GIAO AN 10 giam tai

Teacher’s activities While you read : 23 minutes - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of ne[r]

The 1st period P.Date: 15/8/2012 Guiding how to learn and to English tests A Objectives: 1.Language: Students know: - How to learn English in grade 10 - How to English tests - How to use student’s book and workbook 2.Skills: - Reading - Speaking - Listening - Writing - Doing English tests B Method: guiding C Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 Teacher’s activities Warm-up :(7 minutes) - Introduce to students about the teacher - Ask students about their names and English knowledge etc Guiding: 35 minutes Guiding student’s book and workbook: * Introduce to students how to use their book and workbook * Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to the exercises in their books Guiding English tests in grade 10: * Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc and how to them * The tests in grade 10 include: reading : 25% listening: 20% writing: 20% language focus: 25% Phonetics:10% Guiding other books and tape, disc, etc Students’ activities - Listen to the teacher - Answer the teacher’s questions - put the student’s book and workbook on the table - listen to the teacher and look through the books - Listen to the teacher The 2rd period P Date : 19/8/2012 Unit : A day in the life of Period Lesson A - readinG A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work 2.Skills: - Guessing meaning in context, scanning for specific information 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Lead out the hand out and introduce how to put the name of the job on its place teacher doctor worker seller farmer - Ask students some questions Where does a teacher work? Where does a worker work? Where does a farmer work? …………………………… - Let students understand more about the life of a farmer, - today we learn Unit 1- part A: Reading Teacher’s activities Students’ activities Before you read : (7 minutes) - Ask students to use the suggestion in their books to work in pairs - Ask and answer questions about your daily routine - Listen to students and correct pronunciation and grammar if necessary - Look at the book, listen to the teacher and work in pairs: *A: What time you often get up? B: I often get up at six *C: What you often in the evening? D: I often my home work and watch T.V - Ask students to look at the picture in - Look at the picture the book - Listen to the teacher - Show students to know about farmers’ daily routine Teacher’s activities While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task : (3 minutes) - Ask students to choose the option A, B or C that best suits the meaning of the italicised words - Let students work individual or in groups - Help students if necessary Keys: 1C; 2C; 3A; 4A Task 2: (10 minutes) - Ask students to answer the following questions - Ask students look through the passages then try to answer the questions in right way - Let them work in pairs - Help students if necessary (the answers in the passage) After you read : (10 minutes) - Ask students to close their books - Ask them to talk about Mr Vy and Mrs Tuyet’s daily routines or their parents’ daily routines - Listen to students and correct mistakes Home work: (2 minutes) - Ask students to write a passage about a farmer’s daily routines (80 words) - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home Students’ activities - Listen to the teacher then read the passages - Ask some new words if necessary - Keep the book open - Listen to the teacher then task - Ask the teacher if necessary - work individual or in group - Write down in the notebook - Listen to the teacher - Try to answer the questions - Practice with a partner then write them down in the note books - Ask the teacher if necessary - Listen to the teacher - Try to talk about Mr Vy and Mrs Tuyet’s daily routines - The students who are called to stand up to talk loudly are intelligent ones - Listen to the teacher and write down homework  Evaluation: P.Date: 21/8/2012 UNIT1 : A DAY IN THE LIFE OF Period 3: A SPEAKING A Objectives: 1.Language: - Ss ask and answer about daily routines and talk about daily activities of some people or themselves - Grammar: The present simple tense - Vocabulary: Words related to daily activities 2.Skills: - Fluency in expressing opinions 3.Political thought and moral sense: - Ss know about daily activities of some people or themselves B Method: Integrated, mainly communicative C Teaching aids: A poster and hand- out D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) WARM UP: (3mn) Shows the poster and asks Ss try to remember the subjects Retell the subjects individual Subjects are learn in school Civic education Technology Maths Physics Literature English Biology Chemistry Physical education 10.Geography 11.History 12.Information technology Teacher's activities Pre- speaking: (8mn) Gives handout and asks Ss to match a number in A with a suitable in B While- speaking: (20mn) Task1: Guides Ss to ask and answer about Quan's daily activities using his weekly timetable Students' activities Match a number in A with a suitable in B work in pairs A B 6.00 a quarter to ten 7.15 five to nine 8.05 a quarter past seven 8.55 five past eight 9.45 twenty to eleven 10.40 half past six p.m 17.00 five o'clock p.m 18.30 six o'clock a.m Ask and answer about Quan, using the information from the timetable (practise with pairwork) S1: What time does Quan have a Civic Education lesson on Monday? S2: (He has a Civic Education lesson) at 7:15 a.m Or: S1: What lesson does Quan have at 7:15 a.m on Helps and checks Monday? S2: (At 7:15 on Monday he has) a Civic Education lesson S1: What time does he have English lesson on Friday? S2: (He has English lesson) at 8:55 on Friday Task 2: Asks Ss to look at the pictures Look at the pictures and describe Quan's activities (p.15) and describe Quan's Work in groups of activities Answer: At 2:0 p.m Quan gets up after taking a short nap He studies his lesson at 2:15 p.m He watches TV at 4:30 p.m Then he goes to the stadium by bycicle at 5:00 p.m There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45 He has dinner with his family at 7:00 p.m At 8:00 p.m he reviews his lesson/ does his homework Post- speaking: (10mn) Practise individually Task 3: Suggested answer: Asks Ss to close the book and tell I usually get up at 5.15 a.m, I morning exercises their classmates about his/ her at 5.30 At 6.00 I have breakfast and then I cycle/ride daily routines to school at 6.30 I have the first lesson at 7.15 a.m At 11.30 I cycle/ ride home At 12.00 I have lunch with my family Then I take a nap until 1.30 p.m I go to extra classes at 1.45 p.m and get home at 4.15p.m I watch TV, listen to music, read books or go out with Lets or good Ss come to the my friends at 4.50 p.m I have dinner with my family board to speak at 7.00 p.m From 8.00 to 10.15 I my homework Then I watch TV until 10.45 p.m I go to bed at 11.00 Assigns homework (2mn) p.m HOMEWORK: -Write a 50-word paragraph about your daily routines - Prepare lesson 3: listening  Evaluation: P.Date: 22/8/2012 UNIT1 : A DAY IN THE LIFE OF Period 4: C LISTENING A Objectives: 1.Language: - Students listen and understand a daily activities of Mr Lam - Number the pictures in their correct order - Tick (√) in box T or F according to the content of the passage - Grammar: Simple present tense - Vocabulary: Words related to daily activities 2.Skills: - Listen for gist and for specific information 3.Political thought and moral sense: - Students understand a daily activities of a cyclo driver B Method: Integrated, mainly communicative C Teaching aids: A poster ,cassetle, CD D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision - Warm-up: (5 minutes) Shows a poster and asks Ss to listen and tick the words or phrases which T's just read Look at the poster, listen and come to the board to tick words or phrases which T's just read get up, have breakfast, drink tea, leave the house, start work, learn, plough, take a nap, Answer: - It's a cyclo - He is a cyclo driver Practise with pairwork S1: Have you ever travelled by cyclo? S2: Yes, I have S1: When was it? S1: When I was in HaNoi last summer S1: Is it interesting to travelled by cyclo? S2: Yes, it is S1: Which you prefer, going by bicycle or by cyclo? S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles Teacher's activities Students' activities Pre- listening: (8mn) Shows the picture and asks: Listen and repeat What is this? Points to the cyclo district routine office pedal purchases Who is he? drop passengers ride park food stall Requires Ss to asks and answer in pairs Helps and checks Asks Ss to listen and repeat some words While- listening: Task 1: Asks Ss to look at pictures and guess their correct order then number them Plays the tape the first time Plays the tape the second time and gives Ss minute to number pictures Plays the tape the third time and asks Ss to check the answer Task 2: Asks Ss to read the sentences (p.17) and tick in box T or F Plays the tape the first time Plays the tape the second time and gives Ss minute to tick the box Plays the tape the third time and asks Ss to check the answer Look at the pictures and try to guess their correct order, then number them Work in group of Listen for gist Listen for specific information and number in the box on the top of each picture Listen and check the correct order Answer: a b c d e f Read the sentences and guess to tick in box T or F Listen and tick The correct answer: F F T F F F Post- listening: Requires Ss to ask and answer Practise asking and answering about Mr Lam's daily about Mr Lam's daily activities activities in pairs Assigns homework (2mn) Eg: A: What's his name? B: His name's Lam A: What's his job? / What does he do? B: He's a cyclo driver A: What time does he start work? B: He starts work at 6.00 am / At 6.00 a.m A: Who is his first passenger? B: An old man A: How many passengers does he usually have in the morning? Who are they? B: He usually has passengers a day They are an old man, a lady and two school pupils A: What time does he have lunch? B: He has lunch at twelve A: Does he take a long rest? B: No, he doesn't He only takes a short rest HOMEWORK: Try to retell about Mr Lam's daily activities Write what you can remember about Mr Lam's daily activities (about 50 words)  Evaluation: P.Date: 24/8/2012 UNIT1 : A DAY IN THE LIFE OF Period 5: D WRITING A Objectives: 1.Language: Students know how to use the past simple to write a passage about a hotel fire 2.Skills: Writing a narrative about a hotel fire 3.Political thought and moral sense: - Students know how to build up a narrative, using the given prompts - Students learn to build up a narrative about a hotel fire B Method: Integrated, mainly communicative C Teaching aids: poster D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) WARM UP: (3mn) Asks Ss some questions: Have you ever heard a frightening / an interesting story? When and where did it happen? How did you feel about that? Answer (suggested): Yes, I have It happen when I was young / When I was in the sixth grade It happened at my house/ school / It made me frighten / happy / bored/ Teacher's activities Pre- writing: (10mn) Task1: Asks Ss to read the model narrative (P.17&18) and find all the verbs that are used in the past simple and the connectors (time expression) in the story Ss work in groups of Helps and checks Emphasizes the past simple to narrate a story While- writing: (20mn) Students' activities Task1: Read the model narrative, underline the verbs that are used in the past simple tense, circle the connectors (time expression) in the story such as: Stared, was, arrived, got, began, At first, then, Work in groups of Identify the events, the climax, and the conclusion of Task2: the story Asks Ss to task in groups +The events: got on plane, plane took off, hostesses of were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic + The climax: We thought we had only minutes to live + The conclusion: Pilot announced that everything Checks and helps was all right, we landed safely Work individually Suggested answer: Task 3: Last year, I spend my summer holiday at a seaside Asks Ss to build up a narrative town The hotel was modern and comfortable I had about a hotel fire, using the a wonderful holiday until the fire given prompts It was Sunday evening and everybody was sitting in the discotheque (which was) on the ground floor It Surveys and helps was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody Post-writing: (10mn) started to scream in panic People ran toward the fire - Gives suggestions and exits One door was blocked Many people began corrections coughing and choking - Assigns homework Then, just as we thought we had only minutes to live, HOMEWORK: the fire brigade arrived Firemen fought their way - Complete their narratives into the room and soon everyone was safely out of base on the teacher's the building Luckily, nobody was seriously hurt It suggestions and corrections was the most frightening experience of my life - Prepare language focus or Ss read their narratives in front of the class Evaluation: P.Date:.25/8/2012 UNIT1 : A DAY IN THE LIFE OF Period 6: E LANGUAGE FOCUS A Objectives: 1.Language: - Should distinguish between the vowels / i / & / i: / - Review the present simple, the past simple and adverbs of frequency - Do all exercises - Grammar: the present simple, the past simple and adverbs of frequency - Vocabulary: tent, creep, Put out, leap, wind, flow, 2.Skills: - reading, listening, writing B Method: practice C Teaching aids: poster D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (2 minutes) Draws a picture (a cup of tea and some biscuits) and asks Ss to find the words related to the picture then make sentences with those words Suggested: tea, biscuit He drinks tea every morning I want to eat some biscuits Teacher's activities Pronunciation: (8mn) Introduces how to read vowels / i / (short) & / i:/ (long) Read aloud Asks Ss to open the book (P.19) and show the vowels / i / or / i:/ Guides Ss to read aloud sentence by sentence in the book Notes the sentence stress Grammar and vocabulary: Shows the picture and introduces the simple present, simple past and adverbs of frequency Revise the simple present, simple past and adverbs of frequency Students' activities Listen and repeat Minimal pairs: /i/ / i:/ hit heat bit beat meet meat it eat lick leek Eg: Is he coming to the cinema? We'll miss the beginning of the film He is a schoolboy He usually goes to school by bicycle everyday but yesterday he went to school on foot usually: adverbs of frequency goes : simple present went : simple past Exercise1:(10 mn) Asks Ss to choose the correct form of the verbs in the box to fill in the gap Checks and helps Exercise1: Complete the blanks use the correct present simple form of the verbs in the box Practise in pairs Answer key: 1.is 4.are catch 10 say 2.fish 5.catch go 11.realise 3.worry 6.am give up 12 am Exercise2: (6mn) Guides Ss to know how to put each of those adverbs of frequency its appropriate place in the given sentences Checks and calls or ss to read in front of the class Exercise2: Practise individual Example: He gets up early He usually gets up early She is late for school She is often late for school Note: As a rule, I go to bed at 10.00 p.m Exercise3: (14mn) Asks Ss to choose the past simple of the verbs in brackets Can give the meaning of some words Helps and checks Exercise3: Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets - tent (n): lều - creep (v) crept - crept: trườn, bò - Put out: dập tắt - leap (v) : nhảy lên - wind (v) - wound - wound: - flow (v): chảy, trôi Practise with pairwork Suggested answer: was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flowed Assigns homework.(2mn) HOMEWORK: - Do exercises in part LANGUAGE FOCUS of UNIT in workbook - Prepare unit  Evaluation: P.Date:27/8/2012 Period 7: A- READING A Objectives: 1.Language: - Grammar: gerund and to-infinitive - Vocabulary: Words related to school 2.Skills: - Reading for gist and for specific information 3.Political thought and moral sense: By the end of the lesson, Ss will be able to know how to appreciate tell daily avtivities at school, introduce themselves B Method: Integrated, mainly communicative C Teaching aids: poster D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Calls some sts to check :adverbs of frequency and past simple form of the verbs Teacher's activities Students' activities Before you read (7’) - Asks pupils: a What does “school talks” means? - Answer teacher’s questions b Do you often tell about your school? P1 It means the dialogues at school c Which topics you often talk about when P2 Yes, I you meet your friends? P3 We often talk about our favorite sport, it - Asks pupils to look at the book and work in is football etc pairs to say which topics they often talk Pairwork about when they meet or talk to each other - Calls some couples to ask and answer - Introduces the situation of the passages 1,2,3 While you read (25’) Task 1: - Asks pupils to read the passages in skim to - Read the passages in skim to find the new find the new words, words: - Asks pupils to read up the new words + international (adj) - Asks pupils to work in groups to fill in the + be crowded blanks with the suitable word + narrow (adj) - Calls pupils to decide the part of speech of - Read up the word needed to fill in each blank - Work in groups to fill in the blanks - Calls some pupils to read up the sentences P1: a verb; a noun; a verb - Asks some pupils to correct the mistakes P2: an adjectives; a noun - Asks pupils to work in groups to find the P3: 1- enjoy; 2- traffic; 3- worry; 4sentences with the main verbs which are crowded; 5- language followed by V-ing and those followed by to - work in groups to fin the sentences + infinitive P5 + I like to learn English + I don’t really like getting up early P6: + I love working with children Task 2: - Asks pupils to scan the passages to find who often the actions given - Calls pupils to go to the board to write full sentences - Asks pupils to correct the mistakes of writing - Work in pairs to the task - Write full sentences, pupils write on the board P1.+ Miss Phuong enjoys teaching + Phong has to get up early + Phong lives far from school P2.+ Miss Phuong loves working with children + Phong loves learning English + Phong rides a bicycle to school every day P3.+ Phong studies at a high school + Miss Phuong teaches English at a high school + Mr Ha worries about someone else’s safety - Correct Task 3: - Asks pupils to close their books, work in pairs to ask and answer about the passages - Calls some couples to ask and answer Key: He studies at Chu Van An High school He studies many subjects such as maths, physics, chemistry and Because it is an international language She says that teaching is hard work, but she enjoys it because he loves working with children After you read (10’) Because his son has to ride his bike in - Has students work in groups and answer narrow and crowded streets to get to school the questions What subjects you like best and why? - Work in groups to speak What you like or dislike doing at school? Key: What you worry about at school? I like English best because it is an - Give comments important means of international - Ask students to tell the content of the small communication talks - I like learning Math, Chemistry or - Ask to tell themselves Vietnamese Literature because it’s useful, interesting – doing a lot of homework I worry that many students cheat in exams/ live far from school/ difficulty in speaking English - Have discussion then present ideas in front HOME WORK: (3’) of the class - Asks pupils to the reading - Do the exercise at home comprehension at page 10 & 11 in the Workbook 15-MINUTE-TEST TRƯỜNG THPT TRAN PHU Full name: Class: Read the passage and answer questions: - Hello I’m 20 years old I’m a student I live with my family in Moscow I want to make friends with other people around the world My hobbies are computer games and the internet I nearly forgot-my name is Mikhael Pavlov - My name is Belen Lopez I’m eighteen years of age and I’m from Marid in Spain I have to learn a lot of sports espacially skating And I like eating out with my friends - My name is Szopen, fifteen years old, and I’m from Warsaw, the capital of Poland I’m a high school student In the evenings I usually go to cinema- but English films are dificult for me! I also like running- I’m a member of a big athletics club - Hi! My name is paulo Dias and I’m Brazinlian I live in Rio de Janeiro near the sea – I love water sports and music very much I’m seventeen and I have no girl friend Read the introduction of each people below and fill in the chart Name Age Nationality Home city hobbies Mikhael 20 Szopen Belen Paulo Polish Rio de Janeiro Sports, especially skating  Evaluation: P.Date: 3/9/2012 Period 8: B - speakING A Objectives: 1.Language: - Grammar: gerund and to-infinitive - Vocabulary: Words related to school 2.Skills: - Fluency in expressing oppinion and expressions for making a conversation 3.Political thought and moral sense: - By the end of the lesson, Ss will be able to make small talks in daily life B Method: Integrated, mainly communicative C Teaching aids: Pictures, English textbook 10 D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) Give a situation and write a short conversation on the board Situation: suppose that you meet a friend at the supermarket, you are very busy How will you say to open and end the conversation? Teacher's activities Students' activities Before you speak (5min) - Give a short conversation: A: ……… (1) B: Hi, Lan How are you? A: I’m fine Thanks And you? B: I’m fine Let’s go somewhere for a drink A: Sorry, ……… (2) - Ok, that’s a short conversation between A and B (1) & (2) are two ways to start and close a conversation Today, we will practice speaking conversation having stating and dosing sentences - requires Ss to complete this conversation with simple sentences - explains these are two sentences which are used to open and close a conversation - calls some Ss to give their answer and then can calls one pairs to pratice this conversation Today we will pratise speaking conversation having starting and closing sentences - Raises the questions: (8mn) What you think about “greeting”? How many kinds of “greeting”? How can you say when you meet teacher in the morning? How can you say when you meet your friend in the morning? How can you say to your teacher when your school finishes? - Copy the conversation and complete the conversation with suitable words (1) Hi/ Hello (2) I’m very busy now Perhaps another time It is important There are They are:- People who use greetings when they meet to each other - People use greetings when they say goodbye to eachother Good morning Good morning/ Hi/ Hello Task 1(7mn) These expressions are commonly Goodbye/ Byebye/ See you again used when people are chatting Place them under the appropriate heading then practise - Do the task with a partner - Give answers: - Give instruction * Starting a conversation: - Introduce some expressions that we can use - Good morning to start and close a conversation - How’s everything at school? - Ask student to place the expressions under - Hello How are you? the appropriate heading - Hello, what are you doing? - Ask student to work individually then work in - Hi, how is school? groups * Closing the conversation: - Give suggestions - Sorry I’ve to go Talk to you later - Well It’s been nice talking to you - Goodbye See you later -Great I’ll see you tomorrow Catch up Task2(7mn): Rearrange the following with you later sentences to make a conversation and then practise it with a partner - Do the task - Ask students to rearrange the sentences to - Give answers: make a conversation D- E- B- H- F- C-G - Ask students to work individually then in - Practise with partners pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practise it with a partner - Corrects students’ pronunciation if necessary Task 3(8min) Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner - Ask students to complete the conversation with suitable words - Ask students to read all words in the box - Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practise this conversation - Correct their pronunciation when necessary Task 4: (10mn) Make small talks on the following topics, using the starting and ending of a conversation - Divide the class into groups - Ask each group to discuss one topic and make a small conversation - Walk around the class and help all students when necessary - Ask students to present the conversations - Give comments - Do task - Work in pairs - Give answers: A: What’s the matter with you? B: Awful/ a headache A: You’d better go home and have a rest - Do task - Work in groups - Practise the conversation Answer: A: Hi, Minh How was your trip to Da Lat? B: Hi, Huy It was wonderful A: What was the weather like in Da Lat? B: It was cool A: Really? I love it, too * Plans for the next weekend: A: Hello, Nga B: Hi, Lan A: Are you free on Friday? Would you - Ask students to practise all conversations like to go to the cinema next weekend? again B: Thanks But I have a plan to go out - Homework: with Lan Exercise:1,2,3 at the page and (English A: Oh, bye exercises book) B: Bye  Evaluation: … P.Date: 4/9/2012 Period 9: C - listenING A Objectives: 1.Language: - Grammar: the present continuous, past simple, present simple tense, - Vocabulary: Words related to school, weather and travelling 2.Skills: - Listening for gist and for specific information 3.Political thought and moral sense: - By the end of the lesson, Ss will be able to listen to some small talks about duty, party and trip B Method: Integrated, mainly communicative C Teaching aids: Pictures, cassette player, English textbook 10, D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) Requires Ss to find the questions for the answers 1.I’m taking English 2.I really like it 3.For two weeks 4.No,I’m travelling alone 5.That’s great Asks Ss to work in pairs Calls some pairs to give answer Checks and corrects Expected answer: 1.What are you taking this semester? 2.Do you like travelling ? 3.How long are you staying there? 4.Are you travelling with your parents ? 5.Would you like to go somewhere for a drink? Teacher's activities Students' activities I Before you listen - requires Ss to work in individuals and work in individuals and then in pairs to the then work in pairs task * Expected answers: - walks around for help Ss 1-c, 2-e, 3-a, 4-b, 5-d - checks and gives the right answers II While you listen Task Asks Ss to listen to the conversations - listen to the CD Plays the tape more than once Tells Ss to listen for main ideas and the key - find out the main content in each of words, not specific information in the first conversation time - match Can tell the content of four pictures for Ss - give answers Calls some Ss to explain their answers to * Expected answers: class Conversation – picture b, conversation – picture c, conversation – picture d, conversation – picture a Task Requires Ss to read al the questions Read all the questions lets Ss listen again to the CD to find the listen the CD again to find the answers answers some Ss go to board towrite Pauses between conversation to make it easier for Ss While they are doing the task Answer keys : Introduces Ss to take note the main ideas she is talking English first and then complete the full sentences she is in Miss Lan Phuong’s class calls some Ss to write the answers on the he is at a party board he plans to stay in Nhatrang for week Checks and corrects no, she dosen’t she traves alone Task Asks Ss to work in pairs and study the listen to the CD and complete the conversation Encourage them to guess the conversation missing words give answers Plays the last conversation again asks Ss to listen to it and complete the Answer keys : conversation by filling in the missing words it here Calls some pairs to give answer and then to very nice practise the conversation big Comments on Ss’ performance and gives comfortable correct answers travelling III After you listen Asks Ss to work in groups and discuss the problems they have experienced at school suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, advises Ss to use these questions : What problems have you got at school? What is / are the reasons ? What have you done to solve it / them? Who helps you to solve it? - goes round to help Ss - calls some Ss to talk about their problems at school checks and corrects if necessary Home work (2m) Write a conversation about the problems you have experienced at school no alone for a drink listen to the T’s help use these suggestions to this task give answers work in individuals Evaluation: P.Date: 9/9/2012 Period 10: d- writING A Objectives: 1.Language: - Grammar: present simple tense, - Vocabulary: Words related to application form, 2.Skills: - writing 3.Political thought and moral sense: By the end of the lesson, Ss will be able to : - fill some common forms such as simple application form, library admission form , use useful language and structures in some certain formsB Method: Integrated, mainly communicative C Teaching aids: Poster English textbook 10, D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) T supplies for students some kinds of forms and asks 1.What are they? 2.Have you ever filled in a form? When? 3.What sort of imformation you often have to provide when you fill in a form? The whole class Expected answer: 1.They are forms 2.To apply for a job./ To open accounts To send or receive money at the post office./ To attend to a club./ To change school etc 3.Firstname,surname,address,age, occupation, maritalstatus, telephone number, reason Teacher's activities PRE-WRITING Activity 1:Present vocabulary + country of origin: Quê quán + Present address: chỗ + Marital status:tình trạng hôn nhân + Block capital: chữ viết hoa + Applicable:thích hợp -T asks Ss to read the newwords loudly Activity 2:Matching Students' activities Pair - work and then the whole class -Expected answer: 1-D 5-B 2-F 6-C 3-E 7-A 4-G - T asks Ss to TASK2 Match a line in A with a question in B - Have Ss compare their answers with a partner -T can explain: Forms not usually ask questions, but they ask for information -Call on Ss to read their answers -Tchecks and give correct answers PRACTICE TASK 3: Doing what Forms ask -Have Ss the task individually -Go around the class and provide help if necessary -Further explain and translate into VietNamese if necessary TASK 4: Filling in a form -T asks Ss to study the form carefully and fill the form using their own information -Call students to fill the form on the blackboard while others doing the task in the textbook - Let them have minutes and then tell Ss to look at the board and comment on their performance -Correct the form as the whole class PRODUCTION -Write a form to apply for a job / attend a club -Let Ss write in minutes and T goes around to help if necessary -Peer correction -T collects five Ss to correct and give them marks Work individually -Some Ss speak and explain their ieads for this form in front of class -Work individually And then compare their answers with a partner Work individually and write down their writings on the blackboard The oak tree school of english please write in capital letters Mr / Mrs / Mss * Surname : Hoang First name : Mai Phuong Date of birth : May 09 th ,1995 Nationality: Vietnam Language(s) : Vietnamese, English, Japanese Address in your country: Na Khoang village, Tra Linh District, CB province Occupation : Student Reason for learn English : Business / Pleasure / Exams / Others ( if others, please specify) How many hours a day you want to stay at school? 3-4 hours What date you want to start? May, 19th * delete where not applicable  Evaluation: P.Date: 10/9/2012 Period 11: E - language Focus A Objectives: 1.Language: By the end of the lesson, Ss will be able to : - pronounce the sounds /^/ and /a:/ correctly - using gerund and to – infinitive appropriately - Grammar: gerund and to – infinitive - Vocabulary: threaten, situation, mind, suggest, target 2.Skills: - reading, speaking, listening and wrting B Method: Integrated, mainly communicative C Teaching aids: Poster, English textbook 10, D Procedure: IOrganization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) Calls some students to fill some information forms Teacher's activities I PRONOUNCIATION Listen and repeat: Example: love father /^/ /a:/ -T helps Ss to distinguish two sounds -Ask them to listen and repeat 2.Practice: -Open their textbooks and practise the sentences -Calls on some Ss to pronounce two sounds - Peer correction II GRAMMAR AND VOCABULARY Revise the form how to make questions 1.Example:Make questions for these responses * Yes, I am tired * I like listening to pop music *Yes,I have got * I learn English to get a good job -T asks: What you call theses questions ? Yes-No question / Wh -question 2.Form:WH-word+auxiliary V/be+S+V ? Exercise 1:Make question for the following responses Call on some pairs to read the questions and responses aloud in front of the class Distinguish the infinitive and gerund 1.The verbs can only be followed by toinfinitive Students' activities -Note: distinguish two sounds: /^/ /a:/ -o:wonderful, son month, -a: father, some, something -a+r: : farm, far, -u:bus,fun,husband, alarmstart,star,hard -oo: blood,flood ou:country,couple,young, - au: laugh,aunt touch, trouble - oe: does - individualwork -The whole class and make questions for responses -Are you tired today? -What kinds of music you like? -Do you have you got many subjects today ? Why you learn English? Listen to T’s eliciting and takes notes Work individually Exercise1: Expected answer: When did you come? How long did you stay? Who did you come with? Where you live? Why you like learning E? Agree decide plan Refuse hope expect Manage seem tend Fail pretend want 2.The verbs can only be followed by gerund Enjoy consider practise Avoid miss postpone Mind risk like 3.The to -infinitive and -ing never mean the same when we use after theses verbs: Remember Stop Forget Regret try mean 4.The to-inf and V-ing has the same meaning after some verbs Begin start like dislike love Exercise2: Ask Ss to read the letter carefully and fill in each blank with an –ing and toinfinitive form of the verb in brackets - Tell Ss to compare their answers with a friend - Call on some Ss to read the completed letter - Asks Ss to work in pairs and complete the sentences using an – ing or to – infinitive from of the verbs in the box - Gives task - Feedback and give correct answers: Exercise 3: * Consolidation:-Practise the sounds /^/and /a:/ -Make wh-question -Use the infinitive and gerund of verb * Homework - Do all exercises 1,2,3 4,5,in Workbook - Prepare Unit lesson READING Evaluation: What time is it now? How many children they have? Exercise2: Expected answer: to hear remembering worring to go seeing Exercise 3: 1.to go 4.find 7.to call 10.to post going doing to pay visiting 10 hearing 2.waiting 5.living 8.to lend 3.having 6.making 9.talking P.Date: 11/9/2012 Unit 3: Period 12: A – Reading (part 1) A Objectives: 1.Language: - Vocabulary: Words to describe people’s back ground: name(s), age, place/date of birth, education, job, interest 2.Skills: - Reading for general or specific information 3.Political thought and moral sense: By the end of the lesson, students will be able to: - read better through Matching and True or False exercises - improve background knowledge about famous scientists especially about Marie Curie B Method: Integrated, mainly communicative C Teaching aids: Some photos of famous people and some information about them D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Give some famous persons’ names in the column A and their job in the column B - Let students match the people with their jobs A B Hong Nhung scientist Marie Curie Miss writer Hanh singers Ngo Tat To teacher - Recheck and introduce the new lesson: Marie Curie Teacher's activities I Before you read: (8') - Ask some questions about some famous people and Marie Curie Can you name and tell some scientists and their specializations? What are their job? Where are they? Have you ever heard of Marie Curie? What you know about her? - Let students write some information about Marie Curie with model given What you already know about her What you want to know about her Students' activities - Write down in their papers and then discuss in their groups - Some students stand up and answer in roles A: Can you name…? B: They are NewTon, DarkWin, Marie Curie - Work in pairs to discuss to fill some necessary inform about Marie Curie - Speak out their knowledge about Marie Curie A: Marie Curie is a scientist B: I want to know when and where she was - Let each student stand and speak their born opinions - Go around and help them if necessary Read through Marie Curie’s profile: Marie Skłodowska-Curie (7 tháng 11, 1867 – tháng 7, 1934) là nhà vật lý và hóa học người Ba Lan-Pháp Tên khai - remember some brief information about sinh bà là Maria Salomea Marie Curie Skłodowska thủ đô Vacsava Vương quốc Ba Lan Bà học tập Đại học Floating cách bí mật và bắt đầu nghiên cứu khoa học Vacsava.Bà đã thành lập Viện Curie Paris và Warszawa tiếng việc nghiên cứu tiên phong tính phóng xạ Bà là người đầu tiên vinh danh với hai Giải Nobel hai lĩnh vực khác nhau[2]-vật lý và hóa học Marie Curie là giảng viên đại học nữ đầu tiên Đại học Paris (Sorbonne), và vào năm 1995 thi thể bà mai táng điện Panthéon Paris vì đóng góp to lớn cho nhân loại Give Vocabulary: Ambitious (a): nhiều tham vọng Background (n): lý lịch Curriculum vitae: lý lịch Diploma (n) chứng Ease (n) làm dịu Humane (a)nhân đức Interrupt (v) tạm dừng Strong-willed (a): có ý chí mạnh mẽ Tragic(a) : bi thảm PhD: tiến sỹ Mature (a) trưởng thành Harbour (v) theo đuổi Obtain (v) đạt Atomic (n) nguyên tử Determine (v) xác định Sts learn by heart the new words, then translate the text into Vietnamese Found (v) thành lập Evaluation: P.Date: 14/9/2012 Unit 3: Period 13: A – Reading (part 2) A Objectives: 1.Language: -Grammar:- The past perfect - The past perfect vs the past simple By the end of the lesson, students will be able to: - read better through Matching and True or False exercises interest 2.Skills: - Reading for general or specific information 3.Political thought and moral sense: - improve background knowledge about famous scientists especially about Marie Curie B Method: Integrated, mainly communicative C Teaching aids: Some photos of famous people and some information about them D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 Teacher's activities II.While you read: (20') - Let students open the book and read silently while teacher reads aloud and correctly - Ask students to read themselves and write down some information - Let students work in pairs to the task Task - Read words in A and ask: 1.c 2.e With flying colors, what does it mean? - Let students translate them into Vietnamese - Ask students to reread and answer some questions to practise with some words above Students' activities 3.a 4.d 5.b To whom these words refer to? - What about her? Who passed the exam with flying colors? Task - Let students read all sentences and - Work in pairs and answer some question explain some new words if necessary - Listen and correct if needed - Read quickly and find information to compare to the sentence given: True of False? - Work in pairs, then one reads the sentence and the other corrects it 1.F was born F scientist T F 1895 Task 5.T - Let students work in pairs - Work in pairs to find information to answer the questions -Expected answer: 1.Marie Curie was born in Warsaw on November 7th, 1867 2.She was a brilliant and mature student 3.She worked as a private tubor to save money for a study tour abroad III After you read: (10') -Ask students to close their books and practise telling something about Marie Curie - Let students reread the passage quickly to find evidence from the passage to prove each of them a strong willed b ambitious c hard-working d intelligent e humane - Listen and explain some use of the words: work as; in spite of; worked together on; took up the position 4.She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium 5.No, it wasn’t Her real joy was “ easing human suffering” - Work in pairs and some of them stand and say about Marie Curie - Work in groups and discuss which sentences go with the word given - Speak out: a strong willed: harboured the dream of a scientific career, impossible for a woman at that time b Ambitious: kept moving up in her career c hard-working: difficult living conditions- work hard d Intelligent: Nobel Prize e Humane: easing humane suffering - Some others repeat - Copy the words V Homework (2') - Listen and copy - Reread the passage and write about another famous person (about 100 words)  Evaluation: P.Date: 18/9/2012 Unit 3: Period 14: B - SPEAKing A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work 2.Skills:Talk about people’s background 3.Political thought and moral sense: - 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 B Method: Integrated, mainly communicative C Teaching aids: Textbook, photos of some famous persons or some real information about someone to speak D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Ask students to close the book - Give some words and let students complete the full sentences: Marie Curie/ born/ 7th/ November/ Warsaw/ 1867 Marie Curie/ harbour/ dream/ scientific career/ impossible/ woman/ time - Close the books - Working pairs and write the full sentences - Each student speaks out the sentence they’ve done Marie Curie was born in Warsaw on November 7the 1867 Marie Curie harboured the dream of a scientific career, which was impossible for a woman at that time Teacher's activities Students' activities Pre-speaking: (8') - Ask students to practise speaking about - Work in pairs their parents, brothers, sisters… A: What is your father’s job? - Go around and listen to them B: He’s a doctor A: How old is he? B: He’s 40 years old A: What does he like doing in his free time? B: He likes playing badminton While-speaking: (22') Task - Let students open the books and observe the picture and describe what they are doing What are they doing? Where are they? How you know they are conducting an interview? - What are three students holding in their hands? - Ask students to read some words given and then let them choose which words used for someone’s back ground - Listen and correct Task - Ask students to look at the pictures again - Let students imagine they are journalists and interview each other in groups and pairs - Ask one group to the