grade ten grade ten theme a day in the life of unit one period 1 lesson 1 reading time 45 minutes objectives 1 educational aim at the end of the lesson students will be able to know a day of work in

- T plays the tape once for Ss to listen - T asks for Ss’s answers and write them on the board?. - T plays the tape the second time for Ss to check their answers.[r]

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Grade Ten

Theme : A DAY IN THE LIFE OF … Unit one - Period

Lesson : READING Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to know a day of work in the life of a peasant

2 Knowledge

Grammar : The Present simple and Adverbs of frequency Vocabulary : Some words about farming

3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min) Matching

Match the work with the related place : teacher a market

2 doctor b school worker c hospital seller d field farmer e factory

- T asks : Where does a teacher work ? T asks some other similar questions -Now to understand more about the life of a farmer, today we learn Unit 1.

Pre-reading (7 min) * Pre-teach Vocab :

go off (v) – lead the buffalo to the field get ready = prepare – plough (v) – harrow (v) – plot of land – peasant = farmer – take a short rest –

repair the banks – pump water – the transplanting – contented with = satisfied with

* Checking : Rub out and remember

Books closed

Write down the numbers 1, 2, 3, 4, and the letters a, b, c, d, e in a sheet of paper and match them individually, then in pairs Some Ss write their answers on the board He / she works at a school

Ss answer

Eliciting

Pracising reading and copy down

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Set the scene: “You are going to read the two passages about a day in the life of two farmers, underline the words or phrases just studied”

While-reading (20 min)

-Lets sts read individually for  Task

-Asking Ss to choose the option A, B or C that best suits the meaning of the

italicised word(s) in Task  Task

Answer the following questions : What is Mr Vy’s occupation ? What time does he get up and what does he after that ?

3 What does he in the morning ? What Mr Vy and his wife in the afternoon ?

5 Are they happy with their lives or not ? Why ?

Post-reading (12 min) Task

- Scan the passage and make a brief note about Mr Vy and Mrs Tuyet’s daily routines Then compare your note with a partner

In the morning

- 4:30 : alarm goes of, Mr Vy gets up, gos down the kitchen, boils water for tea, drink tea, has quick breakfast, leads the buffalo to the field

- 5:15 : arrives in the field, ploughs and harrows

- 7:45 : takes a break - 10:30 goes home

- 11:30 has lunch with family Homework

Teacher assigns homework Comments (2 min)

Sts work individually and compare with a partner

Sts work individually and in pairs

Answers : C C A A Sts work individually and in pairs 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 his plot of land, drinks tea, and smokes tobacco during his break

4 In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it and his wife does the transplanting Yes, they are Because they love working and they love their children Ss scan the text again and fill the box Ss compare their notes with a friend

In the afternoon

- 2:30 : Mr Vy and Mrs Tuyet go to the field again, repair the banks of the plot of land He pumps water into the plot of land She does the transplanting - 6:30 : finish work

- 7:00 have dinner

After dinner :

- watch TV, go to bed

- sometimes visit neighbours, chat with them

Homework

Memorize the new words

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Grade Ten A DAY IN THE LIFE OF … Unit one - Period

Lesson : SPEAKING Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to talk about one’s and others’routines

2 Knowledge

3 Skills : listening, speaking, reading writing * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

Kim’s game Hanging a poster on the board Subjects are learnt at school

1 Civic education Technology Maths Physics Literature Biology Chemistry Geography History 10 Informatics 11 Physical education

Pre-speaking (7 min) * Pre-teach Vocab :

timetable (n) – Civic education – Physical education – information technology – literature – geography - biology * Checking : Rub out and remember

While-speaking (20)

- Revising how to tell the time (poster) - Asking to match a number in A with a suitable phrase in B

T writes numbers and letters on the board

Books closed

Ss look at the poster for Work in groups

Teacher puts the poster away and asks Ss to write the subjects they remember on the board The group which can write more words will win

Eliciting

Practise and rewrite on the board

Sts match A with B

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A B 7:15

2 8:05 8:55 9:45 10:40 17:00 6:00 18:30

a a quarter to ten b five to nine c a quarter past seven

d.twenty to eleven e half past six pm f five past eight g five o’clock p.m h six o’clock a.m -Getting Ss to ask and answer questions about their weekly timetable

 Task

Teacher - A student: Modelling T : What time you have a Civic Education lesson on Monday ? St : (I have a Civic Education lesson) at 7:00 on Monday

T : What lesson you have at 7:50 on Monday ?

St : (At 7:50 on Monday I have) a Civic Education lesson.

 Task Talk about Quan’s activities, using the pictures at p 15

Asks Ss to work in pairs or in groups of Teacher monitors

Post-speaking (12 min)

Tell your classmates about your daily routine

Asking some sts to report in front of the class

Homework

Sts match a number in A with a suitable phrase in B

Work individually and then compare with a partner

Teacher monitors

Some sts work on the board

Ask and answer questions with a partner, using the information from Ss’s timetable T – St  St – T

Books open p 15

Practise in pairs : Open pairs Closed pairs Teacher monitors

Ss talk about Quan’s activities, based on the pictures on p.15

At 2:00 p.m Quan gets up after a short nap He studies his lesson at 14:15 He watches TV 16:40 Then he goes to the stadium by bicycle at 15:00 There he plays football with his friends He comes back home at 18:30, takes a shower at 18:45 He has dinner with his family at 19:00 At 20:00 he prepares for the new lesson This is a typical day of Quan. Sts work in groups

Some Ss go to the front and report their daily activities

Ss write down their homework : Memorize new words

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Grade Ten A DAY IN THE LIFE OF … Unit one – Period

Lesson : LISTENING Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to listen and understand a labourer’s daily routine

2 Knowledge

3 Skills : listening, speaking, reading, writing, esp listening * METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

Jumbled words

LONOGYTECH SHYPICS OLOBIGY CHEMYSTRI OGRAPHYOGE STORYHI

Pre-listening (7 min) * Pre-teach Vocab :

cyclo driver – passenger (n) – drop (v) ride (v) – pedal (v ) – district (n) – park (v) - purchases (n) – food stall – shopping

While-listening (20 min)  Task

- Asks Ss to describe the pictures in the book p 16

- Lets Ss guess the order of the pictures in groups of or

- Teacher writes the answers on the board (no correction)

- T sets the scene and explains it

You will hear Mr Lam, a cyclo driver in HCM City talking about his daily routine The pictures in your textbook (on page 16)

Books closed

Technology, physics, biology, chemistry, Geography, history

Sts go to the board and rewrite the words in the right order

Work individually Eliciting

Practise and rewrite on the board Books open

Ss look at the books and describe the pictures

Picture 1:A cyclo driver is riding his cyclo Picture 2: A family are eating …

Picture 3: A cyclo driver is taking passengers

Picture 4: A man is sleeping in his cyclo Picture 5: A man is getting up

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describe his activities Listen to the tape Then number the pictures in their correct order.

- Lets Ss listen the first time

- Finds whether someone has answers - Lets Ss listen the second time - T checks (Ss listen the third time, stops at the suitable places)  Task

- Lets Ss listen the first time

- Finds whether someone has answers - Lets Ss listen the second time - T checks (Ss listen the third time, stops at the suitable places)

Post-listening (12 min)

Asks Ss to work in pairs to ask and answer questions about Mr Lam’s activities by using the cues below : Name…… start………… work………… lunch……… occupation ………… passengers…… rest Go around the class and offer help if necessary

Call on some pairs to ask and answer in front of the class

Feedback and give suggested answers

Homework

Teacher assigns homework

Comments (2 min)

Listen and check their guessing Listen check again

Answers suggested :  e  f  a  c  b  d

Listen and decide whether the statements are true (T) or false (F)

1 F T F F F F

Ask and answer questions, using the below words : name, occupation, start work, passengers, lunch, rest

After that retell the story in front of the class

Suggested answers : What is the man’s name ? What does he ?

What time does he start work ? Who are his passengers ? Who is his first passenger ? Where does he have lunch ? What time does he have lunch ?

Ss write down the homework Memorize new words

Rewrite a paragraph about Mr Lam (about 50 words)

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Unit one – Period Lesson : WRITING Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to write a narrative by using given prompts

2 Knowledge

3 Skills : listening, speaking, reading, esp writing * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min) Wordstorm

Gets Ss to write the new words of the previous lessons in a sheet of paper (2m) Divides Ss into groups Ss in each group Compare their Vocab with each other and choose a deputy to write on the board

Pre-writing (7 min) * Pre-teach Vocab :

stare death in the face (sợ xanh mặt) take off (cất cánh) – land (v) air-hostess (n) - shake (v) – fasten seatbelt – dip (v) – give up (n) – relieved (a): (nhẹ nhõm) * Checking : Rub out and remember

While-writing (20 min)  Task

- Asks Ss to work in pairs, read the passage and find all the verbs that are used in the past simple and the connectors (time expressions) in the story

 Task Work in groups of four

Now identify the events, the climax, and the conclusion of the story

- Teacher gives the answers and explain the development of the story

Books closed

Sts work individually and compare with a partner and then with each other

Teacher monitors

A deputy writes answers on the board

Eliciting

Practise and rewrite on the board Suggested answers :

Verbs: started, was, arrived, got, took off, began, thought, were, told, seemed,

realised, screamed, felt, announced, landed

Connectors : on that day, at first, then, just, a few minutes later, one hour later.

The events : Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic

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Post-writing (12 min)  Task

- Tets Ss to use the prompts to build up a narrative about a hotel fire

- Go around the class and offer help if necessary Encourage Ss to finish the writing

- Tell them to pay attention to verb tense and preposition

- Call on some Ss to read out their writing in front of the class

Comment and correct necessary mistakes

Homework

minutes to live

The conclusion : Pilot announced that everything was all right, we landed safely * Suggested answer :

Last year I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Saturday evening and everybody was sitting in the discotheque 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 atarted to scream in panic People ran toward the fire exits One door was blocked Many people began to coughing and choking.

Then, just as we thought we had only minutes to live, the fire brigade arrive 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.

Ss write down the homework Memorize new words

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Unit one Lesson : LANGUAGE FOCUS Period :

Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to distinguish the sounds / I / and / i: /, and to use present and past simple with adverbs of frequency

2 Knowledge

3 Skills : Four skills especially writing

* METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

What and Where

(about the word studied in the previous lesson)

Presentation (7 min) * Pre-teach Vocab :

worry (v) – catch (v) – realise (v) – fish (v) - my favourite sport (n) – instead of (prep) – rubbish (n) – a waste of time * Checking : Rub out and remember

Practice (32 min) Activity :

Pronunciation (p.19) : 4min * Listen and repeat

T models or times

T calls some Ss to read again and corrects mistakes if necessary

* Practise these sentences sentence by sentence * Teacher corrects if necessary Activity

Grammar and vocabulary

* Exercise (pp 19-20) : 10

Complete the blanks in the passage, using

Elicit from sts

Eliciting

Pracising reading and copy down Practise and rewrite on the board

Ss listen and repeat chorally several times

Some Ss read again individually

The same method as above

Sts work individually and then compare with a partner

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the present simple form of the verbs in the box

Teacher monitors - T & Ss check

* Exercise (p.21) :

Put each of these adverbs of frequency in its appropriate place in the sentences T asks some Ss read out their sentences Teacher and students check

* Exercise : 10min

Supply the correct past simple form of the verbs in brackets (p.21)

- T monitors

- T asks some sts read out their answers - T and Ss check

Consolidation(2 min)

T asks some Ss to say the passage in Vietnamese if there is time

Homework

Teacher assigns homework Comments

(1) is (2) fish (3) worry (4) are (5) catch (6) am (7) catch (8) go (9) give up (10) say (11) realise (12) am

Ss work individually and then compare with a partner

-Some Ss read out their sentences

Some Ss read out their answers Ss have peer correction

Ss correct their mistakes if any

(1) was done – (2) cooked - (3) were (4) smelt - (5) told - (6) sang (7) began - (8) felt - (9) put out (10) crept - (11) slept - (12) woke (13) was - (14) leapt - (15) hurried (16) found - (17) wound – (18) flowed

Ss write down the homework in their notebook :

- Memorize the new words

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Unit Two : Period : SCHOOL TALKS Lesson : READING

1 Educational aim : By the end of the lesson, Ss will be able to talk about their school and better their reading comprehension skill by doing True or False statements and answering questions

2 Knowledge

Pronunciation : / Λ / - / a: / Grammar : Wh-questions

Gerund and to + infinitive Vocabulary : Some words about schooling Skills : Four skills, especially reading

* METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, cassette … * PROCEDURE

Warm-up (4 min) Chatting

Ask Ss to work in pairs and discuss this question: When you meet your friends, which of the following topics you often talk about?

international (a)– have to (v) – teach (v) – hard work (n) – corner shop (n) – ride a bike (exp) – motorbike (n) – narrow (a) – crowded (a)

While-reading (20 min)  Task Work in pairs (p 23) Instruction : Read the following small talks and then the tasks that follow -T asks Ss to fill each blank with one of the words in the box below

- T goes around to help

- T feedbacks and gives correct answers

* sports and games * holidays * entertainment * films * health problems * weather * hobbies * work and study Ss exchange in pairs or in groups

Eliciting

- Ss work individually and compare with a partner

- Ss read the text carefully and the task

- Ss fill in the blanks

Soms Ss read their answers aloud Answers :

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Task Work in pairs (p 23) Instruction : Now read the small talks again and find out who …

- T asks Ss to work individually and compare their answers with a partner - T monitors

- T asks some Ss to read out their answers - T feedbacks and corrects mistakes Task 3

T asks some Ss to answer the questions on p.24

1 Where does Phong study ? What subjects does he study ? Why does he want to learn English ? What does Miss Phuong say about her teaching profession ?

5 Why does Mr Ha worry about his son’s safety ?

- T monitors and helps

- T feedbacks and corrects mistakes

Post-reading (12 min): Work in groups

Ask Ss to choose one of the following topics and talk about it

* What subject(s) you like best? Why ? * What you like or dislike doing at school * What you worry about at school

Go to different groups and offer help if necessary

Homework

4 crowded language

- Some Ss read out their answers - Peer correction

- Some Ss write their answers on ð board He studies at Chu Van An high school He studies many subjects such as Math, physics, chemistry …

3 Because it is an international language She says that teaching is hard work but she enjoys it because she loves working with children

5 Because his son has to ride his bike in narrow and crowded streets on the way to school

Ss work in pairs or in groups

optionable

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Grade Ten Nguyễn Thành Viễn Unit two : Period : SCHOOL TALKS

1 Educational aim : By the end of the lesson, students will be able to use common expressions in making small talks, start and close a conversation Knowledge

Gerund and to + infinitive Vocabulary : Some words about schooling Skills : Four skills, especially speaking * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

Rearranging

Have Ss work in pairs

Ask Ss to rearrange the words to make complete sentences

1 has / nice / to / you / talking / been / it weekend / did / nice / have / a / you? school / everyting / how / at / is ?

stay at home (exp) – nothing special(exp) – great (a) = wonderful – borrow (v) – What’s the matter ? – headache (n) – toothache (n) –had better (exp) * Checking : Rub out and remember

While-speaking (25 min)

 Task : Put the common expressions under the appropriate heading

T runs through the expressions and explaining them

T calls on some Ss to read out their answers

* Teacher corrects if necessary

Books closed Ss work in pairs Answers :

1 It has been nice talking to you Did you have a nice weekend ? How’s everything at school ? Eliciting

Practise and rewrite on the board Ss work individually and then compare with a partner

Some sts read out their answers Starting a conversation

Good morning / Hi

How’s everything at school ? Hello How are you ?

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 Task : Work in pairs

T gets Ss to rearrange the following sentences to make a conversation and then practise it with a partner

Teacher monitors

T asks Ss to read out their sentences - T & Ss check

 Task : Complete the following

conversation with suitable words, phrases or sentences in the box then practise it with a partner Cf p.25

-T asks Ss to work in pairs or in groups

Post-Speaking (7min)

 Task : Work in groups

”Now make small talks on the following topics, using the starting and closing of a conversation.

* the weather

* last night’s TV programmes * football

* plans for next weekend

- T goes around to observe, gives help and collects mistakes

Consolidation(2 min) Homework

Teacher assigns homework Comment

Closing a conversation (The rest Cf.p24) Sts work with a partner

1 D Hi, Minh Did you have a nice weekend ?

2 F Hello, Quan Yes, I did It’s great B What did you ?

4 H I went to Lan’s birthday party The food was good and the people were interesting What did you do, Quan ? E Oh, I stayed at home and did my homework Nothing special C Where are you going now ? G I’m going to the library to borrow some books Sorry, I’ve got to go Talk to you later

8 A Bye See you later Ss complete the conversation

Practise with a partner :

A : Hello, Hoa You don’t look very happy What’s the matter with you ? B : Hi, Nam I feel tired I’ve got a headache

A : Sorry to hear that You’d better go home and have a rest

B : Yes.That’s a great idea.Goodbye,Nam A : See you later

Suggested answers : A : Hi How are you ?

B : I’m fine, thanks Did you watch TV last night ?

A : No, Ididn’t Was there anything interesting ?

B : There was an exciting football match VN vs Malaysia

A : How was the result ? Homework

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1 Educational aim : By the end of the lesson, students will be able to make mini conversations about daily topics such as study at school, weather and travelling

2 Knowledge

Gerund and to + infinitive Vocabulary : Some words about schooling Skills : Four skills, especially listening

- Ask Ss to work in pairs and match a question in column A with an answer in B - Call on some pairs to read aloud the question and answer in front of the class

this semester (n) – plan to stay (v) – comfortable (a) – alone (adv) – would you like to go somewhere for a drink ? That’s great = fantastic / wonderful * Checking : Rub out and remember Ask Ss to guess the four pictures (p.26) : Suggested questions :

What you see in the pictures ? Who are they ?

What are they doing ?

While-listening (20 min)  Task

Correct answers :

1 c e a b d

Eliciting

Pracising reading in chorus and individually and copy down Practise and rewrite on the board

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- T asks Ss to listen to the conversations and match them with the pictures on p 26 - T plays the tape once for Ss to listen - T asks for Ss’s answers and write them on the board

- T plays the tape the second time for Ss to check their answers

- T and Ss check  Task

Instruction : Now listen to the tape again and answer the question on p 26

- T lets Ss listen to the tape and answer - T asks Ss to give the answers and writes them on the board

- T plays the tape once more for Ss to check their answers

- T gives the correct answers  Task Conversation Completion - Ask Ss to work in pairs and study the conversation Encourage them to guess the missing words

- T lets Ss listen to the tape and fill the missing information

T and Ss check

Post-listening (12 min): Work in groups - T asks Ss to talk about the problem(s) they have experienced at school : - T monitors

T can ask Ss to use these questions : What problems have you got at school ? What is / are the reason(s) ?

What have you done to solve it / them ? Who helps you to solve it ?

Homework

- Some Ss read out their answers Conservation : Picture b Conservation : Picture c Conservation : Picture d Conservation : Picture a

- Ss listen and answer :

Some Ss write their answers on the board or read out their answer

Peer correction

1 She is taking English

2 She is in Miss Lan Phuong’s class He is at a party

4 He plans to stay there for a week No, she doesn’t She travels alone Correct answers :

A: Hoa How you like (1) it here ? B: It’s (2) very nice The hotel is (3) big and my room is (4) comfortable. A: Are you (5) travelling with your friends ?

B: (6) No I’m travelling (7) alone. A: Would you like to go somewhere (8) for a drink ?

B: That’s great.

Ss are divided into small groups of or and set up this situation:

getting bad marks, having difficulty in making friends, coming to class late, be slow at learning…

Sts write down the homework in the notebook :

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Lesson : WRITING Time : 45 minutes OBJECTIVES

1 Educational aim : By the end of the lesson, students will be able to fill some

common forms such as enrolment form, application form, library admission form …

2 Knowledge

Pronunciation : : / Λ / - / a: / Grammar : Wh-questions

Gerund and to + infinitive Vocabulary : Some words about schooling Skills : Four skills, especially writing

Warm-up (4 min)

 Task Question and Answers Ask Ss to work in pairs and answer the following questions:

Have you ever filled in a form? On what occasions?

What sort of information you often have to provide when you fill in a form ?

Date of birth (n) – Place of birth – Present address – Marital status – married (a) – single (a) – occupation (n) – sign (v) – delete (v) – nationality (n) * Checking : Rub out and remember

While-writing (20 min)  Task Matching (p 27)

Ask Ss to match a line in A with a question in B

Ss work in pairs

Eliciting

- Ss write answers on the board d f e g b c a

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Task

Instruction : Now look at Task and try to do what you are required.

- T goes around checking and provides relevant vocabulary and structures if necessary

Task 4

Fill in the following form

Ask Ss to study the form carefully and fill in the form, using their personal information

- Call Ss to fill in the form on the board while others the task in the textbook - Feedback and correct the mistakes

Post-writing (12 min)

- T asks Ss to work in pairs and carry out the interview to fill in the form One asks and one answers

- If time allowed, call on some pairs to act out the interview in front of the class - T gives general comments

Homework

- Suggested answers :

THE OAK TREE SCHOOL

please write in capital letters Mr./Mr./Miss*

Surname : Nguyen First name : Thanh Vien

Date of birth : September 10, 1951 Nationality : Vietnamese

Language : Vietnamese, English, French Address : 21 Hung Vuong Street,

Long an Hamlet, TL town Reason for learning English : Exams How many hours a day ? hours What date you want to start : December 22, 2007

* Homework

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Grade Ten Nguyễn Thành Viễn Unit Two : Period : 10 SCHOOL TALKS

Lesson : LANGUAGE FOCUS Time : 45 minutes

OBJECTIVES

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds / Λ / and / a: / ; to distinguish the use of gerund and to-infinitive Knowledge

Gerund and to + infinitive Vocabulary : Some words about schooling Skills : Four skills especially writing

Warm-up (4 min)

What and Where

( some new words studied in Unit 2) T asks Ss to practise reading several times

marvellous (a) = wonderful (a) – target (n) – expect (v) – nervous (a) – have trouble + V-ing – improve (v) – pay attention to – consider + V-ing – lend (v) – post (v)

T models or times

T calls some sts to read again and corrects if necessary

* Practise these sentences (p.29) sentence by sentence * Teacher corrects if necessary

Books closed Elicit from Ss

Sts listen and repeat after the teacher

Eliciting

Sts listen and repeat chorally several times

Some sts read again individually Ss look at the example carefully

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Activity

Grammar and Vocabulary

* Exercise 1 (pp 29-30) : 10min T asks sts to make questions for the following responses

Teacher monitors

* Exercise 2 (p.30) : 10min

T asks Ss to fill each blank with and -ing or to + infinitive form of the verb in brackets the sentences, using will or won’t and any other words that are needed

Teacher monitors

T asks Ss to read out their answers Teacher and Ss check

* Exercise 3 (p 31) :

”Now complete the following sentences using an –ing or to –infinitive form of the verbs in the box”.

