giao an tieng anh 10 ki 2

- 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 d[r]

Week :19 Period: 55 Preparing date: 25th December 2012 Teaching date: 2nd January 2013 Unit 9: Undersea world A: Reading Class: 10C3, 10C10 I Objectives: Knowledge: - General knowledge: Using the new words according to the speaking, asking and answering activities - Language: Vocabulary comprehension and Use sentence structures to ask and answer questions -Vocabulary: Read and write words or phrases required Skills: Scanning for specific information Using the new words, which relate to the topic in speaking, asking and answering activities Attitude:  Students read and understand the passage and practice the skill according to the context  Ss’ will know more about the life of some animals in the sea and have responsibility to contribute to make our life better II Methods: Mainly communicative III Preparations: Teacher: Books, group boards, handouts, presents, a computer, a TV Students: Books IV Anticipated Problems: - Ss’ cannot know vocabulary related to the topic of marine - Ss’ may not know scan and skim skill in reading  Students may need to be provided with appropriate linguistic resources to various learning tasks V Procedure: Time 7’ Teacher and Ss’ activities Board display warm – up Date: 2nd January 2013 Competition game Aims: to warm Ss’ up and help Ss’ understand and perform UNIT 9: Part A the task successfully – Reading Technique: In this part T can use various techniques: Warm up - asking questions - playing a game - showing real objects ( map ) -T sticks the map of the world on the board (the map is in English) - T asks Ss’ to work in groups of and gives each group a set of flash with the names of the oceans in Vietnamese - T asks Ss’ to read the names of the oceans on the map and match the Vietnamese names with the appropriate English names The quickest group will go to the board and stick the Vietnamese names on the appropriate places on the map next to the E names 10’ 15’ The winner is the group who find the correct answers in the shortest period of time Arctic Ocean: B¨c B¨ng Dư¬ng Antartic Ocean: Nam B¨ng Dư¬ng Pacific Ocean: Th¸i B×nh Dư¬ng Atlantic Ocean: §¹i T©y Dư¬ng Indian Ocean: Ên §é Dư¬ng Before you read Before you read Aims: -Vocabulary -to prepare for students some words and phrases about life  mystery(n) bÝ in the future to read the text Èn  beneath(prep): - to improve Ss’ pronunciation díi Techinques:T uses some following techniques to teach Ss’  submarine: (n) vocabulary: tµu ngÇm -The way of teaching Combination (Mime and  fall into: (v) đợc explanation) chia thµnh -The way of teaching: Explanation  water current: (n) dßng níc - The way of teaching: Giving examples or real objects  organism: (n) - Checking Ss’ understanding sinh vËt Finding names of Animals  At stake: at risk: - T asks Sts to give the Vietnamese names of the (v) bÞ ®e do¹ animals in the pictures Then ask Sts for the E names of the pictures If Sts not know them in E, T should provide them seal jellifish turtle shark Vocabulary mystery(n) bÝ Èn beneath(prep): díi submarine: (n) tµu ngÇm fall into: (v) đợc chia thành water current: (n) dßng níc organism: (n) sinh vËt At stake: at risk: (v) bÞ ®e do¹ -T may ask some Ss’ to make sentences with the above words to check their understanding While you read While you read Setting the scene You are going to read a passage on the life in the sea.While you are reading, the tasks in the textbook Task 1: Gap filling based on word meaning guessing Aims: - to help Ss’ improve reading skill ( skimming and Task 1: scanning) -to improve presentation skill Techniques: -Guessing the words’ meaning - asking Ss’ to provide the Vietnamese equivalents to the words.( checking understanding) Instruction: Fill each blank with one of the words in the box All of the words appear in the reading passage - T writes these words on the board: Gulf, investigate, oversized, tiny, biodiversity, samples, challenge, provide - Then T instructs Ss’ to read the passage quickly and stop lines that contain these words to guess their meanings - Ss’ guess the meanings of the words based on the contexts in the sentences and the components of the words For example, to guess the meaning of oversized Ss’ can use the relation between small , oversized and however…or (dï…hay ),T can also help Ss’ analyze the formation of the words:oversized=over (more,higher)+sized - T checks that Ss’ undrestand the words correctly, T can check Ss’s understanding by asking them to provide the Vietnamese equivalents to the words - Next, T instructs Ss’ to use some strategies to task 1: +First, Ss’ should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the word to fill in should be an ajective, in sentenccce a verb, in setence a noun… +Read the fisrt sentence carefully to understand the meaning roughtly Read the words/phrases in the box to choose the most suitable one to fill in the blank + Continue with the rest of sentences - T asks Ss’ to work individual to the task - T goes around to help Ss’ when necessary - T asks to exchange their answers with other Ss - T asks Ss’ for their answers and tells them to explain their choices - T gives the correct answers: Task 2: (page 96- Text book) Aims: -to review the content such as vocabulary related to sea, grammar -communicative task Techniques: - eliciting the steps of this task - asking some questions - Ask students to read the questions Give the new words if Task 2: group work Three group of sea animals: - Group 1: live on or depend on the bottom like starfish - Group 2: Swimming animals such as fishes and sharks that move necessary - Guide students to open the book and exercise - Ask students to work in pair - Goes round and helps AFTER YOU READ (7’ Aims: To train Ss’ remembering skill and confidence GW) Technique: asking questions and elicit technique - Ask Ss’ to work in group to read through the passage - Ask students to discuss in group to fill in the gaps (4’) WRAPPING-UP Aim: to check students ‘understanding of the lesson To put stress on the main points of the lesson Technique: playing game : slap the board Decide whether the following statements are true or false (2’) HOMEWORK independently of water current - Group 3: Tiny organisms that are carried along by the currents like jellyfish After you read Games: slap the board T assigns homework: Write a paragraph to tell about the life in the undersea world FEED-BACK: teacher writes comments/remarks about how effective the way the lesson is conducted with the class(es) he/she has taught T should also get feedback from students  With class 10C3: needs more explanations for Task and Task should be simplified  With class 10C10: need more explanations for vocabulary and pronunciation Focus more on presentation skill V.Evaluation Unit 9: Undersea world B: Speaking Week 19 Period: 56 Preparing date: 28th December 2012 Teaching date: 3rd January 2013 I Objectives: Knowledge: - General knowledge: Give ideas - Language: Giving opinion - Vocabulary: comprehension vocabulary Skills: Fluency Attitude:  Ss’ will acknowledge about protecting endangered animals in the sea and sea environment  Help students talk about the protection of sea environment Understand and use some words about the topic of the lesson II Methods: Mainly communicative III Preparations: Teacher: Books, group boards, handouts, presents, a computer, a TV Students: Books IV Anticipated Problems: - Ss’ cannot know use strucutres - Ss’ may notspeak fluently  Students may need to be provided with appropriate linguistic resources to various learning tasks V Procedure: Time minute Teacher and Students’ Activities Warm- up Aims: -to get students’ attention to the lesson Techniques: asking questions We can call birbs, animals, forests, rivers, seas in one word What word is it in English? Key: Nature Question: What you think about our nature now? Is it in good condition? (No, it is worse than it was many years ago.) Intro: All animals, forests, rivers, seas around us are called “nature” Nature is necessary for our life, but it is now in bad condition Today we’ll learn about nature and some ways to protect it Board Display Date: 3rd January 2013 UNIT 9: Part B Speaking Pre- Speaking Pre - speaking Task 1( 97) Put the number of importance Aim:-to help Ss’ know that they should for this task Activity We should place rubbish and plastic bads in proper 10 minutes -to provide Ss’ English environment and chances to speak English -to get Ss’ take part in groups and enhance speaking skills -to give Ss’ some structures to express ideas Technique:working in group - T asks Sts to work in pair to practice - T walks around to explain new words if necessary - T calls on some pairs to give their answers and asks other pairs if they agree or disagree with their friends' answers Forms: we should(not) dustbins We should use water sparingly and shouldn't polluted it We should dispose of fishing lines and nets properly We should not use herbicides that harm the environment While speaking While - speaking 10 minutes 10 minutes minutes minute Task ( 97) Activity Aims: -to provide Ss’ English environment and chances to speak English -to get Ss’ take part in groups and enhance speaking skills -to give Ss’ some structures to express ideas Techniques: - eliciting questions -T introduces the task then ask them to the task (Using the suggestion at page 97) -Sts use the Useful language on the books to discus -T goes around to check and offer help -T calls on some pairs to read out his/ her answers -T checks with the class and gives corrective feedback Post speaking Task (97) 4.Activity Aim:-to make Ss’ have free talk about the topic without guidance - Sts read the suggestions in task (97) - T goes around to check and offer help - T calls some Sts to talk about their answers in front of the class - T elicits feedback from the class and gives final comments Wrapping up Aim: put stress on the lesson -T summarises the main points of the lesson: the way suggesting or giving advice to someone Homework: Write a paragraph to show your opinion of protecting sea environment FEED-BACK: teacher writes comments/remarks about how effective the way the lesson is conducted with the class(es) he/she has taught T should also get feedback from students  With class 10C3: T should give more examples for strucutres with “ should” Task should be simplified  With class 10C10: focus on fluency Ss’ show opinion in a fluent way, and then T corrects grammar points and pronunciation  Week: 19 Period: 57 Preparing date: 30th December 2012 Teaching date: 8th January 2013 Unit 9: Undersea world C: Listening I Objectives: Knowledge: - General knowledge: True, false statements Listening and answer the questions - Language: Fill in with the missing words - Vocabulary: Read and write words or phrases required Skills: Listening for gist and for specific information Gap- filling Attitude:  Students listen and understand the content of the text  after learning the lesson Ss’ will realize the importance of animal seas and sea environment as well II Methods: Mainly communicative III Preparations:  Teacher: Books, group boards, handouts, presents, a computer, a TV  Students: Books IV Anticipated Problems: - Ss’ cannot be good at listening skill  Students may need to be provided with appropriate linguistic resources to various learning tasks V Procedure: Time Steps Warm- up Aim: -to make Ss’ brainstorm about the topic Technique: asking questions minutes - Ask Sts some questions about the sea EG: Have you ever seen a whale? Can you tell me about it? How big is a whale? What are the advantages and disadvantages of protect whales ? 2.Pre- listening Aim: lead ss to the lesson 10 Technique: asking questions minutes - Make some questions: Do you think whales are fish? Why not? Why people keep hunting for whales? - Explain the new words if necessary - Listen and repeat mammal krill blue whale whaling Atlantic Pacific migrate conservation Aim: - T helps Sts to pronounce the words in the book correctly Board Display Date: 8th January 2013UNIT 9: Part C – Listening Warm - up 2.Pre – listening Answer the questions: + They are not fish because they raises their young on milk + Because they want to catch whales for food, oil, leather and other products New word: mammal(n) conservation(n) blue whale(n0 Techniques: checking Ss’ understanding new words by asking them to tell equivalents in Vietnamese 1: New word: mammal(n) conservation(n) blue whale(n0 to give birth(v) - T plays tape or read aloud the words then asks Sts to repeat after in chorus and individually - Some Sts read the words in front of the class - T corrects errors if any - T checks that Sts know the meaning of the words While- listening Task 1(98): Choose the best answers: 10 minutes Aim: -to help Ss’ have new words the listening skills Technique: Predict the answers before listening - Sts read through the sentences in task to understand them and underline the key words Predict the answers before listening -Play the tape times -Check sts’ understanding -Play the tape again and stop at the sentence keys for sts to remember the answers and tick -Sts compare the answers with the partners -Give them correction to give birth(v) While – listening Task 1: KEY: F F T T 3.T Task ( 98) Task 2: Aim: -to make Ss’ guess the answers The blue whale grow to 30m in lengh and over 200 Technique: asking Ss’ questions and recalling Ss’ tons in weight understanding Because there is alot of - Play the tape again krill - Sts try to hear the main information minutes Cold waters in the North - Sts ask and the others answer the questions and South Atlantic and the - Check sts’ understanding by calling on some North and South Pacific Sts to ask and answers in front of the class Heavy hunting is the main - Play the tape again to help them if reason for the decsease in necessary whale population - Give feedback Post- listening Aim: -to get Ss’ to work in groups and improve minutes presentation skill Technique: using provided cues T asks Sts to discus to find out the information about blue whale using the cues: + Their length and weight + their feeding grounds and food + the reasons for protecting whales Wrapping up minutes Aim: to check Ss’ understanding Technique: asking questions -T summarises the main points of the lesson -T gives some questions about the whales The blue whale grow to 30m in lengh and over 200 tons in weight It is vevy big Cold waters in the North and South Atlantic and the North and South Pacific is comfortable to live in these wonderful animal will disappear if we don't protect them    Do you think whales are fish? Why not? Why people keep hunting for whales? Can you tell us some information about whales? Homework minutes -Write a paragraph about the text FEED-BACK: teacher writes comments/remarks about how effective the way the and also get feedback from students  With class 10C3: provide more new words for Ss’ and paly the tape more times  With class 10C10: design one more activity for Ss V.Evaluation Week: 19 Period: 58 Preparing date: 2nd January 2013 Teaching date: 9th January 2013 sperm whale all oceans Unit 9: Undersea world D: Writing range and habitat size frefer water with high squid population I Objectives: Knowledge: - General knowledge: Giving directions - Language: Words relate to give directions Skills: Telling the story Attitude: after learning the lesson Ss’ will know more about the importance of whales and Ss’ know the ways to describe information from a table then write into passage II Methods: Mainly communicative III Preparations:  Teacher: Books, group boards, handouts, presents, a computer, a TV  Students: Books IV Anticipated Problems: Ss’ may not know the description of things or people before V Procedure Time minutes 10 Teacher and Students’ activities Board Display Warm up Aims: -to revise Ss’ knowledge Date: 9th January 2013 about the whales which Ss’ learned UNIT : Part D – Writing in the previous lesson Technique: Asking questions Ask Ss’ close the book - Call some sts to give about the features of whales - Lead in the lesson Interpreting facts and figures Pre- writing Task Tast 1: (Page 99) - Vocabulary Aim: -to analyze the information so - Answer questions that Ss’ can follow and know the minutes 14 minutes way to describe something Technique: filling in the table -Ask sts to look at the passage carefully then read through the discription - Sts work in group of a table - Call on presentatives of group to write the answers on the board - Check with the whole class While- writing (page 100) Aims: -to help Ss’ improve writing skill -to help Ss’ recognize their mistakes ( grammar, vocabulary… ) Techniques: eliciting the model then making outline - Ask sts to write a passage about the whales according to the information in the tables - Ask sts to consult the passage in task - Give some new words - Get some groups hang their task on the black board Task - Complete the writing about dophin using tast and the give table KEY New words: -sperm whales ['spə:m'weil] danh tư (động vật học) cá nhà táng - Offspring ['ɔ:fspriη] (n) how many offspring does a cat usually have? mèo thường có bao nhiêu con? (nghĩa bóng) kết qua - Life span:khoang thời gian qua đó cái gì kéo dài hoặc mở rộng tư lúc bắt đầu đến lúc kết thúc - tricks: trò gian trá; trò bịp bợm - coastal water: ['koustəl] tính tư (thuộc) bờ biển; (thuộc) miền ven biển, (thuộc) miền duyên hai - carnivores ['kɑ:nivɔ:] danh tư động vật ăn thịt - calf [kɑ:f] danh tư, số nhiều calves thú (voi con, cá voi con, nai con, nghé ) Task -Writing the 1st version -Peer check 10 minutes minutes minutes Post- writing Aim:-to write the final description Technique: peer correction and giving comment - T chooses one or two letters to read in front of the class - T writes Sts’ mistakes on the board and elicits self and peer correction - T elicits comments from the class and give correct answers Post writing - Write a passage - Group work - Write a short passage about the sea animals Wrapping up Aim: to put stress on the lesson &check Ss’ understanding Technique: Asking question -T summarizes the main points of the lesson -Ask Ss’ to say how to write a descriptive paragraph of whales Homework T asks Ss to write the description of the chart about the number of people using mobile network FEED-BACK: teacher writes comments/remarks about how effective the way the and also get feedback from students  With class 10C3: concerntrate more on the analyzation step  With class 10C10: have higher requirements on Ss’ grammar and word choices in the writing V.Evaluation UNIT : UNDER SEA WORLD E: LANGUAGE FOCUS I Objectives: Knowledge: By the end of the lesson, Sts will be able to: -Pronunciation: Week: 20 Period: 58 Planning date: 4th January 2012 Teaching date: January 2013 - Distinguish the clusters / i /, / e /, / u /, and pronounce the words and dialogue containing them correctly -Grammar: - Conditional sentences type -Should Skills: using grammar fluently Attitude: after learning the lesson Ss’ will know more about the importance of whales and Ss’ know the ways to describe information from a table then write into passage II Methods: Mainly communicative III Preparations:  Teacher: Books, handouts, a computer, a TV  Students: Books IV Anticipated Problems: Ss’ may not know the use of the grammar point V Procedure Time minutes Teacher and Students’ activities I Pronunciation: Aims:  to help Ss’ recognize the two sounds  to practice words and sentences Techniques:  imitating the native speakers  pronouncing silently and in chorus Distinguish these sound: / i /, / e /, / u //, - T models sounds / i /, / e /, / u /, three times - T explains how to produce them - T plays the tape once for Ss’ to hear the words containing these sounds, plays again and ask sts to read follow the tape - Ask sts to read the words in each column out loud in chorus for a few more times - call someone to read out loud - Listen then correct if sts read the target words incorrectly Practicing sentences containing target sounds: - Ask then to take turn to read aloud the given sentences - - T goes around to listen and takes notes of the typical errors - T calls on some Sts to read again and provides corrective feedback II Grammar: 10 minutes Presentation1: Aims:  To provide Ss' grammar of conditional sentences type and the way to use “should” Technique: Using real examples to illustrate this grammar point -T reintroduces about Conditional sentences type -Then ask them to the tasks follow Board display Unit : E Language Focus I pronunciation - Practicing words - Practicing sentences II Grammar should conditional sentence type Type Form 12 minutes If + S + simple present, S + will + Van If + S + past simple, S + would/ could + Van Use + Example In these sentences, the time is the present or future and the situation is real They refer to a possible condition and its probable result Egg: If you are sad, I'll make you happy She will visit her grandparent at weekend if she has time Like type 1, type refers to the present or future, and the past tense in the if- clause is not a true past but a subjunctive, which indicates unreality and improbability Egg; If I were a beautiful girl like Ha Kieu Anh, I would be famous He would fly to school if he were a bird Practice Task 3(103 ) - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Task 1( 102) - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Key: you should go away for a few days You should look for the other job 10 minutes Task ( 102) - T divides the class into 4groups - Each group has done a sentence from to - Corrects the sts' sentences with the whole class Practice: Task 3: didn't go would feel would take Refused wouldn't get closed down Task 1 you should go away for a few days You should look for the other job ……………… Task 1.I don't think they should get married I think smoking should be banned I don't think you should go out this evening I think the boss should resign minutes wrapping- up Aim: to put stress on the lesson &check Ss’ understanding Technique: Asking question -T summarizes the main points of the lesson -Ask Ss’ to say how to write a descriptive paragraph of whales 1minute HOMEWORK: T asks Ss to revise conditional sentences and make more examples FEEDBACK: teacher writes comments/remarks about how effective the way the and also get feedback from students  With class 10C3: provide more examples for Ss’ and ask them to make sentences using should and conditional sentence type  With class 10C10: design more exercises that are difficult for Ss' to practice V.Evaluation Week: 20 Period: 59 + 60 Planning date: 6th January 2012 Teaching date: 15th and 17th January 2013 UNIT 10: CONSERVATION A: READING I Objectives: Knowledge: - General knowledge: Using the new words according to the speaking, asking and answering activities - Language: Vocabulary comprehension and Use sentence structures to ask and answer questions -Vocabulary: Read and write words or phrases required Skills: Speaking : talk in pairs and in groups - Reading comprehension: better Ss' reading skill through Matching and True or False, identifying the main idea exercise Attitude:  Students read and understand the passage a=-nd practice the skill according to the context  Ss will know about the wild life and have responsibility to protect forests and also endangered species II Methods: Mainly communicative III Preparations:  Teacher: Books, group boards, handouts, presents, a computer, a TV  Students: Books IV Anticipated Problems: - Students may not have enough words, and knowledge about conservation  Students may need to be provided with appropriate linguistic resources to various learning tasks V Procedure: Time 7’ Teacher and Students’ Activities warm – up Aim: to help Ss brain storm about the topic and get their attention to the lesson Technique: playing game ( matching) Matching picture with the names of the animals: picture names of the animals Board Display UNIT 10 : CONSERVATION Part A – Reading Warm up activity - Endangered animals tiger cleopard bears dogs 10’ Before you read Look at the picture and answer the questions - T asks Sts to give the Vietnamese names of the animals in the pictures Then ask Sts for the E names of the pictures If Sts not know them in E, T should provide them - T asks sts some othe questions: a, What is in the p1? Do you like it? b What is in the p2? -Sts answer the T's questions and all the questions on page 104 Vocabulary Aim: to widen Ss’ vocabulary and pronunciation Techniques: teaching new words by explanation, pictures, example Variety:(n)sự đa dạng dam(n) đập circulation(n) vòng tuần hoàn conserve(v) bảo tồn conservation(n) bảo tồn Rapid(adj) xiết damage(v)phá huỷ threatened(adj) bị đe doạ -T may ask some Ss to make sentences with the above words before you read -Answer questions -Vocabulary Variety:(n)sự đa dạng dam(n) đập circulation(n) vòng tuần hoàn conserve(v) bảo tồn conservation(n) bảo tồn Rapid(adj) xiết damage(v)phá huỷ threatened(adj) bị đe doạ 7’ to check their understanding while you read Setting the scene You are going to read a passage on the life in the sea.While you are reading, the tasks in the textbook Task 1: Matching Aim: to check Ss’ understanding about the new words Technique: matching Instruction: Fill each blank with one of the words in the box All of the words appear in the reading passage - T writes these words on the board: Gulf, investigate, oversized, tiny, biodiversity, samples, challenge, provide - Then T instructs Ss to read the passage quickly and stop lines that contain these words to guess their meanings - Ss guess the meanings of the words based on the contexts in the sentences and the components of the words For example, to guess the meaning of oversized Ss can use the relation between small , oversized and however…or (dï…hay ),T can also help Ss analyze the formation of the words:oversized=over (more,higher)+sized - T checks that Ss undrestand the words correctly, T can check Ss’s understanding by asking them to provide the Vietnamese equivalents to the words - Next, T instructs Ss to use some strategies to task 1: First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the word to fill in should be an ajective, in sentenccce a verb, in setence a noun… Read the fisrt sentence carefully to understand the meaning roughtly Read the words/phrases in the box to choose the most suitable one to fill in the blank Continue with the rest of sentences - T gives the correct answers: Task 2: T/F statements Aim: to improve Ss’ skimming skill ( to find out the specific information) Technique: skimming for specific ideas - T asks Ss to work individual to the task - T goes around to help Ss when necessary - T asks to exchange their answers with other Ss - T asks Ss for their answers and tells them to explain their choices - T gives the correct answers: Post- reading while you read Task 1: 1.c 2.a d B Task 2: T/F statements T T T T F F Post reading 12 minut es minut es Task (106) Aim: to improve Ss’ scanning skill ( read through to find the main idea) Technique: scanning - T goes around to check and offer help - Sts share your pair’ s opinions with the others - T calls on some Sts to read their translations - T gives corrective feedback Wrapping up Aim: to put stress on the lesson &check Ss’ understanding Technique: Asking question -T summarizes the main points of the lesson -Ask Ss’ to say how to write a descriptive paragraph of whales Questions - Answers - Ask sts to work in pairs to give answers to the questions - Go round to help the students with their work Task 3: A C B 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 Homework T asks Ss to retell the text at home FEEDBACK:  With class 10C3: explain new words more detailed  With class 10C10: ask Ss' to translate the text into Vietnamese VI.Evaluation ……………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 20 Period: 61 Planning date: 9th January 2013 Teaching date: 22nd January 2013 UNIT 10: CONSERVATION B: SPEAKING I Objectives: Knowledge: a General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo b Language: - The passive voice Skills: - Asking and answering about the new kind of zoo - Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results Attitude : help Ss nurture the awareness of animals, especially endangered ones II Anticipated problems: Students may not know some new words in this topic III Preparations: Projector, textbook, chalk, board IV Procedures: Time minute minutes Teacher and Students’ activities Board Display Warm- up Aim: get Ss interested in the lesson Unit 10: Part B – Speaking Technique: Asking questions Warm up - Ask sts some questions: Ask and answer 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 Pre- Speaking Vocabulary: Aim: -make Ss discuss the questions about the features of the new kind of zoo -provide Ss with some new words related to the topic Technique: discussing with partners sensitive(a)nhạy cảm imprison(v)tốg giam, nhốt endangered(adj) dang có nguy tuyệt chủng recontruct(n) xây dựng lại breed(v) nuôi Task 1( 106) Answer the question: - T asks Sts to work in pair to practice - T walks around to explain new words if necessary - T calls on some pairs to give their answers and asks other pairs if they agree or disagree with their friends' answers While speaking Pre-speaking They are opened to help endanger species develop The animals are not kept in cages They can live in the natural environment while speaking 10 minutes Task ( 107) 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 Technique: eliciting some structures - Before Ss the task T elicits some structures for asking opinions and giving the opinions Asking for opinions What you think of ? Do you think ? Do you agree with ? Showing agreement I agree with Yes , I think you are right Exactly Giving opinions I think I don’t think In my opinion Task Example: I think it would be better for animals if they live in the zoo of new kind because they may have better food Showing disagreement I don’t really think so Yes, but I would doubt that T introduces the task then ask them to the task (Using the suggestion at page 107) - Sts use the Useful language on the books to discus - T goes around to check and offer help - T calls on some pairs to read out his/ her answers - T checks with the class and gives corrective feedback The answer depends one each sts Post speaking Aim: provide Ss' a chance to speak Engkish and show opinions Technique: discussion Task (107): the advantages and disadvantage of zoos of the new kinds - 10 minutes minutes Sts read the suggestions in task (107) T goes around to check and offer help T calls some Sts to talk about their answers in front of the class - T elicits feedback from the class and gives final comments The answer depends one each sts Wrapping up : Aim: to put stress on the lesson - Post speaking "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 " Technique: asking some questions  When you agree or disagree with an idea, what will you say? T summarizes the main points of the lesson minute Homework Write their discussion in notebooks FEEDBACK:  With class 10C3: explain structures for agreeing or disagreeing something more carefully  With class 10C10: highly require Ss' fluency in speaking ( focus more on pronunciation and intonation) V.Evaluation: …………………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………………… … …………………………………………………………………………………………………… … …………………………………………………………………………………………………… … Week: 20 Period: 63 Planning date: 10th January 2013 Teaching date : 22nd January 2013 UNIT 10: CONSERVATION C: LISTENING I Objectives: General knowledge: Language: - Some set expressions - Vocabulary on forest Skills: - Listening: order events ,mark True/False, detect sentences - Speaking: - Discuss how a forest fire may start and what every camper ought to remember Attitude: Ss know how a forest fire starts and what campers have to remember to to protect the forests II Anticipated problems: - T may be short of time - The quality of the tape is not very good III Preparation - Teacher: Textbook , tape, pictures of whales and other sea animals - Students: books IV Procedures: Time minutes 10 minutes Teacher and Students’ activities Warm- up Aim: to get Ss' attention to the lesson Technique: Asking questions - Ask Sts some questions : EG: Have you ever gone camping? Can you tell me about it? When did you go? Who you with ? How about your feeling? Board Display Date : 22nd January 2013 Pre- listening Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text Technique: listing and explaining these words by picuters or examples 1: New word: forest(n)rừng forester(n) kiểm lâm camp-fire(n) lửa trại campfire(v)đốt lửa trại careless(a) thiếu cẩn thận - T helps Sts to pronounce the words in the book correctly - T plays tape or read aloud the words then asks Sts to repeat 1.Before you listen -Ask and answer - New words: forest(n)rừng forester(n) kiểm lâm camp-fire(n) lửa trại campfire(v)đốt lửa trại careless(a) thiếu cẩn thận Unit 10 : C Listening after in chorus and individually - Some Sts read the words in front of the class - T corrects errors if any - T checks that Sts know the meaning of the words While- listening 10 minutes Task 1(108) Aims: Ss practice listening and numbering the event in the correct order Technique: Listening for specific idea Number the order : - Sts read through the sentences in task to understand them and underline the key words Predict the answers before listening - Play the tape times - Check sts’ understanding - Play the tape again and stop at the sentence keys for sts to remember the answers and tick - Sts compare the answers with the partners - Give them correction KEY: 3- 2- 5- 1- Task ( 108) Aims: Ss practice listening and ticking the sentences they hear Sts practise listening and marking True/ false minutes minutes 2.While you listen Task 1: F F T T F : Task 2: 1.F 3.T 5.F Technique: before doing, Ss' need guess Listening for several times - Play the tape again - Sts try to hear the main information - Sts ask and the choose T or F - Check sts’ understanding by calling on some Sts to ask and answers in front of the class - Play the tape again to help them if necessary - Give feedback Post- listening Task 3: Task 3: a Aim: to make Ss' understand general content b Technique: listening for specific idea a T asks Sts to tick in the sentences thay they have heard - Play the tape again - Sts try to hear the main information - Check sts’ understanding by calling on some Sts to ask and answers in front of the class 2.F 4.T - minutes minute Play the tape again to help them if necessary Give feedback Wrapping up Aim: to put stress on the lesson Technique: asking some questions T summarises the main points of the lesson retell the text - 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? Homework : Write a short paragraph about what people can to protect forest from fires Feedback  With class 10C3: playing the tape for more times T can suggest Ss' key words in each sentence, or provide them some synonyms  With class 10C10: provide Ss' some tips for listening skill before doing the tasks V.Evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 21 Period: 64 Planning date: 12th January 2013 Teaching date: 24th January 2013 UNIT 10: CONSERVATION D: WRITING I Objectives: Knowledge: a General knowledge: - A letter of invitation b Language: - Language used to write an informal letter - Structures: "Let's ","Shall we ?", etc Skills: - Reading: read the sentences in task and the incomplete letters in task - Speaking: work in pairs to match the halves of the sentences in task and to fill each blank in these invitation letters - Writing: write an invitation letter basing on the cues Attitude: -T will be familiar with English writing style, especially letter of invitation II Anticipated problems: - Students may not be able to distinguish some structures such as " Let's ", "Would you like ?", "How about .?", etc III Preparation: -Teacher: board, textbook, slides -Students: textbooks IV Procedures: Time Teacher and Students’ activities Board Display Warm up Aim: to get Ss’ attention to the lesson and make Ss UNIT 10: CONSERVATION revise the knowledge D: WRITING Technique: asking questions minutes Warm - up T asks some questions Have you ever invite anyone to smt? What will you give her/ him if he/ she invite them to the party? A 10 minutes Pre- writing - Aims:B to get Ss to write out the sentences by matching c the first half in A with the most suitable half in B and f/h then to use these sentences to fill the blanks a in the invitation letters g/d Technique: matching Task 1:h/f(109) d/gto look at table then match one in A with one in -Ask sts e an invitation B to make b in group of a table - Sts work - Call on presentatives of group to write the answers Pre writing on the board - Check with the whole class - Ask sts to read the invitation carefully the practice inviting Eg: Let's go to the cinema with me tonight => Yes, I'd love to -How about going to the cinema with me tonight? => Sorry, I can't I have to my homework While- writing 17 minutes Task : Filling Aim: to enhance Ss’ new words Technique: filling -Ask sts to look at table then use them to complete the invitations - Sts work in group of a table - Call on presentatives of group to write the answers on the board - Check with the whole class while writing Task 2: Would you like Would you like/ are you free can you come/ why don't we/ shall we KEY ? Task : writing Aims: Ss practice writing an invitation letter Technique: basing on the model and creating a new one Asks sts to complete the letter in the partners - T goes around th help and offers Post- writing Aims: to get feedback and check sts' work Technique: checking Ss’ understanding and eliciting 7minutes comment - T chooses one or two letters to read in front