task as a model - Go around listening to some groups and help them if needed - Look at the picture and answer the questions They are interviewing 2.They’re in the classroom One speaks and one writes down in the notebook - They’re holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education - Observe the picture - Work in groups with some cues given below (Greeting, date of birth, home, parents…) A: Hi! When were you born? B: I was born on August 18th 1991 A: Where you live? B: I live in - Other groups go on practising speaking - Practise interviewing as a dialogue - Let some groups play in role as A: Hello! I’m Huong journalists and other answer the questions B: Hello! I’m Lan Nice to meet you A: Could you tell me something about yourself and your parents? - Ask some pairs to stand in front of the B: Oh, yes! Please class and practise speaking - Others listen and write down some information they get Task - Ask students to tell about others they’ve heard by interviewing their friends - Work in groups - Some groups go on speaking each other A: Can you tell me something about Nam? B: Yes, please A: Where is he from? B: He’s from A: What does he do? B: He’s a student A: What does he like doing? Post-speaking: (10') B: He likes playing football - Give some information about Mark Twain: - Work and discuss in groups and one of this He/ born/ Missouri/ 1835 group asks and one of other answers He/ adopt/ pen name/ “Mark Twain” A: Where was he born? He/ write/ his famous novels/ “Tom B: He was born in Missouri in 1835 sawyer, Huckleberry”… A: Which name did he adopted? He/ died/ 1910 B: It was “Mark Twain” - Listen to each group and correct or give A: When did he die? mark if they it well B: He died in 1910 Homework: (2') - Let students write about someone they admire or look forward to meeting  Evaluation: - Listen and write down in their notebooks P.Date: 19/9/2012 Unit 3: Period 15: c - listening A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work 2.Skills: - Listening for general or specific information 3.Political thought and moral sense: - By the end of the lesson, students will be able to talk about one of the Olympic champions by using the information regarding her background and career B Method: Integrated, mainly communicative C Teaching aids: Some pictures of persons or some real information about them D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Give some photos of athletes in Viet Nam and in the world Who is this in the photo? Which sport does he play/ take up? Did he win any Olympic champions? - He is Hong Son - He plays football - Yes, he ever won the award of the best football player in Viet Nam Teacher’s activities I BEFORE YOU LISTEN: (8') - Let students open the books and ask who is in the picture What’s her name? Where does she come from? How many time Olympic Champions did she win? Which sports does she play? - Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years - Let students read some words they’ll Students’ activities - Work in pairs and answer the questions She’s Nellie Kim She comes from Russia She won five-time Olympic Champion She is Olympic gymnast - Listen to the teacher and answer the questions P1: Can you name any Olympic Champions? P2: What would you like to know about these people? - Read in chorus listen then - Listen and check II WHILE YOU LISTEN: (20') Task - Let students read some sentences given and explain some new words if necessary - Read or let students listen first Have you got anything from the conversation between Bob and Sally? - Let students listen the second time - Check their listening - Let students listen the third time and let them choose and decide whether the statements are True or False - Observe the class and listen to each group’s feedbacks - Give more information if students wonder or not clear T (born 1980- joined when she was 15) T (father, mother, brothers) F (not much free time) T (like different sports reading) F (be a sports teacher) Task - Before listening, let students read quickly some sentences they’ll listen and guess some missing words that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time Which words in the 1st sentence? Which words in the 2nd sentence? - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening - Some students read themselves: + love story + sport teacher + romantic + teacher’s diploma - Read silently the sentences given before listening - Listen the first time - No, we haven’t - Listen the second time and begin doing the task - Listen the third time and work in groups to decide which are T or F P1: In 1995, Sally joined the star sport club P2: It is True P1: Why is it True? P2: Sally was born in 1980 and when she was 15, she joined the star sport club P1: Number two, is T or F? P2: It’s T - Each group asks and explains why they choose by some information they’ve listened - Work in groups and guess - Listen and the task - Speak out their listening - Try to write down words they’ll fill - Work in groups: a general education lives, family different, swimming love stories teacher’s diploma III AFTER YOU LISTEN: (10') - Ask students to retell something about - Work in groups and each group has one Sally person who says about Sally - May answer in different ways - Write in groups and ask someone to speak out their writing - Other groups listen and copy some - Ask students to write a short passage to information and give some questions tell their outdoor activities they’ve taken Ex: part in recently Where did she go last week? - Listen to each group and correct mistakes What did she like best? if they’ve done Who did she go with? Was it interesting? Homework:(3') - Ask students to write a short passage - Practise writing about Sally or a person they like  Evaluation: P.Date: 20/9/2012 Unit 3: Period 16: d - writing A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work By the end of the lesson, students will be able to: - write a simple V.C (curriculum vitae) - get to know the format, layout and essential information of a C.V 2.Skills: - Writing about people’s background 3.Political thought and moral sense: B Method: Integrated, mainly communicative C Teaching aids: Some cues, information of someone D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Ask students to close the books - Give the papers with some words given in the column A and B Name Date of birth Place of birth 4.School attended Exam passed Previous jobs Interests a Boston b Kensington High School c English, French, Maths d tourist guide e David Brown j 12/11/1969 g Music and dancing - Ask students if they often see some information of someone - Ask: what does these information call? Teacher’s activities Students’ activities Pre-writing: (8') - Ask students to open their books - Introduce the form of the curriculum vitae (shortening V.C.): + Mr Brown’s C.V to apply for a job - The answers may be various + It consists of: name, date of birth ect - It is the curriculum vitae While-writing: (18') Task (giảm tải) Task - Ask students to read the V.C and then fill some necessary information about their parents - Ask some students to write on the boardother groups appreciate their friend’s writing Task - Let students practise writing freely about their parents or relatives - Listen and give mark if they it well - Listen to the teacher - Read silently - Read those words and copy - Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other Name Date of birth Place of birth Education: School attended Exams passed: Previous job: IV Post-writing: (13') - Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam on papers - Listen and correct if needed V Homework: (2') - Write a paragraph and a C.V about someone Mr/Ms Date from/ date to - Work in groups - Change the C.V and each group corrects mistakes - Each group does the writing and read aloud - Listen and copy  Evaluation: P.Date: 24/9/2012 Unit 3: Period 17: E - LANGUAGE FOCUS A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work By the end of the lesson, students will be able to: - pronounce the sounds/e/ and /æ/ correctly - use the past perfect tense appropriately and distinguish it with the past simple tense 2.Skills: - fluency in pronunciating /e/ and /æ/ and use of past perfect B Method: Integrated, mainly communicative C Teaching aids: Some words related to /e/ and /æ/; give more exercises of tenses D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Give some words and ask students to make full sentences Marry/ her bag/ left/ school/ at/ yesterday Mrs Black/ has/ from/ a/ message/ Jen - Let students read aloud the sentences Marry left her bag at school yesterday Mrs Black has a message from Jen - Read these sentences Teacher’s activities I Pronunciation: (15') - Close the books! a Introduce two syllables /e/ and /æ/ - Let students practise pronunciating these words: end; and; left; bag; laughed; bed; bad; ten; tan; sand; send; let; lad - Listen and correct the syllables students read Students’ activities - Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/ + /e/: end; left; bed; ten; send; let + /æ/: and; bag; bad; laughed; tan; sand; lad - Read in silent first - Some of each groups read aloud - Read after teacher and work in groups to find the syllable /e/ or /æ/ in the word in these sentences: The fat man has a red pen This handbag will be sent to Helen - Read silently and give the opinions: b Let students open the books and read aloud the words given and try to pronounce syllable /e/ or /æ/ correctly man – pan sad – bad mat – sand men – pen said – send met – bed - Listen and check for pronunciation - Ask students to listen and read after these sentences + Her husband had obtained which happened before + She took up the position which happened after * had obtained: past perfect * took up: past simple - Students work in pairs and give the use and form of past simple and past perfect - Some students repeat aloud - Do the exercise themselves II Grammar: (22') a Ask students to read an example given - Each student of each group gives correct and give which action happened before form of verbs and which happened after in the past - Ask students to determine which verb in Past Simple or Past Perfect - Listen and remark b Let students practise doing exercises Exercise - Ask students to exercise themselves then discuss in groups -Have Ss compare their answers with a friend -Make sure all the verbs have been put the correct form - Call on some Ss to read aloud their answers in front of the class -Feedback and give correct answers: Exercise - Ask students to remind of the use of Past simple and Past perfect - Listen and remark -Feedback and give correct answers: Exercise Work individually and then compare the answers with a friend Expected answers: 1.had broken 6.had been 2.had done 7.had left 3.had met 8.had moved 4.hadn’t turned 9.hadn’t seen 5.had ever seen 10.had broken in Exercise Exercise Exercise - Work in groups and give the correct tense of verb and explain why they did it -Work individually and then compare the answers with a friend Expected answer: 1.had just finished /came 2.had seldom travelled/went 3.went/had already taken 4.Did you manage/ had he gone 5.had just got/ phoned /had been - Let students read the passage and find mistakes and correct them - Explain why they did like that: - some actions happened following in the past we should give the verbs in the Past simple (1-4) + We use: Before and After in a sentence to express which action happened after or before in the past After he had done all exercise, he went out for a walk Before she called her children, she had made some cakes for breakfast Homework: (3') - Ask students to revise the use of Past simple and Past Perfect - Practise doing exercise in the Workbook -Work in pairs and then compare the answers with another pairs Expected answer: Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard 9:went -> had already gone - Listen and write down  Evaluation: P.Date: 25/9/2012 Period 18: Test yourself A A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work By the end of the lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself 2.Skills: Reading /Speaking/ Listening/Writing B Method: Integrated, mainly communicative C Teaching aids: Textbook, hand-outs, cassette taper D Procedure: I Organization Class Date of teaching 10A1 10A6 Absent students II Revision - Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself A * Have you prepared it at home? * Have you got any difficulties? Teacher’s activities I Listening(2.5 points) (10’) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then read the passage the last time for students to check their results - Correct mistakes Keys: 15th January 1929 In 1951 for years he met they got married a minister at a the black freedom movement heard his speech at the In 1964 10 4th April 1968 II Reading (2.5 points) (10’) - Present the task: Read the passage and choose one appropriate phrase in the box for each blank There are more phrases than needed - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes Keys: Students’ activities - Look at the book and listen to the task - understand the task - Listen to the teacher’s reading carefully - Fill in the blanks with the words they’ve just heard - Correct mistakes - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys F: took a degree in Economics C: worked hard A: the chairman of Fairfield Education Committee D: for two years B: for the best essay on education III Grammar(2.5 points) (8’) - Present the task: Use the correct form of the verbs in brackets to complete the letter of application below - Get students to discuss the letter in groups or in pairs - Go round the class to control the set’s activities - State the keys - Correct mistakes Keys: To apply am attended passed got can reading know am able 10 hearing IV Writing (2,5 points) (10’) - Present the task: Sally Green writes Phong a letter Read the letter carefully and then in Phong’s name, write her a reply - Ask students to read the letter carefully - In Phong’s name, get students to write Sally Green a reply - Go round the class to control the students’ activities - Correct mistakes - Listen to the teacher - Work in groups to complete the letter - Compare the results with the other groups - Correct mistakes - Finish the letter - Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups - Correct mistakes - Study all the lessons again V Homework (2') - Get the knowledge ready for the - Ask students: coming test + to study all the lessons again + to get ready for the 45 minute-test in the next period  Evaluation: P.Date: 27/9/2012 Period 19: WRITTEN TEST 45' I Organization Class 10A1 10A6 Date of test Absent students I.Listening: Circle the answer you hear What time does the man get up? A.at 5:00 B At 6:00 C At 7:00 What does he with his family around 6:30 p.m.? A They read books together B They play games C They eat dinner Fill in the blank with the missing word Woman: So, what's your usual day like? You always seem so .(3) Man: Well, I usually get up around 5:00 a.m and work on the .(4) until 6:00 a.m Woman: Why you get up so early? Man: Well, I have to leave home at .(5) to seven (6:40 a.m.) so I can catch a bus at 7:00 o'clock It takes me about twenty minutes to walk to the bus stop from my house II Pronunciation Mark the letter A, B, C, or D to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions 6: A like B bit C minute D hit 7: A put B study C but D subject 8: A beat B eating C teacher D breakfast Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions 9: I go home after work, I usually a short rest, watch TV or listen to the radio A take B get C give D spend 10: We woke up at the midnight because the alarm clock suddenly A exploded B shouted C stood up D went off 11: Miss Jane _ typing the report when her boss came in A doesn’t finish B can’t finish C didn’t finish D hadn’t finished 12: In 1660, Isaac Newton _to Cambridge University A went B had gone C has gone D goes 13: She stays at home because she feels _ A well B sick C fine D strong 14: Lan: “ Good afternoon !” Nam: “ _” A Hello How are you? B Goodbye See you later C Nice to meet you? D Bye 15: John often goes to bed early and up late A to get B got C get D gets Read the text below and choose the correct word / phrase for each space English is a very useful language If we _(16) English, we can go to any countries we like We will not find it hard to make people understand _(17) _we want to say English also helps us to learn all kinds of _(18) _ Hundreds of books are written in English every day in (19) _ countries English has also helped us to spread ideas and knowledge to all corners of the world Therefore, the English (20) _ has helped to spread better understanding and friendship among countries of the world 16: A B want C know D work 17: A when B who C where D what 18: A teachers B people C subjects D friends 19: A the B a C many D much 20: A nation B know C language D countries Choose A, B, C, or D to indicate the correct answer to each of the following questions 21: I enjoy with my classmates about their future plans A told B to talk C talking D talk 22: Maria had gone to the market _ she got home A as soon as B before C after D when 23: Please remember this exercise first, Jane A B to C doing D to be doing 24: She always goes for a walk with her dog Sunday mornings A in B on C at D during 25: She can _four foreign languages A speak B talk C say D tell 26: I think you don’t have to about your test A study B worry C narrow D crowded 27: We are too late The plane _ off ten minutes ago A had taken B took C take D has taken 28: It's not good to avoid the teacher's questions in class A answer B answered C to answer D answering 29: During the break I often drink tea _ my friends A from B with C for D to Read the following passage then the exercises Every morning I get up at six The first thing I is to wash my dishes Then I cook breakfast I have breakfast at about seven fifteen a.m It takes me about ten minutes to walk to school, and school begins the lesson at seven fortyfive There are fourty pupils in my class We study Maths, Geography, History, Music, and English I like English best and next to that, Maths At ten a.m we have a chance to eat an orange and some peanuts I go home for lunch, but this time, my sister Patricia gets the meals After lunch, I usually sleep for half an hour In the afternoon, we play tennis At about six or six thirty we have dinner Either my sister or I cook it The meal is simpler than the mid-day meal We eat fruit or rice, and sometimes we have bread and tea Then in the evening, I my homework and go to bed at ten p.m * Decide the statements are True ( T) or False ( F ) T F 30 I have breakfast at about seven fifteen minutes 31 It takes me about seven forty-five minutes to walk to school 32 I have dinner and eat fruit or rice, sometimes bread and tea * Answer the following questions: 33 What is the first thing the girl does when she gets up? 34 Which subjects does she like best at school? 35 What does she before going to bed? * Put the verbs in brackets in the correct form 36 She sometimes… (buy) meat at this market 37 We… (watch) a good film on TV last night 38 After I ….(take).a shower, I had dinner 39 Would you like …( have)dinner with me tonight? 40 Nam… (not do)………………… homework yesterday P.Date: 1/10/2012 UNIT 4: Period 20: A Objectives: 1.Language: - The + adjective - Used to + infinitive - Which as a connector - Vocabulary: Words to describe special education, school life of disabled children - By the end of the lesson, students will be able to understand the term special education and talk about it through Matching and Multiple Choice exercises 2.Skills: - Reading about special education 3.Political thought and moral sense:know about difficulties of teachers teching in special classes How hard the disable students try in studying B Method: Integrated, mainly communicative C Teaching aids: textbook, board, raising questions D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Greeting - Who’s absent today?- Thanks - Where did you stop last time? - Open your book and we will go to Unit 4: Special Education Teacher’s activities Students’ activities Before you read: (10') - Raising some questions: * What you everyday? * Do you go to class? listen to music? watch T.V? - Open the books and listen to the - Take notes students’ answers on the blackboard teacher * Which of these activities would be difficult for - Answer freely disabled people? Ok, people who cannot be able to listen and watch are called deaf and blind people * Who can say nothing?- Good * How can they communicative with each other? * How can blind people read? - Listen to the teacher Well, there was a person- a man invented the letter systems for blind people to help them read easily He was Louise Braille He came from France He - dumb people was a blinded in a childhood accident - use signals - Look at Braille Alphabet (on the page 44) and work with your partner about the message - We don’t know (maybe students - Give answers: answer by Vietnamese) A we - Listen to the teacher B are C the D world - Look at the books II While you read: (20') - Work in pairs - Open your books Task - After guessing, correct the answer - Ask students to read through the passage under the teacher’s construction individually and Task - Raising some questions about the passage: * Who’s in the passage? * What does the passage talk about? * How many children are there in her class? * Who are they? * Do they go to school? * Why you know? - Explain new words: proper schooling (n) = enough and good study * What the parents of the disabled children think? Which line helps you know? Which word? opposition (n) = disagreeing viewpoints * How does Miss Thuy Teacher’s activities the disable children in a math lesson? * How are the children? - Ask students to matching in chorus - Confirm the correct answers - Read individually - Miss Thuy - special class - 25 - disable people - No, they don’t - in 4th sentence - They believe that the children could not learn anything at all ( 2nd sentence2nd paragraph) - She raised both arms and opened up her fingers… (2nd sentence- 3rd paragraph) - They are proud of their efforts Key: Task 1.C 2.E 3.A 4.B 5.D - Call on some students to read aloud each part of - Listen to their friends the passage - Read the passage and the task - Check pronunciation - Listen to the teacher - Ask students to read the passage again more Key: 1.D 2.B 3.A 4.C 5.D carefully and the task - Read in pairs and the task - Ask some students to give their answers - Listen to check - Correct the answer III After you read: (10') - Ask students to read the passage in pairs and fill the blank of summary using suitable words from Key: the passage 1.disable 2.read 3.write 4.efforts - Go around and provide help 5.opposition 6.time-consuming - Call on some students to give answers 7.maths 8.arms 9.fingers 10.proud - Confirm the correct answers for students to - Write down on the notebooks check and write down - Call on some students to read the completed summary aloud in front of the class Homework: (2') - Summarize the passage into sentences - Do the exercises in the workbook  Evaluation: P.Date: 3/10/2012 UNIT 4: Period 21: A Objectives: 1.Language: By the end of the lesson, Ss will be able to: - talk about school life a student - actively engage in an interview 2.Skills: Talk about some types of special education Talk about school life 3.Political thought and moral sense: - Students should spend time to arrange a suitable timetable for them B Method: Integrated, mainly communicative C Teaching aids: textbook, board, raising questions, hand-outs D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (1 minutes) - How are you today? - Are you ready for new lesson? Teacher’s activities Pre-speaking: (15') - Give hand-outs to review the names of subjects at school -Ask students to work in pairs - Ask some questions: * What are your favourite subjects? * How much time you prepare for your lesson everyday? OK, today, we will go to Lesson: Speaking to talk about school life of a student While-speaking: (25') Task - Ask students to read the answer before choosing the best questions - Ask students to work in pairs to fill in the blanks with the right questions - Call on some students to explain their answers - Give correct answers - Call some pairs to read the completed conversation - Check pronunciation Task - Ask students to use his/her own information to Students’ activities - Do the exercise in hand-out - Work in pairs - Correct the answers - Answer freely - Listen to the teacher - Read the answers and the task - Work in pairs - Listen to their friends Key: A.4 B.1 C.2 D.6 E.3 F.5 G.7 - Listen to the teacher attentively then correct the answers answer the questions - Instruct students to this task by using following information Hand-outs - Ask students to work in pairs with students (2 practice interviewing, take notes) and carry out the interview, using the questions in Task - Help students use some questions related to words, such as: What subjects were you good/ bad at? How much homework did you have to do? - Check whether students can make questions or not by giving the previous words and let students to make questions using those words - Go around and provide help if necessary Task - Ask students in each pair to tell about a school life of a student by using information that was taken note in front of the class - Check pronunciation if necessary - Give comments and correct mistakes - Give marks Post-speaking: (2') - Summarize the main points Homework: (1') - Ask students to write a short paragraph about his/her studying at school (80-100 words) Evaluation: - Listen to the teacher - Work in pairs and the task under the construction of the teacher - Practice speaking in pairs - Some students to tell a school life of others in front of the class - Listen to the teacher and write down on the notebook P.Date: 8/10/2012 UNIT 4: Period 22: A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work 2.Skills: - Listening for specific information about a photographic club for disabled children - By the end of the lesson, Students will be able to listen better through True of False Statements and Gap-filling exercises 3.Political thought and moral sense: - Students have moral view and good behaviours with the disable children B Method: Integrated, mainly communicative C Teaching aids: textbook, board, raising questions D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Greeting - How you feel today? - Do you like taking photos? Yes, today we will listen to the Vang Trang Khuyet Club in which all the members are all disabled children Teacher’s activities Students’ activities Before you liten: (10') - Before listening, I have some questions for you - Listen to the teacher - Give some photos and ask: * What are they? * How you call a person who takes photos? - They are photos * Well-done! What word you use for a - A photographer person who looks good/ attractive in photos? - Confirm the meanings of the previous words - Photogenic and remind students the stress in the words photograph photographic - Listen to the teacher and write down on photogenic the notebooks photographer photography - Ask students to work in pairs to fill each blank with a suitable word - Check the answers and correct photographic - Work in pairs photography photographer - Answer in chorus photograph photogenic + Listen and repeat - Read new words 1st time - Read aloud 2nd time - Let students guess the meanings of the words by giving explanation - Listen to the teacher sorrow (n) = pain (n) passion (n) = great love for st - Guess the meanings of the words mute (adj) = unable to speak - Take note quickly exhibition (n) = a display labourer (n) = worker While you listen: (20') - You are going to listen to a talk about a club for disabled children You should listen carefully, then task and Task - Let students read the statements carefully - Read the statements independently - Ask students to listen to the tape and decide whether the statements are T/F - Listen times and ask students to compare their answers with a friend - Check the answers as the whole class - Give correct answers Task - Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to help students guess kinds of words in each blank) - Have students listen to the tape and write in each blank with a suitable word - Check the answers as the whole class - Call on students to write the answers on the board to check dictation - Give correct answers: After you listen: (12') - Tell students to work in groups: ask and answer about the Vang Trang Khuyet Photographic Club by suggesting some questions as follow: * What is the name of the club? * Who are the members of the club? Where they come from? How many are there? * How many photographs are on display? * What are their photographs about? * What does their passion of taking photographs help them? - Call on some students to practice - Listen and correct mistakes if necessary Homework: (1') Retell story about the Vang Trang Khuyet club  Evaluation: - Listen to the tape attentively and the task - Work in pairs - Listen to the teacher attentively then correct the answers KEY: 1- T, 2- F, 3- T, 4- F, 5- T - Read the passage individually - Listen to the tape again - Do the task - Look at the board and find out mistakes KEY: photographic beauty 19 simple exhibition peaceful 50 chickens stimulated 10 escape - Work in groups - Answer the questions based on the information in the passage - Listen to their friends - Listen to the teacher and write down on the notebook P.Date: 9/10/2012 UNIT 4: Period 23: A Objectives: 1.Language: By the end of the lesson, students will be able to: - read and understand a simple letter of a complaint - write a letter of complaint about the poor quality of the service at an English Centre 2.Skills: Writing a letter of complaint 3.Political thought and moral sense: - know how to show their feel in formal way with the people who make them confused B Method: Integrated, mainly communicative C Teaching aids: textbook, board, rasing questions, hand-outs D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision - Warm-up: (5 minutes) - Have you ever written a letter? - Who did you write? - How did you feel when you wrote a letter? happy or sad? - What kind of letter you write if you feel angry about something or unhappy with something? A letter of complaint or a thank-you letter? Teacher’s activities Students’ activities Pre-writing: (15') - Ask some questions: * What is a complaint letter? * Have you ever written a complaint letter? * Do you know how to write it? - A complaint letter Well, if you want to know how to write a letter of complaint, please listen to me attentively - Give hand-outs - Ask students to read the letter and get the information to fill in the blanks in the handouts - Listen to the teacher - Go around and provide help if necessary A complaint letter is written when - Help students realize the necessary parts in a someone is unhappy with something, complaint letter (= a formal letter) and remind such as: a story, a service, a course ect them the way of using words - Listen to the teacher and take note - Give the form of a formal letter quickly While-writing: (20') - Let students read the advertisement and work - Do the task in pairs - Help them guess the meanings of the words in the advertisement native teacher (n)= teachers who come from English-speaking countries - Listen to the teacher and write down on air-conditioned (adj)= to be equipped/ the notebooks furnished with air-conditioner - Ask students to read through the dialogue - Then have students discuss and fill in the hand-outs - Call on students to fill in each column - Check answers and correct mistakes Task - Ask students to work in pairs, using the information in 2nd column to complete the dialogue - Call on some pairs to read aloud the completed dialogue - Check and give correct answers * You want to write a letter of complaint? * What you have to write in that letter? Task - Ask students to look at the letter (on p.51) - Suggest students to retell the form, structures and languages in the letter - Ask students to read through the letter individually - Raising some questions: * What does the writer complain about? * Is it worse or better than in the advertisement? * How does the writer want to resolve the problem? - Ask students to work in groups and complete the letter basing on the dialogue in task - Give suggestions: The first sentence can be “You say in the advertisement…” Students can use some connectors in their writings: first, second, in fact, also, moreover etc - Let students in one group compare their writings with ones in other groups to correct mistakes - Pick up some writings to check the mistakes as the whole class - Read in pairs - Try to guess the meanings and take notes - Read the dialogue and the task in the hand-outs - Correct mistakes - Work in pairs and the task - Some pairs read aloud in front of the class - Correct mistakes P2: No, (1) I’m definitely not happy with it at all P2: No, (2) there are only few native teachers, not all of them are native ones P2: No, (3) in fact there are more than 30 students in my class P2: No, (4) I have to pay for them P2: No, (5) the room is not airconditioned There is only a ceiling fan in my classroom It is very hot P2: , but in fact classes often start late and finish early Sometimes it starts 20 minutes late - Look at the letter - Review the above knowledge - Work independently - Listen to the teacher and answer the questions - Work in groups and the task - Listen to the teacher attentively then write down “First of all, you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers You also say each class has no more than 20 students, but there are over Post-writing: (3') 30 students in my class Furthermore, in - Summarize the main points the advertisement you say we have books Homework: (4') an cassette tapes free of charge but in - Ask students to write a reply to the letter of fact we have to pay for them To make complaint at home the matter worse, the classroom is not - Explain the general form of a reply to a letter air-conditioned That is quite different of complaint: from the advertisement Finally, What I Opening not like most about your centre is the Explaining the mistakes time The class time is not the same as Solving the problem the advertisement says Classes are not only start late but also finish early.” - Change the writings group by group - Listen to the teacher - Write down on the notebooks 15-MINUTE-TEST TRƯỜNG THPT TRAN PHU Full name: Class: Start late finish early different the time only native teachers more than 20 students advertisement free of charge not air-conditioned pay Choose the suitable word from the box to complete the letter of complaint below I am writing to complain about the poor quality of the service at your center Everything seems to be worse than what you say in the advertisement First of all, you say that there are (1) , but my class has one Vietnamese teacher and two native teachers You also say that each class has no (2), but there are over 30 students in my class In the (3) , you say we can have books and cassette tapes.(4) but in fact we had to (5) For them To make the matter worse, the classroom is (6) That is quite (7) From advertisement Finally, what I not like most about your center is (8) The class time is not the same as what the advertisement says Classes not only.(9) .but also (10)  Evaluation: P.Date: 10/10/2012 UNIT 4: Period 24: A Objectives: 1.Language: By the end of the lesson, students will be able to: - Distinguish and pronounce the sounds / ɔ / and / ɔ: / correctly use the + adjective as a noun, combine two sentences with which and review used to + infinitive 2.Skills: - Pronounce the sound / ɔ / and / ɔ: / correctly 3.Political thought and moral sense: B Method: Integrated, mainly communicative C Teaching aids: Textbook, board, raising questions D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up: (3') - What’s the weather like today? - What did you last night? - Did you finish your homework? Teacher’s activities Pronunciation: (15') - Write on the board following sentences: Students’ activities Laura’s daughter bought a horse and call it Laura John wants to watch Walter wash the dog - Call some students to read aloud these sentences in front of the class Ok, today I’ll introduce to you vowels / ɔ / and / ɔ: / + Listen and repeat - Read all the words 1st time clearly - Ask students to listen and repeat - Remember them the way to pronounce two sounds: / ɔ / is a short sound / ɔ: / is a long sound, put the back of your tongue up a little - Ask students to repeat several times to help them distinguish the difference between sounds + Practise these sentences - Read all the sentences - Read each sentence and ask students to repeat - Call on some students to read aloud the sentences in front of the class - Check and correct pronunciation Grammar and vocabulary: (25 minutes) Exercise - Ask students to work in groups with members: read all the words and check the meanings - Ask all groups the exercise - Help students by giving suggestions: find key words in each sentence to complete the exercise more quickly Ex: 2nd sentence: accident – injured 3rd sentence: job – unemployed - Call on some students to give the answers - Check and give correct answers Note: We use the + adjective to describe a group of people as a whole Example: the rich = rich people (a group of people who are rich) Exercise - Ask the question: What did you use to when you were a child? - Let students review the structure used to + infinitive: we use this structure to express a past habit - Give some examples to help them understand - Look at the board - Listen to their friends - Listen to the teacher - Listen and repeat - Take notes quickly - Listen to the teacher - Repeat following the teacher - Work in groups and the exercise - Listen to the teacher and write on the notebooks - Correct the answers Key: the injured 3.the unemployed the sick the rich/ the poor - I used to… - Review the structure and write down on the notebooks - Listen to the teacher - Work in pairs Key: clearly (both negative and question) used to have - Ask students to the exercise used to live - Let students compare their answers with a used to eat friend used to be - Check the answers as the whole class used to take - Give correct answers used to be did you use to go Exercise - Ask students to read through the exercise - Remember them the function of each column: A and B - Help them review the relative clause with relative pronoun which Which can be used in relative clauses to refer to the whole of the earlier clause - Ask students to work in pairs and the exercise - Check the answers as the whole class - Give correct answers Homework: (2') - Ask students to the exercise in the workbook - Read the exercise - Retell the relative clauses with which - Work in pairs - Correct the answers Key: 2.d 3.f 4.g 5.a 6.c 7.b - Listen to the teacher and write on the notebooks  Evaluation: T.Date: 15/10/2012 TEST CORRECTION (40 sentences x 0,25 = 10pts) Period 25 C©u 10 11 12 §.A A B Busy Computer Twenty A A D A D D A C©u 21 22 23 24 25 26 27 28 29 30 31 32 §.A C B B B A B B D B T F T Điểm 10 10A1 10A6 13 14 15 16 17 18 19 20 B A D C D C C C 33 34 35 36 37 38 39 40 She washes her dishes English She does her home work Buys Watched Had taken To have Didn’t  Evaluation: P.Date: 16/10/2012 Period 26: (part 1) A Objectives: 1.Language: Read about their benefit in our modern life - Vocabulary: Words related to modern computers and equipment 2.Skills: - Reading for gist and for specific information 3.Political thought and moral sense:raise knowledge about technology, search for new information that modern technology brings B Method: reading C Teaching aids: pictures showing modern technologies D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up : (3') - Ask students give some imagination: - How our life is without modern technologies: telephone, internet, TV, light ? (show pics) - Give hand-out about The 10 Most Amazing Inventions That Changed the World Teacher’s activities Students’ activities The 10 Most Amazing Inventions That Changed the World It is in the nature of human beings to work for better living standards Read to know and it is part of evolution to evolve Mankind has worked tirelessly for magic change of the cause of having a better life for themselves and enjoy a luxurious the world thanks to lifestyle.For that, Humans have made inventions that benefit and help modern them Listed here are the 10 best inventions ever created by human technologies beings Electricity: Probably the single most important invention in human history, without electricity humans have nothing Without electricity there is no TV, no computer, no internet and certainly no light bulb Had it not been for Electricity we wouldn’t even have a list of the top 30 inventions we would have a minor list of or inventions Light Bulb: Thought Thomas Edison gets most of the credit for the invention of the light bulb, this invention was the collective work of Thomas Edison and Joseph Swan Eventually the two joined hands and launched a company called Ediswan So if you’re somewhere where there is light at night, then be thankful to Thomas Edison and Joseph Swan Imagine a world where you have to light candles and burn cotton to have little light in your room, life truly would be miserable but fortunately for us we had Ediswan The bulb itself works by transmitting electricity through a filament Computers: Computers have impacted our lives with numerous benefits Whether it be landing on the moon or just every day to day business transactions, nothing is possible without computers Computers are now used in almost every phase of life and there is hardly any area where computer hasn’t benefited the humans Bringing speed and more reliability with them, computers can numerous mathematical calculations with incredible speed and pin point accuracy Add to that the fact that new software’s and hardware’s are always making the computer better, life without a computer is like a rose without petals Fridge: First introduced in 1927, refrigerators are without a doubt the greatest kitchen invention ever made Before its invention ice houses were used to have cool storage for food for almost the entire year, a house without a refrigerator is like a train without an engine, just imagine how life would be if we don’t have means to store our ice cream and other foods Credit Cards: Originally used in 1920, Credit Cards have revolutionized our lives It was originated to serve as a medium