-T asks Ss to complete the sentences - T asks some sts to read out their answers - T and sts check

Some sts read out their answers 1 When did you come here ? 2 How long did you stay there? 3.Who did you come with ? Where you live ?

5 Why you learn English ? What time is it ?

7 How many children they have ? * Sts work individually and then compare with a partner

* Some sts read out their answers to hear going remembering doing working to pay to go visiting seeing 10 hearing

* Sts work individually and then compare with a partner

* Some sts read out their answers : to go waiting having to find living making to call to lend talking 10 to post

Homework

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Grade Ten Nguyễn Thành Viễn Unit Three : Period : 11 PEOPLE’S BACKGROUND Lesson : READING

1 Educational aim : By the end of the lesson, Ss will be able to improve background knowledge about famous scientists, especially about Marie Curie Knowledge

Pronunciation : / e / - / æ /

Grammar : The past perfect

The past perfect vs the past simple Vocabulary : Some words about schooling

3 Skills : Four skills, especially reading

Ask Ss to work groups of make a list of famous scientists

After minutes, the group with the longest list will be the winner

general education (n)– brilliant (a) – private tutor (n) – interrupt (v) – in spite of (n) – receive (v) – tragic death (n) – obtain (v) – determine (v) – come true * Checking : Rub out and remember

While-reading (20 min)  Task Work in pairs (p 33)

Instruction : Match the words or phrases in A with their meanings in B

-T asks Ss to match column A with column B

* sports and games * holidays * entertainment * films * health problems * weather * hobbies * work and study Ss exchange in pairs or in groups

Eliciting

- Soms Ss read their answers aloud Answers :

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- T feedbacks and gives correct answers Task Work in pairs (p 33)

Instruction : Now skim over the text and decide whether the statements are true or false If false, correct the false information - T asks Ss to work individually and compare their answers with a partner - T monitors

- T asks some Ss to read out their answers - T feedbacks and corrects mistakes Task 3

T asks some Ss to answer the questions on p.34

1.When and where wasMarie Curie born? What kind of student was she ?

3 Why did she work as a private tutor ? For what service was she awarded a Nobel Prize in Chemistry ?

5 Was the prize her real joy? Why not ? - T monitors and helps

Post-reading (12 min): Work in groups

- Ask Ss to say the main idea of the reading in Vietnamese

- Ask Ss to find the evidence from the passage to prove five adjectives we may use to describe Marie Curie

- Go to different groups and offer help if necessary

Homework

Correct answers : T

2 F :Her dream was to become a scientist T

4 F : She married Pierre Curie in 1895 T

- Some Ss write their answers on ð board She was born in Warsaw

on November 7, 1867 She was a brilliant and mature student … to save money for a study tour abroad … for determining the atomic weight of radium

5 No, it wasn’t Her real joy was “easing human suffering.”

Ss work in groups Strong-willed : lines 5-6 Ambitious : lines 12 - 15

Hard-working : line 13 : she worked extremely hard Intelligent : line : a brilliant student Humane : her real joy was “easing human suffering”

(23)

Grade Ten Nguyễn Thành Viễn Unit Three : Period : 12 PEOPLE’S BACKGROUND Lesson : SPEAKING

1 Educational aim : 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 Knowledge

Pronunciation : : / e / - / æ /

3 Skills : Four skills, especially speaking * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

Word Square

Have Ss work in two groups

The word square contains 11 words about Marie Curie T asks Ss to find out and write them out on the board

The group which has the correct first will be the winner :

ACROSS : brilliant, mature, radium, Nobel, atomic

DOWN : humanitarian, hard, chemist, intelligent, ambitious, tutor

background (n) – experience (n) – favourite subject (n) – primary school (n) – secondary school (n) – hobby (n) * Checking : Rub out and remember

While-speaking (25 min)  Task : Work in pairs

Decide which of the items below can

H B R I L L I A N T U W H N F X Z M X U M M A T U R E B O T A C R E X R W I F O N H D L W Q I T U R I E X L R A D I U M

T M F I W R A O W R

A I Z G W Y G U D Y

R S Q E Z T H S X O

I T M N O B E L W R

A N A T O M I C Z D Eliciting

(24)

tell you about somebody’s background T runs through the words

T calls on some Ss to read out their answers

* Teacher corrects if necessary  Task : Work in pairs

“Imagine you are a journalist Use the cues below to interview a classmate about his/her background Change the roles when you have finished.”

- Teacher monitors

- Ask Ss to carry out the interview in pairs Rearrange Ss’seats to make them sit face to face

- Go around the class and offer help if necessary

- T asks Ss to read out their sentences - Ask Ss in each group to change the roles

- Call on some Ss to give a small talk in front of the class

- Comment on Ss’performance and make necessary corrections

 Task : Work individually

To consolidate Ss’knowledge, T can get Ss to go to the board : one write down the questions and one answer the questions The others copy down in their notebooks

If there is time left, let some Ss report the interview they carried out

Some sts read out their answers Correct answers :

* Family * Education * Experience

Sts work with a partner

Ss can use the following questions : Good morning

2 When were you born ? Where were you born ? Where you live ?

5 Can you tell me about your parents ? How many brothers and sisters you have ?

7 What’s the name of your primary school / secondary school ?

8 What subjects you like best ? How you work at school ? 10 Thank you very much Practise with a partner Ss complete the conversation

Ss work individually and copy down

Suggested answers :

The person I interviewed is Lan She was born in 1992, in Long Phu There are five people in her family

Ss write down the homework

(25)

Grade Ten Nguyễn Thành Viễn

Unit Three : Period : 13 PEOPLE’S BACKGROUND

1 Educational aim : By the end of the lesson, students will be able to listen for specific information about Olympic champions and talk about one of the Olympic champions by using the information regarding her background and career

2 Knowledge

3 Skills : Four skills, especially listening

Warm-up (4 min) Talking - T can ask Ss :

What you know about Olympic Games (When did the first Olympic start? How often is it held? Where was the last Olympic held? Where will the next Olympic be held ? When ?

- Call on some pairs to read aloud the question and answer in front of the class

champion (n) – sports teacher (n) – romantic (a) – teacher’s diploma (n) – join (v) – free time – writer (n) - gymnast (n) – basketball (n)

Books closed Elicit from Ss In Greece

In Athens (Greece) In Beijing (China)

Eliciting

(26)

While-listening (20 min) Set the scene :

Sally has been the Olympic champion You are going to listen to a conversation between her and Bob and the tasks followed

 Task True or False

- T asks Ss to listen to the conversation and decide whether the statements are true or false

- T plays the tape once for Ss to listen - T asks for Ss’s answers and write them on the board

- T and Ss check  Task Gap filling

Tell Ss to read the sentences carefully and try to guess the missing words in the blanks

Instruction : Now listen to the tape again and fill the blank on p 37

- T gives the correct answers

Post-listening (12 min): Work in groups - T asks Ss to ask and answer questions about Sally

- T monitors

T can ask Ss to use these questions : When was Sally born ?

2 Where did she learn when ?

3 How old was she when she joined the Star Sports Club ?

Homework

- Ss can guess and answer (no correction)

- Some Ss read out their answers Correct answers :

1 T T

3 F (I don’t have much free time) T

5 F (I want to be a sports teacher) - Ss listen and answer :

Some Ss write their answers on the board or read out their answer

Peer correction Correct answers : general education

2 lives ……… family different ……… swimming love stories

5 teacher’s diploma

4 Where does she live ? Who does she live with ?

(27)

Comments (2 min) - Memorize the new words - Prepare the new lesson

Unit Three : Period : 14 PEOPLE’S BACKGROUND Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to write a simple curriculum vitae about a person’s background

2 Knowledge

3 Skills : Four skills, especially writing

Warm-up (4 min)

What and Where

(about some new words in previous lesson)

curriculum vitae (n) – tourist guide (n) – previous job (n) – attend (v) – pass the exam (exp) – travel agency (n) – interest (n)

While-writing (20 min)  Task (p 37)

Ask Ss to read Mr Brown’s C.V - T goes around to help

- T feedbacks and explains

- Ask Ss to work independently and write a paragraph about Mr Brown, using the cues below :

be born like go to school from to pass exams in

Elicit from Ss

Eliciting

Have Ss compare their writing with a partner

(28)

travel agency work as Get or Ss to write on the board T and Ss correct

Ask Ss to correct their writing Task

Ask Ss to write a paragraph about their parent

- T goes around checking and provides relevant vocabulary and structures if necessary

Task 3

Ask Ss to ask his/her partner for the information about his/her parent complete the form on p 38

- Feedback and correct the mistakes

Post-writing (12 min) Summarize the main points

Homework

Mr Brown was born on 12th November, 1969 in Boston He went to Kensinton 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.

(29)

Grade Ten Nguyeãn Thành Viễn Unit Three : Period : 15 PEOPLE’S BACKGROUND Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds / e / and / æ / ; to use the past perfect tense appropriately and distinguish it with the past simple tense

2 Knowledge

Warm-up (4 min)

What and Where

angry with  – break, broke, broken (v) – turn off (v) – turn on (v) – gas stove (n) – dry (a) – in a terrible mess – break in (v) – drop (v) – thief (n) – parrot (n)

T models or times

T calls some Ss to read again and corrects mistakes if necessary

* Practise these sentences (p.39)

Eliciting

(30)

sentence by sentence * Teacher corrects if necessary Activity

Grammar and Vocabulary * Exercise 1 (p 39) : 10min

T asks Ss to use the verbs in brackets in the past perfect

Teacher monitors

* Exercise 2 (p.40) : 10min

T asks Ss to put the verbs in brackets in the past simple or the past perfect - Teacher monitors

* Exercise 3 (p 40) :

There are mistakes in the use of tenses in the following story Find and correct them. - T goes around to observe, gives help and collects mistakes

-T asks Ss to work individually

- T asks some Ss to read out their answers - T and Ss check

Some Ss read out their answers

Some Ss read out their answers 1 Because he had broken 2 When I had done all my homework. 3 No, I had met them before.

4 … she had not turned off the gas stove 5 …they had ever seen.

6 … after it had been dry for months … all his classmates had left … they had moved to the South they had not seen each other for 10 yrs 10 … because someone had broken in * Sts work individually and then compare with a partner

* Some sts read out their answers … had just finished came … had seldom travelled went … went had already taken

4 Did you managed had gone He had just got phoned

He had been in New York

* Some Ss read out their answers :

Line : had climbed  climbed Line : had turned  turned

Line : had called  called Line : had heard  heard

Line : went  had already gone

Ss write down the homework

(31)

- Do test youself A Grade Ten

Unit four SPECIAL EDUCATION Lesson : READING

Period :

1 Educational aim : At the end of the lesson, students will be able to know some features in a special class, about the Braille Alphabet Knowledge

Grammar : the + adjective = noun showing a group of people used to + V (a past habit)

which (linking the whole clause) Vocabulary : Some words about schooling

* List all daily activities in English : Ex Go to school, study English, play football, play the guitar, watch TV, go shopping, go swimming, listen to music …

 Ask sts to look at the Braille Alphabet and change the Braille sentence below into English 

different from (a) – disabled (a) – blind – deaf – dumb - mentally retarded – prevent sb from – proper schooling – opposition – gradually (adv) – continue (v time-consuming – add – subtract - effort * Checking : Rub out and remember

-Lets sts read individually for

Some sts write the answers on the board Discuss which activities are difficult for the blind and the deaf

Answer : We are the world

Eliciting

(32)

Task Match the words in column A with the phrases in column B

* Ask some sts write their answers on the board

Task

Read the passage again and complete the following sentences by circling the corresponding letter A, B, C, or D (pp 45-46)

Post reading (12 min)

Asks sts to fill the blanks of the summary below with a suitable word from the reading passage (p 46)

Homework

Teacher monitors

Answers : - C - e - a - b - d

Answers : - D - B - A - C - D

Fill in the blanks

Some sts write their answers on the board Answers :

1 disabled read write efforts

5 opposition time-consuming maths arms

9 fingers 10 proud

Homework

(33)

Grade Ten

Unit four SPECIAL EDUCATION Lesson : SPEAKING

Period :

1 Educational aim : At the end of the lesson, students will be able to ask and answer about schooling

2 Knowledge

which (linking the whole clause) Vocabulary : Some words about school activities Skills : Four skills especially Speaking

Warm-up (4 min) Matching Poster :

Asks sts to match the subjects on the left column with the topics on the right one

1 maths a.plants &animals physics b gymnastics history c 25x2-3x+10 = 0

4 geography d e = mc2

5physicaleducation e H2O

6 English f the countries of the world

7 chemistry g.the2nd world war

8 biology h computers and their applications information

technology

i reading, writing and spelling Teacher asks :

- What are your favourite subjects ?

Some sts go to the board and match a number with a letter

Answers :

1c ; 2d ; 3g ; 4f ; 5b ; 6i ; 7e ; 8a ; 9h

(34)

- Which one didn’t you like ?

- How much time you prepare for your lesson every day ?

Pre-speaking (7 min) * Pre-teach Vocab : timetable (n) – kind (n)

oral test (n) – final examination (n) – semester (n) break (n) – between (prep) * Checking : Rub out and remember

While-speaking (20 min) Task

Asks sts to work with a partner and fill in the blanks with the right questions Asks two sts to read out the complete conversation and the whole class check - T & sts check

Task

Asks sts to work in pairs, using the above questions ask and answer

Post-speaking (12 min) Task

Asks some sts to tell the whole class what they know about their partners

Homework

Write a short paragraph (about 150

Eliciting

Teacher monitors

Two sts read out their answers

A) Which lower secondary school did you go ?

B) What were your subjects then ? C) What was your timetable ?

D) Can you tell me about the tests and examinations at your school then ? E) What about your homework ?

F) What part of school life didn’t you like then ?

G) What did you like best about your school then ?

* A student interview a partner T & sts check :

Tell the whole class what he / she knows about his / her partner

Example :

(35)

words) about your schooling Comments (2 min)

morning … Grade Ten

Unit four SPECIAL EDUCATION Lesson : LISTENING

Period :

1 Educational aim : At the end of the lesson, students will be able to listen a short conversation about photography

2 Knowledge

which (linking the whole clause) Vocabulary : Some words about photography Skills : Four skills especially listening

Warm-up (4 min)

What and Where

photograph (n) – photography (n) photographer (n) – photogenic (a) – photographic (a) – sorrow (n) – passion (n) – exhibition (n) – stimulate (v) – labourer (n)

* Checking : Rub out and remember * asks sts to look over the paragraph on p 48, guess the meaning and fill in the blanks (Prediction)

* Listen to the cassette and check

While-listening (20 min) Task

Elicit from st

Eliciting

Practise and rewrite on the board Sts work in pairs

(36)

Asks sts to listen to some information about a photography club and decide whether the statements are true or false Lets sts listen two times

- T & sts check Task

Asks sts to predict and complete the paragraph

Write number to 10 on the board Write sts’predictions on the board (no correction)

Lets sts listen two times

Teacher and sts check (listen 3rd time)

Asks sts to work in groups to re tell the story about the Vang Trang Khuyet Photography Club

Homework

Write a short paragraph (about 150 words) about the Vang Trang Khuyet Club

Comments (2 min)

T F T F T

1) photography 2) nineteen 3) exhibition 4) fifty 5) beauty 6) simple 7) peaceful 8) chickens 9) stimulated 10) escape

Each group chooses aperson to retell the story

Questions suggested :

1/ Who are the members of the club ? 2/ What are they doing in Hanoi ?

3/ How many photographs are on display 4/ What are their photos about ?

5/ What does their passion of taking photographs help them ?

(37)

Grade Ten

Unit four SPECIAL EDUCATION Lesson : WRITING

Period :

1 Educational aim : At the end of the lesson, students will be able to write a letter of complaint about what they aren’t pleased with Knowledge

which (linking the whole clause) Vocabulary : Some words about photography Skills : Four skills especially writing

Warm-up (4 min)

What and Where

complain (v) – letter of complaint (n) resolve (v) – resolution (n) – contact (v) – air-conditioned (a) – native (a) –

advertisement (n) – cassette tape (n) * Checking : Rub out and remember

While-writing (20 min) Task (p.50)

Asks sts to work in pairs and complete the dialogue Note the difference between the advertisement and the facts

Elicit from sts

Eliciting

Sts work in pairs Answers suggested :

(1) I am not happy with it at all

(38)

* Teacher monitors

Teacher asks :

1 What is a complaint letter ?

2 Have you ever written a complaint letter ?

3 Do you know how to write a complaint letter ?

Asks sts to use the information from the dialogue in Task and complete the letter of complaint below

T can show the content in table : * Native teachers only

* No more than 20 students per class * Free books and cassette tapes * All air-conditioned rooms * 5:30 p.m – 8:30 p.m Teacher monitors

T asks some sts write … on the board Teacher and students check

Post-writing (12 min) Asks sts :

1 Address of sender : Date :

3 Address of receiver : The content of the letter :

1 Salutation :

2 Reason for writing : Complaints:

4 Solution for the problem : Closing :

6 Signature : Homework

30 students

(4) I had to pay for them

(5) Only some of them Mine is not (6) In fact classes often start late and

finish early

- A letter of complaint is written when someone is unhappy or dissatisfied with something

- Yes or No

- I’m afraid I don’t know

* Only one native teacher * About 40 students in class * had to pay for them

* My classroom is not air-conditioned * Classes start late and finish early Sts work in pairs and compare with another pair

-Some sts write their letters on the board

1 53 Ho Xuan Huong Street, Hanoi VN 22nd February, 2006

3 731 Van Xuan Street, Hanoi VN Dear Sir

2 writing to complain

3 not the same as the advertisement give a refund

5 Yours faithfully Do An Duc

(39)

Comments (2 min) Memorize the new wordsWrite a complaint letter Grade Ten

Unit four SPECIAL EDUCATION Lesson : LANGUAGE FOCUS

Period :

1 Educational aim : At the end of the lesson, students will be able to write a letter of complaint about what they aren’t pleased with Knowledge

which (linking the whole clause) Vocabulary : Some words about photography Skills : Four skills especially writing

Warm-up (4 min)

What and Where

injured (a) – unemployed (a)

ambulance (n) – the scene of the accident (n) – rob (v) – flight (n) – delay (v) – put sb up for the night (exp) –

break down (v)

T models or times

T calls some sts to read again and corrects

Elicit from sts

Eliciting

(40)

if necessary

Grammar and vocabulary * Exercise (p 52) : 10min

Complete these sentences using the + one of the adjectives given

Teacher monitors - T & sts check Teacher monitors

* Exercise (p.53) : 10min

Complete the sentences with used to + a suitable verb

* Exercise : 10min

Join a sentence from A with one from B to make a new sentence Use which (p.53) - T monitors

- T asks some sts read out their answers - T and sts check

Consolidation(2 min)

T asks : What did you use to when you were a child ?

Homework

Some sts read again individually The same method as above

Some sts read out their answers

-Some sts write their letters on the board

Some sts read out their answers Sts correct their mistakes if any

Sts answer using the structure “used to”

(41)

Grade Ten Nguyễn Thành Viễn Unit five : TECHNOLOGY AND YOU

1 Educational aim : At the end of the lesson, students will be able to know the importance and application of a computer in daily life Knowledge

Pronunciation : / u / - / u: / Grammar : the present perfect

the present perfect passive Who, Which, That

Vocabulary : Some words about a computer

* List the different parts of a computer in English :

T can ask sts :

1 What machine is used to type / watch a film / listen to music / the calculations / play games ?

2 Do you know how to use this machine ?

places of scenic beauty (n) – capable of (a) – add – subtract – multiply - divide – lightning speed – perfect accuracy – manage (v) – data (n) – request for leave type (v) – print (v)

Some sts write the answers on the board

1 the computer

2 Yes, I / No, I don’t

Eliciting

(42)

Match each numbered item with one of the words or phrases in the box

- Lets sts read individually for - Teacher monitors

Task Match the words in column A with the phrases in column B

* Ask some sts write their answers on the board

Task

Read the passage again and decide which of the three options below is the best title for the passage

A The Computer – A New Invention B The Computer Has Become Part of Our Life

C What Can the Computer Do ? Task Work in pairs

Answer these questions, using the cues 1. What can a computer to help us

in our daily life ?

visit, pay, read, receive, send, learn

2. Why is a computer a miraculous device ?

Capable of, a calculating machine, an electronic store, a magical typewriter, a personal communicator, for

entertainment

Work in pairs Discuss the other uses of a computer in our daily life

1 D E G C A F B H

Sts work in groups to pick out information about a computer

Sts work in pairs

Answer :

C What Can The Computer Do ?

