1. Knowledge
- Recall and use adjective suffixes –ed, -ing, -ful, -less; recall pronunciation of /nd/, /ɳ/, /nt/;
recall and use past simple and past continuous - Adjective suffi xes: -ed vs. -ing; -ful vs. -less - Consonant and consonant clusters: /nd/, /ŋ/, /nt/
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills.
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE 1. Class organization
Class Date of teaching Attendance
10A3 10A4 10A5
2. Checking: During the lesson 3. New lesson
ACTIVITY 1: INTRODUCTION a) Objectives Vocabulary
b) Content 1. Read the conversation in GETTING STARTED again. Find the adjectives ending with the following suffixes:
c) Products Suggested answers
- ed: disadvantaged, interested, excited - ing: interesting
- ful: useful, helpful, meaningful
- less: hopeless
d) Organization Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives Introduce new lexical and grammatical structures related to the lesson
b) Content 2. Use the words in brackets with appropriate endings from 1 to complete the following sentences.
c) Products Suggested answers
1.
mea ningl ess
2.
interest ed
3 . hop ele ss 4.
usef ul
5.
excited, meanin gful
6 . exc itin g
1. If people spend most of their time doing nothing, they will find their lives meaningless. (mean)
- meaningless (adj): vô nghĩa - find sth + adj: thấy cái gì làm sao.
2. l am interested in doing charity work. (interest) - be interested in: hứng thú, quan tâm tới cái gì
3. Last year, she was really hopeless at English. She couldn't even say a word in English. Now her English is much better. (hope)
- hopeless (adj): không còn hi vọng
4. The new teacher’s advice was very useful. His students could learn English vocabulary faster. (use)
- useful (adj): hữu dụng
5. They were excited to know that their contributions
were meaningful to the poor people in that area. (excite, mean) - excited (adj): hào hứng
- meaningful (adj): có ý nghĩa
6. Our school volunteer activities are very exciting. (excite) exciting (adj): thú vị
d) Organization Assign tasks; explain Monitor; help; tutorial
Review; Commendation Reported results
Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives - Improve reading, speaking, listening, writing skills b) Content
Pronunciation 1. Listen and repeat.
2. Practise saying the following sentences. Pay attention to the pronunciation of the ending sounds /nd/, /ŋ/, and /nt/.
Grammar
Irregular past tense verbs 1. Form:
V-ed/ V-2
+ The past simple: Irregular verbs
eat ate, leave left, speak spoke, see saw 2. Uses:
a. An action that occurred at a single point of the past time.
(Yesterday, last year, last month...)
Eg: + Students came to see me yesterday + I returned home at 9 o’clock last evening.
c) Products Suggested answers
1.
wear
=>
wore
2.
buy
=>
boug ht
3.
read
=>
read
4.
make
=>
made
5.
write
=>
wrote
1. I hardly ever wear jeans to school. (yesterday)
=> I wore jeans to school yesterday.
2. My sister and I buy a lot of clothes in the summer. (last summer)
=> My sister and I bought a lot of clothes last summer.
3. My father sometimes reads newspapers in bed. (last night)
=> My father read newspapers in bed last night.
4. My mother makes my bed on weekends. (last Sunday)
=> My mother made my bed last Sunday.
5. I write letters to my grandparents at the weekend. (yesterday afternoon)
=> I wrote letters to my grandparents yesterday afternoon.
d) Organization - Step 1- Assigning
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Concluding
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives Students apply the knowledge they have just learned into communicative and practical situations
b) Content 2. Match 1-5 with a-e and complete the sentences in the past simple or the past continuous.
a. Form: Was /were + V-ing b. Uses:
+ It can indicate gradual development
+ It expresses an action that was actually going on at some particular point of past time or while another took place.
e.g.: + He was singing in this room at 7 o’clock last evening + While I was walking on the street, I met my friend.
c) Products Suggested answers
Phương pháp giải:
Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
1 - d
2 - c
3 - e
4 - b
5 - a
1 – d. We were walking in the park when it started to rain.
(Chúng tôi đang đi bộ trong công viên thì trời bắt đầu mưa.) Giải thích: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
2 – c. While 1 was talking to a friend, the teacher asked me a question.
(Khi 1 đang nói chuyện với một người bạn, giáo viên hỏi tôi một
câu hỏi.)
Giải thích: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
3 – e. We lost the keys while we were playing in the garden.
(Chúng tôi bị mất chìa khóa khi chúng tôi đang chơi trong vườn.) Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
4 – b. We were sitting on a bench in the park when someone took our school bags.
(Chúng tôi đang ngồi trên một chiếc ghế dài trong công viên thì có ai đó lấy cặp đi học của chúng tôi.)
Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
5 – a. When the phone rang, I was having a bath.
(Khi điện thoại reo, tôi đang tắm.)
Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn.
d) Organization - Step 1- Assigning
State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.
- Step 4: Concluding
Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.
IV. CONSOLIDATION
- Summarize the main point of the lesson.
V. HOMEWORK
- Do exercises again at home - Complete Exercises in workbook - Prepare the next lesson
Date of preparation: