if necessary
- Take notes of Ss’ mistakes for later correction
4 After you speak:( 10 minutes )
Aims: Sts can report on their discussion results
+ Task 4: Make group report, sharing your views with the rest of the class
- Call on one representative from each group to report what his/her group have discussed
- Ask other sts to take notes and compare with their groups’ ideas
- Give remarks on Ss’ answers 5 Homework ( minutes )
Write a paragraph of the report that they have discussed in the class
new kind because they may have better food.
- Listen to the teacher
- Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo
- Some sts present in front of the class:
"There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are in nature "
(172)V EXPERIENCE:
Period: 62 C- LISTENING
Class Teaching date Absentees
10A2 I Objectives:
General knowledge:
- Sts know how a forest fire starts and what campers have to remember to to protect the forests
Language: - Some set expressions - Vocabulary on forest
Skills: - Listening: order events ,mark True/False, detect sentences - Speaking: - Discuss how a forest fire may start and what every camper ought to remember
II Anticipated problems: - T may be short of time
- The quality of the tape is not very good III Teaching aids:
- Textbook , tape, pictures of whales and other sea animals IV Procedures:
Teacher’s activities Students’ activities 1 Homework checking:(5 mins)
- One st tell the whole class about the advantages and disadvantages of a zoo of the new kind
- Listen and give remarks 2 Before you listen:(10 mins)
Aims: to focus sts on the topic and review/
(173)introduce the words and phrases used in the listening text.
a. Divide sts into groups and ask each to discuss one of the following questions:
a How destructive can a forest fire be? b What can cause a forest fire?
c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires every year? - Ask some sts to give their answer
b. Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip
- forester (n): the person whose job is to take cares of the forest
- a heap of (n): a lot of thing on top of one another
- spread (v): to move to other places very quickly]
- leave sb/ st doing: leave sb/st when it/he is Ving
- Read the words again and ask sts to repeat - Ask sts to read the words in pairs
- Ask some sts to read the words again and give remarks
3 While you listen:( 26 mins)
+ Task 1:
Aims: Sts practise listening and numbering the event in the correct order.
- Introduce sts that they are going to listen to
- Work in groups and discuss the questions
- One st from each group stands up and gives their answer
- Copy down the words and phrases into their notebooks
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud
- Listen to the T
(174)the tape about forest fires and they have to number the given statements in the order they hear
- Ask sts to read the statements in pairs and make sure that they understand them
- Play the tape twice and ask sts to put the number in the right box to indicate the order of the events
- Ask sts to compare their answer in pairs - Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
+ Task 2:
Aims: Sts practise listening and marking True/ false.
- Ask sts to listen to the tape again and decide whether the given statements are true or false
- Ask sts to read the statements to see if they understand them
- Play the tape once and ask sts to tick to the box to indicate T/ F statement and underline the false information
- Ask sts to compare their answer in pairs - Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
+ Task 3:
Aims: Sts practise listening and ticking the sentences they hear.
- Ask sts to have a look at the sentences
try to guess the order of the events - Listen to the tape / the teacher and the task
- Compare their answer - Give their answer Key: - - - - 4
- Check their answer, and then correct their work if they have the wrong answer
- Listen to the T
- Read the statements in pairs and try to the task
- Listen to the tape / the teacher and the task
- Compare their answer - Give their answer
F F T T 5 F
- Check their answer say it aloud, and then correct their work if they have the wrong answer
- Read the sentences and find out the difference between sentences in each pair
(175)given to see if they understand them and compare the sentences in each pair to see the difference between them
- Ask sts lo listen to the tape again and tick in the box to indicate the sentences they hear
- Play the tape once - Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction 4 After you listen:(8 mins)
- Ask sts to work in groups and use the information in Task and to discuss the following questions:
- How can a forest fire start?
- What does every camper have to remember not to cause a forest fire?
- Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the story in front of the whole class
- Check and give remarks 5 Homework:(1 min)
Write a short paragraph about what people can to protect forest from fires
- Give their answer Key: B A A
- Check their answer and then correct their work if they have the wrong answer
- Work in groups to discuss
- One/ two sts present
V EXPERIENCE:
Period: 63 D - WRITING
(176)10A2 I Objectives:
Education Aims: - Students can write a letter of invitation. Knowledge:
a General knowledge: - A letter of invitation
b Language: - Language used to write an informal letter - Structures: "Let's "," Shall we ?", etc
Skills: - Reading: read the sentences in task and the incomplete letters in task
- Speaking: work in pairs to match the halves of the sentences in task and to fill each blank in these invitation letters
- Writing: write an invitation letter basing on the cues II Anticipated problems:
- Students may not be able to distinguish some structures such as " Let's ", " Would you like ?", "How about ?", etc.