of providing fuel to the increasing number of buyers, but, today they are everywhere Whether it be shopping, Gas pumps or even online buying, Credit Cards are everywhere as they allow short term loans o be given quickly to the users ATM: Automated Teller Machine or more commonly referred to as ATM, this invention is amongst the most important inventions ever made Invented by J.S.Barron, the first ATM was introduced at Barclays Bank in June 1967 If you run out money and you have limited time to spend, then, instead of waiting for your turn in a bank, simply go to an ATM machine and draw out money Television: The Television of more commonly referred to as the TV, our lives have greatly been evolved by his invention The ability to watch both recorded as well as live shows and games, TV’s are the most commonly and most popular means of home entertainment With the rapid development since 1970s, and the availability of video cassettes, DVD’s and now Blu-ray’s, the uses of TV have greatly been enhanced and life without TV is virtually impossible Mobile Phones: They say seeing is believing, seeing a mobile phone in the hand of every human being who has any sense of himself is becoming more and more common Today there are over billion mobile phones in use and the number keeps on increasing The ability to communicate with others even from the remotest location is all being made possible due to mobile phones and satellite phones are the perfect example of it The ability to stay in touch all the time via text messages is very common among the youth and is perhaps the most widely used means of communicating used today With the development of this technology, there is no doubt that everyone has a mobile and everyone needs a mobile 10 Internet: 25 percent of the world that is 1.7 billion people are using internet today In the 1960s American defense used a service called ARPANET as a means of the internet and later joined hands with the National Science Foundation to evolve internet But the internet we know today under World Wide Web was created by Tim Berner Lee in 1989 Our life has been made extremely easy all thanks to the internet and the means of communication through social networking sites keeps us in continuous contact with our friends and helps us to meet people throughout the world Evaluation: P.Date: 17/10/2012 Period 27: (part 2) A Objectives: 1.Language: By the end of the lesson, students will be able to: - use a number of words about computers such as CPU, VDU, CD, ROMS, floppy disks… and talk about their benefit in our modern life - Grammar: - The present perfect - The present perfect passive - Who, which, that - Vocabulary: Words related to modern computers and equipment 2.Skills: - Reading for gist and for specific information 3.Political thought and moral sense:raise knowledge about technology, search for new information that modern technology brings B Method: Integrated, mainly communicative C Teaching aids: Student’s book, real objects and pictures showing modern computers and the illustrations of different parts of a computer D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up : (3') - Ask students some questions: What machine is used to type/ watch a film/ listen to music/ calculators/ play games? Can you use computers? Teacher’s activities Before you read: (6') - Ask students to look at the illustrations of different parts of a computer system and match each number item with one of the words or phrases in the box - Let them work in pairs - Go round, check and help students Students’ activities - Work in pairs D-visual display Unit E- mouse G-printer C-keyboard A-Central processing Unit (CPU) F-floppy disks B-CD rooms While you read: (34') - Ask students to look through the passage - Read the passage loudly - Help students read the passage - Explain pronunciation and meaning of the new words which appear in the passage - Ask students to read loudly the difficult words in chorus * Task - Ask students to match the word or phrase in A with its definition in B - Let students work in groups - Walk round and help students if they can’t * Task - Ask students to decide which of the three options below is the best title for the passage - Let them work in groups - Introduce students to check information in the passage for the answer - Ask students the question: What’s the best title A, B or C? * Task 3: - Ask students to use the cues below to answer the questions in task - Let them work in pairs - Walk round and help students if necessary - Look through the passage - Listen to the teacher - Ask teacher some new words which can’t be understood - Listen to the teacher and read the difficult words loudly in chorus * Task - Listen to the teacher and look at the student’s book and task in groups - Some students give correct answers: 1.c – 2.e – 3.a – 4.b – 5.d * Task - Listen to the teacher - Look at the student’s book and task in groups - Answer the teacher’s question: C–what can the computer do? * Task 3: - Listen to the teacher and task - Work in pairs A: What can a computer to help us in our daily life? B: It can help us to visit shops and place of entertainment, pay bills, read books etc.; receive emails, learn and so on A: Why is a computer a miraculous device? B: It’s a miraculous device because it’s a capable of doing anything you ask, it can speed up the calculations ect After you read: - Ask students to discuss other uses of the computer in our daily life at home - Listen to the teacher and write down - Walk round and help students if they can’t Homework: (2') - Ask students to find out some problems that people encounter when using computer, to read the text about computers in workbook (p.26) - Ask students to prepare B-Speaking at home  Evaluation: P.Date: 20/10/2012 Period 28: A Objectives: 1.Language: By the end of the lesson, students will be able to talk about the use of the modern inventions in daily life such radio, TV, fax machine, air conditioner… 2.Skills: Talking about the uses of modern technology 3.Political thought and moral sense:thanks to modern invention, we have convenient life B Method: Integrated, mainly communicative C Teaching aids: Real objects and pictures showing various modern devices; an air conditioner, a computer, a fax machine, an electric cooker etc D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up: (4') - Show a modern device (or a picture of a modern device) and ask students the questions: What’s this? What is it used for? - Ask students to name some modern devices they know answer the questions: It’s a fax machine It’s used to send and receive letters quickly - Computer, radio, T.V, electric cooker, air conditioner Teacher’s activities Pre-speaking: (5') - Ask students some questions: What is used to listen to music and news? What is used to wash the clothes? While-speaking: (24') Task 1: - Ask students to ask and answer questions about the uses of modern inventions - Let them work in pairs - Walk round, listen to the students - Help students if necessary Comment and give suggested answers: Students’ activities Radio A washing machine - Listen to the teacher - Look at the things teacher shows and the exercise Task 1: - Look at the books - Listen to the teacher - Do task in pairs A: Can you tell me what a radio is used for? B: It is used to listen to music and news C: Can you tell me what a T.V is used for? D: It is used to watch news Task 2: - Ask students to task - Introduce students how to task - Let them work in pairs - Walk round and help students if necessary Post-speaking: (9') Task 4: - Ask students to talk about the uses of information technology, use the information above - Let them work in groups - Check and help students - Call some students to talk to each other then mark them Task 2: - Look at task 2, listen to the teacher - Work in pairs Keys: 1.store; 2.transmit; process; 4.send; 5.hold; 6.make; 7.send; receive; 9.design Task 4: - Look at Task - Work in groups A: Do you think information technology is very important to our lives? why? B: Yes Because it can help us store very large amounts of information transmit information quickly - Listen to the teacher and write down Homework: (3') - Ask students to part Speaking: exercise 1, in workbook and prepare part Listening at home  Evaluation: P.Date: 24/10/2012 Period 29: A Objectives: 1.Language: By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False and Gap-filling exercise 2.Skills: Listening for gist and specific information about a computer 3.Political thought and moral sense: We should learn to catch up with development of technology B Method: Integrated, mainly listening C Teaching aids: Student’s book, tape, cassette player, some pictures of the modern devices D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up: (4') - Show the picture about a radio and ask students to say how to when you use a radio - Listen to students and repair their mistakes - Look at the picture - Listen to the teacher - Speak about what we’ll when using a radio A: First plug into socket then turn it on… Teacher’s activities Before you listen: (9') - Ask students to open the books and look at the part “Before you read” - Ask students some questions: How many electrical appliances are there on the table? What are they? * Ask students to ask and answer how often they use each of the items below and put a tick ( ) in the right column - Let they work in pairs Students’ activities - Listen to the teacher, look at the book - Answer the questions: There are… They are… - Work in pairs A: How often you use a radio? B: very often A: How often you use a cell phone? B: sometimes ……………… - Listen and repeat the words * Ask students to listen and repeat the words: worried, memory, refused excuse, VDU (visual display unit) headache - Listen and correct mistakes While you listen: (20') Task 1: Task 1: - Look at the task and listen to the - Ask students to look at Task teacher - Ask them to read the statements carefully and - Read the statements and try to try to understand them understand them - Ask students to listen to the tapes script and decide whether the statements are true or false - Read or turn on the tapes script twice - Ask students to give their answers - Listen to the tapes script - Decide whether the statements are T or F - Give correct answers: 1.F – 2.T – 3.T – 4.F – 5.F – 6.F Task 2: Task 2: - Look at task 2, listen to the teacher - Ask students to read the passage carefully - Read the passage - Ask students to listen to the old man’s story - Listen to the tapes script again and write in the missing words - Give the correct answers - Read or turn on the tapes script again once or 1.invented 2.still 3.refused twice excuse anything - Help students give the correct answers After you listen: (10') - Listen to the teacher - Ask students to listen to the man’s talk again - Listen to the tapes script again then retell his story, beginning the story with the - Try to retell the story following sentence: The story is about an old man who doesn’t know how to use the - Work in groups computer… - The students are called to stand up - Read or turn on the tapes script again and retell the story about an old man - Let them work in groups who doesn’t know how to use the - Call some students to retell the story computer… - Help students and correct mistakes Homework: (2') - Ask students to rewrite the old man’s story and - Listen to the teacher and write down retell the task - Ask students to prepare the part Writing at home 15-MINUTE-TEST Full name: Class: Listen and answer questions 1.What’s his job? What does he in his free time? Did he use to go to school by car? What kind of outdoor activities does he like best? How many subject does he learn? Evaluation: P.Date: 25/10/2012 Period 30: A Objectives: 1.Language: By the end of the lesson, students will be able to write simple instructions on how to use some household appliances 2.Skills: Writing a set of instructions B Method: Integrated, mainly write C Teaching aids: Student’s book, real objects and pictures showing a public telephone, a card phone, a remote control, a television D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm-up: (5') - Ask students to close the book - Ask students to listen and answer the questions: Have you ever used a public telephone? Is it easy or difficult to use it? Can you show me how to use it? - It students cannot answer the question or answer them incorrectly, ask students to open their books and introduce the set of instructions on how to use a public telephone Yes, I have/ No, I have not It is easy/ difficult ( Answer freely) IV Procedure: Teacher’s activities Pre-writing: (8') Task 1: - Ask students to read carefully the set of instructions on how to use a public telephone - Let them work in pairs and try to understand its meaning - Explain meaning of words and phrases students haven’t known - Show a phone-card and ask students: What’s this? What’s it used for? What are the steps in using a public telephone? What should you if you want to get help? While-writing: (18') Task 2: - Introduce how to task - Let them work in pairs - Ask students to give the answers - Walk round and help students Task 3: - Ask students to look at task Students’ activities - Read task carefully - Discuss its meaning - Work in pairs - Ask the teacher some new words or phrases - Answer the questions: It is a phone card It is used to make a call They are first, lift… next, insert… To obtain help, dial 116 - Look at the students’ book - Listen to the teacher - Do task in pairs - Give the answers: + Connectors: first, then, next, until + Imperative form of the verbs: lift, insert, press, wait - Look at task 3, listen to the teacher - Introduce how to it - Do task in groups - Let them work in groups - Give the answers: - Help students to answer the questions in If we want to operate a T.V with a task remote control, we have to make sure - Walk round and repair students’ mistakes that the card is plugged in and the main is turned on Press the power button Press the programmed button Press 1, 2, 3, 4… Press the volume button up and down Post-writing: (12') Press the mute button Task 4: - Ask students to look at task - Do task in groups - Ask students to write a set of instructions on - Some students stand up to read loudly how to operate a T.V with a remote control the set of instructions - Let them work in groups A: If you want to operate a T.V with a - Walk round and help students if they want remote control, you must make sure that - Ask some students to stand up and read the card is plugged in and the main is loudly their sets of instructions turned on First, press the power button - Correct mistakes to turn on the T.V Next, select the channel by pressing number 1, 2, … then press programmed button to select the programmed you like Finally, press the volume button up and down to select the volume and if you want to turn off, press the power button again Homework: (2') - Ask students to rewrite the set of - Listen to the teacher and write down instructions in the notebook, part writing in work book and prepare new lesson at home Evaluation: P.Date:30/10/2012 Period 31: A Objectives: 1.Language: By the end of the lesson, students will be able to: - pronounce the sounds/  / and / u: / clearly and correctly - use the present perfect and present perfect passive appropriately 2.Skills: - Pronunciation : /  / - / u: / - Grammar and vocabulary: + The present perfect + The present perfect passive + Relative pronouns B Method: Integrated, mainly communicative C Teaching aids: Student’s book, tape, cassette player D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up: (4') - Ask students to close their books - Write on the board two sentences: Sue often goes to school on foot Look at your shoes, take them off - Ask students to read loudly the sentences - Ask students: What sounds are you learning today? - Ask students to show /  / - / u: / which appearance in the sentences - Introduce new lesson Teacher’s activities Pronunciation: (10') - Ask students to look at the books - Turn on the cassette player or read loudly the words in the books - Ask students to repeat * Practice the sentences - Ask students to look at their books - Turn on the cassette player or read loudly the sentences in the books - Ask students to pick out the words containing the sound /  / - / u: / - Let them work in groups - Correct the mistakes Grammar: (29') * The present perfect tense: - Explain the form : S + have/has + P2 ( It is used to express a recently completed action) Exercise - Introduce how to exercise - Ask students to exercise - Walk round and help students - Call some students to write their answers on the board - Correct mistakes * The present perfect passive: Students’ activities - Look at the book - Listen and repeat the sentences - Pick out the words containing the sound: //: could, put, book, bookshelf, full, look, looking / u: /: June, moon, shoes, boot, school, afternoon - Listen to the teacher and write down - Do exercise - The students who are called to write the answers on the board: Tan has opened the door Tan has turned on the T.V Tan has tidied the house Tan has cleaned the floor Tan has turned on the lights Tan has laid two bottles of water on the table - Explain the form: S + have/has + been + P2 Ex: Our school has been built since 1965 Exercise - Introduce how to exercise - Ask students to build sentences after the model and write in the present perfect passive - Let them work in groups - Call some students to write their answers on the board - Correct mistakes - Listen to the teacher and write down - Do exercise - Work in groups - The students who are called write the answers on the board: … has been built … … has been sent up … … have been cut down … … have been killed … Exercise - Listen to the teacher and write down - Explain relative pronouns: who, which, that - Do exercise - Introduce how to exercise - Work in pairs - Let them work in pairs - Walk round and help students 1.which 2.which 3.which - Call some students to write their answers on 4.who 5.who 6.who 7.who the board which/that 9.which 10.who - Correct mistakes Homework: (2') - Ask students to exercise in work book - Listen to the teacher and write down - Ask students to prepare Unit at home homework to at home Evaluation: P.Date: 31/10/2012 an excursion Period 32: A Objectives: 1.Language: - Grammar: The present progressive and be going to - Vocabulary: Words to talk about activities in an excursion: planning for a trip, preparation, entertainment activities - improve reading comprehension skill by doing Multiple choice and Answering questions exercises 2.Skills: - Reading for gist and specific information about an excursion to a beautiful spot near Hanoi 3.Political thought and moral sense: By the end of the lesson, students will be able to: - get information about some famous places in Vietnam - feel proud of the beauty of our country B Method: Integrated, mainly reading C Teaching aids: Textbook, large pictures about Thien Mu pagoda, Ha Long Bay, Da Lat D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up : (5') - Hang large pictures of reading part on the board and give a list of famous places in Viet Nam, such as: + Thien Mu pagoda + Ha Long Bay + The one-pillar pagoda + Valley of Love - Ask the students to match the photos with the information on the board Teacher’s activities Before you read: (7') - Ask students some questions: Have you ever visited Thien Mu Pagoda? Is it beautiful? Have you ever visited Ha Long Bay? Where is it? Where is the one-pillar pagoda? - Let students sit in pairs and ask students to match the photos with the information in the books - Walk round and give comments when students need help - Give correct answer Students’ activities Yes, I have Yes, it is Yes, I have It’s in Quang Ninh It’s in Hanoi - The answers may be various Number 1: is Thien Mu pagoda It’s on the left bank of Hong River, kilometers from the city Number 2: is Ha Long Bay It’s a picturesque site, wonder of the world, 165 kilometers from Hanoi Number 3: is the one-pillar pagoda It was built in 1049 in the shape of a lotus Number 4: is Da Lat city It’s a mountain resort (altitude 1,500m) with some wonderful places to visit: Xuan Huong While you read: (20') Lake, pine forests, waterfalls * Task 1: Multiple choice * Task 1: - Ask students to read the letter individually - Give correct answers: and choose the best answer A, B, C or D to 1.C complete each of the sentences D - Call on students to read and explain their 3.A answers in front of the class - Give correct answers * Task 2: * Task 2: Answer the questions - Read and answer all the questions - Ask students to read all questions They are going on a trip when they - Ask students to work in pairs and answer the have some days off after the 1st term questions They are visiting some caves because - Call on some pairs to act out the activity in they want to understand their geography front of the class lesson better and many of them have - Give correct answers never been inside a cave It’s only over 20 km They are going to make a two-day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap After you read: (10') Lan is anxious about her parents’ - Ask students to read the summary carefully permission They may not want to let her - Ask students to the task stay the night away from home - Ask students to compare their answers with - Read the summary carefully their friends - Do the task individually - Call on some students to read the completed Expected answer: summary is going to go on - Give correct answers some caves want to see have learnt their trip Homework: (3') only problem - Ask students to write about their own to persuaded them excursion (100 words) her classmates - Write down on the notebooks Evaluation P.Date: 1/11/2012 an excursion Period 33: A Objectives: 1.Language: By the end of the lesson, students will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago 2.Skills: Talking about a boat trip abroad B Method: Integrated, mainly communicative C Teaching aids: Textbook, pictures, board D Procedure: I Organization Class 10A1 10A6 Date of teaching II Revision Warm-up : (5') - Ask some questions: Have you ever gone on a boat trip? Absent students When? Is it interesting? Which seat you think the most suitable for you? - Say “Ok, there are many nice seats Today, we study part B: Speaking to know how to choose the best seat then we go on a boat trip” Yes, I have Last summer Yes, it is The seat on the sundeck… Teacher’s activities Students’ activities Pre-speaking: (8') - Give some suitable places sundeck air-conditioned non-air conditioned refreshments occupied While-speaking: (20') * Task 1: Multiple choice - Ask students to read the information about - Work in groups and give the answers some of the participants + Mr Andrew: seats which aren’t in the - Ask students to work in groups sundeck but can help see all the students - Ask students to read the seat plan and decide Seat: 43, 46, 40, 45 the best seat for each person, using the + Mary: seats which have plenty of fresh information in task air Seat: 31, 37, 19, 20, 26, 32 - Go around to help the students when they + John: seats which aren’t air need conditioned, suitable for taking - Give correct answers photographs Seat: 10, 11, 12 + Tim: seats which are in the sundeck Seat: 1, + Sam: seats which can help a good view, safe Seats: 16, 29, 34 * Task 2: Conduct a conversation - Ask students to work in groups - Tell students to conduct the conversation like the example in the book, using the information in task and the seat plan in task - Go around the class and provide help when necessary - Call on some groups to conduct the conversation - Give comments - Work in groups - Conduct a conversation A: I think put John in seat 45 B: I don’t think so John doesn’t like airconditioning so put him in seat 37 and he would like to take photographs A: Ok A: What about Susan? B: I think Susan had better take the seat 10 A: I think so because she wants to be near Mary B: That’s right A: Which seat you think the most suitable for Tim? B: I think Tim had better take the seat * Task 3: 40 - Let students work in pairs and discuss the A: No, it’s not a good idea because Tim question: Which seat you think the most suitable for you? why? - Call on some students to present in front of the class - Comment and make necessary corrections want to visit in the sun, so, put him in sit or A: Well, maybe you are right A: Which seat seems suitable for Mr Andrew? B: I think she should sit in seat 12 From here she can see all her students Post- speaking: (10') A: But it’s in the sundeck She doesn’t - Suppose, you are going to Hue next summer, like it please speak about the things you should take B: Ok Put her in seat 34 on the trip and give reasons A: Ok The seat 34 for Mr Andrew Homework: (2') - Practice - Let students write their topics about the trip next summer in their notebooks - Listen and take note  Evaluation: P.Date: 6/11/2012 Period 34: an excursion A Objectives: 1.Language: By the end of the lesson, students will be able to improve their listening skill through Ordering, Gap-filling and Answering questions exercises 2.Skills: Listening for gist and specific information 3.Political thought and moral sense:awareness about taking in public activities B Method: Integrated, mainly communicative C Teaching aids: Textbook, cassette player D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up : (4') - Give the missing letters: P …………… C - guess the missing letters and fill them in the blanks to have a meaningful word Teacher’s activities Pre-listening: (5') Students’ activities - Ask some questions: Do you often go for a picnic? When is the best time for a picnic? Why people go for picnics? - Give the meanings of some words: glorious assemble destination left-overs delicious Botanic Garden spacious sleep soundly - Ask students to listen and repeat While-listening: (24') * Task 1: - Ask students to work in pairs and study the pictures carefully - Ask students to listen to the tape and number the pictures in the order they hear - Play the tape more than once if necessary - Call on some students to explain their answers in front of the class * Task 2: Gap-filling - Ask students to listen to the tape again and fill in the blanks with exact words they hear - Tell students to read the sentences carefully and have a guess of the missing words - Play the tape several times if necessary - Ask students to compare their answers with a friend - Call on some students to read aloud their answers - Check and give correct answers - The answers may be various Yes, I do/ No, I don’t at weekend/ in the summer ect They go for picnics to visit some beautiful places/ to relax ect - Work in pairs - Listen to the tape and the task * Task 1: - Give own answers - Correct answers: 1.a - 2.e - 3.b - 4.c - 5.f - 6.d * Task 2: - Listen the tape again Correct answers: The weekend picnic I enjoyed most was just a few weeks ago My class decided to pay a visit to the Botanic Garden We met at the school gate on time We made a short tour round the garden In the afternoon, we went on playing some more games - Do the task individually * Task 3: Answer the questions Correct answers: - Play the tape again and ask students to The weather was very nice answer the questions independently Yes, it was - Ask students to compare their answers with a The garden was beautiful friend They could sleep soundly because it - Call on some students to read aloud their was so peaceful and quiet in the garden answers in front of the class They took pictures, played games, - Give correct answers talked, sang and danced - Work in pairs Post- listening: (10') - Ask students to work in pairs to discuss the topic: “ If your class could go for a picnic this weekend, what would your plan be?” - Present the topic in front of the class - Call on some groups to present the topic in front of the class - Comments and make necessary corrections Homework: (2') - Listen to the teacher and write down - Ask students to write: Your plan for a picnic this weekend  Evaluation: P.Date: 7/11/2012 an excursion Period 35: A Objectives: 1.Language: By the end of the lesion, students will be able to write a confirmation letter responding to a request and an invitation 2.Skills: Writing a confirmation letter to a friend that responds to a request and an invitation 3.Political thought and moral sense:formal style in a confirming responding letter B Method: Integrated, writing C Teaching aids: Textbook, handouts D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up : (3') - Ask students some questions: What sort of letters did you study? Did you study how to write a confirmation letter? - Say “ Ok, today we will study how to write a confirmation letter” Writing a letter of complaint/ a thank you letter/ a love letter ect No, I didn’t Teacher’s activities Students’ activities Pre-writing: (15') - Listen to the teacher and write down - Explain the definition of request and confirmation letters - Request is the letter that ask for information or help - Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not While-writing: (20') * Task 1: - Ask students to work in pairs and read two letters below and find the requests in Nga’s letter and confirmation in Hoa’s - Give the meanings of some words - Tell students to underline the structure showing requests and confirmation - Call on some students to explain their answers in front of the class - Give suggested answers - Call on two students to read the letters aloud in front of the class - Work in pairs and the task - Give answers: + Request: Can you go shopping with me to buy the things we need for the trip? + Confirmation: certainly I will help you to prepare everything you need for the trip - Lan asks you to buy some fruits and bring them to her house - Minh wants to borrow you a book about wildlife * Task 2: Writing confirmation - Ask students to read the situations carefully and find the requests in both of them Dear Lan, Firstly, let me congratulate you on your 15th birthday Certainly, I will help you to prepare everything you need for the party I will go to the nearby market and get them on Saturday morning I will be at your home at 6.30 pm on Saturday Love, Mai Dear Minh, I’m happy to tell you that the book you want to borrow is available You can see this for the next two weeks However I Post- writing: (5') - Ask students to choose the first situation to write a confirmation letter responding to each of them - Ask students to exchange their writings with a friend - Check their writings in front of the class as a whole will not be at home this Saturday Can you come on Sunday? I will be waiting for you all day See you then, Yours, Homework: (2’) - Ask students to choose the second situation to write a confirmation letter responding to each of them  Evaluation: P.Date: 8/11/2012 an excursion Period 36: A Objectives: 1.Language: By the end of the lesion, Ss will be able to: - distinguish the sounds /∂ / and /З:/ - reviewing the present progressive (with a future meaning) and be going to 2.Skills: Fluency in pronunciation A Method: Integrated, mainly communicative B Teaching aids: Textbook, handouts C.Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up :(4') - Give some words: earn, bird, fir, other today, nurse, from, of - Ask students to choose one word whose underlined part is pronounced differently Teacher’s activities Students’ activities Pronunciation: (12') - Demonstrate the sound /∂/ and / З: / by pronouncing them clearly and slowly - help students to distinguish these two sounds - Listen to the teacher / З: / is a long sound / ∂ / is a short sound - Play the tape and ask them to repeat - Call on some students to repeat the sounds clearly - Ask students to work in pairs and practice - Repeat in chorus these sentences - Go around the class and provide help if necessary - Work in pairs Grammar: (27') + Simple Future: Will Form: S + will/shall + V Use: expresses an intention or decision made - Listen to the teacher and copy down at the moment of speaking Ex: I’ll give you my phone number Ring me tonight + “be going to”: Form: S+ be going to+ V Use: expresses an intention or decision thought about before the moment of speaking It expresses a plan Ex: We’re going to Hanoi this summer - it also expresses a prediction: Ex: Look! It is going to rain + Present progressive It can be used to express a future arrangement between people It’s common with verbs such as go, come, see, visit, have (a party), leave Practice: * Exercise 1: Choose the correct option in brackets - Ask students to exercise - Ask students to compare and discuss the answers with a friend - Call on some students to read and explain their answers in front of the class - Give correct answers * Exercise 2: Put the verbs in brackets in the present progressive or “be going to” - Ask students to exercise - Ask students to compare their answers with a friend - Call some students to explain their answers - Give correct answers * Exercise 3: Complete the exchanges, using the present progressive or “be going to” - Ask students to the task in pairs - Call on some students to act out the exchange in front of the class - Make necessary corrections Homework: (2') - Ask students to distinguish the present and “be going to” * Exercise 1: What are you doing this Saturday evening? …is getting married… … are you going… …I’m going to be… … is going to… * Exercise 2: are going are having is going to catch are you putting is not going to give * Exercise 3: Are you going to see it? I’m doing my homework We are visiting our grandparents What’s he going to with it? It’s going to rain soon I’m going to clean them later - Write down on the notebooks  Evaluation: P.Date: 15/11/2012 an excursion Period 37: TEST YOURSELF B A Objectives: 1.Language: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening and writing - Improve their knowledge through the test yourself 2.Skills: - Listening, speaking, reading and writing B Method: Integrated, mainly communicative C Teaching aids: Text book, the board and hand-outs D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up (5') - Greet students - Ask students something about the test yourself A Have you prepared it at home? Have you got any difficulties? Teacher's activities Test yourself (10') I Listening(2.5 points) - Present the task : Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to Students' activities - Look at the book and listen to the task - understand the task - Listen to teacher’s reading carefully - Fill in the blanks with the words they’ve just heard - Correct mistakes Keys: 50 miles to the West of control the work - Then read the passage the last time for students to check their results - Correct mistakes II Reading (2.5 points) 10' - Present the task: Read the passage and decide whether the following statements are true (T) or false (F) - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best options - Correct mistakes III: Grammar (8') - Present the task: Read the following paragraph One word is missing from each line Put a stroke (/) where the word has been omitted and write the missing word in the space provided - Get students to discus the paragraph in groups or in pairs - Go round class to control the students’ activities - State the keys - Correct mistakes IV Writing(10') Lon don 120,000 inhabitants/people market town biscuit factory computer industry in central England 90,000 people university car factory 10 Cowley Road - Look at the textbook and listen to teacher - Work in groups to discuss about the passage - Finish the task - Compare the result with the other groups And then with the keys Keys: F F 3.T F 5.T - Listen to teacher - Work in groups to complete the letter - Compare the result with the other groups - Correct mistakes - Finish the letter Key: out by scientists opportunities for other there is which attempts all the organizing the inventions a/ per/ every developed by it is 10 it be wanted - Read the suggestions carefully - In groups or in pairs, discuss about the letter -Compare the result with the other groups -Correct mistakes - Present the task: Your class would like to visit your uncle’s computer factory which is located near your school Write to him and ask for permission to visit - Ask students to read the suggestions carefully - Guide sts to write the letter - Go round class to control the sts’ activities - Correct mistakes Homework (2') - Ask students : *to study all the lessons again *get ready for the 45minute test in the next period - Study all the lessons again - Get the knowledge ready for the coming test Evaluation: P.Date: 17/11/2012 Period 38 Class 10A1 10A6 Teaching test WRITTEN TEST 45' Absent students Full name: .Class 10… Using the connector “WHICH” to combine the following sentences: Mai arrived on time It amazed everybody 2.Her phone is out of order It’s a real nuisance Change into passive voice: We have bought that house before Someone has repaired these chairs for months Choose the word/ phrases to complete the sentences below: 5.The street I live in is vey noisy at night, ……………makes it difficult to sleep A what B this C which D that A new bridge… across the Tamky river recently A has built B.has been built C.was built D.is built 7.This box ……….for a long time yet A.hadn’t been opened B.hasn’t been opened C.hasn’t opened D.has been opened Thien Mu………is on the left bank of the Huong river, kilometres from Hue A church B.school C.pagoda D.site 9.I can’t operate this washing machine, Can you give me the………………… ? A book B.computer C.instruction D.device 10 When the school year come to……… we’ll go on an excursion A.a half B.an end C a conclusion D.a stop 11.Most students…………….how to use computer fluently up to now A.know B.has known C.have known D.has been kown 12.What is the music …………….you are listening to ? A.that B.whom C.which D A & C are correct 13.Some children in the village are……………retarded A.mental B.mentally C.mentality D.mentalism 14.The ………… in the war should be taken care of A injured B.injuring C.injures D.injured 15 ……………….late? A Did you use to stay B Do you used to stay up C Did you use to stay up D Do you use to staying up 16.A……….person cannot hear any kind of sound A mute B.deaf C.blind D.dumb 17.You can change the TV channels with this …………………control A remote B.far C.standby D.special 18.I think it……………, the sky is so cloudy A.rains B.will rain C.is raining D.is going to rain 19.We ………….a party next Sunday, would you like to come ? A.have B.will have C.are having D.is going to have 20.The………… are those who not have a job A.injured B.unemployed C.retarded D.disabled 21.The man………….lives next door is an English teacher A.Who B.whose C.which D.whom 22.The……………are those who are unable to use part of the body in the normal way A.disabled B.mute C.blind D.deaf 23.Be patient with……………………work A.time-consumption B.time-consuming C.time-consumed D.time-consumable 24 There …………….a hotel opposite the station, but it closed a long time ago A used to be B.is used to C used to is D use to 25.The teacher got angry because Jack went out of the class without getting her…………… A.permission B.situation C.condition D.persuasion Choose one word whose underlined part is pronounced differently from the that of the others: 26 A.full B.put C.June D.pull 27 A teacher B.excursion C.permission D.pagoda 28.A cook B foot C school D look 29 A.boss B.sport C.top D.job Choose the word that needs correcting 30 Is Helen used to live in a small flat ? A B C D 31 Our flight was delayed, that meant we had to wait for hours at the airport A B C D 32 Look at those black clouds! It will rain A B C D Read the following passage and then the following exercises: Louis Braille was born in France in 1809 His father had a small business He made shoes and other things from leather Louis liked to help his father in the store even when he was very small One day when Louis was years old, he was cutting some leather Suddenly the knife slipped and hit him in the eye He soon became completely blind When he was ten years old, he entered the national Institute for the blind in Paris One day his class went to visit a special exhibit by a captain in the army One thing in the exhibit was very interesting for Loius It showed message in code Armies send messages in secret codes so no one else can read them The captain wrote this code in raised letters on very thick paper Louis thought a lot about this code Then he decided to write in the same way so the blind could “read’ with their fingers It is very difficult to feel the differences between raised letters Instead of letters, Louis used a “cell” of six dots He arranged the dots with two dots across and three down So blind people can read and write even write music by Braille A Choose the best answers: 33 Louis Braille’s father made things from………… A wool B leather C exhibit D.codes 34 When Louis was ten years old, he began to study……… A at a special school for the blind B at a university C in the army D at a local school 35 He saw a special exhibit It showed ………….in code A systems B massages C arrangements D computers 36 It is difficult to feel the differences between……… A code massages B arrangements of dots C raised letters D a system of raised dots 37 Which of these sentences is probably NOT TRUE? A Braille invented a system of reading for blind people B Braille visited an exhibit of codes C Braille system is used for everyone D Louis Braille was an intelligent boy B Answer the following questions: 38 When & where was Louis Braille born? 39 When was he blind? 