Sts work in pairs

Some sts write their answers on the board Answers :

1 It can help us to visit shops and places of interest, pay bills, read books,

newspapers, magazines, send and receive e-mail, learn and so on

2 because it is capable of doing anything you ask It’s an accurate calculating machine, an electronic store, a magical typewriter, a personal communicator, and a popular means of entertainment

* Sts work in pairs (books closed)

(43)

Homework

Prepare the new lesson : Speaking

Grade Ten Nguyeãn Thành Viễn

Unit five : TECHNOLOGY AND YOU Lesson : SPEAKING

1 Educational aim : At the end of the lesson, students will be able to talk about the advantages of information technology in our daily life Knowledge

Vocabulary : Some words about school activities Skills : Four skills especially Speaking

Warm-up (4 min) Matching Poster :

Asks sts to match the picture on the right and the name on the left

(Showing the poster)

1 Tivi a electric cooker Máy vi tính b Refregerator Máy cassette c Television Nồi cơm điện d.washingmachine Máy điều hoà e Computer Tủ lạnh f cassette player Máy fax g air conditioner Máy giặt h fax machine Teacher asks :

- What is a washing machine used

Some sts go to the board and match a number with a letter

Answers :

1c ; 2e ; 3f ; 4a ; 5g ; 6b ; 7h ; 8d

Sts answer :

(44)

for?

cell phone (n) – transmit (v) – make use of – process (v) – store (v) – hold (v) – design (v) – meat (n) – fish (n) – vegetables (n)

While-speaking (20 min) Task (p.56)

Asks sts to work with a partner, ask and answer questions about the uses of modern inventions

* radio

A Can / Could you tell me what a radio is used for ?

* TV

* fax machine * electric cooker * air conditioner - T monitors Task

Asks sts to work in pairs, using the words in the box to complete the sentences

Task

Look at the ideas in Task 2, then rank them in order of importance Explain why * T monitors

Post-speaking (12 min)

Task Work in groups Talk about the uses if IT Use the information above T monitors

Homework

Eliciting

Sts work in pairs : one asks, one answers, following the example

Open pairs and closed pairs

B It is used to listen to news , music…

Sts work in pairs

1 store transmit process send hold make send receive design

Sts work in pairs, ask and answer questions about the uses of IT

A In what way is IT the most useful to our life ?

B I think ……… A Why you think so ?

(45)

Comments (2 min)

Homework

Find and read the uses of modern inventions

Unit five : TECHNOLOGY AND YOU Lesson : LISTENING

1 Educational aim : At the end of the lesson, students will be able to listen correct information to fill in the blanks

2 Knowledge

Grammar :

Vocabulary : Some words about photography Skills : Four skills especially listening

Warm-up (4 min) T asks :

1 Name some electrical appliances you know

2 Can you tell me what a refrigerator / a telephone … is used for ?

camcorder (n) – worried (a)

refuse (v) –headache (n) –helpful (a) – shy (a) – suggest (v) – since then – * Checking : Rub out and remember

1 I have a radio, a TV, a telephone, … A refrigerator is used to keep food and vegetables fresh

A telephone is used to exchanges information

Eliciting

(46)

* How often you use each of the items below ? Put a tick ( ) in the right column (p 57)

Teacher monitors

Asks sts to listen to an old company diredtor talking about his experience of learning how to use a computer Decide whether the statements are true or false Lets sts listen two times

Asks sts to listen to the old man’s story again and write in the missing words (no correction)

Asks sts to retell the story as follows : The story is about an old man who doesn’t know how to use a computer ………

Homework

Comments (2 min)

(optionable)

1 F (He wasn’t worried) T T

4 F (His son knows well) F (He didn’t)

6 F

1) invited 2) still 3) refused 4) excuse 5) anything * peer correction

Sts work in groups

Each group chooses aperson to retell the story

(47)

Nguyễn Thành Viễn Unit five : TECHNOLOGY AND YOU

Lesson : WRITING Time : 45 minutes OBJECTIVES

1 Educational aim : At the end of the lesson, students will be able to know how to use a public telephone and how to use the remote control Knowledge

Vocabulary : Some words about photography Skills : Four skills especially writing

Warm-up (4 min) T asks :

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 ?

receiver (n) – insert (v) – press (v) - dial (v) – Fire Service (n) – make sure of (v) – select (v) – adjust (v) –

While-writing (20 min) Task (p.58)

Sts answer (books closed) Free answers

Eliciting

(48)

Asks sts to work in pairs and read the following set of instructions on how to use a public telephone

* Teacher monitors

* T holds a phone card and asks : 1/ What’s this ?

2/ What’s it used for ?

3/What are the steps in using a public tel?

4/ What should you if you want to get help ?

5/ What should you if you want to call Fire Service / the police / an ambulance?

Find out the connectors and the imperative form of the verbs from the instructions

Teacher monitors

Task Look at the TV and the remote control below and answer the questions 1/ What you have to make sure of if … 2/ What should you if you want to … ? 3/ What should you if you want to … ? 4/ What should you if you want to … ? 5/ What should you if you want to … ? 6/ What should you if you don’t want to hear the sound ?

Asks sts to write a set of instructions on how to operate a TV with a remote control Use the picture and the questions above as suggestions

Sts work in pairs

Read carefully and guess the meaning of the words in the instruction table

Sts listen and answer : 1/ It is a phone card 2/ It is used to make a call 3/ First, lift the receiver …

Next, insert your phone card … Then, press the number …

Wait until you hear the long pips 4/ To obtain help, dial 116

5/ To call Fire Service, dial 114 To call the police, dial 113 To call an ambulance, dial 115

Sts read the instructions again and pick out the connectors, the imperative forms * Connectors : First, next, then, until * Imperative : Lift, insert, press, wait Sts look at the remote control and answer the questions

1/ If we want to operate a TV with a remote control, we have to make sure that the cord is plugged in and the main is turned on

2/ Press the power button 3/ Press the programme button 4/ Press number 1, 2, 3, 4,…

5/ Press the volume button up or down 6/ Press the mute button

Sts work in pairs and compare with another pair

-Some sts write their letters on the board Answer suggested :

(49)

Homework

on First, press the power button to turn on the TV Next select the channel by

pressing number 1, 2, 3,… * Homework

- Memorize the new words - Prepare the new lesson

Grade ten Nguyễn Thành Viễn

Unit five : TECHNOLOGY AND YOU Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to distinguish sounds / u / and / u: / and to know the uses of the present simple, the past simple and adverbs of frequency

2 Knowledge

Vocabulary : Some words about photography Skills : Four skills especially writing

Warm-up (4 min)

1 Did you watch TV last night ?

2 What should you if you want to turn on the TV ?

3 What should you if you want to adjust the volume ?

………

bridge (n) – man-made satellite (n) forest fire (n) – destroy (v) – carpet (n) – earthquake (n) – spill (v) –

Some sts answer

Eliciting

(50)

T models or times

Grammar and vocabulary

* Exercise (pp 60-61) : 10min T asks sts to make sentences as the example, using the present perfect Teacher monitors

T asks sts to read out their sentences

- T & sts check

T asks sts to make sentences as the example, using the present perfect passive

Teacher monitors

Teacher checks and corrects if necessary

* Exercise : 10min

T asks sts fill in the blanks with who, which or that (p.61)

- T monitors

Some sts read again individually

Some sts read out their answers Tam has opened the door

2 He has turned / switched on the TV He has tidied the house

4 He has cleaned the floor He has turned on the lights

6 He has laid bottles of water on the table

Some sts write their answers on the board A new hospital for children has been built in our city

2 Another man-made satllite has been sent up into space

3 More and more trees have been cut down for wood by farmers

4 Thousands of animals have been killed in the forest fire

5 About one hundred buildings and houses have been destroyed in the earthquake……… Sts work individually and then compare with a partner

(51)

Sts correct their mistakes if any Homework

- Revise the Unit

Unit six : AN EXCURSION Lesson : READING

1 Educational aim : At the end of the lesson, students will be able to know some places of scenic beauty in Vietnam

2 Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to Vocabulary : Some words about a trip

* List some places of scenic beauty that sts knew and remember in English : T can ask sts :

1 Have you ever been to Halong bay? What interesting places did you visit ?

have some days off – cave (n) – night campfire – bring, brought, brought – share (v) – get … parents’permission – persuade (v) – That’s all for now go on an excursion (exp)

* Checking : Rub out and remember -T guides sts to look at the pictures and

Sts work in groups

Some sts write the answers on the board - Yes, I have / No, I haven’t

- Sts answer freely

Eliciting

(52)

guess the names of these places

- Match the photos with the information below

- In what cities are they located ?

- Lets sts read the letter individually for and the tasks that follow

- Teacher monitors

- Asks sts to underline the sentences with the phrases just studied

Task Choose the best answer A, B, C or D to complete each of the sentences * Teacher monitors

* Ask some sts to read out their answers Task Answer the questions

1 When are Lan and her classmates going on a trip ?

2 Why are they visiting some caves ? How far is Thay Pagoda from their schhol ?

4 What are the students’plans for their trip to Huong Pagoda ?

5 What is Lan anxious about? Why?

Work in pairs Fill in the blanks, using the phrases in the box

1 Thien Mu Pagoda (Hue) Halong Bay (Quang Ninh) The One-Pillar Pagoda (Hanoi) Valley of Love (Dalat)

* Answers suggested :

1 d b a c

Sts work in pairs Answers suggested :

1 C D A Sts work in pairs

Some sts write their answers on the board Answers suggested :

1 When they have some days off after the first term

2 because they have recently studied rock formations and many of them have never been inside a cave

3 It’s only over 20 kilometres away A night campfire on a two-day trip, bringing food, sharing buses … about getting her parents’permission because they don’t want her to stay the night away from home

* Sts work in pairs (books closed) Sts work in pairs

(53)

Homework

Rewrite an excursion they made Prepare the new lesson : Speaking

Unit six : AN EXCURSION Lesson : SPEAKING

1 Educational aim : At the end of the lesson, students will be able to know how to express their idea about an arrangement of the seats on a ship, and how to show agreement or disagreement

2 Knowledge

3 Skills : Four skills especially Speaking

Warm-up (4 min) Guessing Poster on the board:

Asks sts to spot the positions A: air-conditioned, B: non air-air-conditioned, C: sundeck, E: exit, R: refreshments, T:toilet

get sunburnt (exp) – fresh air (n) – sit in the sun (exp) – take photographs (v) – refreshments (n) – occupied (a) – sundeck (n) – air-conditioned (a) * Checking : Rub out and remember

Some sts go to the board and write the positions

Eliciting

(54)

Task (p.66)

Asks sts to check their guess with the plan of the ship

Asks sts to work in groups or in pairs read and note down everyone’s idea

Task

Asks sts to work in groups Read the seat plan Decide the best seat for each person * Conduct a conversation like this :

A What you think about Mrs Andrew? B I think Mrs Andrew should sit in seat 12 From here she can see all her students C No, that’s not a good idea because she doesn’t like to sit on the sundeck What about seat 34 ?

A OK Seat 34 would be better * T monitors

Post-speaking (12 min) Task Work in pairs

A: Which seat you think is the most suitable for you ?

B: I want to sit …… A: Why ?

B: Because I …… T monitors Homework

Comments (2 min)

Sts work in pairs : Look at the plan of the ship (p.67) and compare with their guess 1/ Mrs Andrew doesn’t want to sit on the sundeck, she needs to see all the students

* Model conversation may be : A: What think about Mary ?

B: I think Mary should sit in section B C: Yes, put her in seat 16

A: No, that’s not a good idea beause Susan wants to seat near her B: OK Seat 37 would be better

Sts work in groups

Sts work in pairs, ask and answer

questions about the seats they think is the most suitable for them

Homework

(55)

Grade Ten Nguyễn Thành Viễn Unit six : AN EXCURSION

1 Educational aim : At the end of the lesson, students will be able to listen and understand the main idea about the report of a visit to the Botannical Garden

2 Knowledge

3 Skills : Four skills especially listening

Warm-up (4 min)

T writes the first and the last letter of a word as :

P _ _ _ _ C

T asks sts to guess the missing letters and fill them in the blanks to have a meaningful word

T introduces the new lesson

go for a picnic (exp) – pay a visit (to) – glorious (a) – destination (n) – spacious (a) – left-overs (n) – delicious (a) – Botanical Garden (n)

Answer : PICNIC Eliciting

(56)

* Answer the questions

1 Do you often go for a picnic ? When is the best time for a picnic ? What you often at a picnic ? Teacher monitors

T sets the scene and lets sts describe the pictures at p 68, using the questions beginning with Who, What,When,Where Asks sts to listen and order the pictures Lets sts listen two times

- T & sts check (Listen the third time) Task

Asks sts to listen again and fill in the blanks with the missing words (no correction)

Task

Lets sts listen and answer the questions (two or three times)

Asks sts to write a plan for a picnic next weekend

Homework

Where? 1/ park/zoo 2/ valley 3/ beach 4/ hill / mountain / waterfall

When? Sunday weekends holidays days off Summer

What? play games go

sightseeing go

swimming go climbing Picture a: trees/ sunny/ beautiful sight Picture b: on the bus/ on the way Picture c: taking pictures / have fun Picture d: having meal

Picture e: gathering at the school-gate Picture f: playing games/ singing Answers suggested :

1 A E B C F D * Answers suggested :

1/ was just a few 2/ to pay a visit 3/ at the school gate 4/ a short tour

5/ playing some more * Answers suggested :

1 It was a glorious Sunday Yes, it was

3 It was a beautiful place

4 It was so peaceful and quiet there They made short tours round the garden, took pictures, played games, sang songs, laughed, talked and danced … Sts work in groups

Each group chooses aperson to write the plan on the board

(57)

Comments (2 min)

more than 50 words)

Unit six : AN EXCURSION Lesson : WRITING

1 Educational aim : At the end of the lesson, students will be able to write a letter accepting an invitation with suggestions

2 Knowledge

Asks sts to find out some words can be used with the word “LETTER”

The group which writes more words will win

go shopping (exp) – I will pick you up – convenient (for) – as soon as possible – prepare (v) – fortunately (adv) – mango -

Sts write on the board (books closed) Two groups : Orange & Banana business

friendly invitation apology thank you complaint love

confirmation get-well

Eliciting

(58)

bunches of bananas (n) – agree (v) – accept (v)

While-writing (20 min) Task Work in pairs (p.69)

* Asks sts to work in pairs, read the two letters at p 69 and underline the words and phrases just studied

* T has sts discuss the requests in Nga’s letter and the confirmation in Hoa’s * Teacher monitors

Read the situations and write a

confirmation letter responding to each of them

Teacher monitors * Suggestions :

a/ Agree to bring two bunches of bananas, three kilos of oranges, ten mangoes to Lan’s house at 7:00 p.m on Sunday b/ Agree to lend Minh a book about wildlife at 10:00 a.m Reason why not at 9:00 a.m (busy going to the market with Mum)

T asks sts to write their letters on the board

Teacher and students check

Asks some sts to say the meaning of two letters in Vietnamese

Sts work in pairs

Read carefully and discuss

Sts write down the details of requests and confirmation letter

Sts read the situations and write a confirmation letter

- Two sts write their letters on the board Answer suggested :

The first letter : Dear Lan,

I’m glad to join your birthday party next Sunday I have no lessons on that day so I’ll be glad to go shopping for you You can be sure that I will bring bananas, oranges and mangoes to your house at 7:00 on that day

I look forward to seeing you then Yours,

Nga

The second letter : Dear Minh,

(59)

Homework

I will be waiting for you then Yours,

Nga

* Homework

Sts rewrite the letters in the notebook - Memorize the new words

- Prepare the new lesson

Unit six : AN EXCURSION Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to use the present progressive with a future meaning compared with be going to Knowledge

Warm-up (4 min)

T writes two groups of words Each group consists of words

Teacher monitors

come to an end (exp) – be sick (a) It is going to rain – in the sky – catch (v) – would you like to come ? – cloudy (a) – windy (a) – dirty (a) – take it along * Checking : Rub out and remember

Practice (32 min)

Sts work individually and choose a word with underlined sound different from the others :

1/ earn, bird, fir, other (other) 2/ today, nurse, from, of (nurse) Sts listen and repeat after the teacher Eliciting

(60)

Activity :

T models or times

Grammar

* Exercise (pp 70-71) : 10min

T asks sts to choose the correct option in brackets

Teacher monitors

- T & sts check

T asks sts to put the verbs in brackets in the present progressive or be going to Teacher monitors

Teacher and sts check * Exercise : 10min

T asks sts to complete the exchanges, using the present progressive or be going to (p.61)

- T monitors

- T asks some sts read out their answers

- T and sts check

Some sts read again individually

Some sts read out their answers are you doing

2 is getting married Are you going to will be

5 is going to

Some sts write their answers on the board are going

2 are having is going to are you putting

5 isn’t going to give it up

Some sts read out their answers Are you going to see it ?

No, I’m busy I’m doing my homework we are visiting our grandparents … is he going to with the money ? he will buy a new motorbike It is going to rain soon

(61)

Comments

Homework

- Revise the Unit

Grade ten TEST YOURSELF B (P.72) Time : 45 minutes

OBJECTIVES

1 Educational aim : Self-test to consolidate the skills and knowledge studied in Units 4, and

2 Knowledge

3 Skills : Four skills

I Listening (2.5 points) : 10 mins Listen and complete the table below

Reading Oxfoxrd

Location (1) (6)

Population (2) (7)

Noted for (3) _ (4) _ (5) _

(8) (9) (10) _ Lets sts listen two times

Teacher monitors

Lets sts listen the third time Teacher and sts check

II Reading (2.5 points) : 10 mins

Read the passage and decide whether the following statements are

Sts work individually Answers suggested :

1 50 miles to the west of London 120,000 inhabitants/people market town biscuit factory computer industry

6 in central London 90,000 people university car factory

(62)

true (T) or false (F) Teacher monitors

T asks a pair to ask and answer in front of the class

Teacher and sts check

III Grammar (2.5 points) : 10 mins 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

IV Writing (2.5 points) : 15 mins

Write a letter to ask for permission to visit a factory

T calls some sts to write their letters on the board

Teacher and sts check Outline :

Introduction : plan/ visit / computer factory (date, number of students, means of transportation, purpose ………

Request : time staying in the factory / places to visit / guide for the visit / meeting with the workers …………

Conclusion : confirm the visit / ask for a reply letter

One asks, one answers Answers suggested :

1 F F T F T

1 out by scientists opportunities for other

3 there is which attempts all the organizing the inventions a / per / every

8 developed by

9 it is 10 it be wanted Sts work in groups

Some sts write their letters on the board Letter suggested :

123, Hung Vuong st., CT 20th December, 2006

Dear Uncle Thanh,

Our class are planning to have a three-hour visit to a factory in the local area as part of our technology lesson I am writing to ask for your permission to visit your computer factory as it is near our school so we can go by bicycle Forty-five members of our class will arrive at your factory at 7:30 on Monday, 22nd

December, 2006

Would you be so kind as to recommend someone who can show us around ? We would so much like to know how

computers are made and we would also like to talk with the workers there We hope that you will create favourable conditions for us to have an interesting and useful visit to your factory

We are looking forward to hearing from you

(63)

Grade Ten Nguyễn Thành Viễn Unit seven : THE MASS MEDIA

1 Educational aim : At the end of the lesson, students will be able to read the programs on TV for information

2 Knowledge

Pronunciation : / ei / - / / - / oi /

Grammar : because of and in spite of Vocabulary : Some words about mass media

What are different types of the mass media ?

1 When you often watch TV ? How many channels are there on our national TV ?

3 How many hours per week you watch TV ?

adventure (n) – wildlife (n) – play (n) – drama (n) – comedy (n) – documentary (n) – punishment (n) – recommend (v) – around the world

Sts work in groups

Some sts write the answers on the board - Yes, I have / No, I haven’t

- Sts answer freely

Eliciting

(64)

- Look at some popular TV programmes, and then the tasks that follow

Task

The words in A appear in the reading passage Match them with their definitions in B

Task

Decide whether the following statements are true (T) or false (F) Correct the false information

- Teacher monitors Task Work in pairs

Ask and answer the following questions * Teacher monitors

* Ask some sts to write their answers on the board

1 How many films are on?

2 What time can you watch the news? Which channel you recommend to someone who likes animals?

4 What programme is on on VTV3 at 7:30?

5 Which channel will you watch if you like folk songs?

6 What is the last programme on VTV3?

Work in pairs Tell your partner about one of the TV programmes you like watching best and explain why

Homework

1 c a d b

Answers : - T - T

3 - F (on VTV3) - T - T

Sts work in pairs

1 Five films are on

2 at 9:00, 12:00, 19:00 and 23:00 onVTV1 and at 19:00 on VTV3 VTV2

4 The Quiz Show: Road to Olympia Peak VTV1

6 Football : Livepool vs Westham

Sts work in pairs

(65)

Comments (2 min) Memorize the new words

Prepare the new lesson : Speaking

Unit seven : THE MASS MEDIA Lesson : SPEAKING

1 Educational aim : At the end of the lesson, students will be able to talk about the features of some types of the mass media

2 Knowledge

Warm-up (4 min) Guessing Poster on the board:

T divides sts into groups Each group will choose a number T reads

suggestions, Sts listen and guess what it is It was invented in 1925

2 We can listen to the new but we can’t see it

3 It contains information and pictures We use it to find information quickly, chat with friends and send email

Sts divided into groups Each group chooses a number Sts listen and guess

1 television radio newspapers the Internet What

(66)

provide (n) – present (v) – deliver (v) – type (n) – feature (n) – in common (exp) – dictionary (n) – receive (v)

While-speaking (20 min) Task (p.76) Work in pairs

Which of the following are the types of the mass media? Put a tick () next to the words

Task Work in pairs

Work out what feature(s) the types of the mass media have in common and what main feature(s) each of them has Use the cues below (p 76)

1 provide information and entertainment orally

2 receive information aurally

3 present information and entertainment visually

4 receive information visually

5 present information and entertainment orally and visually

6 get information and entertainment orally and visually

7 provide / deliver information and entertainment

* T monitors

Post-speaking (12 min) Task Work in pairs

Talk about different types of the mass media Ask and answer the following Qs T monitors

1 What are the different types of the mass media?

2 What feature(s) they have in common?

3 What are their distinctive features?

Eliciting

Sts work in pairs :

Television, radio, nespapers, the Internet

1 TV, radio TV, radio

3 TV, newspapers, Internet TV, newspapers, Internet TV

6 TV

7 TV, radio, newspapers, Internet

Sts work in pairs, ask and answer questions about the mass media

1 They are television, radio, newspapers, the Internet

(67)

Homework

3 TV presents information and entertainment orally and visually Homework

Write a paragraph about the features of the means of the mass media

Unit seven : THE MASS MEDIA Lesson : LISTENING

1 Educational aim : At the end of the lesson, students will be able to listen for the main idea

2 Knowledge

Warm-up (4 min)

T shows a picture of a radio and asks : What is it?