III Teaching Aids: - board, textbook, chalk. IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Ask one st to talk about how a forest fire may start and what every camper ought to remember
- Ask other sts to listen to their friend and give remarks
- Check and give remarks 2 Before you write:( 20 mins)
- Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters.
+ Task 1:
- Ask sts to read the requirement of task carefully and then work in pairs to the task
- Ask sts to pay attention to the meaning as well as the structure of the two halves - Recall some structures so that sts can
- Listen to their friend and give remarks
- Listen to the teacher
- Listen to the teacher carefully
(177)the task more easily
Shall we/ Can you/ Why don't you + V- inf ?
Let's + V-inf.
Would you like/ Are you free + to-V ? Do you feel like/ How about + V-ing ? - Ask sts to in minutes and move around to help if necessary
- Get feedback and give remarks
+ Task 2:
- Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank
- Introduce some new words/phrases: + for a while: for a period of time
+ 'disco (n): a club or party where people dance with pop music
+ 'afterwards (adv): at a later time
- Ask sts to listen to the teacher and repeat , then write these words into their notebooks - Get sts to the task in minutes and then get feedback letter by letter
- Listen and give remarks 3 While you write:( 10 mins)
- Aims: Sts practise writing an invitation letter.
- Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him
- Let sts write in minutes
- Move around to conduct the activity 4 After you write:( mins)
Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud
- Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
- Do the task in pairs
- Share their answer with their friends
- Present their ideas
1.c f/h a 4 g/d h/f d/g e 8.b
- Listen to the teacher
- Work in pairs to read the letters and try to understand the content of the letters
- Listen and repeat
- Copy the words/ phrases - Report their answer:
1.3/8 2.3/8 - 4/6 2/5-7
- Listen to the teacher
- Do the writing task
- Read their writing: ( a sample paragraph)
"Dear Lam,
We haven't met since oyu moved And I miss you a lot.
(178)5 Homework: ( 1min)
- Part D (page 63- workbook)
very many young trees have been planted at the Trees Planting Festivals.
Do come if you find it possible and I'll make all the preparations then. Please give my love to your parents. Your friend,
V EXPERIENCE:
Period: 64 E - LANGUAGE FOCUS
Class Teaching date Absentees
10A2 I Objectives:
Education Aims:- Students know how to pronounce the sound /b/ and /p/
correctly
- Students revise the passive voice Knowledge:
+ Language: - Pronunciation: /b/ and/p/ - The passive voice
Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud
- Read the sentences silently to the exercises II Anticipated problems:
- Students may confuse sound / p / in English with sound / p / in Vietnamese III Teaching aids: - board, chalk, textbook.
IV Procedures:
Teacher's activities Students' activities 1 Homework checking: ( 5mins)
- Ask one st to read the letter they wrote at home aloud
- Ask another st to give remarks - Check and give a mark
2 Pronunciation:( 10 mins)
- Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds a Write two sounds on the board and
pronounce them clearly twice, then ask sts to repeat
- Tell sts how to pronounce these sounds accurately
/ b / : a voiced sound
- One st reads his/her letter aloud aloud in front of the whole class - Give remarks
- Listen to the teacher
- Write down two sounds
- Listen to the teacher and repeat - Look at the book , listen and repeat
(179)/ p / : a voiceless sound
- Ask them to look at the textbook, listen and repeat
- Then ask sts to work in pairs to read the words again so that they can check for each other
- Move around to help
- Ask two sts to read again and give remarks b Ask sts to look at sentences in page 110 in the book
- Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p / - Ask them to work in minutes
- Move around to conduct the activity - Ask one st to report and other sts to give remarks
- Check and give the correct answers
- Ask some sts to read these sentences aloud - Listen and give remarks
3 Grammar: ( 29 mins)
Aims: to revise the passive voice and have sts Ex1, EX and EX3.
+ The passive voice:
- Recall the form of the passive by giving an example:
eg: Active: We clean this window every day Passive: This window is cleaned every day
- Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence
- Ask sts to tell the T the form of the passive + Note: Only transitive verbs are used in the passive It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive. - Ask sts to give some examples
+ Exercise 1:
- Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs
- Move round to conduct the activity - Check the exercise sentence by sentence
bee pea ban pan bad Paul . - Read these words in pairs and check for their partners
- Look at the book and work in pairs
- Answers:
/ b / / p /
Bill Pat big pan
black paper .