of the class - T writes Ss’ mistakes on the board and elicits self and peer correction - T elicits comments from the class and give correct answers minutes Task 3: Post writing Wrapping up Aim: to put stress on the lesson Technique: asking some questions - T summarizes the main points of the lesson T asks: - How many parts are there in the letter of invitation? - What are the differences between Vietnamese and English letter? ( style writing) Homework - Write the final version and hand in to the teacher in the next lesson Feedback  With class 10C3: focus mainly on the organization and the outline  With class 10C10: provide Ss with more special point in writing English style V.Evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… … Week: 21 Period: 65 Planning date: 14th January 2013 Teaching date :29th January 2013 UNIT 10: CONSERVATION E: LANGUAGE FOCUS I Objectives: Knowledge: + Language: - Pronunciation: /b/ and/p/ - The passive voice Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises Attitude: Fluency in pronunciation and grammar - Students know how to pronounce the sound /b/ and /p/ correctly - Students revise the passive voice II Anticipated problems: - Students may confuse sound / p / in English with sound / p / in Vietnamese III.Preparation:  Teacher: board, chalk, textbook, video for pronunciation  Students: text books IV Procedures: Time minutes Students and Teacher’s activities Board Display Pronunciation: Unit 10 : Aims: to introduce two sounds / b / and / p / and help sts E – Language Focus to practise these sounds I Pronunciation Technique: listening and then imitating /b/ , /p/ Distinguish these sound: / b /, / p/ - T models sounds / b /, / p /, three times - T explains how to produce them - T plays the tape once for sts to hear the words containing these sounds, plays again and ask sts to read follow the tape - Ask sts to read the words in each column out loud in chorus for a few more times - call someone to read out loud - Listen then correct if sts read the target words incorrectly Practising sentences containing target sounds: - Ask then to take turn to read aloud the given sentences - - T goes around to listen an dtakes notes of the typical errors - T calls on some Sts to read again and provides corrective feedback 10 minutes II Grammar: Aims: to revise the passive voice and have sts Ex1, EX and EX3 Technique: presenting and giving examples Presentation1: T reintroduces about passive voice Then ask them to the tasks follow Present EG: The windows are cleaned by simple me passive S+ is/am/are + PP Present Football is playing by the boys continuous S+ is/am/are + being + PP Present perfect English has been studied by us for S+ have/ years has+ been +PP Practice Task (111 ) Put the right forms of the verbs - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback KEY: were reported grow be spoken am not invited are being built 12 minutes Task 2( 111) - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Key: came/ had started/ had been started/ were is standing/ is being photographed Grammar Task 1: were reported are grown be spoken am not invited are being built Task 2( 111) came had ( been) started were is standing is being photographed Have the students been told was being laid decided will be planted 10 minutes Task ( 112) Filling - T divides the class into 4groups - Each group has done a sentence from to - Corrects the sts' sentences with the whole class KEY: 1.was organized were met taken arrived minutes had been cleaned put was prepared made 10 were served Task 3: was organized arrived were met taken had been cleaned had been put was excellent prepared made 10 were served wrapping- up Aim: to put stress on the lesson Technique: asking some questions - Read the following setences: Peter piper picked a peck of pickled peper T summarizes the main points of the lesson Homework T asks Ss to revise conditional sentences and make more examples Feedback  With class 10C3: focus mainly on the grammar explanation Ex should be simplified  With class 10C10: design more activities for Ss' such as: practice reading sentences including /p/ and /b/, doing grammar exercises VI.Evaluation: …………………………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 21 Period: 66 + 67 Planning date: 14th January 2013 Teaching date : 29th and 31st January 2013 UNIT 11: NATIONAL PARKS A - READING I Objectives: Knowledge: - General knowledge: By the end of the lesson, students can know information of some national parks - Language: Students read and talk about forests - New words: words related to forests: trees, animals, mountains… Skill: Reading for general or specific information Attitude: Students should know about some kinds of forests and the useful forests to our lives II Method: Integrated, mainly communicative III Preparation:  Teacher: Textbook, some photos of forests or national parks  Students: textbooks and some basic information about parks all over the world IV Procedures: Time Teacher and Students’ activites Warm- up Aim: to make Ss brainstorm about the topic Technique: brainstorming Board display Unit 11 : A – Reading Warm up Cat minutes Ba - Ss close the books then discus : Brainstorming: _ T leads to the new lesson Cuc Phuong National Parks In Vietnam Ba Be Cat Tien Phong Nha- Ke Bang Pre- reading Aim: to provide Ss with some new words Technique: Pre reading Vocabulary teaching new words by pictures, examples, explaination… Look at the picture ( 112 ) -Esteblish(V)công nhận -hike(v)dạo chơi -orphan(v)mồ côi -abandone(v) từ bỏ - T ask some questions about the pictures 10 minutes Vocabulary: Esteblish(V)công nhận hike(v)dạo chơi orphan(v)mồ côi abandone(v) từ bỏ sub- tropical(a)cận nhiệt đới wilderness(n)vùng hoang rã contamination(n) ô nhiễm - Read after the teacher, tress, - T calls some Sts to read the words aloud - T repeats the words if the Sts don’t read correctly - Using drop out and remember method to check - T gives feedback While- reading Aims: to improve Ss’ skimming and scanning skill, and to enhance Ss' knowledge about some parks in the world Technique: filling, answering questions minutes Task 1( 156 ): Filling - Sts read the text silently then the text - T gets Sts to check their answers with a peer - T calls some sts to write their answers on the board, the others read their answer, then ask them to explain their choices - T gives corrective feedback Task 2: (157 ) - minutes - -sub- tropical(a)cận nhiệt đới -wilderness(n)vùng hoang rã -contamination(n) ô nhiễm While reading Task 1: 1.Establish contain species survival sub- tropical contamination 200 km Because the rain Sts read the text again if they cannot the task season is over without reading the passage They can learn about First, Sts should skim the questions to understand the habits of animals and how one species them dependent upon anothr Sts underlined the key words to decide what for servival information they need to find in the text Then they should go back to the passage and locate the In the orphanage, orphaned or key words in the passage abandoned are taken Sts check the answers with their friends care of T calls on some Sts to present and explain their Everglades National answers Park is endanger T gives feedback and correct answers because of the toxic level of chemicals in the water If more chemicals are released into the water, plants and animals will die 12 minutes minutes Post- reading Aim: to practice speaking with partners Technique: discussing What national Park you want to visit most? Why? - T goes around to check and offer help - Sts share your pair’ s opinions with the others - T calls on some Sts to read their translations - T gives corrective feedback Post reading .The answer depends on each people wrapping- up Aim: to put stress on the lesson and to check Ss’ understanding Technique: asking some questions -T give Ss some questions about Cuc Phuong National Park and ask them to answer  Where is Cuc Phuong national park? When was it set up?  What is the area of this park?  What can we in this park? -T summarizes the main points of the lesson Homework - Remind of something about national parks - Ask students to summarize some main information of three parks Feedback  With class 10C3: difficult new words should be translated into Vietnamese  With class 10C10: T can ask Ss' to explain the new words in English V.Evaluation:…………………………………………………………………………………… …………………………………………………………………………………………………… … …………………………………………………………………………………………………… … …………………………………………………………………………………………………… Week: 22 Period: 68 Planning date: 15th January 2013 Teaching date: 5th February 2013 UNIT 11: NATIONAL PARKS B - SPEAKING I Objectives: Knowledge: - General knowledge: By the end of the lesson, students can talk about the plan of an excursion and express something happened or not in the past - Language: Words used to express the actions happened or not in the past of the Conditional Sentence - New words: Words related to forests, mountains, plants, animals etc Skill: Fluency in speaking about the plan of an excursion Attitude: Ss will acknowledge about the preservation of the national parks and Students should know how to express an excursion II Method: Integrated, mainly communicative III.Preparation  Teacher: textbook, some pictures of national parks  Students: textbooks IV Procedures: Time Teacher and Students’ activites Board display Warm- up Unit 11: Aim: to get Ss arouse with the topic B - Speaking Technique: asking to get information T uses the pictures in reading period and asks sts: 10 Do you like to have an excursion with your minute classmates? s Where will you go? What will you take with you? =>> Lead to the new lesson: 10 minute s Pre- Speaking Aim: to provide Ss with some new words related to the topic and some structures as well Technique: matching Task 1( 114) Matching - T asks Ss to work in pair to match the things with the suitable corresponding consequences - T calls on some pairs to give their answers and asks other pairs if they agree or disagree with their friends' answers Pre speaking 1.f 2.e 3.h 4.g 5.b 6.c 7.a 8.d While speaking Aim: -Be familiar with the use of conditional sentence Technique: remebering Task ( 115) - T introduces the task then ask them to the task (Using the suggestion at page 115) minute s - 13 minute s minute s Sts use the Task 1+ the third coditional sentences to talk T gets modal with a st in the class T calls on some pairs to read out his/ her answers T checks with the class and gives corrective feedback 4.Post speaking Aim:  To practice with their real experience  To get Ss to speak fluently with coherence Technique: Working in groups, and discussing Task (115) Sts imagine that they were Nga to talk about their regrets about what they did or what they didn't - Sts use the task - T goes around to check and offer help - T calls some Sts to talk about their answers in front of the class - T elicits feedback from the class and gives final comments While – speaking Task 2: If we had gone by bikes , we wouldn't have a car sick If we had brought enough food and drinks, we wouldn't have spent alot money eating in the expensive restaurant If some of us hadn't had food poisoning, we would have eyjoyed the visit Model: A: Did you go to Huong’s party last Sunday? B: Sorry! I didn’t go to her party because I was ill A: If you hadn’t been ill, you would have gone to Huong’s party Wrapping up Aim: to put stress on the lesson and to check Ss’ understanding Technique: asking some questions Ask Ss' to rewrite the following sentence with “if” : I didn’t go to school yesterday because I was ill T summarises the main points of the lesson Homework: Write a passage about your excursion FEEDBACK:  With class 10C3: T should give more examples for structures with conditional sentence type Task should be simplified  With class 10C10: focus on fluency Ss’ show opinion in a fluent way, and then T corrects grammar points and pronunciation V.Evaluation:…………………………………………………………………………………… …………………………………………………………………………………………………… … …………………………………………………………………………………………………… …………………………………………………………………………………………………… … UNIT 11 : NATIONAL PARKS C – LISTENING Week: 22 Period: 69 Planning date: 17th January 2013 Teaching date: 5th February 2013 I Objectives: Knowledge: - General knowledge: By the end of the lesson, students learn about forests, trees, animals, mountains… - Language: Words related to forests Skill: - Listening and answering the questions - Listening and filling the suitable words in the blank - Developing extensive listening skills - Using the information they have listened to for other communicative tasks about Cuc Phuong National Park Attitude: Students should know about National parks and other forest in the country and in the world II Method: Intergrated, mainly communicative III.Preparation: pictures of national parks in Viet Nam and in the world IV Procedures: Time minutes 10 minutes Teacher and Students’ activities Warm- up Aim: to make Ss remember the knowledge of the previous lesson Technique: asking questions * Can you name some national parks in Viet Nam? * Have you ever visited one of them? * What is it famous for? - Check the sts' homework Pre- listening Aim: to get Ss to practice speaking Technique: asking and answering 1: Look at the book and answer the questions: - Let students work in pairs to answer some questions -T gives correction 2: Listen and repeat: - T helps Sts to pronounce the words in the book correctly - T plays tape or read aloud the words then asks Sts to repeat after in chorus and individually - Some Sts read the words in front of the class - T corrects errors if any - T checks that Sts know the meaning of the words Board display Unit 11: C – Listening Warm up 2.Pre - listening Cuc Phuong National Park is located 160 kms south west of Hanoi 200 square km The best time to visit Cuc Phuong National Park is during the dry season Butterflies, cave, hike mountains and the 1000-yearold tree can be seen in Cuc Phuong National Park 10 minutes minutes minutes minutes 3.While- listening Aim: to improve Ss’ listening for the main idea or specific idea Technique: filling, answering Task 1(116) Filling : Ss read through the sentences in task to understand them and underline the key words Predict the answers before listening - Play the tape times - Check sts’ understanding - Play the tape again and stop at the sentence keys for sts to remember the answers and tick Aim: to improve Ss’ listening for the main idea or specific idea Technique: filling, answering Task ( 116 ) - Play the tape again - Sts try to hear the main information - Sts ask and the others answer the questions - Check sts’ understanding by calling on some Sts to ask and answers in front of the class - Play the tape again to help them if necessary - Give feedback 4.Post- listening Aim: to help Ss' summarize the content of the listening tape, practice intonation and pronunciation also Technique: listening and repeating -T plays the tape again then asks sts to repeat the sentences they have heard While – listening Task 1: 1960 160 kms south west of 3.100,000 visitors 2,000- 450 Quen Voi 1.It covers provinves: Ninh Binh, Hoa Binh, and Thanh Hoa 2.It is about 160 km 3.They come here to see the work being done to protect endangered species Nguyen Hue defeated the Quing invaders in the spring of 1789 5.They live mainly on bee keeping and farming Post listening 5.Wrapping up Aim: to check Ss'’ understanding Technique: asking questions Ask students to practice speaking something about Cuc Phuong with suggested words + Where? Area of rainforest? How many visitors/ in 2002…?When/ Nguyen Hue/ defeat…? Homework: Write a paragraph about a camping holiday Feedback  With class 10C3: providing Ss' with some basic knowledge before listening playing the tape for more times  With class 10C10: provide Ss' some tips for listening skill before doing the tasks V.Evaluation:…………………………………………………………………………………… …………………………………………………………………………………………………… … …………………………………………………………………………………………………… …………………………………………………………………………………………………… … Week: 23 Period: 70 Planning date: 25th January 2013 Teaching th 19 th February 2013 The 68date: period UNIT 11: NATIONAL PARKS D- WRITING I Objectives: Knowledge: - General knowledge: By the end of the lesson, students learn to write the form of a letter, which says, about an invitation or a refusal to something - New words: Words or phrase-words used in writing a letter Skill: Writing a letter of invitation or refusal Attitude: Students should know how to write a letter of invitation or refusal Ss will be more familiar with the English style writing II Method: Intergrated, mainly communicative III Teaching aids: textbook, some cues, some individual information IV Procedures: Time Teacher and Students’ activities Board display Pre-writing Aim: Let Ss lead in the lesson more naturally Technique: playing game - Prepares similar sets of statements which are some common way of inviting, accepting and refusing - Divides the class into groups of or 10 - Gives each group a set of statements and asks them to put 6’ Unit 11: D – Writing Letter of acceptance or refusal the statements into the correct column - Calls on representative of each group go to board and write down their answers (Each group in charge of one column) Suggested answers: Pre - writing Inviting: A, B, H Accepting: C, E, G, H Refusing: D, F, I While –writing 4’ a Task : Filling in the blank ( Task 1, page 117, textbook) Aim: -to provide Ss some structures used for accepting or refusing While – writing an invitation - to provide Ss a form letter then ask them analyze it Technique: analyzing and filling Instruction: You are going to complete the letters on page 117 by filling each blank with one of the ways to accept or refuse an invitation provided in the table - Before Ss the task, ask Ss to read through the expressions in the table to understand them - Asks Ss to the task in pairs and reminds them that for each blank they can have more than one answer - Calls on some Ss to go and write their answer on the board Task 1: That’s a great idea! / I’d like to/ I’d love to I’m afraid I can’t come because / I’m sorry I can’t come because I’d be delighted to - Calls for peer correction and gives T’s feedback Suggested answers: b Discuss the features of a letter of acceptance or refusal 5’ -Analysis letters in the text book to help Ss know how to write acceptance or refusal letter: + Firstly, Ss should thank the addressees for his/ her invitation + Use one of the ways of accepting or refusing to reply invitation letter If Ss refuse, they should remember to give reason for turning down the invitation; and an alternative date or activity is often suggested c Activity 2- Task 2: Ordering (Task 2, page 5’ upload.123doc.net, textbook) Aim: to make Ss be creative to set an outline for this kind of letter Technique: ordering Instruction: You are required to arrange the sentences in the correct order to make a letter