2 What is it used for ?

3 How often you listen to the radio? How many hours per week you listen to it?

5 What programme you like listening to and why?

heavy rain (n) – cause (v) – flood (n) – river (n) – during the night (exp) – climb (v) – all over the country (exp) –

rise, rose, risen (v) - in spite of + N – because of + N

1 It’s a radio

2 It’s used to listen to news, music………… Sometimes / every morning

4 About seven hours

5 I like music programme, because it makes me happier

Eliciting

(68)

Asks sts to listen to the two news stories and tick the words they hear in the right column under News story or

- T & sts check (Listen the third time)

Task

Lets sts listen to the radio news stories again and fill in the missing word(s) (no correction)

Task Listen again and answer the following questions

1 What has happened during the night? Why have people left their homes Haw many times has the old woman clmbed Mount Whitney?

4 Why does she climb it so often?

In groups, aks sts to tell the content of one of two stories

Teacher minitors Teacher and sts check Homework

Sts discuss and complement information Story Story healthy

strong young cloudy highest wonderful

 

   

Sts discuss and complement information * Answers suggested :

1/ has caused floods 2/ have left their homes 3/ have risen

4/ two metres 5/ has stopped 6/ cloudy 7/ strong wind

1 Heavy rain has caused floods all over the country during the night

2 Because tivers have risen twenty-three times

4 Because it has kept her young and healthy

Sts work in groups

Each group chooses aperson to tell to tell the story

(69)

Comments (2 min) Memorize the new wordsDo the exercises in the exercise-books

Unit seven : THE MASS MEDIA Lesson : WRITING

1 Educational aim : At the end of the lesson, students will be able to know how to write about advantages and disavantages of the mass media

2 Knowledge

Asks sts to find out some advantages and disavantages of television

Teacher asks some sts to write the answers on the board

in an effective way (exp) – memorable (a) – entertain (v) – relax (v) – aware of – global responsibilities - brain (n) – encourage (v) – violent (a) – passive (a) – interfere with

Sts write on the board (books closed)

Eliciting

(70)

* Asks sts to read about the advantages and disadvantages of television in the table below

* T has sts underline the words or phrases just studied and pay attention to the structures :

- help/encourage sb to sth - make sb/sth + adj ………

T asks sts to tell about the advantages and disadvantages of television, using the above structures

Task Work in pairs

Discuss the advantages and disavantages of the mass media and write them down in the right column

 Advantages Listening to the radio :

Make people happy / life easier / relax Broaden knowledge and understanding Share opinions / experiences

Reading newspapers :

Make people happy / life easier / relax Get information on many fields: culture, art, business

Using the Internet :

Make people happy / life easier / relax Provide quick and daily access

information and entertainment * Teacher monitors

- T & sts check

Asks sts to write a paragraph about the advantages and disadvantages of one of the mass media

Teacher and sts check Homework

It makes people happy / lazy It makes life easier / enjoyable

It provides information and entertainment It enlarges/broadens people’s knowledge and understanding

It costs time and money

It interrupts people’s conversations It makes us passive/lazy/violent …

 Disadvantages Waste time

Make people passive

Cost time and money

Harm eyes / easy to be short-sighted Make people passive

Cost a lot of time and money

Harm eyes / easy to be short-sighted Make people passive / negative

Affect people’s life (good and bad things)

Sts work in pairs

Two sts write their answers on the board The others discuss and complement

Homework

(71)

Unit seven : THE MASS MEDIA Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to use the present perfect, because of and inspite of

2 Knowledge

(About the new words in Unit 7) Teacher monitors

go for a ride (exp) – change the oil (v) quarrel with – a good meal – cancel (v) – appointment (n) – illness (n) –

shortage (n) – the bad condition * Checking : Rub out and remember

T models or times

T calls some sts to read again and corrects

Sts work individually Some sts write on the board

Sts listen and repeat after the teacher Eliciting

(72)

if necessary

Grammar

* Exercise (p 80) : 10min

T asks sts to complete the letter, using the present perfect of the verbs in the box Teacher monitors

- T & sts check

T asks sts to complete the sentences using

for, since or ago Teacher monitors

Teacher and sts check * Exercise : 10min

T asks sts to complete the following sentences, using the information in the box (p 81)

- T monitors

- T asks some sts read out their answers

- T and sts check

Some sts read out their answers have been

2 has lived have met have done have had have taken have watched

Some sts write their answers on the board since ago

3 for for since for ago ago since 10 since

Some sts read out their answers c / f

2 b / d a / e h / j i / g

Homework

(73)

Comments - Revise the Unit

Grade Ten Compiling date :

Unit eight : Period : THE STORY OF MY VILLAGE Lesson : READING

1 Educational aim : At the end of the lesson, students will be able to read for

information and based on the context guess the meaning of phrases Knowledge

Pronunciation : / au / - / əu /

Grammar : Reported speech : statements

Conditional sentence type Vocabulary : Some words about village farming

* Show a picture and ask”What you see in the picture? “ (in English) : * T can ask sts :

1 What are the people in the picture doing?

2 How are they working?

3 What you think of the crop? What helps produce good crops?

make ends meet (exp) – in need of many things – made of straw and mud – brick better … life – farming method (n) – bumper crop (n) – cash crop (n) – thanks to – some shopping * Checking : Rub out and remember

Sts points at the picture and answer : “I can see … “ rice field / people working/ tractor / threshing machine / combine harvester / bags of rice (paddy)…

Some sts write the answers on the board They are harvesting

2 They are working hard It’s good / It’s a bumper crop

4 Good farming methods/ farmers’efforts using farming machines, fertilizers …

Eliciting

Practise reading and copy down

(74)

- Lets sts read the passage individually for and the tasks that follow - Teacher monitors

Task Match the words in A with the definitions in B

* Teacher monitors

* Ask some sts to read out their answers Task

T guides sts to read the passage again and find out the changes in the village

Area of change Before

Houses made of straw and

mud

Radio and TV Few families have a radio or a TV set Farming method old: buffalo/plough

Crops poor, enough to eat

travel On foot / by bicycle Task

T asks sts answer the questions according to the passage

1 When are Lan and her classmates going on a trip ?

2 Why are they visiting some caves ? How far is Thay Pagoda from their schhol ?

4 What are the students’plans for their trip to Huong Pagoda ?

5 What is Lan anxious about? Why?

Work in pairs Discuss the changes and their causes

Underline the words or phrases just studied

Sts match the phrases in column A with the definitions in B

1 b d a e c

Sts work individually and compare with a partner to complete the table p 84

Now

made of brick

Many families have a radio or a TV set new farming methods : machine

good / bumper, more to sell by motorbike

Answers suggested :

1 The life was poor and simple Because they hoped 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

4.He said their lives had changed a lot thanks to the knowledge their children had brought home

5 He told his grandchildren to study harder so that they can even more for the village than their parents did

(75)

Homework

Unit eight : Period : THE STORY OF MY VILLAGE Lesson : SPEAKING

1 Educational aim : At the end of the lesson, students will be able to know how to express their idea about the plans to improve their life in the village

2 Knowledge

Conditional sentence type Vocabulary : Some words about village farming

Warm-up (4 min)

Teacher writes somes incomplete words and asks sts to complete them to form a word or a phrase which is meaningful

- RO_DS

- M_DIC_L C_NT_E

- CR_PS

- BRI_G_S

- SCH_ _L T and sts check

T introduces the new lesson : To make life in the country better, what should be done with things mentioned above ?

improve (v) – widen (v) – raise (v) –

Sts go to the board to complete them Answers suggested :

ROADS

MEDICAL CENTRE CROPS

BRIDGES SCHOOL

Eliciting

(76)

resurface (v) – canal (n) – lorry (n) – look after (v) – should (v) – result (v) * Checking : Rub out and remember

Asks sts to match the plans with the possible results

Teacher monitors

Asks some sts to read out their answers

Task

T models the conversation once (p 85) Asks sts to repeat the conversation after T Lets sts practise the conversation in groups of three

Language notes : Conditional sent type

If clause (with V1) to describe possible situations

Main clause (with modals will, may, might) to describe possoble consequences that are possible in the present or future * T monitors

Post-speaking (12 min) Task Work in groups

Lets sts use the phrases in Tasks and to continue the conversation

Asks some groups to demonstrate T monitors

T can suggest sts to tell about the plans to improve the village where they live Homework

Comments (2 min)

Sts work in pairs : Match each of the plans with its possible result (p 85)

Answers suggested :

1 b g d e f c

Sts listen

Sts listen and repeat

Sts practise in groups of three

Sts note down If clause, type :

Sts work in groups of three

Sts discuss freely

Homework

Rewrite the plans that they just have discussed

Prepare the new lesson

(77)

Grade Ten Compiling date : Unit eight : Period : THE STORY OF MY VILLAGE

1 Educational aim : At the end of the lesson, students will be able to listen and

understand the main idea about the changes of a small town Knowledge

Conditional sentence type Vocabulary : Some words about popular places in town Skills : Four skills especially listening

Warm-up (4 min)

T asks sts to close their books

T shows pictures and asks sts to discuss the differences between them:

* Are these two pictures the same or difference? Which is more beautiful? In the past and Now * In the past, the town used to have only small houses,

* In the past, there were cows grazing on the field,

* In the past, the road was narrow, * In the past, there were a lot of trees, T introduces the new lesson

coast (n) – crowded (a) – tourist resort

Sts look at the pictures and discuss

1 In the past, there weren’t any hotels, but now there is a hotel in the town but now there are some tall buildings but now ………

Eliciting

(78)

(n) – pull down (v) – narrow (a) – miss (v) – suburb (n) – department store (n) * Checking : Rub out and remember

Introduce the situation :

“You will hear someone talking about the changes in his town and the tasks that follow”

T lets sts listen the story and decide if the statements (p.86) are true (T) or false (F) Lets sts listen two times

Asks sts to listen the talk again and write in the blanks with the missing words Lets sts listen two times

Task

Asks sts to discuss the changes in their home village

T monitors and corrects mistakes if necessary

Homework

Answers suggested :

1 F (It’s on the south coast os England) F ((It used to be a small quiet town) T

4 F (A lot of trees have been cut down) F (Some people don’t like the changes Sts skim over the talk and guess the missing words

Sts listen and write the missing words Sts work individually and compare with a partner

1 houses hotel widened cut car shop department expensive

Sts work in pairs

Sts use some basic structures such as : There used to be…

Now there is / there are… They have been cut down … They have built …

(79)

Comments (2 min)

Grade ten Compiling date :

Unit eight : Period : THE STORY OF MY VILLAGE Lesson : WRITING

1 Educational aim : At the end of the lesson, students will be able to write a letter giving directions

2 Knowledge

Conditional sentence type Vocabulary : Some words about giving directions

Warm-up (4 min)

What and Where (about the words just studied in the previous lessons)

giving directions (exp) – get to (v) – railway station (n) – turn right – turn left – go over the bridge – medical centre (n) opposite (prep) – enclose (v) – map (n) looking forward to seeing you soon * Checking : Rub out and remember

Situation: Jim has decided to come to

Elicit

Eliciting

(80)

Ann’s place for his holiday Ann writes him a letter giving directions to her house Ask sts to read the letter and look at the map and find Ann’s house on the map Teacher and sts check

Task

Read the letter and underline the words and phrases which can be used to give directions

Teacher monitors

Post-writing (12 min) Task

Situation : Your house is A on the map Write a letter to Jim, telling him the way to your house from Roston Railway Station

T can remind of the form of a letter : Opening – Reason – Closing

Asks some sts to say the meaning of two letters in Vietnamese

Homework

Read carefully and find Ann’s house on the map (88)

Answer : H Parker Avenue

Sts work individually and compare with a partner : underline the words or phrases to give directions and write them down in notebooks

Sts read the situation and write a letter Before writing, sts practise telling the way to A

The model letter : Dear Lan,

I’m very pleased to hear that you have decided to spend your next weekend with us You are coming here by train so I am writing this letter to tell you how to get to my house from Roston Railway station When you get out of the station,turn right Keep walking for about minutes, you will see a small bridge ahead Go over the bridge, walk along Bridge street Turn left into Bright street My house is the third on the right opposite the corner of Bright street and Parker Avenue and Parker Avenue You can’t miss it

I enclose the map so that you can follow my direction easily

Looking forward to seeing you soon Love,

Nga

* Homework

(81)

Comments (2 min)

house, giving direction from the bus station to your house

Unit eight : Period : THE STORY OF MY VILLAGE Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to use the conditional sentence type and reported speech : statements Knowledge

Conditional sentence type Vocabulary : Some words about giving directions

Warm-up (4 min)

Jumbled sentences

1 counted / coming / cows / mountain / the / Mr Brown / down

2 knows / Joe / Rose ? phones / Sophie / Sophie and Joe / but / don’t know / knows / Rose

Teacher monitors

It took me … (exp) – slippery (a)

crazy idea – announce (v) – at least (exp) – pass the exam – fail the exam – study medicine – cure diseases – lend (v) – have bath

Sts work individually and rearrange the given words into meaningful sentences 1/ earn, bird, fir, other (other) 2/ today, nurse, from, of (nurse) Sts listen and repeat after the teacher

Eliciting

(82)

T models or times

Grammar

* Exercise (pp 89-90) : 10min

T asks sts to change the statements into reported speech

Revising some basic principles about reported speech :

 Present  Past simple  Past simple  Past perfect  Present perfect  Past perfect  Will  would  Can  could Teacher monitors

T asks sts to read out their sentences - T & sts check

T asks sts to complete the sentences, using the correct form of say, tell or talk Teacher monitors

T asks sts to read out their sentences Teacher and sts check

Activity : Conditional sentence type * Exercise :

T asks sts to make the sentences, using if ……, ……… will (p.80)

- T monitors

- T asks some sts read out their answers * Exercise :

T asks sts to complete the sentences by using when or if

- T and sts check

Pick out the words pronounced /au/ and /ou/

1 … their lives had changed a lot ……… … their children had brought home … she was going to HCM City soon … the film would be interesting

4 … she couldn’t help me because she had too much to

5 … Anne had written Jim a letter

6 … it had taken him hours … had been … … she thought it was a crazy idea and that it wouldn’t work

8 … that breakfast was served between …

Some sts write their answers on the board told said said

4 told talked

(83)

4 if when Homework

- Do the exercises 1, 2, 3, (pp.49-50) in the workwook

- Revise the Unit Grade ten TEST YOURSELF C (pp 91 - 93)

Period : Compiling date

:

1 Educational aim : Self-test to consolidate the skills and knowledge studied in Units and

2 Knowledge

Pronunciation : / ei / - / / - / oi / and / au / - / əu / Grammar : the present perfect, reported speech, If clause type because of and in spite of

Vocabulary : Some words in Units and Skills : Four skills

I Listening (2.5 points) : 10 mins A Listen and decide whether the statements are true (T) or false (F) Lets sts listen two times

Teacher monitors

Lets sts listen the third time Teacher and sts check

B Listen again and fill each blank with the word you hear

Teacher monitors

T asks some sts to read out their answers Teacher and sts check

II Reading (2.5 points) : 10 mins Read the passage and then answer the

Sts work individually

Sts read the statements before listening Answers suggested :

1 F (The village is called Henfield) F (never have to queue)

3 T

4 F (there’s not much heavy traffic) T

Answers suggested :

1 aren’t evening cinemas knows theatres

(84)

questions that follow

1 Why is TV a convenient and cheap source of entertainment?

2 What can people see on TV ?

3 Why is the TV viewer completely passive ?

4 What will happen if we get to like watching TV too much ?

5 Is TV good or bad ? Teacher monitors

T asks some sts to write the answers on the board

III Grammar (2.5 points) : 10 mins Fill each blank with the correct form of a verb in the box

Teacher monitors

T asks some sts to read out their answers Teacher and sts check

IV Writing (2.5 points) : 15 mins

Write the directions based on the map for your friend to Indian restaurant, using the words and phrases suggested

T calls some sts to write their letters on the board

1 because it’s more convenient and cheaper than going out

2 they can see plays and films of every kind, the latest exciting football matches, the current events and the developments in science and politics, etc

3 Because he needs to nothing and has everything presented to him TV will dominate our lives and we won’t have time to talk to each other and other things

5 TV, in itself, is neither good nor bad It is as good or as bad as we make it

1 have been ; haven’t had haven’t given ; have paid said had taken thought ; would come told ; have got

Sts work in groups

Some sts write their letters on the board Answers suggested :

(85)

Grade Ten

Unit nine : Period : 52 UNDERSEA WORLD Lesson : READING

Pronunciation : / iə / - / eə / - / uə / Grammar : Should

Conditional sentence type

Vocabulary : Some words about environment and some sea animals Skills : Reading for gist and for specific information

* Show a world map and ask sts to tell the names of the oceans (in English / in Vietnamese)

* T can ask sts to tell the name of the sea animal in each picture (p.94)

divide into (v) – gulf / bay (n) – cover (v) – challenge (n+v) – depth (n) – mystery (n) – submarine (n) – satellite (n) – bottom (n) – starfish (n) – biodiversity (n) – maintain (v)

Sts work with a partner Look at the map and give the Vietnamese/English names for the oceans on the map

Antarctic Ocean - Arctic Ocean Atlantic Ocean - Indian Ocean Pacific Ocean

Sts work with a partner : Seal, jellyfish, turtle, shark

Eliciting

(86)

- Asks sts to read the passage individually for and the tasks that follow - Teacher monitors

Task Fill in the blanks, using the words in the box

* Teacher monitors

* Ask some sts to read out their answers and say the Vietnamese meaning

Task

T guides sts to read the passage again and then answer the following questions 5 They are those that live on or depend on the bottom like starfish, those that move independently of water currents and those that are carried along by the currents. 6 Marine life would be at stake if the sea biodiversity were not maintained

Post reading (12 min) Work in pairs

Asks sts to complete the summary of the reading passage by filling each blank with a word or phrase given in the box

(p 96)

Homework

Comments (2 min)

Underline the words or phrases just studied

1 tiny investigate gulf Biodiversity samples Some students

1 75% of the earth’s surface By using modern devices

3 They investigate the seabed and bring samples of marine life back to the surface for further study

4 We can know a wide range of

information, including water temperature, depth and the undersea populations Sts work individually and compare with a partner

Answers suggested : three-quarter mysterious modern discoveries biodiversity huge

7 plants and animals closely connected

Homework

(87)

Grade Ten Compiling date : Unit nine : Period : 53 UNDERSEA WORLD

Educational aim : At the end of the lesson, students will be able to talk about protecting the environment of the oceans and to use some words or phrases related to that topic

Knowledge

Vocabulary : Some words about environment and some sea animals Skills : Four skills especially Speaking

Warm-up (4 min) Brainstorm

T can ask sts “What would you if there is rubbish, plastic bags in the classroom ?”

proper (n) – dustbin = waste basket (n) – sparingly (adv) – dispose of (v) –

herbicide (n) – pesticide (n) – harm (v) -release (v) – sea food (n) – net (n) – fishing line (n)

Books closed Sts answer : Sweep the floor

Put rubbish in the waste basket

Collect plastic bags and put them in the dustbin

Eliciting

(88)

Asks sts to put the actions in the order of importance and then say what we should or should not

Teacher monitors

Asks some sts to read out their answers Teacher reminds of the use of should and should not

Task Work in groups

T asks sts to discuss the threats to the health of the oceans, the consequences that might occur and offer some possible solutions (p 97)

* Threats

1 Beaches filled with plastic bags Whales hunted for food, medicine and other products

3 Explosives used to catch fish and other sea animals

4 Oil spilled from tankers Teacher monitors

Lets sts report to the class what their group has discussed

Asks some groups to demonstrate T monitors and checks if necessary

Homework

Comments (2 min)

One asks, one answers :

“What should we with rubbish ?” “ We should / we should not

What you think about using herbicide? / pesticide / fertilizers … Well, I think …

In my opinion, … As for me,

Sts work in groups

Consequences Solutions

1 polluted water Place plastic bags in proper dustbins extinct /

disappear

Ban people from selling whale products A lot of fish

died Be banned

4 polluted water Punish captain

Representatives of some groups stand int front of the class to tell about the content they have discussed

Homework

Rewrite the plans that they just have discussed

(89)

Grade Ten Compiling date : Unit nine : Period : 54 UNDERSEA WORLD

1 Educational aim : At the end of the lesson, students will be able to listen and

understand the main idea about protecting sea environment Knowledge

Vocabulary : Some words about environment and some sea animals Skills : Four skills especially listening

Warm-up (4 min)

What and Where

(about some sea animals sts know)

whale (n) – krill (n) – migrate (v) – conservation (n) – mammal (n) – on Earth – move (v) – give birth (n) – be in danger - length (n) – weight (n) – feed (v)

* Checking : Rub out and remember Work in pairs Discuss these questions : Do you think whales are fish ? Why or why not ?