- Read the sentences
- Listen to the teacher , read the example and tell the whole class their ideas
+ In the passive, the object of an active verb becomes the subject of the passive verb
+ Form:
S + V ( be + p.p ) - Listen to the teacher and take note - Give examples
- Some sts report
1 were reported are grown 3 be spoken am not invited 5 are being built
- Listen and correct their work if necessary
(180)- Listen and give remarks + Exercise 2:
- Ask sts to Ex individually and then share the answers with their friends
- Move round to help if necessary
- Ask two sts to this exercise on the board
- Ask one st to give remarks - Check and give remarks + Exercise 3:
- Ask sts to read the requirement of Ex3 and then the task in pairs
- Go round to conduct the activity - Ask some pairs to read the dialouge - Listen and give remarks
5 Homework ( min)
- Part B ( page 60- workbook)
EX 2:
1 came had ( been) started were
2 is standing is being photographed
3 Have the students been told 4 was being laid decided 5 will be planted - Listen to the teacher
- Read the requirement carefully - Do Ex
EX3:
1 was organized arrived 3 were met taken 5 had been cleaned had been put
7 was excellent prepared 9 made 10 were served
V EXPERIENCE:
UNIT 11: NATIONAL PARKS
Period: 65 A- READING
Class Teaching date Absentees
10A2 I Objectives:
Education aims:Students improve their knowledge about national parks Knowledge:
a General knowledge: - Knowledge about national parks b Language: - The present simple tense
- Vocabulary concerning national parks Skills: - Speaking : talk in pairs and in groups
(181)II Anticipated problems:
- Students may not have much knowledge about national parks III Teaching aids: board, textbook, chalk.
IV Procedures:
WRITTEN TEST Time allowed: 15 minutes
Complete the second sentence so that it it has a similar meaning to the first one.
1 My sister cleans these rooms every day
=> These rooms Somebody will meet you at Noi Bai Airport
=> You They are going to build more schools for disabled children
=> More schools He asked us many difficult questions
=> We The factory is producing more and more pollution
=> More and more People have used ballpoint pens for many years => Ballpoint pens Did Wright brothers build the first plane in 1903? => Was ? Viet is going to repaint these rooms tomorrow => These rooms Answers
1 These rooms are cleaned every day. 2 You will be met at Noi Bai Airport.
3 More schools will be built for disabled children. 4 We were asked many difficult questions
5 More and more pollution is being produced by the factory. 6.Ballpoint pens have been used for many years
7 Was the first plane built in 1903?
8 Viet's house is going to be repainted tomorrow.
Teacher’s activities Students’ activities 1 Before you read:( mins)
Aims: to repare information and vocabularies for the topic.
- Ask sts to answer the question:
Can you name some national parks in Vietnam and in the world?
- Ask some sts to answer the question
- Listen and give remarks
- Listen and think of the question
- Some sts answer:
(182)- Introduce the reading text and provide sts with new words/phrases
+ lo'cate(v): = to place
+ 'butterfly(n): an insect with very big wings that can fly(con bím)
+ e'stablish(v): = to make/ build) + hike(v): to walk for health
+sur'vive(v): to be alive after accident) survival(n)
+ 'orphan(v): to be made parentless(må c«i) orphanage(n)
+ Sub-tropical(Adj): + 'wilderness(n): = wild place
+ contami'nation(n) contaminate(v): to make something dirty/ polluted
- Read each word/phrase times and ask sts to repeat it
- Leave sts minute to self-practise reading the words
- Ask 4-5 sts to read all the word/phrases aloud in front of the class
- Listen and help sts to read the words/phrases correctly
2
While you read:(15 mins)
Aims: Read the passage for information to the tasks.
+ Set the scene:
- You are going to read the passages about The National Parks Read them and then the tasks that follow.
+ Task 1:Fill in each space with a suitable from the passages.
- Ask sts to read the passages and task - Explain more about the definitions if necessary - Sts are required to compare their results with their partners
- 5sts are required to the task orally in front of the class (1 st/ time)
- Listen and help sts to the task correctly + Task 2: Answering Questions:
- Ask sts to work in pairs to read the passages again and answer the questions in task
- Require sts to underline the information from the passages that supports the answers
- Required sts to compare their answers with another pair
Alaska National Park.
- Listen and then copy down
- Listen and repeat
- Read silently to self-practise - Some sts read these words aloud and others listen - Self-correct
- Read the passages and the task
- Compare their results with their parners
- Present their answer:
2 contain species survival
5 sub-tropical contamination
- Listen to the T and correct if necessary
- Work in pairs to read the passages again and to ask and answer
- Underline the information from the passages
(183)- Ask - sts to read their answers aloud in front of the class (1 st/1 time)
- Listen and give remarks 3 After you read:( min)
Aims: to give the summary of the passage. - Sts are required to work in groups to give reasons for their choice from one of the three national parks in the reading passages
- One representative is required to give their talk orally in front of the class
- Listen and help the students to their task well
4 Homework:( min)
- Complete the talk in written form.
sts
- Some pairs report: 1.200 square km:
2 Because the rainy season is over.
3 They can learn about the habits of animals and how one species is dependent upon another for survival.
4 In the orphanage, orphaned and/ or abandoned animals are taken care of.
Everglades National Park is endangered because of the toxic levels of chemicals in the water 5 If more chemicals are
released into the water, plans and animals will die/ be killed/ destroyed.