of accepting an invitation to spend a weekend in the country - Asks Ss to the task individually and exchange their answer with another student when they have finished 5’ - Calls on a student to read the letter out loud and asks other Ss to listen and give feedback - Comments and gives the correct order: Task 2: 1d 4a 2e 3c 5f 6b d Activity 3: Rearranging letters (Handout) - Ask Ss to work in pair and rearrange jumbled sentence to make two complete letters - Calls on students to write their answers on the board - Comments and gives the correct order: e Activity – Task 4: Writing a letter of acceptance or refusal 10’ (Task 3, page upload.123doc.net, textbook) Task 3: Aim: -Improve group work skill -Peer-check skill Technique: peer checking Accepting: 1c, 2g, Instruction: One of your friends has invited you to go for a 4e, 5i picnic to Cuc Phuonng National Park next weekend Write a Refusing: 6j, 7a, 8h, reply letter or declining his/ her invitation 9d, 10f 3b, 4i, 5e/ 1c, 2g, 3b, - Ask Ss to write the letter individually - Reminds them to pay attention to all the features of this type of letter - While Ss write the letter, T goes around to observe and provides help Post – writing: Feedback on Ss’ writings Aim: to give some comment on Ss’ writing - Ask Ss to exchange their letter with another student for peer correction - Goes around and collects mistakes and errors 3’ - Collects some writings for quick feedback Post writing - Write Ss’ typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors - Homework: asks Ss to write a letter of acceptance or refusal (if they have written a letter of acceptance in class, at home they will write letter of refusal and vice versa) HOMEWORK: - Remind of how to write a letter accepting or refusing an invitation - Write a letter as they have made WRAPPING - UP Aim: to check Ss'’ understanding Technique: asking questions - Summarizes the main point - Ask Ss to tell the f ormat of accepting or refusing letter FEEDBACK  With class 10C3: need more explanations in structures and format  With class 10C10: Ss need write in the fastest way VI.Evaluation: …………………………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Week: 23 Period: 71 Planning date: 29th January 2013 Teaching date: 19 th February 2013 UNIT 11: NATIONAL PARKS E – LANGUAGE FOCUS I Objectives: Knowledge: - General knowledge: By the end of this lesson, students will be able to: - Distinguish the sounds /t/ and /d/ - Use Conditional sentence type appropriately - New words: words related to sounds /t/ - /d/ Skill: - Pronounce the sounds: /t/ - /d/ correctly - Grammar: Conditional sentence type 3.Attitude:  Students can pronounce sounds /t/ and /d/ and understand how to use Conditional sentence type correctly  Ss know the way how to pronounce and use conditional sentence fluently in real condition II Method: Integrated, mainly communicative III.Preparation:  Teacher: Textbook, tape, cassette player, handout  Students: books IV Procedures: Time Teacher and Students’ activites Board Display Pronunciation: Unit 11: E – Aim: - to show Ss the way to pronounce two sounds and Language Focus I Pronunciation distinguish them as well minutes Technique: watching video and then repeating - Practice sounds - Practice sentences Distinguish these sound: / t /, / d/, -T models sounds / t /, / d /, three times - T explains how to produce them - T plays the tape once for sts to hear the words containing these sounds, plays again and ask sts to read follow the tape - Ask sts to read the words in each column out loud in chorus for a few more times - call someone to read out loud - Listen then correct if sts read the target words incorrectly Practising sentences containing target sounds: - Ask then to take turn to read aloud the given sentences - - T goes around to listen an dtakes notes of the typical errors - T calls on some Sts to read again and provides corrective feedback Grammar: Aim: provide Ss structures and some examples to analyze Technique: presenting Presentation1: T reintroduces about Conditional sentences type 2 Grammar - structures: Then ask them to the tasks follow 10 minutes Type Form If + S + simple present, S + will + Vn If + S + past simple, S + would/ could + Vn If + S + past perfect, S + would have + PII Use + Example In these sentences, the time is the present or future and the situation is real They refer to a possible condition and its probable result Eg: If you are sad, I'll make you happy She will visit her grandparent at weekend if she has time Like type 1, type refers to the present or future, and the past tense in the if- clause is not a true past but a subjunctive, which indicates unreality and improbability Eg; If I were a beautiful girl like Ha Kieu Anh, I would be famous He would fly to school if he were a bird The time is past, and the condition can't be fulfilled because the action in the ifclause didn't happen Eg: If I had known her address last Sunday, I would have invited her to go camping Practice Aim: to provide Ss with the chance to practice the grammar points Technique: supplying the verbs Task 1(119 ) - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Task 2( 119) - T gets Sts to exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Task 1: had known had had would have gone would have passed could have enjoyed had known had stopped had called If the driver in front hadn't stopped suddently the accident wouldn't have happened Task ( 120) - T divides the class into groups If I had known that Lam has to get up early, I would have woken him up 1.If I had been working at the restaurant last 12 minutes - Each group has done a sentence from to - Corrects the sts' sentences with the whole class 10 minutes minutes night, I would have waited on your table If he had paid attention, he would have seen the sign making their exit from the highway Carol would have answered the phone if she hadn't been studying WRAPPING - UP Aim: to check Ss' understanding Technique: asking questions - Summarizes the main point - Ask Ss to the exercises in the handouts which are given at the end HOMEWORK - Do the exercises in the handouts -Prepare for the next lesson FEEDBACK  With class 10C3: need more explanations in structures and format  With class 10C10: design more difficult exercises VI.Evaluation: …………………………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………… Week: 24 Period: 72 Planning date: 30th January 2013 Teaching date: 21st February 2013 TEST YOURSELF D I Objectives: - Check Sts’ understanding about the topic: conservation, national park, music - Sts can uses the tense forms and the structures to the test II Preparation:  Teacher: Handout, text book…  Students: handout, textbooks Time 13 minutes 13 minutes 13 minutes Students and Teacher’s activities I Listening Aim: to practice listening in an extensive way Technique: listening for at least times - Sts read throught the listening part then listen to the tape about the test - Sts answer the question in each sentence - T plays the tape again then checks the answers with the class - Give final feedback Board display I Listening People go to the park to enjoy nature It became national park in 1972 No, it isn't It has about 70geysers in the park The visitors mustn't pick the flowers and feed or hunt the animals II Reading Aim: to improve skim and scan skill - Sts read the passage then answer the questions follow - Sts check the answers with the partners - T checks and give corrections in front of the class a, junk or litter b landscape c, highway d, healthy T/F III Pronunciation and grammar Aim: practice pronunciation and the exerices in a grammatical way Sts complete the sentences , using the right forms of the infinitive - T goes aroud to check their answers - T asks Sts to share their answers with the partners - T gives the final answers key III Pronunciation and grammar A B C has been cleaned have been turned on are waiting knew would help knows dicided to stay would have gone to hadn't been IV Writing minutes - Sts the part at home - T gives them the form of a writing about the party - Sts use the questions in their books to make the plan of the writing _ Sts may ask the teacher more information or structures before writing WRAPPING - UP Aim: to check Ss' understanding Technique: asking questions - Summarizes the main point - Ask Ss to the exercises in the handouts which are given at the end HOMEWORK - Do the exercises in the handouts -Prepare for the next lesson FEEDBACK  With class 10C3: need more explanations in structures and grammar  With class 10C10: listening part must be simplified VI.Evaluation: …………………………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………… Week: 24 Period: 73 Planning date: 31st January 2013 Week: 22date: 26 th February 2013 Teaching Period: 65 Planning date: 06/02/2012 45-MINUTE TEST Name:…………… Class:……… ENGLISH TEST No GRADE 10 Time allowance: 45mins I Circle the word in each group that has the underlined part pronounced different from the rest: A protect B psychology C puppy D provide A campfire B part C animal D natural A erosion B stone C hydroelectric D impossible A park B state C start D car A visit B because C answer D poison II Choose the word whose stress is placed differently from the others A pollute B contractual C reject D Marvellous A curriculum B kindergarten C contaminate D conventional A competition B intelligent C automation D information A Attention B interesting C Influence D television 10 A certificate B apartment C individual D Biology III Choose the best answer A, B, C, or D: 11 The Whales is a(n) _ species A endanger B dangerous C endangered D endangering 12 Plants play an important _ in the natural circulation of water A role B section C act D area 13 All the plants and animals need a constant _ of water to live A offer B borrow C supply D provide 14 One species is dependent on another for _ A survival B arrival C national D approval 15 A lot of _ animals are taken care of in our zoo A empty B lost C orphaned D childlike 16 They started the work last week A The work was started last week B The work are started last week C The work were started last week D The work is started last week 17 The device _ on top of building to pick up a TV signal is called an aerial A which is used B used to C be used D using 18 He said that he would go out with his friends _ A tomorrow B the following day C the after day D the day before 19 Quang said to Lam: “I can’t go out after p.m.” A Quang told Lam he couldn’t go out after pm B Quang told Lam he could’nt go out after p.m C Quang told Lam he can’t go out after p.m D Quang told Lam he didn’t go out after p.m 20 If a police man _ an accident, he will take the driver’s name A see B would see C will see D sees 21 If Tuan _ so careless, he wouldn’t lose his good job A wasn’t B were not D wouldn’t be D hadn’t be 22 If we _ the new sooner, we would have written to John A received B had received D receive D will receive 23 “Thank you very much!” – “ _” A you’re welcome B No problem D Ok D All right 24 Have you seen Peter lately? I’ve been looking _ him this week A by B in D for D into 25 We had _ dinner in a restaurant A a B an D x D the IV Choose the one word or phrase that must be changed in order for the sentence to be correct by circling letter A, B, C, or D: 26 Products which have bought during the sale cannot be exchanged A B C D 27 If Laura didn’t eat so much, she wouldn’t have put on weight A B C D 28 The stone was thrown by a student, who afterwards led away by the police A B C D 29 Let's having some chicken soup first? A B C D 30 Are you fond at walking in the rain without wearing a raincoat? A B C D V Choose the word or phrase among A, B, C, or D that best fits the blank space in the following passage: Tropical forests have (31) _ us with many sorts of plants for food, medicine and industry They could probably supply man more They also reduce (32) _ and droughts, keep water clean, and slow down the Greenhouse Effect, but the tropical forests are (33) _ destroyed to make room for things like farms, ranches, mines and hydroelectric (34) _ About 20 million hectares are lost each year – an area more than twice the size of Austria The World Wildlife Fund is working to protect and save forests that are (35) _ danger, to plant new trees for fuel wood and to slow down the Greenhouse Effect, and to encourage governments to think about the forests and their importance when giving international aid 31 A given B brought C supplied D donated 32 A deserts B floods C heat D hazards 33 A have B been C being D be 34 A sources B energy C dams D cables 35 A at B within C on D in VI Rewrite each sentence so that the meaning stays the same: 36 Her family is poor, so she can’t go to school (Conditional sentence) If _ 37 I did not get a taxi because I did not have money on me (Conditional sentence) If _ 38 Somebody has taken some of my books away (Passive voice) _ 39 People are destroying large areas of forest every day ( passive voice) Large areas of forest 40 I didn’t go to Hanoi yesterday, so I am not tired now ( conditional sentence) If KEY: 1.B 2.B 3.D 4.B 5.C 6.D 7.B 8.B 9.A 10.C 11.C 12.A 13.C 14.A 15.C 16.A 17.A 18.B 19.A 20.D 21.B 22.B 23.A 24.D 25.D 26.A 27.B 28.C 29.B 30.A 31.C 32.B 33.C 34.C 35.D 36 If her family were not poor, she could go to school 37 If I had had money on me, I would have gotten a taxi 38 Some of my books have been taken away 39 Large areas of forest are being destroyed every day 40 If I had gone to Hanoi yesterday, I would be tired now Week: 24 Period: 74 Planning date: 31st January 2013 Teaching date: 26th February 2013 I Objectives UNIT 12: MUSIC Teacher's Activities a- Reading Board Display I Objectives Knowledge: - General knowledge: Ss know the way to distinguish some kinds of music - Language: Vocabulary comprehension And Students' Activities 1.Warm – up (4mins) UNIT 12:MUSIC Aim: Raise Ss’ joyfulness and eagerness A- READING Technique: playing game Warm – up Play a small game: GUESSING! Listen to some pieces of music -Give Ss types of music: fork music, pop music, rock and roll, classical music and jazz -Then ask Ss to listen to songs and if anyone have the Music answer stand up and raise his/her voice -T checks Ss’ answers and declares the winner -For each kind of music , T will give Ss a piece of music and introduce it to Ss -Then lead to the lesson 2.Pre – reading: (1mins) Pre – reading -pre – task -Aim: Provide Ss some knowledge about the descriptions of each type of music Answers: -Folk music Pre task: -Rock music * Fill in the gaps with the description to a type of music -Pop music is traditional songs of a country is a type of music with a strong and loud beat is a modern music that is popular with young people 3.While – reading (30mins) PRE-TEACHING VOCABULARY ITEMS ( 10mins) -Aim: Provide Ss with vocabulary and help them pronounce these words correctly -Teaching Ss some vocabulary items -Using visual aids to teach Ss the new words and then make sure that Ss understand the words perfectly Emotion (n) /i'moƱʃ(ә)n/   Mime: mime some actions to show feelings like sad, happy, disappointed… Example: Sadness, happiness and disappointment are called emotions Technique:The way of teaching: Explanation Convey (v) /kәn'vei/ While-reading -New words Technique: The way of teaching: Combination( explanation and example) +Transfer ideas, opinions, information, etc +Some days ago it was mid – autumn festival I talked with my friend on the phone and conveyed my good wishes to her children -Check Ss: Ask Ss questions to make sure that they understand the word: What does it mean in Vietnamese? Integral (adj) /'intigrәl/ Technique: The way of teaching Combination (Mime and explanation -Explanation: important / essential -Example: The arms and legs are important parts or integral parts of the human body We cannot anything without legs and arms -Check Ss:: Can you give some synonyms of “integral” Funeral (n) /ˈfju:nәrәl/ -Technique: The way of teaching: using picture -“What does it mean in Vietnamese?” – T asks Ss Solemn (adj) /ˈsɒlәm/ Technique:The way of teaching: Combination Explanation: Formal and serious Situation: Now I am talking to you a solemn face and voice Check Ss: Asks Ss if they understand the word’s meaning and to say the word T and Ss show a solemn face Lull (v) /lʌl/ Technique:The way of teaching: Combination To make sb calm, relaxed or sleep -Mime -Check Ss: Asks some Ss: anyone?” “Have you ever lulled Mournful (adj) /´mɔ:nful/ (Picture and meaning: very sad) Collocation: only before a noun Check Ss: Asks Ss if they understand the word’s meaning Task 1: Task (5mins) Aim: Check Ss’ understanding Suggested answers: by asking them to task 1 Communicate Technique: filling Lull -Ask Ss to read the requirement and ask them the question: Delights “What part of speech is it for each sentence?” Integral part -T asks Ss to work individually to the task Solemn -T asks Ss to exchange their answers with other Ss Emotion -T correct Ss’ answers mournful Task 2: (15mins) Aim: Improve Ss’ scanning and skimming skill in reading Task 2: -Technique: underline key words in questions then find out them in the text - T give some instructions for Ss when they scan the passage +First, ask them to skim questions and underline key words for each question +T points out key words in question for Ss: +Decide what information they need to find in the text +Read the part carefully to find the answer - Ask Ss to continue with the rest of the questions in 3mins - Then tell Ss to play a game: YOUR IDOLS Post-reading 4.Post – reading (7mins) -Aim: provide Ss with a chance to work in groups - The main ideas of the passage: -Improve Ss’ presentation skill Ask Ss to work in pairs and discuss questions: How many roles of music are mentioned in the text? In your opinion, which of the roles of music is the most important? - Give them mins to discuss and then present their idea Music plays an important part in our life Music make human different from all other animals Music is a big business WRAPPING UP: Aim: to check Ss’ understanding Technique: asking questions T gives Ss the question and ask them to in groups of 4: - What is the main topic of the text? -Can you name some kinds of music? HOMEWORK: Read three above passages then sum up the main ideas FEEDBACK:  With class 10C3: task should be simplified  With class 10C10: highly require good pronunciation VI.Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 24 Period: 75 Planning date: 3rd February 2013 Teaching date: 26 th February 2013` UNIT 12: MUSIC B - SPEAKING I Objectives: Knowledge: - General knowledge: Tell about the hobbies - Language: Giving opinion Skills: Fluency Attitude: Ss will know the way to show their opinion about something T helps students can talk about some kinds of music which they like, the reason why they like listening to them, when they listen to them, what singers or bands they like best II Methods: Mainly communicative III.Preparation:  Teacher: computer, TV  Students: books IV Anticipated Problems: Ss may not know some structures and the way how to express what they like Their vocabulary and pronunciation may not be good as well V Procedure: Time 7’ Teacher and Students’ activities WARM-UP Aim: -Get Ss’ attention to the lesson Technique: playing game ( matching ) Competition game- matching - 8’ T divides the class into group of or T gives each group a set of pictures of foreign singers and slips of paper containing their names Ss work in group and quickly match the singers and names some of their songs Task 1: Answering questions based on the reading text Aim: to make Ss know what they should in this unit - to Provide Ss with some new words and structures 12’ Technique: Explanation Instruction: You going to read what Ha Anh says about music Work in pairs to answer the questions - T asks some Ss to read aloud the passage - T elicits or teaches some words Keep sb happy: make sb happy (lµm cho vui) Cheer sb up: make sb feel less sad (làm cho đỡ buån, phÊn chÊn) Band (n): a group ß musicians who play togetther (ban nh¹c) Easy to listen to: dÔ nghe - T asks Ss to work in pairs to answers the questions in the book - T goes around to observe Ss working - T asks some Ss to present their answers - T gives feedback and gives correct answers: Task 2: Asking and answers about music taste Instruction: You are going to two of your classmates to get the information to complete the table - Here are some suggested questions: + What kind of music you like? + Why you like it? + Who is your favorite singer/musician? + What is your favorite song/ piece of music? + When you listen to music? - T can introduce some adj and expressions to talk Board display Unit 12 : B – Speaking Warm up Answers: 1.Nick Carter Britney Spears 3.Christina Aguilera Alicia Keys Justin Timberlake Task 1: 1.She likes pop music 2.Because it keeps her happy 3.The Backstreet Boys 4.She listens to music all the time Task 2: about music and the imfortance of music: +Make sb excited + Make sb feel relaxed + help sb forget troubles and worries + relaxing (adj) + peaceful (adj)… - T tells Ss to form groups of One of them will be a journalist who wants to interview high-school students about their music tapes The journalist has to ask the two students somw questions ans fill in the table for his/her later article Ss can change their roles if time permits - T goes around observing, offering help and collecting any mistakes and errors for later correction Task 3: Task 3: Reporting on the information Instruction: Now report what you have found out to the whole class - Before Ss report, T elicits the 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… + prefer sth to sth - T calls on some Ss to report what they have found out about their partners - T takes notes of Ss’s mistake for later correction 7’ FEEDBACK AND CORRECTION 3’ T writes some typical mistakes and errors on the board for peer correction T provides correction when necessary wrapping up Aim: to check Ss’ understanding Technique: asking questions “ how you say when you want to express your favorite things?” - T summarises the main points - HOMEWORK: T asks Ss to learn by heart all of the new words and the extra exercise as homework VI.Evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………… Week: 24 Period: 76 Planning date:16th February 2013 Teaching date: 5th March 2013` UNIT 12: MUSIC C - LISTENING I Objectives: Knowledge: - General knowledge: True, false statements Listening and answer the questions - Language: Fill in with the missing words Skills: Listening for gist and for specific information Gap- filling Attitude: Students listen and understand the content of the text about Van Cao Ss will know more about the history of Vietnamese national anthem II Methods: Mainly communicative III.Preparation:  Teacher: tape script, CD player, TV  Students: books IV Anticipated Problems: Ss may not have listening skill, and cannot catch speaker’s words or ideas V Procedure: Time 7’ Teacher and Students’ activities WARM-UP Aim: to make Ss brainstorm a little bit about music Technique: playing game Board display Unit 12: C- Listening Warm up: Playing game Competition game – Network - T ask Ss to work in groups to complete a network with the word “musicican” as quickly as possible T can print thid handout and distribute one copy to each group - The first group to produce the correct and coplete network will be the winner Note: The words to fill in the network are quit open T and Ss should make sure that all the names are correctly written down 10’ Pre – listening Pre - listening Aim: to get students pay attention to the pronunciation of Answers: some words Talking about Van Cao -T ask Ss to look at the pictureon page 127 and tell the class anything they know about Van Cao + Van Cao’s songa: Suoi Mo (1), Tien Quan -Then T reads the names of the songs on page 128 out loud Ca (3), Truong Ca Song Whenerver T speaks out a song name, Ss say whether it is a Van Cao’s song or not If the song is not one by Van Cao, T can ask Lo (4), Lang Toi (5) Ss if they knw who wrote that song  Vocabulary pre-teaching Aim: to provide Ss' with new words which are related to the topic Technique: combination, examples… - Before eliciting/pre-teaching some new words, T helps Ss to prounoun the words given in the book T may read aloud first and ask Ss to repeat in chorus and individually - T elicits/ teaches some of these words or those taken from the listening passage Rousing (adj): filling people with passion,, emotion and enthsiam (lµm phÊn chÊn) Lyrical (adj): widely enthusiastic and emotional about sth (tr÷ t×nh) Rural (adj): found in or living in the countryside (thuéc vÒ n«ng th«n) - T asks Ss which of the adjective provided can be used to describe Van Cao’s music 8’ WHILE YOU LISTEN Aims: to improve Ss’ listening skill Technique: guessing the answers, then listening for the main idea, or specific information Task 1: True/ False Instruction: You are going to listen to an interview in which lan Huong, the interviewer, asks Quang Hung, a famous actor about Van Cao Listen and decide whether the statements are true or false Put a tick in the appropriate box - Before Ss listen and the task, T instructs them to use some stragies: + First, read through the statements to understand them and underline key words For example, the key words in the first statements are: guess of the show, Lan… + Listen to the tape and pay attention to the key words + Decide whether the statements are true or false based on what they can hear - T plays the tape once for Ss to the task - T asks for Ss’s answers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in groups of to compare their answers + Tinh Ca was written by Hoang Viet + Ha Noi Mua Thu was written by Vu Thanh While – listening Task 1: 1.F (The guest is Quang Hung) 2.F (He likes some Vietnamese musicians) 3.T 4.F (It was written in 1994) 5.F (He always feels proud of his country when he hears the song) - T checks Ss’s answers by calling some Ss to give ans explain their answers - If a lot of Ss have the same wrong answers, play that point of the tape for Ss to check the answers again - T gives the correct answers Task 2: Answering questions Instruction: You are going to listen to the tape again to anwer the questions - Write down the answers - T can ask Ss whether they can the task based on the previos times of listening - If Ss can, T asks them to give the answers and write them on the board - T plays the tape once for Ss to check their answers - T asks Ss to work in pairs to compare their answers - T checks Ss’s answers by calling some Ss to give ans explain their answers - If a lot of Ss have the same wrong answers, play that point of the tape for Ss to check the answers again - T gives the correct answers: 10’ AFTER YOU LISTEN Aim: Make Ss the task by themselves -Group-working Technique: playing game Find someone who… - T draws the following table on the board and asks Ss to summarise Quang Hung’s ideas about Van Cao’s music T writes their ideas in the first column Person Person reason (s) Quang who who Hung’s agree disagree ideas The best Vietnamese musician of all times is Van Cao Tien Quan ca is hard and solemn Task 2: 1.It’s “My Favorite Musiccian” 2.Tien Quan Ca 3.It’s hard and solemn, it makes him feel great and proud of his country His songs about rural life in Vietnam are sweet, gentle and very lyrical - T gives Ss minutes to interview After that time, any students who finish filling the table will be the winner Call on some of them to report the results to the whole class 3’ Wrapping up Aim: to put stress on the lesson -T summarises the main points HOMEWORK: T asks Ss to learn by heart all of the new words and the extra exercise as homework FEEDBACK:  With class 10C3: task should be simplified  With class 10C10: VI.Evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………………………… Week: 25 Period: 77 Planning date:18th February 2013 Teaching date: 6th March 2013 UNIT 12: MUSIC D - WRITING I Objectives: Knowledge: - General knowledge: Write about a person's life - Language: Words relate to a profile Skills: Informal invitation Attitude: Students know the ways to write a profile II Methods: Mainly communicative III.Preparation:  Teacher: Some pictures of Van Cao  Students: books IV Anticipated Problems: Ss may not know how to write a profile before V Procedure: Time 7’ Teacher and Students’ activities WARM-UP Aim: to revise Ss’ writing skill and grammar as well Technique: playing game Competition game- Guessing - T prints the following handout with simplified profiles of several Vienamese and foreign singers and musicians Board Display Un it 12: D – Writing TrÞnh C«ng S¬n Ngäc Ch©u Born on in February 28, 1939 in L¹c Giao (a highland in the middle part of Vietnam) Grew up in Hue Wrote more than 990 songs including ít mi, diÔm xa, nèi vßng tay lín, nhí mïa thu Hµ Néi… Died on April 1, 2001 in Ho Chi Minh City Born in 1967 in Ha Noi Graduated from Hanoi Conservatory in 1993 Famous for such songs as ChiÒu xu©n, Th× ThÇm Mïa Xu©n, C« TÊm ngµy nay, Ban Mai Xanh, Mïa Thu Vµng… - T divides the class into groups and gives each group a handout - T asks Ss to read the profiles and find the name of each singer and musician as quickly as possible - The winner will be the group with the quickest and correct answers 10’ PREPARING SS TO WRITE Aim: to provide Ss with some new words and structures -to guide Ss the type of filling information exercise Technique: sentence completion Task 1: Sentence completion - Before Ss the task, T asks them what tense of verbs they should use in this task T reminds Ss that he simple past tense should be used here as the musician died Also, Ss should supplement the past tense of “be”, preposition, articles….where necessary - T divides Ss into groups of Each group member will write a sentence - T goes around to help Task 1: - 12’ T calls on Ss to go to the board and each of them will write down a sentence - T gives suggested answers: He learnt to play music when he was very young Scott learnt to play the words of composers like Bach, Beethoven and Mozart as well as to compose music He quickly became famous His tunes were wonderful mixture of classical European and African beats which were known as Ragtime All in all, he wrote 50 piano rags and was called the King of Ragtime Scott died in 1917 Task 2: Task 2:Profile writing Aim: to apply the knowledge which have just provided in the lesson Technique: using the prompt Instruction: you are going to write a life story of Van Cao using the prompts provided - Before Ss the task, T asks them to read prompts T reminds Ss to use the right tense of verbs and supplement articles, preposition, and pronoun….when necessary - T asks Ss ro write the profile individual in 10 minutes 8’ FEEDBACK ON SS’ WRITING - T asks Ss to exchange their letter with another student for peer correction T collects some writing for quick feedback T writes Ss’s typical errors on the board and elicits self and peer correction, T provides correction only when Ss are not able to correct the errors - Finally, T provides general comments on the profiles  With class 10C10: providing Ss' with various structures to make the writing not be boring  2’ With class 10C3: T should remind Ss the verb tenses of this writing wrapping up Aim: to put stress on the lesson - T summaries the main points - Ask Ss some questions like: the organization of a profile, verb tense… Homework: Ask students to complete the letter according to their partners' ideas VI.Evaluation:…………………………………………………………………………………… …………………………………………………………………………………………………… … …………………………………………………………………………………………………… …………………………………………………………………………………………………… … Week: 25 Period: 78 Planning date:19th February 2013 Teaching date: 7th March 2013 Unit 12: Music E- Language Focus I Objectives: Knowledge: - General knowledge: To- infinitive Wh-questions - Language: vocabulary related to the topic Skills: Using grammar fluently 3.Attitude: Distinguish sounds and know the way to use this grammar points II Methods: Mainly communicative III.preparation: Teacher: pictures, computer, TV Students: books IV Anticipated Problems: Ss' may be confused with some kind of questions V Procedure: Tim e 15’ Teacher and Students’ activities I PRONUNCIATION Aim: to distinguish two sounds To improve pronunciation Technique: modelling Pronouncing the two sounds separately: - T models the two sounds twice or three times - T pronounces the sounds and asks Ss to repeat - Ss practice pronouncing the sounds in chorus and individually - T give feedback Board Display Unit 12: E – Language Focus I Pronunciation 13’ II Grammar GRAMMAR Aim: to provide Ss with some grammar points Technique: analyzing model sentences To + infinitive to express purfoses a.Presentation: - T writes some sentences on the board and underline the to+infinitive; I get up early every morning to cook breakfast for my family Women should eat a lot of fruit to stay young and beautiful Mai phoned Lan yesterday to invite her to go to the cinema - T asks Ss to comment on the use of to+infinitive in the examples Practice 1: Task 1: Answer the question - T asks sts to read the example before doing? - T walks around to help - T requires each group sentences - Calls on some pairs to read the ques and answers in front of the class - Give feedback Task 1: I phoned her to hear the good news I am saving money to buy a cassette player She practices singing to attent the singing contest I am learning Friench to sing French songs to be a good example for the class Grammar Aim: to make ss know thw way to set some questions Wh- questions: When? time Where? place who? person why? reason How? manner What? object/ idea/ action which? choice Whose? possession Whom? Person(o) How much? price , amount(non-count) How many? quantity(count) How long? frequentcy How often? duration How far? distance Practice2 Exercise 3: - T make the task easier that Ss can them using multiple choices 2’ wrapping up Aim: to summarize the main points and check Ss' understanding peas Susan fictions missing music zoo relax spring sad listens wish jazz kiss finish option prize soft mission massage depression HOMEWORK: -  T asks Ss to learn by heart all of the new words and the extra exercise as homework FEEDBACK With class 10C10: providing more pronunciation exercises ( distinguish /s/ and /z/ sounds when adding ‘s’ after verbs or nouns  With class 10C3: needs more explanations for using to – V: purposes VI.Evaluation………………………………………………………………………………… …………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………… Week: 25 Period: 79 Planning date: 24 th February 2013 Teaching date: 12th March 2013 TEST CORRECTION I.OBJECTIVES: 1-Knowledge: Helping students to correct ONE PERIOD TEST 2-Skill: Reading, speaking, listening and writing skill II.PROCEDURE: 1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Sharing papers with Students 3- New lesson: Correcting ONE PERIOD TEST 4- Consolidation: What have you learnt in Unit 9, 10 and 11 5- Homework: Review all grammatical points and vocabularies Prepare Unit 13 lesson 1: READING Week: 25 Period: 80 + 81 Planning date:19th February 2013 Teaching date: 7th March 2013 Unit 13: Films and cinema A- Reading I Objectives: Knowledge: - General knowledge: Ss know and use the new words according to the speaking and asking activities - Language: Vocabulary comprehension Skills: Scanning for specific information Use the new words which relate to the topic in speaking, asking and answering activities Develop such reading micro- skills as scanning for specific ideas, guessing meaning in context Attitude: Students know the history of films and cinema II Methods: Mainly communicative III Preparation: Teacher: Pictures showing parts of the equipment of computers Extra board Students: books IV Anticipated Problems: Ss’ reading skill may not be good, their vocabulary about the films and cinema is not widen V Procedure: Time minutes Teacher and Students’ activities Warm- up Aim: Technique: Playing game Board Display Unit 13 : A – Reading Warm - up Quoc Tuan - Sts close the books then discus : Brainstorming: Thanh Loc _ T leads to the new lesson Famous actors/ actresses T shows some pictures of famous actors/ actresses Pre- reading Aim: Make Ss think about the topic Technique: Brainstorming Look at the picture ( 112 ) - T ask some questions about the pictures and Ss answer the questions in the book Vocabulary: Pre reading New words motion(n) chuyển động decade(n)= ten yaers existence(n) tồn character(n)nhân vật Aim: to provide Ss with some vocabulary Technique: explanations, examples, picuters… 10 minutes motion(n) chuyển động decade(n)= ten yaers existence(n) tồn character(n)nhân vật audience(n)khán giả silent(adj)im lặng - Read after the teacher, tress, T calls some Sts to read the words aloud T repeats the words if the Sts don’t read correctly Using drup out and remember method to check T gives feedback While- reading minutes minutes 12 minutes minutes audience(n)khán giả silent(adj)im lặng Task 1( 133 ): Filling= > matching Aim: to check Ss' vocabulary Technique: matching - Sts read the text silently then the text - T gets Sts to check their answers with a peer - T calls some sts to write their answers on the board the others read their answers, then ask them to explain their choices - T gives corrective feedback Task 2: (133 ) Aim: to improve skimming skill Technique: answering questions - Sts read the text again if they cannot the task without reading the passage - First, Sts should skim the questions to understand them - Sts underlined the key words to decide what information they need to find in the text - Then they should go back to the passage and locate the key words in the passage - Sts check the answers with their friends - T calls on some Sts to present and explain their answers - T gives feedback and correct answers Post- reading