2 Why people keep hunting whales ?

While-listening (20 min)

Elicit from sts

Eliciting

1 Whales are not fish because they raise their young on milk

(90)

Task (p.98)

Introduce the situation :

“You will listen to some information about whales and the tasks that follow”

T lets sts listen the story and decide if the statements (p.98) are true (T) or false (F) Lets sts listen two times

Asks sts to listen again and then answer the following questions

1 What is the length and weight of the blue whale ?

2 Why whales like to feed in the cold oceans ?

3 According to the listening passage, what are the good feeding grounds for whales ?

4 What is the main reason for the decrease in whale population ?

5 What have conservation groups asked the International Whaling Commission to ?

6 What would happen if we didn’t take any measures to protect whales

Task

Post-listening (12 min): Work in groups. Asks sts to talk about whales, using the cues

* their length and weight

* their feeding grounds and food * the reasons for protecting whales T monitors and corrects mistakes if necessary

Answers suggested :

1 F (It’s the largest animal that has ever lived on earth.)

2 T T

4 F (due to heavy hunting pressure) T

Sts skim over the questions

Sts listen and answer the questions Sts work individually and compare with a partner

1 The blue whale grows to 30 metres in length and over 200 tons in weight Because there is a lot of krill – their favorite food in cold waters

3 Cold waters in the North and South Atlantic Ocean and the anorth and South Pacific are their favorite feeding grounds Heavy hunting is the main reason for the decrease in the whale population They have asked the International Whaling Commission to stop most whaling

6.If we didn’t take any measures to protect whales, they would disappear foever

Sts work in groups

(91)

Homework

Comments (2 min)

- Write a short paragraph about the features of whales

Unit nine : Period : 55 UNDERSEA WORLD Lesson : WRITING

1 Educational aim : At the end of the lesson, students will be able to know how to express an information from some suggestions and make it into a paragraph

2 Knowledge

Vocabulary : Some words about environment and some sea animals Skills : Four skills especially writing

Ask sts to raise some features of whales

sperm whale (n) – carnivore (n) – squid (n) – male – female – weigh (v) – weight (n) - gestation (n) – life span (n) – entrapment (n) – fishing net (n) –

at risk = in danger (endangered) * Checking : Rub out and remember

Ask sts to scan over the reading text and

Elicit from students

Eliciting

(92)

underline the words just studied (3 mins) Asks sts to fill the information in the table (p.100)

T can ask :

1 Where are sperm whales?/ Where can they be found ? / Which ocean they prefer ?

1 Range & Habitat Size

3 Feeding habits Offspring Life span

6 Special features Conservation concerns Teacher monitors

Task

Read the information about the dolphin in the table (p 101) and write a paragraph that describes the facts and figures

provided

Teacher monitors

T asks sts to write their paragraphs on the board

Homework

Read carefully and fill the suitable information (p.100)

1 All oceans

Prefer waters with high squid populations Male:18m in length,54.000kg in weight Carnivores, eat mainly squid

Eat up to 1.500kg of food daily Gestation period: 14-19 months Give birth to one calf every 5-7 years Up to 60-70 years

6 Biggest animals on Earth

have the largest brain of all animals At risk due to hunting and accidental fishing net entrapment

Answer suggested :

Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kg in weight and 1.2metres long while the largest one can weigh up to 8.200kg and 10 metres long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of 11 to 12 months A dolphin can normally live from 25 to 65 years and some species of dolphins can even live longer Dolphins populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets * Homework

(93)

Comments (2 min)

about a sea animal

Unit nine : Period : 56 UNDERSEA WORLD Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to use the conditional sentence type and modal verb : should Knowledge

Vocabulary : Some words about environment and some sea animals Skills : Four skills especially writing

Warm-up (4 min)

Jumbled sentences

wahel / phinlod / fellyjish / harks / telturt / slea / sfartish

Teacher monitors

Ask sts to practise reading several times

be fed up with … (exp) – make a mistake – offend (v) – lend (v) – borrow (v) -surprised (a) – refuse (v) – be out of work – close down – disappointed (a) – frightened (a)

Sts work individually and rearrange the given letters into meaningful words Whale / dolphin / jellyfish / shark / turtle / seal / starfish

Eliciting

(94)

T models or times

* Practise these sentences (p.102) sentence by sentence * Teacher corrects if necessary Activity

Grammar and vocabulary # SHOULD

* Exercise 1 (p 102) : 10min

T asks sts to complete the sentences with should or shouldn’t + a phrase in the box. (Liz needs a change)

2 (My salary is verylow)

3 (Jack always has difficulty getting up) (What a beautiful view !)

5 (Sue drives everywhere She never walks.)

6 (Bill’s room isn’t very interesting.) Teacher monitors

* Exercise 2 (p.102) : 10min

T asks sts to write sentences with I think / I don’t think … should …

Teacher monitors

Activity : Conditional sentence type if ……V2 , ……… would +V0

* Exercise :

T asks sts to put the verbs into the correct form,

- T monitors

Pick out the words pronounced / iə / -/ eə -/ - -/ uə -/

Some sts read out their answers She should go away for a few days You should look for another job He shouldn’t go to bed so late You should take a photograph She shouldn’t use her car so much 6.He should put some pictures on the wall

Some sts write their answers on the board I think smoking should be banned, especially in restaurants

3 I don’t think you should go out this evening

4 I think the boss should resign

Some sts read out their answers would take refused would not get closed down pressed would be did not come 10 borrowed

(95)

Homework

- Make conditional sentences type

- Revise the Unit Grade Ten

Unit ten : Period : 57 CONSERVATION Lesson : READING

Pronunciation : / b / - / p / Grammar : The passive voice

Vocabulary : Some words about conservation and some wild animals Skills : Reading for gist and for specific information

* Some wild animals sts know (in English / in Vietnamese)

* T ask sts to look at the pictures, and then answer the questions (p.104)

1.Have you ever visited a zoo or a forest? What animals are you interested in ? Why ?

3.Do we need to protect animals & forests

eliminate (v) – destruction (n) – damage (n) – hydroelectric dam (n) – circulation (n) – conserve (v) – conservation (n) – valuable (a) – worsen (v) – search for (v) * Checking : Rub out and remember

- Asks sts to read the passage individually

Elicit from sts :

Tiger, lion, elephant, monkey, horse, zebra, crocodile, hippo, rhino, ostrich,… Sts work with a partner Look at the pictures and then answer the questions (optional)

Eliciting

(96)

for and the tasks that follow - Teacher monitors

- Asks sts to underline the words and phrases just studied

Task Match the word in A with a suitable definition in B

* Teacher monitors and helps

* Ask some sts to read out their answers and say the Vietnamese meaning

Task

T guides sts to read the passage again and then decide whether the following

statements are true(T) or false (F) * Teacher monitors and helps

* Ask some sts to read out their answers * T and Sts check

Task

Choose the most suitable main idea for each paragraph

- Teacher asks Ss to work in pairs to the task

- T goes around to offer help when necessary

- T calls on some Ss to give their answers and ask other Ss to say whether they agree or disagree

- T gives feedback and the correct answers

Post reading (12 min) Work in groups

- T asks sts to work in groups to discuss the questions in the textbook

- T goes around to offer help when necessary

- T calls on some groups to report their ideas to the class

- T gives feedback Homework

Underline the words and phrases just studied

1 C A D B

Some sts read out their answers and say the Vietnamese meaning

1 T T T T F (Plants can prevent floods and erosion)

6 F (We can stop worsening the problem)

Answers suggested : A

B C

Ss work in groups to discuss the questions Some Ss write their answers on the board

(97)

Comments (2 min)

Unit ten : Period : 58 CONSERVATION Lesson : SPEAKING

Educational aim : By the end of the lesson, students will be able to talk about the advantages and disadvantages of the new kind of zoo Knowledge

Vocabulary : Some words about conservation and some wild animals Skills : Four skills especially Speaking

T can ask sts to write down some animals they know, especially wild animals - T calls two Ss to write their answers on board and other Ss complement - T asks Ss to repeat those words once or twice

sensitive (a) – imprison (v) – endangered species – reconstruct (v) – reconstruction (n) – natural environment (n) – gorilla (n) – injure (v) – suffer from

Books closed

- Two Ss write their answers on the board and some others can complement

- Ss listen and repeat

Eliciting

(98)

- T asks Ss to read through paragraphs - T asks Ss to underline the words and phrases just studied

- Teacher monitors

- T asks some Ss to present their answers - T gives feedback and correct answers Task Work in groups

T asks sts to put a tick () in the right box to show agreement or disagreement - T asks Ss to work in pairs to share their ideas

- T monitors and offers help, taking notes of Ss’s mistakes for later correction - T calls on some Ss to talk about their ideas and asks other Ss to add more - T gives feedback

Task Work in groups

T asks Ss to discuss the advantages and disavantages of zoo of the new kind, using the cues suggested

T asks Ss to report to the class what their groups have discussed

- T monitors Homework

Comments (2 min)

Ss work in pairs to discuss the two questions in the book, using the information in paragraph A and B One asks, one answers

1 They are opened to help endangered species develop The animals are not kept in cages

They can live in their natural environment

Ss work individually to tick the suitable box to show their agreement or

disagreement

Do you agree with … ? Yes, I think you are right. I don’t think so.

Well, I think … In my opinion, … As for me,

Sts work in groups

T asks Ss to discuss the advantages and disavantages of zoo of the new kind, using the cues suggested

Representatives of some groups stand int front of the class to talk about the content they have discussed

Homework

(99)

Grade Ten Compiling date : Unit ten : Period : 59 CONSERVATION

1 Educational aim : At the end of the lesson, students will be able to listen to get specific information about forest fires and their causes Knowledge

Vocabulary : Some words about conservation and forest fires Skills : Four skills especially listening

Warm-up (4 min)

What and Where

(about some wild animals Ss know)

forester (n) – awful (a) = terrible – put out (v) – spread (v) – allow (v) – a heap of leaves – cover the place with earth – careless ≠ careful (a) –

valuable (a)

Task Numbering events(p.108)

- T asks Ss to run through five sentences in Task T gives some explanations if

Elicit from sts

Eliciting

(100)

necessary T lets Ss underline key words - T asks Ss to listen and number the events in the order they hear

- T plays the tape once for Ss to the task

- T asks for Ss’s answers and write them on the board

- T and Ss check

Task True/False statements

Instruction : Now you listen to the tape again and decide whether the statements provided are true or false Put a tick () in

the appropriate box.

- T asks Ss to run through the five statements to understand them and underline key words

- T lets Ss listen to the tape and pay attention to the key words and decide whether the statements are true or false - T asks Ss to give the answers and writes them on the board

Task

Asks sts to listen again and tick () the sentences they hear

(the same method as above)

Post-listening (12 min): Work in pairs. Asks sts to talk about the causes of forest fires and what every camper ought to remember

Homework

- Ss underline the key words

- Ss listen and number the sentences in the right order

- Ss answer

- Ss listen and check Answers suggested : - - - -

- Ss read through the sentences to understand what each of them is about - Ss underline the key words

- Ss listen and number the sentences in the right order

- Ss answer

- The correct answers : F (It spreads quickly) F (In late summer) T

4 T

5 F (It is the duty of everyone of us) Sts skim over the statements

Sts listen and tick () the statements they hear

* Correct answers :

1 a b a

(101)

Comments (2 min)

notebook :

- Write a short paragraph about the features of whales

Unit ten : Period : 60 CONSERVATION Lesson : WRITING

1 Educational aim : At the end of the lesson, students will be able to write a letter of invitation using the cues provided

Knowledge

Vocabulary : Some words about conservation and some wild animals Skills : Four skills especially writing

T elicits the features of an informal invitation letter and tells Ss that an invitation letter usually includes : items :

play table tennis – try the cake – join us in the trip – we have just got back from … – spend some time – I miss you a lot – why don’t we spend a weekend together ? I’ll make all the preparation – Give my love to your parents

+ the event (what you invite your friends to: a wedding, a birthday party, a footbal match, a death anniversary …)

+ the place (my parents’house, school … ) + the time and date (what time, what day + the invitation itself (e.g We would like to invitew you to the wedding Let’s go … How about going to … )

Eliciting

(102)

Ask Ss to match the first half in column A with the most suitable half in column B Asks Ss to exchange their answers with other pairs

- T calls on one pair to give their answers and other pairs to add any other ideas - T feedbacks and gives correct answers Task

- T asks Ss to fill each blank in these invitation letters with a suitable expression provided in Task Each blank can have more than one answer Teacher monitors

- T asks Ss to work in pairs to the same with the other two letters

- T asks Ss to exchange answers with other pairs

- T calls on one pair to give their answers and other pairs to add any other ideas - T feedbacks and gives correct answers

Post-writing (12 min) Tasks Instruction :

You are going to write an invitation in which Nam invites Lam to spend a weekend with him, using the cues provided.

-T asks Ss to write the letter

- T goes around, gives help and collects mistakes

- T writes Ss’ typical mistakes on the board and elicits self / peer correction Teacher provides correction only when Ss are not able to correct the errors

- T gives general comments on the letters and gives suggested letter

Homework

Ss read carefully and the matching Ss read out their answers

1 c f/h a g/d h/f d/g e b Ss look at the incomplete sentence and pay attention to the form of the verb that follows the blank : bare inf./ to inf./V-ing Would you like to join us ?

Are you free ……… ? Would you like

Are you free …

How about / Do you feel like … ? Can you / Why don’t we / Shall we … Letter suggested :

Dear Lam,

We haven’t met since you move I miss you a lot We are both havint some days off between the two terms soon If you haven’t made any other plans, why don’t we spend a weekend together ?

Do you feel like visiting the forest near my grandparents’ home again ? It looks quite different now because very many young trees have been planted at the Tree-planting Festivals

Do come if you find it possible, and I’ll make all the preparations then

Give my love to your parents Your friend,

Nam

(103)

- Write a paragraph (about 120 words) about a sea animal

Unit ten : Period : 61 CONSERVATION Lesson : LANGUAGE FOCUS

1 Educational aim : At the end of the lesson, students will be able to use the conditional sentence type and modal verb : should Knowledge

Vocabulary : Some words about conservation and some wild animals Skills : Four skills especially writing

Warm-up (4 min)

Jumbled sentences (matching) Would you like visiting the museum ? Why don’t we to go to the park ? How about go to school together? Teacher monitors

Ask sts to practise reading several times

bee (n) – pick (v) – carpet (n) – grow, grew, grown (v) – ten minutes late – journalist (n) decide (v) – young coconut tree – fantastic (a) = wonderful

Sts work individually and match the given phrases:

Would you like to go to the park ? Why don’t we go to school together ? How about visiting the museum ? Sts listen and repeat after the teacher

Eliciting

(104)

T models or times

Grammar and vocabulary # The passive voice : be + V3

* Exercise 1 (p 111) : 10min

T asks sts to choose the right form of the verbs in brackets

Teacher monitors

* Exercise 2 (p.111) : 10min

T asks sts to put the verbs in brackets in the correct form

Teacher monitors

* Exercise 3 :

T asks sts to fill each blank with the correct form of a verb in the box - T monitors

- T asks some sts to read out their answers

- T and sts check

Some sts read out their answers were reported

2 are grown be spoken am not invited are being built

Some sts write their answers on the board came – had started/had been started were

2 is standing – is being photographed Have … been told

4 was being laid – decided will … be planted

Answers suggested :

(1) was organized (2) arrived (3) were met (4) taken

(5) had been cleaned (6) had been put (7) was (8) prepared (9) made (10) were served

Homework

(105)

Comments - Memorize the new words

- Revise the Unit 10

Unit eleven : Period : 62 NATIONAL PARKS Lesson : READING

1 Educational aim : By the end of the lesson, students will be able to know something about the forms of national parks in the world, animals and plants and the benefits of national parks

2 Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type

Vocabulary : Some words about national parks and some wild animals Skills : Reading for gist and for specific information

* Some wild animals sts know (in English / in Vietnamese)

Pre-reading (7 min)

* T ask sts to look at the pictures, and then answer the questions (p.112)

1 Have you ever been to a national park? Can you name some of the national parks in VN and in the world ?

3 What trees and animals can you see in a national park ?

* Pre-teach Vocab :

establish (v) – contain (v) – butterfly (n) – be surprised (v) – recognise (n) – for survival (exp) – orphan (n) – wilderness (n) – tropical (a) – temperate zone – contamination (n) – toxic (a)

Elicit from sts :

Tiger, lion, elephant, monkey, horse, zebra, crocodile, hippo, rhino, ostrich,… Sts work with a partner Look at the pictures and then answer the questions (optional)

Eliciting

(106)

Task Matching based on word guessing You are required to find the word in the passage that can match with the definition given in Task 1.

* Teacher monitors and gives help * Ask some sts to read out their answers and say the Vietnamese meaning

Task

Answer the following questions

“You are to read the passage again and answer the questions in the book (p 114) * Teacher monitors and helps

* Ask some sts to skim the six questions and underline the key words

* T calls on some Ss to write their answers on the board and asks them to explain their choices

* T and Sts check

Post reading (12 min) Work in groups : Write-it-up

- T asks sts to work in groups to rewrite some special features of the three national parks

Cuc Phuong National Park Location In Southwest of

Hanoi - VN

Special features+ Butterflies, caves, 1000 years old trees

- While Ss are working, T goes around to help and collects errors to be corrected later

Ss work individually and compare with a partner

Some sts read out their answers and say the Vietnamese meaning :

1 establish contain species survival

5 subtropical contamination Sts work individually and discuss their answers with a partner

1 Over 200 square kilometres (line 4) 2.Because the rainyseason is over (line 7) They can learn how to recognize … for survival (lines 11 – 13)

4 Orphaned or abandoned animals are taken care of (line 15)

5 Because of the toxic levels of chemicals in the water (line 21)

6 Animals and plants will be destroyed (line 22)

Ss work in groups to rewrite special features of the national parks

Nairobi National Park

Everglades National Park

In Kenya In the

Southeastern US Large variety of

animals and plants Orphaned animals are taken care of

Plants and animals from both tropical and temperate zones

(107)

- T calls on some Ss to report their results to the class

- T gives feedback Homework

chemicals

Some Ss stand up to report their results to the whole class

Homework

Unit eleven : Period : 63 NATIONAL PARKS Lesson : SPEAKING

1 Educational aim : By the end of the lesson, students will be able to use conditional sentences type to express regrets and talk about an excursion Knowledge

Vocabulary : Some words about national parks and some wild animals Skills : Four skills especially Speaking

T can ask sts to write down some animals they know, especially wild animals - T calls two Ss to write their answers on board and other Ss complement - T asks Ss to repeat those words once or twice

food poisoning (exp) – fine (n) – get lost – carsick (a) - luggage (n) – throw waste (v) – excursion (n) – express the regrets * Checking : Rub out and remember

Instruction : Last week Nga’s class went

Books closed

- Two Ss write their answers on the board and some others can complement

- Ss listen and repeat Eliciting

(108)

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 things in column A with the corresponding consequences in column B and read out the sentences.

- T asks Ss to read through the sentences in the two columns

- T asks Ss to underline the words and phrases just studied

- Teacher monitors

- T asks some Ss to read out their answers

- T gives feedback and correct answers Task Showing regrets

Instruction: 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.

- T asks sts to read the examples on page 115 T elicits or revises the conditional sentence type : unreal condition in the past / expressing regrets :

If … had + V3 , … would have + V3 - T asks Ss to work in pairs to share their ideas

- T monitors and offers help, taking notes of Ss’s mistakes for later correction - T calls on some Ss to talk about their ideas and asks other Ss to add some more - T gives feedback

Task 3 Work in pairs

T gets Ss to ask and answer about the excursion

Ex Where did you go last Saturday ? Really ? Was that fun ?

Why so ?

Now tell me, how did you get there ?

One asks, one answers

3 They are opened to help endangered species develop The animals are not kept in cages

They can live in their natural environment

Ss work individually to match the sentences and then compare with a partner

1 f e h g b c a d

Ss work in pairs

Ss read the examples on page 115 : If we had gone by bike,

we wouldn’t have got carsick. If we hadn’t gone by coach,

we wouldn’t have got carsick. and copy down the form :

Ss continue their talk, using the idea in Task

If we had brought enough food and drinks, we wouldn’t have spent a lot of money … - If some of us hadn’t had food poisoning, we could have enjoyed our visit.

- If we had had raincoats, we wouldn’t have got wet and a cold.

- If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us

One asks, one answers

- I went to Huong Pagoda with my class. - Not so fun.

- Most of the things we did went wrong. -We got there by coach.

- We stayed there only one day.

(109)

How long did you stay there ? - T monitors

Homework

Rewrite the content they have discussed Prepare the new lesson

Unit eleven : Period : 64 NATIONAL PARKS Lesson : LISTENING

1 Educational aim : By the end of the lesson, students will be able to listen to get specific information about Cuc Phuong National Park

Knowledge

Vocabulary : Some words about national parks and some wild animals Skills : Four skills especially listening

Warm-up (4 min)

What and Where

(about some wild animals Ss know)

ethnic minority (n) – fauna (n) – flora (n) – defeat (v) – the Qing invaders (n) : quân xâm lược Nhà Thanh – enemy (n) – army (n) – be stationed in – live on (v) - make a surprise attack (exp)

* Checking : Rub out and remember T sticks a poster with questions on the B Where is Cuc Phuong National Park? What is the area of the park?

3 When is the best time to visit Cuc Ph ?

Elicit from sts

Eliciting

Pracising reading in chorus and individually and copy down

- Ss read through the questions and read out their answers

(110)

4 How many species of animals living …? How many cpecies of plants living in…? How many people visit the park every year ?

7 What ethnic minority live in Cuc Ph ?

Task Listening an fill in the missing information (p.116)

- T asks Ss to run through five sentences in Task T gives some explanations if necessary T lets Ss underline key words - T asks Ss to listen and fill in the blanks - T plays the tape once for Ss to the task

- T and Ss check

Task Listening and answering Instruction : Now you listen to the tape again to answer the questions.