- Work in groups to talk about their choice
- Present his/her ideas - Others listen
V EXPERIENCE:
Period: 66 B - SPEAKING
Class Teaching date Absentees
10A2 I Objectives:
Education aims: - Students know about an excursion to Huong Pagoda Knowledge:
a General knowledge: - Students can talk about an excursion and express their regrets
b Language: - Conditional sentences types - Vocabulary on an excursion
Skills: - Matching sentences in column A with the coresponding consequences in column B
(184)II Anticipated problems:
- Students may not have sufficient vocabulary to talk about an excursion III Teaching aids:
Textbook, chalk, board IV Procedures:
Teacher’s activities Students’ activities
1 Warm-up:( mins) - Ask sts the questions:
- Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts to answer
2 Before you speak:( 12 mins)
Aims:tofocus sts on the topic and introduce the words and phrases used in the task.
+ Task 1: Matching
Last week Nga’s class went on an excursion to Huong Pagoda Unfortunately, the excursion turned out to be a disaster Most of the things they did went wrong You are required to match the thing in column A with the coresponding consequences in column B - Ask sts to read through the sentences in the two columns
- Give sts some new words or expressions: + food poisoning:
+ fine (n ): cash paid as punishment + get lost: unable to find way
+ carsick( adj ): feeling sick because of a car’s movement
- Ask sts to read the new words orally and individualy
- Ask sts to work in pairs to the task - Go around to observe sts working
- Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B - Listen and give remarks
3 While you speak:( 14 mins)
Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets.
+ Task 2:
Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn’t done.
- Before sts the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example - Revise the conditional sentence type by
- Some sts answer: Yes, ew have.
We prepared food, drinks, tents, cameras …
- Listen to the T
- Read the sentences and find some new words
- Listen and copy down these words into their notebooks
- Read the new words - Work in pairs
- Read the answers aloud 1- f
2- e 3- h 4- g
5- b 6- c 7- a 8- d
(185)giving an example:
+ Eg: If I had had money, I would have bought this car ( But I didn’t have money and so I didn’t buy it.)
- Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type
- Ask sts to work in groups - Go around to help sts
- Ask sts to compare their answers with another group
- Call on some sts to speak out their answers in front of the class
- Listen to sts and give remarks 4 After you speak:( 15 mins)
Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets.
+ Task 3:
You are Nga You are going to work in pairs. Tell your partner about your class’s excursion to Huong Pagoda and express your regrets about what you did or didn’t during the excursion.
- Ask sts to work in pairs using the third conditional to the task
- Go around to observe, offering help and collecting mistakes
- Ask one or more sts to tell about their excursion in front of the class and give remarks
5 Homework:( min)
- Write down what they have discussed in task
- Read the examples and listen to the T
- Look at the example and tell the whole class the form and the use: +Form:
If + S + past perfect, S + would/ could +have + P II.
+Use: The third conditional is used to talk unreal situations in the past. - Work in groups
- Compare the answers with others 2 If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants.
3 If some of us hadn’t had food poisoning we could have enjoyed our visit.
4 If we had had rain coats, we wouldn’t have got wet and have got a cold.
5 If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us.
6 If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost.
7 If we hadn’t thrown wast in the forest, we wouldn’t have got a fine. 8 If we had stayed there more than one day, we could have visited all the pagodas.
- Listen to the T
- Work in pairs
(186)V EXPERIENCE:
Period: 67 C- LISTENING
Class Teaching date Absentees
10A2 I Objectives:
General knowledge:
- Sts get more information about Cuc Phuong National Park Language: - Some set expressions
- Vocabulary on nature
Skills: - Listening: fill in the gaps, answer questions
- Speaking: - Discuss the special features of Cuc Phuong National Park
II Anticipated problems:
- Sts may not know some new words - The quality of the tape is not very good III Teaching aids:
- Tape, cassette, textbook, chalk, board IV Procedures:
Teacher’s activities Students’ activities
1 Homework checking:(5 mins)
- Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets about what he/she did or did not during the excursion
- Listen and give remarks
- Listen to their friend and give remarks
2 Before you listen:(10 mins)
Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text.
a. Divide sts into small groups and ask them to discuss the following questions:
a Where is Cuc Phuong National Park?
b What is the area of the rainforest in Cuc Phuong National Park?
c When is the best time to visit Cuc Phuong National Park?
d What can be seen in Cuc Phuong National Park?
- Ask some sts to give their answer.
b Introduce the topic of the listening text.
- Work in groups and discuss the questions
One st from each group stands up and gives their answer
(187)- Introduce some new words/ expressions - o'fficially (adv): formally
- span (v): connect
- 'fauna (n): all the animals of an area - f'lora (v): all the plants of a particular area
- a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb
- in'vader: (n) The French and Americans were invaders
- 'ethnic mi'nority (n): The Tay, Nung, Dao
- Read the words again and asks sts to repeat - Ask sts to read the words in pairs
- Ask some sts to read the words again 3 While you listen:(20 mins)
+ Task 1:
Aims: Practise listening and filling in the gaps.
- Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given
- Ask sts to read the sentences in pairs and make sure that they understand them Sts try to guess the missing information
- Play the tape twice and ask sts to fill in the gaps
- Ask sts to compare their answer in pairs - Checks sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
+ Task 2
Aims: Practise listening and Answering questions.
- Ask sts to listen to the tape again and answer the given questions
- Ask sts to read the questions to see if they understand them
- Play the tape once and ask sts note down the neccessary information
- Ask sts to compare their answer in pairs
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
- Some individuals read the words aloud
- Listen to the T
- Read the statements in pairs and try to guess the missing information - Listen to the tape and the task - Compare their answer
- Give their answer
1 1960 160 km south west of
3 100,000 visitors
4 2,000; 450 Quen Voi - Check their answer say it aloud, and then correct their work if they have the wrong answer
- Listen to the T
- Read the questions in pairs and try to the task
- Listen to the tape and the task - Compare their answer
- Give their answer
1 It covers provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.
2 It is about 160 km.
(188)- Check sts’ answer
- Play the tape once again, stop the tape where necessary and conduct the correction
4 After you listen:(8 mins)
- Ask sts to work in groups and use the information in Task and and the reading text to disscus the following problems:
- Time founded - Area, location - Numbers of visitors - Historical event - Local people
-Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to present in front of the whole class
- Check and give remarks 5 Homework:(1 min)
Write a short paragraph about Cuc Phuong National Park
4 Nguyen Hue defeated the Qing invaders in the spring of 1789
5 They live mainly on bee keeping and farming
- Check their answer say it aloud, and then correct their work if they have the wrong answer
-Work in groups to discuss
- One/ two sts present
V EXPERIENCE:
Period: 68 D - WRITING
Class Teaching date Absentees
10A2 I Objectives:
Education Aims: - Students can write a letter of acceptance or refusal. Knowledge:
a General knowledge: - A letter of acceptance or refusal b Language: - Language used to write an informal letter
- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because ?", etc
Skills: - Reading: read the expressions in task to fill the blanks of the incomplete letters - Speaking: work in pairs to rearrange the sentences to make a letter of acceptance
- Writing: write a letter of acceptance or refusal II Anticipated problems:
(189)III Teaching Aids: - board, textbook, chalk. IV Procedures:
Teacher's activities Students' activities 1 Homework checking :( mins)
- Ask one st to talk about the special features of Cuc Phuong National Park - Ask other sts to listen to their friend and give remarks
- Check and give remarks 2 Before you write:( 15 mins)
- Aims: to get sts to read the expressions in the table and to task and task 2.
+ Task 1:
- Introduce the topic of the lesson: Write a letter of acceptance or refusal.
- Introduce some new words:
+ a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse"
+ dec'line (v) : refuse sth offered ( politely) - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask sts to read the expressions in the table in minutes
- Remind sts of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expressions in the table
- Ask sts to in minutes and move around to help if necessary
- Get feedback and give remarks
+ Task 2:
- Remind sts of the letter Nam wrote to Lam to invite Lam to spend a weekend with him And now Lam write a letter accepting Nam's invitation
- Ask sts to work in pairs to rearrange the sentences into a letter
- Move round to help if necessary - Get feedback and give remarks 3 While you write:( 15 mins)
- Aims: Sts practise writing a letter of acceptance or refusal.
- Ask sts to read the requirement of task - Ask them to write a letter accepting or declining his/her friend's invitation
- Ask them to pay attention to the structure
- Listen to their friend and give remarks
- Listen to the teacher
- Listen to the teacher carefully
- Copy down the words into theit notebooks
- Do the task in pairs
- Share their answer with their friends
- Present their ideas
1 Accepting: Yes, I'd like/love to. 2 Refusing: I'm afraid I can't come because
3 Accepting: I'd be delighted to. - Listen to the teacher
- Listen to the teacher
- Work in pairs to rearrange the sentences into a letter
- Present their ideas:
1.d e c a f 6 b
- Listen to the teacher
(190)of a letter: greeting, organisation ( introduction, body )
- Suggest that they use letters in task and task as sample letters
- Let sts write in 13 minutes
- Move around to conduct the activity 4 After you write:( mins)
Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud
- Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
5 Homework: ( 1min)
- Part D (page 68- workbook)
- Listen to the teacher
- Do the writing task
- Read their writing: ( a sample paragraph)
"Dear Binh,
It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come.
My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday
morning After that, I'm going to take her to some famous places in Hai Duong.
I hope that you will have a wonderful day in Cuc Phuong
Remember to show me the photos you take in Cuc Phuong whem you get home.