40 Did he enter the national Institute for the blind in Paris in 1819? Ma trận P.Date: 21/11/2012 Unit THE MASS MEDIA Period: 39 A - Reading A Objectives: 1.Language: - Knowledge about TV programme schedules - The present simple tense - Vocabulary concerning TV programmes 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: Read for general ideas and specific information 3.Political thought and moral sense: - Students read about TV programme schedules B Method: skimming reading C Teaching aids: Real objects and pictures of TV programs D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision 1.Warm-up:( mins) Aims: sts get used to the topic + Jumbled words - Give words about the forms of mass media whose letters are in the wrong order and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words enslieisov rwepeapns idora agenmzia 5.evido - Check and give remarks Teacher’s Activities Before you read: ( 10 mins) Student’s Activities Aims: to prepare information and vocabularies for the topic + Pairwork: - Ask the sts to work in pairs to answer the question given in the part and some other questions - For each question, 3-4 sts are required to answer orally in front of the class ( st/ time) - Gather the ideas and give some background information about TV channels in Vitetnam - Read each word/phrase twice and ask sts to repeat it and leave sts minute to selfpractice - Provide the students with new words/phrases + Vocabulary: + channel (n) : Kªnh ( truyÒn h×nh) + Mass media (n): public institutions that report news and other stories + Population and Development (phr): dân số và phát triển + TV Series (n): phim truyền hình dài tập + Folk Songs (n): dân ca + News Headlines (n): nhóm tin chính + Weather Forecast (n): dự báo thời tiết + Quiz Show (n): trò chơi kiến thức + Portrait of Life (phr): chân dung sống + Documentary (n): Phim tài liệu + Wildlife World (n): giới hoang rã + Around The World (phr): vòng quanh giới - Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correct While you read:( 20 mins) Aims: Read the passage for information to the tasks - Ask sts to read the TV programme schedules and task 1: Match the words in A which appear in the reading passage with their definitions in B - Listens and helps sts to the task correctly Gives feedback and corrects the answers T: Read the passage again and decide whether the statements are true or false as well as correct the false - Work in pairs - Do the work orally in front of the class - Listen and copy down + VTV1: Combination of Politics, Economics and Entertainment + VTV2: Science and Education + VTV3: Sports and Entertainment + VTV4: For the overseas Vietnamese + VTV5: For the Ethnic minority groups Listen and copy down - Listen and repeat - Some sts stand up and read these word aloud - Others listen - Self-correct Task 1: Matching - Work in pairs to read the programmes and the task - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Share their answers with their friends - Some sts present their answes: Suggested answers: – c; – a; – d; – b Teacher has the class read the text again, this time more slowly, to scan the details and the task Teacher walks around the class and offers ideas and comments when students need help Then teacher selects some students at random to provide the answers in front of the class - Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage - pairs are required to answer orally in front of the class ( pair/ time) - Listen and help sts to answer the question correctly After you read:( 10 mins) Aims: to give the summary of the topic - Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why - 2-3 sts are required to give short talks on the given topic - Get feedback and help the students to give correct talks Homework:( mins) - Write a paragraph about a programme you like best - Prepare for the next lesson: SPEAKING  Evaluation: + Task 2: True or false: - Sts read the programmes carefully, individually and decide whether the statements are true (T) or false (F) - sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage - Listen and check the answers orally in front of the class The answers: T T F ( The Nature of Language is on VTV3.) T F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check + Task 3: Answering questions - Work in pairs - Some pairs stand up and ask and answer: The answers: There are five films on At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3 VTV2 The Quiz Show (You should watch) VTV1 Football - Work in pairs - Some sts talk in front of the whole class - Others listen - Listen and self-correct Suggested answers: What TV program you like best? I like the show The price is right most because it is easy to play and very interesting Besides, the reward for the winner is valuable, P.Date: 25/11/2012 UNIT THE MASS MEDIA Period: 40 B- Speaking A Objectives: 1.Language: - Students can talk about the different types of the mass media - The simple present - Vocabulary on the mass media 2.Skills: - Speaking about different types of the mass media - Discussing about the features the types of the mass media have in common and the main features each of them has 3.Political thought and moral sense: - Students know about the differences and similarities of some popular types of the mass media everyday work B Method: Integrated, mainly communicative C Teaching aids: Pictures, textbook, cassette player D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking(5 mins) - Ask one st to talk about the TV programme they like watching best - One student talk about the TV programme they like best Eg: I like Game show The price is right most because it is very interesting , easy to play Besides , the reward for the winner is valuable Another reason I like this game show is the MC Mr Luu Minh Vu is humorous and very intelligent Teacher’s Activities Before you speak(5 mins) - Introduce some new words: - Ask sts to read the new words orally - Ask sts to work in pairs and decide which items are types of the mass media - Ask sts about the definition of the Student’s Activities mass media: Mass media ( take a singular or plural verb) : communication media in generalall of the communication media that reach a large audience, especially television, radio and newspapers - Call on some sts to explain their answers in front of the class - Give sts correct answers While you speak( 18 mins) Aims: Sts compare the features of the types of the mass media - Ask sts to work in pairs and carry out the activity using the cues in the book - Go around the class and help sts if necessary - Call on some pairs to explain their answer in front of the class + Task 1: - Write the new words and read them aloud Aims: Sts distinguish the different types of the mass media from the others + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Work in pairs - Listen and take notes - Ask sts to look at the information above and talk about the different - Some sts give their answer in front of the class Suggested answers: types of mass media Television Radio Newspapers The Internet + Task 2: - Work in pairs to discuss some popular types of the mass media - Some sts give the answers in front of the class + The mass media: - Provide information and entertainment + The radio: - Present information and entertainment orally (through mouth) - Receive information aurally(through ears) eg The common feature of the mass media is that they all provide information and entertainment Television provides information and entertainment orally and visually, and we receive them through our eyes and ears + Task 3: - Work in groups to answer the questions in the book S1: Television, radio, newspapers, the Internet S2: Provide/ deliver information and entertainment S3: TV presents information and entertainment orally and visually while radio provides - Some sts answer: I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I’m interested in After you speak( 15 minutes) Aims: Talking about the different types of the mass media - Ask sts to work in groups and answer the following questions: +What are the different types of the mass media? + What features they have in common? + What are their distinctive( own) features? - Ask sts some more questions : Which types of the mass media you usually get information from? Which one you like most? Why? - Go around to help sts if necessary - Ask some sts to answer and give correct answers Homework:( mins) - Write a paragraph ( about 50 words) about the features of the types of mass media - Prepare for the nex t lesson: LISTENING  Evaluation: P.Date: 26/11/2012 UNIT THE MASS MEDIA C- LISTENING: Period: 41 A Objectives: 1.Language: - The simple present tense - Vocabulary on adjs to describe weather 2.Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories 3.Political thought and moral sense: - Sts understand news stories on the radio B Method: Integrated, mainly communicative C Teaching aids: Real objects and pictures of a flood textbook, cassette etc D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Teacher’s Activities Before you listen:(10mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text + Pairwork: - Requires sts to work in pairs and asks each other the following questions - How often you listen to the radio? - Which program you like listening to? - Do you like listening to strange stories? - Asks some sts to give their answer - Gives some examples - Reads the words asks sts to repeat - Asks sts to read the words in pairs - Asks some sts to read the words again While you listen: + Task 1: (7 mins) Aims: Practise listening and tick the word they hear - Tells sts that they are going to listen to two news stories and the words will appear in the stories - Asks sts to work in pairs, look at the words given and guess what the news stories about - Asks sts to listen to the news and tick the Student’s Activities - Work in pairs to ask and answer the questions - Some sts stand up and give their answer - Copy the words and phrases + New words + Mount (n): e.g.: Mount Everest + in spite of + N (phr): = despite + N = Although + Clause - Listen and repeat - Read the words in pairs and correct each other’s mistakes right column to indicate which words appear in which stories - Plays the tape twice and ask sts to compare their answer in pairs - Checks sts’ answer - Plays the tape once again, stop the tape where necessary and conduct the correction + Task 2: (10 mins) Aims: Practise listening for specific information by filling in the gaps - Asks sts to have a look at the stories in the textbook and read them in pairs and make sure they understand them T encourages sts to guess the words/ phrases to fill in the gaps - Asks sts to listen to the tape once or twice again to fill in the gaps with the missing words/phrases - Asks sts to compare their answer in pairs - Check ssts’ answer - Plays the tape once again, stop the tape where necessary and conduct the correction + Task (7 mins) Aims: Practice listening for specific information by answering given questions - Asks sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Asks sts to listen to the tape once/twice and take short notes to answer the questions - Asks sts to compare their answer in pairs - Plays the tape once again, stop the tape where necessary and conduct the correction After you listen:(10 mins) - Asks sts to work in pairs and each retell one news story - Moves round to check the activities and to make sure that sts are working effectively - Asks two sts to present in front of the whole class - Check and give remarks - Listen to the teacher - Listen to the tape and the task - Compare their answers - Give their answer News story 1: strong, cloudy News story 2: healthy, young, highest, wonderful - Check their answer, say it aloud, and then correct their work if they have the wrong answer - Work in pairs to read the passages and try to fill in the gaps - Listen and the task - Give their answers Correct answers News Story News Story has caused twenty- third floods 4,418 have left their California home wonderful have risen young and two meters healthy has stopped cloudy strong wind - Check their answer, say it aloud, and then correct their work if they have the wrong answer - Work in pairs to read the questions - Listen and the task - Compare their notes - Some sts answer the questions: Suggested answers: Heavy rain has caused floods all over the country Because the rivers have risen (The old lady has climbed Mount Whitney) 23 times Because it has kept her young and healthy - Check their answer, and then correct their work if they have the wrong answer Two sts present - Listen and check Homework:(1min) Write a short paragraph about a news story they have just heard on the radio or TV Ss prepare for the next lesson Writing  Evaluation: P.Date 28/11/2012 UNIT THE MASS MEDIA D- WRITING: Period: 42 A Objectives: - By the end of the lesson , SS will be able to write a paragraph about advantages and disadvantages of television and other types of mass media 2.Skills: writing about the advantages and disadvantages of TV 3.Political thought and moral sense: Students should know how to spend their time on mass media especially TV B Method: Integrated, mainly communicative C Teaching aids: TV programs Textbook D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision - Warm-up (4 mn) Shows TV programmes and ask questions 1) What TV programmes you like seeing? Why? 2) What TV programmes you think are useful? Teacher’s Activities Pre-writing (8 mn) Implicits the meaning of dis-/advantage by analyzing the examples: TV helps us to learn more about the world Student’s Activities TV makes us passive Which sentence says good about TV? Which one says bad? Asks Ss to read about the advantages and disadvantages of TV Has Ss underline the key words of each sentence Teacher walks around the class and offers help when necessary While-writing (18 mn) Asks Ss to work in pairs and discuss the advantages and disadvantages of the mass media and write them down in the columns Asks Ss to share the ideas with other pairs Gives suggested answers Task 1: Students sit in pairs, and task Read about the advantages and disadvantages of TV Underline the key words of each sentence Task 2: Work in pairs and discuss the advantages and disadvantages of the mass media and write them down in the columns Ask Ss to share the ideas with other pairs Suggested answers: Radio: advantages - It gives you hourlyupdated news and information - It is convenient because you can listen to it everywhere Newspapers: advantages - It is cheap A Vietnamese daily newspaper costs only approximately 2000 VND -very mobile.We can bring them along anywhere The Internet: advantages - It’s a rich source of information We can access to Internet and get all the information disadvantages - It only provides aural information - It can be boring We can’t watch films or sports programmes disadvantages -It’s less updated than other kinds No more information until the next edition - The pictures are not moving so it is as not exciting as other kinds of media disadvantages -It makes us confused when there is too much information - It may bring bad Post-reading (13 mn) Asks Ss to write a paragraph about the advantages and disadvantages of the mass media discussed in Task Introduces peer correction if time allowed Pick up some writings to correct in front of the clsass Give suggested writing Assigns homework HOMEWORK: - Complete the writing - Prepare for the next lesson: LANGUAGE FOCUS we need This is effects on children as impossible for other it contains types of media like “unhealthy” websites radio or TV such as sex or - It’s a great tool of violence entertainment We can -It damages our play games and listen health due to to music online prolonged and - It is a very good way inappropriate use to study Task 3: Ss work individually Suggested writing: Updated information, convenience and stress relief are three major advantages that radio brings us Firstly, radio keeps us updated with the latest information The news which is broadcast live hourly help us understand current events around the world Secondly Unlike other type of mass media, radio is easy to use We can listen to the radio almost anywhere with little cost and great convenience Lastly, radio help us to release the stress that we suffer from work and study Music and entertainment programs on the radio are effective ways to make us feel happy and refreshed after a hard working day In conclusion, Radio has a lot of advantages that makes our life easier and more enjoyable  Evaluation: P.Date: 29/11/2012 UNIT THE MASS MEDIA Period: 43 E- LANGUAGE FOCUS A Objectives: 1.Language: By the end of the lesson, Ss will be able to: _ pronounce the sounds /ei/, /ai/ and / i / correctly 2.Skills: _ use the present perfect correctly and use because of and in spite of appropriately 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbooks, cassette D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm –up - (5’)  GAME: CATEGORISING - Gives out 10 to 15 words - Asks Ss to work in pairs or groups and decide which words go with since or for - Gives some words:  1990; three months; two weeks;… Teacher’s activities Pronunciation: (10 mn) - demonstrates the sound /ei/ /ai/ and /oi/ by pronouncing them clearly and slowly - Helps Ss to distinguish these two sounds - Instructs the way to pronounce:  /ei/ has two sounds: e and I First make the sound e Now make it longer eee Then add I this is very short eeeI  /ai/ has two sounds: a and I First practice the sound a This is a long sound and then add I This is very short aaaI  /oi/ has two sounds: o and I First practice the sound o Now make it longer ooo Then add I This is very short oooI - Plays the tape and asks Ss to repeat - Calls some Ss to repeat the sounds clearly in front of the class - Asks Ss to work in pairs and practice the sentences - Goes around the class and provides help Grammar and vocabulary: (28mn) - Asks Ss to present the form and the use of the present perfect tense - Asks Ss to the exercise independently - Has Ss compare their answers with a Students’ activities - Work in groups - Whole class listen to the teacher and write down Ss listen and repeat - Whole class listen to the tape - Some Ss repeat the sounds Others listen friend - Calls some Ss to read the letter in front of the class Review the form and the use of the present perfect tense Reminds Ss how to use: - a period + ago ( simple past) - for + a period (present perfect) - since + definite time/ simple past - Asks Ss to the exercise in pairs ( This is probably an easy exercise so Ss can it orally) - Calls some Ss to read and explain their answers in front of the class - Explains the use and the difference of because of and in spite of  Because of or because shows the cause  In spite of or Despite shows the confession - Gives Ss the structures: - Asks Ss to make some examples basing the teacher’s suggestion - Has Ss exercise - Asks Ss to compare the answers and discuss them with a friend - Calls on some Ss to read their answers aloud in front of the class Give correct answers to - Work in pairs Exercise 1: - Some Ss present the form and the use of the present perfect tense Others listen to - Work individually - Individual work - Some Ss read the letter Others listen to - Work in pairs in orally Suggested answers: 1.have been 2.has lived 3.have met 4,have done 5.have had 6.have taken 7.have watched - Some Ss read and explain Others listen to Exercise 2: - Whole class listen to the teacher and write down - Take notes Complete the sentences using for, since or ago Suggested answers: since for ago ago for ago for since Since 10 since Exercise 3: Listen and take notes * Because +S+V * Because of +v-ing / noun * Despite + v-ing/ noun * In spite of + v-ing/ noun E.g: 1.Because of the cold weather , we kept the fire all day Because the weather was cold, we kept the fire all day In spite of his illness, he managed to come to school - Individual work - Compare the answers with a friend Correct answers: 1.Because of the cold weather, we kept the fire burning all day In spite of the cold weather, we all wore shorts 2.Because of his illness, he had to cancel the appointment Because of the large crowd, we couldn’t see what was going on In spite of the large crowd, there were enough seats for everyone Because of the meat shortage, everyone was living on beans In spite of the meat shortage, we have managed to get some beef Because of the bad condition of the house, the council demolished it In spite of the bad condition of the house, they enjoyed living there - Some read the answers Others listen to - Do more exercises in your text books - Review some tenses Consolidation (2mn) Reminds Ss about the main points Assigns homework HOMEWORK: - Redo exercise - Prepare for the next lesson: Unit READING  Evaluation: P.Date 30/11/2012 Period: 44 Test correction Mã đề 789 Mã đề 015 C©u 10 11 §.A C©u 21 22 23 24 25 26 27 28 29 30 31 §.A C©u 10 11 §.A C©u 26 27 28 29 30 31 32 33 34 35 36 (40 sentences x 0,25 = 10pts) Điểm 10A1 10A6 §.A 10 12 13 14 15 16 17 18 19 20 32 33 34 35 36 37 38 39 40 12 13 14 15 16 17 18 19 20 37 38 39 40 41 42 43 44 45  Evaluation: P.Date: 2/12/2012 Period: 45 review for 1st term (part1) THE PRESENT SIMPLE TENSE B EXERCISE: Exercise 1: Put the verb in the bracket into the simple present tense I ………………………….(eat) my breakfast in the kitchen every day These boys often ……………….………(play) football at weekends It …………………… (rain) in the winter She ……………………………….(go) to school three days a week My little boy often …………… …………(watch) cartoon film She ………………………… (study) English very well My father often ……………………………(play) tennis in the morning Ann ……………………………… (speak) German very well 9. your mother (walk) to work every day? 10 They (not /play) soccer in the morning 11 Phong, An , Ha, Lan (be) close friend 12 On Friday, I (have) English 13 At 12 a.m every day, I (have) lunch and (go) to bed 14 In the autumn, I rarely (go) sailing and (go) to school 15 Every day, Mr.Hung (not go) _to work by car 16 There (be) _many flowers in our garden 17. they (go) to school by bus today? 18 My father (read) a newspaper in the morning 19 Giang (like) _Music but I (like) Math 20 Every night, We (go) to bed at 10p.m 21 Ann(like) her job very much 22 Sometimes, I (play) badminton 23 We usually (read) _books,(listen) to music or (watch) _TV 24 Every day she (go) to work by bike 25 He (teach) _in a big school in town 26. _he (play) sports? 27.He (go) _to bed at 11.30 p.m 28. your students (play) soccer every afternoon? Exercise : Multiple choice questions: I at school at the weekend a am b is c are d be She on Friday a don’t study b isn’t study c doesn’t study d aren’t study My students hard working a does not b isn’t c aren’t d don’t He a new haircut today a have b has c haves d to have I usually breakfast at 7.00 a have b has c haves d to have she in a house? a Does she live b Do she live c Is she live d Are she live Where your children ? a be b does be c are d is My sister in a bank a work b works c workes d to work Dog meat a likes b like c to like d liking 10 She in Florida a live b livees c living d lives 11 It almost every day in Manchester a raines b rain c.rains d raining 12 We to Spain every summer a fly b flys c flyes d flies 13 My mother eggs for breakfast every morning a fry b frys c fries d fryes 14 The bank at four o'clock a close b closes c closing d to close 15 John _ hard in class, but I _ he'll pass a try / don’t think b tries / doesn’t think c tries/ don’t think d try/ doesn’t think 16 Water at 100 degree Centigrade A boil B boils C boiling D is boiling 17 George to the movies very often A not go B don’t go C doesn’t go D not to 18 How many languages ? A you speak B are you speak C are you speaking D will you speak 19 The swimming pool at 9.00 am and at 6.30 pm A open/ close B opens / closes C opens/ close D open / closes 20 I your telephone number A not know B don’t know C don’t knew D am not knowing 21 Bad students never hard A works B work C are working D is working 22 Those children for hours every afternoon A sleep B sleeps C is sleeping D are sleeping 23 Light faster than sound A travels B travels C travel D is travelling 24 He usually his work before o’clock A finish B finishes C is finishing D finishing 25 Mr Lam always early a gets up b get up c got up d have got up 26.My father to work by bus everyday a go b goes c went d going 27.The plan _ off on time yesterday a take b takes c took d taken 28. you _ pop music ? a Do – like b does – like c – likes d did- like 29 I _ born in 1980 a Am b were c was d did 30 Where she live last year ? a Do b does c did d was 31 Mary _ TV every night a Watch b watched c watches d watchs 32 Everybody was dancing when I _ a come b came c comes d coming 33 What time Nam a civic Education lesson on Monday ? a do_ have b does_ have c does – has d did _ have 34 He _ to America with his parents months ago a go b went c goes d was going 35 We sometimes _ speaking English a practice b practices c are practicing d practiced 36 He doesn’t usually _ newspapers after dinner a Read b reads c am reading d was reading 37 I’m not interested in _ a fish b fishing c fishes d fished 38 The picnic to Perfume pagoda with my classmate last week the most memorable one for me a is b were c was d are 39 She _ to school on Sundays a doesn’t go b don’t go c doesn’t goes d didn’t go 40 Every year , between February and March , Chua Huong festival hundreds of thousands of people from all over the country a attract b attracted c attracts d is attracting 41 Which sentence is true? a I am usually free on Sundays b I usually am free on Sundays c I am free on Sundays usually d I am free on usually Sundays Exercise 4: Put the “adverb of frequency” in brackets in its correct position We go to Hanoi in the spring (always)  My neighbors are out on Sundays (usually)  ………………………………………………………………………………… We travel by plane (sometimes)  ……………………………………………………………………………………… Jim never phones me I have to phone him (always)  ………………………………………………………………………………… We go to a restaurant on Friday evenings (often)  ……………………………………………………………………………… She is late for class (seldom)  ………………………………………………………………………………… I didn’t understand the directions (fully) ………………………………………………………………………… I get up at six o’clock (normally)  What you after school? (usually)  …………… Is Phong interested in stamps? (always) THE PAST SIMPLE TENSE Exercise 1: Give the correct form of the verb in bracket: 1) I (go) to Ben Thanh market last Monday 2) He (get) up at o’clock yesterday 3) What time you (go) .to bed last night? 4) She ( not/ go) to work last weekend 5) Lan (meet) .her at the party years ago 6) Last summer vacation,Mom (not /buy) me a new buy 7) When .he (leave) for work last week ? 8) What you (do) yesterday? 9) We (begin) to learn English years ago 10)She (be) .an engineer last week 11)Lan (be /not) at home yesterday 12)He (wear) .the shirt last week 13)They (be ) here yesterday 14) .you (go) .to school yesterday? 15) .Tam (be) at home last night? – Yes, he (be) 16)Where .he (go) yesterday? 17)I (be) sick last night 18)Why you (not /come ) to class yesterday? 19)Hoa (buy) a lot of things for her birthday party 20)What time .you (leave) home for school yesterday? 21) He …………………………….…(live) in London last year 22) He ……………………… (live) in London from 1980 to 1985 23) They ………………………… (sell) their house several days ago 24) When…………….…you ………….… (see) her ? 25) ………………… he come to see you last night ? Yes he came 26) She ………………….…… (met) me in the street last Sunday 27) I …………………… ….(wait) for the telephone call all this morning 28) I……………………… …… (study) music when I was at school 29) They ……………………………… (sell) their house last year 30) They ………………………….…(walk) to the corner two days ago 31) Professor ………………………….…(teach) another class last year 32) We ………………………….….(spend) two weeks in Japan in 2000 33) He ……………………………… … (meet) his friends some days ago 34) We ……………………….…….(speak) to our friends last week Exercise 2: Put (DID, WAS or WERE ) into the brackets 35 Where …………………………… you born? Where ………………… … …… your mother born? 36 When ………………….………………………………………… you start school? 37 How many schools ……………………………………….you go to ? 38 What ……………………………………………………… your favourite subject? 39 Where …………… you live when you ………………………….……… a child? 40 ………………………………………………………… they live in a house or a flat? Exercise 3: Choose the best answer: 1- He a doctor two years ago a am b is c was d were 2- It cold yesterday a.aren’t b is n’t c wasn’t d weren’t 3- he an engineer yesterday No, he a.is/ isn’t b.are/aren’t c.was/wasn’t d.were/weren’t 4- The windows open last Monday a am b is c was d were 5- Where Nam yesterday? a am b is c was d were 6- Why he unhappy last Tuesday? a am b is c was d were 7I your trip to Nha Trang two years ago a remember b remembers c remembered d rememberred 8Ba the cap all day yesterday a wear b wears c weared d wore 9I a lot of fish yesterday a eated b ate c eats d eat 10Her aunt her to see Cham Temple last year a taked b took c take d takes 11Tuan a new bike yesterday a haved b has c had d have 12 she a new ruler yesterday? a didn’t buy b doesn’t bought c did not buy d does not bought 13He with his parents about his vacation in Da Lat last year a didn’t talk b doesn’t talked c didn’t talked d don’t talk 14 they school yesterday? a Didn’t comed b Didn’t come c Doesn’t comed d Doesn’t come 15 the windows yesterday? a Didn’t close b Didn’t closed c Doesn’t closed d Doesn’t close 16- They to Ha Long for their last summer vacation A go B are going C was going D went 17- She to brush her teeth yesterday A forget B forgot C forgetting D was forgetting 18- Ba his room yesterday afternoon A clean and tidy B cleaned and tidied C cleaned and tidy  Evaluation: P.Date: 4/12/2012 Period: 46 review for 1st term (part2) THE PAST PERFECT TENSES A EXERCISE Exercise1: Give the correct form of the verb in brackets: He ………………………(do) nothing before he saw me He thanked me for what I …………………… (do) I ………………(be) sorry that I had hurt him After they had gone, I …………………(sit) down and …………….(rest) He …………………… (die) after he ……………… (be) ill a long time As soon as you …………… (go), I …………….(want) to see you again Before you ……….(go) very far, we found that we …………(lose) our way My friend ……………(not see) me for many years when I met him My father ………………….(tell) me he ………….(give) up smoking 10 He ………………(be) late because he ………………(have) an accident 11 By the time he arrived at the party, all his classmates (leave) 12 When I was a child, I (play) .……………… the violin 13 The man sitting next to me on the plane was nervous because he (not / fly) before 14 They (live) … in Scotland for ten years Now they live in London 15 Sorry, we’re late, we (take) …………… the wrong turning 16 We (live)… …in New York for ten years and then we (move)….here in 1987 17 When Martin (repair)…………………… the car, he took it out for a drive 18 We (not / meet)………… ………….them before the reception yesterday Exercise 2: Choose the best answer: 1.'Was Tom there when you arrived?' `Yes, but he .home soon afterwards’ a goes b went c had gone d were going Before Jennifer won the lottery, she any kind of contest a hasn't entered b doesn't enter c wasn't entering d hadn't entered 3.'Who was the woman in red dress? Did you know?` ‘No I " who she was I her before a didn't know/ hadn't seen b didn't know/ hasn't seen c hadn't known/ hadn't seen d don't know/ hasn't seen 4.Did you say that you here only three days ago? a were coming b had come c have come d come 5.By the time he arrived at the party, all his classmates a has left b left c was leaving d had left 6.When I was a child .the violin a I was playing b I had played c I play d I played 7.It's two years .Joe a that I don't see b that I haven't seen c since I didn't see d since I saw 8.The man sitting next to me on the plane was nervous because he before a hasn't flown b didn't fly c hadn't flown d wasn't flying 9.They in Scotland for ten years Now they live in London a lived b have lived c has been living d had lived 10.As soon as Laura the house, it started to rain a has left b was leaving c had left had been leaving 11.Sorry we're late, we the wrong turning a had taken b were taking c took d are taking 12.We in New York for ten years and then we here in 1987 a have lived/ moved b lived / moved c lived/ had moved d had lived / moved 13.When Martin the car he took it out for a drive a had repaired b has repaired c repaired d was repairing 14.We them before the reception yesterday a haven't met b hadn't met c didn't meet d wouldn't meet 15.Karen didn't want to come to the cinema with us because she the film a has already seen b already had seen c had already seen d saw Exercise 3: Identify the one underlined word or phrase - A, B, C or D - that mast be changed for the sentence to be correct 1.Before she became a film star, she has been a standup comedian A B C D I'm trying to persuade my sister to drive but I can’t get her it A B C D After a week, we finally got to Miami, that my aunt lives A B C D Since I begin school I haven't had much spare time A B C D 5.My mother makes me doing my homework so I can't go out A B C D THE PRESENT SIMPLE, THE PAST SIMPLE TENSE, THE PAST PERFECT & ADV OF FREQUENCY Exercise 1: Use The Present Simple or The Past Simple tense of the verbs in brackets: Diana (wash) ……………………… her hair every other day or so I (not / go) to school last Sunday Kathy (sit, usually) ………………… in front of the row during class you (lock, always) ………… the doors of your apartment when you (leave) ……………? Yesterday, I (go) to the restaurant with a client Mike (attend) …………………….college from September to May every year, but in this summer he (have, usually) ………………………… a job in the post office I’m bored with this program When it (finish) ………………………? The art exhibition (open) …………………… on 20 May and (finish) ……………….on 15 July she (get) married last year? Why she (not, visit) ……………… us these days? 10 What you (do) last night? - I (do) my homework Exercise 2: Write complete sentences Use the past simple or the present simple of the verbs I / go swimming / yesterday => Mrs Nhung / wash / the dishes => My mother / go shopping / with / friends / in / park => Lan / cook / chicken noodles / dinner => Nam / I / study / hard / last weekend => My father / play / golf / yesterday => Last night / Phong /listen / music / for two hours => they / have / nice / weekend => He/ get up/ o’clock/ morning => 10 He/ do/ morning exercises/ before/ breakfast => 11 He/ ride/ school/ 6.30/ every day => 12 He/ go/ bed/ 10 o’clock => 13 He/ have/ lunch/ home/ his family => Exercise Use the right tense of the verbs in brackets I (like) ……………… …….film I often (go) …………….……to the cinema Thao (send) ……………………… ….three letters to her parents last week Her father (drive) ……………………….… her to school every day Dad and I (work) ………………………….… in our garden yesterday Quan usually (have) ……………………….… bread and milk for breakfast Two new students (arrive) ………… …………from Singapore a few months ago I will tell you a secret when I (meet) ……………………you tomorrow The last time she (write) ……………………… to me was in 2005 It’s time we (sell) ……………………….this old car and bought a new one 10 It is seven years since we last (talk) ……………… …… to Daisy 11.Water (boil)……………… …………….at 100 degree Celsius 12.I will see him when he (come)…………… ……… here tomorrow 13.As soon as the light turned red, she (stop)……………… ……………the car 14.Harry works all the time He (relax / never)…………….……………… 15.The last time I (go)…………….………… swimming was when we were in Spain 16.I (get up / normally)………………….…at six o’clock, but sometimes I have to be up by five 17.We (have to / always)…………………………… a long time for the bus 18.What (happen)……………………….… to you yesterday? 19.Please don’t touch anything before the police (come)……… …………… 20 “When ……………………penicillin (discover)……… ………… ?._ “In 1928” Exercise Put the verbs in the “Past Perfect or Past Simple” I went to the box office at lunch time, but they (already / sell) ……………………………… all the tickets I felt very tired when I got home, so I (go)……………………………straight to bed “Was Tom at the party when you arrived?” – “No, he (go)………………… ” Sorry, I’m late The car (break)……………………………… down on my way here The house was very quiet when I (get)……………….home Everybody (go) ……… …… out for dinner After she (fill)……………………….……the basket, she went to the check out Yesterday morning I (remember)………………….the answer to the question Bob (ask)………………me the night before, so I phoned him Last night I (go)… ……………… to Jim’s room and (knock)….…….… on the door but there (be)………… … no answer Angela asked me how to use the photocopier She (never / use)…………….…… ………… it before, so she didn’t know what to 10 Two days ago I (meet) …………….……an old friend who I (not see) ………………….… … for years Exercise 7: Mixed excercises May (come) …………………… from London Some animals (not eat) …………………… during winter People (speak) …………………… English in almost Canada My father (not watch) …………………… TV every night He (behave) …………………… badly towards his wife Many tourists (visit) …………………… that castle People (not/travel) …………………… to Mars She sometimes (buy) …………………… vegetables at this market The concert (start) …………………… at 7.30 10 We (be) …………………… students at Le Van Thiem high school 11 Evaluation: P.Date: 6/12/2012 Period: 47 review for 1st term (part3) THE PRESENT PERFECT TENSE and PRESENT PERFECT PASSIVE Exercise1: Give the correct form of the verb in brackets: She ……………………… …………… … (wait) for two hours to see you She ……………………… ………………… (be) to America John ……………………… …………… … (see) that film several times They ……………………… …………… ……(live) in this street for a long time She ………………………… ………….…… (not speak) to me since last week We ………………………… ………… (study) every lesson in the book, so far I ……………………………… ………………….(have) three colds this winter Up to now, John ………………… …………………………….(work) very hard They ……………………… ………………… (sell) their house several days ago 10 John ……………………… ……………… (work) for this company since 1980 11 Linda is working in this department She ………… ………… (work) here for two years 12 Many people in this class ………… ……… … (see) this beautiful house several times 13 They ………………… ……… ………(live) in London from 1970 to 1990 14 They …………………………… ……….(live) in China since 2000 15 We ……………………….…… …….(study) English at this school for a month Exercise 2: Active or Passive? Underline the correct verb form 25 Tom has just promoted / has just been promoted to area manager of East Asia 26 My father has taken / has been taken English class in the U.S 27 How many times have you / have you been fired? 28 How much money have you saved / have you been saved for your vacation 29 My brother has given / has been given tickets to the concert 30 The population of our city has risen / has been risen to nearly one million 31 A strike has called / has been called by the factory worker 32 They haven’t offered / haven’t been offered more money by the management Exercise 3: Turn the following sentences into the passive His teacher has transferred him to another class  A scholar has translated that novel into Vietnamese  Somebody has taken my briefcase  Have you fed the dogs yet?  No one has used that car for 10 years  Exercise 4: Choose the one or phrase that best completes each sentence The program must be new, I……………it before a have never been seen b have ever seen c have never seen d have seen I………… able to play tennis since I………… my arm a wasn’t/broke b haven’t been/had broken c wasn’t/had broken d haven’t been/broke Since the 1970s, computers……………at a low enough cost to allow individuals to own a personal computer a are produced b will be produced c were produced d have been produced This is the first time we ……………to Scotland, so it’s all new to us a are going b were c have been d will go How often ………….your car serviced since you bought it? a you get b did you get c had you gotten d have you gotten ……………………………….yet? a Has the report been written b Has the report written c Did the report write d Was the report written These flowers are fresh They ……………from the garden a have just been picked b have been just picked c have been picked just d just have been picked No one has used this computer for a long time a This computer was not used for a long time b This computer has been used for a long time c This computer has not used for a long time d This computer has not been used for a long time WH – QUESTIONS, GERUND and TO + INFINITIVE Exercise 1: Make the questions for the following sentences Miss Phuong went home early → Why ……………………… .…….……………………………… .…? I met Phong’s father → Who …………………………… .………………………… .……… ? they wanted something → What ………………………………… .…………………… .… ………? The machine cost a lot of money → How much money …………………………………………… .…….…………? The meeting finished at o’clock → What time …………………… …………………… .… .……………… ? My aunt and uncle live in Chicago Where We often have dinner at 7:00 pm  What time I am reading an English book at the moment  What It takes me 30 minutes to go to school  How long 10 She speaks English very fluently How Exercise 2: Make questions for the underlined parts or the given answers It’s a quarter past five now Her full name is Nguyen Minh Thu She is in grade 10 My phone number is 838 888 My address is 25 Quang Trung Street There are five people in my family My father is a teacher There is a picture on the wall Yes, his house is next to a bookshop She goes to the super market twice a week Exercise 3: Make questions from the words given does / what time / get up / she → ………………………………………….… ………………… ? – At seven o’clock for / does / have / breakfast / she / what →………………………………………… …… ……………? – A bread and an egg to work / she / does / go / how → ………………………………………… ………….………… ? – By bus she / does / what / in the evening / → ………………………………………… …… ………… ? – She watches television bed / time / does / go to / what / she → …………………………………………………………… ? – At nine o’clock  Evaluation: P.Date: 7/12/2012 Period: 48 review for 1st term (part3) I Động từ với gerund: admit : thừa nhận mind : ngại anticipate : liệu trước postpone : trì hoãn appreciate : đánh giá cao practise : luyện tập avoid : tránh resent : phật ý, oán be worth : đáng (được) recollect : hồi tưởng can’t help : không thể tránh risk : liều lĩnh complete : hoản thành spend : dùng, trãi qua consider : xem xét, can nhắc suggest : gợi ý, đề nghị defer : hoãn lại tolerate : chịu đưng, tha thou delay : trì hoãn understand : hiểu deny : phủ nhận forgive : tha thứ dislike / detest : không thích encourage : khuyến khích dread : sợ imagine : tưởng tượng encourage : khuyến khích mention : đề cập enjoy : thích miss : bỏ lở escape : thoát khỏi It’s no use / good : Vô ích fancy : thích to look forward to : mong, đợi finish : hoàn thành can’t bear / stand : không thể chịu involve : bao gồm, l quan have difficulty / trouble: có vấn đề, khó khăn keep : tiếp tục Các giới từ: on / in/ to/ at/ up/ with… Ex: She admitted stealing his money This job involves meeting people Do you enjoy going to the beach? II Những động từ sau sử dụng với hai cấu trúc: Advise recommend encourage Allow permit V + Ving V + object+ to V He doesn’t allow smoking in his house house He doesn’t allow anyone to smoke in his III Động từ theo sau là Ving hay to-infinitive: (Không thay đổi nghĩa) begin / start can’t bear can’t stand continue dread : bắt đầu : không thể chịu đựng : không thể chịu đựng : tiếp tục : kinh sợ hate like love neglect prefer : ghét : thích : yêu : lơ là : thích Ex: She began working / to work on the project IV Đông từ theo sau là Ving to-infinitive: (thay đổi nghĩa) Forget: quên Don’t forget to send me a postcard (quên để làm) I will never forget working with you (quên đã làm) Remember to your homework (nhớ để làm) Do you remember meeting the president last year? (nhớ đã làm) He stopped to smoke when he was driving ( ngưng để làm) We tried to win the game, but we failed Have you ever tried windsurfing? I mean to take a trip to Canada A trip to Da Lat means spending much money We regret to say that your application can’t be accepted He regrets not going to her friend’s birthday party Remember: nhớ Stop: ngưng Try + to-inf : cố gắng Try + Ving : thử Mean + to-inf: muốn Mean + Ving: nghĩa là Regret + to-inf : tiếc Regret + Ving : hối hận V Động từ theo sau các động từ đây là V0: Make: khiến Let: cho phép Have: nhờ Help: giúp đỡ Used to : Had better Would rather….