- T asks Ss to run through the five questions and underline key words - T lets Ss listen to the tape and answer the questions

- T asks Ss to give the answers and writes them on the board

Post-listening (12 min):Work individually - T asks Ss to work individually to write about the special features of CP National Park in minutes

- T asks some Ss to read out their sentences

- T listen and feedback

* T elicits the answers from Ss and writes them on the board for checking later

- Ss read the sentences carefully and underline key words

- Ss listen and fill in each blank - Some Ss write their answers on the board

- Ss listen and check Correct answers : 1960

2 160 km southwest of 100,000 visitors 2,000 ; 450 surprise attack

- Ss read through the questions and answer them after listening to the tape - Ss underline the key words

- Ss listen and answer - The correct answers :

1 It covers provinces: Ninh Binh, Hoa Binh and Thanh Hoa It’s about 160 km

3 They come there to see the work being done to protect endangered species In the spring of 1789

5 They live mainly on bee keeping and farming

Ss write in minutes

Some Ss read out their sentences Other Ss listen and comment

(111)

Homework

Comments (2 min)

notebook :

- Write a short paragraph about the features of a national park they know

Unit eleven : Period : 65 NATIONAL PARKS Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to write letters of acceptance or refusal

2 Knowledge

Vocabulary : Some words about national parks and some wild animals Skills : Four skills especially writing

T divides the class into groups Each group tries to write different types of letter they know :

Invitation / Acceptance / Refusal / love / Thank-you / Inquiry / Reference / Application / Rejection

Ways of accepting

Yes, I’d like to / I’d love to Yes, that’s great idea Yes, I’d be delighted to

Some Ss of each group write their ideas on the board The group which write more types of letter will win

Eliciting

Ways of refusing

I’m afraid I can’t come because I’d love to, but

(112)

Instruction : You are going to complete the letters on page 117 by filling each blank with one of the ways to accept or refuse an invitation provided in the table -T calls on some Ss to write their answers on the board

Task Ordering

Instruction : You are required to

rearrange the following sentences in the correct order to make a letter accepting an invitation to spend a weekend in the country

Teacher monitors

- T asks Ss to work individually and compare their answers with a partner - T calls on some Ss to give their answers and other Ss listen and give feedback - T feedbacks and gives correct answers

Post-writing (12 min) Tasks Writing a letter

Instruction : One of your friends has invited you to go for a picnic to CP national park next weekend Write a reply letter accepting or declining his/her invitation

-T asks Ss to write the letter individually - T goes around to observe, gives help and collects mistakes

- T writes Ss’ typical mistakes on the board and elicits self / peer correction Teacher provides correction only when Ss are not able to correct the errors

- T gives general comments on the letters and gives suggested letter

- Ss read carefully and the task - Some Ss write their answers on the board

- Peer correction

- Ss read carefully and the task

- Some Ss give their answers and T writes them on the board

- Peer correction * The correct order :

1 d e c a f b

- Ss work individually and compare with a partner for peer correction

- Some Ss write their letters on the board The others comment

(113)

Homework

* Homework

- Write a paragraph (about 120 words) about a sea animal

Unit eleven : Period : 66 NATIONAL PARKS Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish and correctly pronounce the sound / t / and / d / , and know how to use the passive voice appropriately

2 Knowledge

Vocabulary : Some words about national parks and some wild animals Skills : Four skills especially writing

Warm-up (4 min)

Jumbled sentences (matching) If she have enough money,

2 If I were a bird,

3 If he had studied hard,

Teacher monitors

T asks Ss to practise reading several times T revises the form of types of conditional sentences

senda postcart (exp) – go for a walk (exp) – be injured in the crash (exp) – wear a seat belt (exp) – block the road – bull (n) – wait on = serve (v) –

Sts work individually and match the given phrases:

a I would be a white pigeon b he would have passed the exam c she will buy a new bicycle

Eliciting

(114)

highway (n)

Pronunciation (p.upload.123doc.net) : 2min

* Listen and repeat T models or times

Grammar and vocabulary # The passive voice : be + V3

* Exercise 1 (p 119) : 10min

T asks sts to complete the sentences, using the correct form of the verbs in brackets

Teacher monitors

* Exercise 2 (p.119) : 10min

T asks Ss to write a sentence with If for each situation

Teacher monitors

T asks Ss to write their sentences on the board

Teacher and Ss check

5 If you had had breakfast, you wouldn’t be hungry now

6 If I had had some money on me, I would have got a taxi

* Exercise 3 :

T asks Ss to use the given information to make conditional sentences with if - T asks some sts to read out their answers 1 If I had been working at the restaurant last night, I would have waited on yr table

Some sts read out their answers had known

2 had had

3 would have gone would have passed could have enjoyed had known

7 had stopped had killed

Some sts write their answers on the board If the driver in front hadn’t stopped so suddenly, the accidents wouldn’t have happened

2 If I had known that Lam had to get up early, I would have woken him up If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the car 4.If Mary hadn’t been wearing a seat belt, she would have been injured

Some sts read out their answers on the board

(115)

3 Carol would have answered the phone if she hadn’t been studying.

4 If the sun hadn’t been shining, we wouldn’t have gone to the beach yesterday.

- T and sts check

5 If the music hadn’t been playing loudly at the restaurant, I would have heard everything Mr Lee said during dinner. Homework

Unit Twelve : Period : 67 MUSIC Lesson : READING

1 Educational aim : By the end of the lesson, students will be able to use vocabulary items related to music, scan for specific information about music Knowledge

Pronunciation : / s / - / z / Grammar : to + infinitive Wh-question

Vocabulary : Some words about music

* Some musical instruments Ss know (in English / in Vietnamese)

emotion (n) = feeling (n) – thought (n) – exprerss (v) – anger (n) – convey (n) – integral part (exp) – funeral (n) – solemn (a) – mournful (a) – lull babies – delight (v)

* Checking : Rub out and remember T asks Ss to discuss and match each of the descriptions to type of music

Elicit from sts :

Guitar, mandolin, piano, organ, flute, saxophone, violin, cello …

Eliciting

(116)

T monitors

T asks some Ss to read out their choices T gives feedback and the correct answers

Task Gap filling

You are required to fill each blank with one of the word in the box.

Task

* Ask some sts to skim the five questions and underline the key words

* T calls on some Ss to write their answers on the board and asks them to explain their choices

* T and Sts check

Post reading (12 min) Work in pairs :

- T asks sts to work in pairs to ask and answer the questions in the textbook - While Ss are working, T goes around to help and collects errors to be corrected later

- T calls on some Ss to report their ideas to the class

- T gives feedback

1 How many roles of music are mentioned in the text ?

1 b e d a c

1 communicate lull

3 delights integral part solemn emotion mournful

Sts work individually and discuss their answers with a partner

1 Language and music (line 2) It can express ideas, thoughts and feelings (lines 3-6)

3 It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful (lines 9-11) It makes people happy and excited It delights the senses (line 13)

5 It is a billion-dollar industry (line 14)

Ss work in groups to ask and answer the questions in the textbook

Some Ss stand up to report their results to the whole class

Suggested answers :

1 Three roles are mentioned

(117)

2.In your opinion, which of the roles is the most important ?

Homework

Comment

2 I think the most important thing is that the music entertains

Homework

Memorize the new words Prepare the new lesson

Unit Twelve : Period : 68 MUSIC Lesson : SPEAKING

1 Educational aim : By the end of the lesson, students will be able to ask and answer questions about music and to talk about favourite kinds of music Knowledge

Vocabulary : Some words about music Skills : Four skills especially Speaking

Warm-up (4 min) Networks

T can ask sts to write down some types of music they know

Books closed

- Some Ss write their answers on the board and some others can complement - Ss listen and repeat

Pop Folk

MUSI C Rock’n

Roll Jazz

(118)

- T asks Ss to repeat those words once or twice

cheer (v) – all the time (exp) – reason (n) – favourite (a) – classical (a) – modern (a) – traditional (a) – band (n)

Task 1.(p.126)Ask and answer questions

Instruction : You are going to read what Ha Anh Says about music Work in pairs to answer the questions.

- T asks Ss to read aloud the passage - T asks Ss to underline the words and phrases just studied

- Teacher monitors

- T asks some Ss to present their answers - T gives feedback and correct answers Task 2.Ask and answer about music taste Instruction: You are going to ask two of your classmates to get the information to complete the table.

- T asks Ss what questions they can ask if they want to know information in the table

- T can introduce some adj and exp to talk about music

- T monitors and offers help, taking notes of Ss’s mistakes for later correction - T calls on some Ss to talk about their ideas and asks other Ss to add some more - T gives feedback

Task 3 Reporting on the information Instruction: Now report what you have found out to the whole class.

- Before Ss report, T elicits some structures they can use :

- T call on some Ss to report what they have found out about their partners

Eliciting

Ss work in pairs to discuss the four questions in the book

One asks, one answers She likes pop music

2 Because it keeps her happy The Backstreet Boys

4 She listens to music all the time

Each student works with two other friends

Here are some suggested questions : + What kind of music you like ? + Why you like it ?

+ Who is your favourite singer / band? + What is your favourite song ?

+ When you listen to music ? + make sb excited / feel relaxed + help sb for get troubles and worries + relaxing

Ss report what they have found out about their partners to the class

Examples :

* Both B and C like classical music They like it because

* B likes classical music but C prefers jazz .

(119)

- T monitors

- T writes some typical mistakes on the board for peer correction T provides correction when necessary

Homework

Others listen and discuss

Homework

Unit Twelve : Period : 69 MUSIC Lesson : LISTENING

1 Educational aim : By the end of the lesson, students will be able to listen to get specific information

2 Knowledge

Vocabulary : Some words about music Skills : Four skills especially listening

Warm-up (4 min)

T can ask Ss to name some Vietnamese or foreign musicians

Network

National Anthem (n) – except for (prep)

Elicit from sts

Ss say aloud or write musicians’names on the board

Eliciting

Pracising reading in chorus and Musicia

(120)

– rousing (a) – popular (a) – author (n) – sweet (a) – gentle (a) – lyrical (a) – rural life – welcome to – as loud as possible (exp)

* Checking : Rub out and remember - T asks Ss to look at the picture on page 127 and tell the class anything they know about Vaên Cao

- T reads the names of the songs on p.128 out loud

While-listening (20 min) Task True / False Statements

“You are going to listen to an interview in which Lan Huong, the interviewer, asks Quang Höng, a famous actor about Vaên Cao Listen and decide whether the

statements are true or false Put a tick ()

in the appropriate box.”

- T asks Ss to run through five sentences in Task T lets Ss underline key words - T asks Ss to listen and put a tick in the appropriate box

- T plays the tape once for Ss to the task

- T and Ss check

Task Answering questions

Instruction : Now you listen to the tape again and answer the questions in Task 2. - T asks Ss to run through the five questions and underline key words - T lets Ss listen to the tape and answer the questions

- T asks Ss to give the answers and writes them on the board

individually and copy down

- Some Ss can tell something about Vaên Cao’s biography

- Ss say whether the song is by Vaên Cao or not If not, whose song it is

- Ss read the sentences carefully and underline key words

- Ss listen and fill in each blank - Some Ss write their answers on the board

- Ss listen and check Correct answers :

1 F (The guest is Quang Hung)

2 F (He likes some Vnamese musicians.) T

4 F (It was written in 1944) F (He always feels proud of his country when he hears the song)

- Ss read through the questions and answer them after listening to the tape - Ss work individually and compare with a partner

- Ss listen and write their answers on the board

- Peer correction - The correct answers :

1 It’s y Favourite Musician” Tien Quan Ca

(121)

Post-listening (12 min)Find someone who - T draws the following table on the board and asks Ss to summarize Quang Hung’s ideas about Vaên Cao’s music

Quang Hung’s ideas :

1 The best Vnamese musician of all times is Van Cao

2 Tien Quan Ca is hard and solemn His songs about rural life in VN are sweet, gentle and very lyrical

- T asks each of Ss to ask some Ss around him

- T gives Ss minutes to interview After that T calls on some Ss to report the results to the whole class

Homework

Comments (2 min)

Ss write in minutes

Some Ss read out their sentences Other Ss listen and comment

agreement disagreement reasons

2

Each of Ss go around and interview some partners

- Some Ss report the results of the interview to the whole class

- Write a short paragraph about Vaên Cao’s biography

Notes :

1 Trịnh Công Sơn : born on February 28, 1939 in Lạc Giao (a highland in the middle part of VN) Grew up in Hue Wrote more than 990 songs including Ướt Mi, Diễm Xưa, Nối Vòng Tay Lớn, Nhớ Mùa Thu Hà Nội …

Died on April 1, 2001 in HCM City

2 Myõ Linh : Born on August 19, 1975 in Hanoi Graduated from Hanoi Conservatory in 1997

Has received many honoura including the first prize in Hanoi’s Singing Competition, the Gold Medal in the National Competition in 1995, the Golden Voice of ASEAN in 1998

Famous albums : Vẫn Hát Lời Bình Yên, Tóc Ngắn I & II, Made In Vietnam, Chat Với Mozart

3 Celine Dion : Born on March 30, 1968 in Charlemagne, Quebec, Canada

(122)

“Beauty and the Beast”

Married Reneù Angeùlil in December 1994 Famous for songs both in French and English “Tellement J’ai d’Amour Pour Toi” (I Have So Much Love For You), The Power of Love, My Heart Will Go On … John Lennon : Born at 6:30 p.m on October 9, 1940 in Liverpool, England Married Yoko in Gibraltar March 20, 1969

The founder and leader of the Beatles

Famous song : Let It Be, Imagine, Yesterday … Shot dead on December 8, 1980

Unit Twelve : Period : 70 MUSIC Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to write a profile based on prompts provided

2 Knowledge

Vocabulary : Some words about music

Skills : Four skills especially writing

T divides the class into groups Each group tries to write as many singers and musicians they know :

compose (v) – composer (n) – tune (n) – mixture (n) – all in all (exp) – talented (a) – highly appreciated – as well as

Some Ss of each group write their ideas on the board The group which write more types of letter will win

Eliciting

(123)

Instruction : You are going to make up complete sentences about Scott Joplin, a famous American musician, using the prompts provided

-T divides Ss into groups of six Each group member will write a sentence - T goes around to help

Task Ordering

Instruction : You are required to

rearrange the following sentences in the correct order to make a letter accepting an invitation to spend a weekend in the country

Teacher monitors

- T asks Ss to work individually and compare their answers with a partner - T calls on some Ss to give their answers and other Ss listen and give feedback - T feedbacks and gives correct answers

Post-writing (12 min) Tasks Profile writing

Instruction : You are going to write a life story of Vaên Cao using the prompts provoded.

- T reminds Ss to use the right tense of verbs and supplement articles,

prepositions, pronouns when necessary

-T asks Ss to work individually and then in groups to discuss the answers

- T writes Ss’ typical mistakes on the board and elicits self / peer correction Teacher provides correction only when Ss

- Ss read the Example carefully and the task

- Some Ss write their answers on the board

- Peer correction

1 He learnt to play musicwhen he was very young

2 Scott learnt to play the works of composers like Bach, Beethoven and Mozart as well as to compose music He quickly became famous

4 His tunes were wonderful mixture of classical European and African beats which were known as Ragtime

5 All in all, he wrote 50 piano rags and was called the King of Ragtime

6 Scott died in 1917

- Ss read carefully and the task - Some Ss give their answers and T writes them on the board

- Peer correction

(124)

are not able to correct the errors - T gives general comments Homework

appreciated by the Vietnamese people.

* Homework

- Write a paragraph (about 50 words) about a Vietnamese musician Ss like

Unit Twelve : Period : 71 MUSIC Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds /s/ and /z/, use to + inf to express purposes and make Wh-questions appropriately

2 Knowledge

Vocabulary : Some words about music Skills : Four skills especially writing

Warm-up (4 min) Odd one out

T asks Ss to choose the underlined words pronounced differently from the others peas zoo relax prize Susan spring sad solve fiction listens wish mission missing jazz kiss message music finish option depression

Teacher monitors

T asks Ss to practise reading several times

Presentation (7 min)

Books closed

a I would be a white pigeon b he would have passed the exam c she will buy a new bicycle

(125)

* Pre-teach Vocab :

win the first prize (exp) – save money (exp) – monitor (n) – celebrate …birthday (exp) – practise singing –

T models or times

Grammar and vocabulary # to + infinitive

* Exercise 1 (p 119) : 10min

T asks sts to answer the questions, using the words in brackets

Teacher monitors

* Exercise 2 (p.131) : 10min

T asks Ss to complete each sentence with the right form of a suitable verb

Teacher monitors

* Exercise 3 (p 131) : T asks Ss to make questions for the underlined part

- T asks some sts to read out their answers - T goes around to observe, gives help and collects mistakes

- T and sts check

Eliciting

Ss look at the example carefully

Some sts write their answers on the board 1 to tell her the good news

2 to buy a cassette player 3 to win the singing contest 4 to sing French songs

5 to set a good example for the class Sts work individually and then compare with a partner

Some sts read out their answers 1 to read to buy to post 4 to invite to learn

Ss make questions

Some sts read out their answers What will you if it rains ?

2 What kind of music does your father enjoy listening to?

(126)

4 Who wants to talk to you ?

5 How did you spend the evening last night ?

6 When does the film start ?

7 Who is your favourite musician ? Why you like pop music ? Homework

Unit Thirteen : Period : 72 FILMS AND CINEMA Lesson : READING

1 Educational aim : By the end of the lesson, students will be able to know some information and history of cinema

2 Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until that Vocabulary : Some words about cinema

T asks Ss to match the title of film with a kind of film

1 Titanic a/ Cartoon

2 Mr Bean b/ Science Fiction film Tom and Jerry c/ Comedy

4 Sherlock Holmes d/ Western film Stars War e/ Detective film Charlie’s Angels f/ Love story film Dracula g/ Horror film Pearl Harbour h/ Action film The Good, the Bad

and the Ugly i/ War film

Elicit from sts :

Ss work individually and discuss with a partner

(127)

set in motion (exp) - scene (n) – character (n) – audience (n) –

spread, spread, spread (v) – replace (v) – screen (n) – appear (v)

* Checking : Rub out and remember T asks Ss to answer the questions (p.132) T asks some Ss to read out their answers

Task Matching

Now, find the word in the passage that can match with the definition on the right column.

Task Work in pairs

* Ask some sts to skim over the six questions and underline the key words * T calls on some Ss to write their answers on the board and asks them to explain their answers

* T and Sts check

Task Read the passage one more time and find the most suitable title for it - T asks sts to work in pairs

Eliciting

Practise and rewrite on the board Ss work individually and discuss with a partner

Some Ss answer

1 cinema sequence decade rapidly scene character

1 In the early 19th century (line 1)

2 At that time the scientists discovered that when a sequence of still pictures was set in motion, they could give the feeling of movement (lines 2-3) No, they didn’t.(it was not until the end of the 1920s that sound was introduced (lines 14-15)

4 In the eaerly 1910s (line 9) At the end of the 1920s (line 14) The musical cinema (the last line)

Answer :

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Work in groups, discuss about time points: * 19th century : History of cinema began

* 1905 : Films about 5-10 minutes long * 1910s : The first long films were made Homework

Ss work in groups to ask and answer : * 1915 : Films became longer and better Cinemas were first built

* 1920s : Sound was introduced

Homework

Unit Thirteen : Period : 73 FILMS AND CINEMA Lesson : SPEAKING

1 Educational aim : By the end of the lesson, students will be able to express their opinions about a film based on prompts

2 Knowledge

( about the kinds of films they remember)

terrifying (a) = horrifying – moving (a) – violent (a) – exciting (a) – thriller (n) – thrilling (a) – boring (a) – good fun (n) – amusing (a)

Books closed

- Ss work individually and compare with some partners Two Ss on behalf of groups write on the board The group that writes more words will win

- Ss listen and repeat Eliciting

(129)

While-speaking (20 min) Task 1.(p.134)

Instruction : How much you like each kind of film ? put a tick () in the right

column Then compare your answers with a partner’s.

- Teacher monitors

- T asks some Ss to present their answers Task Work in pairs or in groups Instruction: Now, find out what your friends feel about each kind of film Use the words in the table.

Example :

A: What you think of horror films ? B: Oh, I find them really terrifying A: I don’t quite agree with you I find them very interesting

- T monitors and offers help, taking notes of Ss’s mistakes for later correction - T gives feedback

Task 3 (p.135) Work with a partner Instruction: Now find out his/her preferences for films, using the cues. Example :

A: Which you prefer, detective films or science fiction films ?

B: Well, it’s difficult to say But I suppose I Prefer science fiction films to

detective ones - T monitors

Task Work in groups

“Talk about a film you have seen, using the suggestions in the textbook.”

- T asks Ss to take notes of their friend’s story

- T goes around offering help

- Finally T calls on some Ss to report their

Ss work individually and then can find out how many friends have the same ideas Each student works with two, three or four other friends

Here are some suggested questions :

Ss practise asking and answering T – Whole classs

WC – T Open pairs Closed pairs

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friend’s story While Ss speak, T takes note of their errors if any and corrects them later

Homework

6 Who is/are the main character(s) ? How you feel about it ?

8 Why you prefer it to other films ? Homework

Grade Ten Compiling date:

Unit Thirteen : Period : 73 FILMS AND CINEMA Lesson : LISTENING

1 Educational aim : By the end of the lesson, students will be able to know some information about Lan and Huong’s next week plan

2 Knowledge

Warm-up (4 min)

T can ask Ss to write some things they often in their free time

Network

suppose (v) – guess (v) – instead (prep)

Books closed Elicit from sts

Some Ss write on the board :

- Going shopping

- watching TV

- singing songs

- chatting on the net

- listening to music

- going swimming

- going fishing

- reading books Eliciting

(131)

– what about (exp) – during the day – visit my grandparents – go on a picnic – * Checking : Rub out and remember - T asks Ss to look at the table on p 136 an goes over the points together with the whole class by asking questions such as “How often you go to the

cinema?”,”How often you watch TV?”, How about listening to the radio?” and put a tick () in the right column T call on some Ss to answer

- T asks Ss to listen to the dialogue and answer the question : “ What are Lan and Huong planning to together?”

- T and Ss check Task

Instruction : Now listen to the tape again and write Lan and Huong’s plan for the next week on the calendar

Task

“Now compare your answers with a partner On what day they can meet?”