Your friend, V EXPERIENCE:
Period: 69 E - LANGUAGE FOCUS
Class Teaching date Absentees
10A2 I Objectives:
Education Aims:- Students know how to pronounce the sound /t/ and /d/
correctly
- Students revise conditional sentence type Knowledge:
+ Language: - Pronunciation: /t/ and/d/ - Conditional sentence type
(191)- Read the sentences silently to the exercises II Anticipated problems:
- Students may confuse sound /t/ and /d/ in English with sound / t / and / d / in Vietnamese
III Teaching aids: - board, chalk, textbook. IV Procedures:
Teacher's activities Students' activities 1 Homework checking: ( 5mins)
- Ask one st to read the letter they wrote at home aloud
- Ask another st to give remarks - Check and give a mark
2 Pronunciation:( 10 mins)
- Aims: to introduce two sounds /t/ and /d /
and help sts to practise these sounds. a Write two sounds on the board and
pronounce them clearly twice, then ask sts to repeat
- Tell sts how to pronounce these sounds accurately
/ d / : a voiced sound / t / : a voiceless sound
- Ask them to look at the textbook, listen and repeat
- Then ask sts to work in pairs to read the words again so that they can check for each other
- Move around to help
- Ask two sts to read again and give remarks b Ask sts to look at sentences in page 119 in the book
- Ask them to work in pairs to read the sentences and then find out the words containing sound / t / and sound / d / - Ask them to work in minutes
- Move around to conduct the activity - Ask one st to report and other sts to give remarks
- Check and give the correct answers
- Ask some sts to read these sentences aloud - Listen and give remarks
3 Grammar: ( 29 mins)
Aims: to revise conditional sentence type and have sts Ex1 and EX2.
+ Conditional sentence type 3:
- Recall conditional sentence type and type
- One st reads his/her letter aloud aloud in front of the whole class - Give remarks
- Listen to the teacher
- Write down two sounds
- Listen to the teacher and repeat - Look at the book , listen and repeat / t / / d /
topic difficulty contain invader plant spend .
- Read these words in pairs and check for their partners
- Look at the book and work in pairs - Answers:
/ t / / d /
next to third restaurant dear counter stayed . - Read the sentences
- Listen to the teacher
- Read the example and tell the whole class their ideas
+ Form:
(192)2
- Revise conditional sentence type by giving an example
eg: Tom didn't study hard so he fail the exam. => I can say: " If Tom had studied hard, he would have passed the exam."
- Ask sts to tell the T the form and the use of conditional sentence type
Note:
- We can use could/might/should instead of
would in main clause
- We can also use the past perfect continuous in If - clause
- Ask sts to give some examples + Exercise 1:
- Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs
- Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks
+ Exercise 2:
- Ask sts to Ex individually and then share the answers with their friends
- Move round to help if necessary
- Ask two sts to write the sentences on the board
- Ask two sts to give remarks - Check and give remarks 5 Homework ( min)
- EX ( page 120 - st's book)
If + S + V( past perfect), S + would +have
+ V( PII)
+ Use:
- to talk about something that might have happened in the past but didn't. - Listen to the teacher and take note
- Give examples
- Some sts report
1 had known had had 3 would have gone would have passed
5 could have enjoyed had known 7 had stopped had called - Listen and correct their work if necessary
- Do the Ex individually
EX 2: Each st writes three sentences 1 hadn't stopped so suddenly, the accidents wouldn't have happened. 2 that Lam had to get up early, I would have woken him up.
3 lent me the money, I would have been able to buy the car.
4 been wearing a seat belt, she would have been injured.
5 had braekfast, you wouldn't behungry now.
6 had some money on me, I would have got a taxi.
- Listen to the teacher
(193)Period 70: TEST YOURSELF D
Class Teaching date Absentees
10A2 I Objectives:
Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11. Knowledge: - General knowledge in unit 9, unit 10 and unit 11.
- Language: pronunciation and grammar in the above units Skills: listening, speaking and writing
II Teaching aids: textbook, chalk, board. III Procedures:
Teacher's activities Students' activities 1 Homework checking:( mins)
- Ask one st to Ex in the workbook on the board
- Ask one st to give remarks - Give remarks and marks
2 The new lesson:( 39 minutes)
- Ask sts to part II, part III and part IV at home in advance to save time
- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes
- Ask sts to listening in class
2.1 Listening:
- Ask sts to read the requirement of the task - Introduce new words:
+ campground (n) : a place for camping + trail (n) : a path
+ geyser (n): m¹ch níc phun
- Play the tape twice and ask sts to the
EX 3:
1 If I had been working at the restaurant last night, I would have waited on your table.
2 If they had been paying attention, they would have seen the sign marking 3 If Carol hadn't been studying, she would have answered the phone. 4 If the sun hadn't been shining, we wouldn't have gone to the beach yesterday.