(than) VI Theo sau động từ giác quan là to V V My mother makes me study They let him go I had him wash my car Advertising helps (to) sell more products She used to help me when I lived in Dalat in 1997 You had better come back home and take a rest we would rather die than be slaves I'd rather walk than take a bus see When I came home I had seen someone opening the door hear + O + Ving smell notice see I noticed an old man cross the street hear + O + V0 smell notice VII Những từ theo sau các động từ là to V-0 Agree Refuse Promise Threaten Offer Attempt Manage Fail Decide Plan Arrange Hope Appear Seem Pretend Afford Ask Expect Mean help Would prefer Would like Dare Tend Remind Warn Force Invite Enable Teach Persuade get Want Learn Tell Order EXERCISES: Exercise 1: Underlined the correct answer He wanted (see) …………………… the house where the president was born He is expected (arrive) …………………… in a few days I would like him (go) ………………… to a university but I can’t make him go I am looking forward to (see) …………………… you I arranged (meet) …………………… them there She was angry and refused…………………… (speak) to me I am beginning (understand) …………………… what you mean People used (travel) …………………… on horseback I regret (inform) …………… you that your application form has been refused Exercise 2: Put the verb in the brackets in the correct form I’m looking forward to ……………………….you at Christmas ( see/ seen/ seeing ) Litter boys like ……………………… trees ( climb/ climbing/ have climbed ) Mr.Ha decided …………………… … his new suit (wearing/ to wear/ wear ) Some people are used to ……………… … in crowded buses (standing/ stand/ stood ) I dislike ………… ………………… on the subway ( to ride/ riding/ ride ) I enjoy ……………………… with Miss Phuong (to study/ studying / studied ) Students must practice …………………………… …….(to use/ using / use ) Hoa and Lan have stopped ……………….to each other (to talk/ talking/ talks) He is learning (play) ………………………… piano 10.She asked me (give) …………………………… her my book Exercise 2: Multiple choice questions: I enjoy _ alone a be b to be c being d to have been Would you like _to the party? a to come b come c coming d to have come Do you mind _ such a long way to work everyday? a to travel b travel c to have travelled d travelling I don’t like that house I would hate _there a live b living c to live d to have lived Sometimes I would like _ to play the piano a to learn b learning c learn d to have learned Please remember _this letter a to post b post c posting d to have posted We tried _the fire out but we were unsuccessful We had to call the firebrigade a putting b put c to put d to have put Someone must have taken my bag I clearly remember _ it by the window and now it has gone a leave b to leave c to have left d leaving Jane needed some money She tried _Harry but he couldn’t help her a to have asked b to ask c asking d ask 10 Please tell me how _this a b to c doing d to have done THE + ADJECTIVES, USED TO+INFINITIVE Exercises 1: Rewrite the sentences using a phrase with “the” and an adjective instead of the underlined phrases People who have lots of money have comfortable lives  The rich have comfortable lives We live near a special school for people who can’t hear  The old soldiers were holding a service for those who had died  The government should more people who not have enough money  I’m doing a course on caring for people who are mentally handicapped  We need provide more shelters for people who are without place to live  People with severe disabilities need full-time care  Live must be hard for people who not have a job in our society today  What can we to feed people who not have enough to eat?  10 Braille is a reading system for people who are unable to see  Exercise 3: Choose the correct word between brackets The rich (is / are ) ………… not always happy The poor (is / are )……………not always unhappy The dead never …………….( return / returns ) 10 The lazy can never …………….( succeeds / succeed ) 11 The young ( have / has ) ……………the future in their hand Exercises 4: Use “WHICH” to combine each pair of sentences John is always late for class This annoys the teacher  People today put advertisements on TV or in newspapers This makes it possible to produce more things to sell  He passed the exam with high grades This made everybody in the family pleased  We’ve lost her phone number This makes it difficult to contact her  Jane couldn’t come to my birthday party This made me feel sad  Exercise 5: Put the verb in the brackets in the correct form: My father used to (smoke) 30 cigarrettes a day He is used to (write) with his right hand When I was young, I (not use) to go out for a walk you (use to) live here? There used to (be) _trees in this area Exercises Choose the best answer to complete each sentence below Many people lost their homes in the earthquake The government is trying to establish more shelters to care for ……… A the childless B the homeless C the blind D the deaf Our teacher is very proud ……her work A in B at C of D with Without the Braille Alphabet, it would be very difficult for ……… A the disabled B the deaf C the mute D the blind Her class is different …… other class A on B from C in D at They gave a clear …… of their intentions A demonstrate B demonstrative C demonstration D demonstrating The little boy is helping ………cross the street A the poor B the rich C the blind D the young He is always late for class, ………annoys the teacher A which B this C what D that Now I don’t go to school on foot as I …… A had been B did C used to D was Mary …….for the telephone company, but now she has a job at the post office A works B used to work C having working D working 10 My phone is out of order, …….is a real nuisance A what B which C that D this 11 She used to …….a lot but she doesn’t go away much these days A travelling B travel C travelled D travels 12 She ……….very lazy but she works very hard these days A is B uses to be C be D used to be 13 She didn’t ………tea but she likes it now A used to drink B use to eat C use to drink D drank 14 He rushed into the burning building, ……… was very brave A it B who C that D which 15 My father didn’t …………………coffee for breakfast A used to have B use to have C use to having D use be having 16 Exercises Find ONE mistake in each sentence Jane couldn’t come to my party, this made me feel sad A B C D Dennis used to smoking a lot a year ago A B C D The young has the future in their hands A B C D Jane couldn’t come to my birthday party, this made me feel sad A B C D Dennis used to smoking a lot a year ago A B C D  Evaluation: P.Date: 7/12/2012 Period: 49 review for 1st term (part3) RELATIVE PRONOUNS A Theory:  Who: who là đại từ quan hệ người đứng sau danh từ người để làm chủ từ cho động từ đứng sau nó The man who is standing over there is Mr Pike  Whom: whom là đại từ quan hệ người, đứng sau danh từ người để làm tân ngữ cho động từ đứng sau nó Whom làm tân ngũ có thể bỏ mệnh đề quan hệ xác định That is the girl whom I told you about  Which: which là đại từ quan hệ vật, đứng sau danh từ vật để làm chủ từ hay tân ngữ cho động từ đứng sau nó Which làm tân ngư có thể bỏ mệnh đề quan hệ xác định Which còn thay cho mệnh đề đứng trước Mary is late for school today, which is an strangeness The dress which I bought yesterday is very beautiful This is the book which I like best  That: That là đại từ quan hệ người lẫn vật That có thể dùng thay cho who, whom, which mệnh đề quan hệ xác định This is the book that I like best  ▪    That luôn dùng sau các danh từ hổn hợp (gồm người lẫn vật), sau các đại từ everything, something, anything, all little, much, none và sau dạng so sánh Whose: Whose là đại từ quan hệ sở hữu Whose đứng sau danh từ người vật và thay cho tính từ sở hữu sở hữu cách trước danh từ Whose luôn kèm với danh từ John found a cat whose leg was broken Relative adverbs When: When là trạng từ quan hệ thời gian, đứng sau danh từ thời gian When thay cho at/on/in + danh từ thời gian then May Day is a day when people hold a meeting Where: Where là trạng từ quan hệ nơi chốn, đứng sau danh từ nơi chốn Where thay cho at/on/in + danh từ nơi chốn there Do you know the country where I was born? Why: Why là trạng từ quan hệ lí Why thay cho for which Relative pronoun Noun replaced Functions (Đại từ quan (Danh từ thay thế) (Chức năng) hệ) Who Danh từ người Làm chủ từ Whom Danh từ người Làm tân ngữ Which Danh từ vật Làm chủ từ tân ngữ that Danh từ người,vật, thay cho Làm chủ từ tân ngữ which,whom,who whose mệnh đề hạn định Tính từ sở hữu sở hữu cách Làm chủ từ tân ngữ B EXCERCISES Exercise 1: Use a relative pronoun (WHO, WHOM, WHICH, or THAT) to combine these pairs of sentences Use commas when necessary I bought a cell phone I can use it to send and receive e-mail  Now, there are psychologists They help technophobes use technology  A lot of people suffer from techno stress Those people work in my office   Some people dream of a job They can the job without technology My stereo doesn’t work today It worked yesterday  The man is a computer expert You are talking to him  Some documents have been found They were stolen from a car  Dr Michelle Weil wrote a book about “techno trees” She is a psychologist  He works for a computer magazine The magazine is very popular in Mexico  10 Marta has a brother Her brother’s name is Manuel  11 Do you know the man? They are talking about him  12 This subject is very important We are going to discuss it  13 Mr Brown is coming today He teaches me French  14 Tom loves his parents’ house He was born in that house  15 Do you remember the year? The Second World War ended in that year  Exercise 2: Choose the best answer The woman _lives next door to us is a doctor a that b whom c who d a and c Mr Green is the man _ I was talking about a whom b who c which d whose That is the place _the accident occurred a which b where c when d who The restaurant _Bob recommended was too expensive a where b which c whose d when There was time movies cost a dime a which b that c whose d when Paul O’Grady, died a few years ago, was a kind and loving man a whom b that c who d which Bogota, is the capital city of Columbia, is a cosmopolitan city a who b that c which d where I enjoy talking to the people I had dinner with last night a who b whom c whose d when Sally lost her job, wasn’t surprise a which b who c whom d that 10 I have three brothers, are professional athletes a two of whom b who of two c two of that d whom of two 11 The boy to I lend my money is poor a who b that c whom d whose 12 The land and the people I have met are nice a that b who c which d whose 13 The letter……….our sister is reading is from London a who b that c which d b & c are correct 14 He gives me the tickets………….he bought yesterday a Which b where c when d why 15 Do you know the music……… is being played on the radio? a that b why c where d who 16 This is the man, ………I met in Paris a that b who c whom d which 17 The man……….was driving the car was badly injured a which b whom c whose d who 18 He’s a person……….wanted to buy your house a whom b who c that d b& c are correct 19 That’s the woman,………I was telling you about a who b that c whom d b & c are correct 20 Mr Nam,……… is coming here, is my English teacher a Whom b who c that d b & c are correct  Evaluation: P.Date: 15/12/2012 UNIT 8: THE STORY OF MY VILLAGE Period: 51 A- Reading: A Objectives: 1.Language: - Words related to country life 2.Skills: Reading for gist and for specific information 3.Political thought and moral sense: Students learn about life in the country B Method: Integrated, mainly communicative III C Teaching aids: Textbook and pictures D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up (4 mn) Teacher shows pictures of the countryside and ask Ss to make a list of words related to the country (The group with the longest list will be the winner.) T declares the winner Group work make a list of words related to the country Ss work in group of or Teacher’s Activities Student’s Activities BEFORE YOU READ (10’) Teacher has students sit in pairs and discuss the questions in the books Calls some Ss to read their answer aloud in front of the class Feedbacks and gives suggested answers Some simpler questions can be used: What you see in the picture? Who are they? What are they doing? Presents new words New words: -straw (n) rơm -mud(n) bùn -technical high school (n) trường dạy nghề - farming method (n) phương pháp canh tác - brick house (n) nhà gạch - thanks to ( prep) nhờ vào WHILE YOU READ: (20 mn) Set the scene You are going to read a passage about life changes in the country Just read it and the following tasks Asks Ss to match the words in A with their definitions in B Encourages Ss to guess the meanings of the words in the context Teacher walks around the class and offers ideas and comments when students need help Then teacher selects some students at random to explain their answers in front of the class Makes necessary corrections Students the task Ss work in pairs Suggested answers 1.The farmers are harvesting the crop 2.They are working very hard 3.It’s a bumper/good crop Good farming methods, good varieties, modern technology used, people work hard Ss follow the teacher’s steps Ss take notes Listen Class organization: Students sit in pairs Task1- Vocabulary matching Match the words in A with their definitions in B Students the task in pairs Correct answers: 1.b ( have just enough money to pay the things that you need) 2.d( having to have many things that you not have ) 3.a ( making one’s life better ) 4.e( good crops) c ( crops to be sold , not for use by the people who grow it ) Task2.Table completion Teacher has students scan the text again and get the information to complete the table Lets Ss study the table carefully before doing the task Goes around the class and provide help when necessary Tells Ss to discuss the answer with a friend Checks the answers in front of the class as a whole scan the text again and get the information to complete the table Individual work Correct answers: Areas Before Now Houses Made of Made of straw bricks and mud Radio/TV Few Many have families had Farming old new methods Crops poor Good/bumper Travel By motorbike Task3-Answering questions Read the passage again and answer the questions in Task3 Asks Ss to work in pairs Get the Ss to read Work in pairs then compare their answer the passage again and answer the questions with another pair in Task3 Has Sts compare their answer with another Correct answers: pair It was poor and simple Calls some Ss to read their answers aloud in Because they hope that with an front of the class education of science and technology their Gives feedback children could find a way of bettering their lives They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export He said their lives had changed a lot thanks to the knowledge their children had brought home He told his grandchildren ”Study harder so that you can more for the village than your parents did Students work in pairs Post-reading (12 mn) Asks Ss to work in pairs and discuss the question: How can people with an education help make the life of their community better? Clarify some terms like People with education refers to people with a university study Tells Ss to look back at the passage to get the idea for the questions Suggested answers Introduce new farming methods Grow crash crop s for export Help local people apply modern technology in farming Help community especially young people access to ways of entertainment Raise people’s awareness about food safety and environmental hygiene Goes to groups and provide help when necessary Teacher gives suggestions and comments Teacher suggests students’ homework: homework: Prepare the speaking-U8  Evaluation: P.Date: 19/12/2012 UNIT 8: THE STORY OF MY VILLAGE Period: 52 B - SPEAKING A Objectives: a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type - Vocabulary on the plan to improve life of a village 2.Skills: - Speaking about plan and results - Discussing plans to improve life in the village 3.Political thought and moral sense: - Students know about plan to improve life of a village and their possible results B Method: Integrated, mainly communicative C Teaching aids: Textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching II Revision Absent students Warm-up( mins) Asks Ss to work in groups and make a list of ideas of their own that can be carried out to improve the village life Teacher walks around the class and offers ideas and comments when students need help… - Listens and gives remarks and marks Teacher’s activities Before you speak: (10 mins) Aims: Sts can match each of the plan to improve life in the village with its possible result The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes) - Explains some new words: - Asks sts to the task in pairs and give explanation for their answers - Asks some sts to read the answers in front of the class - Gives the correct answers While you speak: ( 10 mins) Aims: Sts practice discussing the plans to improve the life in the village and the possible results Task 1: The villagers are discussing their plans Asks sts to work in groups using conditional type and "should" - Explains Conditional sentence type and should: - Asks sts to practise the conversation in the textbook - Asks some groups to practice the conversation in front of the class - Read the conversation in the textbook Read and practice the conversation in groups of three - Listen to the T - Listen and take notes + Task 2: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E g.: If the roads are widened, cars and lorries can get to our village Should or shouldn’t: to give opinions about what is the best thing to + Task 3: Students’ activities + Task 1: - Listen and take notes + resurface (v ):put new surface on, renew + widen (v ) + canal (n): man-made waterway for irrigation + muddy(a ): full of mud - Work in pairs - Read the answers aloud in front of the class b g d e f c + Task 3: - Work in groups of three - Some groups practice the conversation in front of the class - medical center health - cash crops export, money - bridge shorter way to After you speak: ( 14 mins) Continue the conversation, using the ideas in table in Task Add some more possible if you like - Asks sts to work in groups and continue the conversation - Writes the main phrases on board and ask sts to look at these phrases to practice their conversation - Goes around to help sts if necessary Sts may add their own ideas in the conversation - Comments and gives necessary corrections Homework: ( min) Write a passage about plans to improve the life in the area where you live town - football ground play sports, exchange ideas - Work in groups and add some their own ideas - Some groups present in front of the class A: I think we should build a football ground, too B: I agree with you If a football ground is built, young people can play sports in the free time C: A football ground is also a place where people can meet and exchange ideas A: What about a medical centre? I think it’s necessary to build a medical centre B: Yes If a medical center is built, People’s health will be looked after better C: Yes And if we get sick we won’t have to go to the provincial hospital for treatment Evaluation: P.Date: 22/12/2012 UNIT 8: THE STORY OF MY VILLAGE Period: 53 C ListenING A Objectives: 1.Language: - Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work - The past tense: used to - The passive voice - Vocabulary on villages 2.Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions - Speaking: Discuss the changes in sts' hometown/ home village 3.Political thought and moral sense: - Sts know the changes in a small town on the South coast of England B Method: Integrated, mainly communicative C Teaching aids: Textbook , tape D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm up:(7 min) * GAME: Find someone who - Prepares a two-column table with Yes/ No questions and Name - Lets Ss go around the class and ask other Ss what they used to when they were small If the answer is Yes, write his/her name in the table (the winner is the first one who completes the name column) Did you use to…? Have a favourite toy when you were a child Have a nickname? Have a pet? Cry at night when you were a child? Hate school? Play hide-and-seek? Teacher’s activities name Students’ activities Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book E.g.: - There didn't use to be any hotel in the town - There used to be small houses - Cows used to graze in the field - Asks some sts to give their answer b Introduces some new words - Reads the words and ask sts to repeat - Asks sts to read the words in pairs - Asks some sts to read the words again While you listen:( 17 mins) + Task 1: Aims:Sts practise listening and marking True/ False statements - Tells sts that they are going to listen to a talk about the changes in a small town in England - Asks sts to work in pairs, look at the statements given and guess if they are true or false - Asks sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Asks sts to compare their answer in pairs - Checks sts’ answer - Plays the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims:Sts practise listening for specific information by filling in the gaps with ONE word - Asks sts to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them T encourages sts guess the words to fill in the gaps - Asks sts to listen to the tape once or twice again to fill in the gaps with the missing words - Work in groups to ask and compare the two pictures - Some sts stand up and give their answer Sts copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - atmosphere (n): không khí - resurface(v): làm lại - turn into (v): trở thành + Task 1: - Listen to the T - Work in pairs to guess if the statements are true or false - Listen to the tape and the task - Compare their answer - Give their answer F It's on the south coast of England F It's used to be a small quiet town T F The big trees have been cut down F Some people don't like the changes - Check their answer and then correct their work if they have the wrong answer + Task 2: - Work in pairs to read the passages and try to fill in the gaps - Listen and the task - Give their answer houses hotel widened cut car shop  Evaluation: P.Date: 23/12/2012 UNIT 8: THE STORY OF MY VILLAGE Period 54 D writING : A Objectives: a General knowledge: - Giving directions b Language: - Language used to give directions - Imperative sentences 2.Skills: - Reading: read the sample letter - Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions - Writing: write a letter to tell Jim the way to house A on the map 3.Political thought and moral sense: - Students can write a letter giving directions to a certain place B Method: Integrated, mainly communicative C Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking :( mins) - Asks one st to talk about the changes in our hometown or his/her home village - Asks other sts to listen to their friend and give remarks - Checks and give remarks Teacher's activities Before you write:( 20 mins) - Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write - Introduces the situation - Explains some new words: - Asks sts to listen to the teacher and repeat , then write these words into their notebooks - Asks sts to work in pairs to read about the letter and to look at the map to find Ann's house - Moves round to help if necessary - Asks sts to compare their ideas with other pairs Students' activities work in pairs to read the letter again and underline the words and phrases used to give directions - Asks some sts to tell the whole class where Ann's house is T may ask them to explain more about their answer - Listens and give remarks - Moves round to help if necessary - Asks sts to write these words/ phrases on the board - Checks and gives remarks - Asks sts to make some examples with these words While you write:( 10 mins) + Task 1: - Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station - Asks sts to write a letter to Jim, telling him the way to house A from Roston Railway Station - Lets sts write in minutes - Moves around to conduct the activity + Task 1: - Listen to the teacher carefully and take notes + direction (n) : the way that a person or thing moves along + enclose (v): put something in a letter or a parcel - Listen to the teacher and then read these words in chorus and individually - Read the letter in pairs - Share their answer with their friends - Present their ideas Answer: H - Listen to the teacher + Task 2: - Work in pairs to read the letter and undreline the words/phrases - Two sts write the words and phrases on the board get out of go over ( a bridge) turn right/left walk past ( a medical centre) keep walking take the first/second - Do the writing task - Read their writing: ( a sample paragraph) "Dear Jim, I'm very glad that you will come here for the summer holiday from Roston Raiway Station Now when you come out of the station, After you write:( mins) turn right Keep walking for about Aims: to get feedback and check sts' work minutes, you will see a small bridge - Gets feedback by asking some sts to read their ahead Go over the bridge, go along work aloud the street, walk past a medical centre - Asks some other sts to give remarks and the car park then take the second - Checks and give the correct answer turning on the left Walk past the - If there is enough time, T can have sts Souvenir shop and you will see my exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Write a letter to tell their friends the way from our school to Border Gate house It's on the right, next to the shop "  Evaluation: P.Date:27/12/2012 UNIT 8: THE STORY OF MY VILLAGE Period: 55 E Language focus: A Objectives: - Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly - Students revise reported speech and conditional sentence type 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises B Method: Integrated, mainly communicative C Teaching aids: board, chalk, textbook, cassette player D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking: ( 5mins) - Asks one st to tell the whole class the way from our school to Border Gate - Asks another st to give remarks - Checks and give a mark - One st speaks aloud in front of the whole class - Give remarks - Listen to the teacher Teacher's activities Pronunciation:( 10 mins) - Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to practise these sounds a Writes two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tells sts how to pronounce these sounds accurately - Asks them to look at the textbook, listen and repeat - Then asks sts to work in pairs to read the words again so that they can check for each other - Moves around to help - Asks two sts to read again and give remarks b Asks sts to look at sentences in page 89 in the book - Asks them to work in pairs to read the sentences and then find out the words containing sound /aʊ/ and sound /əʊ/ - Asks them to work in minutes - Moves around to conduct the activity - Asks one st to report and other sts to give remarks - Checks and give the correct answers - Asks some sts to read these sentences aloud - Listens and give remarks Grammar: ( 29 mins) Aims: to revise the reported speech and conditional sentence type and have sts Ex1, EX 2, EX3and EX4 a Reported speech: Statements - Recalls the use of reported speech: to report what someone has said No quotation marks are used and some parts of speech have to be changed - Gives an example: - Asks sts to read the example and think about the changes when we turn a sentence into reported speech - Asks sts to complete the table below: Direct speech Reported speech (1) will (2) Students' activities - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /aʊ/ /əʊ/ cow coat town phone how bone - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /aʊ/ /əʊ/ shout rose loudly snow ours over - Read the examples - Listen to the teacher - Copy down the example eg: "I worked late yesterday,"said Susan Susan said she had worked late the previous day - Read the example and think about the changes - Work in pairs to complete the table - Some sts report did (3) might me/you (4) last night (5) (6) there - Asks sts to work in pairs and complete the table and then ask some sts to report and give remarks - Makes clear the difference between say, tell and talk: b Conditional sentence type 1: - Reviews the form and the use of conditional sentence type by giving some examples: - Asks sts to read the examples and point out the form as well as the use of conditional sentence type eg: If I have enough money, I will go to Hue for holiday If it rains I won't go there + Form: If- clause , main clause S + V( P.S) , S + V( S.F) + Use: something that may happen at present or in the future - When-clause: Eg: When summer comes, he will go to Hue for holiday (something that will certainly happen in the future) Distinguish when-clause and if-clause: - Asks sts to compare this example with the first example - Asks some sts to give examples + Exercise 1: - Asks sts to look at Ex1 and to the task - Asks sts to the exercise individually and then compare their answers in pairs - Moves round to conduct the activity - Checks the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Asks sts to Ex individually and then share the answers with their friends - Moves round to help if necessary - Asks two sts to this exercise on the board - Asks one st to give remarks - Checks and give remarks + Exercise 3: - Asks sts to read the requirement of Ex3 and then the task in pairs - Goes round to conduct the activity - Asks some pairs to read sentence by sentence would may/ might him/her the night before here - Listen to their friends and their teacher - Listen and copy down Say + clause Tell + O + clause Talk (to sb) about sth - Read the examples and point out the form and the use of conditional sentence type 1: - Do the task individually and then share their ideas with their friends EX 1: An old farmer said their lives had changed a lot children had brought home She said she was going to Ho Chi Minh City soon I thought the film would be interesting - Listen and correct their work if necessary - Do the Ex individually EX 2: 1.told said said told talked - Listen to the teacher - Read the requirement carefully EX If I more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study medicine - Listens and give remarks Homework ( min) - Ex ( page 90- sts' book) 15-MINUTE-TEST Full name: Class: Points: Supply the correct form of the words given (5 words) John: Have you finished the book I lent you? Paul: Yes, I have I (bring) it back to you tomorrow Minh: I (buy) my sister a book on gardening for her birthday Lan: When is your sister’s birthday? Marry: I don’t feel like going out this evening I (stay) at home and watch TV A: What are you doing this weekend? B: I (go) away for a new days Chinh: What are you thinking about? Thu Anh: I’ve decided that I (look) for a new job  Evaluation: P.Date: 2/1/2013 Period: 56 TEST YOURSELF C A Objectives: - Sts revise what they have learned in unit 7.and unit - General knowledge in unit and unit - Language: pronunciation and grammar in the above units 2.Skills: listening, speaking and writing B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board, cassette player D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students III Revision Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks Teacher's activities The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: Students' activities Look at the textbook and read the statements - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Ask sts to read the requirement of the task - Introduce new words: + queue (v) : xếp hàng + traffic (n) : cars, motorbikes, traffic lights, heavy traffic - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask sts to read the paragraph in part B and try to guess what will be filled in each blank - Play the tape again - Ask sts to write their answers on the board - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part D ( Page 52 - workbook) - Work in pairs to discuss their answers F 2.F T 4.F T - Read the paragraph - Listen carefully and complete the paragraph aren't evening cinemas theatres knows - work in groups to share their ideas - Some sts stand up to report because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas People can see films, plays of every kind, political discussions and the latest exciting football matches - Discuss in groups - Answers: have been haven't had haven't given have paid said had taken thought would come told have got - Read their writing aloud " When you come out of the bus station, turn right Go straight ahead until you see the traffic lights Turn left to Redham Road, walk along this street in about 10 minutes The Indian Restaurant is the pink building on the left after the Beach Parade It is very easy to find." - Listen to the teacher's remarks  Evaluation: P.Date: 2/1/2013 UNIT 9: Period: 57 UNDERSEA WORLD A- READING A Objectives: - Knowledge about the oceans and the undersea world - The present simple tense - Vocabulary concerning undersea world like: whale, jellyfish, shark, 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises 3.Political thought and moral sense: - Students understand the undersea world to have sense of protection sea animals B Method: Integrated, mainly communicative C Teaching aids:.book D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students Revision: Warm-up:( mins) - Aim: Sts get used to the topic + Networks: - Sts are required to work in groups of or to make a list of words related to the names of the animals in the sea in written form - The group with the longest list will be the winner Teacher’s activities Before you read( 12 mins) - Aim: -Prepare information and vocabularies for the topic + Work with a partner 1: - Asks sts to look at the map and give Vietnamese names for the oceans on the map - Allows sts to discuss in pairs in minutes - Gets feedback and give remarks + Work with a partner 2: - Sts are required to in the same way as in “ work with a partner 1” to name the sea animal in each picture - Asks some sts to report - Listens and give remarks Students’ activities - Work in pairs and the work orally - Some sts report + Pacific ocean: Thái Bình Dương + Atlantic ocean: Đại Tây Dương + Indian ocean: Ấn Độ Dương + Arctic ocean: Bắc Băng Dương + Antarctic ocean ( southern ocean): BiÓn nam cùc - Listen and copy down - Do as they have done in the previous part - Some sts report + Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct - Listen and then copy down + Vocabulary: - Provide the sts with new - Reads each word/phrase times and ask the sts to repeat it - Leaves the sts minute to self-practise reading the words - Asks 4-5 sts to read all the word/phrases aloud in front of the class - Listens and help the sts to read the words/phrases correctly While you read:( 20 mins) - Aims: Read the passage for information to the tasks + Set the scene: - You are going to read a passage about undersea world Read it and then the tasks that follow + Task 1:Fill in each space with a suitable from the box - Asks sts to read the passage and task - Sts are required to compare their results with their partners - sts are required to the task orally in front of the class (1 st/ time) - Listens and helps sts to the task correctly + Task 2: Answering Questions: - Asks sts to work in pairs to read the passage again and answer the questions in task - Requires sts to underline the information that supports the answers - Sts are required to compare their answers with another pair - Asks 5-6 sts to read their answers aloud in front of the class (1 st / time) - Gives correct answers After you read:( mins) - Aims: Give the summary of the passage - Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box - sts represent by reading aloud the answers - Listens and helps sts to their task well Homework:( min) words/phrases: + Gulf(n): Vịnh + challenge(v): Thử thách + Submarine(n): tàu ngầm + organism(n): sinh vật nhỏ + Biodiversity(n): đa dạng sinh học + at stake(phr) : bị đe dọa = in danger - Listen and repeat - Read these words silently - Soms sts read these words aloud and others listen - Self-correct - Listen to the teacher - Read the passage and then the task - Share their answer with their partners - Some sts report tiny investigate gulf biodiversity samples - Work in pairs to ask and answer - Compare their answer with other pairs - Some pairs report 75% They that by using modern devices They bring samples to the scientists to study We can learn about the temperature, depth, and the marine population They are : + the bottom depending + current independing + tiny organism - Work in pairs to the task - sts report three-quarters mysterious modern discovery plants and animals huge biodiversity closely connected - Others listen - Learn the summary of the reading passage  Evaluation: P.Date: 6/1/2013 UNIT 9: Period: 58 UNDERSEA WORLD B - SPEAKING A Objectives: General knowledge: - Students can talk about the protection of the oceans Language: - "Should" and the simple present - Vocabulary on undersea world 2.Skills: - Speaking about undersea world - Reading and ordering the importance to protect the oceans 3.Political thought and moral sense: - Students know about some actions to protect the oceans B Method: Integrated, mainly communicative C Teaching aids: Textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision1 Homework - checking: (7 mins) - Asks sts to write the new words on the board - Asks others to answer the questions of the reading passage - One student write the new words on board - Others answer the questions Teacher’s activities Before you speak: (13 mins) Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans + Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t - Asks sts to look at the task and give sts some new words: - Asks sts to read the new words aloud Students’ activities - Listen to the T - Write down the new words and practise reading them - rubbish (n): rác thải - pollute (v): gây ô nhiễm - dispose (v) of sth: vứt bỏ - 'herbicides (n): thuốc diệt cỏ - 'pesticide (n): thuốc trừ sâu - Asks sts to work in pairs, using should or shouldn’t to put the actions in order of importance and talk about these actions - Goes around to help sts if necessary - T may give sts some suggested phrases: What you think of How you feel about + V- ing What’s your opinion of Well, I think In my opinion we should - Asks some sts to give their opinions While you speak( 15 mins) Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions - Asks sts to skim the sentences in Task and find the new words - Explains some new words: - Asks sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions - Gives sts some suggestions: Threats Consequences Solutions Beaches -polluted place are filled with water plastic bags plastic bags in proper dustbins 2.Whales are -extinct/ - not hunt or hunted for disappear sell whale food products 3.Explosives - a lot of fish - be banned are used to died catch fish Oil is filled -polluted -clean the from tanks water sea water/punish captain - Goes around to help sts if necessary 4.After you speak: ( mins) Aims: Sts report what they have discussed Task 3: Report to the class what your group has discussed - Asks some representatives to report their group’s opinions in front of the class - Listens and asks others to listen to give their opinions Homework: (1min) - Write a passage about the threats to our oceans and the solutions  Evaluation: - Work in pairs to the task - Sts may answer: I think that action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them - read the sentences and find the new words - Listen and take notes hunt (v ) explosive ( n) spill ( v ) tanker ( n ) - Work in groups of three or four - Some sts report their opinions in front of the class - Others listen and give remarks P.Date: 8/1/2013 UNIT 9: Period: 59 UNDERSEA WORLD C - LISTENING A Objectives: 1.Language: - Parts of the world - Vocabulary on sea animals 2.Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales 3.Political thought and moral sense: - Sts know about the whales: how large they are, what they eat, where they live, and if they are in danger B Method: Integrated, mainly communicative C Teaching aids: Textbook , tape, pictures of whales and other sea animals D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking:(7 mins) One sts talks about what people should to protect the oceans Teacher’s activities Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Focus sts on the picture of a whale and ask sts to answer the following questions: - What animal is the largest in the world? - What you know about whales? - Why people think whales are not fish? - Why people keep hunting whales? - Ask some sts to give their answer b Introduces some new words Students’ activities - Discuss in groups Some sts stand up and give their answer Suggestive answers: 1.The whale is a mammal because it raises its young on milk Because they want to catch whales for food, oil, leather and other products Sts copy the words and phrases - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - mig'rate(v): to move from one place to another according to season - conser'vation (n): taking care of st, the prevention of loss, damage - feeding / bearing ground (n): the place where a species of animal find food/ give birth -an/a/the increase/ decrease in st(phr): - International whaling Commission: an organization responsible for the number - Reads the words and ask sts to repeat of whales hunted - Asks sts to read the words in pairs - measure(n): an action taken to achieve a - Asks some sts to read the words again purpose - Asks sts to refer to the map of the world in the - Listen and repeat textbook (p 94) and revise parts of the world, - Read the words in pairs and correct each the oceans and discuss where there are cold other’s mistakes waters - Some individuals read the words aloud - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters - Listen to the T - Work in pairs to guess if the statements are true or false While you listen:( 17 mins) - Listen to the tape and the task + Task 1: Aims: Sts practise listening and marking True/ - Compare their answer False statements - Give their answer - Tells sts that they are going to listen to a talk F It's the largest animal on earth about whales T - Asks sts to work in pairs, look at the T statements given and guess if they are true or F They are in danger because some false people are still killing them for food - Asks sts to listen to the talk and tick the right T column to indicate their answer and underline - Check their answer and then correct the false information T plays the tape twice their work if they have the wrong answer - Asks sts to compare their answer in pairs - Checks sts’ answer - Work in pairs to read the questions and - Plays the tape once again, stop the tape where try to answer them necessary and conduct the correction - Listen and the task + Task 2: - Gives their answer Aims:Sts practise listening for specific It is about 30 metres in length and over information by answering given questions 200 tons in weight - Asks sts to have a look at the questions in the It is because there is a lot of krill textbook and read them in pairs and make sure their favourite food they understand them T encourages sts guess They are the cold waters in the North the answer to the questions and the South of the Pacific Ocean and - Asks sts to listen to the tape once or twice the Atlantic Ocean again to answer the questions Sts can note Heavy hunting down important information They have asked the International - Asks sts to compare their answer in pairs Waling Commission to stop most whaling - Checks sts’ answer If we didn't take any measures to - Plays the tape once again, stop the tape where protect whales, this kind of animal would necessary and conduct the correction disappear forever After you listen:(10 mins) - Check their answer, and then correct - Asks sts to work in pairs and tell each other their work if they have the wrong answer about the whales using the following information: largest- 30 -200 -most intelligent - cold water - - Work in pairs to talk about whales North - South- Pacific - Atlantic - krill - in danger - hunting - The Eskimo - not protect disappear - Moves round to check the activities and to make sure that sts are working effectively - Two sts present - Asks two sts to present in front of the whole class - Checks and gives remarks Homework:(1 min) Write a short paragraph about the whale Evaluation: P.Date: 10/1/2013 UNIT 9: UNDERSEA WORLD Period: 60 D - WRITING A Objectives: 1.Language: General knowledge: - Information about the sperm whale and the dolphin - Language used to describe animals - The present simple tense 2.Skills: - Reading: read the sample paragraph - Speaking: work in pairs to find information to complete the table - Writing: write a paragraph to describe the facts and figures provided in the table.3.Political thought and moral sense: - Students can write a paragraph to describe information from a table B Method: Integrated, mainly communicative C Teaching aids: A poster and hand- out D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking :( mins) - Asks one st to talk about whales - Asks other sts to listen to their friend and give remarks - Checks and gives remarks Teacher's activities Before you write:( 20 mins) - Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write + Task 1: - Introduces the situation - Explains some new words: - Asks sts to listen to the teacher and repeat , then write these words into their notebooks - Asks sts to work in pairs to read the paragraph and then complete the table that follows - Moves round to help if necessary - Asks sts to compare their ideas with other pairs - Draws a table on the board and ask some sts to go to the board and complete the table - Looks at the board and gives remarks Students' activities - Listen to the teacher carefully - Copy these words into theit notebooks + sperm whale (n): a kind of whale that is hunted for an oily substance in its head + 'carnivore (n): an animal that eats meat + squid (n): mực ống + ges'tation period (n): the process of carrying the young baby inside the mother's body + life span (n): the period from birth to death + en'trapment (n): mắc bẫy + 'offspring (n): cháu - Listen to the teacher and then read these words in chorus and individually - Read the paragraph in pairs and the task - Share their answer with their friends - Present their ideas + Range and habitat: all oceans Prefer the waters with high squid populations + Size: Male: 18 m in length, 54,000 kg in weight Female: 12 m in length, 17,000 kg in weight +Feeding habits: Carnivores: Eat mainly squid Eat up to 1,500kg of food daily + Offspring: Give birth to one calf every 5-7 years Gestation period: 14 – 19 months + Life span: Up to 60 – 70 years + Special features: Biggest animals that have teeth on earth Have the largest brain of all mammals + Conservation concerns: At risk due to hunting and accidental fishing net entrapment - Listen to the teacher - Work in pairs to read the table and try to understand the information + Task 2: - Asks sts to work in pairs in minutes to read the second table with some information about the dolphin - Moves round to help if necessary While you write:( 10 mins) - Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin - Asks sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table - Lets sts write in 10 minutes - Moves around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Gets feedback by asking some sts to read their work aloud - Asks some other sts to give remarks - Checks and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks - Do the writing task - Read their writing: ( a sample paragraph) Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent 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 50kg in weight and 1.2 metres in length while the largest one can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dophin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations at risk due to the population of their habitat and accidental entrapment in fishing nets Homework: ( 1min) - Part D ( page 67- workbook)  Evaluation: P.Date: 15/1/2013 Period: 61 E – LANGUAGE EOCUS A Objectives: - Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/ correctly - Students revise the use of "should" and conditional sentence type 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises B Method: Integrated, mainly communicative C Teaching aids: board, chalk, textbook D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision1 Homework checking: ( 5mins) - Asks one st to read the text about the blue whale - Asks another st to give remarks - Checks and gives a mark Teacher's activities Pronunciation:( 10 mins) - Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts to practise these sounds a Writes three sounds on the board and pronounces them clearly twice, then asks sts to repeat - Tells sts how to pronounce these sounds accurately - Asks them to look at the textbook, listen and repeat Students' activities - Write down three sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /ɪə/ /eə/ /ʊə/ here pair poor dear chair sure clear square tour - Then asks sts to work in pairs to read the words again so that they can check for each other - Read these words in pairs and check - Moves around to help for their partners - Asks two sts to read again and give remarks b Asks sts to look at sentences in page 101 in the - Look at the book and work in pairs - Answers: book /eə/ /ʊə/ - Asks them to work in pairs to read the sentences /ɪə/ beer where sure and then find out the words containing sound dear wear poor /ɪə/, sound /eə/ and sound /ʊə/ - Asks them to work in minutes - Moves around to conduct the activity - Asks one st to report and other sts to give remarks - Checks and gives the correct answers - Asks some sts to read these sentences aloud - Listens and gives remarks Grammar: ( 29 mins) Aims: to revise the use of "should"and conditional sentence type and have sts Ex1, - Read the sentences EX and EX3 a Should: - " Should " is a modal verb that is used - Asks sts to tell the T the use of "should" to give advice - Asks sts to give examples with "should" and - Some sts give examples: "shouldn't" eg: You should get up early in the - Asks sts to EX1 morning + Exercise 1: - Asks sts to look at Ex1 and to the task - Asks sts to the exercise individually and then compare their answers in pairs - Moves round to conduct the activity - Checks the exercise sentence by sentence - Listens and gives remarks - Introduces the use of "I think/ I don't think should " by using some examples: eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea You; I think you should stay at home I don't think you should go skiing thid weekend - Explains why "I don't think should "is preferred to "I think shouldn't ." - Asks sts to EX2 + Exercise 2: - Asks sts to Ex individually and then share the answers with their friends - Moves round to help if necessary - Asks two sts to this exercise on the board - Asks one st to give remarks - Checks and gives remarks b Conditional sentence type 2: - Reviews the form and the use of conditional sentence type by giving some examples: eg: If my grandfather were still alive, he would be 100 today If I had a lot of money, I would lend you some - Asks sts to read the examples and point out the form as well as the use of conditional sentence type + Note: "were"is used with all persons - Asks some sts to give examples - Asks sts to EX3 + Exercise 3: - Asks sts to the task in pairs - Goes round to conduct the activity - Asks some pairs to read sentence by sentence - Listens and gives remarks Homework ( min) - Part B ( page 54 - workbook)  Evaluation: People shouldn't hunt whales - Do Ex - Some sts sts report their work sentence by sentence 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 He should put some pictures on the wall - Look at the examples and listen to the teacher - Listen to the teacher - Do this EX individually - Some sts report I think smoking should be banned, especially in restaurants I don't think you should go out this evening I think he should resign - Listen to their friends and their teacher - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future - Do Ex in pairs - Some sts report would take pressed refused wouldn't be wouldn't get didn't come closed down 10 borrowed P.Date: 16/1/2013 UNIT 10: CONSERVATION Period: 62 A – READING A Objectives: General knowledge: - Knowledge about conservation - The present simple tense - Vocabulary concerning conservation 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise 3.Political thought and moral sense: - Students improve their knowledge about conservation B Method: Integrated, mainly communicative C Teaching aids: board, textbook, chalk D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up:( mins) + Network - Ask sts to work in groups of or - Ask sts to give a list of the animals which are in danger of extinction - After minutes, the group which has the longest list will be the winner Teacher’s activities Before you read:( 10 mins) - Sts are required to answer the questions given in the part: Have you ever visited a zoo or a forest? What animals are you interested in? Why? Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally + Vocabulary: Students’ activities - Work in groups to discuss - Some sts report the list in front of the class - Think of the answers - Provide the students with some new words/phrases +Variety(n): a large number of different kinds + Species(n): = kind, type + Eliminate(v): = disappear, remove + Destruction(n)  destroy(v) destructive(Adj): phá hủy + Hydroelectric dam(n): đập thủy điện + Circulation(n): vòng tuần hoàn circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practise - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read:( 20 mins) + Task 1: Matching - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on some sts to read and explain their answers aloud in front of the class - Get feedback and give correct answers + Task 2: True or False - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers - - sts are required to give answers in front of the class(1 st/ 1answer) - Listen and help sts to the exercise correctly + Task 3: Main ideas - Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph - Call on some representatives to read their choice for each paragraph in front of the class - Get feedback and give correct answers After you read:( mins) Questions - Answers - Ask sts to work in pairs to give answers to the questions - Students give answers orally - others listen - Copy down these words into their notebooks - Listen and repeat - Practise reading these words by themselves - Some sts read these words again aloud (1 student/ time) - Work individually - Try their best to the task - Ask some sts to report 1.c 2.a 3.d 4.b -Listen and self-correct the exercise - Sts the work individually - Highlight or underline the important information - 6-7 students orally while others watch T T T T F( two last sentences of paragraph B) F(last sentence of paragraph C) - Self-correct the work - Work in groups of 3-4 students orally - Go round to help the students with their work - 3-4 sts are required to give answers to one question orally in front of the class( st/1 time) - Listen and help sts to give correct answers Homework:( min) - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet - Some sts report A.3 B C - Self-correct - Work in pairs orally We wouldn't be able to use many plants to treat various dangerous diseases Animals wouldn't have a place to live in Mankind and most plants and animals can't survive without water We should stop polluting the environment and destroying plants and animals  Evaluation: P.Date: 19/1/2013 UNIT 10: CONSERVATION B - SPEAKING Period: 63 A Objectives 1.Language: General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo - The passive voice 2.Skills: - Asking and answering about the new kind of zoo - Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results 3.Political thought and moral sense: - Students know about the new kind of zoo B Method: Integrated, mainly communicative C Teaching aids: Textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up ( minutes ) - Ask sts some questions: Have you ever visited the zoo? What did you see there? Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat IV Procedures: Teacher’s activities 2.Before you speak:( 10 minutes) Aims: Sts can discuss the questions about the features of the new kind of zoo + Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs - Give sts some new words: + sensitive (adj): be affected by slight changes, influences: nhạy cảm + imprison (v): put or keep in prison: bỏ tù + reconstruct (v): build again + breed (v) : gây giống, chăn nuôi + reintroduce (v): put a species of animal or plant back into a former habitat: giới thiệu lại, đưa vào - Ask sts to read the new words orally - Ask sts to work in pairs to discuss the questions in two paragraphs - Go around to help sts - Ask some sts to present their answers - Get feedback and give remarks While you speak: ( 18 mins) Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo + Task 2: Put a tick in the right box and share your ideas with a partner - Before sts the task T elicits some structures for asking opinions and giving the opinions Asking for Giving opinions opinions Students’ activities - Read two paragraphs silently - Listen and take notes - Practise reading the new words - Work in pairs - Some sts present in front of the class They are opened to help endangered species develop The animals are not kept in cages They can live in their natural environment - Listen to the T - Work individually - Work in pairs to share the ideas - Say their opinions aloud I think it would be better for animals if they live in the zoo of new kind because they may have better food - Listen to the teacher What you think of ? Do you think ? Do you agree with ? Showing agreement I agree with Yes , I think you are right Exactly I think I don’t think In my opinion Showing disagreement I don’t really think so Yes, but I would doubt that - Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo - Some sts present in front of the class: "There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are in nature " - Listen to their friends as well as to the teacher - Ask sts to work individually to the task - Ask sts to work in pairs to share their Advantages Disadvantages ideas - the to conditions - thestsmoney spent on - Go around observe and help the animals areabout in their rescontructions of - Ask some sts to talk ideas - Listen and give feedback the animals natural - the animals environment + Task 3: Discuss thethat advantages and peopleof can thezoo dangers disadvantages thevisit new kind- of usingthat keepers may have the cues below - Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo - Go around to help sts if necessary - Take notes of Ss’ mistakes for later correction After you speak:( 10 minutes ) Aims: Sts can report on their discussion results + Task 4: Make group report, sharing your views with the rest of the class - Call on one representative from each group to report what his/her group have discussed - Ask other sts to take notes and compare with their groups’ ideas - Give remarks on Ss’ answers Homework ( minutes ) Write a paragraph of the report that they have discussed in the class Evaluation: P.Date: 22/1/2013 UNIT 10: CONSERVATION C- LISTENING Period: 64 A Objectives: 1.Language: - Some set expressions - Vocabulary on forest 2.Skills: - Listening: order events ,mark True/False, detect sentences - Discuss how a forest fire may start and what every camper ought to remember 3.Political thought and moral sense: - Sts know how a forest fire starts and what campers have to remember to to protect the forests B Method: Integrated, mainly communicative C Teaching aids: Textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching II Revision1 Homework checking:(5 mins) - One st tell the whole class about the advantages kind - Listen and give remarks Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Divide sts into groups and ask each to discuss one of the following questions: a How destructive can a forest fire be? b What can cause a forest fire? c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires every year? - Ask some sts to give their answer Absent students and disadvantages of a zoo of the new - Work in groups and discuss the questions - One st from each group stands up and gives their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip - forester (n): the person whose job is to take cares of the forest - a heap of (n): a lot of thing on top of one another - spread (v): to move to other places very quickly] - leave sb/ st doing: leave sb/st when it/he is Ving - Read the words again and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again and give remarks While you listen:( 26 mins) + Task 1: Aims: Sts practise listening and numbering the event in the correct order - Introduce sts that they are going to listen to the tape about forest fires and they have to number the given statements in the order they hear - Ask sts to read the statements in pairs and make sure that they understand them - Play the tape twice and ask sts to put the number in the right box to indicate the order of the events - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Sts practise listening and marking True/ false - Ask sts to listen to the tape again and decide whether the given statements are true or false - Ask sts to read the statements to see if they understand them - Play the tape once and ask sts to tick to the box to indicate T/ F statement and underline the false information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 3: Aims: Sts practise listening and ticking the sentences they hear - Ask sts to have a look at the sentences given to see if they understand them and compare the - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the order of the events - Listen to the tape / the teacher and the task - Compare their answer - Give their answer Key: - - - - - Check their answer, and then correct their work if they have the wrong answer - Listen to the T - Read the statements in pairs and try to the task - Listen to the tape / the teacher and the task - Compare their answer - Give their answer F F T T F - Check their answer say it aloud, and then correct their work if they have the wrong answer - Read the sentences and find out the difference between sentences in each pair - Listen to the tape and the task sentences in each pair to see the difference between them - Ask sts lo listen to the tape again and tick in the box to indicate the sentences they hear - Play the tape once - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in groups and use the information in Task and to discuss the following questions: - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that sts are working effectively Homework:(1 min) Write a short paragraph about what people can to protect forest from fires Evaluation: - Give their answer Key: B A A - Check their answer and then correct their work if they have the wrong answer - Work in groups to discuss - One/ two sts present P.Date: 23/1/2013 UNIT 10: CONSERVATION Period: 65 D - WRITING A Objectives: - Students can write a letter of invitation a General knowledge: - A letter of invitation b Language: - Language used to write an informal letter - Structures: "Let's ","Shall we ?", etc 2.Skills: a General knowledge: - A letter of invitation b Language: - Language used to write an informal letter - Structures: "Let's ","Shall we ?", etc B Method: Integrated, mainly communicative C Teaching aids:- board, textbook, chalk D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking :( mins) - Ask one st to talk about how a forest fire may start and what every camper ought to remember - Ask other sts to listen to their friend and give remarks - Check and give remarks Teacher's activities Students' activities Before you write:( 20 mins) - Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters + Task 1: - Ask sts to read the requirement of task carefully and then work in pairs to the task - Ask sts to pay attention to the meaning as well as the structure of the two halves - Recall some structures so that sts can the task more easily Shall we/ Can you/ Why don't you + V- inf ? Let's + V-inf Would you like/ Are you free + to-V .? Do you feel like/ How about + V-ing .? - Ask sts to in minutes and move around to help if necessary - Get feedback and give remarks + Task 2: - Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank - Introduce some new words/phrases: + for a while: for a period of time + 'disco (n): a club or party where people dance with pop music + 'afterwards (adv): at a later time - Ask sts to listen to the teacher and repeat , then write these words into their notebooks - Get sts to the task in minutes and then get feedback letter by letter - Listen and give remarks While you write:( 10 mins) - Aims: Sts practise writing an invitation letter - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him - Let sts write in minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work - Listen to their friend and give remarks - Listen to the teacher - Listen to the teacher carefully - Copy the structures into theit notebooks - Do the task in pairs - Share their answer with their friends - Present their ideas 1.c f/h a g/d h/f d/g e 8.b - Listen to the teacher - Work in pairs to read the letters and try to understand the content of the letters - Listen and repeat - Copy the words/ phrases - Report their answer: 1.3/8 2.3/8 - 4/6 - Listen to the teacher 2/5- - Do the writing task - Read their writing: ( a sample paragraph) "Dear Lam, We haven't met since oyu moved And I and give remarks Homework: ( 1min) - Part D (page 63- workbook) miss you a lot We are both having some days- off between the two terms soon So 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 Trees Planting Festivals Do come if you find it possible and I'll make all the preparations then Please give my love to your parents Your friend, Evaluation: P.Date: 26/1/2013 Period: 66 UNIT 10: CONSERVATION E - LANGUAGE FOCUS A Objectives: 1.Language: - Students know how to pronounce the sound /b/ and /p/ correctly - Students revise the passive voice + Language: - Pronunciation: /b/ and/p/ - The passive voice 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises B Method: Integrated, mainly communicative C Teaching aids: - board, textbook, chalk D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud - Ask another st to give remarks - Check and give a mark Teacher's activities Pronunciation:( 10 mins) - Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds a Write two sounds on the board and pronounce Students' activities - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / b / : a voiced sound / p / : a voiceless sound - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 110 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to revise the passive voice and have sts Ex1, EX and EX3 + The passive voice: - Recall the form of the passive by giving an example: eg: Active: We clean this window every day Passive: This window is cleaned every day - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence - Ask sts to tell the T the form of the passive + Note: Only transitive verbs are used in the passive It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive - Ask sts to give some examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence + Exercise 2: - Ask sts to Ex individually and then share /b/ bee ban bad /p/ pea pan Paul - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /b/ /p/ Bill Pat big pan black paper - Read the sentences - Listen to the teacher , read the example and tell the whole class their ideas + In the passive, the object of an active verb becomes the subject of the passive verb + Form: S + V ( be + p.p ) - Listen to the teacher and take note - Give examples - Some sts report were reported are grown be spoken am not invited are being built - Listen and correct their work if necessary - Do the Ex individually EX 2: came had ( been) started were is standing is being photographed Have the students been told was being laid decided will be planted - Listen to the teacher - Read the requirement carefully the answers with their friends - Move round to help if necessary - Ask two sts to this exercise on the board + Exercise 3: - Ask sts to read the requirement of Ex3 and then the task in pairs - Go round to conduct the activity - Ask some pairs to read the dialouge Homework ( min) - Part B ( page 60- workbook) - Do Ex EX3: was organized arrived were met taken had been cleaned had been put was excellent prepared made 10 were served Evaluation: P.Date: 31/1/2013 UNIT 11: NATIONAL PARKS Period: 67 A- READING A Objectives: 1.Language: General knowledge: - Knowledge about national parks Language: - The present simple tense - Vocabulary concerning national parks 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through finding the word in the passage that best suits each of the definitions and answering questions 3.Political thought and moral sense: Students improve their knowledge about national parks B Method: Integrated, mainly communicative C Teaching aids: board, textbook, chalk D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Teacher’s activities Before you read:( mins) Aims: to repare information and vocabularies for the topic - Ask sts to answer the question: Can you name some national parks in Vietnam and in the world? - Ask some sts to answer the question - Listen and give remarks - Introduce the reading text and provide sts with new words/phrases + lo'cate(v): = to place Students’ activities - Listen and think of the question - Some sts answer: Cuc Phuong National Park Bach Ma national Park Nairobi National Park Alaska National Park + 'butterfly(n): an insect with very big wings that can fly(con bướm) + e'stablish(v): = to make/ build) + hike(v): to walk for health +sur'vive(v): to be alive after accident)  survival(n) + 'orphan(v): to be made parentless(mồ côi) orphanage(n) + Sub-tropical(Adj): + 'wilderness(n): = wild place + contami'nation(n)  contaminate(v): to make something dirty/ polluted - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practise reading the words - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read:(15 mins) Aims: Read the passage for information to the tasks + Set the scene: - You are going to read the passages about The National Parks Read them and then the tasks that follow + Task 1:Fill in each space with a suitable from the passages - Ask sts to read the passages and task - Explain more about the definitions if necessary - Sts are required to compare their results with their partners - 5sts are required to the task orally in front of the class (1 st/ time) - Listen and help sts to the task correctly + Task 2: Answering Questions: - Ask sts to work in pairs to read the passages again and answer the questions in task - Require sts to underline the information from the passages that supports the answers - Required sts to compare their answers with another pair - Ask - sts to read their answers aloud in front of the class (1 st/1 time) - Listen and give remarks After you read:( min) Aims: to give the summary of the passage - Sts are required to work in groups to give reasons - Listen and then copy down - Listen and repeat - Read silently to self-practise - Some sts read these words aloud and others listen - Self-correct - Read the passages and the task - Compare their results with their parners - Present their answer: contain species survival sub-tropical contamination - Listen to the T and correct if necessary - Work in pairs to read the passages again and to ask and answer - Underline the information from the passages - Share their answer with other sts - Some pairs report: 1.200 square km: Because the rainy season is over They can learn about the habits of animals and how one species is dependent upon another for survival In the orphanage, orphaned and/ or abandoned animals are taken care of Everglades National Park is endangered because of the toxic levels of chemicals in the water If more chemicals are released into the water, plans and animals for their choice from one of the three national parks in the reading passages - One representative is required to give their talk orally in front of the class - Listen and help the students to their task well Homework:( min) - Complete the talk in written form will die/ be killed/ destroyed - Work in groups to talk about their choice - Present his/her ideas - Others listen Evaluation: P.Date: 1/2/2013 UNIT 11: NATIONAL PARKS Period: 68 B - SPEAKING A Objectives: a General knowledge: - Students can talk about an excursion and express their regrets b Language: - Conditional sentences types - Vocabulary on an excursion 2.Skills: - Matching sentences in column A with the coresponding consequences in column B - Talking about an excursion - Expressing the regrets 3.Political thought and moral sense: - Students know about an excursion to Huong Pagoda B Method: Integrated, mainly communicative C Teaching aids: Textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up:( mins) - Ask sts the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts to answer Teacher’s activities Students’ activities Before you speak:( 12 mins) Aims:tofocus sts on the topic and introduce the words and phrases used in the task + Task 1: Matching - Ask sts to read through the sentences in the two - Listen to the T columns - Give sts some new words or expressions: + food poisoning: + fine (n ): cash paid as punishment - Read the sentences and find some + get lost: unable to find way new words + carsick( adj ): feeling sick because of a car’s movement - Ask sts to read the new words orally and individualy - Ask sts to work in pairs to the task - Go around to observe sts working - Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B - Listen and give remarks While you speak:( 14 mins) Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets + Task 2: Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn’t done - Before sts the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example - Revise the conditional sentence type by giving an example: + Eg: If I had had money, I would have bought this car ( But I didn’t have money and so I didn’t buy it.) - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type - Look at the example and tell the whole class the form and the use: +Form: If + S + past perfect, S + would/ could +have + P II +Use: The third conditional is used to talk unreal situations in the past - Ask sts to work in groups - Go around to help sts - Ask sts to compare their answers with another group - Call on some sts to speak out their answers in front of the class - Listen to sts and give remarks After you speak:( 15 mins) Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets + Task 3: - Ask sts to work in pairs using the third conditional to the task - Go around to observe, offering help and collecting mistakes - Ask one or more sts to tell about their excursion - Listen and copy down these words into their notebooks - Read the new words - Work in pairs - Read the answers aloud 1- f 2- e 3- h 4- g 5- b 6- c 7- a 8- d - Listen to the T - Read the examples and listen to the T - Work in groups - Compare the answers with others If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants If some of us hadn’t had food poisoning we could have enjoyed our visit If we had had rain coats, we wouldn’t have got wet and have got 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 If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost If we hadn’t thrown wast in the forest, we wouldn’t have got a fine If we had stayed there more than one day, we could have visited all the in front of the class and give remarks Homework:( min) - Write down what they have discussed in task pagodas - Listen to the T - Work in pairs  Evaluation: P.Date: 2/2/2013 UNIT 11: NATIONAL PARKS Period: 69 C- LISTENING A Objectives: Language:- Some set expressions - Vocabulary on nature 2.Skills: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park 3.Political thought and moral sense: - Sts get more information about Cuc Phuong National Park everyday work B Method: Integrated, mainly communicative C Teaching aids: - Tape, cassette, textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision1 Homework checking:(5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets about what he/she did or did not during the excursion - Listen and give remarks Teacher’s activities Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text a Divide sts into small groups and ask them to discuss the following questions: a Where is Cuc Phuong National Park? b What is the area of the rainforest in Cuc Phuong National Park? c When is the best time to visit Cuc Phuong National Park? d What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect - 'fauna (n): all the animals of an area Students’ activities - Work in groups and discuss the questions One st from each group stands up and gives their answer - Copy down the words and phrases into their notebooks - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb -in'vader: (n) The French and Americans were invaders - 'ethnic mi'nority (n): The Tay, Nung, Dao - Read the words again and asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:(20 mins) + Task 1: Aims: Practise listening and filling in the gaps - Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Ask sts to read the sentences in pairs and make sure that they understand them Sts try to guess the missing information - Play the tape twice and ask sts to fill in the gaps - Ask sts to compare their answer in pairs - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Read the statements in pairs and try to guess the missing information - Listen to the tape and the task - Compare their answer - Give their answer 1960 160 km south west of 100,000 visitors - Checks sts’ answer 2,000; 450 Quen Voi - Check their answer say it aloud, and then correct their work if they have the - Play the tape once again, stop the tape where wrong answer necessary and conduct the correction + Task Aims: Practise listening and Answering questions - Ask sts to listen to the tape again and answer the given questions - Ask sts to read the questions to see if they understand them - Play the tape once and ask sts note down the neccessary information - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in groups and use the information in Task and and the reading text to disscus the following problems: - Time founded - Area, location - Numbers of visitors - Listen to the T - Read the questions in pairs and try to the task - Listen to the tape and the task - Compare their answer - Give their answer It covers provinces: Ninh Binh, Hoa Binh, and Thanh Hoa It is about 160 km They come to see the work being done to protect endanger species Nguyen Hue defeated the Qing invaders in the spring of 1789 They live mainly on bee keeping and farming - Check their answer say it aloud, and then correct their work if they have the wrong answer -Work in groups to discuss - Historical event - Local people -Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to present in front of the whole class - Check and give remarks Homework:(1 min) Write a short paragraph about Cuc Phuong National Park - One/ two sts present  Evaluation: P.Date:3/2/2013 UNIT 11: NATIONAL PARKS Period: 70 D - WRITING A Objectives: 1.Language: - Language used to write an informal letter - Expressions: "Yes, I'd like/love to.","I'm afraid I can't come because ?", etc 2.Skills: - Reading: read the expressions in task to fill the blanks of the incomplete letters - - - Speaking: work in pairs to rearrange the sentences to make a letter of acceptance - Writing: write a letter of acceptance or refusal 3.Political thought and moral sense: - Students can write a letter of acceptance or refusal B Method: Integrated, mainly communicative C Teaching aids: - board, textbook, chalk D Procedure: I Organization Class 10A1 10A6 II Revision Date of teaching Absent students Homework checking :( mins) - Ask one st to talk about the special features of Cuc Phuong National Park - Ask other sts to listen to their friend and give remarks - Check and give remarks Teacher's activities Students' activities Before you write:( 15 mins) - Aims: to get sts to read the expressions in the table and to task and task + Task 1: - Introduce the topic of the lesson: Write a letter of acceptance or refusal - Introduce some new words: + a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse" + dec'line (v) : refuse sth offered ( politely) - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask sts to read the expressions in the table in minutes - Remind sts of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expressions in the table - Ask sts to in minutes and move around to help if necessary - Get feedback and give remarks + Task 2: - Remind sts of the letter Nam wrote to Lam to invite Lam to spend a weekend with him And now Lam write a letter accepting Nam's invitation - Ask sts to work in pairs to rearrange the sentences into a letter - Move round to help if necessary - Get feedback and give remarks While you write:( 15 mins) - Aims: Sts practise writing a letter of acceptance or refusal - Ask sts to read the requirement of task - Ask them to write a letter accepting or declining his/her friend's invitation - Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body ) - Suggest that they use letters in task and task as sample letters - Let sts write in 13 minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Listen to the teacher carefully - Copy down the words into theit notebooks - Do the task in pairs - Share their answer with their friends - Present their ideas Accepting: Yes, I'd like/love to Refusing: I'm afraid I can't come because Accepting: I'd be delighted to - Listen to the teacher - Listen to the teacher - Work in pairs to rearrange the sentences into a letter - Present their ideas: 1.d e c a f b - Listen to the teacher - Read the requirement - Listen to the teacher - Do the writing task - Read their writing: ( a sample paragraph) "Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 68- workbook)  Evaluation: traditional dishes on Saturday morning After that, I'm going to take her to some famous places in Hai Duong I hope that you will have a wonderful day in Cuc Phuong Remember to show me the photos you take in Cuc Phuong whem you get home Your friend, P.Date: 20/2/2013 UNIT 11: NATIONAL PARKS Period: 71 E - LANGUAGE FOCUS A Objectives: 1.Language: - Students know how to pronounce the sound /t/ and /d/ correctly - Students revise conditional sentence type 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud B Method: Integrated, mainly communicative C Teaching aids: - board, chalk, textbook D Procedure: I Organization Class 10A1 10A6 Date of teaching II Revision Homework checking: ( 5mins) Absent students - Ask one st to read the letter they wrote at home aloud - Ask another st to give remarks - Check and give a mark Teacher's activities Students' activities Pronunciation:( 10 mins) - Aims: to introduce two sounds /t/ and /d / and - One st reads his/her letter aloud aloud in front of the whole class help sts to practise these sounds a Write two sounds on the board and pronounce - Give remarks - Listen to the teacher them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / d / : a voiced sound / t / : a voiceless sound - Write down two sounds - Ask them to look at the textbook, listen and - Listen to the teacher and repeat repeat - Look at the book , listen and repeat /t/ /d/ - Then ask sts to work in pairs to read the words topic difficulty again so that they can check for each other contain invader - Move around to help plant spend - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 119 in the - Read these words in pairs and check book - Ask them to work in pairs to read the sentences for their partners and then find out the words containing sound / t / and sound / d / - Look at the book and work in pairs - Ask them to work in minutes - Answers: - Move around to conduct the activity /t/ /d/ - Ask one st to report and other sts to give next to third remarks restaurant dear - Check and give the correct answers counter stayed - Ask some sts to read these sentences aloud - Listen and give remarks - Read the sentences Grammar: ( 29 mins) Aims: to revise conditional sentence type and have sts Ex1 and EX2 + Conditional sentence type 3: - Recall conditional sentence type and type - Revise conditional sentence type by giving an - Listen to the teacher example - Read the example and tell the whole eg: Tom didn't study hard so he fail the exam class their ideas => I can say: " If Tom had studied