- T asks Ss to work in pairs and take turn to summarize the conversation between

Pracising reading in chorus and individually and copy down Practise and rewrite on the board

- Some Ss can tell something about Vaên Cao’s biography

- Ss put a tick () in the suitable column - Some Ss read out their answers

They’re planning to go to see the “Titanic”

- Some Ss write their answers on the board

- Ss listen and check

- Ss listen to the tape and write their plan on the calendar in the book

Monday : Lan : see a play Tuesday : Lan and Huong : free

Wednesday: Houng : work and go to the singing club

Thursday: Lan : visit grandparents Friday : Huong : study Chinese Saturday: Lan : work (busy) Sunday : Huong : go on a picnic - The correct answers :

They can meet on Tuesday because they are both free

Ss write in minutes

(132)

the two girl, basing themselves on the notes they have taken for Task - T monitors

- T calls on some Ss to tell the class about Lan and Huong’s plans

Homework

listen and supplement if necessary

- Some Ss role play the conversation

- Memorize the new words Tapescript (Grade 10, Unit 13 : Films and cinema , Lesson : Listening)

LAN : Hi, Huong Titanic is on at Thang Tam Cinema next week Can you go with me on Wednesday?

HƯƠNG: Wednesday? Sorry Lan I have lots of work to during the day and I’m going to the singing club at night Can we go on Thursday, instead? LAN : I don’t think so I’m going to visit my grandparents on Thursday HƯƠNG: Well, what about Monday? I suppose you are free on Monday

LAN : No, sorry I’m going to see a play with Tuyet on Monday What about Friday?

HƯƠNG: Sorry Lan Friday is not a good time for me I’m taking Chinese classes on Fridays How does your weekend look like, Lan?

LAN : Um …, I’m busy on Saturday But I’m free the whole day Sunday

HƯƠNG: I’m going on a picnic to Hoa Lu with some of my friends on Sunday I’ll be back late at night

(133)

Grade Ten Compiling date: Unit Thirteen : Period : 74 FILMS AND CINEMA Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to write a descriptive paragraph about a film they have seen, based on prompts provided

2 Knowledge

Grammar : structure : It was not until that

Vocabulary : Some words about cinema

Skills : Four skills especially writing

Warm-up (4 min) Brainstorm T asks Ss about Titanic :

“What you know about Titanic ?”

tragic (a) – voyage (n) – sink (v) – sinking (n) – (be) based on – disaster (n) – occur (v) = happen – hit (v) – generous (a) – be engaged fall in love

Books closed Elicit from students Option

Ss exchange in groups

Eliciting

(134)

Instruction : You are going to read the description of the film “Titanic”, and then answer the questions below

-T introduces the task and draws the table of summary on the board

- T can ask Qs in the textbook, calls on some Ss to answer aloud

Task

Instruction : Now write a short paragraph about a film you have seen, using the description of Titanic and the questions above as suggestions

-Teacher monitors

- T asks Ss to work individually and compare their answers with a partner - T asks some Ss to write their paragraph on the board

T asks some Ss to summarizes the main points in Vietnamese and in English - T gives general comments

Homework

- Ss on the board

Title ? (name) Titanic

Kind ? Love story film

Plot ? A tragic love story and the sinking of a luxury ship in the Atlantic Ocean, causing more than 1,000 people to die.

Filmingplace? America

Based on ? The true story of the Titanic disaster in 1912

Main characters ?

-Jack: young and generous adventurer - Rose: was saved from killing herself by Jack

- Some Ss write their paragraph on the board

- Peer correction

(135)

Comments (2 min)

- Write a paragraph (about 50 words) about a Vietnamese film they like best

Grade Ten Compiling date:

Unit Thirteen : Period : 75 FILMS AND CINEMA Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds /f/ and /v/, use structure : It was not until that Knowledge

Warm-up (4 min)

-T draws pictures (a face and a vase) on the board

-Teacher points at each of them and asks : ”What’s this ?”

”What’s the difference between the two words ?”

T asks Ss to practise reading several times

astronomy (n) – turn on/off (v) –exhaust (v) – football match (n) – crash into (v) – badly damaged – belong to (v)

Books closed - A face / A vase - /f/ and /v/

Sts listen and repeat after the teacher Ss read out the right answers

Eliciting

(136)

T models or times

Grammar and vocabulary * Exercise 1 (p 139) : 10min

T asks sts to write the adjectival forms of the verbs given on p 139

Teacher monitors

* Exercise 2 (p.140) : 10min

T asks Ss to complete for each situation Use an adjective ending –ing or –ed form of the verb in brackets to complete each sentence

Teacher monitors

* Exercise 3 (p 140) :

”Now rewrite the sentences, following the example”.

* Exercise 4 (p 140) :

Some sts read out their answers 1 a) depressing b) depressed 2 a) interested b) interestingt 3 a) boring b) bored a) excited b) exciting a) exhausting b) exhausted

1 It was not until 1990 that she became a teacher

2 It was not until he was 30 that he knew how to swim

3 It was not until 1980 that they began to learn English

4 It was not until his father came home that the boy did his homework

(137)

“Now put a(an) or the in the numbered blanks”.

- T reminds Ss of the use of the indefinite article “a/an” and definite article “the” - T asks some Ss to read out their answers

* Some sts read out their answers : a the the an a a the the the 10 a 11 a 12 the 13.the 14 an 15 a 16 a 17.the 18 a Homework

Unit Fourteen : Period : 76 THE WORLD CUP Lesson : READING

1 Educational aim : By the end of the lesson, students will be able to develop such reading micro-skills as scanning for specific information, intensive reading for details and guessing meaning in context Knowledge

Pronunciation : / g / - / k / Grammar : Will vs be going to

Will : making predictions / offers Vocabulary : Some words about football, world cup

T asks Ss to match the Vietnamese meaning with a position in a football team :

Captain tiền vệ goalkeeper thủ môn defender tiền đạo midfielder hậu vệ forward đội trưởng Referee trọng tài

Elicit from sts :

Ss work individually and discuss with a partner

Some Ss draw an arrow matching English with Vietnamese

(138)

”Now you work with a partner : answer the questions on p 142”

- T asks some Ss to read out their answers * Pre-teach Vocab :

tournament (n) – organize (v) – compete (v) – take part in – witness (v)

elimination game (n) – final match (n) - with passionate interest (exp) –

honoured title (phr)

Task Matching

Now, find the word in the passage that can match with the definition on the right column.

Task Work in pairs

“You are to read the passage again and complete the statements with a word or a number.(p 144)

* Teacher monitors and helps * T calls on some Ss to write their answers on the board and asks them to explain their answers

* T and Sts check

Task Read the text again and decide whether the statements on p 144 are true (T) or false (F) Correct the false ones - T asks sts to work in pairs

Work in groups, discuss about time points: - T introduces the task, then writes these

Eliciting

1 b c a e d

1 13 (line 8) 32 (line 13)

3 Argentina (line 10) one (line 6)

5 26 (lines - 9)

Ss work in groups to ask and answer : F (in 1930)

2 F (every four years) T

4 T

5 F (has won times) * Example :

FIFA was set up in 1904

(139)

figures on the board :

1904 13 1930 17 32 2002

- T asks Ss go back to the text and find out the events related to the figures

Homework

The first WC was held in 1930 By 2002, the world has witnessed 17 World Cup tournaments

32 teams play in the WC nowadays In 2002 the 1st time WC was played in

Asia and hosted by two nations Homework

Unit Fourteen : Period : 77 THE WORLD CUP Lesson : SPEAKING

1 Educational aim : By the end of the lesson, students will be able to use some football vocabulary to ask and answer about the World Cup and to talk about the World Cup winners

2 Knowledge

Warm-up (4 min)

What and Where

( about the new words of the previous lesson)

host country (n) – score (n) – score a goal - runner-up (n) – penalty (n) – champion

Books closed

- Ss work individually and compare with some partners Two Ss on behalf of groups write on the board The group that writes more words will win

- Ss listen and repeat

Eliciting

(140)

(n) – defeat (v) – hold, held, held (v) quarter final – semi final – final – -1 draw

Task 1.(p.145) : about World up 2006 Instruction : Look at the pictures in the textbook.

- Teacher can ask :

1 How many times has Italy won the trophy up to WC 2006 ?

2 Who was the captain of the French National football team ?

3 What was the score of the WC 2006 ? Who was the head coach of German team?

5.Who was the captain of the English team in the World Cup 2006 ?

Task Work in pairs or in groups Instruction: Now, look at the table on page 146 Ask and answer the questions.

Example :

A: Where was the 1st World Cup held?

B: It was held in Uruguay

A:Which teams played in the final match? B: Uruguay and Argentina

A: Which team became the champion? B: Uruguay

A: What was the score of the match ? B: –

- T monitors and offers help, taking notes of Ss’s mistakes for later correction - T gives feedback

Task 3 (p.147) Work in groups Instruction: Now take turn to talk about the World Cup winners, using the information in the table in Task 2. Example :

The first World Cup was held in Uruguay in 1930 The fianl match was between Uruguay and Argentina Uruguay

Here are some suggested questions : times

2 Zinedine Zidane 5-3 in favour of Italy Jurgen Klinsmann David Beckham

WC – T Open pairs Closed pairs :

A Student asks his/her partner some questions as in Example (p.145) about any World Cup and vice versa

(141)

defeated Argentina by to … - T monitors

- Finally T calls on some Ss to talk to their friends While Ss speak, T takes note of their errors if any and corrects them later Homework

Homework

Unit Fourteen : Period : 78 THE WORLD CUP Lesson : LISTENING

1 Educational aim : By the end of the lesson, students will be able to develop such listening micro skills as intensive listening for specific information and taking notes while listening

2 Knowledge

Warm-up (4 min) T ask Ss :

- Name some of the most famous football players in the world?

- Who they like best? Why?

hero (n) – retire (v) – ambassador (n) – goal scorer (n) – promote (v) – control(v) championship (n) –

Eliciting

(142)

* Checking : Rub out and remember - “What you know about Pele?” T call on some Ss to answer

- T asks Ss to listen to the dialogue and complete the table on p 148

”You will hear some information about Peleù, a famous Brazilian football player Listen and complete the table

Instruction : Now listen to the tape again and answer the questions on p 148. - T lets Ss listen to the tape and answer - T asks Ss to give the answers and writes them on the board

Post-listening (12 min): Work in groups - T asks Ss to work in pairs and take turn to talk about the milestones in Peleù’s life, using the information they have learned in Task and

- T monitors

- T calls on some Ss to tell the class about Peleù

Homework

- Some Ss answer

* Pele is the greatest of all time * He was born in Brazil

* He was good at kicking and controlling the ball

* He was an ambassador for the sport * He scored 1200 goals and has become a national hero

- Some Ss read out their answers (1) 1940

(2) joined a Brazilian club

(3) 1962 (4) 1974 (5) retired - Ss listen and answer :

1 Peleù was famous for his powerful kicking and controlling the ball He participated in World Cup He played for an American football club before he retired

4 He became an international

ambassador for football He works to promote peace and understanding through friendly sport activities

Ss write in minutes

Some Ss read out their answers Other Ss listen and supplement if necessary : 1940? 1956? 1958? 1962? 1970? 1974?

Before 1977? 1977?

(143)

Tapescript :

Peleù is considered one of the greatest football players of all time He was born in 1940 in Brazil As a football player, Peleù was famous for his powerful kicking and

controlling the ball He joined a Brazilian Football Club in 1956, and in 1962 he led the team to its first world club championship Peleù became the only player to

participate in World Cups in 1958, 1962 and 1970 By 1974, Peleù had scored 1,200 goals and became a Brazilian national hero He played for an American football club for years before he retired in 1977 Later Peleù became an international ambassador for the sport, working to promote peace and understanding through friendly sport activities

Unit Fourteen : Period : 79 THE WORLD CUP Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to write a short announcement about a sport event

2 Knowledge

Warm-up (4 min)

What and Where

(about the new words in the previous lesson)

announce (v) – announcement (n) – committee (n) –severe weather conditions (n) – volunteer (n) – state (v) – take place (v) = happen (v) – contact (v) – football field

Books closed Elicit from students

Eliciting

(144)

Instruction : Now you read the following announcement and then answer the questions that follow.

1 Who is the announcer ?

2 What is the announcement about ? When will the match be played ? Where will the match be played ? - T goes around to help

* Based on the model text, T elicits from Ss what possible details to include in an anouncement : Who anounce ?

What event ? When ? Where ? Why ? Etc

Task

Instruction : Now choose one of the following situations to write about -Teacher monitors

- T asks Ss to work individually and compare their answers with a partner - T asks some Ss to write their paragraph on the board

b LP high school’s HCM Communist Youth Union wishes to announce that the school football team will play a friendly match LM Football club at p.m on Sunday, April 20th, 2007 The match will be played at LM stadium Tickets will

- Ss on the board

1 The national football championship organizing committee

2 The postponing of the match between Nam Dinh and Binh Duong, due to the bad weather

3 At p.m on Sunday, April 25 At My Dinh National Stadium

- Ss read the topics individually and then work with a partner to analyse the topics, using the details above E.g :

Who anounce ? What event ? When ? Where ? Why ? Etc Ss write their notes on the board - Peer correction

(145)

be sold at HCM Communist Youth Union’s office from March 26th and cost 2.000 VND each All the money collected from the match will be used to help poor good students.

Homework

12A2 or at 071.875055

* Homework

Unit Fourteen : Period : 80 THE WORLD CUP Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds / g / and / k / ; use structures with “will” to talk about unplanned future intentions, to make predictions or offers; use structure “going to” to talk about definite future plans

2 Knowledge

Warm-up (4 min)

What and Where

fill the bucket with water (exp) – repaint (v) – post a letter (v) – past the exam – mean (a) – sit in the sun

Eliciting

(146)

T models or times

Grammar : Will vs be going to * Exercise 1 (p 151) : 10min

T asks sts to complete the sentences using

will (‘ll) or going to Teacher monitors

* Exercise 2 (p.140) : 10min @ Will : making predictions

T asks Ss to complete the sentences, using will or won’t and any other words that are needed

Teacher monitors

* Exercise 3 (p 140) : will : Making offers

”Now make offers with I’ll for the following situations”.

Some sts read out their answers 1 I’ll get

2 I’m going to wash

3 Are you going to paint it ? I’m going to buy

5 I’ll show you

6 I’ll have I’ll

* Some sts read out their answers he will help

2 won’t lend me any money it will rain today

4 will have to wear glasses will have a headache won’t like it I won’t pass it

* Some sts read out their answers : I’ll get you some water

(147)

3 I’ll lend you some I’ll give you a lift I’ll carry them for you Homework

Unit Fifteen : Period : 81 CITIES Lesson : READING

1 Educational aim : By the end of the lesson, students will be able to develop such listening micro skills as scanning for specific ideas and guessing meaning in context, use the information they have read to talk about New York City

2 Knowledge

Pronunciation : /  / - / ð /

Grammar : Non-defining and defining relative clauses Although to connect contrasting ideas Vocabulary : Some words about cities, building Skills : Four skills especially listening

T asks Ss about the pictures in the book : “Do you know these places ? What are they ? Match the names to the pictures.”

mingle with (v)– metropolitan region (n) – found (v) – take over – unusual (a) – museum (n) – apartment building (n) –

Books closed Elicit from students Optionable

Ss exchange in groups

Eliciting

(148)

art gallery (n) – Statue of Liberty (n) – to be characterised by : có đặc điểm … * Checking : Rub out and remember

While-reading (20 min) Task Work in pairs (p.158)

Instruction : The words in A appear in the reading passage Match them with the definations in B

-T asks Ss read the passage, underline the words just studied and the task - T goes around to help

Task

Instruction : Now decide whether the statements are true (T) or false (F) - T asks Ss to work individually and compare their answers with a partner - T monitors

- T asks some Ss to read out their answers - T feedbacks and corrects mistakes

Task 3

Post-reading (12 min): Answer the Qs T asks some Ss to answer the questions on p.158

- T monitors and helps

T can ask Ss : If you could visit New York, which places of interest there would you like to see ? Why ? Homework

- Ss the matching on the board Answers :

1 d c e a b

1 T (lines 1-2)

2 F … is ice-free all seasons (line 7) T (lines 3-5)

4 T (lines 18-19) T (lines 15-17)

- Some Ss write their answers on ð board Cf lines 1-2

2 Cf lines 9-10 Cf lines 15-16 Cf lines 18-19 Cf lines 24-25

Ss work in pairs or in groups

* Homework

(149)

Grade Ten Nguyễn Thành Viễn Unit Fifteen : Period : 82 CITIES

1 Educational aim : By the end of the lesson, students will be able to describe a city, using the vocabulary and structures that they have learnt in the lesson Knowledge

Grammar : Non-defining and defining relative clauses Although to connect contrasting ideas Vocabulary : Some words about cities, building Skills : Four skills especially writing

Warm-up (4 min)

A city vs country quiz -T divides the class into groups and introduces the quiz: T is going to read out the questions about Hanoi and HCM city

The quiz : comparison between Hanoi and HCM City.

1 Which city is larger in area – Hanoi or HCM city ?

2 Which city has a bigger population ? Which city is older ? Hanoi or HCMC? Which city was known by more names through history ?

Books closed

- Ss need to listen attentively and answer the questions Each time a group provides a correct answer first, it will get point The winner is the one with more points Answers :

1 HCMC (2,095 km2 but Hanoi : 921km2)

2 HCMC (6.2 million but HN : million) Hanoi (was founded in 1010 but HCMC was founded in 1698)

(150)

5 Which city has more districts ? Which city is hotter ?

7 Which city is closer to the sea ?

area (n) – found (v) – transport (n) – convenient (a) – inconvenient (a) – friendly (a) – open (a) – formal (a) - reserved (a)

 Task : Complete each question in A with a suitable word in B

T introduces the task and gets Ss to the task individually

T calls on some Ss to write their answers on the board

* Teacher corrects if necessary

T can ask some Ss to say Vietnamese meaning

 Task : Work in pairs

T gets sts to ask and answer questions about New York and London

Teacher monitors

 Task : Read and practise the dialogue p 160

-T asks Ss to work in pairs or in groups

 Task : Work in groups

”Now tell each other which of the two cities you prefer and give reasons. - T goes around to observe, gives help and collects mistakes

Dong Do, Dong Quan, Dong Kinh) HCMC (has 19 inner districts and outer districts but Hanoi has only inner districts and outer districts)

6 HCMC HCMC Eliciting

Practise and rewrite on the board Sts work individually and then compare with a partner

Some sts read out their answers d f a / e a / e b / c b / c

Sts work with a partner

In pairs, one asks and one answers S1 : When was New York founded? S2 : It was founded in 1624 And what about London?

S1 : It was founded in 43 A.D And what is the population of New York? S2 : million What about London? S1 : million, too.What’s the area of NY? S2 : It covers an area of 946 km2 And

how large is London?

S1 : It is 1610 km2 How many national

holidays are there in New York? S2 : Seven And London, How many …? S1 : Double that number – 14 days And how many high buildings and parks are there in New York?

(151)

New York like?

S2 : I think New Yorkers are friendly and open.And Londoners?What are they like? S1 : Well, they are formal and reserved What is the transport like in New York? S2 : Quite convenient And transport in London?

S1 : I think it is convenient, too Homework

Unit Fifteen : Period : 83 CITIES Lesson : LISTENING

1 Educational aim : By the end of the lesson, students will be able to develop such listening micro-skills as intensive listening for specific information and taking notes while listening

2 Knowledge

Grammar : Non-defining and defining relative clauses Although to connect contrasting ideas Vocabulary : Some words about cities, building Skills : Four skills especially listening

Warm-up (4 min)

What and Where

(about new words in the previous lessons)

image (n) – island (n) – symbol of freedom (n) – gift (n) – wear (v) – loose robe (v) – crown (n) – torch (n) – base (n) – pedestal (n)

Eliciting

(152)

* Checking : Rub out and remember - Work in pairs Look at the picture and answer the questions p.160

- T call on some Ss to answer

- T asks Ss to listen to the passage and choose the correct answers on p 161 - T plays the tape once for Ss to listen - T asks for Ss’s answers and write them on the board

Instruction : Now listen to the tape again and fill in the missing information in the table on p 162.

Post-listening (12 min): Work in groups - T asks Ss to tell each other what they have learned about the Statue of Liberty, using the information in the table above - T monitors

- T calls on some Ss to tell the class about the Statue of Liberty Maybe, one student plays the role of a tourist guide and the rest will play the role of the tourists in New York The tourist guide may open the conversation like this: “OK, now

- Some Ss answer: It’s the Statue of Liberty It’s the ststue of a woman It has got a crown on the head It’s got a tablet in its left hand It’s holding a burning torch in its left hand

6 It’s wearing a robe

- Some Ss read out their answers B A B A C

Height : 93m (the statue is 46m high and the base and pedestrial 47m high) Weight : 205 tons

Material : copper and iron frame The base : Stone and concrete

Opening time : every day from 5:30 a.m to 5p.m except Xmas Day Some Ss write their answers on the board Peer correction

Ss are divided into small groups of or and set up this situation:

(153)

we’re in the New York Harbour and this is the Statue of Liberty The statue is one of the most familiar images of the country and it’s the symbol of freedom” and then stops there for the tourists to ask

questions

- T monitors and offers help Homework

- Ss rewrite the content of the interview

Unit Fifteen : Period : 84 CITIES Lesson : WRITING

1 Educational aim : By the end of the lesson, students will be able to describe a city of their choice, using the structures and vocabulary they have learned in the lesson

2 Knowledge

Warm-up (4 min)

Wordsquare

R U F S C H O O L

E Z K S H O P M R

S S L B O U S U O

T T I C S D T S T

A A B X P N Y E C

U T R Q I C W U H

R I A Z T R L M O

Books closed

Ss are divided into groups

Ss in each group try to find out as many words related to the city as possible Winners will be the group who find out more words

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A O R O A P A R T

N N Y P L V P O E

T O C I N E M A L

capital city (n) – situated in – famous for – square kilometre (km2) – historic

building (n) – Houses of Parliament (v) – ideal place (n) – get away from (exp) – busy (a) – noisy (a)

Instruction : Now you read the description of London Then write the answers to the questions on p.163.