5 If the music hadn't been playing loudly at the restaurant, I would have heard - One st gives remarks
- Look at the textbook and read the statements
(194)task
- Ask sts to share their ideas with their partners
- Get feedback and play the tape again so that sts can check their answers
- Ask other sts to give remarks
- Check and give feedback
2.2 Reading:
- Ask sts to work in groups to compare their answers
- Ask some sts to report his/ her answers aloud
- Listen and check
2.3 Grammar:
- Ask sts to discuss their answers in groups - Ask sts to write their answers on the board
- Ask two other sts to give remarks - Check and give the correct answers
2.4 Writing:
- Ask some sts to read their writing aloud
- Ask some sts to give remarks
3 Homework: ( min)
- Part B ( Page 65 - workbook)
notebooks
- Listen and read after the teacher - Listen carefully and the task
- Work in pairs to discuss their answers 1 they go to a national park to enjoy the nature.
2 It became a national park in 1872. 3 No, it isn't It's the world's largest park.
4 It has about 70 geysers.
5 They mustn't pick the flowers, feed or hunt the animals.
- work in groups to share their ideas - Some sts stand up to report
1 a junk and litter c highway b landscape d healthy. 2 a T b T c F
d F e T f T - Discuss in groups
- Answers:
a has been cleaned have been turned on are waiting
b knew would help knows c decided to stay would have gone out hadn't been - Read their writing aloud
" Dear Alex,
You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success. I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the New Year celebration.
I'm sure you will be here in time to share the fun with us on that day.
Your sister, Helen
(195)Period: 71 + 72:
WRITTEN TEST 45' AND CORRECT THE TEST
Class Teaching date Absentees
10A2
I- Choose the word whose underlined part is pronounced differently (Chọn từ có phần gạch chân phát âm khác với từ lại.)
1 A cool A cup A outside A protect
B good B become B bridge B psychology
C cook C city C night C people
D book D consider D idea D provide
II- Choose the the best answer by circling the letter A,B,C, or D (Chọn đáp án đúng cách khoanh tròn chữ A,B,C, D).
1 He out with you if you hadn'tcome A would go B wouldn't go C wouldn't have gone D would have gone
2 She told me I an accident if I hadn’t taken more care
A would have had B would have C have D had If it was sunny, we……….go out for a walk
A shall B would C must D will
4 If he………more carefully, he wouldn’t have had so many accidents A drive B hadn’t driven C had driven D drives I would have sent you a postcard if I………… your address
A have known B had known C know D had know If the wind so strong, the bridge wouldn't have collapsed A hadn't be B wouldn't be C hadn't been D wouldn't be
(196)There are four seasons in a year in Viet Nam They are spring, summer, autumn and winter The weather in spring is usually warm and fine There are many flowers in spring In summer the weather is hot It's always sunny When autumn comes, the weather becomes cool We have much rain in autumn It's the season of umbrellas After autumn comes winter It's a dry season The weather is cold and it doesn't rain very often But it never snows in winter in Viet Nam
1 How many seasons are there in Viet Nam?
2. What's the weather like in spring?
3 Why peple call autumn the season of umbrellas
4 When is the dry season?
. 5. What's the weather like in winter?
. 6.Which of the following sentence is not true?
A There are many flowers in spring C The weather is cold in the dry season B The weather is cool in autumn D It usually snows in winter in Viet Nam
III. Rewrite the following sentences so that they give the same meaning(viết lại các câu phía cho nghĩa cuả câu không thay đổi)
a, Rewrite the following sentences into passive voice (viết lại câu phía sang câu bị động).
Hoa saw that film last night
=> That film …… ……… The manager will interview Tuan tomorrow
=> Tuan will ……… Lan has cleaned the windows last Sunday
=> The windows……… b, Rewrite the following sentences in conditional type III ( viết lại câu phía dưới dạng câu điều kiện loại III).
1 They got wet because they didn't take an umbrella
=> If they Minh didn't work hard, so he failed the exams
(197)IV Complete the following sentences with the correct form of the verbs in brackets.( Cho dạng động từ ngoặc).
1 If she (come) late again, she'll lose her job
2 If we had had enough money, we (go) to the concert Michael will phone you if he (have) time
4 If we lived in a town, life (be) easier THE END
UNIT 12: MUSIC
Period 73 : A - Reading
Class Teaching date Absentees
10A2
I Objectives:
Education aims: - Students know more about the role of music in our life Knowledge:
a General knowledge: - Knowledge about music b Language: - The present simple tense
- Vocabulary concerning music: rock 'n 'roll, mournful, solemn
Skills: - Speaking : talk in pairs and in groups
- Reading comprehension: better sts' reading skill through sentence completing and answering questions
II Anticipated problems:
- Students may not have enough words, and knowledge about some kinds of music
III Teaching aids: board, textbook, chalk, tape. IV Procedures:
Teacher’s activities Students’ activities
1 Warm-up:(5 mins)
- Play the tape with pieces of music and ask sts to guess what types of music they are - Get feedback and check
2 Before you read:( 12 mins)
Aims: To provide sts with words/phrases about music.
a Matching:
- Ask sts to work in pairs to match the
descriptions to the types of music given in the part:
- Listen to the tape and guess
- Stand up and say aloud the names of the types of music
.… … …
(198)- For each type of music, sts from pairs are required to give their match orally - Listen and help sts to give correct match
b.Vocabulary.