hard, he + Form: would have passed the exam." If - clause , main clause - Ask sts to tell the T the form and the use of If + S + V( past perfect), S + would conditional sentence type +have + V( PII) Note: + Use: - We can use could/might/should instead of - to talk about something that might would in main clause have happened in the past but didn't - We can also use the past perfect continuous in - Listen to the teacher and take note If - clause - Ask sts to give some examples - Give examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise individually and then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write the sentences on the board - Ask two sts to give remarks - Check and give remarks Homework ( min) - EX ( page 120 - st's book)  Evaluation: P.Date: 21/2/2013 Period: 72 REVISION A Objectives: 1.Language: - Review conditional type 2.Skills: Practise exercises with conditional type B Procedure: I Organization - Some sts report had known had had would have gone would have passed could have enjoyed had known had stopped had called - Listen and correct their work if necessary - Do the Ex individually EX 2: Each st writes three sentences hadn't stopped so suddenly, the accidents wouldn't have happened that Lam had to get up early, I would have woken him up lent me the money, I would have been able to buy the car been wearing a seat belt, she would have been injured had braekfast, you wouldn't behungry now had some money on me, I would have got a taxi - Listen to the teacher Class 10A1 10A6 Date of teaching Absent students I.Theory - Conditional Sentences (If Sentences): Type Form If + S + had + V3/ed… , S + would/could + have + V3/ed… Use Giả định điều không thể xảy quá khứ (hối tiếc quá khứ) Ex: If we had studied hard last year, we would have got good marks (We didn’t study hard last year and we didn’t get good marks) Type If clauses If + S + had + V3/ed… , Main clauses S + would/could + have + V3/ed… * Notes Unless: “If … not” có thể thay “UNLESS” (trừ phi): Ex: - We will be late if we don’t hurry  We will be late unless we hurry - If I have time, I’ll help you  Unless I have time, I won’t help you Inversion: Bỏ IF loại câu điều kiện (phải đảo lên đầu câu SHOULD/WERE/HAD) Ex: - If it should be necessary, I will go  Should it be necessary, I will go Ex: - If I were rich, I would buy a new car  Were I rich, I would buy a new car Ex: - If you had asked me, I would have told you the answer  Had you asked me, I would have told you the answer Một số câu điều kiện có thể thay IF : provided that; so(as) long as (miễn là) in case (trong trường hợp); on condition that (với điều kiện) Ex: You can borrow my book provided that you bring it back Practise: Rewrite the following sentences, using Conditional Sentences Type He didn’t hurry, so he missed the train If My brother didn’t leave the car keys, so I couldn’t pick him up at the station If my brother We didn’t go because it rained  If it hadn’t We didn’t go on holiday because we didn’t have enough money If we _ Susan felt sick because she ate four cream cakes  If Susan Without this treatment, the patient would have died  If he _ We got lost because we didn’t have a map If we He lost his job because he was late every day  If he _ Peter is fat because he eats so many chips If 10 Robert got a bad cough because he started smoking cigarettes If Robert 11 Those people weren’t prepared to face the floods; therefore, the consequence was disastrous  _ 12 We didn’t enjoy our camping trip last week because it rained all the time  13 That village was heavily flooded last year because trees in the nearby forests were cut down without control  _ 14 We started our vacation too late, and we had to suffer bad weather  _ 15 She didn’t take her friends’ advice; therefore, she failed in her business  _  Evaluation: P.Date: 24/2/2013 Period 73: TEST YOURSELF D A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks EX 3: If I had been working at the restaurant last night, I would have waited on your table If they had been paying attention, they would have seen the sign marking If Carol hadn't been studying, she would have answered the phone If the sun hadn't been shining, we wouldn't have gone to the beach yesterday If the music hadn't been playing loudly at the restaurant, I would have heard - One st gives remarks Teacher's activities The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): m¹ch níc phun - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that Students' activities - Look at the textbook and read the statements - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers they go to a national park to enjoy the nature It became a national park in 1872 No, it isn't It's the world's largest park It has about 70 geysers They mustn't pick the flowers, feed or hunt sts can check their answers - Ask other sts to give remarks the animals - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks - work in groups to share their ideas - Some sts stand up to report a junk and litter c highway b landscape d healthy a T b T c F d F e T f T - Discuss in groups - Answers: a has been cleaned have been turned on are waiting b knew would help knows c decided to stay would have gone out hadn't been - Read their writing aloud "Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the New Year celebration I'm sure you will be here in time to share the fun with us on that day Your sister, Helen - Listen to the teacher's remarks Homework: ( min) - Part B ( Page 65 - workbook)  Evaluation: P.Date: 27/2/2013 Period: 74 A Objectives: Check students’knowledge D Procedure: WRITTEN TEST 45' I Organization Class 10A1 10A6 Date of test Absent students I- Choose the word whose underlined part is pronounced differently (1pt) A cool B good C cook D book A cup B become C city D consider A outside B bridge C night D idea A protect B psychology C people D provide II- Choose the the best answer by circling the letter A,B,C, or D (3pt) He out with you if you hadn'tcome A would go B wouldn't go C wouldn't have gone D would have gone She told me I an accident if I hadn’t taken more care A would have had B would have C have D had If it was sunny, we……………….go out for a walk A shall B would C must D will If he………………more carefully, he wouldn’t have had so many accidents A drive B hadn’t driven C had driven D drives I would have sent you a postcard if I………… your address A have known B had known C know D had know If the wind so strong, the bridge wouldn't have collapsed A hadn't be B wouldn't be C hadn't been D wouldn't be I didn't have an umbrella with me, so I got wet A If I had had an umbrella, I wouldn't get wet B If I had had an umbrella, I wouldn't have got wet C If I had an umbrella, I wouldn't get wet D If I have an umbrella, I won't get wet 8.If I you, I wouldn’t buy that coat A am B was C were D would be 9.Henry a rich man if he had been more careful in the past A would have been B will be C would be D was 10.Without plants, most water would as soon as it falls A run off B run after C run away D run by III- Read the passage and answer the following questions ( Đọc đoạn văn và trả lời câu hỏi phía dưới) There are four seasons in a year in Viet Nam They are spring, summer, autumn and winter The weather in spring is usually warm and fine There are many flowers in spring In summer the weather is hot It's always sunny When autumn comes, the weather becomes cool We have much rain in autumn It's the season of umbrellas After autumn comes winter It's a dry season The weather is cold and it doesn't rain very often But it never snows in winter in Viet Nam How many seasons are there in Viet Nam? What's the weather like in spring? Why peple call autumn the season of umbrellas When is the dry season? What's the weather like in winter? III viết lại các câu phía cho nghĩa cuả câu không thay đổi(2pts) a, viết lại các câu phía sang câu bị động Hoa saw that film last night => That film …… .………………………………………… The manager will interview Tuan tomorrow => Tuan will …………………………………………………………… Lan has cleaned the windows last Sunday => The windows……………………………………………………………… b, viết lại các câu phía dạng câu điều kiện loại III They got wet because they didn't take an umbrella => If they Minh didn't work hard, so he failed the exams => If Minh IV Cho dạng đúng động từ ngoặc(2pt) If she (come) late again, she'll lose her job If we had had enough money, we (go) to the concert Michael will phone you if he (have) time If we lived in a town, life (be) easier THE END P.Date: 29/2/2013 UNIT 12: MUSIC Period: 75 A - ReadiNG A Objectives: 1.Language: a General knowledge: - Knowledge about music b Language: - The present simple tense - Vocabulary concerning music: rock 'n 'roll, mournful, solemn 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through sentence completing and answering questions 3.Political thought and moral sense: - Students know more about the role of music in our life B Method: Integrated, mainly communicative C Teaching aids: board, textbook, chalk, tape D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up:(5 mins) - Play the tape with pieces of music and ask sts to guess what types of music they are - Get feedback and check - Listen to the tape and guess - Stand up and say aloud the names of the types of music .… … … Teacher’s activities Before you read:( 12 mins) Aims: To provide sts with words/phrases about music a Matching: - Ask sts to work in pairs to match the descriptions to the types of music given in the part: - For each type of music, sts from pairs are required to give their match orally - Listen and help sts to give correct match b.Vocabulary - Provide sts with the new words/phrases: + Emotion(n): a strong feeling e.g.: hate, love + Convey(v):= Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy + Funeral(n): a funaral is celebrated when someone dies + Solemn(adj): serious, not happy + Mournful(adj): sad - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read:( 18 min) Aims: Read for information to the sentence completing, and answering excercises + Task 1: Sentence completing Students’ activities - Work in pairs to match - Give answers orally 1- b 2- e 3- d 4- a - Others listen 5- c - Listen and read after the T - Write down these words into their notebooks - Listen and repeat - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers sentence by sentence Communicate Lull - Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence) - Feedback and give remarks + Task 2: Questions answering - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/ 1answer) - Listen and help the students to give correct answers After you read:( mins) + Questions – Answers - Ask sts to work in pairs to give answers to the questions given in the part - Go round to help sts with their work - Listen and help sts to give correct answers Homework:( min) - Write about the roles of music  Evaluation: delights solemn mournful - Listen to the T integral part emotion - Students the work in pairs - Some pairs report their answers while others watch Language and music It can express ideas, thoughts and feelings It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful It makes people happy and excited It delights the senses It is a billion-dollar industry - Self-correct the work - Work in pairs orally - Some pairs report while others listen Students tell roles Students give their own ideas - Listen to the T P.Date: 3/3/2013 Period: 76 UNIT 12: MUSIC B - Speaking A Objectives: 1.Language: General knowledge: - Students can talk about their favourite kinds of music Language: - The simple present tense - Vocabulary about music 2.Skills: - Asking and answering questions about music - Talking about favourite kinds of music 3.Political thought and moral sense: - Students know about some favourite kind of music B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm- up: ( mins) Aims : get used to the topic - Give sts some pictures of singers and ask sts about their names - Ask sts what they know about these singers and name some of their songs - Look at the pitures and give the names of some foreign singers - Talk about these singers Teacher’s activities Before you speak: ( 10 mins) Aims: : focus sts on the topic and introduce the words and phrases used in the task + Task 1: Answering questions based on the reading text - Introduce the situation: You are going to read what Ha Anh says about music - Give sts some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud - Ask sts to work in pairs to ask and answer the questions - Go around to observe sts working - Ask some sts to present their answers in front of the class - Get feedback and give correct answers: 3.While you speak: ( 13 minutes ) Aims: Sts can talk about their favourite kind of music + Task 2: Asking and answering about music taste - Tell sts that they are going to ask your partners questions to get information to complete the table below - Ask sts to look at the first column of the table which includes items they should ask their friend about - Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band…… Students’ activities - Listen to the T - Take notes - Listen and read the text - Work in pairs to ask and answer the questions - Some sts present She likes pop music Because it keeps her happy The Backstreet Boys She listens to music all the time - Listen to the T - Listen to the T and read the information in the table - Think of the questions and say aloud: + What kind of music you like? + Why you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When you listen to music? - T may introduce some adj and expressions to talk - Listen and take notes about music: + make sb excited/relaxed - Work in groups of 3: one will be a + help sb forget troubles and worries + relaxing/ peaceful - Ask sts to form groups of One of them will be a journalist who will interview their friends about their music taste The journalist has to ask two sts some questions and complete the table Sts can change their roles if time permits - Go around to help sts and collect the mistakes After you speak: (15 mins) Aims: Sts make group report + Task 3: Reporting on the information - Ask sts to report what they have got from their friends to the whole class - Before sts report T asks sts to look at the example and elicits some structures they can use: + Both A and B like … + A likes…, and so does B + A likes …and B does , too + A likes…, but B prefers… - Ask sts to prepare in one minute - Ask some sts to report what they have found out about their patners in front of the class - Correct the Ss’ mistakes Homework: (2 mins) - Write a short paragraph about their friends' music taste  Evaluation: P.Date: 6/3/2013 journalist and others will be students in the class - Listen to the T - Listen to the T and take notes if necessary - Some sts report in front of the class E.g: " Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to Hoa's favourite band is Westlife but Binh like Lam Truong very much " UNIT 12: MUSIC C- Listening Period: 77 A Objectives: 1.Language: - Sts know more about Van Cao and his music 2.Skills:- Listening: choose True/ False statements and answer questions - Speaking: discuss the one's ideas about Van Cao's music 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: - Tape, cassette player, textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Home work checking:(7 mins) - Ask one st to talk about what kind of music he likes best One st presents Others listen and give remarks Teacher’s activities Before you listen:(12 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text a - Focus sts on the picture in the textbook and ask sts if they know the person in it - Introduce Van Cao, the most famous musician in the history of Vietnamese music then ask sts to work in groups and ask about Van Cao's life and works - Possible questions: - Where and when was he born? - Was he born in a rich or poor family? - When did he start writing songs? - Can you name some of his famous songs? What is his most famous one? - Ask sts to give their answer to the question in p 128 b Introduce some new words - rousing (adj): hào hứng, sôi - lyrical(adj): trữ tình - solemn(adj): trang nghiêm - national anthem(n): E.g.: Quốc ca - Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 17 mins) + Task 1: Aims: Practise listening and marking True/ False statements - Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music - Ask sts to work in pairs, look at the statements given and guess if they are true or false - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice - Ask sts to compare their answer in pairs - Check sts’ answer - Play the tape once again, stop the tape where necessary and conduct the correction + Task 2: Aims: Practise listening for specific information by answering given questions - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions - Ask sts to listen to the tape once/twice and take Students’ activities - Work in groups to say about the person in the picture - Listen to the teacher and then work in groups to discuss Van Cao's life and career - Ask some pairs to ask and answer Some sts stand up and give their answer - Suối mơ - Tiến quân ca - Trường ca sông Lô - Copy down the words and phrases into their notebooks - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud - Listen to the T - Work in pairs to guess if the statements are true or false - Listen to the tape and the task - Compare their answer - Give their answer F The guess is Quang Hung 2.F He likes some Vietnamese musicians T F It was written in 1944 F ( He always .) - Check their answer, and then correct their work if they have the wrong answer - Work in pairs to read the questions - Listen and the task - Compare their notes It is 'My favourite Musician' He likes the song 'Tien Quan Ca' short notes to answer the questions - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction After you listen:(8 mins) - Ask sts to work in pairs and discuss Quang Hung's ideas about Van Cao's music T may introduce some sentences to show one's opinion: + Agreeing: - I (strongly) agree with him - I share his opinion - I share the same point of view with him - I think his opinion is similar to mine + Disagreeing: - I'm sorry but I don't think so - I don't agree with him - I don't share his point of view - Check and give remarks Homework:(1 min) Write a short paragraph about your opinion about Van Cao's Music most Because it is hard and solemn, it makes him feel great and proud of his country - Check their answer, and then correct their work if they have the wrong answer - Work in pairs revising Quang Hung's ideas about Van Cao's music Two sts present Evaluation: P.Date: 7/3/2013 Period: 78 UNIT 12: MUSIC D - WRITING A Objectives: 1.Language: - General knowledge: - The life story of a famous person - Language: - Language used to write a profile - The past tenses , to-infinitive and the passive voice - listening, speaking and writing Skills: - Reading: read the information about Van Cao - Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao 3.Political thought and moral sense: - Students can write a profile B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization II Revision Homework checking :( mins) - Ask one st to talk about his/her opinion about Quang Hung's ideas about Van Cao's music - Ask other sts to listen to their friend and give remarks - Check and give remarks Teacher's activities Before you write:( 20 mins) - Aims: to get sts to recognise what a profile is like and to read the information about Van Cao + Task 1: - Introduce the topic of the lesson: Writing a profile - Introduce some new words: + 'profile (n): a report of a person ( usu in a newspaper article) +'mixture (n) : hòa quyện +tune (n): giai điệu + Ragtime (v) : a kind of music which is a mixture of classical European and African beats + rag (n): a Ragtime song + beat (n): nhịp + 'talent (n): a natural skill/ ability + 'talented (a): having talent + app'reciate (v): recognise sb's good qualities - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the prompts in task and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses - Allow sts to work in pairs first to make up sentences orally and the write them down into their notebooks - Move around to help if necessary - Ask sts to compare their answer with other sts Students' activities - Listen to their friend and give remarks - Listen to the teacher - Listen to the teacher carefully - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the prompts and the task in pairs - Write down the sentences into their notebooks - Share their answer with their friends - Present their ideas He learned to play music when he was very young Scott learned to play the works of - Get feedback and give remarks composers like Bach, Beethoven, and Mozart as well as to compose music - Focus sts on some points about writing a profile He quickly became famous by asking some questions: His tune were wonderful mixture of Which tense you use? classical European and African beats What kind of information is included in a which were known as Ragtime profile? All in all, he wrote 50 piano rags, and was called the King of Ragtime + Task 2: Scott Joplin died in 1917 - Ask sts to read the information about Van Cao - Listen to the teacher and to work in pairs to discuss how to write a - Answer T's questions: profile about him We use the past simple - Ask them to refer to their writing in task as a sample While you write:( 10 mins) - Aims: Sts practise writing about a life story of Van Cao - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 73 - workbook) the date of birth/death, the place of birth, family, career, personal life - Listen to the teacher - Work in pairs to discuss - Do the writing task - Read their writing: ( a sample paragraph) "Van Cao was born on the fifteenth of November, 1923 in Nam Dinh His parents were poor workers However, he started composing music when he was very young His first song was written in 1939 and it quickly became famous The song "Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944 Van Cao was also very good at other artistic works like song writing, poem writing and paintings He died on the tenth of July,1995 He was known as a very talented musician and highly appreciated by the Vietnamese people  Evaluation: P.Date: 11/3/2013 Period: 79 UNIT 12: MUSIC E - LANGUAGE FOCUS A Objectives: 1.Language: - Students know how to pronounce the sound /s/ and /z/ correctly - Students revise to-infinitive and Wh-questions + Language: - Pronunciation: /s/ and/z/ - To-infinitive and Wh-questions 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Teacher's activities Students' activities Pronunciation:( 10 mins) - Aims: to introduce two sounds /s/ and /z / and help sts to practise these sounds a Write two sounds on the board and pronounce - Write down two sounds them clearly twice, then ask sts to repeat - Listen to the teacher and repeat - Tell sts how to pronounce these sounds - Look at the book , listen and repeat accurately /s/ /z/ / z / : a voiced sound Sue zoo / s / : a voiceless sound sip zip - Ask them to look at the textbook, listen and piece peas repeat - Read these words in pairs and check - Then ask sts to work in pairs to read the words for their partners again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 130 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to revise to-infinitive and Wh-questions - Look at the book and work in pairs - Answers: /s/ /z/ Susan music classical jazz sound records - Read the sentences - Listen to the teacher and have sts Ex1,EX2 and EX3 a to-infinitive: - Recall the use of to-infinitive by giving an example: e.g.: A: What did you buy this cassette player for? B: I bought this cassette player to study English e.g.: To keep fit, you have to morning exercises every day - Ask sts to tell the T the use of to-infinitive in these sentences Note: - We can put to-infinitive at the beginning or at the end of the sentence - We can also use in order to or so as to to show purpose - Ask sts to give some examples + Exercise 1: - Ask sts to look at Ex1 and to the task - Ask sts to the exercise in pairs and then compare their answers with other pairs - Move round to conduct the activity - Ask some pairs to report - Listen and give remarks + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask some sts to report - Check and give remarks b Wh-questions: - Ask one st to name some question words they have already known + Note: - The question element generally comes first in the sentence - There is no S - operator inversion in the Wh question asking about the S e.g.: Who gave you that present? + Exercise 3: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks Homework ( min) - Read the example and tell the whole class their ideas + Use: - to show purpose - Listen to the teacher and take note - Give examples - Some pairs report I phoned her to tell her good news I'm saving money to buy a cassette player She practise singing all day to win the singing contest - Listen and correct their work if necessary - Do the Ex individually EX 2: Each st writes three sentences to read to buy to send to invite to learn - Listen to the teacher - One st answers: Who, where, when, what, which - Listen to the T and take note - Two sts write their answers on the board: What will you if it rains? What sort of music does your father enjoy listening to? When did he leave for Ho Chi Minh City? Who wants to talk to you? What did you spend the evening last night? What time does the film start? Who is your favourite musician? - Part B( page 71 - workbook) Evaluation: Why you like pop music? P.Date: 12/3/2013 Period: 81 TEST CORRECTION A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 II Revision Date of teaching Absent students P.Date: 14/3/2013 UNIT 13: FILMS AND CINEMA Period 81: A - Reading A Objectives: 1.Language: General knowledge: - Knowledge about films and cinema Language: - The past simple tense - Vocabulary concerning music: scene, camera, character 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through finding the word meanings in contexts, answering questions and identifying the main idea 3.Political thought and moral sense: - Students know more about the history of films B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up:(5 mins) - Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the world - Ask sts to say the names of these films and film stars - Get feedback and check - Look at the T's pictures - Stand up and say aloud the names of the films and film stars .… … … Teacher’s activities Students’ activities Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about films and cinema a Answering questions: - Work in pairs to ask and answer - Ask sts to work in pairs to ask and answer the - Give answers orally questions in Before you read I want to see a film on T.V because - Go round to help if necessary it is cheap and I may feel more - Ask some sts to give answers comfortable - I want to see a film at the cinema because I can see the latest film there - Listen and check Sts may give different - Others listen answers b.Vocabulary - Provide sts with the new words/phrases: - Listen and read after the T + 'sequence (n):chuỗi + motion (n): cảm xúc + movement (n):sự chuyển động - Write down these words into their + 'decade (n): 10 years + au'dience (n):khán giả + spread (v): lan rộng - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read:( 18 min) Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title for the passage + Task 1: Finding the words in the passage - Ask sts to read the passage indepently then read the definition given in task and scan the passage to find the suitable words - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: Answering questions - Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers - Move round to help is necessary - pairs are required to give answers in front of the class - Listen and help the students to give correct answers + Task 3: - Ask sts to read the passage again individually and choose the best title for the passage - Ask one or two sts to give answer and to explain why they choose A, B or C - Listen and check notebooks - Listen and repeat - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers one by one cinema sequence a decade rapidly scene character - Listen to the T - Students the work in pairs - Some pairs report their answers while others watch It began in the early 19th century They dicovered that when a sequence of still pictures were set in motion No, they didn't Audiences were able to see long films in the early 1910s the sound was introduced at the end of the 1920s As the old silent films were being replaced by spoken ones, the musical cinema appeared - Self-correct the work - Read the passage again and choose the best title Answer: B ( A brief history only) - Listen to their friends and the T After you read:( mins) - Work in groups orally Aims: Students' summary about the history of cinema - Ask sts to look at the cues given and work in - Some sts report groups to talk about the history of cinema basing on the cues - Listen to the T - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class - Listen and help sts to give correct answers Homework:( min) - Write a summary of the reading text basing on what they have discussed in After you read  Evaluation: P.Date: 16/3/2013 UNIT 13: FILMS AND CINEMA Period 82: B - SPEAKING A Objectives: 1.Language: - General knowledge: - Students can talk about some favourite kinds of music - Language: - The simple present tense - Vocabulary to describe films 2.Skills: - Asking and answering questions about film - Talking about favourite kinds of music - Expressing attitudes, preferences 3.Political thought and moral sense: - Students know about some kinds of film B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class Date of teaching Absent students 10A1 10A6 II Revision Warm- up: ( minutes ) Aims : to get used to the topic - Give sts some film posters on the board: + Names of the films: Shrek (1) The adventures of Sherlock Holmes (2) The Lord of the Rings (3) Pearl Habour ( 4) - Ask sts to match the films with the correct types of films - Listen and check Teacher’s activities Before you speak:( minutes) Aims: :to focus sts on the topic and to introduce the words and phrases used in the task + Task 1: - Ask sts to study the table on p 134 and tick the boxes that suit their preferences for a particular type of films - Ask sts to compare their answers with a partner - Call on some sts to report their likes and dislikes - Listen and give remarks 3.While you speak: ( 20 minutes ) Aims: Sts can talk about their favourite type of films + Task 2: Find out what your friends feel about each kind of films - Give sts some new words: + violent (adj): b¹o lùc + horrifying (adj) lµm khiÕp sî + moving (adj): cảm động + find + O + Adj - Ask sts to read the new words orally and individually - Introduce sts some expressions of agreement and disagreement + Agreement: + Disagreement: I agree I don't think so Yes, exactly Yes, but Right / Sure ! I don't quite agree with you - Ask some sts to read the model conversation in the textbook - Divide the class into small groups of and ask sts to find out what the others of their group feel about the given types of films Students’ activities - Look at the table and tick - Compare with their partner’s - Some sts report: S1: I like science fiction films very much S2: I don't like cartoons very much S3: I don't like horror films at all - Listen and take notes - Read the new words orally and individually - Listen to the T - Read the model aloud - Work in groups and ask some sts to present - Go around to help sts if necessary - Call on some groups to practise the dialogues - Listen and give remarks + Task 3: Find out the preferences of your friend for films - Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences - Ask sts to make sentences with the structure - Call on two sts to read the model conversation in the textbook - Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation - Go around to offer help - Ask some pairs to practise the dialogues - Listen and correct their mistakes After you speak: (10 ) Aims: Sts can talk about the film they have seen + Task 4: Talk about a film you have seen - Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook - Ask sts to take turns to talk about the films they have seen - Go around to help sts - Ask some sts present in front of the class if the permits Homework: ( ) - Write a short paragraph about a film they have already said about A: What yoy think of detective films? B: Oh, I find them exciting C: I think so I think they are good fun - Listen to the T - Make sentences with the structure - Two sts read the model conversation - Work in pairs to ask and answer the similar questions S1: Which you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers - Listen to the T - Work in groups - Some sts report in front of the class E.g: I saw "Sand life"at the cinema It is a love story film It is about the life of a soldier after the war He has already been married but after the war he returns with another woman Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its humane value  Evaluation: P.Date: 20/3/2013 UNIT 13: FILMS AND CINEMA Period 83: C - LISTENING A Objectives: 1.Language: - Sts know how some people can arrange to st - Vocabulary on days of the week 2.Skills: - Listening: Listen for the main idea and fill in the chart - Speaking: Talk about sb's plans 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: - Tape, cassette player, textbook, chalk, board D Procedure: I Organization Teacher’s activities Students’ activities Before you listen:(12 mins) Aims:to focus sts on the topic and to review/ introduce the words and phrases used in the listening text a Ask sts to work in groups and list the types of entertainments - Note down the list on board: go to the cinema/ watch TV listen to music/ - Ask sts to read the table in the book and put a tick on the right column - Compare their answers with a partner - Ask some sts to speak aloud b Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - guess(v): predict, give an answer but not know if it is right - instead (adv): in the place of st/ sb - Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again While you listen:( 17 mins) + Task 1: Aims: Sts practise listening and marking True/ False statements - Tell sts that they are going to listen to a conversation between two friends, Lan and Huong - Ask sts to work in pairs, look at the picture and guess what the conversation is about - Ask sts to listen to the talk and answer the question: "What are they planning to do?" T plays the tape once - Ask sts to exchange their answer in pairs - Check sts’ answer - Play the tape once again and conduct the correction + Task 2: Aims: to practise listening for specific information by fillingin a chart -Ask sts to have a look at the chart in pairs and make sure they know what information they need to fill in the blanks - Ask sts to listen to the tape once/twice and take short notes to fill in the chart - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction - Ask sts to look at the chart again and find out if there is a day when both Lan and Huong are free to go to the cinema together - Work in groups to list the entertainments - Stand up and give their answers S1: I never go to the cinema S2: I often watch T.V S3: I sometimes listen to the radio - Listen to their friends - Copy the words and phrases - Listen and repeat - Read the words in pairs and correct each other’s mistakes - Some sts read the words aloud - Listen to the T -Work in pairs to guess what the conversation is about -Listen to the tape and the task - Exchange their answer - Gives their answer They are planning to go to the cinema together to see Titanic - Check their answer and then correct their work if necessary - Work in pairs to have a look at the chart - Listen and the task - Compare their notes Lan Huong Mon see a play Tue Wed work ang go to singing club Thu visit grandparent After you listen:(8 mins) - Ask sts to work in pairs and use the chart to talk about Lan and Huong's plan for nextweek - Revise some structures to show one's plans: - be going to + V - be V-ing - Move round to check the activities and to make sure that sts are working effectively - Ask some sts to present in front of the whole class - Check and gives remarks Homework:(1 min) Write a short paragraph about your plan for next week s Fri Sat Sun take Chinese classes work (busy) go on picnic Key: Tuesday - Check their answer, and then correct their work if necessary - Study the chart and find out a day when both of the girls can go to the cinema Sts give their answer - Work in pairs talking about the two people' plans  Evaluation: P.Date: 21/3/2013 UNIT 13: FILMS AND CINEMA Period 84: D - WRITING A Objectives: 1.Language: - Students can write a description of a film - General knowledge: - The film Titanic - Language: - Language used to describe a film - The present tenses 2.Skills: - Reading: read the description of the film Titanic and then answer the questions - Writing: write about a film they have seen 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking :( mins) - Ask one st to talk about Lan and Huong's plans for the next week - Ask other sts to listen to their friend and give remarks - Check and give remarks Teacher's activities Before you write:( 20 mins) - Aims: to get sts to recognise how to describe a a Students' activities film and to read the information about the film Titanic + Task 1: - Introduce the topic of the lesson: describing a film - Introduce some new words: +'tragic (a): bi thảm +'luxury (n) : sang trọng +'voyage (n): a long journey by sea + ad'venturer (v) : người thích phiêu lưu + be engaged: đính hôn + 'iceberg (n): tảng băng trôi - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the description of the film Titanic in task and to answer the questions about the film - Allow sts to work in pairs to ask and answer the questions orally - Move around to help if necessary - Ask sts to compare their answer with other pairs - Listen to the teacher carefully - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the description of the film Titanic in task and to answer the questions about the film - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The name of the film is Titanic It is a tragic love story film It is about the sinking of a luxury liner It is made in America It is based on the true story of Titanic The main character are Jack Dawson and Rose DeWitt Bukater Jack is a young and generous adventurer Jack and Rose fall in love - Get feedback and give remarks with each other + Task 2: It has a sad ending - Ask sts to think of a film they have already seen - Listen to the teacher and then work in pairs to ask and answer similar questions to those in task - Think of a film that they have seen - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Correct sts' mistakes if there are any - Work in pairs to ask and answer about the films they have seen While you write:( 10 mins) - Listen to the teacher - Aims: Sts practise writing a description of a film they have seen basing on the answers - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model description in task if necessary - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 79 - workbook) - Do the writing task - Read their writing: ( a sample paragraph) EX1:"Of all the films I have seen, " Gone with the wind"is the film I like best "Gone with the wind" is a love story film It is about the change in a woman 's life during the civil war in America The film is made in America It is based on the famous novel "Gone with the wind"written by Margaret Mitchell The main character is Scallet O'hara She is a beautiful but ambitious woman EX2: Of all the film I have seen Doraemon is the one I like best Doraemon is a cartoon film It is about a robotic cat named Doraemon , who nd travels back in time from the 22 century to help a schoolboy, Nobita Nobi It is made in Japan The main characters are Doraemon, Nobita, Shizuka, Gian and Sueno Doraemon is an itelligent robotic cat, Nobita is a clumsy student, Shizuka is a pretty girl, Sueno is a rich kid and Gian is selfish and violent The film has a happy ending 15-MINUTE-TEST TRƯỜNG THPT TRAN PHU Full name: Class: Make sentences based on the given words the/ I/ try/ just/ let’s/ cake/ have/ made? in/ don’t/ join/ this/ us/ you/ trip/ why/ ? like/have/ a/ would/ to/ drink/ you/ cold/? going/ tonight/ about/ Ba/ to/ how/ cinema/ the/? play/ tennis/ now/ you/ are/free/ to/table/?  Evaluation: P.Date: 24/3/2013 UNIT 13: FILMS AND CINEMA Period 85: E - LANGUAGE FOCUS A Objectives: 1.Language: - Pronunciation: /f/ and/v/ - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the 2.Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Homework checking: ( 5mins) - Ask two sts to talk about the films they have seen - Ask another st to give remarks - Check and give a mark Teacher's activities Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / f / : a voiceless sound / v / : a voiced sound Students' activities - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /f/ /v/ fan van first vine form view - Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Read these words in pairs and check for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 139 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: "It is/was not until that ", articles: " a/an"and "the"and have sts Ex1,EX2 , EX and EX4 a Adjectives of attitude: - Firstly ask sts to read the instruction and the example in task - Ask them to task + Exercise 1: - Ask two sts to write the adjectival forms of the verbs on the board - Ask sts to compare their answers with other sts - Move round to conduct the activity - Look at the board and give remarks + Tell sts that there may be two adjectival forms of a verb One ends in -ing and the other ends in -ed - Ask sts to look at the example and tell the difference E.g: interest => interesting and interested - This book is interesting - I am interested in this book I 've read it twice - Ask sts to task + Exercise 2: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask some sts to report - Look at the book and work in pairs - Answers: /f/ /v/ feels Stephen enough driving photograph van - Read the sentences - Listen to the teacher - Read the instruction and the example and then task Key: fascinating terrifying horrifying surprising embarrassing 10 frustrating exciting irritating boring amusing - Listen to the T - Look at the example - One st tells the difference: + The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth) - Some pairs report depressing - depressed interested - interesting - Check and give remarks b It is/was not until that : - Give examples so that sts can see the use as well as the form of this structure: E.g: Mary didn't know how to make cakes until I taught her = It was not until I taught Mary that she knew how to make cakes I did not start to learn English until 1995 = It was not until 1995 that I started to learn English - Ask sts to read the examples and tell the teacher which sentences are more emphatic + Exercise 3: - Ask sts to Ex individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks c A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog The cat is lazy and the dog is intelligent - Ask sts to Ex + Exercise 4: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report - Check and give remarks Homework ( min) - Part B( page 77 - workbook)  Evaluation: boring - bored excited - exciting exhausting - exhausted - Listen and correct their work if necessary - Read the examples - Pay attention to the underlined parts - Tell the T that the second sentences are more emphatic - Do the Ex individually EX3: 1990 that she became a teacher he was 30 that he knew how to swim 1980 that they began to learn English his father came home that the boy did his homework the lights were on that the fooball match started - Listen to the teacher - Read the example and the tell the T the use of these articles: + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Do the exercise in pairs - Some sts report: a the the an a a the the the the the the the an a a the a - Listen and correct their work if necessary P.Date: 11/3/2013 UNIT 14: THE WORLD CUP A - READING Period 86: A Objectives: 1.Language: a General knowledge: - Knowledge about the World Cup b Language: - The passive - Vocabulary concerning sport: tournament, final, trophy 2.Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through matching the words in A with the definitions in B, sentence completing and marking true/false statements 3.Political thought and moral sense: - Students know more about the World Cup B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision Warm-up:(5 mins) - Show sts some pictures of the 2006 World Cup tournament - Ask sts what they know about the 2006 World Cup tournament - Get feedback and check Teacher’s activities Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about the World Cup a Answering questions: - Ask sts to work in pairs to ask and answer the questions in Before you read - Go round to help if necessary - Ask some sts to give answers - Listen and check Sts may give different answers b.Vocabulary - Provide sts with the new words/phrases: + 'tournament (n): giải đấu + 'final (n): chung kết + 'witness (v): chứng kiến + elimi'nation game (n): trận đấu loại + 'honoured title (n): danh hiệu cao quý Students’ activities - Work in pairs to ask and answer - Give answers orally It was held in Japan and Korea Brazil did Germany was - Others listen - Listen and read after the T - Write down these words into their notebooks + 'victory (n): chiến thắng - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice - Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time) - Listen and help sts to read the words/phrases correctly While you read:( 18 min) Aims: Read for information to match the words in A with the definitions in B, to sentence completing and to mark true/false statements + Task 1: Matching: - Ask sts to read the passage independently then read the words as well as the definitions given in task and scan the passage to match - Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading - Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class - Get feedback and give remarks + Task 2: Sentence completing - Ask sts to scan the passage independently then complete each sentence with a word or a number - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible - Move round to help and ask sts to share their ideas - Call on sts to read and explain their answers aloud in front of the class - Feedback and give remarks + Task 3: - Ask sts to read the passage again individually and mark true/false statements - Move around to help - Ask sts to share the answers with their friends and correct the false sentences - Ask sts to give answers - Listen and check - Listen and repeat - Read these words and check for their partner - Read the words aloud - Listen to the T - Work individually - Report their answers one by one - b 2-c - a - e 5-d - Listen to the T - Scan the passage and find the information - Work in pairs to compare their answers - Report their answers sentence by sentence 13 32 Argentina one 26 - Listen to the T - Read the passage again and mark true/false statements - Present their ideas: F ( in 1930) F ( every four years) T T F ( has won the trophy times ) - Listen to their friends and the T - Work in groups orally After you read:( mins) Aims: Students' summary of the reading passage - Some sts report - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage - Go round to help sts with their work - Some presentatives of the groups are required to report in front of the class E.g: 13 is the number of teams that took part in the first tournament 1930 is the year when the first World Cup was held - Listen to the T - Listen and help sts to give correct answers Homework:( min) - Write a summary of the reading text basing on what they have discussed in After you read  Evaluation: P.Date: 11/3/2013 UNIT 14: THE WORLD CUP B - SPEAKING period 84: A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense - Vocabulary about football Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners II Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic III Teaching aids: Textbook, chalk, board, handouts, posters IV Procedures: Teacher’s activities Warm- up: ( minutes) Jumble words Students’ activities Aims :Sts get used to the topic - Divide the class into small groups of or and introduce the games: Sts are to rearrange the letters into meaning words - Write some groups of letters on the board - Ask sts to work in groups - Ask some goups to give answers - Introduce the new lesson: Today we will talk about the World Cups Before you speak: (12 minutes) Aims: :to focus sts on the topic and introduce the words and phrases used in the task + Task 1: A World Cup 2002 quiz - Ask S to name the team in the photos on page 145: - Before doing the task T give S some new words: + draw (v,n): e.g a score of 1- + lose the match to sb + defeat sb: beat sb + penalty shoot - out - Give S some handouts and in each handout T writes two questions about the four football teams: Q1 How many times has Italy won the trophy up to World Cup 2006? Q2 Who was the captain of the French national football team in World Cup 2006? Q3 What was the score of the World Cup 2006 final? Q4 Which team was the runner-up in the World Cup 2006? Q5 Who was the head coach of the German team in World Cup 2006? Q6 What nationality was the top scorer in World Cup 2006? Q7 Who was the captain of the English national football team in World Cup 2006? Q8 Who beat England in the World Cup 2006 quarter final? - Ask sts to work in groups to answer the questions - Go around to check that S work and speak English - Ask some Ss to answer the questions While you speak: ( 15 minutes) Aims: Sts can talk about the World Cup tournaments + Task 2: - Ask sts to read the information about 17 World Cup tournaments in the table - Read the model dialogue aloud and then ask two pairs to read the dialogue again - Ask sts to work in pairs to make similar dialogues - Listen to the T - Work in groups and find out the words - Answers: winner, score, runnerup,host country, champion - Answer the question of the T 1- England 3- Italy 2- France 4- Germany - Listen and write down these words into their notebooks Answer: times Zinedine Zidane - 1( Italy won the game - in a penalty shoout- out France 5.Jurgen Klinsmann German 7.David Beckam Portugal (by 3-1) - Listen to their friends and check - Read the table in minutes - Listen to the T and then some sts read the model again - Work in pairs to make similar dialogues - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy about the World Cup tournaments - Move round to make sure that Sts are working and to help if necessary - Ask sts to compare their answers with other pairs - Ask some pairs to report - Listen and give remarks After you speak: ( 10 minutes) Aim: S can talk about the World Cup winners + Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years - Ask Sts to read the model in the textbook - Ask Sts to work in groups and take turns to talk about the WC winner in a certain year - Go around to check and to offer help - Ask some Sts to talk about different World Cup if time permit S3: Which teams played in the final match? S4: Italy and Czechoslovakia - Listen to the T - Listen to the T - Some Sts read the model - Work in group to talk about the WC winners - Some Sts present in front of the class Suggested answer: The 17th World Cup was help in Korea and Japan in 2002 The final match was between Brazil and Germany Brazil defeated Germany by to Brazil becema the champion and Germany was the runner- up Homework:( minutes ) Write a paragraph to talk about World Cup 2006  Evaluation: P.Date: 11/3/2013 UNIT 14: THE WORLD CUP period 85: C - LISTENING A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision I Objectives: General knowledge: - Sts know some information about PelÐ, the most famous footballer in the world Language: - Vocabulary on football - The simple past tense Skills: - Listening: Listen and fill in the table, and answer the questions - Speaking: Talk about important events in Pele's life II Anticipated problems: - Some sts not like football and have not heard the name of Pele III Teaching aids: - Tape, cassette player, textbook, chalk, board IV Procedures: Teacher’s activities Students’ activities Homework checking:(7 mins) - Ask one st to talk about some World Cup - One st presents tournaments - Others listen and give remark - Listen and give remarks Before you listen:(12mins) Aims: to focus sts on the topic and to review/ introduce the words and phrases used in the - Work in groups to talk about their listening text favourite football players a Ask sts to work in groups and talk about their favourite football players, the name of their football - Discuss the players in the pictures clubs, their nationalities - Some sts stand up and give their - Ask sts to work in groups again to look at the answers pictures in the textbook and discuss the football Pele Maradona players in the pictures Zidane Barthez Beckham b Introduce some new words - as a/ an : When he/ she was a/an - Copy the words and phrases - kick (v):( miming) -control(v): to make people/ things what you want - participate in (v): take part in - ambassador(n) đại sứ - Listen and repeat - Read the words in pairs and correct - promote(v):to help the progress of st -Read the words and ask sts to repeat each other’s mistakes - Some individuals read the words - Ask sts to read the words in pairs - Ask some sts to read the words again aloud Sts listen to the T While you listen:(17 mins) + Task 1: Aims: Sts practise listening for specific information by filling in a table - Tell sts that they are going to listen to a talk about Pele - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks - Ask sts to listen to the tape twice and take short notes to fill in the table - Ask sts to compare their answers in pairs - Ask some sts to report - Play the tape once again, stop the tape where necessary and conduct the correction Sts work in pairs to have a look at the table - Listen and the task - Compare their notes - Some sts report Year Events (1) Born in Brazil 1940 19 (2) Joined in a Brazilian 56 football club (3) First world cup 1962 championship (4) 1200th goal 1974 19 (5) Retired + Task 2: 77 Aims: Sts practsce listening for specific information - Check their answer, and then by answering questions correct their work if they have wrong - Ask sts to read the questions in pairs and make answers sure they understand the questions Sts work in pairs to read the - Ask sts to listen to the tape twice and take short questions notes to answer the questions - Ask sts to compare their answer in pairs - Ask some sts to report - Listen and the task - Compare their answer - Some sts report He was fanous for his powerful - Play the tape once again, stop the tape where kicking and controlling the ball necessary and conduct the correction He participated in World Cups He played for an American After you listen:(8 mins) football club before he retired - Ask sts to work in pairs and use the information in He became an international the table and the answers in Task to talk about ambassador for the sport important events in Pele's life - Check their answer, and then - Move round to check the activities and to make correct their work if they have the sure that sts are working effectively wrong answer - Ask some sts to present in front of the whole class - Check and give remarks - Work in pairs to talk about Pele's Homework:(1 min) life - Write a short paragraph about Pele - Some sts present  Evaluation: P.Date: 11/3/2013 UNIT 14: THE WORLD CUP Period 86: D - WRITING A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision I Objectives: Education Aims: - Students can write an announcement Knowledge: a General knowledge: - An announcement concerning football b Language: - Language used to write an announcement - The future tenses and the passive voice Skills: - Reading: read the model announcement - Speaking: discuss in pairs - Writing: write an announcement II Anticipated problems: - Students are not familiar with this type of writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about the milestones in Pele's - Listen to their friend and give remarks life - Ask other sts to listen to their friend and give - Listen to the teacher remarks - Check and give remarks Before you write:( 20 mins) - Aims: to get sts to know how to write an announcement + Task 1: - Introduce the topic of the lesson: Writing an - Listen to the teacher carefully annoucement - Introduce some new words: +a'nnounce (v): th«ng b¸o + a'nnouncer (n):ngêi th«ng b¸o + announcement (n): th«ng b¸o + co'mmittee (n): uû ban + post'pone (v):tr× ho·n +due to (prep): v×, + se'vere (adj) : very bad + con'tact (v):liªn l¹c + The Ho Chi Minh Communist Youth Union : §oµn Thanh niªn Céng S¶n Hå ChÝ Minh - Ask sts to listen and repeat and then copy down these words into their notebooks - Ask some sts to read these words again - Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow - Allow sts to work in pairs to ask and answer the questions orally - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Tell sts that these four questions are the main contents of an announcement + Task 2: - Ask sts to read two situations in task - Ask them to work in pairs to answer the similar questions to those in task - Ask sts to create the time and the place of the meeting in the first situation - Allow sts to work in pairs in minutes - Move around to help if necessary and to check - Ask sts compare their answers with other pairs - Ask some pairs to report - Correct sts' mistakes if there are any While you write:( 10 mins) - Aims: Sts practise writing one of the two situations - Copy down the words into theit notebooks - Listen and repeat - Some sts stand up and read again - Read the announcement in pairs and then answer the questions that follow - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The national football championship organizing committee is The match between Nam Dinh and Binh Duong The match will be played at p.m on Sunday, April 25th It will be played at My Dinh national Stadium - Listen to the teacher - Read two situations - Work in pairs to discuss two situations - Some pairs report + Situation 1: Nguyen Trai High School Football Team The team are looking for new players for the new football season The first meeting of volunteers will be at p.m on Sunday, April 15th It will be at Hai Duong Central Stadium + Situation 2: The HCM Communist Youth Union of NT High School A friendly match with New Stars Football Club It will be played at p.m on Sunday, April 20th It will be played in the football field of New Stars Football Club - Listen to the teacher - Ask sts to write down what they have discussed into their notebooks - Let sts write in 10 minutes - Ask them to refer to the model announcement in task if necessary - Move around to conduct the activity After you write:( mins) Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks Homework: ( 1min) - Part D (page 84 - workbook) - Do the writing task - Read their writing: ( a model announcement) "Tra Linh High School Football Team wishes to announce that the team are looking for new players for the new football season Volunteers must be good at football and are students of Tra Linh High School The first meeting will take place at p.m on Sunday, April 15th at Tra Linh playground.If you want any further information, you can contact Nguyen Van Ba, class 10 A2 or at 3880178."  Evaluation: P.Date: 11/3/2013 UNIT 14: THE WORLD CUP Period 87: E - LANGUAGE FOCUS A Objectives: 1.Language: - Sts revise what they have learned in unit 9, unit 10 and unit 11 - Language: pronunciation and grammar in the above units 2.Skills: - listening, speaking and writing 3.Political thought and moral sense: - Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work B Method: Integrated, mainly communicative C Teaching aids: textbook, chalk, board D Procedure: I Organization Class 10A1 10A6 Date of teaching Absent students II Revision I Objectives: Education Aims:- Students know how to pronounce the sound /g/ and /k/ correctly Students revise: - The uses of will - The difference between will and be going to Knowledge: + Language: - Pronunciation: /g/ and/k/ - The uses of will - Will vs be going to Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may not know the difference between will and be going to III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to read the announcements they - Two sts read the announcements aloud wrote aloud - Ask another st to give remarks - Give remarks - Check and give marks - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds a Write two sounds on the board and pronounce - Write down two sounds them clearly twice, then ask sts to repeat - Listen to the teacher and repeat - Tell sts how to pronounce these sounds - Look at the book , listen and repeat accurately /g/ /k/ / k / : a voiceless sound group club / g / : a voiced sound game kick - Ask sts to pay attention to the length of two together cup sounds - Ask them to look at the textbook, listen and Read these words in pairs and check repeat for their partners - Then ask sts to work in pairs to read the words again so that they can check for each other - Look at the book and work in pairs - Move around to help - Answers: - Ask two sts to read again and give remarks /g/ /k/ b Ask sts to look at sentences in page 150 in the book group scored - Ask them to work in pairs to read the sentences goal took and then find out the words containing sound Uruguay cat /g / and sound /k / - Read the sentences - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, and the uses of will, and have sts EX1,EX2 and EX3 a will vs be going to: - Firstly ask sts to look at the examples and tell the difference E.g: - Wife: This dress looks beautiful It must fit me well Husband: Ok I will buy it for you - A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow - Listen to the S and give remarks - Ask sts to task + Exercise 2: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks b Will: making predictions - Give an example so that sts can remember the use of will E.g: A: I like that car very much but I don't have enough money to buy it B: Ask Jack for some money, please He is rich and generous I'm sure he will lend you some - Ask sts to read the examples and tell the teacher the use of will in this situation + Exercise 3: - Ask sts to Ex2 individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to write their answers on the board - Check and give remarks c Will: making offer - Give an example so that sts can revise the use of will: E.g: A: I'm so tired but I still have a lot of work to B: Oh, I will help you to finish it - Ask sts to Ex + Exercise 3: - Ask sts to this execise in pairs - Listen to the T - Look at the examples - One st tells the difference: + Will: to talk about the future and the decision is made at the moment of speaking + Be going to: to talk about intentions/ decisions which are made before we report them - Some pairs report I'll get I'm going to wash are you going to paint I'm going to buy I'll show I will have I will - Listen and correct their work if necessary - Read the example - Pay attention to the underlined part - Tell the T that will is used to talk about what the speaker predicts about the future - Do the Ex individually EX2: he will help won't lend me any money it will rain today will have to wear glasses will have a headache won't like it I will fail - Listen to the teacher - Read the example - Pay attention to the underlined part - Tell the T the use of will in this situation: to make offer/ to show willingness - Do the exercise in pairs - Some pairs report: I will make you a glass of orange juice I'll open it I'll lend you some I'll take you there - Move round to help if necessary - Ask some sts to report I'll give you a helping hand - Listen and correct their work if necessary - Check and give remarks Homework ( min) - Part B( page 81 - workbook) 15-MINUTE-TEST TRƯỜNG THPT TRAN PHU Full name: Class: Using the given information to make conditional sentences If they ……(to have) enough money, they would buy a new car …………………………………………………………… If it rains, I ……………(not/to play) football …………………………………………………………… If I went any where, it…….(tobe) Australia …………………………………………………………… Would you go out more often if you……(not/to have) to so much in the house? …………………………………………………………… You’ll catch a cold if you……….(not/to wear) a pullover ……………………………………………………………  Evaluation: Period 88: TEST YOURSELF E Class Teaching date Absentees 10A2 I Objectives: Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14 Knowledge: - General knowledge in unit 12, unit 13 and unit 14 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities Homework checking:( mins) - Ask one st to Ex in the workbook on EX 4: the board It will look you will like - Ask one st to give remarks you will get They'll be - Give remarks and marks we'll meet she'll come I'll be - One st gives remarks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Introduce new words: + 'Jupiter (n): Sao Méc + senior citizen (n): ngêi giµ + re'duce (v): gi¶m - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: 2.3.1 - Ask sts to discuss their answers in groups - Ask some sts to report - Ask two other sts to give remarks - Check and give the correct answers 2.3.2 to-infinitive: - Ask sts to share their answers with their friends - Ask sts to write on the board - Look at the textbook and read the statements - Try to focus on the important words - Copy down these words into their notebooks - Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers - Some sts report 8.45 students Mountain are reduced 7.30 - work in groups to share their ideas - Some sts stand up to report 1.He/She has to a lot of practice and often spends a Saturday or Sunday away from home They are often played on Saturdays and Sundays To play against other school teams No Sometimes parents, friends and other students will travel with them The whole school does - Discuss in groups - Answers: the 5.the a the the the 10 a - Compare their answers with their parners - Write these sentences on the board I stayed in to watch a film on T.V - Check and give remarks 2.4 Writing: - Ask some sts to read their writing aloud - Ask some sts to give remarks Homework: ( min) - Part A ( Page 80 - workbook) I wrote them a letter to thank them for the weekend She went to university to study egineering You should go to Britain to improve your English You should book your tickets well in advance to see that football match - Read their writing aloud " The monitor of class 10A2 wishes to announce that the musical performance of class 10A2 to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall The ticket price is 5,000 VND." - Listen to the teacher's remarks V EXPERIENCE: Period 93: WRITTEN TEST 45' + CORRECT THE TEST Class Teaching date Absentees 10A2 I Listening: You are going to listen to a talk about Maximilian Listen carefully and decide if the following statements are true or false Tick in the right box to indicate your answer You will listen to the tape twice T F After leaving school, Maximilian worked on his brother's farm He left the village when he was 18 The ship he worked on was sailing to the UK He made a lot of money on Wall Street He became a millionaire when he was 35 His first wife was a model He lives with his first wife now Both of his daughters have become drug addicts He loves travels and he has visited every country in the world 10 Neither he nor his brother is happy II Reading: Complete the following passage by choosing one of the given phrases to fill in each blank a was watched b elimination rounds c organised by d every four years e elimination tournaments f host nation g the sport's governing body h viewed and followed i was held k the final tournament When he left school, Maximilian also started work on the family farm But he soon became bored Country life wasn't for him And so at the age of 18 he left the village He's only been back three times since then He went to Buenos Aires and there he got a job on a ship that was sailing to the USA On the ship he met a rich American businessman He liked Maximilian and offered him a job Maximilian learnt quickly and in the next ten years he made a lot of money on Wall Street He became a millionaire when he was only 25 Since then he has been part of the international jet set He's had three wives When he was 30 he married a beautiful model, but she died two years later in a car crash His second and third marriages both ended in divorce For the last ten years he has lived alone in his luxury villa in the Bahamas His family life has not been happy Two years ago his son went to prison One of his two daughters has become a drug addict He's been on television several times and the newspapers have followed his life closely For the whole of his life he has loved to travel He's visited almost every country in the world ' Yes, I've made a lot of money I've been everywhere and I've done everything But has it made me happy? Not really Now look at my brother, Emilio For several years his life hasn't changed at all But he's happy Yes, Emilio is a happy man.' II Reading: (1) - c 2)- g (3) - d (4) - b (5)- e (6) - k (7) - f (8) - i (9) - h (10) - a III Writing: Use the prompts below to make up complete sentences about Cher, a famous American pop star Cher was born on May 20th, 1946 in El Centro in the USA She left high school when she was 16 and went to Los Angeles She planned to take acting lessons there However, she met Salvatore Bono there and became a famous singer when she was only 19 Cher got married twice and has a daughter and a son In 1977 she decided to turn to acting again Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987 In her long career Cher has been successful both as a serious actress and as a pop star IV Language Focus: A Choose the word that has the underlined part pronounced differently from the others 1.- d ; - b; - d; - b ; - a B Complete the second sentence so that it it has a similar meaning to the first one It was not until the war ended that he returned to his native village It was not until all the guests had gone home that we could relax It was not until he came into the light that I recognized him Roger has gone to town to buy a book Jane got a part-time job to earn some pocket money Unit 16: Historical places Period 1: Reading Class Teaching date Absentees 10A2 I Objectives: Education aim: - Sts know about Van Mieu – Quoc Tu Giam Knowledge: a General knowledge: - Sts can talk about Van Mieu – Quoc Tu Giam b.Language: Sts can recall more about: - The simple past tense - Vocabulary to talk about historical places Skills: - Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements - Discussing in group II Teaching aids: - Textbook, blackboard, chalk, … III Anticipated problems: - Students may not have sufficient words to talk about the topic IV Procedure Teacher’s activities Students’ activities Warm-up: Network (5minutes) - Ask students to work in groups of 3-4 students - Ask the students to name some historical places in Vietnam - Work in groups - After minutes, the group which has the longest list will be the winner Before you read: (8 minutes) Aims: To provide students with words/phrases about historical places - Students are required to work in pairs to answer the questions in the textbook - Go around to offer help S - Ask some S to answer the questions - Listen and help S to give correct answers Suggested answers: Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc Yes, it is It is the first university of Vietnam Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi - Give S some new words: * The new words/phrases are: + Confucian ( a): ngời theo đạo Khổng, nhà nho + engrave ( v): kh¾c, tr¹m træ + stelae ( n): bia đá + banyan trees ( n): c©y ®a + tortoise ( n): rïa - Work in pairs - Some S questions answer the - Read after the T and then read individually - Listen and take notes Read each word/phrase times and ask the students to repeat it Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ time) Listen and help the students to read the words/phrases correctly While you read: (20 minutes) Aims: Read for information to the task, and the tasks Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task - Write these words on board: Originally, representative, memorialise, engrave, flourish - Ask S to go back to the text to locate and underline these words and try to guess the meanings - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese - S are required to compare their answers with their partner - Call on students to read and explain their answers aloud in front of the class - Feedback and give correct answers: * Key: b a c b c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false information - Ask s to the task individually and then check their answers with their friend - Ask some representatives to give their choice orally in front of the class and explain their answers - Listen and help S to give the right answer Answer: F ( it was built in 1070) T F ( from 11th century to 18th century) F ( it is an example of well- preseved traditional Vietnamese architecture) T T After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam - Ask S to work in groups of or and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook - Go round to help the students with their work - Ask some S to talk in front of the class and give feedback Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam Royal exams used to take place here and the first - Work individually - Some S the task orally while others listen - Read the text and the task individually - Check the answers with a partner - Some S present - - Listen to the T - Work in groups - S take turn to talk about Van Mieu- Quoc Tu Giam comers were honoured by having their names carved on the stone stelae These talae were carried on the backs of giant tortoises, which can still be seen today Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam Unit 16 Period 2: Speaking Class Teaching date Absentees 10A2 I/ Objectives Education aims: - Sts know about the historical places Knowledge: - General knowledge: Sts can talk about a historical place - Language: The simple past tense Vocabulary on a historical place Skills: - Asking and answering questions about a historical place - Talking about historical places II/ Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic III/ Teaching aids: Textbook, chalk, board, handouts IV/ Procedure: Teacher’s activities Warm- up: (5 minutes) Aims : get used to the topic - Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations Chïa Mét Cét a Presidential Palace Cét Cê Hµ Néi b Temple of Literature B¶o tµng C¸ch m¹ng c Ho Chi Minh Mausoleum V¨n MiÕu d National Museum of Ethnology L¨ng Hå Chñ TÞch e Co Loa Citadel Phñ chñ TÞch f National Museum of Fine Arts B¶o tµng D©n téc g One Pillar Pagoda häc B¶o tµng LÞch sö h Flag Tower of Hanoi B¶o tµng Mü thuËt i Revolution Museum 10 Thµnh Cæ Loa j Vietnamese National History Museum - Go around to observe and check that S work - Check with the whole class Before you speak: (8 minutes) Aims: : focus sts on the topic and introduce the words and grammar used in the task Students’ activities - Work in group - Give the answers.: 1-e 2- h 4- b 5- c 7- d 8- j 10- e 3- i 6- a 9- f Task 1: Ask and answer about President Ho Chi Minh Mausoleum - Ask S to study the fact sheet of the monuments and explain new words if any + stand : place + late( adj): nguyªn, cè cùu + maintenance ( n): b¶o dìng - Ask S to read the model conversation in the textbook - Ask S some questions as examples - Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum - Go around to help S - Call on some pairs to perform in front of the class Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall - Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tö cÊm thµnh + Admission: gi¸ vÐ vµo cöa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ huû nÆng nÒ + Air bombardment: nÐm bom + Chamber: phßng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task - Go around to check and offer to help - Call on some pairs to perform in front of the class and give feedback After you speak: (10 minutes) Aim: S can talk about the historical place they have been to Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to - Remind S to take notes of their friends’ talk while listening so - read the fact sheet and listen to the T Read the model conversation - Answer the teacher’s questions - Work in pairs - Some pairs present in front of the class - Listen and take notes that they can report in front of the class - Go around to help S - Call some S to report their findings - Give corrective feedback Homework: (2 minutes ) Write a paragraph to talk about a historical place Date: 07/05/08 LESSON 4: WRITING Class Teaching date Absentees 10A2 I Objectives: Education Aims: - Students can describe a chart Knowledge: a General knowledge: - Student knows how to read the information in a chart b Language: - Language used to describe a chart - The past tenses Skills: - Reading: read the model description - Speaking: discuss in pairs - Writing: write a description II Anticipated problems: - Students are not familiar with this type of writing III Teaching Aids: - board, textbook, chalk IV Procedures: Teacher's activities Students' activities Homework checking :( mins) - Ask one st to talk about the ancient town of Hoi An - Ask other sts to listen to their friend and give remarks - Check and give remarks Before you write:( 20 mins) - Aims: to get sts to know how to write a description of a chart + Task 1: - Firstly, ask sts to look at the chart and explain the information in the chart - Ask them to look at the chart and then answer the questions in pairs - Move around to help if necessary - Ask sts to compare their answer with other pairs - Get feedback and give remarks - Introduce some useful words/expressions that sts can use when describing a chart + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows The chart presents some information +Expressions: As we can see from the chart, It can be seen from the chart that According to the chart, + Verbs: increase >< decrease reduce, rise, + Adverbs: rapidly, quickly, sharply, steadily, etc + Comparatives and superlatives While you write:( 10 mins) - Aims: Sts practise describing the chart + Task 2: - Ask sts to write a description of the chart - Ask them to use the answers to the questions above to write - Let sts write in 10 minutes - Move around to conduct the activity After you write:( mins) - Listen to their friend and give remarks - Listen to the teacher - Read the chart and try to understand the information in the chart - Work in pairs to ask and answer and then share their answer with their friends - Present their ideas The USA had the biggest number of visitors to Vietnam in 2001 99,700 visitors Australia did No, it isn't France did The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001 - Listen to the teacher - Copy down these words into their notebooks - Do the writing task - Read their writing: ( a model description) "The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vietnam Aims: to get feedback and check sts' work - Get feedback by asking some sts to read their work aloud - Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks National Administration of Tourism It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 " Homework: ( 1min) - Part D (page 95 - workbook) Date: 08/05/08 LESSON 5: LANGUAGE FOCUS Class Teaching date Absentees 10A2 I Objectives: Education Aims:- Students know how to pronounce the sound /ʒ / and / ʃ / correctly - Students revise: - Comparatives and superlatives Knowledge: + Language: - Pronunciation: / ʒ / and/ ʃ / - Comparatives and superlatives - Making comparisons Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II Anticipated problems: - Students may forget the knowledge about comparisons III Teaching aids: - board, chalk, textbook IV Procedures: Teacher's activities Students' activities Homework checking: ( 5mins) - Ask two sts to read the description of the chart they wrote at home aloud - Ask another st to give remarks - Check and give marks Pronunciation:( 10 mins) - Aims: to introduce two sounds /ʒ / and / ʃ / and help sts to practise these sounds a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Tell sts how to pronounce these sounds accurately / ʃ / : a voiceless sound / ʒ / : a voiced sound - Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other - Move around to help - Ask two sts to read again and give remarks b Ask sts to look at sentences in page 175 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ / - Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks - Check and give the correct answers - Ask some sts to read these sentences aloud - Listen and give remarks Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts EX1,EX2 and EX3 a Comparatives and superlatives: - Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives E.g: My house is smaller than your house My house is the smallest in this street Exercise is more difficult than exercise Exercise is the most difficult in this book - Ask sts to tell the T the comparative and superlative form of the adjectives - Listen to the S and give remarks - Two sts read the announcements aloud - Give remarks - Listen to the teacher - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /ʒ/ /ʃ/ television shop pleasure machine measure Swedish - Read these words in pairs and check for their partners - Look at the book and work in pairs - Answers: /ʒ/ /ʃ/ pleasure shouldn't Asia shop illusions washing - Read the sentences - Listen to the T - Look at the examples - One st tells the T the comparative and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs .- er the .est long longer the longest hot hotter the hottest Long adjs more the most - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask sts to EX + Exercise 1: - Ask sts to Ex in pairs and then share the answers with their friends - Move round to help if necessary - Ask some pairs to report - Check and give remarks + Exercise 2: - Ask sts to read the requirement and the example carefully - Ask sts to the Ex individually - Move round to help if necessary - Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks b Making comparisons: - Ask sts to EX3 + Exercise 3: - Ask sts to Ex3 in pairs and then share the answers with their friends - Move round to help if necessary - Ask some sts to report in front of the whole class expensive ex more expensive the most - Some sts report young => younger => the youngest happy => happier => the happiest big => bigger => the biggest busy => busiest => the busiest - Listen and correct their work if necessary - Read the requirement and the example carefully - Do the Ex individually My sister is younger than me Who is the oldest in the class? Concord used to be the fastest passenger plane in the world - Listen to the teacher - Do the exercise in pairs - Some sts report: v so more the the v than of v - Listen and correct their work if necessary - Check and give remarks Homework ( min) - Part B( page 91 - workbook) Date: 09/05/07 TEST YOURSELF F Class Teaching date Absentees 10A2 I Objectives: Aims: - Sts revise what they have learned in unit 15 and unit 16 Knowledge: - General knowledge in unit 15 and unit 16 - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II Teaching aids: textbook, chalk, board III Procedures: Teacher's activities Students' activities Homework checking:( mins) - Ask one st to Ex in the workbook on the board - Ask one st to give remarks - Give remarks and marks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Ask other sts to give remarks - Check and give feedback 2.2 Reading: - Ask sts to work in groups to compare their answers - Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar: 2.3.1 Non-defining Relative Clauses: - Ask sts to discuss their answers in groups - Ask some sts to write on the board - Ask two other sts to give remarks - Check and give the correct answers EX 4: larger happier the longest the worst the most popular - One st gives remarks - Look at the textbook and read the statements - Listen carefully and the task - Work in pairs to discuss their answers - Some sts report three friends capital crowds noisy interesting - work in groups to share their ideas - Some sts stand up to report C A A A A - Discuss in groups - Answers: Their house, which is quite big and modern, The new English teacher, who I met yesterday, Sandra has got a new job with Capital Insurers, which is a much 2.3.2 Comparisons: - Ask sts to share their answers with their friends - Ask some sts to report: - Compare their answers with their parners - Answers: bigger best better more polluted more stressful - Check and give remarks 2.4 Writing: - Ask some sts to read their writing aloud - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is - Ask some sts to give remarks Homework: ( min) - Part A ( Page 85 - workbook) a busy city, and the streets are always full of people It is famous for excellent museums." - Listen to the teacher's remarks