1 Where is London situated ? 2.How big is it ?

3 What is its population ? What kind of city is it ?

5 When and by whom was it founded ? What is it famous for ?

7 What is best about the city ? - T goes around to help

Task

Instruction : Now write a description of a city or a town in VN you know well, using the questions above as suggestions - T asks Ss to work individually and compare their outline with a partner - T goes around checking and provides relevant vocabulary and structures if necessary

- T gets Ss to write up their description individually in 10 minutes

- T asks some Ss to write their paragraph on the board

Across : school, shop, park, cinema Down : restaurant, station, library, hoapital, museum, hotel Eliciting

- Ss write answers on the board It is situated in southern England, on the river Thames

2 It covers an area of 1610 km2

3 It has a population of million It is the capital city of the UK

5 It was founded by the Romans in 43AD It is famous for its historic buildings, theatres, museums and shops

7 The parks cover a large area of the city and are ideal places for people to get away from the noisy and busy city life, and relax

* Suggested ideas : - Location

- Area - Weather - Population - History

- Famous places

- The most outstanding feature Sample writing :

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- T feedbacks and corrects mistakes Homework

it covers an area of 921 km2.

Hanoi is famous for many things Tourists come from all over the world to see its historic monuments, such as One Pillar Pagoda, Temple of Literature, Flag Tower of Hanoi, and especially Uncle Ho Mausoleum

The most special thing about Hanoi is its Old Quarter and its lakes

* Homework

- Write a paragraph (about 50 words) about a town they like best

Unit Fifteen : Period : 85 CITIES Lesson : LANGUAGE FOCUS

1 Educational aim : By the end of the lesson, students will be able to distinguish the sounds /  / and / ð / ; to distinguish non-defining and defining relative clauses with “which” and to use structure with “although”

2 Knowledge

Warm-up (4 min)

What and Where

harbour (n) – ice-free (a) – well-known for = famous for – temple (n) – ideal

Eliciting

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place – crowded (a) – destination (n) – safe (a) – safety (n) – overview (n) * Checking : Rub out and remember

T models or times

Grammar : Non-defining and defining relative clauses

* Exercise 1 (p 165) : 10min

T asks sts to read the example in the textbook (p.164) :

New York Harbour, which is ice-free in all seasons, is one of the largest and finest harbours in the world.

- T elicits and presents the form, meaning and use of non-defining vs defining relative clauses with “which”

Teacher monitors

* Exercise 2 (p.140) : 10min @ Will : making predictions

T asks Ss to complete the sentences, using will or won’t and any other words that are needed

Teacher monitors

Some sts read out their answers 1 I’ll get

2 I’m going to wash

3 Are you going to paint it ? I’m going to buy

5 I’ll show you

6 I’ll have I’ll

* Some sts read out their answers he will help

2 won’t lend me any money it will rain today

4 will have to wear glasses will have a headache won’t like it I won’t pass it

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* Exercise 3 (p 140) : will : Making offers

”Now make offers with I’ll for the following situations”.

1 I’ll get you some water I’ll answer / open the door I’ll lend you some

4 I’ll give you a lift I’ll carry them for you Homework

Grade Ten (upgrade) Theme : SCHOOL TALKS Unit one

1 Educational aim : At the end of the lesson, students will be able to know some activities in school and advantages of studying in groups Knowledge

Grammar : Gerund / To + Base Form of Verb Vocabulary : Some words about school activities Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

Warm-up (4 min)

What and Where

(the new words of the previous lesson)

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* Pre-teach Vocab :

successful (a) – suggestion (n)

attentive (a) – cooperative (a) – include – diversity (n) – choose (v) –

allow (v) – face-to-face interaction – value (n)

* Checking : Rub out and remember T / F statements prediction

- Hanging a poster :

1 One of the main purposes of the text is to encourage sts to study in groups from teachers

2 Teams with both genders may be more effective

3 It is better to look for classmates who attentive and passive

4 It’s a good idea to form teams of different interests

5 A group of five is better than a group of ten

-Lets sts read individually for -Asking sts to choose the option T or F - Compare with the previous answers - Let sts read the text the second time - T & sts check

Post-reading (12 min)

Checking the Vietnames meaning Calls sts to say the meaning of the text in Vietnamese

Homework

Eliciting

Teacher monitors

Some sts read out their answers (T / F) T & sts check :

Sts work individually and in pairs Sts answers T or F

Sts correct their answers

Sts say the meaning, a student a sentence

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Grade Ten

Theme : SCHOOL TALKS Unit one

1 Educational aim : At the end of the lesson, students will be able to know some activities in school and advantages of studying in groups Knowledge

Grammar : Gerund / To + Base Form of Verb Vocabulary : Some words about school activities Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative * TEACHING AIDS : Textbook, pictures, poster … * PROCEDURE

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Warm-up (4 min)

Wordsquare

V E C V A L U E

I F O R M W L R

T F M I S S U E

A E P M H U F S

R C A P A P R E

E T R R R P E A

P I E O E O W R

O V T V Y R O C

O E Y E S T P H

C H O O S E E N

purpose (n) – encourage (v)

save time – different (a) – interest (n) – according to … – lifestyle (n) –

describe (v) – easy (a)

* Checking : Rub out and remember T / F statements prediction

- Hanging a poster :

1 One of the main purposes of the text is to encourage sts to study in groups Teams with both genders may be more effective

3 Team learning helps you save time doing your homework

4 It’s a good idea to form teams of people who have different interests A team of ten people is better than a team of five

-Lets sts read individually for -Asking sts to choose T / F / NI

- Compare with the previous answers - Let sts read the text the second time - T & sts check

Books closed

* Those who find out the correct words will go to the board and write them : Group A and Group B

* The group which finds out more words will win

T & Sts check

Eliciting from sts

Sts work individually and compare with a partner (Choosing T / F / NI)

Teacher monitors

Some sts read out their answers T writes them on the board (no correction)

Sts work individually and in pairs Sts answers T or F

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b) Answer the following questions Why is it essential to share notes right after class ?

2 How does a small group help ? What makes a team successful ? Why are some teams more successful than others

4 Have you taken part in team learning ?

Post-reading (12 min)

Summary Mapping Read the text again Then complete the map below.

Team learning : Activities Strategies Effects

Homework

2 T NI F F

1 to understand lessons more clearly more face-to-face interaction, easier to get together

3 right teammates, both genders Some teams are more successful because they have effective strategies Yes, I have

- we often share class notes, - compare notes * Activities : sharing class notes doing research reviewing test result * Strategies : seeking right teammates forming teams with both genders keeping group size small * Effects : learning from friends

improving learning achievement Learn the new words by heart

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Tapescript UNIT ONE : A DAY IN THE LIFE OF …

Hello everyone, my name is Lam I’m a cyclo driver in HCM City I usually have a busy working day I get up at five thirty in the morning I start work at six My first passenger is usually an old man I take him from District to District After I drop him at a cafeù near HCM Teachers’Training College, I peddle to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her purchases into the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty I ride off toward Nguyen Thi Minh Khai School There I park my cyclo, chat with some of my fellows and wait for my third passengers They are two school pupils, a girl and a boy I take them home At twelve I have lunch at a food stall near Ben Thanh Market After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon’s work

UNIT TWO SCHOOL TALKS Conversation 1

A: So, what are you taking this semester, Lan ? B: Well, I’m taking English

A: Me too Whose class are you in ? B: Miss Lan Phuong’s

A: How you like the class ? B: I really enjoy it

Conversation 2

A: Are you enjoying yourself, Nam ? B: Yes, I am

A: Would you like me to get you something to drink ? B: Not right now, thanks

Conversation 3

A: How you like the weather in Nha Trang ? B: Oh, it’s great

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B: I arrived yesterday

A: How long are you going to stay ? B: For a week

A: Do you want to go for a swim ? B: Sure

Conversation 4

A: Hoa, how you like it here ?

B: It’s very nice The hotel is big and my room is comfortable A: Are you travelling with your friend ?

B: No, I’m travelling alone

A: Would you like to go somewhere for a drink ? B: That’s great

Tapescript UNIT THREE PEOPLE’S BACKGROUND Bob : Congratulations You are now the Olympic Champion

Sally: Thanks Yes, I’m very happy

Bob : Our readers want to know all about you

Sally: That’s nice! Well, ask me your questions

Bob : First of all, tell me something about yourself

Sally: Well, I was born in 1980 I got a general education at local schools and when I was 15, I joined the Star Sports Club near my home

Bob : Where is your home ?

Sally: In Manchester

Bob : I see And you live alone ?

Sally: No, I live with my family, my parents and two brothers

Bob : What you like to in your free time ?

Sally: Well, I don’t have much free time, but I like different sports – basketball and swimming, for example and just sitting at home and reading

Bob : What sort of books you like ?

Sally: Oh, love steries – romantic books

Bob : And what you want to be in the future ?

Sally: I want to be a sports teacher I’m a student at college I want to get my teacher’s diploma

Bob : I see Now tell me …

TEST YOURSELF A

Martin Luther King was born on 15th January 1929 in Atlanta, Georgia In 1951, he

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had four children In 1954, the Kings left Boston, and Martin became a minister at a Baptist Church in Montgomery, Alabama Then he started working for the black freedom movement Thousands of people walked to Washington to hear his famous speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964, he died on 4th April 1968 in Memphis, Tennessee, from a gunshot wound.

UNIT : SPECIAL EDUCATION

If you ask any member of the Vang Trang Khuyet Club which time of the day when they enjoy most, and they will all agree: their photography lesson

The Vang Trang Khuyet Club’s members come from Nhan Chinh School for Deaf Children Xa Dan Secondary School foe Deaf and Mute Children, and the Hanoi Literature and Art Club for Mentally Retarded Children

“Whenever we hold a camera, wandering around and taking in our surroundings through a lens, we can forget the sorrow of our disabilities”? says club member Nguyen Minh Tam

The six-month-old photographic club, which comprises 19 deaf, mute or mentally retarded children, is now having its first exhibition in Hanoi More than colour photos are on display at the exhibition room featuring the beauty of daily life seen through the eyes of these disabled children The subjects are simple and peaceful: old men reading books on the banks of Hoan Kiem Lake, labourers hard at work, or chickens looking for food

The children’s passion for taking pictures has stimulated them and helped them escape their sorrow

UNIT TECHNOLOGY AND YOU

Well, I wasn’t worried when my son bought a computer After all lots of children have parents who don’t understand computers But when my secretary asked me for a computer in the office, I really became worried So I decided to take some lessons in computing and my son became my teacher He’s very helpful He invited me to sit down in front of the computer screen which I did not know what to call it

When I asked him what it was, he said that it was a VDU I still didn’t know what VDU was,but I was too shy to ask him any more From that moment my memory refused to learn because he told me a lot of things that I really didn’t understand at all After a few lessons I began to feel tired I made an excuse, saying that I was having a headache I suggested we should leave the lesson until another day Since then I haven’t said anything about the computer to my son and my secretary

UNIT AN EXCURSION

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It was a glorious Sunday We assembled at the school gate on time and travelled to the Botanic Garden by bus It was a long way to our destination and we sang merrily all the way

The Botanic Garden was a very beautiful place We made a short tour round the garden and took some pictures of the whole class Then we played a lot of games on a spacious piece of grassland One of the boys brought along his guitar and we sang our favourite songs We laughed, talked and danced, too After a delicious meal with various kinds of food that we brought, we all took a rest Some of us slept very soundly because it was so peaceful and quiet there In the afternoon, we went on playing some more games Then we packed up the left-overs and started home We all felt happy

TEST YOURSELF B

We start our journey in Reading This town lies about 50 miles to the west of London in the country of Bershire It is a medium-sized town of about 120,000 inhabitants In times gone by Reading was just a market town best known for its Huntley and Palmers biscuit factory Now it is at the heart of the computer industry in the UK and is expanding rapidly Computer companies everywhere It’s not a very pretty town, but one which says a lot about England

Oxford is most definitely prettier It is located in the central England It has a population of about 90,000, a large number of which work in or for the university This is obviously what the city is famous for, but in terms of getting to know the country, what is really of interest is the British Leyland car factory at Cowley This is huge, employing about 20,000 people, yet, because of the university, it is usually forgotten Spend a day looking round the works, seeing how they make the cars Fascinating Or stroll up the Cowley Road and watch the world walk with you

UNIT THE MASS MEDIA

The time is o’clock and here is the news summary

Heavy rain during the night has caused floods all over the country today Many people have left their homes because rivers have risen Some roads in the north-west are under two metres of water The rain has stopped at the moment, but it’s still cloudy and there’s a strong wind Because of the bad weather people can’t go out to work A ninety-year-old woman has climbed Mount Whitney in California for the twenty-third times At 4418 metres, Mount Whitney is the highest mountain in California The woman says the view from the top is wonderful She also says that the mountain has kept her young and healthy In spite of her old age, the woman tries to climb the mountain very often

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Popffero used to be a small quiet town on the south coast of England But it has become a crowded and busy tourist resort now They’ve completely destroyed its old atmosphere The small old houses have been pulled down, and tall buildings have been put there instead They’ve also built a big hotel in the middle of the town The narrow streets have been widened and resurfaced, so the big trees on the two sides of the streets have been cut down The large area of grass land in the suburbs of the town has been turned into an ugly car park Even the old corner shop isn’t there anymore It has been replaced by a big department store And there is an expensive restaurant where there used to be an old tea shop Many people in Popffero are happy with the changes as there are more jobs for them But some people don’t like the changes : they miss the quiet and peaceful life of the old town

TEST YOURSELF C

I live in a small village called Henfield – there are about 500 people here I love it because it’s quiet and life is slow and easy You never have to queue in shops or banks The village is clean – people look after it and don’t throw their rubbish in the streets The air is also clean because there’s not much heavy traffic It’s much more friendly here than in a city Everyone knows everyone and if someone has a problem, there are always people who can help

There aren’t many things I don’t like about Henfield One thing is that there’s not much to in the evenings – we haven’t got any cinemas or theatres Another problem is that people always talk about each other and everyone knows what everyone is doing But I still prefer village life to life in a big city

UNIT UNDERSEA WORLD

Whales are mammals that live their entire lives in the water Some whales are huge The blue whale, for example, grows to 30 meters in length and over 200 tons in weight It is the largest animal that has ever lived on earth Whales may also be the most intelligent animals in the ocean

Whales like to feed in the cold oceans where there is a lot of krill – their favourite food Cold water in the North and South Atlantic Ocean and the North and South Pacific are good feeding grounds for whales Some whales are known to migrate into warm waters to bear their calves

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UNIT 10 CONSERVATION

Have you ever seen a forest destroyed by fire ? A great forest fire is an awful thing to see Once fire has started, it spreads quickly Foresters say that late summer is the season when a fire is the greatest danger to woods and forests They are very dry then Sometimes when the danger of fire is very great, foresters will not allow anyone to go into the forests If people leave a camp-fire burning near a heap of leaves, this often causes a forest fire Campers must always remember to put out their camp-fire and cover the place with earth It is the duty of every camper to take the greatest care not to start a forest fire

Anyone careless enough to start a forest fire has done something, which makes life more difficult for all of us Every fire destroys valuable wood, wildlife, and good soil Everyone of us must know how important it is to care for our great forests and save them from fire

Tapescript UNIT 11 NATIONAL PARKS

Cuc Phuong, the first national parkin Viet Nam, was officially opened in 1960 It is located 160 km south west of Ha Noi spanning Ninh Binh, Hoa Binh and Thanh Hoa provinces The 200 square kilometer park attracts tourists and scientists alike In 2002 nearly 100,000 visitors made their way to Cuc Phuong Many come to see the work being done to protect endangered species Acording to scientists, there are about 2,000 different species of flora and 450 species of fauna

Cuc Phuong National Park has many caves Quen Voi, also park of the park, is where Nguyen Hue’s army was stationed before it made its surprise attack on Thang Long and defeated the Quing envaders in the spring of 1789

Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming

TEST YOURSELF D

A national park is a large piece of land In the park, animals are free to come and go Trees and plants grow everywhere People go to a national park to enjoy nature Many people stay in campgrounds in national parks they sleep in tents and cook their food over campfires They also walk on trails or paths in the park

Yellowstone is the world’s oldest national park It became a national park in 1872 It is also the world’s largest park

Yellowstone is famous for its geysers These holes in the ground shoot hot water into the air There are about 70 geysers in the park The most famous is Old Faithful About every hour Old Faithful shoots hot water hundreds of feet into the air

Two-and –a-half million people visit this beautiful park each year Visitors are not allowed to pick the flowers They must not feed or hunt the animals, either

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Lan Huong: Hello, I’m Lan Huong Our programme is “ My Favourite Musician” Now, our guest tonight is Quang Hung, a well-known actor Welcome to the programme, Quang Hung

Quang Hung: Thanks, Lan Huong

Lan Huong : Now Quang Hung, can you tell us about the Vietnamese musician you like best, please?

Quang Hung: Sure Recently, there have been quite a few good musicians Their songs are very popular and easy to listen to

Lan Huong : Do you like them?

Quang Hung : Well, I like some of them But I think the best Vietnamese musician of all times is Van Cao He’s really my favourite musician

Lan Huong : Van Cao, the author of Tien Quan Ca? Well, can you tell us why you like him?

Quang Hung: He’s a great musician Just listen to Tien Quan Ca Whenever I hear it, I want to stand up and sing out as loud as possible It’s hard and solemn And I always feel great, feel proud of my country when I hear it

Lan Huong : That’s true It’s very rousing Do you know when he wrote it?

Quang Hung: In 1944

Lan Huong : Do you like any other songs by Van Cao?

Quang Hung: Oh, yes, lots of them Especially the songs about rural life in Viet Nam They are sweet and gentle and very lyrical

Lan Huong : Well, let me see if we can play one of the songs for you…

UNT 13 FILMS AND CINEMA

LAN : Hi, Huong, Titanic is on Thang Tam Cinema next week Can you go with me on Wednesday?

HUONG : Wednesday? Sorry Lan I have lots of works to during the day and I’m going to the singing club at night Can we go on Thursday, instead ? LAN : I don’t think so I’m going to visit my grandparents on Thursday HUONG : Well, what about Monday ? I suppose you are free on Monday LAN : No, sorry I’m going to see a play with Tuyet on Monday What about Friday?

HUONG : Sorry Lan Friday is not good time for me I’m taking Chinese classes on Fridays How does your weekend look like, Lan ?

LAN : Um …, I’m busy on Saturday But I’m free the whole day Sunday

HUONG : I’m going on a picnic to Hoa Lu with some of my friends on Sunday I’ll be back late at night

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UNIT 14 THE WORLD CUP

Peleù is considered one of the greatest football players of all times He was born in 1940 in Brazil As a football player, Peleù was famous for his powerful kicking and controlling the ball He joined a Brazilian football club in 1956, and in 1962 he lead the team to its first world club championship Peleù became the only player to

participate in three World Cups in 1958, 1962 and 1970 By 1974, Peleù had scored 1,200 goals and became a Brazilian national hero He played for an American football club for two years before he retired in 1977 Later Peleù became an international ambassador for the sport, working to promote peace and understanding through friendly sport activities

TEST YOURSELF E

This is a recorded announcement for the week beginning Monday October 22 Studio One : Voyage to Jupiter – doors open at p.m., programme begins 2:30, last complete performance at 8:45 All seats bookable, adults $3, children, students and senior citizens $1.50

Studio Two : showing all this week and next The Marvelous Mountain, doors open 1:30, programme begins at two o’clock Ticket prices are reduced this week only Studio Three : starting today the long-awaited epic Master Dragon One showing daily at 7:30 no advance booking but patrons are advised to queue early Doors open : p.m

For further details and booking office phone 0342 5791 any time between 10 a.m and p.m., that’s 0342 5791

UNIT 15 CITIES

The Statue of Liberty, one of America’s most familiar images, is on an island in New York Harbour It is a symbol of freedom Its formal name is Liberty Enlightening the World It was a gift to American people from the French to show the friendship between the two nations This is a statue of a woman who is wearing a loose robe and a crown on her head Her right hand holds a burning torch, and her left hand holds a tablet with the date July 4, 1776 on it The statue weighs 205 tons and is 46 m high It stands on a stone and concrete base The base and pedestal increase the height of the monument to 93 m the outside is made of copper Inside, it has an iron frame The statue was completed in 1884 in France, and then transported to America in 1886 tourists can visit the statue from 9:30 a.m to p.m daily except Christmas Day UNIT 16 HISTORICAL PLACES

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centuries Hoi An was also an important port for Dutch, Portuguese, Italian, Chinese, Japanese and other merchant vessels from the Far East

Hoi An is famous for its old temples, pagodas, small tile-roofed houses and narrow streets All the houses were made of wood and their pillars were carved with ornamental designs

One of the main attractions of Hoi An is the Japanese Covered Bridge, which was built in the 16th century and is still well preserved All visitors to Hoi An are

recommended a visit to the Assembly Hall of Cantonese Chinese Congregation This house was built in 1855 and still keeps many precious objects that belonged to the Chinese community of Hoi An Another attractive address to tourists is Tan Ky House, which was constructed nearly two centuries ago as a house for a Vietnamese

merchant The house now looks almost exactly as it did in the early 19th century.

In recent years, Hoi An has become a popular tourist destination in Vietnam In 1999, it was certified by UNESCO as a World Cultural Heritage Site

TEST YOURSELF F

Well, I think that living in Bangkok is very exciting I haven’t lived here all my life My family came here when I was three But now it is my home Nearly all my friends live here

grade ten grade ten theme a day in the life of unit one period 1 lesson 1 reading time 45 minutes objectives 1 educational aim at the end of the lesson students will be able to know a day of work in

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