- Provide sts with the new words/phrases: + Emotion(n): a strong feeling e.g.: hate, love
+ Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy + Funeral(n): a funaral is celebrated when someone dies
+ Solemn(adj): serious, not happy + Mournful(adj): sad
- Read each word/phrase times and ask sts to repeat it
- Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time)
- Listen and help sts to read the words/phrases correctly
3 While you read:( 18 min)
Aims: Read for information to the sentence completing, and answering excercises
+ Task 1: Sentence completing.
- Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences
- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading
- Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence)
- Feedback and give remarks
+ Task 2: Questions answering.
- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given
- Ask sts to highlight or underline the
information in the passage that helps them to find the correct answers
- 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/
1- b 2- e 3- d 4- a 5- c
- Others listen
- Listen and read after the T
- Write down these words into their notebooks
- Listen and repeat
- Read these words and check for their partner
- Read the words aloud - Listen to the T
- Work individually
- Report their answers sentence by sentence
1 Communicate Lull 3 delights integral part 5 solemn emotion 7 mournful
- Listen to the T
- Students the work in pairs - Some pairs report their answers while others watch
1 Language and music.
2 It can express ideas, thoughts and feelings.
3 It adds joyfulness to the
(199)1answer)
- Listen and help the students to give correct answers
4 After you read:( mins) + Questions – Answers
Aims: Students' summary about the roles of music.
- Ask sts to work in pairs to give answers to the questions given in the part
- Go round to help sts with their work.
- 2-3 pairs are required to give answers to one question orally in front of the class
- Listen and help sts to give correct answers. 5 Homework:( min)
- Write about the roles of music and which role is the most important
5 It is a billion-dollar industry. - Self-correct the work
- Work in pairs orally
- Some pairs report while others listen
1 Students tell roles.
2 Students give their own ideas. - Listen to the T
V EXPERIENCE:
Period 74: B - Speaking
Class Teaching date Absentees
10A2 I Objectives:
Education aims: - Students know about some favourite kind of music Knowledge:
a General knowledge: - Students can talk about their favourite kinds of music
b Language: - The simple present tense - Vocabulary about music
Skills: - Asking and answering questions about music - Talking about favourite kinds of music
II Anticipated problems:
Sts may not have enough vocabulary to talk about the topic III Teaching aids:
Textbook, chalk, board, pictures IV Procedures:
Teacher’s activities Students’ activities
1 Warm- up: ( mins) Aims : get used to the topic.
(200)about their names
- Ask sts what they know about these singers and name some of their songs
2 Before you speak: ( 10 mins)
Aims: : focus sts on the topic and introduce the words and phrases used in the task.
+ Task 1: Answering questions based on the reading text
- Introduce the situation: You are going to read what Ha Anh says about music
- Give sts some new words: + keep sb happy: make sb happy
+ cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud
- Ask sts to work in pairs to ask and answer the questions
- Go around to observe sts working
- Ask some sts to present their answers in front of the class
- Get feedback and give correct answers: 3.While you speak: ( 13 minutes )
Aims: Sts can talk about their favourite kind of music.
+ Task 2: Asking and answering about music taste.
- Tell sts that they are going to ask your partners questions to get information to complete the table below
- Ask sts to look at the first column of the table which includes items they should ask their friend about
- Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band……
- T may introduce some adj and expressions to talk about music:
+ make sb excited/relaxed
+ help sb forget troubles and worries + relaxing/ peaceful
- Ask sts to form groups of One of them will be a journalist who will interview their friends about their music taste The journalist has to ask two sts some questions and complete the table Sts can change their roles if time permits
- Go around to help sts and collect the mistakes
- Look at the pitures and give the names of some foreign singers - Talk about these singers
- Listen to the T - Take notes
- Listen and read the text
- Work in pairs to ask and answer the questions
- Some sts present
She likes pop music.
Because it keeps her happy. The Backstreet Boys.
She listens to music all the time
- Listen to the T
- Listen to the T and read the information in the table
- Think of the questions and say aloud:
+ What kind of music you like? + Why you like it?
+ Who is your favourite singer/ musician?
+ What is your favourite song/piece of music?
+ When you listen to music? - Listen and take notes