Aim: to make Ss work in groups and share ideas with each other Technique: While reading Task 1: 1.cinema sequentce decade rapidly character scene in the early 19th century At that time scientists discovered that a sequence of still pictures were set in motion, they could give the feeling of movement No, they didn't Audiences were able to see long films in the early 1920 The sound was intrduced at the end of the 1920s As the old silent films were being replaced by spoken one, the musical film Post reading Task : Deciding: - T goes around checking and offering help - Sts share your pair’ s opinions with the others - T calls on some Sts to read their translations - T gives corrective feedback WRAPPING UP: Aim: to summarize the main points and check Ss' understanding Technique : Asking question What is the silent film? When was music introduced to the films? Rewrite the following sentence: We did not complete the work until midnight  It was not until ……………………………………………………………… Homework T asks Sts to retell the text Feedback  With class 10C10: provide more information about cinemas in Vietnam  With class 10C3: T should translate some difficult words for Ss VI Evaluation: ……………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………… UNIT 13: FILMS AND CINEMA B-SPEAKING Week: 25 Period: 82 Planning date: 26th February 2013 Teaching date: 19th March 2013 I Objectives: Knowledge: - General knowledge: Tell about the hobbies - Language: Giving opinion Skills: Fluency 3.Attitude: Help students can talk about some kinds of film which they like, the reason why they like watching them, when they enjoy them II Methods: Mainly communicative III.Preparation: Teacher: Extra board, TV Students: Books IV Anticipated Problems: Ss may be shy when speaking in front of crowd V Procedure: Teacher's and Students’ Activities Board Display 1.Warm up Unit 13: Aim: to get Ss brain - storm about the adj used to B- Speaking describe a film 1.Warm up Technique: ask and answer Adjectives used for describing films - Ask students to close the book and look at the blackboard Find adjectives to describe a film * Adjectives describing films: - interesting/ boring/ good, exciting, violent, moving, terrifying, impressive, funny - How much you like each kind of film? * Lead in the new lesson 2.Pre-speaking 2.Pre-speaking Aim: Give Ss some new words and useful language - Ask students to open their books and read the requirements carefully 3.While-speaking Activity - Task (page- 134) Aim: to practice speaking - Ask students to work in group - Explain the new words and structures and guide if necessary -Ask sts to work in pair New words: -Thriller films - Horror films - Science fiction films Activity : Task (Textbook - page 135) Aim: Sharing opinions and using languages provided - Ask sts to read the available sentences quickly - Give some new words - Ask students to work in group and offer some possible solutions - Go round and help- Give some new words to help them if necessary 3.While-speaking Task New words Task Post speaking: 4.Post – speaking Aim: Have chance to have a free talk Task Activity 3: Task (textbook - page 135) - Ask Ss to work in pair Find out his/ her preferences for films - Some give ideas - Go round and help - Give the correct answers Activity 4: Task (textbook - page 135) Task Talk about a film you have seen WRAPPING UP : Aim: to check Ss' understanding T asks Ss to recall some knowledge of the lesson HOMEWORK: Write a passage about one kind of film you like, and give the reason why? FEEDBACK:  With class 10C10: need speak more fluently  With class 10C3: T can provide Ss with some videos for them to imitate intonation VI: Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Week: 25 Unit 13: Films and Cinema Period: 83 Planning date:28th February 2013 C: Listening Teaching date:20 th March 2013 I Objectives: Knowledge: - General knowledge: Ss know and use the new words according to the listening activities - Language: Vocabulary comprehension Skills: listening for main ideas Attitude: Students can + practice listening skill through doing the tasks + summarize the main point of a conversation II Methods: Communicative Approach III Preparation: + Teaching plan, picture, posters and text book + Cassette and tape IV Anticipated Problems: Ss’ listening skill may not be good, their vocabulary about the films and cinema is not widen V Procedure: Stages Board Display T & Ss’ Activities Kim’s Game Warme r (5mins) visit grandpare nts go to the cinema take a Chinese class go dancing Activities s go on a picnic watch TV listen to music Listen and check the activities you hear …….1 Visit grandparents …….2 Watch TV …….3 Go on a picnic …….4 See a play …….5 Chat on the net …….6 Go to a singing club …….7 Take Chinese class …….8 Listen to music …….9 Go dancing …….10 Go to the cinema Before you listen  Suggested as: 1, 3, 4, 6, - T introduces the game to Ss - T sticks a poster on the board - T divides class into groups (group A & group B) - T leads Ss to know how to play the game - Ss look at these activities and remember them into 1minute - One student from each group will go to the board to write one activity that they remember - Which group finishes first and has all the correct answers will be winner - When Ss finish the game, T leads Ss to the lesson - T asks Ss to listen the dialogue and check the activities that they hear - Ss listen to teacher - T plays the tape once for Ss check their answers - Ss listen the tape and check the activities that they hear (8mins)  Pre – teach vocabulary:  Pre – teach vocabulary:  Titanic [tai'tænik] (n) : tàu Titanic  cinema ['sinimə] (n) - T teaches Ss some new words that appear in the listening passage - T asks Ss to listen and repeat to make sure that they pronounce correctly - T asks Ss to copy down the new words in their notebooks : rạp chiếu phim  instead (of) [in'sted] (pre) : thay vì  suppose [sə'pouz] (v) : gia sử  guess [ges] (v,n)  picnic ['piknik] (n) : đoán : cuộc dã ngoại Task Listen to the talk between two friends, Lan and Huong Then answer the question “What are they planning to together?”  Answer keys: While you listen (23mins) They are planning to go to the cinema together to see Titanic Task Categorize: Listen and check the right column: Whose activities are these? Activities Visit grandparents See Go to Lan √ Go on a pi nic a play √ singing club T ke Chinese classes Task 1: (individually) - T asks Ss to listen the dialogue between Lan and Huong and answer the question in task - Ss listen to teacher - T plays the tape once for Ss to the task - Ss listen and answer the question - T play the tape the second time for Ss to check their answers - T checks and gives comments Huong √ √ √ Task 2: (individually) - T asks Ss listen again and task - Ss listen to teacher - Ss listen to the dialogue to the task - T plays the tape once for Ss to check their answers - T calls on some Ss to give their answers - Ss give their answers - T corrects them Task 3: Listen and fill in the blanks On _, Lan is going to visit her grandparents On _, Huong is going on a picnic On , Lan is going to see a play On , Huong works and she is going to a singing club On , Huong is taking Chinese classes On , Lan is busy Answer Key: Thursday Sunday Wednesday Friday Task 4: Complete the table Time Lan Mon Tue Wed Thurs Fri Sat Sun Answer Key: Time Mon Monday Saturday Task 3: (pair works) - T asks Ss listen again and task - Ss listen to teacher - Ss listen to the dialogue to the task - T plays the tape once for Ss to fill in the blanks - T asks Ss to work in pairs to compare their answers - T calls on some Ss to give their answers - Ss give their answers - T corrects them Huong Task 4: (pair works) - T asks Ss listen again and task - Ss listen to teacher - Ss listen to the dialogue to the task - T plays the tape once for Ss to complete the table Huong - T asks Ss to work in pairs to compare their answers - T calls on some Ss to give their answers work and go to a singing - Ss give their answers club - T corrects them work and go to a singing club Lan see a play Tue Wed Thurs Fri visit grandparents Sat work (busy) study Chinese/take Chinese classes Sun go on a picnic Lucky number Tom and Jerry Titanic Dòng máu anh hùng (Group work) - T divides class into groups (Group A & B) After you listen ( 7mins) Sherlock Holmes Tam quốc diễn nghĩa Flight of Navigator Answering the questions: Tom and Jerry- On Wednesday, what does Huong do?- On Wednesday, Huong goes to the singing culb at night Titanic – Lucky number Dòng máu anh hùng – who visit her grandparents on Thursday? – Lan visits her grandparents on Thursday Sherlock Holmes – Lucky number Tam quốc diễn nghĩa- What does Huong on Sunday? – Huong has a picnic to Hoa Lu with her friends on Sunday Flight of Navigator - On what day can they meet? – They can meet on Tuesday WRAPPING UP: Aim: to put stress on the leson Technique: playing game ( slap the board ) - T gives instructions - T explains the role of the game - Ss play the game - The group becomes winner when they have more correct answers HOMEWORK Ask Ss' to the exercises in the handout FEEDBACK  With class 10C3: task should be simplified and play the tapes at least times  With class 10C10: when checking the answer, T should pause the tape VI: Evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………… Week: 26 Period: 84 Planning date: 1st March 2013 Teaching date:21st March 2013 UNIT 13 : FILMS AND CINEMAS D - WRITING I Objectives: Knowledge: - General knowledge: Write about a person's life - Language: Words relate to a profile Skills: Informal invitation Attitude: Students will know the ways to write a profile II Methods: Mainly communicative III Preparation: Teacher: video of Titanic film, TV, projector Students: books IV Anticipated Problems: Ss'have never described any films before V Procedure: Teacher’s activities Board Display 1.Warm-up : (4 minutes) Unit 13: Aim: to get Ss’ attention to the lesson and help them relax in a D – Writing few minutes 1.Warm up Technique: asking questions -Watch a video -ask Ss to watch a video and guess what the film is Ask and answer -Ask some questions: 1.Have you ever seen a film “the titanic”? What Do you know about it? Lead in : To know more about the film “the Titanic” we will learn the new lesson: Writing 2.Pre-writing: (10 minutes) Task Aim: -Analyze the passage of Titanic 2.Pre – Writing Type: Love story film - Let students read the passage of the titanic and answer the questions in the task 2.Filming place: The true story - Explain some new words if they not know of the Titanic disaster in 1912 - Go around to help students to answer the task 3.Main characters: Jack and -Check the answers with the whole class 3.While-writing 3.While-writing: (20 minutes) Task Task Aim: -Organizing ideas and making outline for describing films Technique: working in groups and present - Ask students the task2 _Ask students to gather and organizing ideas for their paragraph -Let students write their paragraph for 10 minutes -Ask students to exchange their paragrap with a partner -Go around helping and collecting typical errors 4.Post-writing: (10 minutes 4.Post writing - Let students write on the board or in the papers - Go around and remark - Ask or students who may be good at English to write on the board – Give general comments and remark Homework: (2 minutes) WRAPPING UP: Aim: to check Ss' understanind Technique: asking questions What is the verb tense for film description? What is the organization of describing a film HOMEWORK: Describing a film they have seen and prepare the next lesson FEEDBACK:  With class 10C10: providing Ss' with various structures to make the writing not be boring With class 10C3: T should remind Ss the verb tenses of this writing VI:Evaluation:………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… UNIT 13: FILMS AND CINEMA E LANGUAGE FOCUS I Objectives: Knowledge: - General knowledge: Students can Use attitudinal adjectives to describe a film - Language: - New words: Words related to films Skills: - Pronunciation: /f/ - /v/ - Grammar: - Use attitudinal adjectives to describe films or to express their opinion about particular films - Use the structure ‘It was not until that ” a /an /and the 3.Attitude: Students know how to spell two syllables /f/ and /v/ in a word or a sentences II Method: Integrated, mainly communicative III Anticipated Problems: Ss' may be confused with adj with ing and ed IV.Preparation: Students: Textbook Teacher: handouts, books… V Procedures: Teacher’s activities Board Display I Pronunciation(10 minutes) AIM: help Ss pronounce words and sentences correctly and more fluently Technique: modeling -Model the two sounds /f/ -/v/ for a few time -Pronounce the sounds and ask students to repeat -Ask students to practice pronouncing the sounds in chorus and individually -Give feedback +Practice these sentences -Read all the sentences and ask students to underline the words with the sounds and write /f/-/v/under them -Ask students to practice the sentences in pair -Go around and help - Let students read the sentences and work in groups - Listen and remark each group II.Grammar: (34 minutes) AIM: To provide Ss with some structures so that they can use wide range of sentences more correctly Exercise1: -Ask students the task1 and write the adjectival forms of the verbs given -Ask students to read it quickly -Explain difficult case :”fascinate, excite ,bore” -Explain the differences between the two forms: +the-ing form has an active meaning +the-ed form a passive meaning -Go around and help -Check the answer the class as a whole Unit 13: E – language Focus I Pronunciation Watch video and distinguish sounds II.Grammar Exercise 1: Adj with ing and ed Exercise Exercise 2: -Ask students read the sentences through -Explain new words if any -Call on some students to go to the board and write the answers -Give a feedback Exercise3 Aim: make Ss' know how to use this strucuter Exercise 3: Technique: explaination It was not until… The structure: “It was not until that ” _Give an example: It was not until last week that we began this program -Ask students to comment about the use of this structure -Give the use of this structure :to emphasize the commencement point of an action or event -Ask students to make some sentences with this new structures -Listen and check * Exercise 4: Exercise 4: -Ask students discuss the use of the article: a/ an /the -Keys: 1a 2the 3the 4an 5a 6a +a+singular countable noun beginning a consonant 7the 8the 9the 10a 11a 12the +an+ singular countable noun beginning a vowel 13the 14an 15a 16a 17the 18a +the+ singular countable noun and plural countable noun, uncountable noun WRAPPING UP Choose the best answer: A of B fan C feeling D laugh Filling in the blank: I bought ………… newspaper and …… magazine …… newspaper is on the table and I don’t know where I have put …… magazine HOMEWORK: `- Let them exercises in Workbook -Prepare the next lesson FEEDBACK: With class 10C3: provide more examples for Ss’ and ask them to make sentences using should and conditional sentence type With class 10C10: design more exercises that are difficult for Ss' to practice VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… Week: 27 Period: 86 Planning date: 5th March 2013 Teaching date:2th March 2013 Unit 14: THE WORLD CUP A - READING I Objectives: Knowledge: - General knowledge: - Language: - New words: Words to football such as: elimination game, finalist, champion Skills: Reading for general or specific information Attitude: Students can read and know about history of World Cup and make questions and answer them well II Method: Integrated, mainly communicative III.Preparation Teacher: Some photos of famous teams and some information about them Students: Books IV Anticipated Problems: Ss' may not have the basic knowledge about World Cup V Procedures: Teacher’s activities 1.Warm-up: (4 minutes) AIM: to get Ss’ attention to the lesson and make them joyful also Technique: Playing game - Turn on the cassette to let students listen a famous song of the World Cup1998 and ask some questions 1.What is the name of song? 2.what is the song about? 3.Do you know any information about World Cup? - Recheck and introduce the new lesson: 2.Pre-reading: (7 minutes) AIM: Let Ss brain storm about the topic by answering some questions Technique: brainstorming - Ask students to look at the pictures in the book and name the team -Let students work in pairs to answer the questions 1.Where was the 2002 World Cup? 2.Which team became the champion then? 3.Which team was the runner-up? - Let each student stand and speak their opinions - Go around and help them if necessary 3.While-reading: (20 minutes) Task 1: AIM: to help Ss improve skimming skill ( main idea ) Technique: skimming Board Display Unit 14: A – Reading 1.Warm up activity 1, “The Cup of life” 2,The song is about football /World Cup 2.Pre – reading 3.While reading Task 1: - 1b ,2c 3a 4e.5d - 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 task1 Task AIM: to have skill in guessing word of meaning in Task 2: context Technique: Guessing 1, 13(line8) 2.32(line13) - Let students read all sentences and explain some new 3,Argentina(line10) 4,one (line6) words if necessary -Ask students to read again and stop at the lines that contains these words to guess the meaning -Let students the task individually -Call on some students to answer and explain their answers - Listen and correct if needed Task Task 3: AIM: provide Ss some tips to the kind of true/false exercise 1F (the World Cup was held in 1930Technique: scanning line8) - Let students work in pairs 2F (the World Cup is held every -Read the passage again and decide the statements true years-lines1-2) or false 3T(line7) -Ask students to the task individually and then check 4T(lines16-17) their answers with a friend 5F(Brazil has won, not played the WC -Call on some students to give and explain their times-line17 answers -Give corrective feedback -Keys : 4.Post-reading: (10 minutes) 4.Post reading AIM: the task in a free way without teacher’s support Technique: free talk -Ask students to close their books and practise telling about the World Cup using the figures 1904 ,13 ,1930 ,17 ,32 ,2002 - Let students read the passage quickly to find evidence from the passage to relate to these figures - Go around to check ,help and take note of students typical errors -Call on some students to talk and give feedback WRAPPING UP : Aim: to put stress on the lesson Technique: asking some questions  Where was the 2002 World Cup?  Which team became the champion then?  Which team was the runner-up?  How often is the World Cup held?  HOMEWORK (4 minutes) - Reread the passage and summary the main point (about 75 words) FEEDBACK  With class 10C10: asking more difficult questions about World Cup  With class 10C3: T should translate some difficult words for Ss VI:Evaluation …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Week: 27 Period: 87 Planning date: 8th March 2013 Teaching date: 28th March 2013 UNIT 14: THE WORLD CUP B- SPEAKING I Objectives: Knowledge: - General knowledge: Ask and answer about World Cup winners - Language: Words to speak about World Cup Skills: expressing opinions 3.Attitude: Students should know how to ask and answer about the World Cup and to talk about World Cup winners II Method: Integrated, mainly communicative III Anticipated Problems: Ss' may not speak fluently IV.Preparation: Teacher: Photos of some famous football teams, textbook , Students: books V Procedures: Teacher’s activities Board Display 1.Warm-up: (3 minutes) Unit 14: AIM: to make Ss eager to learn English B – Speaking Technique: playing game 1.Warm up - Ask students to close the book -Playing game - Give some pictures of some national teams and guess the name of each picture 2.Pre-speaking: (8 minutes) Task1 AIM: Help Ss be familiar with the topic Technique: - Ask students to look the pictures in the task and the task1 - Go around and listen to them 3.While-speaking: (20 minutes) Task AIM: Practice speaking skill with asking and answering in high speed Technique: asking and answering - Let students open the books and ask and answer the questions about the team that was the runner-up using the table below A :Where was the first World Cup held? B : It was held in Uruguay A :which team played in the final match? B :Uruguay and Argentina - Ask students to work in pair and talk about the World Cup winner 2.Pre-speaking Task 3.While-speaking Task A :Where was the first World Cup held? B : It was held in Uruguay A :which team played in the final match? B :Uruguay and Argentina - Listen and correct Task Task AIM: Improve Ss’ speaking and pronunciation Technique: modeling - Ask students to talk again - Ask one group to the task as a model - Go around listening to some groups and help them if needed - Ask some pairs to stand in front of the class and practice speaking 4.Post-speaking: (10 minutes) 4.Post - speaking AIM: Provide Ss with the English environment and give them chance to talk and talk Technique: speaking freely - Give some information about the World Cup2002 -Ask students to ask and answer information related to the World Cup 2002 - Listen to each group and correct or give mark if they it well WRAPPING UP Aim: to check Ss'’ understanding Technique: playing game ( slap the board) When T reads the name of the football team, Ss will slap the flags of their country 5.Homework: (2-4 minutes) - Let students write about the team they like -Ask students to prepare the next lesson FEEDBACK  With class 10C10: highly require Ss' pronunciation  With class 10C3: T models the speaking more times for Ss' to imitate V:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Week: 28 Period: 88 Planning date: 18th March 2013 Teaching date: 2nd April 2013 UNIT 14: THE WORLD CUP C – LISTENING I Objectives: Knowledge: - General knowledge: Students know about people’s background - Language: Words about people’s back ground - New words: Words related to people’s background Skills: Listening for general or specific information 3.Attitude: Students should know how to ask and say about famous football player’s background II Method: Integrated, mainly communicative III Teaching aids: Some pictures of persons or some real information about them IV Anticipated Problems: Ss' cannot listen to the tape script They cannot catch speakers’ speed V Procedures: Teacher’s activities Warm-up: (4 minutes) AIM: to help Ss think about the topic Technique: brainstorming - Give some photos of football player in the world and ask Who is these in the photo? Which sport does he play/ take up? Pre-listening: (8 minutes) AIM: let Ss widen their vocabulary related to the topic Technique: explaination, picuters… - Let students open the books and ask who is in the picture -Ask students to talk about the football player they like best - Let students read some words they’ll listen then - Listen and check 3.While-listening: (20 minutes) Task AIM: to improve Ss’ listening skill Technique: listening for at least times - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Let students listen the second time - Check their listening - - Observe the class and listen to each group’s feedbacks Board Display Unit 14: C – Listening 1.Warm – up Ask and answer 2.Pre – listening 3.While – listening Task 1 1940 joined a Brazilian football club 1962 1974) retired - Give more information if students wonder or not clear Task Task 2: AIM: practice guessing answer in listening skill Technique: guessing - Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listenings 4.Post listening 4.Post-listening: (10 minutes) AIM: Let Ss have free talk Technique: speaking without pausing - Ask students to retell something about Pele’s life -Ask students to write a short passage to tell about the life of Pele after listening - Listen to each group and correct mistakes if they’ve done WRAPPING UP Aim: to check Ss' understanding Technique: asking Ss some questions Who is Pele? Where did he take up football? What did he after he retired? Homework: (2- minutes) - Ask students to write a short passage about football player they like FEEDBACK:  With class 10C10: provide some information about Pele before listening  With class 10C3: play the tapes more times VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… Week: 28 Period: 89 Planning date: 20th March 2013 Teaching date: 3rd April 2013 UNIT 14: THE WORLD CUP D - WRITING I Objectives: Knowledge: - General knowledge: Students learn to write an announcement about a sport event - Language: Words used in writing about sport events Skills: Writing an announcement Attitude: Students should know how to write an announcement II Method: Integrated, mainly communicative III Anticipated Problems: Ss' cannot listen to the tape script They cannot catch speakers’ speed IV Preparation: Teacher: Some cues, information of some football players, TV……… Students: books V Procedures: Teacher’s activities Board Display 1.Warm-up: (4 minutes) Unit 14: AIM: Make Ss remember everything they learned in D-Writing the previous lesson 1.Warm – up Technique: asking questions - Ask students to close the books - Give the papers with some different announcements and match with the correct titles -then introduce the topic of the lesson, which is writing a short announcement of a sport event 2.Pre-writing: (8 minutes) Task1 2.Pre-writing AIM: the task with understanding Technique: eliciting - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Then check the answers with the whole class 3.While-writing: (18 minutes) 3-while-writing Task AIM: Provide Ss with some new words Technique:teaching new words by explanation, examples, pictures… - Let students read quickly taks2 - Explain some new words if necessary: - Ask some other groups to write an announcement using some cues below and -Go around and help if necessary 4.Post-writing: (13 minutes) AIM: to get Ss have peer check and then correct Ss’ 4.post writing writing Technique: peer - check -Ask students to read another’s announcement -Call on some students to read loudly their writing -Give feedback and correct typical errors WRAPPING UP: Aim: to put stress on the lesson Technique: asking questions T summarizes the main point of announcement writing “ what is the organization of this writing?” HOMEWORK: Write an announcement about something they like Prepare the next lesson  FEEDBACK: With class 10C10: focus more on vocabulary and grammatical correct  With class 10C3: checking and point out Ss' mistakes more detailed VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 28 Period: 90 Planning date: 25th March 2013 Teaching date:4th April 2013 UNIT 14 : THE WORLD CUP E – LANGUAGE FOCUS I Objectives: Knowledge: - General knowledge: Students should use “will’ to talk about unplanned intentions, and to make prediction - Language: Skill: fluency in pronunciating /g/ and /k/ and use of “will” and ‘going to” Attitude: Students should pronounce /g/ and /k/ correctly and differ the use of “will” and “going to” II Method: Intergrated, mainly communicative III.Preparation: Teacher: Some words related to /g/ and /k/; handouts, video Students: books IV Anticipated Problems: Ss' cannot listen to the tape script They cannot catch speakers’ speed V Procedures: Teacher’s activities Board Display Unit 14 : E – language focus as 1.Pronunciation I Pronunciation: (15 minutes) AIM: Improve speaking skill as well pronunciation ( intonation) - Practice words Technique: modeling - Close the books! a Introduce two syllables /g/ and /k/ - Let students practice pronunciation these words: Group, goal ,club ,school ,weak ,cup, because ,compete ,ticket - Listen and correct the syllables students read -Practice sentences Practise these sentences b Let students read aloud the words given and try to pronounce syllable /g/ or /k/ correctly - Listen and check for pronunciation - Ask students to listen and read after these sentences II.Grammar: (20 minutes) AIM: have knowledge of specific grammar point Technique: presenting, illustrating with specific examples -Write on the board some examples containing both “will” and “going to” -Ask students to explain the differences among them when talking about future intentions -Then licit students the form ,meaning and uses of “will” and “going to” and write on the board Will : S+ will+V(without to) Going to : S + be+ going to+ V(without to) 2.Grammar Structures: Will Be going to Exercise - Ask students to exercise themselves then discuss in groups -Introduce how to it -let them work in pairs -Walk around and check and give mark -Key: 1, I’ll get 2, I’m going to 3,are you going to paint? 4,I’m going to buy 5.I’ll show you 6,i’ll have 7, I will Exercise - Ask students to remind of the use of “will” : making predictions and making offers -Ask students gives some examples - Then the exercise2 -Call on some students go to board and write down their answers - Listen and remark Exercise - Let students read the exercise3 and it individually - Check with the whole class Ex 1: 1, I’ll get 2, I’m going to 3,are you going to paint? 4,I’m going to buy 5.I’ll show you 6,i’ll have 7, I will Ex 2: Ex 3: WRAPPING UP: Aim: to check Ss' understanding Technique: asking questions Ask Ss' to supply the verb form: They have bought some paint They ( paint)…………………… this room “ I am tired” – “ oh really Wait here I (take) …………… you some medicine Homework: (5 minutes) - Ask students to revise the use “will’ and “going to’ - Practise doing exercise in the Workbook FEEDBACK:  With class 10C10: provide more difficult grammar point  With class 10C3: distinguish the near future and future simple in a clearer way VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 28 Period: 91 Planning date: 28th March 2013 Teaching date:9th April 2013 TEST YOURSEL D I Objectives: By the end of the lesson, Ss will be able to practice language skills through the exercises Knowledge: - Vocabulary - Listening comprehension: listening for details - Reading comprehension: answering the questions - Writing a short announcement for a relief fund to support people in flooded areas - Grammar: articles; infinitives for purposes Skills: Vocabulary about the topic: conservation, national park, music -use the tense forms and the structures to the test Education aims : Practice language skills through exercises II Methods: III Teaching aids: Books, reference books, cassette tapes, cassette player, lesson preparation, chalk, etc IV Anticipated problems: Ss may find the text difficult to complete the exercises due to lack of common knowledge and vocabulary related to the topics V Procedure: Stages Listening Teacher’s activities and Sts’ activities Aim: to practice listening in an extensive way Technique: listening for at least times Control sts to work individually, listen to the tape and fill in the gaps Play the tape twice Pause at intervals so that sts can check Ask sts to exchange their work with a friend to compare Call on some sts to show their work in front of the class Comment and give correction Reading Aim: to improve skim and scan skill Control sts to read the text then answer the questions Present some new words and provide help if necessary Call on some sts to show their work Board Display 1.He/ she has to a lot of extra practice and often spends a Saturday or Sunday awy from home as many matches are played then They are often played at weekends To play aganst other school teams No, they don’t Friends, other students and parents often go with them All the school in front of the class Ask for comment and give correction Grammar a Exercise Aim: practice pronunciation and the exercise in a grammatical way Control sts to fill in the each gap with a suitable article Call on some sts to show their work in front of the class Ask for comment and give correction Exercise 2: Ask sts to rewrite the sentences with clauses of purposes Control sts to work individually to write an annoucement to raise fund for people in flooded areas with the prompts given Writing No article the No article No article the a the the No article 10 a Rewrite the sentences with clauses of purposes, use ‘to/ in order to + infinitive’ I stay in to/ in order to watch a film on television I wrote them a letter to/ in order to thank them for the weekend She went to university to/ in order to study engineering You shoulkd go to Britain to/ in order to improve your English You should book the ticket well in advane to/ in order to see that football match Possible answer: The monitor of class 10G wishes to announce that the performance of our class will be showed at 7.30 p.m on Thursday, April 23rd in school meeting hall Tickets will be sold at Ho Chi Minh Communist Youth Union’s office from now, March 30 for 5.000 VND each Money collected will be sent to the school fund to support people in flooded areas WRAPPING - UP Make sure that sts know what to Call on some sts to read aloud before the class Ask for comment then give peer correction Aim: to check Ss' understanding Technique: asking questions - Summarizes the main point - Ask Ss to the exercises in the handouts which are given at the end HOMEWORK - Do the exercises in the handouts -Prepare for the next lesson FEEDBACK  With class 10C3: need more explanations in structures and grammar  With class 10C10: listening part must be simplified VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 29 Period: 92 Planning date: 28th March 2013 Teaching date:10th April 2013 SỞ GIÁO DỤC VÀ ĐÀO TẠO HẢI PHÒNG THPT TRẦN NGUYÊN HÃN ENGLISH TEST NO Thời gian làm bài: phút; (45 câu trắc nghiệm) Mã đề thi 122 (Thí sinh không sử dụng tài liệu) Họ, tên thí sinh: Lớp: : Choose the word whose underlined part is pronounced differently from that of the other words Câu 1: A cup B become C consider D city Câu 2: A destroy B noise C enjoy D orphan Câu 3: A clear B dear C wear D hear Câu 4: A film B feeling C roof D of Câu 5: A planned B called C passed D studied Choose the word that differs from the rest in the position of the main stress in each of the following questions Câu 6: A popular B tournament C passionate D retirement Câu 7: A destruction B vegetation C variety D erosion Câu 8: A retirement B professional C international D ambassador Câu 9: A receive B listen C divide D control Câu 10: A description B cinema C about D detective Choose the correct answer to each of the following questions Câu 11: They have just bought some paint They their house this afternoon A be going to paint B to painting C are going to paint D will paint Câu 12: Tan:“Would you like to have dinner with me?”- Lam: “ .” A Yes, I’d love to B Yes, it is C Yes, so D I’m very happy Câu 13: Brazil became the first team to win the five times A trophy B victory C final D champion Câu 14: Tom: Oh, my car has just been broken Bill: Don’t worry I _ you a lift A am going to give B give C will give D have given Câu 15: A new bridge built here next year A could be B are C would be D will be Câu 16: Language and music make humans different all other animals A of B from C with D by Câu 17: A: I still need to buy some souvenirs before we leave B: go shopping after dinner! A Let’s B Why not C How about D Shall we Câu 18: The job made him A boredom/boring B boring/ bored C boring/bore D bored/boring Câu 19: She usually had a smile on her face, but now she looks _ A delightful B cheerful C joyful D solemn Câu 20: If I knew her number, I her A phone B would phone C _ D will phone Câu 21: “ _are you learning Chinese for?” – “To sing Chinese songs” A Why B How C What D Which Câu 22: He missed the train yesterday If he early, he _ the train A had got up/wouldn’t have missed B gets up/won’t miss C had got up/would have missed D got up/wouldn’t miss Câu 23: that he became famous A It was not until that B It is not until C It was not until 2008 D It is not until 2008 Câu 24: How many countries took part in the last Olympic Games? A participated B performed C hosted D succeeded Câu 25: She gave me a letter and a post card _letter is from my sister, and _ postcard is from my brother A A/ the B The/ the C θ / the D A/ a Câu 26: My home village is 40 kilometres north of the capital A located B surrounded C held D laid Câu 27: I went to the library last night A studying B for studying C to studying D to study Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction in each of the following questions Câu 28: I’m boring because my exam result is so bad A B CD Câu 29: My brother prefers science fiction films than horror ones A B C D Câu 30: There are a lot of black clouds in the sky It will rain A B C D Câu 31: He works at Heathrow Airport, that is one of the biggest airports in the world A B C D Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions Câu 32: I was tired because I stayed up late last night A I hadn’t been tired if I wouldn’t have stayed up late last nigh B If I had stayed up late last night, I would have been tired C If I hadn’t stayed up late last night, I wouldn’t have been tired D I wouldn’t be tired if I didn’t stay up late last night Câu 33: Playing games too much is not a good idea A You can’t play games too much B You mustn’t play games too much C You don’t have to play games too much D You shouldn’t play games too much Câu 34: We didn’t recognize him until he came into the light A It was not until he came into the light that we recognized him B It was not until we recognized him that he came into the light C It was not until we didn’t recognize him that he came into the light D It was not until he came into the light that we didn’t recognize him Câu 35: They have built some new schools in our city A Some new schools have been built in our city B Some new schools have been builded in our city C Some new schools has been built in our city D Some new schools have be built in our city Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word(s) for each of the blanks from 36 to 40 HUE IMPERIAL CITY Construction of the Imperial City started (36) _ 1805, under the reign of Emperor Gia Long, and (37) _ completed in 1832, under the reign of Emperor Gia Long, and was completed in 1892, under the reign of Emperor Minh Mang Built (38) _ the northern bank of ((39) _ Perfume River, the Imperial City was influenced by the style of French architect Vauban The city (40) _ three sections: the Royal Citadel, the Imperial Enclosure and the Forbidden Purple City Câu 36: Câu 37: Câu 38: Câu 39: Câu 40: A at A are A in A an A comprising B on B were B on B the B comprise C for C was C above C a C will comprise D in D is D at D Ø D comprised Circle the item among A, B, C or D that best answers the question about the passage from 41 to 45 Dolphins are not fish They are animals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins vary greatly The smallest dolphin is just about 50kg in weight and 1.2 meters in length while the largest one can weigh up to 8,200kg and is 100 meters long Dolphins eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets Câu 41: Where they prefer to live? A In coastal waters and bays C In lakes Câu 42: Dolphins are _ B In bays D In coastal waters A insects C fish Câu 43: What dolphins eat? A Animals B Vegetables Câu 44: Where can they be found? A In rivers C In all oceans in the world Câu 45: Dolphin can live _ A two years C from twenty-five to over sixty-five years B mammals D the animals which lay eggs C Leaves D Fish B In the Pacific Ocean D In the Artic Ocean B eleven to twelve months D twenty-five years - THE END -KEY 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 UNIT 16: HISTORICAL PLACES Week: 30 Period: 93 Planning date: 30th March 2013 Teaching date: 11th April 2013 U A- READING I Objectives: Knowledge: - General knowledge: - Through this unit, students know more about history of VanMieu-Quoc Tu Giam - New words: Words related to historical places Skills: Reading for gist and for specific information 3.Attitude: - Students know the history of VanMieu-Quoc Tu Giam II Method: Intergrated, mainly communicative III.Preparation: Teacher: Real objects, pictures, English textbook 10, hand-outs Students: books IV: Anticipated problem Ss' may not be good at skimming or scanning skill V Procedures: Teacher’s activities and Ss' activities Warm-up: (4 minutes) Aim: to get Ss' attention to the lesson Technique: asking questions - Ask some questions: a Have you visited a historical place? b When was it? c What you tell abou itt? - Ok, in order to understand more about historical places Today, we’ll study a new lesson Unit 16- part:Reading Pre-reading: (7 minutes) Aim: Let Ss' know some new words Technique: explanation, pictures…… - Ask Students answer the question in the textbook - Walk round the class and offers ideas and comments when students need help - Conduct the correction and give the meaning of some words While-reading: (20 minutes) Aim: Let Ss' understand the text Technique: skimming and scanning - Make the class read the small talks, to scan the details and the tasks - Explain some new words if necessary Task : - Firsly, ask students to study individually then in pairs - Walks around the class, offer ideas and comments when students need help -Call on some students to tell meaning of the words in Vietnamese - Give suggestions -Key: 1B,2A,3C,4B,5C Board Display Unit 16: A - Reading Warm up Pre reading New words while reading Task1 1B,2A,3C,4B,5C Task - Ask students to read the small talks again to answer the T/F questions in task2 - Ask students to work individually then work in pairs - Walk round the class and comments when students need Task 2: 1F(line2-in1070) 2,T(line4) 3,F(from 11thto 18th century) 4,F 5T 6T Post-reading: (12 minutes) Post reading Aim: make Ss' to have a free talk Technique: working in groups - Let students work in groups to talk about: VanMieu-Quoc Tu Giam using the suggestions below 1.Where and when they built? 2.What were their functions? 3What is special about the stelae there? - Has students work in groups and answer the questions - Walk around the class, listen to student’s discussions and offer suggestions when necessary - Give comments WRAPPING UP Aim: to check students ‘understanding of the lesson To put stress on the main points of the lesson Technique: playing game : slap the board Decide whether the following statements are true or false Temporal Literture is the first university in Vietnam It was built in HCM city ……………………………………………………………… HOMEWORK: (2 minutes) Write a paragraph to tell about the Temporal Literature FEED-BACK:  With class 10C3: needs more explanations for Task and Task should be simplified  With class 10C10: need more explanations for vocabulary and pronunciation Focus more on presentation skill VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 30 Period: 94 + 95 Planning date: 30th March 2013 Teaching date: 11th April 2013 UNIT 16: HISTORICAL PALCES B- SPEAKING I.Objectives: 1.Knowledge: - Vocabulary - Speaking interaction - Asking and answering questions about a historical place - Talking about historical places from given information 2.Skills: speaking fluently 3.Attitude: By the end of the lesson, Ss will be able to talk about historical places from given information II.Methods: Mainly communicative approach III.Preparation: Teacher: Books, reference book, lesson preparation, chalk, etc Students: books IV.Anticipated problems: Sts may find it difficult to talk about a historical place with their own words due to lack of vocabulary and common knowledge of it V.Procedure Teacher’s and Students’ activities Presentation Present some new words: Aim: to provie Ss' vocabulary related to the topic Technique: Explanation, examples…… construct (v); construction (n) late president (n) maintainent (n) World Cultural Heritage (n) Comprise (v) The Imperial Enclosure (n): §¹i Néi The Forbidden Purple City (n): Tö CÊm Thµnh The Royal Citadel (n): Hoµng Thµnh Thong Nhat Conference Hall: Héi trêng Reunification Hall: Dinh Thèng NhÊt Independence Palace: Dinh §éc LËp Bormbardment (n): Aim: make Ss' practice English Technique: playing roles Board display Unit 16: B - Speaking Presentation: Task a Vocabulary Play roles, asking and answering the questions for the given information: Example: - What is its name? - Where is it?/ Where is it located?/ situated? - When was it construct? - How long was it constructed? - How many parts has it got? - What is it famous for?/ What is special about it? - When is it open? - What time is it open each day? - How much is admission fee? - Is it possible/ allowed to take photographs there? Control sts to work in pairs to make the questions for the information given as the example Task 2: Practice in in groups, playing roles to say somethings about Hue Imperial City and Thong Nhat Conference Hall Example: Welcome you to Hue Imperial City, which was listed as a World Cultural Heritage by UNESCO in 1993 It lies in Hue City, which is 654 km from Hanoi and 1071 km from HoChiMinh City The construction of the Hue Imperial City started in 1805 and lasted 27 years It comprises sections: the Royal Citadel, The Imperial Closure and the Forbidden Call on some sts to Play roles in front of the class City The city is open daily to all visitors Ask for comment and give correction With the admission fee of only 55,000 VND, you can discover one of the most famous historical and cultural relics in Vietnam yourself Get on the trip right Control sts to work in pairs, use prompts given to now talk about Hue Imperial City and Thong Nhat Welcome you to Thong Nhat Conference Hall Conference Hall Your knowledge of Control sts to take it in turns to exchange the Vietnames history can neverbe fulfilled ideas without paying a visit to Thong Nhat Call on some sts to demonstrate before the class Conference Hall, which is also called the Feed back and give peer correction Reunification Hall or Independence Correct sts’s pronunciation and intonation Palace It is situated in District 1, Control sts to work in pairs to talk about a HoChiMinh City, 1730 km from south of historical place they have visited Hanoi The hall was originally built in Give help if necessary 1856 In February 1963, it was badly Call on some sts to show their work in front of damaged by an air bombardment the class Therefore, it was rebuilt and the Comment and give correction construction completed in 1966 The Building has five floors with 100 beautifully decorated rooms and chambers It is open daily from 7.30 A.M to 11A.M and from 1P.M to P.M Just pay the admission fee of only 10,000 VND and ther you are, in the middle of this historical building WRAPPING UP: Aim: to check Ss' understanding Technique: playing game “ rub out and remember” Talking about a historical place HOMEWORK: Write a paragraph to tell a historical place you like  FEEDBACK With class 10C10: highly require Ss' pronunciation  With class 10C3: T models the speaking more times for Ss' to imitate VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week: 30 Period: 96 Planning date: 30th March 2013 Teaching date: 11th April 2013 UNIT 16: HISTORICAL PALCES C- LISTENING I.Objectives: 1.Knowledge: - Multiple choice questions 2.Skills: - Listening comprehension 3.Attitude: By the end of the lesson, sts will be able to listen to a short passage about the Statue of Liberty II.Methods: Mainly communicative approach III Preparation: Teacher: Books, reference book, cassete tape and cassette player, lesson preparation, chalk, etc Students: Books IV.Anticipated problems: Sts may find it difficult to complete the task due to the noise of the tape V.Procedure Teacher’s activities and Sts’ activities Before you listen Aim: to get Ss' attention to the lesson Technique: discussion Control sts to work in pairs, talking about the Statue of Liberty by answering the questions: * Vocabulary - Aim: provide vocabulary related to the lesson Technique: explaining words, or showing pictures… Take notes, check the meaning, practice the words: - merchant (n) = businessman - vessel (n) = ship - pillar (n): Cét - destination (n) - ornament (n) = decorate - ornamental (adj) = decorated - certify - ancient (adj) = old - formerly (adv) = before - major (adj) = main - trading (n) = business - tile-roofed (adj): - recommend (v) - precious (adj) = valuable - Assembly Cantonese Chinese While you listen Board Display Before you listen Notre Dame Cathedral in Ho Chi Minh City – Nhµ thê §øc Bµ Halong Bay The Huc Bridge Noon Gate in Hue – Ngä M«n Quan New words: While you listen Task 1: b 7a 8c 9c 10.c a Task Aim: to make Ss study the task carefully and make a guess Technique: Guessing Listen to the tape carefully then give the answers Listen again and check Present some new words and a short brief about Hoi An Congregation: Héi qu¸n Qu¶ng §«ng: §îc Hoa KiÒu Qu¶ng §«ng x©y dùng vµo n¨m 1855, đầu tiên thờ Thiên Hậu, sau đó thờ Quan Công Việc sử dụng các chất liệu gỗ, đá keets cấu chịu lực đã đem lại cho Hội quán vẻ đẹp đờng bệ, độc đáo - Tan Ky House: Nhµ TÊn Ký: §îc x©y dùng c¸ch ®©y gÇn 200 n¨m, cã kiÓu kiÕn trúc đặc trng loại nhà phố Hội An với nội thất chia lµm nhiÒu gian, mçi gian cã chøc n¨ng riªng Mặt tiền nhà thông là nơi để mở cửa hiệu buôn bán, mặt sau thông với bến sông để làm nơi xuất nhập hàng hóa Nhà đợc xây dựng vật liệu truyền thống và đợc tạo tác ngời thợ địa ph¬ng nªn võa mang nÐt riªng nhá nh¾n, thoát, ấm cúng, vừa thể đợc giao lu với phong cách kiến trúc khu vực Nhà Tấn Ký đợc cÊp b»ng di tÝch lÞch sö – v¨n ho¸ quèc gia ngµy 17 / 02/ 1990 - Japanese Covered Bridge: CÇu NhËt B¶n/ Chïa cÇu/ Lai viÔn KiÒu b Task Aim: to make Ss' catch the specific ideas Technique: listening for specific ideas Listen again and check the answers Work in groups, talking about Hoi An though the exercise Ask sts to study the questions carefully and make a guess from their common knowledge Play the tape twice Play again and pause at intervals and let sts check Call on some sts to give the answers in front of the class Give correction Play the tape once more for sts to check Ask sts to study the table then make a guess Play the tape twice and require sts to fill in the table, Control sts to exchange their work with a friend to check Call on some sts to give the answers in front of the class Give correction Possible answers: 1.It lies on the Thu Bon River, 30 km south of Da nang 2.was known as a major trading center in Southeas Asia between 16th and the 17 th centuries 3.Hoi An is now famous for its old temples, pagodas, small tile-roofed houses and narrow streets 4.They wer made of wood and their pillars were carved with ornamental designs 5.They were built in 1855 (It is years old) 6.It was built nearly centuries ago 7.The house look almost exactly as it did in the early 19th century 8.It was recognized as a World Cultural Heritage in 1999 Work in groups, talk about Hoi An with the information from the two exercise above Possible answers: Hoi An is located on the Thu Bon River, After you listen Aim: to make Ss' show their opinions about Hoi An Technique: using prompts Control sts to talk about the Hoi An, use the information from the exercises above Call on some sts to show their work in front of the class Ask for comment Give correction 30 km south of Da nang It was a major trading center in Southeast Asia and a major port Is is now famous for old temples, pagodas, small tile-roofed houses and narrow streets These old house were made of wood and their pillars were carved with ornamental designs Visitor can now visit main tourists attractions as WRAPPING UP: Aim: to put stress on the lesson Technique: filling in the table - Listening comprehension: - Filling in a table - Listening for specific information; HOMEWORK: Write a paragraph about The Statue of Liberty  FEEDBACK: With class 10C10: provide some information about Pele before listening  With class 10C3: play the tapes more times VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… Week: 30 P Syllabus: 98 Preparing date: 7th, April 2013 Unit 16: Historical Places D - Writing I.Objectives: 1.Knowledge: - Describing a chart - Vocabulary 2.Skills: describing a chart ( academic style) 3.Attitude: By the end of the lesson, Ss will be able to write a short paragraph describing a chart II.Methods: Mainly communicative approach III.Preparation: Teacher: Books, reference book, lesson preparation, chalk, etc Students: Books IV.Anticipated problems: Sts may find it hard to write the passage describing a chart due to lack of vocabulary and unfamilarity with the type of lesson V.Procedure Teacher’s activities and Sts’ activities Board Display Pre - writing Task Aim: to provide Ss' with some new words - Chart (n) - Arrivals (n) - Incrrease (v) Study the chart carefully then answer the questions Unit 16: D- Writing Pre - writing Task 1: The USA did 99,700 French visitors did Australia No, it isn’t France did The number of American visitors to Vietnam increased by 29,497 in comparison with that in 2001 Guide sts what what to Control sts to wok in pairs by asking and answering the questions Ask sts to exchange their work with a friend to check Work in pairs, practise asking and answering the questions While – writing Task 2: Aim: to make Ss' write the version with the right form Technique: using prompts Use questions and answers of task as the prompts to write a short passage describing the chart Post writing Call on some sts to play roles to demonstrate their work in front of the class Give peer correction Require sts to study the requirement Make sure sts understand what to While - writing Task 2: Sample: The chart presents some information about visitors arrivals in Vietnam from the UAS, France and Australiain 2001 and 2002 It can be seen clearly that the country which had the greatest number of visitors to Vietnam in those two years is the USA The number of American visitors increased from 230,470 in 2001 to 259,967 in 2002 France had more visitors to Vietnam than Australia in both years Generally, in comparison with 2001, all these three countries had a greater number of visitors in 2002 Post writing Control sts to work individually to write a short passage describing the chart Give help and provide vocabulary if necessary Ask sts to exchange their work with a friend Call on some sts to demonstrate before the class Ask for comment then give peer correction WRAPPING UP: Aim: to check Ss' understanding Technique: asking questions What is the type of describing a chart? What should you in this kind of writing? HOMEWORK Writing a short paragraph describing a chart  FEEDBACK With class 10C10: focus more on vocabulary and grammatical correct  With class 10C3: checking and point out Ss' mistakes more detailed VI:Evaluation: …………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……… Week: 30 P Syllabus: 99 Preparing date: 9th, April 2013 Unit 16: Historical Places E – Language Focus I Objectives: 1.Attitude: Students know how to spell two syllables /з/ and /Š/ in a word or a sentences Knowledge: - General knowledge: Students learn some information to describe a chart - Language: - New words: Words related to a chart Skills: - Pronunciation: / з / - /s/ - Grammar: - Comparatives and superlatives -Making comparisons II Method: Integrated, mainly communicative III Preparation: -textbook IV Anticipated problems: Ss' may be confused with sounds /з/ and /Š/ V Procedures: Teacher’s activities Board Display Unit 16: E – Language Focus I Pronunciation: (10 munites) a Give some rules of sounds: /з/ - /s/ - /s/ can stand at the beginning or between of a word Ex: shop ,English, washing Aim: to help students how to spell correctly by reading first as model Technique: modeling - /з/ can stand between of a word (hardly stand behind a word) Ex: television, massage, measure b Practice: - Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed I Pronunciation - Let students read the sentences and work in groups - Listen and remark each group II Grammar: Aim: to make Ss' acknowledge this grammar point Technique: presenting with examples Comparatives and superlatives -Give example: I am taller than Mai She is more beautiful than her mother I am the oldest in my family He is the most intelligent boy in the class - Let students give form of Comparatives and superlatives using the above examples -Ask students give some examples II Grammar: I am taller than Mai She is more beautiful than her mother I am the oldest in my family * Exercise 1: * Exercise 1: -Ask students exercise -Ask students work in pairs -Check up the class as a whole * Exercise 2: Exercise 2: -Ask students to read the exercise2 and put the words in the correct order to make sentences or questions Exercise 3: * Exercise 3: Let students read the sentences given and find out the mistake - Listen to students and help them to it - Check to the whole class Homework: (2 minutes) - Remind of comparative and superlatives - Let them exercises in Workbook WRAPPING UP: